Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology.
This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different pos...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 5; pp. 373 - 385 |
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| Formato: | Journal Article |
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Wiley-Blackwell
Oct2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104685153&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104685153 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2011 vid: 27 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104685153 2011270188 10.1111/j.1365-2729.2011.00406.x 104685153 ppf: 373 ppct: 12 formats: tig: atl: Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology. aug: au: Oliver, M. affil: London Knowledge Lab, Institute of Education, London, UK sug: subj: Educational Technology Utilization Education Research Learning Methods Educational Theory Critical Thinking Social Behavior Social Learning Theory ab: This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor-network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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