A la fin du XIXe siècle, le progrès des sciences et des techniques parut ouvrir une ère de bonheur où l'homme, délivré des tâches serviles et de toutes les superstitions, serait enfin le maître de la nature et de son propre destin. Mais le XXe siècle ne tint pas ces promesses. Certes, le progrès des sciences a fait reculer la mortalité infantile et allonger l'espérance de vie. Les nouveaux moyens de communication ont permis la circulation rapide d'informations autour du globe. (...) Mais notre environnement est menacé par toutes sortes de déchets. La biologie a ouvert des voies effrayantes. l'automatisation a bouleversé le monde du travail. La nécessité de former des scientifiques pour créer et maîtriser ces nouveaux outils a fait reculer la culture classique. De tels changements ont obscurci les repères traditionnels, les esprits sont déroutés, le sens est en crise. A l'entrée du troisième millénaire, l'Académie d'Education et d'Etudes sociales ne pouvait laisser ces questions dans l'ombre : elles sont trop souvent l'objet de débats plus passionnés que fondés et raisonnés. La science menace-t-elle l'homme et son environnement? Pèse-t-elle sur la cohésion sociale et la démocratie? Quelle est sa place dans la culture, à côté de la philosophie? Comment le chrétien se situe-t-il dans ce monde scientifique et technique? Par une étude raisonnée de ces questions, l'AES souhaite délivrer un message d'espoir et de confiance, et contribuer à mettre le développement scientifique et technique au service de l'homme, suivant la parole de l'Ecclésiastique : " Le Très-Haut a donné à l'homme le savoir pour être glorifié dans ses merveilles " (17,8). (shrink)

In the paper, the authors explore the relations between educational technology and educational ideology through the lens of philosophical inquiry. The optics of critical analysis is applied to review the instructional tools, services and systems which compose the complex picture of contemporary educational technology. The authors claim that even when initially established in the ideological domain of educational anarchism most educational technologies when being applied systemically can end up on the more oppressive side (...) of the ideological spectrum close to educational totalitarianism. They focus on the risks of technology that are growing with the social change brought by the lifelong learning paradigm in education. (shrink)

The formation of the education professional has been a top subject of studies during the history of education in Brazil and must be a human formation directly related to his or her emancipation as a social, individual person. This is his or her truth citizenship and sine qua non to the formation of a new man for the construction of a human culture. In this sense, the concept of man is the fundamental axis of formation of the education professional. Theoretical (...) matrices that have given rise to individualism and its powerful concepts are analyzed, as well as the new dominant ideas that, in an explicit or implicit way, construct in our society by different forms of social consciousness. There is a firm conviction that the understanding of man as alive, active, and conscious in material existence, according to concrete life, looks as the formation of consensus, organic emancipating scientific fundamental of radial change in social relations on a global society and with the possibility of human culture. (shrink)

To support the teaching of ethics in science and engineering, educational technologies offer a variety of functions: communication between students and instructors, production of documents, distribution of documents, archiving of class sessions, and access to remote resources. Instructors may choose to use these functions of the technologies at different levels of intensity, to support a variety of pedagogies, consistent with accepted good practices. Good pedagogical practices are illustrated in this paper with four examples of uses of educational technologies (...) in the teaching of ethics in science and engineering. Educational technologies impose costs for the purchase of hardware, licensing of software, hiring of support personnel, and training of instructors. Whether the benefits justify these costs is an unsettled question. While many researchers are studying the possible benefits of educational technologies, all instructors should assess the effectiveness of their practices. (shrink)

In U.S. national policy, K-12 education is slated to play a significant role in the development and deployment of the National Information Infrastructure (NII). Analysis of legislation, policy documents, and histori cal narratives about attempts to use communications technologiesfor K-12 education shows, that these texts and discourses construct knowledge about, and allowable domains for, education in communications and national policy contexts such as the NII. This article fashions a counternarrative of policy pasts and presents that constructs new knowledge about the (...) NII and education and questions the many relations that have structured, and continue to structure, the process and practice of education relative to communications- based technologies. By briefly drawing attention to such counternarratives, the author encourages communications and educational policy makers to consider how education's position might be constructed and envisioned differently as they design policies for current and future uses of telecommunications-based educational technology and the NII. (shrink)

Buber’s distinction between the ‘I-It’ mode and the ‘I-Thou’ mode is seminal for dialogic education. While Buber introduces the idea of dialogic space, an idea which has proved useful for the analysis of dialogic education with technology, his account fails to engage adequately with the role of technology. This paper offers an introduction to the significance of the I-It/I-Thou duality of technology in relation with opening dialogic space. This is followed by a short schematic history of (...) class='Hi'>educational technology which reveals the role technology plays, not only in opening dialogic space, but also in expanding dialogic space. The expansion of dialogic space is an expansion of what it means to be ‘us’ as dialogic engagement facilitates the incorporation, into our shared sense of identity, of aspects of reality that are initially experienced as alien or ‘other’. Augmenting Buber with an alternative understanding of dialogic space enables us to see how dialogue mediated by technology, as well as dialogue with monologised fragments of technology, can, through education, lead to an expansion of what it means to be human. (shrink)

This paper considers the ethics of educational technology in terms of whether or not selected media and methods are beneficial to the teacher and student, or whether other motives and criteria determine the selection. Communications media have proven themselves to be powerful and efficient tools, used like ?dynamite? for getting the most out of a ?quarry?, but the vast scope of their applicability and flexibility may notoriously neglect the unprecedented risks to the user of current online methods ? (...) as one of the areas in which ethical issues arise. Having mentioned en passant any potential benefits of all communications media, their harmful potential is also noted, and, based on this introductory notification, ethical responsibilities of all parties involved in educational media have been examined. The authors? main objective is to centralise the concept of the ?uncritical mass? representing the educationally uninformed general public whose selections of communication technologies can lead to their adoption as educational tools regardless of their educational value. (shrink)

This theoretical paper elucidates the nature of educational technology and, in the process, sheds light on a number of phenomena in educational systems, from the no-significant-difference phenomenon to the singular lack of replication in studies of educational technologies. Its central thesis is that we are not just users of technologies but coparticipants in them. Our participant roles may range from pressing power switches to designing digital learning systems to performing calculations in our heads. Some technologies may (...) demand our participation only to enact fixed, predesigned orchestrations correctly. Other technologies leave gaps that we can or must fill with novel orchestrations, which we may perform more or less well. Most are a mix of the two, and the mix varies according to context, participant, and use. This participative orchestration is highly distributed: in educational systems, coparticipants include the learner, the teacher, and many others, from textbook authors to LMS programmers, as well as the tools and methods they use and create. From this perspective, all learners and teachers are educational technologists. The technologies of education are seen to be deeply, fundamentally, and irreducibly human, complex, situated and social in their constitution, their form, and their purpose, and as ungeneralizable in their effects as the choice of paintbrush is to the production of great art. (shrink)

In the light of Jacques Ellul's ideas on technology and Ivan Illich's views on education, what follows is a discussion of the present attempt of Botswana (amidst the Southern African Countries) to expand and modernize its educational system through the use of new technology to educate its people. The problems encountered in adopting technology are used as cautions for the Third World countries attracted to new technology for educating the vast majority. Illich's proposal for replacing (...) the formal schools with the tools of conviviality for the learners is considered useful and relevant. (shrink)

The main aspects of interdisciplinary ICT technology of educational process based on the concept of functional asymmetry of the cerebral hemispheres, which reflect space-time asymmetry of the Universe and constitute a certain psychophysiological focus of human organism, are presented in the article. Its urgency stems from the tendencies of contemporary world, evolving towards the information society and influencing the development of modern education, becoming increasingly multimedia-rich and psychologised. The authors consider the major peculiarities of cognitive strategies of brain’s (...) hemispheres, which should be taken into account in modern educational systems that apply versatile multimedia means in teaching different academic disciplines. It is shown that training information offered to the students can be differentiated by the right and left video sequences, which corresponds to hemispheric information processing strategies and promotes the synergetic state of synchronization of the hemispheres functions. And the encephalographic studies show that such functional synchronization, revealing the medication state of human brain, presupposes the integration of two information processing strategies, leading to harmonization of the processes of the first and second signalling systems. The algorithms of the most effective influence of multimedia presentations of teaching materials on a student based on the concept of functional asymmetry of human brain are substantiated. These algorithms presuppose combining the "left" and "right" information in such a way that the volumes of two types of information would form a harmonious proportion. (shrink)

The interview reconstructs Jeffrey Schnapp's brilliant career from his origins as a scholar of Dante and the Middle Ages to his current multiple interdisciplinary interests. Among other things, Schnapp deals with knowledge design, media history and theory, history of the book, the future of archives, museums, and libraries. The main themes of the interview concern the relationships between technology and pedagogy, the future of reading, and artificial intelligence.

The World Wide Web is often touted as a way to distribute expertise, thus decentering knowledge creation and dissemination. However, conceptualizing ex pertise as multiple does not sufficiently problematize the unitary expertise model that considers expertise as something held by someone (the "expert") and trans ferred to someone else (the "novice "). The author makes the claim that expertise has been primarily theorized by various psychologicalframeworks; these ways of conceptualizing expertise are largely ignorant of the ways that they position the (...) student as a passive receptor of knowledge and do not fully allow for the problematization of the nature of knowledge. Recon ceptualizing expertise then would require movingfrom a narrowly construed psychological conception of ex pertise to a notion of expertise more sociological in character. This article explores conceptualizations of expertise within some dominant psychological frame works. The author explores how the new information technologies compel a reexamination of these notions of expertise. (shrink)

Educational technology is controversial - some see it as essential to providing free global learning, others view it as a dangerous distraction that undermines good education. In both instances, most theories that have previously been applied to educational technology do not account for the distinctive nature and vast potential of technology. This book addresses this issue, exploring how education has been bound up with technology from the beginning, and recognising that educational aims have (...) already been shaped by technologies. Offering a 'dialogic' theory of educational technology, Rupert Wegerif and Louis Major respond to contemporary challenges to education within this book, including, but not limited to, climate change, misinformation on the internet and the impact of Artificial Intelligence (AI). Chapters introduce, discuss, and contextualise key theories and illustrate through case studies their uses within a diverse range of educational contexts, spanning from primary education to adult lifelong learning. Each chapter also concludes with a short summary, demonstrating how these theories translate to practical implications for design. A fascinating response to current developments in educational technology, this is a crucial read for all involved in creating, researching, or making decisions about the use of technologies within educational contexts. (shrink)

Paul Saettler provides a basis for historical analysis and interpretation of the diverse aspects of American educational technology - the individuals, concepts, and distinctive orientations that have shaped it - and traces its theoretical and methodological antecedents as it evolved from ancient times to the present day.

“We raised the power of reason, the power of manipulating words, above all other faculties. The written word became our god. We forgot that before words there were actions … that there have always been things beyond words. We forgot that spoken words preceded the written one. We forgot that written form of our letters came from ideographic pictures … that standing behind every letter is an image like an ancient ghost. The image stands for natural movements of the body (...) and other living things.” Frank Herbert. (shrink)

The article deals with the problem of ethnocultural educational technologies in forming of public spirit and patriotism feelings in modern student youth.

Is physical presence an essential aspect of a rich educational experience? Can forms of virtual encounter achieve engaged and sustained education? Technophiles and technophobes might agree that authentic personal engagement is educationally normative. They are more likely to disagree on how authentic engagement is best achieved. This article argues that educational thinking around digital pedagogy unhelpfully reinforces this polarising debate by failing to recognise that digitalisation is, as Stiegler has argued, pharmacological: both a poison and a cure. I (...) suggest that Biesta’s critique of learnification can be applied to online learning, but that any such application does not sufficiently acknowledge the pharmacological nature of modern technology. While Stiegler has something important to contribute on the relation between technology, attention and education, I suggest his account is rather too bound up with critical theories of technology. In the end I turn to philosophers of religion, such as Eliade and Smith to suggest different ways of conceiving the role of attention in education that does set technologies up over/against the formation of attention essential to education. (shrink)

Ethics and Educational Technology explores the creation and implementation of learning technologies through an applied ethical lens. The success of digital tools and platforms in today's multifaceted learning and performance contexts is dependent not only on effective design and pedagogical principles but, further, on an awareness of these technologies' interactions with and implications for users and social systems. This first-of-its-kind book provides an evidence-based, process-oriented model for ethics in technology-driven instructional design and development, one that necessitates intentional (...) reflective practice, a critical and theoretically informed interrogation of technology, and a participatory, emancipatory approach to technology design and applications. Rich with real-world ethics examples and design cases, supported by reflection questions and applied activities, and attentive to ethical codes among preeminent educational technology organizations, this is an ideal resource for students, faculty, researchers, and professionals across educational technology, instructional design, learning sciences, learning engineering, organizational training, and other disciplines. (shrink)

This paper is an attempt to further the conversation about the possibilities of dialogue with technology that Wegerif and Major have initiated. In their paper Wegerif and Major have argued that “constructive dialogue with technology is possible, even essential, and that this takes the form of opening a dialogic space” and they also “argue against Buber that dialogic spaces do not all take the same form, but that they take a multitude of forms depending, to a large extent, (...) on the mediating technology”. Reflecting on the paper by Wegerif and Major, the present paper attempts to highlight certain issues and possibilities for such a dialogue. In the first section of the paper, Wegerif and Major’s discussion of technology-mediated dialogue has been reflected upon. This is followed by a reflection on the possibility and challenges of engaging in a dialogue with technology as ‘other’ by referring to the case of a robot ‘Sophia’ getting citizenship in the Kingdom of Saudi Arabia. The third section discusses certain concerns regarding the interpretation of Buber’s idea of dialogue by Wegerif and Major. The conclusive section highlights some key aspects that need to be considered while reflecting on the possibility of dialogue with technology. (shrink)

The field of educational technology ethics is still in its early stages and faces several challenges. These challenges include the lack of a systematic theoretical framework and constrained researc...

This paper aimed at investigating the related studies on educational technology and its effect on English as a Foreign Language learner self-efficacy. Earlier studies have proved the positive and significant relationship between learner self-efficacy and educational technology use. Investigations have revealed that improving learners’ dynamic mindsets, online interaction, self-assessment, academic knowledge, and positive affectivity can increase learner self-efficacy. Moreover, the provision of the encouraging context can help develop learners’ self-efficacy in technology-supported education. Furthermore, the study (...) presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of learner self-efficacy in technology-supported educational contexts and its role in L2 education. (shrink)

In this article, the author examines the seemingly privileged position of technology in current educational thought. The article begins by considering Lewis Mumford’s notion of the myth of the machine and his insistence that only when tool making/using is modified by linguistic symbols, esthetic design, and socially transmitted knowledge does it become a significant contributor to human development. Through a sociohistorical critique, the author establishes a relationship between the ubiquity of the mythos and current educational discourse. The (...) author provides examples from various historical events that have contributed to (a) the tradition of print-based culture, (b) the origins of the mythos of technology, (c) the increasingly popular notion that technology offers apanacea for educational woes, (d) the marginalization of critical discourse in regard to educational technology, and (e) corporate involvement in maintenance of the mythos. (shrink)

In recent decades, more and more research has been conducted on the competencies of educators in improving the role of technology in academic activities. These competencies are based on a clear platform of technological knowledge, together with the recognized aspects of vast pedagogical knowledge and rich content knowledge. In such a modern era, the knowledge of technology, pedagogy, and content knowledge is quite vital in getting the educators ready to turn into qualified educators to cope with the difficulties (...) of the 21st-century. Moreover, it is considered that self-regulation is a significant factor in English as a Foreign Language educators’ learning and professional development. In line with the literature, nurturing and boosting self-regulated learning capabilities assist individuals to gain complicated knowledge and manage challenging problems in the process of teaching. Consequently, this review makes an effort to inspect teachers’ TPACK growth by enhancing their SRL capabilities in the process of technology-based instruction. In a nutshell, the implications of the present review were presented together with suggestions. (shrink)

A qualitative study using grounded theory methods was conducted to (a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, (b) investigate how the assumptions may influence technology decision making, and (c) explore whether technological determinist assumptions are present. Subjects involved technology directors and instructional technology specialists from school districts, and data collection involved interviews and a written questionnaire. Three broad philosophy of technology views were widely held by (...) participants, including an instrumental view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. Technology leaders were guided by two main approaches to technology decision making in cognitive dissonance with each other, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). The researcher concluded that as leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. A risk is that this can on occasion mean a quickness to adopt technology for the sake of technology, without aligning the technology implementation with educational goals. (shrink)

Digitalization is becoming an integral part of the development of all spheres of society, including the education system. The purpose of this research is to analyze trends in the development of digitalization in modern higher education institutions, the prospects for their interaction and mutual influence. The dialectical method, instrumental and functional approaches are used. The author concludes that in Russia, according to modern needs, requests and interests of the population, there is a qualitative process of development of digitalization of higher (...) education. (shrink)

The current study aimed to highlight the factors that may influence teachers' psychological resistance to digital technologies in entrepreneurship and business schools. Theoretically grounded in the diffusion of innovations theory and the theory of planned behavior, the current research investigates teachers' psychological resistance to digital innovation, school culture and climate, and moderation of teacher attitudes toward educational technologies. A cross-sectional field survey of 600 business and entrepreneurship school teachers was conducted in Jordan. In this study, partial least square-structural equation (...) modeling was used to assess the variables' “direct and moderating impacts” using the Smart PLS software 3.0. According to the results, school culture and school innovation climate had a considerable positive impact on teachers' resistance to digital innovation. Additionally, teachers' attitudes toward educational technologies moderated the relationship between study constructs in the framework. The study is a significant advance to the literature related to entrepreneurship, business education, and digital innovation. Several key policy insights and recommendations for further research, as well as theoretical and practical implications, are suggested. (shrink)

The abstract found at the beginning of most journal articles has increasingly become an essential part of the article. It tends to be the first part of the article to be read and, to some extent, it `sells' the article. Acquiring the skills of writing an abstract is therefore important to novice writers to enter the discourse community of their discipline. Based on 30 abstracts from three journals, the present study aims at exploring not only the rhetorical moves of abstracts (...) in the fields of applied linguistics and educational technology, but also the linguistic realizations of moves and authorial stance in different abstract moves. The results show that there are three obligatory moves in abstracts in these two disciplines — Presenting the research, Describing the methodology, and Summarizing the results. The results also indicate that a combination of certain linguistic features such as grammatical subjects, verb tense and voice can help distinguish moves in the abstract. The findings of the study have some pedagogical implications for academic writing courses for graduate students, especially students from non-English backgrounds. (shrink)

Scholars have emphasized that decisions about technology can be influenced by philosophy of technology assumptions, and have argued for research that critically questions technological determinist assumptions. Empirical studies of technology management in fields other than K-12 education provided evidence that philosophy of technology assumptions, including technological determinism, can influence the practice of technology leadership. A qualitative study was conducted to a) examine what philosophy of technology assumptions are present in the thinking of K-12 (...) class='Hi'>technology leaders, b) investigate how the assumptions may influence technology decision making, and c) explore whether technological determinist assumptions are present. The research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis, theoretical sampling, and theoretical saturation of categories. Subjects involved 31 technology directors and instructional technology specialists from Virginia school districts, and data collection involved interviews following a semi-structured protocol, and a written questionnaire with open-ended questions. The study found that three broad philosophy of technology views were widely held by participants, including an instrumental view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. The core category and central phenomenon that emerged was that technology leaders approach technology leadership through a practice of Keep up with technology (or be left behind). The core category had two main properties that are in conflict with each other, pressure to keep up with technology, and the resistance to technological change they encounter in schools. The study found that technology leaders are guided by two main approaches to technology decision making, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). As leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. The researcher recommends that similar qualitative studies be conducted involving technology leaders outside Virginia, and with other types of educators. It is also recommended that data from this or other qualitative studies be used to help develop and validate a quantitative instrument to measure philosophy of technology assumptions, for use in quantitative studies. (shrink)

This article lies at the crossroads of education, technology, and culture, examining the assumption that societal cultures can exert influence on educational technologies. It is informed by a hypothesis that educational technology is not merely a matter of education and technology alone but is also about the societal culture wherein that educational technology is implemented. The study explores those societally and culturally informed factors that promote the rejection of educational technologies. It answers (...) the research question: To what extent do societal cultures challenge educational technologies? This question is addressed by carrying out a quantitative enquiry into Israel and Saudi Arabia. Having analyzed the collected data using an exploratory factor analysis, societally and culturally directed factors were revealed that flew in the face of educational technologies. The theoretical proposition that could be drawn from this is that educational technologies can be rejected not based on educational or technological interests alone but rather based on societally and culturally promoted anxieties. The recommendation for research policy is thus that, when researching an educational technology, there should be constant consideration of how societally and culturally compatible it is with the wider societal culture wherein it will be or already is situated. (shrink)

Distributed cognition, as it considers how technologies augment cognition, informs technology integration in education. Most educational technologists interested in distributed cognition embrace a representational theory of mind. As this theory assumes cognition occurs in the brain and depends on the internal representation of external information, it is informed by a mind/body dualism that separates the individual student from material things. Alternatively, the theory of the extended mind describes the mind as a dynamic system of interactions inclusive of human (...) agents, technologies and other material things. Refusing the mind/body dualism, if one element is removed, the quality of cognitive activity declines. Across the cognitive sciences, there are debates between these representational and extended theories that have implications for what it means to be a student and for technology integration. However, distributed cognition research in educational technology ignores these debates. Instead, this research is conditioned by the discursive practices of a neoliberal assemblage of political, commercial and pedagogical institutions. In this era of high stakes testing, as the individual student is measured, evaluated and otherwise made subject through these practices, this assemblage expresses a tacit commitment to, and is productive of, the subjectivity of the individual student and thus benefits from the representational theory of mind. In this way, regardless of the recognized legitimacy of the theory of the extended mind, sustained by neoliberalism the field of educational technology will not soon question the veracity of the representational theory of mind or the mind/body dualism upon which it depends. (shrink)

b> Critical thinking is highly valued but difficult to teach effectively. The Reason! project at the University of Melbourne has developed the Reason!Able software as part of a general method aimed at enhancing critical thinking skills. Students using Reason!Able appear to make dramatic gains. This paper describes the challenge involved, the theoretical basis of the Reason! project, the Reason!Able software, and results of intensive evaluation of the Reason! approach.

Research on transition to higher education and young people with disabilities has increased in recent years. However, there is still limited understanding of transition issues and how digital technologies, such as social media and mobile devices, are used by this group of students to manage these issues. This article presents the findings of an empirical study that addressed this matter based on young people’s views and experiences. The qualitative study was conducted in the context of a group of students with (...) vision impairments transitioning to a New Zealand university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The study shows that, like their non-disabled peers, the students actively engaged with interactive and collaborative digital technologies to make sense, individually and collectively, of different transition issues before, during and after the first academic trimester of their university journey. (shrink)