Questioning Technology: Electronic Technologies and Educational Reform
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien. This book revisits current technocentric educational reform policy and examines the meaning of educational reform within the context of a technological society and globalized market economy. Having colonized the politics of educational reform, technocentrism has narrowed the social space of educational reform discourse by invalidating alternative social visions germane to the tradition of social justice and the development of a civic society. This book interrogates current technocentric discourse through the voices of educators who engage in the practice of "questioning technology" and raises significant issues regarding the dominance of a technology-based reform agenda, techno-utopianism as a dominant social vision, and the positioning of teachers within school cultures reconfigured by control technologies and performity. Educators need to create a deliberative approach to technology adoption, for only by assuming a more questioning stance toward the adoption of technological innovations can we hope to avoid technological determinism and take responsibility for the consequences of our inventions.
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List of Tables ix
The Social Vision of Technological Determinisn
Alternative Visions Questioning Technocentrism
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academic addition administration Antonio approach become believed characterized Clandinin classroom complex computer technology concerns context create crisis critical culture current reform curriculum decision-making democratic district dominant economic educational reform policy effects electronic technologies envisioned example experience explained expressed fact factor framework functionalist global goals Hispanic Information Age information technologies infusion of electronic instructional instrumental rationalism Internet issues Jostens kids lack learning lifeworld literacy Mary Jane Michael Apple moral Nation at Risk Neoconservatives neoliberal networked parents perceived perceptions personal practical knowledge perspective policy elites political postmodern problems professional knowledge landscape reality reflected reform efforts relationship between society Roger role Satie sense Shelly Shelton Valley skills social capital social vision society and technology specifically standards structural tacit knowledge teachers at Zepeda teaching techno-utopian technological pessimism technology adoption technology-based reform TIAF understanding Valley's values