Sources for a philosophical critique of technology in education

"This dissertation seeks to establish general criteria for what counts as educative in educational technology. There has been much ink spilled over how technology might be used in schools and other learning environments, whether there is enough or too little of it, whether it is equitably distributed, and what it might promise us in the future. But ironically, the amount of scholarship concerning technology in these senses seems almost inversely proportional to the amount of serious thinking regarding how technology and education might, or should be, related to one another in any deeper sense. There have been attempts in educational theory that verge upon this sort of enterprise, a prerequisite for any normative account of how technology ought to be used in education, but these attempts have been inadequate. This is due largely to the fact that the ""critical"" literature, such as it exists, has been trapped within the parameters of an overly simplistic ontology of technology itself."

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Blacker, David Jonathan

Contributors dc:contributor

• Page, Ralph C.

• Philosophy
• Education, Technology of
• Education, Philosophy of

Statement dc:rights

• Copyright 1994 Blacker, David Jonathan

Language dc:language

eng

Identifier

AAI9503141
(UMI)AAI9503141

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/19229