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Schooling Futures in Tension: On Competing Discourses at a Technology Education Summit

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Title: Schooling Futures in Tension: On Competing Discourses at a Technology Education Summit
Language: English
Authors: Saul, Roger, Burkholder, Casey
Source: Journal of Curriculum and Pedagogy. 2019 16(3):299-320.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Educational Technology, Technology Uses in Education, Technology Integration, Foreign Countries, Technological Literacy, Industry, Innovation, Educational Finance, School Business Relationship, Public Schools
Geographic Terms: Canada
DOI: 10.1080/15505170.2019.1611679
ISSN: 1550-5170
Abstract: Reflecting on an education technology conference we attended in an Atlantic Canadian province, we problematize four major assumptions that we encountered at the conference: 1) The benefits of technology integration are educationally determinative; 2) Private industry and capital can fund technological innovation in schools without compromising their social, educational, and ethical mission; 3) Technology proficient students will necessarily address the needs of a future, imagined, economy, and a future, imagined world; and 4) Students are best understood as passive recipients of their technologically-mediated education. Ultimately, we argue that these visions of education for immediate, short term gain fail to consider other, perhaps more dystopian futures facing the learners in our context.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1242063
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Reflecting on an education technology conference we attended in an Atlantic Canadian province, we problematize four major assumptions that we encountered at the conference: 1) The benefits of technology integration are educationally determinative; 2) Private industry and capital can fund technological innovation in schools without compromising their social, educational, and ethical mission; 3) Technology proficient students will necessarily address the needs of a future, imagined, economy, and a future, imagined world; and 4) Students are best understood as passive recipients of their technologically-mediated education. Ultimately, we argue that these visions of education for immediate, short term gain fail to consider other, perhaps more dystopian futures facing the learners in our context.
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