Preservice ICT teachers’ technology metaphors in the margin of technological determinism
- 69 Downloads
Many factors might influence the current place and the role of information and communication technologies (ICTs) in social quarters, including education. One such factor might become one’s conceptions of technology. From this point of view, the purpose of this study is to examine preservice ICT teachers’ technology metaphors by linking to concepts of technological determinism. The study was carried out in a qualitative pattern. The data were gathered through metaphor elicitation prompt from 55 preservice ICT teachers, and content analysis was applied over the data. The findings of the study revealed that technology is widely being regarded in a utopian and improved state of affairs way of approach. Revealing preservice ICT teachers technology metaphors might enable scholars to broaden more realistic perspectives regarding how technology might be integrated within educational praxis. Furthermore, such an awareness might enable a realization of what to expect from technology, both for students and teachers.
KeywordsPreservice ICT teachers Technology metaphors Technological determinism Metaphor analysis
Compliance with ethical standards
Conflict of interest
The authors have no conflict of interest.
- Baytun, İ. D., & Özerem, A. (2012). Education in the grip of technological determinism concept. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 1(4), 45–53.Google Scholar
- Canpolat, E. (2012). A moment on technological determinism: Computopia. Akdeniz İletişim, 17(2012), 43–62.Google Scholar
- Çelik, E. E. (2018). Positivism as a dis/utopia and alternative scientific approaches. DTCF Journal, 58(2), 1609–1627.Google Scholar
- Chandler, D. (1995). Technological or media determinism. Retrieved July, 16, 2013 from http://www.waena.org/ktm/week1/TechorMediaDeterminism.pdf.
- Civelek, T., Ucar, E., Ustunel, H., & Aydın, M. K. (2014). Effects of a haptic augmented simulation on K-12 students’ achievement and their attitudes towards physics. Eurasia Journal of Mathematics, Science & Technology Education, 10(6), 565–574.Google Scholar
- Corazza, L. (2008). ICT and intercultural opportunities offered by the web. Encyclopedia of Information and Communication Technology (pp. 1–10). Italy: Information Science Reference.Google Scholar
- Czitrom, D. J. (1982). Media and the American mind: From Morse to McLuhan. Chapel Hill: University of North Carolina Press.Google Scholar
- Estapa, A., & Nadolny, L. (2015). The effect of an augmented reality enhanced mathematics lesson on student achievement and motivation. Journal of STEM Education: Innovations and Research, 16(3), 40–48.Google Scholar
- Feenberg, A. (1995). Alternative modernity: The technical turn in philosophy and social theory. London: University of California Press.Google Scholar
- Freire, P. (2000). Pedagogy of the oppressed. London: Bloomsbury Publishing.Google Scholar
- Göğüş, A., Nistor, N., & Lerche, T. (2012). Educational technology acceptance across cultures: A validation of the unified theory of acceptance and use of technology in the context of Turkish national culture. TOJET: The Turkish Online Journal of Educational Technology, 11(4), 394–408.Google Scholar
- Goodwin, B., & Miller, K. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78–80.Google Scholar
- Heffernan, M. (2011). Willful blindness: Why we ignore the obvious at our peril. New York: Bloomsbury.Google Scholar
- Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind: Intercultural cooperation and its importance for survival. McGrew Hill, 3rd edn.Google Scholar
- Johnson, D., & Kress, G. (2003). Globalisation, literacy and society: Redesigning pedagogy and assessment. Assessment in Education, 10(1), 5–14.Google Scholar
- Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin: The New Media Consortium.Google Scholar
- Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin: The New Media Consortium.Google Scholar
- Kabakçı, I., & Odabaşı, H. F. (2004). Using the technology and being a technorealist. Journal of Social Sciences, 1(2004), 19–28.Google Scholar
- Kirschner, P. A. (2009). Epistemology or pedagogy, that is the question. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 144–157). New York: Routledge.Google Scholar
- Lévy, P. (1997). Collective intelligence: Mankind’s emerging world in cyberspace. Cambridge: Perseus Books.Google Scholar
- Luckin, R., Bligh, B., Manches, A., Ainsworth, S., Crook, C., & Noss, R. (2012). Decoding learning: The proof, promise and potential of digital education. London: Nesta. Extracted on December, 25, 2016 from: http://www.nesta.org.uk/publications/decoding-learning.
- Moylan, T. (2018). Scraps of the untainted sky: Science fiction, utopia, dystopia. Routledge.Google Scholar
- Neuman, W. R. (1991). The future of the mass audience. Cambridge: Cambridge University Press.Google Scholar
- Pérez-López, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. TOJET: The Turkish Online Journal of Educational Technology, 12(4), 19–28.Google Scholar
- Poore, M. (2011). Digital literacy: Human flourishing and collective intelligence in a knowledge society. Literacy Learning: The Middle Years, 19(2), 20.Google Scholar
- Robinson, L. K. (2007). Diffusion of educational technology and educational reform: Examining perceptual barriers to technology integration. In L. Tomei (Edt.), Integrating information & communications technologies into the classroom. (pp. 272-288). Hershey, London, Melbourne, Singapore: Information Science Publishing.Google Scholar
- Russo, F. (2018). Digital technologies, ethical questions, and the need of an informational framework. Philosophy & Technology, 1-13, https://doi.org/10.1007/s13347-018-0326-2.
- Selwyn, N. (2012b). School 2.0: Rethinking the future of schools in the digital age. In Research on e-Learning and ICT in Education (pp. 3-16). Springer New York.Google Scholar
- Selwyn, N. (2016a). Is technology good for education? Cambridge: Polity press.Google Scholar
- Selwyn, N. (2016b). Teachers vs. technology: Rethinking the digitisation of teachers’ work. Professional Voice: Teaching in Context, 11(2), 18–24.Google Scholar
- Surry, D. W., & Farquhar, J. D. (1997). Diffusion theory and instructional technology. Journal of Instructional Science and Technology, 2(1). Retrieved from http://www.usq.edu.au/electpub/e-jist/vol2no1/article2.htm. Accessed 16 Jul 2013.
- Tanner, P., Karas, C., & Schofield, D. (2014). Augmenting a child’s reality: Using educational tablet technology. Journal of Information Technology Education: Innovations in Practice, 13, 45–54.Google Scholar
- Thornton, T., Ernst, J. V., & Clark, A. C. (2012). Augmented reality as a visual and spatial learning tool in technology education. Technology and Engineering Teacher, 71(8), 18–21.Google Scholar
- Thurm, C. (1999). Technology integration in Alberta schools - a review of policy and practice: Reliance on technology undermines support for teachers (unpublished master thesis). Carleton University, school of journalism and communication. Ottawa. Google Scholar
- Topu, F. B., & Göktaş, Y. (2012). ICT teachers’ assigned roles and expectations from them. Educational Sciences: Theory & Practice, 12(1), 473–478.Google Scholar
- Tufekci, Z. (2016). Zeynep Tufekci: Machine intelligence makes human morals more important [video file]. Retrieved from https://www.ted.com/talks/zeynep_tufekci_machine_intelligence_makes_human_morals_more_important#t-969911.
- Türel, Y. K. (2012). Teachers’ negative attitudes towards interactive whiteboard use: Needs and problems. Elementary Education Online, 11(2), 423–439.Google Scholar
- Vural, Z. B. A., & Bakır, U. (2007). Information and communication technologies from the dystopian perspective and the future of the humanity. Journal of Selcuk Communication, 5(1), 5–21.Google Scholar
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
- Wagner, D., Day, B., James, T., Kozma, R. B., Miller, J., & Unwin, T. (2005). Monitoring and evaluation of ICT in education projects: A handbook for developing countries. Washington DC: INFODEV.Google Scholar