Technology, Education and Enlightenment

This concluding chapter begins with a series of dialogues with alternative theoretical frameworks to bring out what is distinctive about the dialogic theoretical framework. Then it summarises the implications for practice and research of the dialogic approach proposing a programme of design study projects that could explore and develop it further. Finally itpicks up again the big framing theme of technology, space, time and history raised in the introduction in order to argue for a certain continuity between the first educational use of communication technologies, in the form of cave paintings, and the current and future educational uses of communication technologies to draw children into collective dialogues that are now no longer only tribal or only national but necessarily global. The argument is that the dialogic approach to using educational technology offers a new kind of enlightenment project.