Abstract
Critical theory designates a philosophy and research methodology that focuses on the interrelated issues of technology, politics, and social change. Despite its emphasis on technology, critical theory arguably remains underutilized in areas of practical research that lie at the confluence of social, political, and technological concerns. This chapter addresses that situation by first describing the methodology of ideology critique. This chapter shows how critical theory can be used to articulate a critique or “de-mystify” three particular truths or myths widespread in the field of educational technology. These are claims that (1) we live in a “knowledge economy,” (2) this technology is changing the educational requirements of a “net generation,” and (3) social and institutional change is motivated by a number of fixed “laws” of progress in computer technology. These claims are shown to simplify or obscure a complex social reality that is constituted by different and conflicting forms of knowledge.
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Notes
- 1.
Data provided by Tapscott shows that large majorities of this generation in various countries “text messaged, e-mailed on mobile/cell phone in the past month” (p. 51).
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Friesen, N. (2012). Critical Theory and the Mythology of Learning with Technology. In: Fee, S., Belland, B. (eds) The Role of Criticism in Understanding Problem Solving. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 5. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3540-2_6
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