TECHNOLOGY AND CURRICULUM: SHADOWS AND MACHINES
Keywords:
Curriculum, Technology, Curriculum Theory, Ted Aoki, Philosophy of TechnologyAbstract
The influence of technology in today’s classroom is undeniably ubiquitous and scattered, and though the practice of conceptualizing technological application emerges from within an already contested and highly politicized field of human relations, when approached in the context of curriculum, this contestation takes on new significance. In this paper, I construct a claim that, when introduced into the sphere of education, technology brings its own curricular shadows. I argue that while certain technologies seem to place restrictions on a learner’s capacity for expression and experimentation, these restrictions are by no means absolute or immovable, and that to think through technology aesthetically is to posit the presence of alternative possibilities and meanings. The performative potential of technology is here considered as within a dialogue with the curriculum-as-lived-experience, where learning necessarily exclaims its ambiguity as a forever-fluctuating relationality.
LA TECHNOLOGIE ET LES PROGRAMMES: OMBRES ET MACHINES
De nos jours, l’influence de la technologie au sein des classes est indéniablement perméable et répandue. L’utilisation d’applications technologiques conceptuelles émerge d’un domaine des relations humaines largement politisé et déjà contesté. Cependant, cette contestation, lorsqu’étudiée dans le contexte des programmes, prend un tout nouveau sens. Dans cet article, j’énonce que la technologie, une fois introduite dans la sphère éducationnelle, crée des zones ombres sur le programme. Je soutiens que, même si certaines technologies semblent restreindre la capacité de l’apprenant à s’exprimer et expérimenter, ces restrictions ne sont en aucun cas absolues et inébranlables. En fait, considérer la technologie de manière esthétique équivaut à postuler l’existence de possibilités et sens alternatifs. Le potentiel performant de la technologie est considéré ici comme faisant partie d’un dialogue avec le programme comme expérience vécue, au cœur de laquelle l’apprentissage exprime son ambiguïté comme relation toujours fluctuante.
Downloads
Published
How to Cite
Issue
Section
License
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca