What is the philosophy of technology? What is the philosophy of educational technology? How do we know?

Kaplan’s (2004) definition in our course notes provides a strong starting point to explore the question of philosophy in educational technology. I adapted the definition and formulated these questions:  What is the nature of educational technology; what are the effects and transformations of ET on human knowledge? What significance does ET had on the educational experience?

EllulI’s (1992) video, “The Betrayal of Technology,” questioned what the “cost” of technology would be. At what educational cost are we implementing technologies in the classroom?  Knowlton (1992) argued the cost of the overhead projector was a linear “flatness” and a passivity of learning, as well as a heightened power structure.  Much like Adams (2008) argument that the cost of utilizing PowerPoint was the focus on an authoritative linear knowledge transmission.  The accepted use of these two technologies in the classroom says much about our educational technological philosophy; even if it is only to point out that our acceptance of technological tools has preceded our understanding of the “essence” of the tool (Heidegger, 1953).  We have attempted to define educational technology, and box our understanding of it into our traditional knowledge constructs of the classroom (thus our enframing of education).  Instead of approaching educational technology, such as the overhead and powerpoint, as a tool to explore and identify the costs and benefits on learning, we have attempted to assimilate educational technology within our current frame of understanding (knowledge constructs).  This practice fails technology and it fails our learners.

This leads me to understanding why a philosophy and a definition of educational technology are essential.  We must have a framework in which to approach the implementation of educational technology. What makes a smartboard a tool for educational technology?  What does the smartboard reveal to us about the knowledge we are trying to impart/construct with our students?

Both Heidegger (1953) and Ellul (1994) cautioned us of society’s approach to technology as the bigger, the faster, the better.  Just because there is a new technological tool being marketed as the greatest approach to education, does not mean it will have a positive impact on our students’ learning.

The difficulty with the philosophy of educational technology is deciding whose responsibility it is.  Ellul (1994) emphasized the need for everyone to take responsibility of technology’s impact on society. An educational philosophy which matches the inherent beliefs in our education system is necessary to ensure learning is not compromised. Thus, it would be essential that teachers, administrators, government officials and society recognize the need for an understanding of the underpinning philosophy of educational technology.  Alas, how will this be possible when society barely accepts the possible detriment technology has on our society and environment