Coming to a Definition of Technology
When I started the MET program at UBC, I thought like many that technology referred to the modern hardware and software we find all around us, devices that need a power source and are programmed to complete a great variety of tasks. The general idea is that using computational devices allow us to present content in a more polished fashion and allow us to complete complicated processes in an easier manner. This current idea of technology is actually quite limited as the meaning of this word (or idea) has developed over a very long period of time.
This idea of technology was challenged in ETEC 540: Text as Technologies (2013, Fall), where I came to realize that technology is a much more encompassing concept. Plato, an ancient Greek academic living in a time of change—the advent of writing—firmly believed that writing would have a negative impact on memory and intelligence (Plato, 350 B.C.). Walter Ong, advocates that “cultures are deeply affected by the use of writing” (1982, pg. 1) because it is a new method of expression using a particular set of tools. It was and continues to be a technology that affects thinking and learning. Techne: “An art, skill, or craft; a technique, principle, or method by which something is achieved or created” (Oxford English Dictionary (OED), “Techne”). Writing is a craft that requires physical and mental tools to create.
In the 18th century, technology referred to the study of a “branch of knowledge dealing with the mechanical arts and applied sciences” (OED, “Technology”)). During the industrialization of the 19th century, it came to mean the “application of such knowledge for practical purposes, esp. in industry, manufacturing…the mechanical arts and applied sciences collectively” and then the “technological knowledge or know-how; a technological process, method or technique” (OED, “Technology”). Thus, there has been a gradual creep of change for the meaning of this word which initially began as a craft using simple tools, like paper, ink, and writing utensils, to industrial machines, and then finally methods and techniques. Modern computing machines are tools, but they also allow the user to employ methods and techniques to achieve something in particular. They can perform a multitude of functions, and any one of those methods of using them do affect how we think and learn.
All of the perspectives described in the overview of Module B (ETEC 533) are extended perspectives of technology being knowledge of mechanical arts and applied sciences and particular methods and techniques to achieve something. I find myself finding something of value in each perspective that has been presented. For example, Roblyer (2012) believes we are technology because the tools, methods, and creative techniques are our own invention of the mind and Muffoletto (1994) has a similar view with a focus on solving problems but defining it as “a way of acting.” This idea of our mind as being a key component of technology is significant because without intelligence we would not even have the computing devices we take for granted today. Intelligence made it all possible. Even Jonassen’s (2000) view of technologies providing us with “cognitive affordances” is meaningful because well designed computing environments have the power of assisting our thinking. His examples of mind tools which are a variety of software help us organize and manipulate knowledge in meaningful ways, for example, search engines, spreadsheets, modeling tools, concept mapping, and visualization tools. Feenburg (1993, 2003) draws attention to the political and social dynamics of online environments that are definitely influenced by power dynamics and social conventions/norms. Finally, Trotter (1998) advocates that getting technology into schools is not going to magically result in a better education.
Considering all these perspectives, I have devised my definition of technology which is continually evolving during my engagement in this program:
Technology refers to physical and mental tools that enable us to improve processes or techniques that improve our thinking and quality of life in our society. These physical and mental tools are interdependent as our intelligence allows us to develop useful physical tools to perform complicated or difficult processes or techniques, and through using those physical tools, our thinking is affected and new ideas develop.
References:
Feenburg, A. (2003). Questioning technology. New York, NY: Routledge.
Jonassen, D. H. (2000). Computers as mindtools for schools, 2nd Ed. Upper Saddle River, NJ: Merrill/ Prentice Hall. Retrieved January 28, 2014, from http://scholar.google.com/scholar?q=Jonassen+mindtools&ie=UTF-8&oe=UTF-8&hl=en&btnG=Search
Muffoletto, R. (1994). Technology and restructuring education: Constructing a context. Educational Technology, 34(2), 24-28.
Ong, W.J. (1982). Orality and Literacy: 30th Anniversary Edition (2012). Forwarded by J. Hartley. London & New York: Routledge.
Plato. (360 B.C.). Phaedrus: The Seventh Letter. Translated by B. Jowett. Project Gutenburg. Retrieved January 28, 2014, from http://www.gutenberg.org/files/1636/1636-h/1636-h.htm
Roblyer, M.D. & Doering, A. (2012). Integrating educational technology into teaching, (5th Ed.). Upper Saddle River, New Jersey: Prentice Hall.
Media Credit:
Idea go. (2010). Technology Spot Stock Image. Freedigitalphotos.net. Retrieved January 28, 2014, from http://www.freedigitalphotos.net/images/Other_Science_and_Te_g342-Technology_Spot_p19486.html