Revealing the Transformatory Moment of Learning Technology: The Place of Critical Social Theory

Autor/in	Hall, Richard
Titel	Revealing the Transformatory Moment of Learning Technology: The Place of Critical Social Theory
Quelle	In: Research in Learning Technology, 19 (2011) 3, S.273-284 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.1080/21567069.2011.624996
Schlagwörter	Educational Practices; Educational Technology; Cultural Influences; Social Theories; Critical Theory; Holistic Approach; Politics of Education; Social Systems; Social Influences; Educational Environment; Role of Education; Technology Integration; Higher Education; Marxian Analysis + Suchen Sie Ihr Suchwort? Bildungspraxis; Unterrichtsmedien; Cultural influence; Kultureinfluss; Gesellschaftstheorie; Kritische Theorie; Holistischer Ansatz; Educational policy; Bildungspolitik; Social system; Soziales System; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsauftrag; Hochschulbildung; Hochschulsystem; Hochschulwesen; Marxism; Marxismus
Abstract	In revealing the transformatory moment of learning technology, a holistic and ongoing critique that is related to a range of socio-cultural factors is required. This critique further uncovers the social relations that frame the place of learning technology in bourgeois capitalist work and the development of the knowledge economy. This article argues that critical social theory, and the social and power relationships that it highlights, is central to the uncovering of this revelation. As a result of a holistic, or totalising, analysis based upon the political economy of technology in education, a framework that enables educators to examine its educational value is uncovered. Iterating and re-producing this framework works as a constant critique of educational practice within capitalism, and critiques deterministic or hegemonic views of technology-as-progress. As a result, this article seeks to demonstrate how critical social theory might enable educators to analyse learning technology as historically situated, and thereby to use critique to reveal and produce practical alternatives to socio-cultural problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10