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First it discusses the shortcomings of the technological and\nsocially determinist views of technology and education that prevail in current academic and policy\ndiscussions. Against this background the paper outlines the benefits of a number of different sociological\nperspectives on the social shaping of technology that, despite their popularity in other areas\nof science and technology studies, have been employed rarely in analyses of educational technology.\nIn particular the paper outlines the provenance of theoretical approaches such as the social\nconstruction of technology, studies of domestication of digital technologies, feminist critical theory\nand the political economy of technology. Drawing on all these theoretical traditions the scene is then\nset for future empirical and theoretical examinations of YOlmg people's use of digital technology in\nfonnal and infonnal- educational settings.", "publicationTitle": "Oxford Review of Education", "publisher": "", "place": "", "date": "February 2012", "volume": "VoL 38", "issue": "No.1", "section": "", "partNumber": "", "partTitle": "", "pages": "81-96", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/03054985.2011.577949", "citationKey": "", "url": "http://blogs.bournemouth.ac.uk/research/files/2013/05/Neil-Selwyn-Making-Sense-.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "N887GUAN" ], "relations": {}, "dateAdded": "2018-03-03T19:57:00Z", "dateModified": "2019-03-02T04:33:06Z" } }, { "key": "TQN8S2JY", "version": 458, "library": { "type": "group", "id": 533038, "name": "educ5102g", "links": { "alternate": { "href": "https://www.zotero.org/groups/educ5102g", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/533038/items/TQN8S2JY", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educ5102g/items/TQN8S2JY", "type": "text/html" } }, "meta": { "createdByUser": { "id": 935860, "username": "robpower", "name": "Rob Power, EdD", "links": { "alternate": { "href": "https://www.zotero.org/robpower", "type": "text/html" } } }, "creatorSummary": "Power", "parsedDate": "2019-02-26", "numChildren": 0 }, "data": { "key": "TQN8S2JY", "version": 458, "itemType": "videoRecording", "title": "EDUC5102G W19 Session 4 - 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Subjects involved technology directors and instructional technology specialists from school districts, and data collection involved interviews and a written questionnaire. Three broad philosophy of technology views were widely held by participants, including an instrumental view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. Technology leaders were guided by two main approaches to technology decision making in cognitive dissonance with each other, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). The researcher concluded that as leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. A risk is that this can on occasion mean a quickness to adopt technology for the sake of technology, without aligning the technology implementation with educational goals.;A qualitative study using grounded theory methods was conducted to (a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, (b) investigate how the assumptions may influence technology decision making, and (c) explore whether technological determinist assumptions are present. Subjects involved technology directors and instructional technology specialists from school districts, and data collection involved interviews and a written questionnaire. Three broad philosophy of technology views were widely held by participants, including an instrumental view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. Technology leaders were guided by two main approaches to technology decision making in cognitive dissonance with each other, represented by the categories , and . The researcher concluded that as leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category is given the greater weight in technology decision making. A risk is that this can on occasion mean a quickness to adopt technology for the sake of technology, without aligning the technology implementation with educational goals.;", "publicationTitle": "Journal of Educational Technology & Society", "publisher": "", "place": "", "date": "2017", "volume": "20", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "25-36", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://uoit.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV07b9swED4kztKlaZMWdeMYAjJkUiyTlGQNRSEYFuIh7wQouhAkRQFJCsuIpSHIn-8dLctGmyFDFgISRYKP49191D0AODsJ_H94QmJjpQMhbBAYPozsSGmbK5Mj4g6F0M7h-zoe_4rvUn6zNodytu_EKdcuDmo-Xwzy0gxSgcIrjLhIBunF-eTnRkKN-sdjKbF3WZflNuwwLhjhsml60WIx-h_oHI945FNQ8ZYjL60S_-PMTtxku_CyGhmZWp_US1uT1hDb-HV5X70a0_EdpvIJPjZaqpcuyeozbNnZHiV4boxB9mF6uUqB8OyVhVe1F_QeKuNIIY6avfuZZ1dtsLuNr_60FtRf4C6b3I5P_SYrg28ZAlrfKGEUT0yUh0FhdMhGI8PwZV5YoRFqx0YnVuEDKpI80aguqKGwseFJbkXCLf8KnVk5s9_AU7mO2LAgWkDgJMLEIp4bKkJ1Wqsi78IxrZiks1Y9KaMalwFsTVGr5HrdunDk9k3OlzE65ANNj6ZFNC4ZIh3Jwi4crnZVKk1XSaZaSJeVEOU41ffa-uYob1Z_f_NwDuADI_Hvrmp60KmeansIHSKOPmyPsissJ-llH3ZOx9Psd9_RJpZnPPsL0376Zg", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1176-3647;1436-4522;", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Analysis" }, { "tag": "Applied sciences" }, { "tag": "Behavioral sciences" }, { "tag": "Computer engineering" }, { "tag": "Computer science" }, { "tag": "Computer technology" }, { "tag": "Curricula" }, { "tag": "Data acquisition" }, { "tag": "Decision making" }, { "tag": "Determinism" }, { "tag": "Education" }, { "tag": "Educational leadership" }, { "tag": "Educational methods" }, { "tag": "Educational objectives" }, { "tag": "Educational philosophy" }, { "tag": "Educational resources" }, { "tag": "Educational technology" }, { "tag": "Educational technology leadership" }, { "tag": "Etiology" }, { "tag": "Formal education" }, { "tag": "Full Length Articles" }, { "tag": "Grounded theory method" }, { "tag": "Human behavior" }, { "tag": "Information technology" }, { "tag": "Instrumental view of technology" }, { "tag": "Leadership" }, { "tag": "Metaphysics" }, { "tag": "Optimism" }, { "tag": "Organizational behavior" }, { "tag": "Pedagogy" }, { "tag": "Personality" }, { "tag": "Personality psychology" }, { "tag": "Personality traits" }, { "tag": "Philosophy" }, { "tag": "Philosophy of technology" }, { "tag": "Psychology" }, { "tag": "Qualitative research" }, { "tag": "Research methods" }, { "tag": "Teaching methods" }, { "tag": "Technological change" }, { "tag": "Technological determinism" }, { "tag": "Technological imperative" }, { "tag": "Technological optimism" }, { "tag": "Technology" }, { "tag": "Technology education" }, { "tag": "Weight" } ], "collections": [ "N887GUAN" ], "relations": {}, "dateAdded": "2019-02-18T22:57:52Z", "dateModified": "2019-02-18T22:57:52Z" } }, { "key": "AL8S9UKD", "version": 452, "library": { "type": "group", "id": 533038, "name": "educ5102g", "links": { "alternate": { "href": "https://www.zotero.org/groups/educ5102g", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/533038/items/AL8S9UKD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educ5102g/items/AL8S9UKD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 5424164, "username": "ellenhrinivich", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ellenhrinivich", "type": "text/html" } } }, "creatorSummary": "de la Cruz Paragas and Lin", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "AL8S9UKD", "version": 452, "itemType": "journalArticle", "title": "Organizing and reframing technological determinism", "creators": [ { "creatorType": "author", "firstName": "Fernando", "lastName": "de la Cruz Paragas" }, { "creatorType": "author", "firstName": "Trisha TC", "lastName": "Lin" } ], "abstractNote": "Technological determinism (TD) has been critiqued as reductionist, ahistorical, and simplistic. This article, however, presents its complexity by showing four of its typologies according to the axes of objective/subjective dimensions and regulation/radical change sociologies based on Burrell and Morgan’s Four paradigms for the analysis of social theory. Through a survey of the literature and theoretical arguments about new media and their possible consequences on political, economic, and cultural systems, the article shows how TD and social determinism constitute a continuum, rather than a dichotomy, of theories about the relationship of technology and society. It recommends the revisiting of Burrell and Morgan’s concepts and their utility in organizing other communication theories.", "publicationTitle": "New Media & Society", "publisher": "", "place": "", "date": "2016", "volume": "18", "issue": "8", "section": "", "partNumber": "", "partTitle": "", "pages": "1528-1546", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1177/1461444814562156", "citationKey": "", "url": 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