Confronting Tools of the Oppressor: Framing Just Technology Integration in Educational Technology and Teacher Education

Autor/inn/en	Heath, Marie; Asim, Sumreen; Milman, Natalie; Henderson, Jessa
Titel	Confronting Tools of the Oppressor: Framing Just Technology Integration in Educational Technology and Teacher Education
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 22 (2022) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Social Justice; Technology Integration; Educational Technology; Teacher Education; Privatization; Power Structure; Educational Policy + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Privatisation; Privatisierung; Politics of education; Bildungspolitik
Abstract	Power, privilege, and prejudice are embedded within technologies. While technologies can be designed and used for democratization and empowerment, they can also be used to undermine the foundations of democracy in a variety of ways. Using a conceptual framework of technologically embedded injustice, the authors engaged in a theoretical analysis of just technology integration in the preparation and professional development of preservice and in-service teachers. They investigated why the field of educational technology has been historically slow to incorporate critical approaches, in general, and in teacher education, in particular. They argue that educational technology's roots are deeply influenced by US policy prioritizing technology for purposes of defense and capitalism. They further suggest that big tech's surveillance capitalism and privatization of education creates a troubling tendency to overlook systemic power imbalances. The analysis suggests that educational technologies are tools of the oppressor, made by the oppressor, with power baked into their designs. As a result, they propose a clearer definition of "just technology" and suggest four intersecting approaches to move toward justice: turn toward critical approaches (e.g., critical theories); revise standards to make systemic change; wrestle with the role of education and technology in a democracy; and interrogate educational technologies. Their definition is not definitive, and their recommended practices serve as springboards, not walls. This work has been lacking in teacher education and educational technology and may open discourse, lines of inquiry, and new interpretations of justice in educational technology. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01