Sherrie Brooks
Dr. Sherry Vafa Educational Technology Philosophy
EDUC6312
07/22/2024
Educational
Technology Philosophy
What is education,
why is it important, and what problems can it cause? That is what the philosophy of
education looks at. It talks about what education is for, what values it should
teach, how to best reach educational goals, and what teachers and students
should do to help each other learn. Existentialism, realism, idealism, and
pragmatism are some of the different schools of thought in the philosophy of
education. These schools of thought have different ideas about what education
should do and how it should be done.
Technology has had a big impact on how schooling has changed over time. It
is not looked at much in Educational Technology, and even less is said about it
(An & Oliver, 2020). This paper makes the case that the philosophy of
technology, which tries to figure out what these changes in history mean, can
help us understand technology in schools (An & Oliver, 2020). This talk is
mostly about the ontology turn in philosophy and Marx and Heidegger's thoughts
about technology (An & Oliver, 2020).
This is used to suggest a base that can help experts rethink educational
technology, which will allow them to look at the relationships between people
and education, between people and technology, and between education and
technology (An & Oliver, 2020). It is suggested that students should
"become what they are" through human-education relationships that
focus on their subjectivity rather than knowledge, An and Oliver (2020). The way designers work with people and technology
can shift the focus of their work so that technology is not just seen as a
useful tool, but also as something that can help people learn (An & Oliver, 2020). Understanding how technology can change
education and the significance of "technology" in school is
highlighted. (Oliver and An, 2020).
They can get ready-to-use, interactive, and useful lessons and activities
through technology that will help them create a good attitude toward learning
(My Personal Philosophy for Using Technology in Education, 2013). Most students
learn more and become more interested in class when they have technology to
help them (My Personal Philosophy for Using Technology in Education, 2013). As
stated in My Personal Philosophy for Using Technology in Education (2013),
teens and young adults today use technology all the time (My Personal
Philosophy for Using Technology in Education, 2013). They text, use social
networks, write, listen to music, do schoolwork, and even go shopping (My
Personal Philosophy for Using Technology in Education, 2013).
It is an important part of their lives. It would be better to teach them
how to use technology in a way that most of them already know than in the old
ways that have been used for years (My Personal Philosophy for Using Technology
in Education, 2013). Web Quests, Wikis, social networking sites, podcasts,
creative computer programs, PowerPoint, pictures, discussion boards, videos,
and other tech tools should be used to teach (My Personal Philosophy for Using
Technology in Education, 2013). This may be because I grew up with technology
(My Personal Philosophy for Using Technology in Education, 2013). Students can
connect with the subject better through technology. They then build on what they
have learned by evaluating it and looking for ways it can help them (My
Personal Philosophy for Using Technology in Education, 2013). They are also
trying to figure out if there are other ways to look at and explain this new
material (My Personal Philosophy for Using Technology in Education, 2013). If I
had the right tools, it would be my job to guide the students, get them
interested and curious, and push them to learn science and answer problems (My
Personal Philosophy for Using Technology in Education, 2013).
If you want to know what the philosophy of educational technology is,
Kaplan's Readings in the Philosophy of Technology was a good place to start (4.
Philosophy of Educational Technology | METblog – Mark Viola, n.d.). He says
that the philosophy is an imaginative and thoughtful look at what technology is
and how it changes people's thoughts, actions, communities, and surroundings
(4. Philosophy of Educational Technology | METblog – Mark Viola, n.d.).
His speech is based on the thought that technology is making life better
(or education better) without taking a close look at it (4. Philosophy of
Educational Technology METblog – Mark Viola, n.d.). I have to say that
"The Question Concerning Technology" confused me at first (4.
Philosophy of Educational Technology METblog – Mark Viola, n.d.). I had to read
it several times before it started to make sense (4. Philosophy of Educational
Technology | METblog – Mark Viola, n.d.). After watching Jacques Ellul's The
Betrayal of Technology and then reading it again, I have a better idea of what
the mindset of educational technology is (4. Philosophy of Educational
Technology METblog – Mark Viola, n.d.). Gesell is what Heidegger means when he
talks about what technology is all about these days (4. Philosophy of
Educational Technology | METblog – Mark Viola, n.d.). People who are looking
for the truth must have a calling out or finding, which the Greeks call
"aletheia" and the Romans "veritas" (322) (4. Philosophy of
Educational Technology | METblog – Mark Viola, n.d.). As Heidegger explains,
the Greek word techne is the name not only for the activities and skills of the
craftsman but also for the arts of the mind and the fine arts (318) (4.
Philosophy of Educational Technology | METblog – Mark Viola, n.d.). Based on (4.
Philosophy of Educational Technology METblog – Mark Viola, n.d.), this means
that the way we frame something is very important to him. When people think
that technology will make their lives better in a different way, Elul tells
them about some of the risks that come with it (4. Philosophy of Educational
Technology | METblog – Mark Viola, n.d.). He uses the car to talk about what
technology is (4. Philosophy of Educational Technology | METblog – Mark Viola,
n.d.).
The car gives people freedom, but they do not know it because they move
at the same time with a lot of other people and do not think about it (4.
Philosophy of Educational Technology | METblog – Mark Viola, n.d.). Philosophy
of Educational Technology | METblog – Mark Viola, n.d. says that technology has
become "sacred" to many people without their knowing it.
I believe that philosophy of education should be situated between the
theory and practice of education(Worsfold, 2001). In this way, philosophers of
education can be seen as brokers.[2] This idea of philosophy of education comes
from my belief that, as Harry Broudy reminded us in 1981, philosophers of
education have two roles: first, they "translate" the contribution
that philosophy can make to education for their audiences, usually school
teachers but also the public as a whole; second, they promote the contribution
that teaching practice and many other aspects of education practice can make to
philosophy (Worsfold, 2001).[3] I preach this combination of philosophy and
education because I think this way of thinking about the philosophy of
education will help people who have to teach (our normal clients) become useful
and thoughtful teachers(Worsfold, 2001). The philosophy of education, on the
other hand, is something that teachers and people who want to become teachers
should learn to improve their own liberal education(Worsfold, 2001). Philosophy
of education can encourage teachers to think deeply about problems related to
education, which might help them learn how to think for themselves in
situations that are important to their own teaching(Worsfold, 2001). The
philosophy of education students may not be limited by training or, even worse,
having to adapt to teacher-proof curricula(Worsfold, 2001). This is because
they can see for themselves the big questions that thinking about how school’s
work brings up, such as what worth learning is, how to teach morals to their
students, and so on(Worsfold, 2001). It's important for teachers and people who
want to become teachers to not become intellectually lost or give in to
political pressure in this time of constant talk about teacher evaluation and
accountability, bringing back religious (Christian) values to schools, school
voucher programs, and other issues that make teachers feel like they can't make
their own decisions about their students' educational needs and interests(Worsfold,
2001). Using technology in the classroom can be hard for teachers(Heathers,
n.d.). It allows an individual to be taught in any subject the teacher thinks
is important(Heathers, n.d.). To make the most of these new opportunities,
educators need to figure out what the goals are for a person living in a
society that works on its own(Heathers, n.d.). The teacher needs to focus less
on teaching facts and more on teaching concepts, ways to ask questions, self-directed
learning, personal growth, and social skills (Heathers, n.d.). It is hard for
him to deal with the problems that only produce poor kids, like their need for
individualized teaching and their desire to do well (Heathers, n.d.). Using
educational technology in the classroom could help spread these beliefs and
solve these problems in the classroom(Heathers, n.d.). To do this, science and
technological methods need to be used more effectively and more cooperatively(Heathers,
n.d.). There needs to be study on educational values, and this research needs
to be used to make curricular materials and train teachers(Heathers, n.d.).
Also, the people will need to be told about the technological revolution in the
way schools work(Heathers, n.d.). (JY)
Learning about the different ideas behind education helps teachers make
their own goals and plans clear. It makes them really think about what they
want to accomplish with their kids, whether it is helping them think
critically, being more creative, learning specific things, or growing morally
and ethically.
When educators talk about educational policies and developing curricula,
they can make better contributions if they understand educational theory. They
can fight for policies and practices that are in line with their ideas about
what makes an education valuable and useful.
The philosophy of education is very important for teachers because it
shapes how they think about the goal and practice of teaching. By studying
educational philosophy, teachers can make their goals clear, plan their
lessons, improve their reflective practice, help make policies and lessons,
create a strong professional identity, and be flexible in a range of school
settings. This intellectual base helps teachers make learning spaces for their
students that are important, useful, and responsive.
References
An, T., & Oliver, M. (2020). What in
the world is educational technology? Rethinking the field from the perspective
of the philosophy of technology. Learning, Media & Technology/Learning,
Media and Technology, 46(1), 6–19. https://doi.org/10.1080/17439884.2020.1810066
(An & Oliver, 2020) Parenthetical
An and Oliver (2020) narrative
My Personal Philosophy for using Technology
in Education. (2013, May 12). Shanice’s Pot of Thoughts :). https://shanicesmith.wordpress.com/my-personal-philosophy-for-using-technology-in-education/
(My Personal Philosophy for Using Technology in Education, 2013)
4. Philosophy of Educational Technology |
METblog – Mark Viola. (n.d.). https://blogs.ubc.ca/markviola/etec-511-2/philosophy-of-educational-technology/
(4. Philosophy of Educational Technology | METblog – Mark Viola, n.d.)
Worsfold, V. L. (2001). TEACHING PHILOSOPHY
OF EDUCATION TODAY. Educational Theory, 51(3), 373–384. https://doi.org/10.1111/j.1741-5446.2001.00373.x
(Worsfold, 2001)
Worsfold (2001)
Heathers, G. (n.d.). Educational Philosophy
and Educational Technology. https://eric.ed.gov/?id=ED039771
(Heathers, n.d.)
Heathers (n.d.)
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