Feminist Unthinking and Educational Technology

• Suzanne K. Damarin ^[1]
  1. [1] Ohio State University

     Ohio State University

     City of Columbus, Estados Unidos

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 28, Nº 2, 1991, págs. 111-119
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This paper initiates a feminist unthinking‐rethinking‐energizing‐transforming of educational technology. This necessitates our resisting the tendency to begin by analyzing into component parts, fragmenting the domain of discourse. We must deal with educational technology as a coherent whole. The AECT definition of educational technology reveals it to be mechanistic and fragmented. The users of educational technology, teachers (mostly female) and students, must be part of the process. Current procedures and practices help reproduce inequitable situations, partly because of the biases of the root disciplines. Many questions are raised with the aim of transforming educational technology.