What are the multiple connections we as educators in Digital Education have with digital technology?
(1) Our connection to the technological side of DigTech:
We must know what technologies exist and how we can incorporate these into our work. And we must teach how to practically use these technologies.
(2) The philosophical aspect of technology:
What is the purpose of this technology? How does it shape us, influence our world and the way we see it? What do we want to teach about this?
The physical and the philosophical make up digital cupture. So as a critical scholar, I am expanding my scope of studies to offer more robust descriptions of digital media and connect the remaining e-topian discourse with broader social and political currents. (See Sterne 2016, p. 17)
Incidents and posts on this issue this week were:
(A) My girls watching Paw Patrol and a TV documentary on cyborgs.
If identity is „something that is created within social contexts and through social discourse“ (Miller 2015, p. 208), how do we want to shape this creation?
(B) The Trump administration’s use of tech like Twitter and Facebook; the issue of fake news.
Is „the medium of information transparent with respect to information“ (Thacker in Miller 2015, p.214) or does the medium change or determine information?
(C) My comments on my video on Transhumansim.
As transhumanism aims at immortality (Bayne 2015), do we “see humanity as a transitory stage in the evolutionary development of intelligence”? (Thacker in Miller 2011, p.215)
So my work on answering the question above has started by asking it in the first place.
Bayne, S. 2015. What’s the matter with ‘technology-enhanced learning’?. Learning, Media and Technology 40: 5-20. doi: 10.1080/17439884.2014.915851. http://dx.doi.org/10.1080/17439884.2014.915851
Miller, V. 2011. Understanding digital culture. Los Angeles: SAGE.
Sterne, J.. 2006. The historiography of cyberculture. In: Silver, D. Ph D., Massanari, A., eds. Critical cyberculture studies. New York ; London: New York University Press.