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Category: Week 3

Raised by Technology

Raised by Technology

At the start of my blog I shared a post regarding children and technology. Today, whilst reading Nigel Welwyn (2016) ‘Is Technology Good for Education?’ , I questioned the use of technology in the classroom and if the most appropriate systems and tools are being used within education. Although research is evolving we still don’t know the implications of our children being raised by technology. Will they have a fragmented connection with the world or will they have a lack of empathy and physical connection with others? Over the years there has been discussion regarding the increased interaction with technology and if the exposure will change the way children think and focus.

The article ‘Determining the Effects of Technology on children‘ by Hatch (2011) discussed the positive and negative sides to technology in and out of the classroom. However, I still wonder the implications of a world where technology is unavoidable and how social relationships and connections between human and nature could be jeopardised if the exposure is not monitored.



Now, I enjoyed Haraway (2007) after reading it a couple of times as it wasn’t only long but hard for me to digest in one reading. I found myself skimming words and having to go back as I found my brain going in to lazy mode/meltdown. I’m not sure if it is the amount of reading that I’m doing on a whole for the course or the time of day that I find myself sitting down to papers. Colin, one of my EDC peers, thankfully posted a youTube video of Haraway on twitter and what an interesting ‘human’ she is! It makes a difference having words animated by the person. The use of body language, facial expressions, tone of voice and timing all come into play as I got a sense of her as a person and I was not only engaged but reacting to her words. The body/mind dualism helped me process the power of consciousness.


Haraway, Donna (2007) A cyborg manifesto from Bell, David; Kennedy, Barbara M (eds), The cybercultures reader pp.34-65, London: Routledge. (e-reserve, pdf)

Does fear prevent change?

Does fear prevent change?


Today I had to remind myself of my love to learn; I had lost my sense of purpose within the first and second week of the digital classroom due to fear. Anxiety, fear of losing control and being unable to think or speak (write) clearly all came into play as I looked at digital in the context of educational settings. It made me realise that if I were fearful then how must my students feel. I began to question if fear prevents growth?

Knowledge can help overcome fear, but what if the student is paralysed online because they are afraid of failing, that their ignorance will be exposed, they lack the knowledge and understanding or that they will look foolish in front of peers.

Through my online lifestream, I felt detached from reality as I charted unknown territory and encountered a paradox where technology made life easier but also made it more complex.
Through the course readings particularly by Bayne (2010, 2015) and Miller (2011), I remind myself that anxiety and fear of technology are common. Fear of failure means that we care. Fear can be healthy, and as humans, it helps us survive, learn and grow. Ubiquitous computing and communication can help us promote change particularly in a world where teaching, learning, and technology are enmeshed.



Bayne, S. (2010). Academetron, automaton, phantom: Uncanny digital pedagogies. London Review of Education, 8(1), 5–13. doi:10.1080/14748460903557589
Bayne, S. (2014). What’s the matter with “technology-enhanced learning”? Learning, Media and Technology, 40(1), 5–20. doi:10.1080/17439884.2014.915851
Geographic information science & technology body of knowledge (n.d.). . doi:10.22224/gistbok
Miller, V. (2011). Understanding digital culture. Los Angeles: SAGE Publications.
When technology performs

When technology performs

While reading ‘The Body and Information Technology’ by Miller (2011) I was particularly intrigued by his discussion on cyborgs and the technologies that enable “the tool and the tool user to become ‘one'”. Human-machine relationships therefore can be characterised in a number of ways and can support education and careers. Dance is no longer impossible when technological apparatuses are used to restore function and lost limbs. The question for me is when we look at cyborgs and the boundaries between human and machine, do we need a coach? Is it more of a learning process that takes place between the body and machine?   Therefore can this technology enhance the teaching and learning process or does it enhance the ability of the student?

Wayne (2014, p.15) notes that “technology and eduction would see the human neither as dominating technology nor as being dominated by it” in a post humanism position. Looking at this particular case the enhancement depends on the technology, the object, the learner and the subject.


Bayne, S. (2014) What’s the matter with ‘Technology Enhanced Learning’? Learning, Media and Technology, DOI: 10.1080/17439884.2014.915851 (journal article)

Miller, V. (2011). Understanding digital culture. Los Angeles: SAGE Publications.