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Learning technology: Theorising the tools we study
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DOI：10.1111/j.1467-8535.2011.01283.x.png)
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Abstract
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This paper identifies a significant gap in existing work within the field of educational technology the failure to explain technology theoretically and proposes an agenda for addressing this. While there are discussions of theory within educational technology research, these typically focus on learning. Technology itself is seldom considered, being treated instead as natural or given. This is in marked contrast to other fields of study, in which robust theories of technology have been developed. The consequence of this is that technology is treated as if it will cause learning and when it does not, there is no clear explanation of why. To advance this discussion, two traditions of work theorising technology are introduced one positivistic, including work on affordance, and the other (largely unrepresented in educational technology) that provides a social account. An example of each is used to analyse a case study, so as to contrast the kind of claims that currently get made about technology with those that we could make. It is argued that adopting a social account of technology would enable richer, better-integrated claims to be made about technology use.
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