ABSTRACT

The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.

摘要

信息和通信技术的发展激起了人们对其解决教育问题和改善学习成果的能力的兴奋之声，从而促使了一系列将数字技术纳入教育的政策努力。教育者，学校和公司正在越来越多地推动这些举措。本文提出一种观点，即数字技术的狭vision视野既忽视了教育的复杂性，又浪费了宝贵的公共资源，正成为阻碍教育显着改善和转型的障碍。利用我们在教育技术领域的研究和经验，本文对“技术”和“数字技术”的共同选择提出了疑问。在此基础上，然后，我们以促进平等和数字包容为幌子，批判性地思考在教育中引入数字技术的各种常见方法。其中包括国家政府主导的计划，地方学校主导的计划的最新趋势以及由公司/基金会领导的非正规教育计划的作用。在这些方法的不同层面“失败”和/或“成功”之中，我们指出了在将数字技术应用到教育中时，有限的“信息和知识社会”逻辑基础。因此，我们最后考虑了未来教育技术计划的教育挑战。以及由公司/基金会领导的非正规教育计划的作用。在这些方法的不同层面“失败”和/或“成功”之中，我们指出了在将数字技术应用到教育中时，有限的“信息和知识社会”逻辑基础。因此，我们最后考虑了未来教育技术计划的教育挑战。以及由公司/基金会领导的非正规教育计划的作用。在这些方法的不同层面“失败”和/或“成功”之中，我们指出了在将数字技术应用到教育中时，有限的“信息和知识社会”逻辑基础。因此，我们最后考虑了未来教育技术计划的教育挑战。