Instructional Technology and Objectification

Autor/inn/en	Gur, Bekir S.; Wiley, David A.
Titel	Instructional Technology and Objectification
Quelle	In: Canadian Journal of Learning and Technology, 33 (2007) 3, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Educational Technology; Concept Formation; Instructional Design; Commercialization; Caring; Teacher Student Relationship; Power Structure; Social Class; Philosophy; Phenomenology; Economics; Politics of Education; Teaching Conditions; Teaching Skills; Barriers; Role of Education; Skill Development; Social Control; Ethics + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Concept learning; Begriffsbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Social classes; Soziale Klasse; Philosophie; Phenomenological psychology; Phänomenologie; Psychologie; Volkswirtschaftslehre; Educational policy; Bildungspolitik; Lehrbedingungen; Unterrichtsbedingungen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Bildungsauftrag; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Kontrolle; Ethik
Abstract	Objectification refers to the way in which everything (including human beings) is treated as an object, raw material, or resource to be manipulated and used. In this article, objectification refers to the way that education is often reduced to the packaging and delivery of information. A critique of objectification in instructional technology is presented. In the context of Heidegger's critique of technology, the authors claim that objectification in education is metaphysical in the sense that the intelligibility (being) of education is equated with ready-to-use packages, and thus is reduced to delivery and transmission of objects. The embodiment dimension of teaching and learning can help us in resisting this reduction. The authors argue that objectification increases bureaucratic control over the teaching process and deskills teachers; and by which teachers are proletarianized. The authors conclude that instructional designers should create structures in which a care relation and dialogue between students and teachers can take place. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01