Date of Award
Spring 5-11-2018
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Policy Studies
First Advisor
Deron Boyles
Second Advisor
Kristen Buras
Third Advisor
Janice Fournillier
Fourth Advisor
Kenneth Saltman
Abstract
Despite ongoing claims that education is trapped in a bygone era resistant to innovation, educational practitioners, scholars, and policy makers have been enthusiastic about infusing technology into the everyday lives of children in schools. In the face of this dramatic uptick in the presence of technology in schools, little attention has been devoted to understanding how this constant exposure to technology is impacting the way students learn and experience the world. Overall, educational scholars and practitioners debate how, not whether, to incorporate the latest technology into schools. The centrality of technology in education rises to the level of technophilia, a world-view that sees all new technology as inherently positive and beneficial to human life. I will argue that the current landscape of educational policy and practice is characterized by a problematic relationship with technology that rises to the level of technophilia, and call for a reassessment of the relationship between education and technology in order to fulfill the demands of a robust, democratic educational program.
DOI
https://doi.org/10.57709/12049910
Recommended Citation
Anderson, Morgan, "Humanization in the Digital Age: A Critique of Technophilia in Education." Dissertation, Georgia State University, 2018.
doi: https://doi.org/10.57709/12049910