Cultural Studies and Communication Technology

Slack, Jennifer Daryl; Wise, Jenny

doi:10.4135/9781446211304.n9

Cited by 10 publications

(11 citation statements)

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“…While Bimber may be technically accurate in making his point, his argument seems to beg the question arising from the dilemma of technology being considered to have any autonomy of its own. Beyond the question of strict causality, Slack and Wise (2006) emphasized that regardless of actual cause and effect, our attitudes toward technology make a difference. For Braman (2004), philosophical differences regarding technology are largely differences in attitude toward technology, and these differences matter from a policy and decision making standpoint and affect our perception of risks and opportunities.…”

Section: Theoretical Interpretations and Accounts Of Technological Dementioning

confidence: 99%

“…If technology operates with any determinative efficacy, driving historical events and society, does this not limit free human agency (Marx andSmith 1994, Kritt andWinegar 2010)? Any claim that we do not control technology, but are controlled by it seems in some way to be a renunciation of human responsibility for technology (Hofmann 2006, Slack and Wise 2006, Wyatt 2008). Granting a control or determined autonomy to technology, apart from purposeful human control and direction, would present a dilemma by limiting human agency and responsibility for technology (Webster 2013, Fisher 2006, Hofmann 2006, Jonas [1974 2009, Jonas, [1979] 2010, Kritt and Winegar 2010, Slack and Wise 2006, Strobel and Tillberg-Webb 2009, Wyatt 2008).…”

Section: Human Agency and Responsibility For Technologymentioning

confidence: 99%

“…Any claim that we do not control technology, but are controlled by it seems in some way to be a renunciation of human responsibility for technology (Hofmann 2006, Slack and Wise 2006, Wyatt 2008). Granting a control or determined autonomy to technology, apart from purposeful human control and direction, would present a dilemma by limiting human agency and responsibility for technology (Webster 2013, Fisher 2006, Hofmann 2006, Jonas [1974 2009, Jonas, [1979] 2010, Kritt and Winegar 2010, Slack and Wise 2006, Strobel and Tillberg-Webb 2009, Wyatt 2008). Wyatt asserted that technological determinism presents a dilemma for human responsibility because perceiving autonomy in technology leaves little room for human decision making, and "absolves us from responsibility for the technologies we make and use" (2008,169).…”

Section: Human Agency and Responsibility For Technologymentioning

confidence: 99%

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Questioning Technological Determinism through Empirical Research

Webster¹

2017

Symposion

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Using qualitative methods, the author sought to better understand how philosophical assumptions about technology affect the thinking, and influence the decision making, of educational technology leaders in their professional practice. One of the research questions focused on examining whether assumptions of technological determinism were present in thinking and influenced the decisions that leaders make. The core category that emerged from data analysis, Keep up with technology (or be left behind), was interpreted to be a manifestation of the technological imperative, an assumption associated with the philosophical perspective of technological determinism. The article presents a literature review and critique of philosophical issues surrounding technological determinism. Data analysis led to the conclusion that technology leaders working in K-12 education place weighted priority on the technological imperative, and there is philosophical tension between Keep up with technology (or be left behind), and a concurrently held perspective based on the logic of the instrumental view of technology. The findings suggest that different accounts of technological determinism, including Bimber's three accounts of normative, nomological, and unintended consequences, are significant in the thinking of participants. School technology leaders placed priority on embracing technological change, sometimes adopting technology for its own sake. Keywords

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Section: Theoretical Interpretations and Accounts Of Technological Dementioning

confidence: 99%

Section: Human Agency and Responsibility For Technologymentioning

confidence: 99%

Section: Human Agency and Responsibility For Technologymentioning

confidence: 99%

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Questioning Technological Determinism through Empirical Research

Webster¹

2017

Symposion

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“…High hopes have been associated with the concept of Bruno Latour [4], which was based on a completely different type of understanding of the world of phenomena, above all social, which was also applied in management by [5]; however, it has not achieved similar popularity. The idea of complexity (in a way, similar to the idea of Latour) provides a very promising description mode.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of the Internet Development Based on the Complex Model of the Discursive Space

Maciąg

2018

Information

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This paper aims to present a new way of understanding and elaborating the current state of reality which has a substantial dependency on technology. An example of such a relatively mature technology is the Internet. The discursive space (DS) is a proposed new cognitive tool, which can be used for this purpose. DS is constructed based on the idea of the discourse and the idea of the configuration space, state space, phase space, and space-time, etc. Discourse is understood as the representation/creation of reality, which means that it can also be understood as a carrier of knowledge. The configuration space, etc., is a tool elaborated in the field of physics for describing complex phenomena. DS is a tool for acquiring knowledge analogous to formal information processes, but is based on another interpretation of the existence of knowledge. This interpretation sees knowledge as a social construction and not as an independent entity, which can be described by rigorous formal procedure. The necessity of such tools comes inter alia from management, particularly from humanistic management, where it can describe the Internet as a dynamic and complex environment for organizations that understand it as a basic unit of the social space of reality.

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“…This idea is supported by Jordan (2002), who describes that in non-English speaking countries English is taught in various courses such as English as a Foreign Language (EFL); English as a Second On one hand, some people argue that the global status of English can not be separated from its other popular role as the language of science and technology (Jazadi, 2004). Similarly, Slack and Wise (2006) in Cultural Studies and Communication Technology emphasise that technology and language are strongly connected in the society. On the other hand, new media -particularly internet-may play important role in popularizing English as a global language.…”

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confidence: 99%

Exploring the Internet Usage for English Language Learning

Suryani¹

2013

JIK

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In this article, I discuss the idea about how Information and Communication Technologies â€“ particularly the internet- can be developed as a tool to support independent learning. From my point of view, both new media and education are closely connected. Moreover, the internet has several functions that might be explored for academic purposes. Although there are some possibilities of using internet as a tool to learn English, it might not be easy to implement this idea in Indonesian universities because of various problems caused by cultural background, educational institution, government, community, also studentâ€™s and teacherâ€™s perspectives. This paper explains these complexities in five parts: introduction; literature review; analysis; solutions; and conclusions which all are connected to the concepts of language, culture and identity.

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Cultural Studies and Communication Technology

Cited by 10 publications

References 0 publications

Questioning Technological Determinism through Empirical Research

Questioning Technological Determinism through Empirical Research

The Analysis of the Internet Development Based on the Complex Model of the Discursive Space

Exploring the Internet Usage for English Language Learning

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