Organizing and reframing technological determinism

Paragas, Fernando; Lin, Trisha T. C.

doi:10.1177/1461444814562156

Cited by 23 publications

(8 citation statements)

References 49 publications

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“…The use of information in a digital context requires social change; that is changing the behaviour of people [52]. This reductionist view; technological determinism, assumes that a society's technology determines the development of its social structure and cultural values [48,56]. Given that the digital environment is information-driven, it requires behaviours and competencies that maintain the quality of information [57].…”

Section: Developing the Ir Frameworkmentioning

confidence: 99%

The Information Resilience Framework

Blay

Yeomans²,

Demian

et al. 2020

J. Data and Information Quality

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The quality of information is crucial to the success of asset delivery, management, and performance in the Digitised Architecture, Engineering, Construction, and Operations (DAECO) sector. The exposure and sensitivity of information to threats during its lifecycle leaves it vulnerable, affecting the intrinsic, relational, and security dimensions of information quality. A resilient information lifecycle perspective that identifies capabilities and requirements is therefore needed to assure information quality amid threats. This research develops and presents an information resilience (IR) framework by drawing on the theories of resilience, information quality, and vulnerability. In developing the framework, the critical incident technique was employed in interviewing 30 professionals (average of 40 minutes) in addition to reviewing seven project-documents across three digitally-driven infrastructure projects (making up 324 pages of data). The validated capabilities and requirements identified from this study have been collated into the framework and this highlights the need for cognitive-driven capabilities and process-driven requirements in DAECO.

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Section: Developing the Ir Frameworkmentioning

confidence: 99%

The Information Resilience Framework

Blay

Yeomans²,

Demian

et al. 2020

J. Data and Information Quality

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“…Organizing and reframing technological determinism (Paragas & Lin, 2014); Overcoming Technological Determinism in Understanding the Digital Divide: Where Do We Go From Here? (Qureshi, 2014); Epistemic and technological determinism in development aid (Cherlet, 2014 Teaching technological determinism and social construction of technology using everyday objects (Giotta, 2018); Cyborgs, robots and society: Implications for the future of society from human enhancement with in-the-body technologies (Fox, 2018); A libel against technological determinism (Azevedo, 2018).…”

Section: Various Aspects Of Technological Determinism Are Reflected Imentioning

confidence: 99%

Technological Determinism: Breakthrough Into The Future

Mezentsev¹

2020

European Proceedings of Social and Behavioural Sciences

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“…Belpaeme et al (2018), p. 7 ask how far we want to delegate education to machines with the risk that "what is technologically possible is prioritized over what is actually needed by the learner." At times, the notion of technological determinism has been a contentious one (for a discussion, see e.g., Paragas and Lin, 2016;Hauer, 2017). In this context, however, there is a danger that the capabilities of the technology could directly determine what is learned.…”

Section: Education Robots and Teachermentioning

confidence: 99%

Humanoid Robots as Teachers and a Proposed Code of Practice

Newton

2019

Front. Educ.

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This article will discriminate between kinds of robot, point to its burgeoning development and application in the home and workplace, and describe its growing use in the classroom as a teacher. It will describe its potential to support, for instance, language development, social, and emotional training [e.g., for children with an autistic spectrum disorder (ASD)], and teaching and assessment, and will review researchers', teachers', students', and parents' responses to this use. Some of these responses recognize the potential usefulness of humanoid robots, but also show an awareness that digital "thought" (AI) is not the same as human thought (HI), and show some caution about using robots as teachers. This disparity generates problems and dilemmas. These stem from, for example, a lack of discretion in decision-making, a lack of emotion (other than by simulation), a limited creative ability (in the foreseeable future), the nature of AI/HI relationships, ethical/legal matters, and culturally unsuitable programming. These matters point to the need for forethought about robot roles and for a code of practice for teachers who work with them. Derived from the discussion, such a code is proposed. The introduction of robot teachers will have significant implications for teachers' roles and their professional identity as human teachers move from being often solitary sources of learning to becoming teaching and learning managers who need to provide learning opportunities creatively. The change in teacher identity and the teacher's roles is described.Keywords: robot teachers, teachers' code of practice, teachers' roles/identity, digital versus human thought, fostering constructive thinking 1 The definition of AI adopted by the UK's Select Committee on Artificial Intelligence (SCAI, 2018, p. 13) is: "Technologies with the ability to perform tasks that would otherwise require human intelligence, such as visual perception, speech recognition, and language translation." Newton and Newton Robot Teachers and Human TeachersAndroids are humanoid robots which mimic human form and behavior (Kanda et al., 2009). The pace of development of robotics is rapid, often encouraged by governments for its perceived economic advantages. For instance, the workforce in Japan is declining at a rate which seriously threatens its economy and the expectations of its people. Robots are seen as a part of the solution. As well as using them to manufacture goods, the aim is to put them to use as cleaners, sales assistants, museum guides, carers for the young and old, TV programme presenters, and of particular relevance here, as teachers (Robertson, 2007). This is not a pipedream of robot engineers; Japan and South Korea, for instance, intend to make significant use of humanoid robots within the next decade, while interest in robot as teachers, as it is reflected in the number of publications about them, is increasing around the world (Robertson, 2007;Steinert, 2014).Robots in the classroom can have diverse uses. Some are objects of study for students to...

show abstract

Organizing and reframing technological determinism

Cited by 23 publications

References 49 publications

The Information Resilience Framework

The Information Resilience Framework

Technological Determinism: Breakthrough Into The Future

Humanoid Robots as Teachers and a Proposed Code of Practice

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