The co‐dependent relationship of technology and communities

Abstract

Technology is one the defining features of humanity. It is ubiquitous in modern society and plays an important role in nearly everything that humans do. New technologies frequently spur our imagination, can evoke powerful emotions and often serve as the topic of heated debate. Many people are in awe of the power and potential of new technologies while others fear its increasing importance in human life. New technologies can create new employment opportunities, spawn new businesses and even revitalize entire economies. Conversely, they can cause unemployment, destroy long‐standing organizations and lead to global economic upheaval. While technology undoubtedly impacts people and societies in profound ways, people and societies also impact the development and use of technologies. The intelligence, dedication and support of numerous people, businesses and social groups are needed to develop even relatively simple technologies. Once developed, new technologies rely on a myriad of economic, social, human and political forces for their continued use and expansion. The field of learning technologies serves as an important and interesting case in which to explore the complex relationship between technology and society. In this paper, we will provide an overview of some of the most important philosophical and theoretical views of the relationship between technology and social systems, describe key issues related to the topic that are important for Learning Technologists to consider, and provide a series of recommendations for research and practice.

The Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging

“…The use of dialectical theory is also related to what Selwyn (2010) refers to as the critical study of educational technology. Broadly speaking, mainstream research in educational technology tends to conceive of digital technology as either a neutral, de-contextualised, and value-free medium that produces certain educational outcomes (Surry & Baker, 2016), or as a space that favours a particular educational direction, an approach called soft determinism (Selwyn, 2012). In contrast, critical approaches do justice to the complex, compromised, constrained, and often conflicting realities of educational technology use, which is socially constructed and negotiated rather than predetermined (Selwyn, 2010).…”

What is the Profile of Individuals Joining the KNEEguru Online Health Community? A Cross-Sectional Mixed-Methods Study

“…The perceived ubiquity of technology in developed cultures is presented as both beneficent and maleficent in equal measure [ 40 , 47 ]. The disenfranchised, technologically-challenged individual may adopt a deterministic view that has no locus of control [ 48 ]. Our study’s indication regarding education and online activity within Generation X (mean age 40 years) suggests a utilitarian adaption to keep pace with the digital natives of Generation Y born after 1980 [ 48 ].…”

Telecommunication Innovations and Human-Technology Interface: A Review

“…Brey (2009), posited that a concise definition of technology is a difficult task partly because technology is relative to time and context, and secondly because people ordinarily know what technology is and does. Others such as Grubber ( 2003), and Surry & Baker (2016), see technology as an inherently abstract concept that is equally difficult to relate across time and context. Surry & Baker (2016), further posited that technology and human society affect each other but that technology is the defining factor (i.e., the greater influencer) in the relationship.…”