Destabilizing the Entanglements and Intersections of the Teaching/Technology Divide: Technophilia Versus Technophobia

By Kristeen McKee.

Published by Ubiquitous Learning: An International Journal

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Article: Electronic $US5.00

In this paper, the impetus of my work comes in joining the world of pedagogy and technology in a deliberate attempt to explore the crossroads between teachers and the ubiquity of information communication technologies (ICTs). This paper also shows the intractable connections and the web of entanglements that are manifest when teachers engage with ICTs to enhance the pedagogical experience or to meet political or cultural demands of the campus and classroom environment. Presented with a personal perspective, this paper tells the story of how I have come destabilize the entanglements that surround the teaching/technology divide. By introducing thoughts and confessions, I show how teaching technologies are influenced by historical legacies and material conditions beyond the ubiquity of ICTs and their usage.

Keywords: Philosophy of Teaching, Philosophy of Technology, Technology and Identity, Technophile, Technophobe, Teaching Technology Divide, Information Communication Technologies (ICTs), Actor Network Theory (ANT), Categories, Torquing, Worlding, Teaching Standards

Ubiquitous Learning: An International Journal, Volume 3, Issue 2, pp.73-82. Article: Print (Spiral Bound). Article: Electronic (PDF File; 490.170KB).

Kristeen McKee

Lecturer, Department of Communication Studies, Huntington University, Sudbury, Ontario, Canada

Kristeen McKee is a Lecturer teaching in the Department of Communication Studies at Huntington University in Sudbury, Ontario, Canada. She also serves as the Associate Director of the Lougheed Teaching and Learning Centre of Excellence at Huntington University. She holds a M.A. in Humanities from Laurentian University and is currently pursuing doctoral studies in the Human Studies program at Laurentian University. Her primary research interests include early communication theories, media ecology, media effects and technology’s role in the pedagogical experience.