'Visibility brings with it responsibility': Using a pragmatic performance approach to explore a political philosophy of technology

With the emergence, suspicion and social acceptance of ubiquitous communications technology thoroughly plumbed and the digital age already wondering what it is going to rename itself in light of ever more fluid and complex technologies, this paper asks: what can theatre and performance provide to the production of a political philosophy of technology? Using the work of Maurice Merleau-Ponty, Michel Foucault and an analysis of a recent inter-cultural adaptation of Jean Genet's The Maids, this study examines the politics of visible theatre technologies in performance and offers a pragmatic, or instrumentalist, approach to developing a political philosophy of technology

Towards an ontology of networked learning

Networked learning, conceived of as networks of people, informational resources and technologies, constitutes what has been termed a ‘highly interwined’ technology. In this paper we develop our earlier argument that sociotechnical networks can form the basis for a non-determinist theory of learning technology. Firstly, we argue that Kling et al’s sociotechnical interaction network (STIN) is compatible with a realist ontology, drawing on Fleetwood’s ‘ontology of the real’ and Lawson’s proposition of the social nature of the artefact in networks of ‘positioned practices’. This, we suggest, gives a more secure basis for the STIN concept, and provides a clear alternative to actor network theory (ANT)-based views of sociotechnical networks which do not distinguish between the influence of human and material agents. This also, we argue, provides an alternative way of anchoring concepts from the social informatics literature, often influenced by Giddens’ structuration theory, in ways that can help networked learning research. Secondly, we explore some potential implications of such an approach for theories of networked learning and learning more widely. In particular, we suggest a possible ontology of elements of learning technology. The use of the word ‘learning’ here is somewhat problematic, as it is routinely used rather loosely to describe changes at multiple levels but which are likely to have rather different underlying mechanisms. A more thorough ontology of learning technology would allow us to distinguish between these uses and identify potentially distinct mechanisms at play in different forms and levels of learning. Thirdly, we use this approach to explore how viewing learning technologies as sociotechnical networks helps to clarify our thinking about identities in social networking for personal, learning and professional purposes

Governance of Dual-Use Technologies: Theory and Practice

The term dual-use characterizes technologies that can have both military and civilian applications. What is the state of current efforts to control the spread of these powerful technologies—nuclear, biological, cyber—that can simultaneously advance social and economic well-being and also be harnessed for hostile purposes? What have previous efforts to govern, for example, nuclear and biological weapons taught us about the potential for the control of these dual-use technologies? What are the implications for governance when the range of actors who could cause harm with these technologies include not just national governments but also non-state actors like terrorists? These are some of the questions addressed by Governance of Dual-Use Technologies: Theory and Practice, the new publication released today by the Global Nuclear Future Initiative of the American Academy of Arts and Sciences. The publication's editor is Elisa D. Harris, Senior Research Scholar, Center for International Security Studies, University of Maryland School of Public Affairs. Governance of Dual-Use Technologies examines the similarities and differences between the strategies used for the control of nuclear technologies and those proposed for biotechnology and information technology. The publication makes clear the challenges concomitant with dual-use governance. For example, general agreement exists internationally on the need to restrict access to technologies enabling the development of nuclear weapons. However, no similar consensus exists in the bio and information technology domains. The publication also explores the limitations of military measures like deterrence, defense, and reprisal in preventing globally available biological and information technologies from being misused. Some of the other questions explored by the publication include: What types of governance measures for these dual-use technologies have already been adopted? What objectives have those measures sought to achieve? How have the technical characteristics of the technology affected governance prospects? What have been the primary obstacles to effective governance, and what gaps exist in the current governance regime? Are further governance measures feasible? In addition to a preface from Global Nuclear Future Initiative Co-Director Robert Rosner (University of Chicago) and an introduction and conclusion from Elisa Harris, Governance of Dual-Use Technologiesincludes:On the Regulation of Dual-Use Nuclear Technology by James M. Acton (Carnegie Endowment for International Peace)Dual-Use Threats: The Case of Biotechnology by Elisa D. Harris (University of Maryland)Governance of Information Technology and Cyber Weapons by Herbert Lin (Stanford University

Markets for technology (why do we see them, why don't we see more of them and why we should care)

This essay explores the nature, the functioning, and the economic and policy implications of markets for technology. Today, the outsourcing of research and development activities is more common than in the past, and specialized technology suppliers have emerged in many industries. In a sense, the Schumpeterian vision of integrating R&D with manufacturing and distribution is being confronted by the older Smithian vision of division of labor. The existence and efficacy of markets for technology can profoundly influence the creation and diffusion of new knowledge, and hence, economic growth of countries and the competitive position of companies. The economic and managerial literatures have touched upon some aspects of the nature of these markets. However, a thorough understanding of how markets for technology work is still lacking. In this essay we address two main questions. First, what are the factors that enable a market for technology to exist and function effectively? Specifically we look at the role of industry structure, the nature of knowledge, and intellectual property rights and related institutions. Second, we ask what the implications of such markets are for the boundaries of the firm, the specialization and division of labor in the economy, industry structure, and economic growth. We build on this discussion to develop the implications of our work for public policy and corporate strategy

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Library development in Uzbekistan: progress and problems since the dissolution of the USSR.

The paper is a report on the development and current state of libraries and information services in Uzbekistan. It was initially prepared as background for a project supported by the European Commissions TEMPUS programme that provided technical assistance for developments in Armenia, Georgia and Uzbekistan. The paper is based on a review of the published literature and data gathered during the implementation of the project, and addresses a wide range of issues that were encountered. It provides some background information on the country, the state of publishing and bookselling, and the dissemination of research results; briefly describes the development of libraries and information services, and professional education; outlines the international development assistance that they have received during the last twenty years; describes their current situation; and indicates some of their future needs. It notes that, while the activities of international governmental and non-governmental agencies to offset the catastrophic effects of the disintegration of the centralised Soviet system may have lacked coordination, the national government of Uzbekistan appears to be taking a more strategic approach to the development of its library and information services

How does technological development and adoption occur In the media? A cultural determinist model

The thesis hereby submitted, ‘How Does Technological Development And Adoption Occur In The Media? A Cultural Determinist Model’ was originally published in Media Technology and Society A History: from the telegraph to the Internet (London: Routledge 1998) and Technologies of Seeing: Photography, Cinematography and Television (London: British Film Institute 1996). The argument outlined in those two books is further supported and updated by six other texts published between 1995 and 2005 on the same topic. Media Technology and Society A History: from the telegraph to the Internet deals with the development of electrical and electronic mass media proposing a model for the nature of such developments. It is a final iteration of an approach to this history which has its origins in work first begun in the 1970s. Technologies of Seeing: Photography, Cinematography and Television applies the same model to photographic and cinematographic technologies. The thesis argues that all these media developments can only be understood in a social context; that they are to be understood as examples of what has become known as ‘socially shaped technology’ (or, in terms of the thesis, ‘cultural determinism’). This is contrary to the received dominant view that technology itself is the driver determining social formation – termed the ‘technological determinist’, ‘technicist’ or ‘diffusion theory’ approach. In rejecting technicism, ‘How Does Technological Development And Adoption Occur In The Media? A Cultural Determinist Model’ proposes instead an original, pioneering contribution to a revisionist cultural determinist/SST historiography as well as outlining a model to explicate at a theoretical level how such innovations and adoptions occur

Experience, technology and curriculum for today's online instrumental music educator

Using the Technological Pedagogical Content Knowledge (TPACK) framework as the lens to develop, view, and analyze technological assimilation in education, I examined the integration of technology related to experience, curriculum development, and the pedagogy of several music educators who teach online instrumental music lessons. The investigation centered on how the integration of technology can provide a promising and possible future for sustainable online instrumental instruction through curriculum design. The use of TPACK as a research framework helps analyze not only what equipment can do, but how technology can help teachers achieve the integration of technology, content, and pedagogy. By investigating technology use with curriculum design through the perspective of instrumental online educators, hopeful pedagogical patterns emerge. As a result of each instructor’s background, musical knowledge, and technological experience, I addressed the following research questions. 1. In what ways do instrumental educators prepare online curriculum differently than in-person curriculum? 2. How do online instrumental educators integrate technology with curriculum development and pedagogy? 3. To what degree does the experience as a student influence the pedagogy used as educators in their curriculum? These questions delve into how online educators develop their curriculum, approach lessons with new students, compare online to in-person lessons, and factor technology in their teaching. The findings illuminate the role of technology and the extent to which each instructor related to and embraced technology. Every instructor studied, regardless of age or experience, designed their curriculum around technology and utilized smartphone applications and education-based computer software (Figure 4). Based on the findings, technology was seen as useful in how educators design, present, and teach their curriculum. However, not every educator utilized technology to interweave new material into their pedagogy. This finding indicates how the fundamentals of music curriculum are not changing from generation to generation of educators. The findings presented here are viewpoints of how the broad spectrum of technology provides insight into teaching online instrumental music lessons. With educators utilizing blended teaching methodologies, developments, and general trends in technology, I anticipate that someday, there will be an educational community with a broader acceptance of technology's use in curriculum design

What in the world is educational technology? Rethinking the field from the perspective of the philosophy of technology

Technology has been an important influence on the development of education. However, very little research in Educational Technology considers this history, and even less questions it. In this paper, we argue that our understanding of educational technology should be informed by the philosophy of technology – a field that has attempted to explore what these historical developments mean. This paper focuses on the ontological turn in philosophy and the technological thought of Marx and Heidegger. This is used to propose a foundation that can help researchers rethink educational technology, expanding research to account for human-education, human-technology and education-technology relations. It is proposed that human-education relationships should make students ‘become what they are’, highlighting their subjectivity rather than concentrating on information. Human-technology relationships can change the focus of design practice, so that technology is not merely seen as an efficient tool, but something ‘handy’ for peoples’ educational needs. Education-technology relationships explain how technology can shape education, and re-introduces the idea of ‘techne’ as something to be valued in education

The e-revolution and post-compulsory education: using e-business models to deliver quality education

The best practices of e-business are revolutionising not just technology itself but the whole process through which services are provided; and from which important lessons can be learnt by post-compulsory educational institutions. This book aims to move debates about ICT and higher education beyond a simple focus on e-learning by considering the provision of post-compulsory education as a whole. It considers what we mean by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education