Cyborgs and Cyberpunks

Abstract

This conceptual chapter introduces theoretical issues to consider when reflecting on digital technologies in educational processes. Rather than beginning this book with a practical discussion of how to employ digital technologies as teaching or learning tools, the ideas presented here, and in this section of the book, provide a beginning to philosophically probing the implications of integrating such technologies into schooling. This type of reflection, initiated in this chapter and developed further in others, should continue throughout the book to inform perspectives shaped when reading about more practical matters. Ideally, theory and practice concerning digital technologies form a cyclical relationship. The dialogue presented here on empowerment, identity, and social/corporate globalization will hopefully lead to a Freirian notion of praxis involving reflection and action that transforms the world.

Developing Teachers as Critical Curators: Investigating Elementary Preservice Teachers’ Inspirations for Lesson Planning

“…TEs can help PSTs develop the vocabulary, language, deep thinking, research, problem solving, and collaboration skills necessary to go from being passive consumers to well-informed information producers (Alvermann et al, 2015; Lapp, Fisher, Frey, & Gonzalez, 2014). To encourage this transformation, TEs can converse with PSTs to learn and to understand where they glean knowledge (Dredger, Myers, Sullivan, & Loveless, 2017; Loveless, Griffith, Berci, Ortleib, & Sullivan, 2014). Not only does this conversation support the student-centered nature of what has perennially been considered best practice in education, it is more important than ever due to the availability of online resources, fake news, and biased information (Berkowitz & Schwartz, 2016; Stanford History Education Group, 2016).…”

“…Not only does this conversation support the student-centered nature of what has perennially been considered best practice in education, it is more important than ever due to the availability of online resources, fake news, and biased information (Berkowitz & Schwartz, 2016; Stanford History Education Group, 2016). Researchers have investigated the curation process (Dredger et al, 2017; Loveless et al, 2014), and learners’ access to resources (Hylén, 2006; Kelly, 2014), yet the need remains to develop PST skills in the curation process for online resources.…”