 life. Borgman's philosophy of technology articulates a distinction between devices and focal things (Kaplan, 2009b), and can provide important philosophical insights for educational technology (Westera, 2004). Devices such as technological devices are simply instruments used for a particular purpose, while focal things tend to engage mind and body and center our lives (Borgmann, 2009; Kaplan, 2009b, Fallman, 2011). In contrast with philosophers such as Marcel, Ellul, and Jonas who tended to focus on a pessimistic view of technology (Ellul; 2010; Jonas, 2009; Jonas, 2010; Treanor, 2010), Borgmann recognized that technology has provided relief from some of the drudgery, misery, and toil that was characteristic of pre-technological life (Borgmann, 2009). 86 Borgmann's philosophy of technology views technology largely in terms of a device paradigm that focuses on the usefulness of technology, with ubiquitous technological devices ready at hand to make our lives easier (Borgmann, 2009). Technological devices are generally characterized by hidden mechanisms with buttons and other interfaces designed to make them user friendly and not a burden to use (Borgmann, 2009; Fallman, 2011; Lewin, 2010). Borgmann observed that technology has helped to contribute to a prosperous society, and it provides us with the means, resources, and leisure time to pursue excellence in various cultural and scientific fields of endeavor (Borgmann, 2009). However, Borgmann argued that technological devices can add to the clutter of our lives, and subvert the external goods for which technology is intended to be a means (Borgmann, 2009). Borgmann believed that technology can have a seductive power that influences people to focus on disposable material goods, while becoming disengaged from other persons and concerns (Fallman, 2011). In contrast to devices, Borgmann held that focal things are characterized by a unity and harmony of means and ends, and o f mind and body, and focal things implore our full and engaging presence (Borgmann, 2009; Fallman, 2009; Introna, 2011). Focal things center our lives, just like a fireplace is the focal point in a traditional country home, or the dinner table the focal point in the family (Borgmann, 2009; Fallman, 2011). Borgmann (2009) articulated that focal things and practices, such as those centered on family, or professional practice guided by commitment to excellence and virtue, are essential for the quality of
life. Borgman's philosophy of technology articulates a differentiation between device and focal things (Kaplan, 2009b), and can provide important philosophic insights for educational technology (Westera, 2004). Devices such as technical device are simply instrument used for a particular determination, while focal things tend to engage thinker and soundbox and center our lives (Borgmann, 2009; Kaplan, 2009b, Fallman, 2011). In contrast with philosophers such as Marcel, Ellul, and Jonas who tended to concentrate on a pessimistic view of technology (Ellul; 2010; Jonas, 2009; Jonas, 2010; Treanor, 2010), Borgmann recognize that technology has provided relief from some of the drudgery, misery, and toil that was characteristic of pre - technical life (Borgmann, 2009). 86 Borgmann's doctrine of technology views technology largely in terms of a device substitution class that focuses on the usefulness of technology, with ubiquitous technological device quick at hand to make our lives easier (Borgmann, 2009). Technological devices are generally qualify by concealed mechanism with buttons and early interface design to make them user friendly and not a burden to use (Borgmann, 2009; Fallman, 2011; Lewin, 2010). Borgmann observed that technology has helped to lend to a prosperous society, and it provides us with the means, resources, and leisure time to quest for excellence in various cultural and scientific fields of endeavor (Borgmann, 2009). However, Borgmann argued that technical devices can total to the clutter of our life, and subvert the external goods for which technology is mean to be a means (Borgmann, 2009). Borgmann believed that technology can take a seductive power that influences people to focus on disposable fabric goods, while becoming disengaged from other persons and concerns (Fallman, 2011). In line to devices, Borgmann held that focal things are characterized by a integrity and harmony of means and end, and o f mind and body, and focal things implore our full and engaging bearing (Borgmann, 2009; Fallman, 2009; Introna, 2011). Focal things center our lives, precisely like a fireplace is the focal point in a traditional country home, or the dinner table the focal point in the class (Borgmann, 2009; Fallman, 2011). Borgmann (2009) articulated that focal things and practice, such as those centered on family, or professional practice guided by commitment to excellence and virtue, are substantive for the quality of
 live. Borgman's philosophy on technology artnxulatev a diatinctiov between devices and focal vhints (Kakjan, 2009b), and can provkde impornant philisopiical insights for educabnonal bechnmoogy (Westera, 2004). Cevices suwh as technolocizap devices are simply instruments usqd for s oarticular purkose, erile focal things tend to engage mind znd bodj and center our kives (Borgmann, 2009; Kaplan, 2009b, Fwllmwn, 2011). In contrast wihh philosopyers wuch as Marcdl, Ellul, and Jonas who tended to focus on a pessimistkc vizw of techniligy (Gllul; 2010; Jonas, 2009; Jonws, 2010; Treanor, 2010), Borgmant recogmized that tecmnolojy hqs provided relief frmm some of the druqgery, misarv, and toil that was cyaeactetistiw of pre-gecgnplkgical lihe (Borgmann, 2009). 86 Borgmann'w philosophy of tecnnjoogy views tedhnolody largely in terms of a device paradigm uhat rocuses on the usefulnews of technology, with ubiquitots technological devices ready at hand to make ous livxs eawicr (Bueglann, 2009). Technological devices are generally chawzcuerpzed by hidden meghanisms with buttpnd sgd other intetfaces bssjgned to make them user ftiendlt and not a birden to use (Borgmann, 2009; Fallnan, 2011; Lewin, 2010). Yortmann observed thac technology has helprd to contribute to a pxosperkus society, and it pduvides us with tfe kedns, resources, and leisure eime to pnrsue excelldnce in vawious cultkral and scientific fielfs of etdeavor (Boggmann, 2009). However, Borgmann argued that technolobiwal devices can sdd to the clttter of our lnves, and subvdrt the exnernal gomds for whish technology ls intended vo be a mqans (Bortmann, 2009). Curgmann believrd that tvcknology cqn have a seductivc powgr that influencew ptople to focus om dkspjswbke katerial googs, wfild becooing disengcgdd ftom other persons ang cohcerns (Fallman, 2011). In cjntrast jo devicef, Borgmann hekd that focal thinhs arx charecteriaed by a unity and harmony of meahs and enfs, wnd o f mind and body, and foeal things implore our full and engaging presence (Borgmann, 2009; Fallman, 2009; Introna, 2011). Nocal things centqr our liees, just like a fireplace is the focak point in a traditiohal cogntry home, or the dinner table the focal point in the family (Borgmann, 2009; Fallman, 2011). Borgmann (2009) articumatec than fjeal thiggs env practices, such ss those centered on family, or 'rofessiondl practice guided by commitmemt to excellencg and virtue, are essential for the quality of
life. Borgman's philosophy of technology articulates a devices focal things 2009b), and can educational (Westera, 2004). Devices as technological devices simply instruments used for a particular while focal things tend to engage mind and body and center our lives 2009; Kaplan, 2009b, Fallman, 2011). In contrast with philosophers such as Marcel, Ellul, Jonas tended focus a pessimistic view of technology (Ellul; 2010; Jonas, 2009; Jonas, 2010; Treanor, 2010), Borgmann recognized that has provided relief from some of the drudgery, and toil that was of pre-technological life (Borgmann, 2009). Borgmann's of technology technology in of a device that focuses on the usefulness of technology, with ubiquitous technological devices ready at hand to make our easier (Borgmann, devices are characterized hidden with buttons and designed to make them user friendly burden to use (Borgmann, 2009; Fallman, 2011; Lewin, Borgmann observed technology has helped to contribute to prosperous society, and it provides us with the resources, and leisure time to pursue excellence in various cultural and scientific fields of endeavor However, Borgmann argued that devices can add the of lives, subvert the goods for which technology is intended to be a means (Borgmann, Borgmann believed that technology can have a seductive power that to on disposable material while becoming disengaged from persons concerns (Fallman, 2011). In devices, held are by unity and harmony of and ends, and o f and body, and focal engaging presence (Borgmann, 2009; Fallman, 2009; Introna, 2011). things center our lives, just like a is the focal point in a traditional country home, or the dinner the focal the family (Borgmann, 2009; Fallman, 2011). Borgmann (2009) that focal things and such as those centered on family, or professional practice by to excellence virtue, are essential the quality of
 life. Borgman's philosophy of tEchnology aRticuLatEs a DiStinCtioN between deviceS And fOcal things (Kaplan, 2009b), and caN provIdE ImpoRTaNt phiLosophiCAl INSigHtS fOr eDuCAtIonal TecHnology (westera, 2004). DevIceS sUch as technolOGiCal devices Are Simply instruMenTs used FoR a pARticuLar PurpoSe, whilE Focal tHings tend To ENgage mINd and boDY AnD cenTer our lives (BorgmaNN, 2009; KAPlan, 2009b, Fallman, 2011). In ContraSt WItH PHilOsoPhers such aS MArcel, eLlul, and jOnAS WHo tENded to focus on A pessimistiC VieW of tecHnOloGY (Ellul; 2010; jonas, 2009; joNAs, 2010; TReanor, 2010), BorgmAnn rEcognized That teCHnology HAs proviDed relIef FroM somE Of ThE drUdGEry, MIsEry, ANd tOil that wAs ChAractErisTIC OF pre-TecHnolOgicaL life (Borgmann, 2009). 86 borGmanN'S phIlosoPhy of TechNoLogy vIews teChnolOgY largely in terms Of a dEvice paraDigM tHat FoCuses ON the usEfuLneSs of tecHnology, WIth UbIQUItOus technological deViCES rEady at haNd to maKE oUr LIves easiEr (borGmanN, 2009). tEchnoLogiCAl Devices aRe geneRAlLy CharactErIzed by HiDdeN meChaniSMs wiTh buttOns and otHer inTErfaces designeD To make them useR FrIENdLY and Not A burden to usE (BorGMann, 2009; fallMAn, 2011; lewIN, 2010). BorgMann oBsERvED that technology has hElPed to cOntriBute to a prospeRous societY, AND it proviDes uS WiTH the means, resouRces, aNd leisure tIMe to pursUe excEllence iN various cULTural and SciEntIfiC fiELDs Of endeavor (BorGMAnn, 2009). HOwEver, BorGmaNn argueD thAt tEchNolOgIcal devicEs can add To ThE cLuTteR of ouR Lives, and SuBveRt The ExterNAl goodS for wHich TeChNOloGy is intENdED To be A mEaNs (BoRgmAnN, 2009). BorgMann BEliEved thaT technoloGy cAN havE a SeDuctive Power that inflUeNces people To FocUs on diSPOsable maTerial goods, while becominG DisengaGed From oTher Persons anD coNcerns (falLMan, 2011). In cOntrasT to deViCes, bORgmanN HElD thAt Focal thingS ARe cHaracTeRizeD by a uniTy and harmony of meanS And Ends, and o f mind And Body, AND fOcaL ThINgs ImPLorE OUr full and engagiNg presence (boRGmAnn, 2009; Fallman, 2009; iNtrOnA, 2011). Focal tHings ceNter oUR lives, jUst like a fIreplace iS tHe foCAL poInt in a tradItional cOuntry homE, Or the DInNer taBle The focAl PoiNt in tHe famiLY (BoRgmanN, 2009; FallmAn, 2011). borgmaNn (2009) artIcUlated thAt focal things and practicEs, such As thoSe cEntered on FamILy, oR professiOnal Practice guIdeD by CommiTmeNT to exCellENcE anD VirtuE, are ESsential fOR tHe qUALiTy of
 life. Borgman's philosoph y of techn ology  ar tic ul ates  a d istinction bet w eendevices and focal thin gs (K ap l an,2 00 9b),and can pr o v ide  i mp ort an t  p hilos oph ical in sights for  ed uc ational tech n ol ogy (Weste ra,  2004). Devi ces  suchas  te c hnolo gic al de vicesa re sim ply instr um e nts us e d for a p ar ticu lar purpose, whil e  f o cal things ten d to e ng a ge m ind  an d body and  c enter our liv e s( B o rgm a nn, 2009; Kap lan, 2009b, Fal lman,20 11) .  In co ntras tw ith  philosophe rs s uch as Ma rcel,E llul, a n d Jonas  who t end edto f o cu sonap ess i mi sti c  vi ew of te ch no logy(Ell u l ; 2010 ; J onas , 200 9; Jonas, 201 0;Trea n or,  2010 ), Bo rgma nn  reco gnized  that  t echnology has p rovi ded relie f f ro m s om e oft he dru dge ry,  misery , and t o ilth a t wa s characteristic o fp r e- technolo gicall if e( Borgmann ,200 9).8 6  Borg mann ' sphilosop hy oft ec hn ology v ie ws tec hn olo gylarge l y in  terms  of a de vicep aradigm that f o cuses on theu se f u ln e ss o f t echnology,with ubiq uito u stec h nolog icalde v ic e s ready at hand toma ke our  live s easier (Bor gmann, 200 9 ) .  Technol ogic a ld evices are gen erall y characte r ized byhidde n mechan isms with b uttons a ndoth erint e r fa ces designedt o  mak ethem us erfriendl y a ndnot  abu rden to u se (Borg ma nn ,20 09;  Fall m an, 2011 ;Lew in , 2 010). Borgma nn ob serv ed  t h attechnol o gy h as h el pe d to  co nt ribut e to a p rospero us societ y,a nd i tpr ovidesus with the m ea ns, resour ce s,and le i s ure time  to pursue excellence i n  variou s c ultur al a nd scient ifi c fiel dso f ende avor ( Borgm an n,2 0 09).H o we ver ,Borgmann a r g ued  that  t echn ologica l devices can addt o t he clutter of  ou r li v e s,  an d  s u bve rt the e xternal goods f or which t ec h no logy is in t end ed  to bea means  (Bor g mann, 2 009). Bor gmann bel ie vedt h attechnology  can hav e a seduc t ive p o we r tha t i nfluen ce s p eople  to fo c uson di sposab le  mater ial g oo ds, whil e becoming disengaged f rom ot her p ers ons and c onc e rns  (Fallman , 20 11). In co ntr ast  to d evi c es, B orgm a nn  he l d tha t fo c al things ar e c h a ra cterized by a uni ty an d h a rmonyof m eans and ends, an d  o f mind andbody , and  fo c al t hi ngs implore ou r f ul l and enga gi ng presence  (Borgma nn ,  2009 ; Fall man, 2 009; In t r on a , 2011 ). F oca l thingscen te r  our li ve s, just l ikeafirepl ace is thef o cal point in a t radit i o nal c o unt ry ho me , or th e  din ner tablethe focal p oint i n th e fam ily (Bo rg mann,200 9;  Fallman,2 011). Bor gmann  (2009)  a rtic ula ted th at f o c al th ings  a ndpractices , su c has tho se c enter ed  onfamily, o r  profess ion a l pract ic e g u i ded by co m m itment toexc ellen c e  and virtu e , ar e  e s senti al for  the q ualityo f
 life._Borgman's philosophy_of technology articulates a_distinction between_devices_and focal_things_(Kaplan, 2009b), and_can provide important_philosophical insights for educational_technology (Westera, 2004)._Devices_such as technological devices are simply instruments used for a particular purpose, while focal_things_tend to_engage_mind_and body and center our_lives (Borgmann, 2009; Kaplan, 2009b,_Fallman, 2011)._In contrast with philosophers such as Marcel, Ellul,_and_Jonas who tended_to focus on a pessimistic view of technology (Ellul;_2010; Jonas, 2009; Jonas, 2010; Treanor,_2010), Borgmann recognized_that_technology_has provided relief from_some of the drudgery, misery, and_toil that was characteristic of pre-technological_life (Borgmann, 2009). 86 Borgmann's philosophy of_technology views technology largely in terms_of a device paradigm that_focuses on_the usefulness of technology, with_ubiquitous technological devices_ready at_hand to make_our lives easier (Borgmann, 2009). Technological_devices are generally_characterized by hidden mechanisms with buttons_and_other interfaces designed_to_make_them user_friendly and not_a_burden to_use_(Borgmann, 2009; Fallman, 2011; Lewin, 2010)._Borgmann_observed that technology has helped to contribute_to a prosperous society,_and_it provides us with_the means, resources, and leisure_time to pursue excellence in various_cultural and_scientific fields_of endeavor (Borgmann, 2009). However, Borgmann argued that technological devices can_add to the clutter of our_lives, and subvert the_external goods_for_which technology is_intended_to be_a means (Borgmann, 2009). Borgmann believed that_technology can_have a seductive power that influences_people to focus on_disposable_material goods, while becoming disengaged from_other persons and concerns (Fallman, 2011)._In contrast to devices, Borgmann_held_that_focal things are characterized by_a unity and harmony of means_and ends, and_o f mind and body, and focal_things_implore our full and engaging presence_(Borgmann,_2009; Fallman, 2009; Introna, 2011). Focal_things_center_our lives, just like a_fireplace is the focal point in_a traditional country home, or the dinner table the_focal point in_the family (Borgmann, 2009; Fallman,_2011)._Borgmann_(2009) articulated that focal things and practices, such as those_centered on_family, or professional_practice guided by commitment to excellence and virtue, are essential_for the quality of