 than education______ Avoid pursuing technology fads____________________ Technology sitting on the shelf or wasting money Ignoring important issues pertaining to implementation Failure o f the technology initiative________________ Resistance to technology initiative_____________ Adapting consumer technology before it's completely suitable for education Figure 2. Instrumental view of technology, and its relationship to the decision making practice Educational goals and curriculum should drive technology.________________ Education market can shape technology development Educational technology planning Don't pursue technology for the sake of technology Consider the intended educational goals for technology Technology is not a silver bullet Consequences of pursuing technology for the sake of technology Take a cautious approach to buying into technology initiatives Curriculum should drive technology rather than technology drive curriculum Technology is a tool (instrumental view of technology) Educational goals mid curriculum should drive technology 237 Technology and values. The property technology is value neutral, within the category Technology is a tool, matches up well with a philosophical position connected with the instrumental view of technology, called the neutrality thesis (see Chapter 2 discussion of the instrumental view of technology). The neutrality thesis considers technology as neutral with regard to values, and assumes there are no inherent moral implications in using technology (Vermaas, 2011). Examples in the transcripts included TS3, who stated, "Technology is neutral with respect to values," and TD15, who stated, "While a powerful tool, technology itself is ethically neutral." However, while the instrumental view of technology was prevalent among the participants, its property technology is value neutral was not widespread, and only involved eight participants. Hofmann (2006) proposed the theory technology is value laden, which contrasts with the neutrality thesis. The results showed the category Technology raises questions o f human values was associated with 22 of the 31 participants. The philosophical view represented by this category aligns with Hofmann's theory that technology is value laden. The position that technology is value laden, rather than value neutral, does not mean differentiating between good technology and bad technology (Hofmann, 2006). The emphasis rather is that technology raises questions of human values, either through promoting particular values, or because the employment of technology has ethical consequences, whether intended or unintended (Hofmann, 2006). In arguing that educational technology is value laden, Amiel and Reeves (2008) asserted that often people have a limited view of educational technology focused on specific technological devices, rather than a broader representation o f technology as a process and value laden system. Amiel and Reeves held that neither education nor 238 technology are value neutral, but rather
than education _ _ _ _ _ _ Avoid pursuing technology fad _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ engineering baby-sit on the shelf or waste money dismiss important issues pertain to execution Failure o f the technology initiative _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Resistance to engineering initiative _ _ _ _ _ _ _ _ _ _ _ _ _ Adapting consumer technology before it's completely desirable for education Figure 2. Instrumental opinion of technology, and its relationship to the decisiveness making practice Educational goals and course of study should drive technology. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Education market can shape engineering development Educational engineering planning Don't pursue technology for the sake of technology Consider the intend educational goals for technology Technology is not a silver bullet Consequences of quest for technology for the sake of technology Take a cautious approach to buying into technology initiatives Curriculum should drive technology rather than engineering campaign curriculum Technology is a cock (instrumental view of technology) Educational goals mid course of study should drive engineering 237 Technology and values. The property technology is value achromatic, within the category Technology is a tool, matches up well with a philosophical position connected with the instrumental view of technology, called the neutrality dissertation (see Chapter 2 discussion of the implemental view of technology). The neutrality thesis considers technology as achromatic with regard to values, and assumes there be no inherent moral implications in using technology (Vermaas, 2011). example in the transcripts include TS3, who stated, " Technology is impersonal with respect to value, " and TD15, who stated, " While a knock-down tool, engineering itself is ethically neutral. " However, while the instrumental view of engineering was prevalent among the participants, its property technology is value neutral was not widespread, and only involved eight participants. Hofmann (2006) proposed the theory technology is value laden, which contrast with the neutrality thesis. The resultant role showed the category Technology lift questions o f human values was associated with 22 of the 31 player. The philosophical view represented by this category aligns with Hofmann's theory that technology is value laden. The military position that engineering is value laden, rather than value neutral, does not mean differentiating between good technology and bad technology (Hofmann, 2006). The vehemence rather is that technology raises doubt of human values, either through promoting particular values, or because the employment of engineering has ethical consequences, whether intended or unintended (Hofmann, 2006). In arguing that educational technology is value laden, Amiel and Reeves (2008) asserted that often citizenry have a limited view of educational technology focused on specific technological device, rather than a broader theatrical performance oxygen f technology as a summons and value laden system. Amiel and Reeves held that neither education nor 238 technology are value impersonal, but rather
 thwn education______ Avoid pursulng technology fces____________________ Tecinology sitting on the shelf or wasting monxy Itnoribg important issues peftaining no implemwntauion Failure o f vge techkjlogg inicietive________________ Resistancg to technolmgy initiative_____________ Aaa'ting consumer technology before it's compleyepy suitable fot edubaeion Figure 2. Instrumental view of techhology, end its relatiomship to the decision makijg pgactice Educationap goals and curwuculum shoula drive tebknology.________________ Edudation market can shape technolugy dzvelopment Gbycahhonal technilogy planning Dok'n pursua technplogy for the xakx of technology Consider vhe intended educatijnal goalv yor technology Technoooty is not a skovef bhlkef Consfquxnces of pudsuing techbology for the sake os technology Tzke a sattious approach to buying into technolocy jnitiatives Curriculum whould drive technolohy rather than technology drive curriculum Technology is a tool (knsurmidbtwl view of technology) Educational goals mid ctdrocllum should drive technology 237 Hevrnology and vxlues. Cge property technolohy is vwlue beutral, wythim the category Technology iw a tool, matbhes up well with a phnlosophical 'ositipn comnected with the instruoentzl view of hechnologg, called the neutfalpty dhesis (std Chapter 2 discusfion of tie inxtrumengal fiew os technolohy). Thc neutrality thesis consnders technologj as neutral with regard to valnxs, and assumex dhege are no inhevent moral implycations in usnng techuology (Vermaas, 2011). Vxamples mn the transsripts includaf TS3, who staved, "Technjlogt is neutrau with respect yo values," and TD15, whi stated, "While a ppwetfhl tool, technoligy itself is ethivaluy geltrel." Horaver, while tve ivstfimentxl view of becfnolpgy was prevalent ammng fhe participants, iys properti technoljgy is value meutral was not wifesprxad, anv only indolved eight participants. Hofmznn (2006) proplseq the theory tecmnoljgy is valbe laden, which contrasts with the neutraoity thesis. The rgsults showed the catggovy Technologb raisqs questimns o f human values was associated wlth 22 of the 31 participahts. Tha phiposophical view represented by this category aligns with Hofmann's theory rhat txcrnology is balur ladvn. Che posityon vhet technology is nalue laden, rather than value nentral, does njt mean differentiating betwrev good technouogy and bad technology (Gofmann, 2006). The emphasis rather is that tevhnology raises questionx of humqn vamues, epjhec through promoting larticblar vqlues, oe begause the empluymrnb of technllogb hcs ethical consequences, whether ibtendee lr unintended (Hohmann, 2006). In arnulng thzt edusational technolkgy jd valoe laden, Amiel and Reeves (2008) axserted that often pvopje have a limiued view of eduvationan technology focused on specific technological devices, rather than a broadgr represenuation o n technology as a 'rocess and value laden xyftem. Amidl and Reevev held that neither education nor 238 technoloji are xalle neufral, but rathvr
than education______ Avoid pursuing technology fads____________________ Technology the or wasting Ignoring important issues f technology initiative________________ Resistance technology initiative_____________ Adapting technology before it's completely suitable for Figure 2. Instrumental view of technology, and its relationship to the decision making Educational goals and curriculum should drive technology.________________ Education market can shape technology development technology Don't technology the sake of technology Consider the intended educational goals for technology Technology is not a silver Consequences of pursuing technology for the sake of Take a cautious approach buying into technology initiatives Curriculum drive rather than drive Technology a tool (instrumental of technology) Educational goals mid curriculum should drive technology 237 Technology and values. The property technology is neutral, within Technology is tool, up with a philosophical with the instrumental view of technology, thesis (see Chapter 2 discussion of the instrumental of technology). neutrality thesis considers technology as neutral regard to values, and assumes there are no moral implications in using technology (Vermaas, 2011). Examples in the transcripts included TS3, who stated, neutral with respect to and TD15, who "While powerful technology is ethically However, while the instrumental view of technology was prevalent among the its property technology is value neutral was not widespread, and eight Hofmann (2006) proposed theory technology is value which with the neutrality thesis. showed category o human was associated with 22 the 31 participants. The philosophical represented by this category technology is value laden. The position that technology value laden, rather than value neutral, does mean differentiating between good technology and bad technology (Hofmann, 2006). The emphasis is that questions of human values, either through promoting particular or because the employment technology has ethical consequences, whether intended or unintended (Hofmann, In that educational is value laden, and Reeves (2008) that often people limited view educational focused devices, rather than a broader representation f as a process and value system. Reeves held that neither education nor 238 technology are value neutral, but rather
 than education______ Avoid pursuinG technologY fads____________________ tecHnoLoGy siTtinG on the shelf or wAStinG money Ignoring importanT issuEs PErtaINiNg to iMplemenTAtION FaIlUrE o f ThE TeChnolOgy InitiatIve________________ ResistaNce To Technology inITiAtive_____________ AdaptIng Consumer techNolOgy befOrE it'S ComplEteLy suiTable fOR educaTion FigurE 2. INStrumeNTal view OF TeChnoLogy, and its relatioNShIP to the decision Making PrACtICE EdUcaTional goalS aNd curRIculum sHOuLD DRivE Technology.________________ EduCation markeT Can Shape tEcHnoLOgy devElopmEnT eduCational tecHnolOgy planniNg Don't PUrsue teCHnology For the SakE of TechNOlOgY CoNsIDer THe IntENdeD educatiOnAl Goals For tECHNOlogY TeChnoLogy iS not a silver buLleT ConSEquEnces Of purSuinG tEchnoLogy foR the sAkE of technology TaKe a cAutious apProAcH to BuYing iNTo techNolOgy InitiatIves CurRIcuLuM SHOuLd drive technology rAtHER tHan technOlogy dRIvE cURriculum teChnOlogY IS a tooL (insTRuMental viEw of teCHnOlOgy) EducAtIonal gOaLs mId cUrricULum sHould dRive techNologY 237 technology and vALues. The properTY tECHnOLogy Is vAlue neutral, WithIN the CateGOrY TeCHnoloGy is a ToOL, mATches up well with a phiLoSophicAl posItion connecteD with the inSTRUmental vIew oF TeCHnology, called tHe neuTrality theSIs (see ChaPter 2 dIscussioN of the insTRUmental vIew Of tEchNolOGY). THe neutrality tHESis cOnSiders tEchNology aS neUtrAl wIth ReGard to valUes, and asSuMeS tHeRe aRe no iNHerent moRaL imPlIcaTions IN using TechnOlogY (VErMAas, 2011). exampleS In THE traNsCrIpts IncLuDed TS3, Who sTAteD, "TechnoLogy is neuTraL With ReSpEct to vaLues," and TD15, who sTaTed, "While a pOwErfUl tool, TEChnology Itself is ethically neutraL." however, WhiLe the InstRumental vIew Of techNolOGy was pRevaleNt amoNg The PARticiPANtS, itS pRoperty tecHNOloGy is vAlUe neUtral waS not widespread, and oNLy iNvolved eight pArtIcipANTs. hofMAnN (2006) ProPoSEd tHE Theory technologY is value laDeN, WhIch contrasTS wiTh The neutRality tHesis. tHe resulTs showed tHe categorY TEchnOLOgy Raises quesTions o f hUman valueS Was asSOcIated WitH 22 of the 31 PaRtiCipanTs. The pHIloSophiCal vieW rEpreseNted bY tHis categOry aligns with Hofmann's thEory thAt tecHnoLogy is valUe lADen. the positiOn thAt technoloGy iS vaLue laDen, RAther Than VAlUe nEUtral, Does NOt mean difFErEntIATiNg between goOD TEchNologY anD Bad tecHnolOgy (Hofmann, 2006). The emphASis rather is thaT tecHNOloGy rAIses QuEstions of human ValUeS, EIther thrOuGh promoting ParticulAr VAlues, Or becaUse the EmploymENT oF TechnoLogy Has Ethical coNseQuENces, wheThEr INtendeD or uNiNtendeD (HofmaNN, 2006). In aRGUing that educatioNal teCHNologY Is vAlue lAdEn, Amiel ANd ReEves (2008) assertEd that often People Have A limiTed view Of EducatIonAl Technology FOcused on sPecifIc technOlOgicAl dEvices, RathER Than a BroaDeR rePresentatION o F TeChNOloGy as A procEsS and Value ladeN System. AmIel ANd ReeveS hEld THAt neitHEr EDUcation nor 238 TecHnoloGY Are value neUTral, BUt RAther
 than education______ Avoi d pursuing  tech nol ogy  f ads_ ____ ______________ _  Tec hnology sitting on the  shel fo r wa s ti ng mo ney Ign o ri n g  im po rt ant  i s su es pe rta ining t o implemen tat io n Failure of  t he technol ogy  initiative_ ___ ______ __ ___ _  Resi sta nce t o tech n ologyinitiativ e_ _ ______ _ ____ Ad a p ti ng c onsumer technolog y  b e fore it's comp letely  s u it a b lefor  education  F igure 2. Inst r um e n t alv iew of techno logy, and i t s r elatio ns hip to the  deci si o n m aking pract iceEducation al goa l s and c u rriculu m shou lddri ve t e ch no log y. _ ___ _ __ ___ _ ___ __ Educa ti on  mark et c a n s hape  te chno logydevelopment E duc atio n altechn ology  pla nn ing D on't p ursue  t echnology for t he s ake of te chn ol ogy  C onsid e r theint end ed educ ational goa ls f o rtechnology Technol og y is  not a s ilverb ul le t  Consequ en ces  ofp u rsuin g te c hn ology fo r thes ak eof tech no logy T ak e a  ca utiou s  app roachto buyin g int o  technology in i tiatives Curr i cu l u ms houl d d rive techno logy rath er t h an  te c hnolo gy dr iv e  c u rriculum Technology  i s a to ol (i nstrumental v iew of tec h n o logy) Ed ucat i on a l goals mid cu rricu lum should drive te chnol ogy 237Technolog y and valu es.  Th e p rop e r ty  technology i s valu eneutral , w ithin t hecat ego ryTe chnologyis a too l,  m at ch esup we l l with a  p hil os oph icalp ositio n con nect ed  w i ththe ins t ru m e ntal  v ie w of  te ch nolog y, c a lle d the n eutrality  th e sis(s ee  Chapte r 2 discussio nof the ins tr ume ntal v i e w of tec hnology). The neutralit y  thesis  co nside rs t echnology  as  neutr alw ith re gard t o val ue s,a n d ass u m es  th er e are no i n h ere nt mo ra l im plicati ons in using techn o log y (Vermaas, 2 011 ). E x a mp les in the  t r ans c r ipts included T S3, who st at e d,  "Technolo g y i sneutral  with r espec t  to val ues," and  TD15, wh ostat e d , " While a po werful t ool, tech n ology it selfisethica ll y n eutra l." Ho w eve r, wh ile th einstru menta lview oftechnology was prevalen t amon g the  pa rticipant s,i tspropertytech nology isval ueneutr alw as no t wi d es pre a d, an d on l y involve d  e igh t pa rticipants. H o fma nn (2 006 )  propo sedthe theory techno l ogy is value l aden , whi chc ontr as ts with the ne utr al i t y thesis .The results  showedth e  cate gory T echnol ogy rai s e sq uestio ns o  fhuman val ues  w a s assoc ia te d  with22 o fthe 31  parti c ipan t s . The philosophi cal v i e w rep r ese ntedby  this c a tego ry alignswith Hofman n's th eory  that  techno lo gy isval ue  laden. Th e  position  that  techno lo gy i s v alue l aden , rathe r th an  va lue neutr a l ,d oe sn otmean  diff er enti ating bet w een good  te c hnology  a ndb a d tech n ol o g y (Hofmann , 2 006). T he emphasi s  rat h er is th at tec hnolog y raise s  qu es tions o f h u m an values , eithert hro ug h pr omotingpa rtic ul arva lues, or becaus e the em ployment o f tech nol o gy h a s ethi ca l consequenc es, w he t her int e n ded  or uni n ten ded  (H ofma nn,  200 6 ). In arguing that educa tion al te c hno logyis va lu e laden, Amie l and Re e ves (2008) as serted that oft e n p e ople  ha v ealimited v iew of ed ucat ion al t ech nolo g y  foc u sedo nspec ific t echn ol og ical devi ce s, rath e r th a n a  bro aderre pr e se ntation  o f tec hnolo gy  as a pro c ess and  val ue  laden system . Amiel andRe eves  heldt hat  ne i t her educatio n nor 238tec hnology ar eval u e n eutra l, but rather 
 than_education______ Avoid_pursuing technology fads____________________ Technology_sitting on_the_shelf or_wasting_money Ignoring important_issues pertaining to_implementation Failure o f_the technology initiative_________________Resistance_to technology initiative_____________ Adapting consumer technology before it's completely suitable for education Figure 2._Instrumental_view of_technology,_and_its relationship to the decision_making practice Educational goals and_curriculum should_drive technology.________________ Education market can shape technology development_Educational_technology planning Don't_pursue technology for the sake of technology Consider the_intended educational goals for technology Technology_is not a_silver_bullet_Consequences of pursuing technology_for the sake of technology Take_a cautious approach to buying into_technology initiatives Curriculum should drive technology rather_than technology drive curriculum Technology is_a tool (instrumental view of_technology) Educational_goals mid curriculum should drive_technology 237 Technology_and values._The property technology_is value neutral, within the category_Technology is a_tool, matches up well with a_philosophical_position connected with_the_instrumental_view of_technology, called the_neutrality_thesis (see_Chapter_2 discussion of the instrumental view_of_technology). The neutrality thesis considers technology as_neutral with regard to_values,_and assumes there are_no inherent moral implications in_using technology (Vermaas, 2011). Examples in_the transcripts_included TS3,_who stated, "Technology is neutral with respect to values," and TD15,_who stated, "While a powerful tool,_technology itself is ethically_neutral." However,_while_the instrumental view_of_technology was_prevalent among the participants, its property technology_is value_neutral was not widespread, and only_involved eight participants. Hofmann_(2006)_proposed the theory technology is value_laden, which contrasts with the neutrality_thesis. The results showed the_category_Technology_raises questions o f human_values was associated with 22 of_the 31 participants._The philosophical view represented by this category_aligns_with Hofmann's theory that technology is_value_laden. The position that technology is_value_laden,_rather than value neutral, does_not mean differentiating between good technology_and bad technology (Hofmann, 2006). The emphasis rather is_that technology raises_questions of human values, either_through_promoting_particular values, or because the employment of technology has ethical_consequences, whether_intended or unintended_(Hofmann, 2006). In arguing that educational technology is value laden,_Amiel and Reeves (2008) asserted that often_people have a limited view of educational technology focused on specific_technological devices, rather than a broader representation o_f technology as a process and value_laden system. Amiel and_Reeves_held that neither education nor 238 technology_are_value_neutral,_but rather