 human life. Focal things have a commanding presence and a centering power (Fallman, 2010). For Borgmann, the irony o f technology and the device paradigm is that as technology promises to unburden our lives, we can become captive to 87 this promise, and come to believe the good life is dependent on technology (Fallman, 2011; Kaplan, 2009b). However, technology remains silent as to what constitutes a fulfilling human life (Kaplan, 2009b). Borgmann considered Heidegger's contention that technology can limit human openness to important existential concerns, but held that a reform of technology can discover technological sources o f strength that will proceed from focal things (Borgmann, 2009). Borgmann concluded that technology, although not a focal thing and practice in itself, can be utilized intelligently and selectively to benefit the good life (Borgmann, 2009). In interpreting Borgmann, Ermer (2009) wrote that technologies which best facilitate focal things should be favored. Although it can be a challenge for professionals to master technical information in their field, and technical mastery is concerned with means rather than the ultimate ends of life, Borgmann held that technology can be pursued in a way that focal things and practices are kept at the center o f our lives (Borgmann, 2009). Westera (2004) discussed that Borgmann's thought can provide insights for understanding the philosophical aspects o f innovative educational technology. Heidegger's view of the essence of technology as standing-reserve underscored how things and people are perceived as available resources to be used (Heidegger, 2009). However, Borgmann's philosophy places more importance on involvement than availability, and focal things are characterized by a high degree of involvement including discipline, perseverance, and the concentrated mastery of skills (Westera, 2004). In applying Borgmann's thought to education and educational technology, Westera (2004) stated that learning itself is a focal practice that requires a level of involvement by 88 students characterized by motivation, self-reliance, and responsibility. Educational technology can promote the active involvement and motivation of students through active manipulation of objects, participation in games, simulations, and communities, and preferences defined by the individual user (Westera, 2004). Westera (2004) held that an advantage of Borgmann's thought for understanding innovative educational technology is that Borgmann's theory of technology cautiously combines elements o f technological optimism, with a recognition that technology can cause alienation or detachment from important existential concerns. In her philosophical discussion of pervasive computing
human life. Focal things have a commanding presence and a center exponent (Fallman, 2010). For Borgmann, the irony o f technology and the device substitution class is that as technology promises to unburden our biography, we can become captive to 87 this promise, and fall to believe the full life is dependent on engineering (Fallman, 2011; Kaplan, 2009b). However, technology remains silent as to what constitutes a carry through human life (Kaplan, 2009b). Borgmann consider Heidegger's contention that technology can restrict human openness to important existential concern, but held that a reform of technology can discover technological beginning o f strength that will proceed from focal things (Borgmann, 2009). Borgmann conclude that technology, although not a focal thing and practice in itself, can be utilized intelligently and selectively to benefit the effective life (Borgmann, 2009). In interpreting Borgmann, Ermer (2009) wrote that technologies which best facilitate focal things should be favored. Although it can be a challenge for professionals to master technical data in their battlefield, and technical mastery is concern with mean quite than the ultimate ends of life, Borgmann hold that technology can be pursued in a way that focal thing and practices are kept at the center o f our lives (Borgmann, 2009). Westera (2004) discussed that Borgmann's thought can provide insights for understanding the philosophical aspect oxygen f advanced educational engineering. Heidegger's view of the essence of technology as standing - reserve underscored how things and people are perceived as available resource to be used (Heidegger, 2009). However, Borgmann's philosophy places more importance on involvement than handiness, and focal things are characterized by a high degree of involvement include discipline, perseverance, and the hard mastery of skill (Westera, 2004). In applying Borgmann's opinion to education and educational technology, Westera (2004) express that learn itself is a focal practice that ask a level of involvement by 88 students characterized by motivation, self - reliance, and responsibility. Educational engineering can promote the active involvement and motivation of student through active manipulation of objects, participation in games, simulations, and communities, and preferences define by the individual user (Westera, 2004). Westera (2004) held that an advantage of Borgmann's thought for understanding innovative educational technology is that Borgmann's theory of engineering cautiously combines elements o f technological optimism, with a recognition that technology can cause alienation or detachment from significant existential concerns. In her philosophical discussion of permeant computing
 hulan life. Focal things haye a commanding krwsence and a centerivg power (Fallman, 2010). For Borgmain, tye iriny o f technology and the devibe paraditm iw that as txdhnologn projlses co unburden our kives, we cdn become capthvd co 87 this promise, and come to believe the gopd life is depenqent jn tsbhkology (Fallman, 2011; Kaplan, 2009b). However, technonogy remains xilent as to what constituhes w fulfilling human life (Kaplab, 2009b). Firgmann conskdered Heidegger's contgntion that technology can limit humau openness jo ilkortant exisventiaj concerns, bmn held dhat a teform of techkologb cab discover technologiral sources o f streggth that wnll proceed from focao rhingv (Bosgmavb, 2009). Corfmenn conclkdev that techhology, althiugh not a focal thond and practice in itfejf, can be utilized intelligently and senecfively to benefit the giod life (Borgmann, 2009). In interpreeing Borgmann, Ermer (2009) wrote that technologies whicv besv wacnoitatd flcal things should be favored. Although it can ge a challenge for professionsld yj master techvical nhfkrmation in their vield, agd texhnical mwstety is concerned with means eather than nhe yltimate ends of lnfe, Borgmann helc thay technology can be purrued in a way tjat focal ghings and practkcex dre kept at the center o f our livew (Boxgmann, 2009). Destgra (2004) difcussed thwt Bovcmann's thought can provnde itsights fog understanding the philosophicek aspects o g hnnmvative zducatlonal technologr. Heidegger's vnew of tke essdnce of tebhnology es standing-rqserve underswlred how thiigs and pqoplw arw percekxed as availabke resourbef to be used (Heidegger, 2009). Husever, Borgmann's phulosophy places mofe ymiorvance mn involvemett tfan svailxbility, and wocak things are charactarizsd by a high degrer jf involcement igcluding discopline, perseveranct, and vhe coicentrsteq mastery of skills (Westera, 2004). Ih applyinh Bjrgmann's thotght to educatiou and educational technology, Westera (2004) steted that learning itsglf is a focal practiee that requices a jevel of hnvolvement by 88 studwnts characterizec by motivation, self-rslianca, and responsibility. Educational technology can promote the active involvement and motivation of stucents tkrobgh actyve lenipulation of obkects, participation in games, sioulationv, cnd communities, and preferencrs defined by tfe individual user (Westeda, 2004). Westrra (2004) held that an advantage of Norgmann's thought for uncerstandung ihnovatpbe educational technplogy ns thar Borgmqnn's theory of tezhnpllgy cautiluslb ckmbines elements o f technologicql optumlsm, with a recogiition that beghnolofy can cause alienatioh or fetacfment from imlortant existemtial concerns. In heg prilosophical duacussion of kervasivv computing
human life. Focal things have a commanding a power (Fallman, For Borgmann, the the paradigm is that technology promises to our lives, we can become captive 87 this promise, and come to believe the good life is dependent on (Fallman, 2011; Kaplan, 2009b). However, technology remains silent as to what constitutes a human (Kaplan, Borgmann Heidegger's contention that technology can limit human openness to important existential concerns, but held that a of technology can discover technological sources o f that will proceed from things (Borgmann, 2009). Borgmann concluded technology, not a thing practice itself, can be intelligently and selectively to benefit the good life (Borgmann, 2009). In interpreting Borgmann, Ermer (2009) wrote that which best things should favored. it be a challenge to master technical information in their mastery is concerned with means rather than the ends of Borgmann held that technology can be in a way that focal things and practices kept at the center o f our lives (Borgmann, 2009). Westera (2004) discussed that Borgmann's provide insights for understanding philosophical aspects o innovative technology. view the essence technology as standing-reserve underscored how things and people are perceived as resources to be used (Heidegger, 2009). However, Borgmann's philosophy places on than availability, and things are characterized by high of involvement including discipline, the mastery 2004). applying thought to education and technology, Westera (2004) stated that itself is a focal of involvement by 88 students characterized by motivation, and responsibility. Educational technology can promote the involvement and motivation of students through active manipulation of objects, participation in simulations, and preferences defined by the individual user (Westera, 2004). (2004) held that an of Borgmann's thought for understanding innovative educational technology is Borgmann's of technology combines elements o technological optimism, with recognition that technology alienation or from existential philosophical discussion of pervasive computing
 human life. Focal things have a Commanding PreseNce And A cEnteRing Power (Fallman, 2010). FoR borgMann, the irony o f technoloGy and ThE DeviCE pAradiGm is thaT As TEChnOlOgY prOmISeS to unBurDen our lIves, we can bEcoMe Captive to 87 thiS PrOmise, and coMe tO believe the gOod Life is DePenDEnt on TecHnoloGy (FallMAn, 2011; KaplAn, 2009b). HoweveR, tEChnoloGY remainS SIlEnt aS to what constituteS A fULfilling human lIfe (KapLaN, 2009B). BORGmaNn cOnsidered HEiDeggeR'S contenTIoN THAt tEChnology can liMit human opeNNesS to impOrTanT ExisteNtial CoNCerNs, but held thAt a rEform of teChnoloGY can disCOver tecHnologIcaL soUrceS O f StRenGtH ThaT WiLl pROceEd from foCaL tHings (borgMANN, 2009). borgManN conCludeD that technoloGy, aLthoUGh nOt a foCal thIng aNd PractIce in iTself, CaN be utilized inteLligEntly and sEleCtIveLy To benEFit the GooD liFe (BorgmAnn, 2009). In inTErpReTING BOrgmann, Ermer (2009) wrote tHaT TEcHnologieS which BEsT fACilitate FoCal ThinGS ShoulD be fAVoRed. AlthoUgh it cAN bE a ChallenGe For proFeSsiOnaLs to mASter TechniCal inforMatioN In their field, anD Technical mastERy IS CoNCernEd wIth means ratHer tHAn thE ultIMaTe eNDs of lIfe, BoRgMAnN Held that technology cAn Be pursUed in A way that focal Things and pRACTices are Kept AT tHE center o f our liVes (BoRgmann, 2009). WestERa (2004) discusSed thAt BorgmaNn's thoughT CAn providE inSigHts For UNDeRstanding the pHILosoPhIcal aspEctS o f innoVatIve EduCatIoNal technoLogy. HeidEgGeR's ViEw oF the eSSence of tEcHnoLoGy aS stanDIng-resErve uNderScOrED hoW things ANd PEOple ArE pErceIveD aS avaiLablE ResOurces tO be used (HeIdeGGer, 2009). HOwEvEr, BorgmAnn's philosophY pLaces more iMpOrtAnce on INVolvemenT than availability, and focAL things Are CharaCterIzed by a hiGh dEgree oF inVOlvemeNt inclUding DiSciPLIne, peRSEvEraNcE, and the conCENtrAted mAsTery Of skillS (Westera, 2004). In applying bOrgMann's thought tO edUcatION aNd eDUcATioNaL TecHNOlogy, Westera (2004) staTed that leaRnINg Itself is a fOCal PrActice tHat requIres a LEvel of iNvolvemenT by 88 studenTs CharACTerIzed by motiVation, seLf-reliancE, And reSPoNsibiLitY. EducaTiOnaL techNology CAn pRomotE the acTiVe invoLvemeNt And motivAtion of students through aCtive mAnipuLatIon of objeCts, PArtIcipation In gaMes, simulatIonS, anD commUniTIes, anD preFErEncES defiNed bY The indiviDUaL usER (weStera, 2004). WesterA (2004) HELd tHat an AdvANtage oF BorGmann's thought for uNDerstanding innOvatIVE edUcaTIonaL tEchnology is thaT BoRgMANn's theorY oF technology CautiousLy COmbinEs elemEnts o f TechnolOGIcAL optimIsm, wIth A recognitIon ThAT technoLoGy CAn causE aliEnAtion oR detacHMent FROm important existEntiaL COncerNS. In Her phIlOsophicAL disCussion of pErvasive comPuting
 human life. Focal thingshave a com mandi ngpre se nceanda centering po w er ( Fallman, 2010). For Bo rgman n, thei ro ny of techn o lo g y  an dth e d ev i ce  para dig m is th at as tech nol og y promises t o  u nburden ou r l ives, we can  be come c ap tiv e  to 8 7 t his p romise ,  and c ome to be li e ve the good li f e  i s de pendent on techno l og y  (Fallman, 201 1; Kap la n ,2 0 09b ).However, t ec hnolo g y remai n ss i l ent as to what co nstitutes a ful fillin ghum a n life  (Kap la n , 2 009b). Borg mann  consider ed Hei d egger's content ion th attec hnol o gy  c anli m ith um ano pen ness toim po rtant  exi s t e n tial  co ncer ns, b ut held thata r efor m  of  tech nolog y ca ndisco ver te chnol og ical sources of st rength th atwi llpr oceed from f oca l t hings ( Borgman n , 2 00 9 ) .  B orgmann concludedth a t  t echnolog y, alt h ou gh not a fo ca l t hing a nd pr acti c ein itsel f, can be  u tilized  i ntelli ge ntl y a nd se l ecti vely t o benefi t the good life (Bor g mann, 2009).I ni n te r pret ing  Borgmann,Erme r  (20 09)w ro tet hat t echno lo g ie s  which best facilit at e foca l thi ngs should be  favored.A l t hough it  can be a challenge fo r pro fessionals to maste r tec hnical i nformatio n in their  fi eld , a ndt e ch nical mastery i s co nc erned w ith  meansrat her  th anth e ultimat e ends o fli fe ,Bor gmann held tha ttec hn olo gy ca n  be pu rsued  inawa y  th at foca l  t h i ngsan dprac tic es  arekept atthe cen ter o f o url ives  ( Bo rgmann,  2009). Weste ra  (2004) di sc uss ed tha t Borgmann 's thought can providei nsights  fo r und erst anding th e p hiloso phi c al asp ects o  f in no vat i v e edu c a ti ona ltechnology . Hei degge r' s vi ew of t he essence of tech n olo gy as standin g-r eser v e  u nde r sc o red  h o w t h i ngs and peopleare percei ve d  a s availabl e  re so urces t o be us ed (H e idegger , 2009).However,Bo rgma n n 'sphilosophy  placesmore impo r tance on  invo lve ment t ha n a vaila bility ,  an d foc al thi ng s arechara ct erized b y a high degree of invo lvemen t inc lud ing disci pli n e,persevera nce,  and the c onc ent rated  ma s teryof s k il ls( Weste ra,2 004). Ina pp lyi n g  B orgmann's t h o u ght  to e duc a tion a nd e ducational techno l ogy, Westera ( 2004 ) sta ted that  l earning itself  is  a f ocal pra ct ice that re quires a  l e vel o f invo lvemen t by 88 s tu d ents c hara cte rized bymot iv a tion, s el f- r elianc e, a nd  respo nsibil i ty.E d ucational techno logyc a n pro m ote  theac tive in v olve ment and m otivation o f stud ents  thro ugh act iv e mani pul at ion of obj e cts, part icipa tion in  g ames , s imulat ions , and c ommu ni tie s, and pr e f er e nc es def ined  by t he  ind ividual u s er (West era ,  2004).  W est e r a (200 4 )h e ld that an  ad vanta g e  of Borgma n n'st ho u ght f or und erstan ding in n ova ti ve educ ati o n al techno logy is t h atBo rgma nn's the or y of  t ech no logy cautiously  combine s elemen t s  o f t ech n olog i cal op ti mism, with a  reco gn i tion th a t  te chnolog y  ca n c aus e al ien atio n  or detachment from impo rtan t exi s ten tialconce rn s. In he r  phi losophic a l discussionof pervasive co m put i ng
 human_life. Focal_things have a commanding_presence and_a_centering power_(Fallman,_2010). For Borgmann,_the irony o_f technology and the_device paradigm is_that_as technology promises to unburden our lives, we can become captive to 87 this_promise,_and come_to_believe_the good life is dependent_on technology (Fallman, 2011; Kaplan,_2009b). However,_technology remains silent as to what constitutes a_fulfilling_human life (Kaplan,_2009b). Borgmann considered Heidegger's contention that technology can limit_human openness to important existential concerns,_but held that_a_reform_of technology can discover_technological sources o f strength that_will proceed from focal things (Borgmann,_2009). Borgmann concluded that technology, although not_a focal thing and practice in_itself, can be utilized intelligently_and selectively_to benefit the good life_(Borgmann, 2009). In_interpreting Borgmann,_Ermer (2009) wrote_that technologies which best facilitate focal_things should be_favored. Although it can be a_challenge_for professionals to_master_technical_information in_their field, and_technical_mastery is_concerned_with means rather than the ultimate_ends_of life, Borgmann held that technology can_be pursued in a_way_that focal things and_practices are kept at the_center o f our lives (Borgmann,_2009). Westera_(2004) discussed_that Borgmann's thought can provide insights for understanding the philosophical aspects_o f innovative educational technology. Heidegger's_view of the essence_of technology_as_standing-reserve underscored how_things_and people_are perceived as available resources to be_used (Heidegger,_2009). However, Borgmann's philosophy places more_importance on involvement than_availability,_and focal things are characterized by_a high degree of involvement including_discipline, perseverance, and the concentrated_mastery_of_skills (Westera, 2004). In applying_Borgmann's thought to education and educational_technology, Westera (2004)_stated that learning itself is a focal_practice_that requires a level of involvement_by_88 students characterized by motivation, self-reliance,_and_responsibility._Educational technology can promote the_active involvement and motivation of students_through active manipulation of objects, participation in games, simulations,_and communities, and_preferences defined by the individual_user_(Westera,_2004). Westera (2004) held that an advantage of Borgmann's thought_for understanding_innovative educational technology_is that Borgmann's theory of technology cautiously combines elements o_f technological optimism, with a recognition that_technology can cause alienation or detachment from important existential concerns. In_her philosophical discussion of pervasive computing