rington, Agostinho, & Reeves, 2007). With younger students, online learning can similarly offer authentic benefits. Using a qualitative grounded theory design, Jahnke (2010) examined the impact of collaborative online tools with high school students using Blackboard discussion forums. Jahnke (2010) found that students did not see using the collaborative tools as a superficial activity, but the experience was supportive to them, offered opportunities for improved learning outcomes, and opportunities for interacting and collaborating with other students. Employing Heidegger's philosophy of technology, Fidalgo (2009) examined modern mobile technology to find out if a balanced view of cell phones is compatible with Heidegger's thought. Fidalgo (2009) studied whether a cell phone can be considered an indispensable element in our contemporary society, or a factor that contributes to existential alienation. On the one hand, Fidalgo (2009) discussed that because o f the way ubiquitous mobile phones invite chatter into our lives, and uniformity instead of individuality, they can lend themselves to inauthentic human existence, and dull the voice of conscience. However, Fidalgo (2009) argued that cell phones can lead to living authentic or inauthentic lives. Cell phones can intrude into our face-to-face lives 82 at the wrong time or place (Fidalgo, 2009). Cell phones can also be used in ethical and courteous ways, enabling communication that breaks open boundaries of time and place, and new possibilities of being human (Fidalgo, 2009). Gabriel Marcel and technological dependency. Gabriel Marcel, the French philosopher and playwright, cautioned that technology can be dehumanizing if we forget the human quest for meaning and what defines human existence, while becoming dependent upon disposable technological devices to make our lives intelligible and meaningful (Tunstall, 2009). For Marcel, a characteristic o f the modem world, which he considered broken, is that we can become overly dependent on technology and see in technology the solution to every problem (Treanor, 2010). A recent example of seeing technology as the answer to educational problems involves the claim being made that it is inevitable that bring your own device (BYOD) initiatives involving handheld technology will become the heart of school change efforts (Norris & Soloway, 2011). Marcel emphasized that life is more than technical problems, and man is at risk of losing sight of the mystery of being because technical things cannot answer important existential questions (Marcel, 2001; Treanor, 2010). Concerning the matter of dependency on technological devices and how
rington, Agostinho, & Reeves, 2007). With younger students, online learning can similarly extend authentic benefit. Using a qualitative grounded theory purpose, Jahnke (2010) examined the impact of collaborative on-line tools with high school student using Blackboard discussion forums. Jahnke (2010) find that students did not visualize using the collaborative tools as a superficial activity, but the experience was supportive to them, offered opportunities for improved learn outcomes, and opportunities for interacting and collaborate with other students. Employing Heidegger's philosophy of engineering, Fidalgo (2009) examined advanced mobile technology to find out if a balanced opinion of cell phones is compatible with Heidegger's thought. Fidalgo (2009) studied whether a cell telephone can be considered an indispensable element in our contemporary society, or a factor that contributes to existential alienation. On the one hand, Fidalgo (2009) discussed that because oxygen f the manner ubiquitous fluid earphone receive chatter into our lives, and uniformity alternatively of individuality, they can lend themselves to inauthentic human existence, and dull the voice of conscience. However, Fidalgo (2009) argue that cell phones can lead to living authentic or inauthentic lives. Cell phone can intrude into our face - to - face lives 82 at the improper clock time or place (Fidalgo, 2009). Cell phones can also be used in ethical and courteous way, enabling communication that breaks open limit of time and place, and new possibilities of being human (Fidalgo, 2009). Gabriel Marcel and technical dependency. Gabriel Marcel, the French philosopher and playwright, cautioned that technology can be dehumanizing if we forget the human pursuit for meaning and what defines human existence, while becoming dependent upon disposable technical devices to make our life intelligible and meaningful (Tunstall, 2009). For Marcel, a characteristic o farad the modem worldly concern, which he considered broken, is that we can become overly dependent on technology and see in technology the solution to every problem (Treanor, 2010). A recent model of seeing technology as the solution to educational problems involves the claim being made that it is inevitable that bring your own device (BYOD) initiatives involving hand-held technology will become the heart of school change efforts (Norris & Soloway, 2011). Marcel emphasized that life is more than technical problems, and man is at hazard of losing sight of the mystery of being because technical things cannot answer important existential questions (Marcel, 2001; Treanor, 2010). Concerning the topic of dependency on technological devices and how
rinhton, Agostinho, & Reeves, 2007). Dith younger stodwnts, oiline lsarning zan similarly offer authentir bebefitw. Using a qualitative erounded nheory dewign, Hahnke (2010) exejined tmz impzgt of rollaborative okline tools with high schmou dtudents using Blackboard discussiog forumx. Uahnke (2010) found jhat xeudehns did not see using the collabkrative tools as a siperficial activity, but thf exoerience was suppogtive to thgj, osdered opportjnities fog improved mearning outcomes, and opportunigies yor interacjnbg wtd collaboreting rith other sbldents. Amployimg Heidegger's ihilovopyy of technology, Fidango (2009) examined modetn mobile deehnology to find out uf a banancad vkww uf dekl phoned ia compatibme with Heieegger's thought. Fidsldi (2009) studied whsther w sell phone can be considered an indispetsagle element in our contwmporary society, or a factor trat contributes to existential alienation. On the mne hena, Fnealgo (2009) dlscussed that because o f the way ubiquitous ikbolv phones invite cmatter into our lifed, sgd uniformity instecs kf individuality, tjey can lend themselvts to inauthentic human existencw, and dull tke coice of consciencz. However, Fibalgo (2009) argurd that cell phones can leas to living authentid or inauthentic uivvs. Call phontr can intrude intj our facx-to-faee lives 82 at the wwong time lr place (Fidalgo, 2009). Cell pjones cdn also be used in ethical and courteous xeys, enabling vokmutication that breaks open foundaries of jime and 'lace, xnd new poasibilivies of beind human (Fidalcl, 2009). Gabriel Mercel and tecynoligical adpendency. Gabroel Marcel, the Frenxh philosopher and plxgwright, cautionzb uhqt technology van be dvhukaghzing if we xorgdt gne huoan quest fif mesning and what definas hhman existence, whike becomint dependqnt upon disppsable technologicwl detices vo makr oor lives intelligible and meanihgful (Tundtajl, 2009). For Marcql, a characteriscic o f the modem world, which he consideced broken, is that we cqn become overly dekencent on tecinologr and see in technology the silution to every kroblem (Treanor, 2010). A receht exakple lf seeing technology as the answer to educational problems involves the coaim bxigg made thaf it is iteritcble thwt bciig your own devicv (BYOD) initiatives involving hanvheld techtojogy will become the heart og rchool change efforts (Norris & Soloway, 2011). Marcel emphasized that life is more tnan technical problems, akd man is at rjsk of losmng sight of the mysyery oy beint becauwe tcchnical thingr csnkot answer impprcant existential questions (Marcel, 2001; Treabog, 2010). Concerning thx matter of ftpendenby on tgchnological devides zjd hod
rington, Agostinho, & Reeves, 2007). With younger learning similarly offer benefits. Using a (2010) the impact of online tools with school students using Blackboard discussion forums. (2010) found that students did not see using the collaborative tools as a activity, but the experience was supportive to them, offered opportunities for improved learning and for and with other students. Employing Heidegger's philosophy of technology, Fidalgo (2009) examined modern mobile technology to find if a balanced view of cell phones is with Heidegger's thought. Fidalgo studied whether a cell phone be an indispensable in contemporary or a factor contributes to existential alienation. On the one hand, Fidalgo (2009) discussed that because o f the way mobile phones into our and instead individuality, they can to inauthentic human existence, and dull conscience. However, Fidalgo (2009) argued that cell phones lead to authentic or inauthentic lives. Cell phones intrude into our face-to-face lives 82 at the time or place (Fidalgo, 2009). Cell phones can also be used in ethical and courteous communication that breaks open of time and and possibilities being (Fidalgo, 2009). Marcel and technological dependency. Gabriel Marcel, the French philosopher and playwright, that technology can be dehumanizing if we forget the human meaning what defines human while becoming dependent upon technological to make our lives meaningful 2009). characteristic f modem world, which he broken, is that we can overly dependent on technology solution to every problem (Treanor, 2010). A recent of seeing technology as the answer to problems involves the claim being made that it is inevitable that bring own device involving handheld technology will become the heart of change efforts (Norris & 2011). Marcel emphasized that life is more than technical and is at of losing sight the mystery of because technical things important existential (Marcel, Treanor, matter of dependency on technological devices how
rington, Agostinho, & Reeves, 2007). WitH younger stUdentS, onLinE lEarnIng cAn similarly offER autHentic benefits. Using a quAlitaTiVE groUNdEd theOry desiGN, JAHNke (2010) ExAmIneD tHE iMpact Of cOllaborAtive onlinE toOlS with high schOOl Students usIng blackboard diScuSsion fOrUms. jAhnke (2010) FouNd thaT studeNTs did nOt see usinG tHE collaBOrative TOOlS as a Superficial activiTY, bUT the experience Was supPoRTiVE To tHem, Offered oppOrTunitIEs for imPRoVED LeaRNing outcomes, aNd opportuniTIes For intErActINg and cOllabOrATinG with other sTudeNts. EmployIng HeiDEgger's pHIlosophY of tecHnoLogY, FidALgO (2009) eXamInED moDErN moBIle TechnoloGy To Find oUt if A BALAnceD viEw of Cell pHones is compatIblE witH heiDeggeR's thoUght. fiDalgo (2009) StudieD whetHeR a cell phone can bE conSidered an IndIsPenSaBle elEMent in Our ConTemporaRy socieTY, or A fACTOr That contributes to eXiSTEnTial alieNation. oN tHe ONe hand, FiDaLgo (2009) DiscUSSed thAt beCAuSe o f the wAy ubiqUItOuS mobile PhOnes inViTe cHatTer inTO our Lives, aNd uniforMity iNStead of individUAlity, they can lENd THEmSElveS to Inauthentic HumaN ExisTencE, AnD duLL the vOice oF cONsCIence. However, Fidalgo (2009) ArGued thAt celL phones can leaD to living aUTHEntic or iNautHEnTIc lives. Cell phoNes caN intrude inTO our face-To-facE lives 82 at The wrong tIME or place (fidAlgO, 2009). CeLl pHONeS can also be useD IN ethIcAl and coUrtEous wayS, enAblIng ComMuNication tHat breakS oPeN bOuNdaRies oF Time and pLaCe, aNd New PossiBIlitieS of beIng hUmAn (fIdaLgo, 2009). GabrIEl mARcel AnD tEchnOloGiCal dePendENcy. gabriel marcel, the freNCh phIlOsOpher anD playwright, caUtIoned that tEcHnoLogy caN BE dehumanIzing if we forget the human QUest for MeaNing aNd whAt defines HumAn exisTenCE, while BecomiNg depEnDenT UPon diSPOsAblE tEchnologicAL DevIces tO mAke oUr lives Intelligible and meaNIngFul (Tunstall, 2009). FoR MaRcel, A CHaRacTErIStiC o F The MODem world, which he Considered BrOKeN, is that we cAN beCoMe overlY dependEnt on TEchnoloGy and see iN technoloGy The sOLUtiOn to every pRoblem (TrEanor, 2010). A recENt exaMPlE of seEinG technOlOgy As the Answer TO edUcatiOnal prObLems inVolveS tHe claim bEing made that it is inevitaBle thaT brinG yoUr own deviCe (ByoD) iNitiativeS invOlving handHelD teChnolOgy WIll beCome THe HeaRT of scHool CHange effoRTs (norRIS & SOloway, 2011). MarceL EMPhaSized ThaT Life is More Than technical probLEms, and man is at rIsk oF LOsiNg sIGht oF tHe mystery of beiNg bEcAUSe techniCaL things cannOt answer ImPOrtanT existEntial QuestioNS (maRCel, 2001; TreAnor, 2010). conCerning thE maTtER of depeNdEnCY on tecHnolOgIcal deVices aND how
rington, Agostinho, & Reev es, 2007).  With  yo ung er  stu dent s, online lear n ingcan similarly offer au thent ic bene f it s. Us ing a q u al i t ati ve  g rou nd e dtheor y d esign,Jahnke (20 10)  e xamined thei mp act of col lab orative onli netoolswi thh igh s cho ol st udents usingBlackboar dd iscuss i on foru m s .Jahn ke (2010) found t h at students did n ot see  u s in g the  co llaborativ etools as a su p er f i c ial activity, but  the experi e nce  was s up por t ive to  them ,o ffe red opportu niti es for im proved learnin g  outcom es, an d o ppo rtun i ti es  fo ri nte r ac tin g  an d collab or at ing w itho t h e r st ude nts.  Empl oying Heidegg er' s ph i los ophyof te chno lo gy, F idalgo  (200 9)  examined moder n mo bile tech nol og y t ofindo ut ifa b ala nced vi ew of c e llph o n e sis compatible with  H e i de gger's t hought .  F id a lgo (200 9)  st udie d wheth er a ce ll phone  can b e  c on sidered  a n indi sp ens abl e ele m entin our  contemp orary society, or af actor that co n tr i b ut e s to  ex istential a lien a tion . On th e o n e han d, Fi da l go (2009) discussed th at  becau se of the way ubi quitous mo b i l e phones  inv i te chatter into o ur li ves, and u n iformity  inst ead of i ndividual i t y, theycan  le ndthe m s el ves to inauth e n tichu man exi ste nce, an d d ull  th e v oi ce of con science.  H ow ev er , F idalg o  (2009)ar gue dtha t cel l  phone s can  lea dto liv ing aut h en t i c or  i na uthe nti clives . Ce l l p hones c an intrud e i n to o ur  f ace-to- face lives 82  a t the wron gtim e or p l a ce (Fida lgo, 2009). Cell phones can als o b e use d in  ethicaland  court eou s  ways,  enabl ing c om mun i c ation t ha t b re aks open b o u nda riesof  tim e and p lace, and new poss i bil ities of bein g h uman ( Fi dal g o, 200 9) .  Ga b r iel Marcel andtechnologi ca l  d ependency. Gab ri el Marc el, the  Fren c h philo sopher an d playwri gh t, c a u tio ned that t echnolog y can bed ehuma n iz ing i f w e forg et  th e hum an que s t f or me aningan d what  defi ne s humanexistence, while becomi ng dep enden t u pon dispo sab l e t echnologi caldevices to  ma keour l ive s  inte llig i bl e a n d mea ning f ul (Tunst a ll , 2 0 0 9) . For Marce l , a c harac ter i stic o  f t he modem world, w h ich he conside redb r oke n,i s th at  we can become  ov er l y  depende nt  on technol ogy andse e  in t echnol ogy th e solut i o nt o ever y pr obl em (Trean or,  2 0 10). Are ce n t exam pleof  seein g tech n olog y as the answer to  educ a t ional pro blems  i nvolves theclaim bein g made that  it is  ine vitab le that  b ring y our  o wn device( BYOD) ini tiati ves inv ol ving  ha ndheld  tec h n ology  wil lbec ome the h e a rt of  s c hoo l ch angeef fort s (Norris & Solowa y,2 011). M ar cel e mphasi z ed t hat life i s m ore t h a n technica l  pro b le m s, an d manis atrisk of los in g sight  of t he myster y of bein g  be ca usetechnica lthin gs  ca nn ot answer impor tant exi stential q uestio ns( Marc e l, 200 1;  Treanor, 20 10).Co n cerning t hemattero f d epe nde ncyontech n ological devices and how 
rington, Agostinho,_& Reeves,_2007). With younger students,_online learning_can_similarly offer_authentic_benefits. Using a_qualitative grounded theory_design, Jahnke (2010) examined_the impact of_collaborative_online tools with high school students using Blackboard discussion forums. Jahnke (2010) found that_students_did not_see_using_the collaborative tools as a_superficial activity, but the experience_was supportive_to them, offered opportunities for improved learning outcomes,_and_opportunities for interacting_and collaborating with other students. Employing Heidegger's philosophy of_technology, Fidalgo (2009) examined modern mobile_technology to find_out_if_a balanced view of_cell phones is compatible with Heidegger's_thought. Fidalgo (2009) studied whether a_cell phone can be considered an indispensable_element in our contemporary society, or_a factor that contributes to_existential alienation._On the one hand, Fidalgo_(2009) discussed that_because o_f the way_ubiquitous mobile phones invite chatter into_our lives, and_uniformity instead of individuality, they can_lend_themselves to inauthentic_human_existence,_and dull_the voice of_conscience._However, Fidalgo_(2009)_argued that cell phones can lead_to_living authentic or inauthentic lives. Cell phones_can intrude into our_face-to-face_lives 82 at the_wrong time or place (Fidalgo,_2009). Cell phones can also be_used in_ethical and_courteous ways, enabling communication that breaks open boundaries of time and_place, and new possibilities of being_human (Fidalgo, 2009). Gabriel_Marcel and_technological_dependency. Gabriel Marcel,_the_French philosopher_and playwright, cautioned that technology can be_dehumanizing if_we forget the human quest for_meaning and what defines_human_existence, while becoming dependent upon disposable_technological devices to make our lives_intelligible and meaningful (Tunstall, 2009)._For_Marcel,_a characteristic o f the_modem world, which he considered broken,_is that we_can become overly dependent on technology and_see_in technology the solution to every_problem_(Treanor, 2010). A recent example of_seeing_technology_as the answer to educational_problems involves the claim being made_that it is inevitable that bring your own device_(BYOD) initiatives involving_handheld technology will become the_heart_of_school change efforts (Norris & Soloway, 2011). Marcel emphasized that_life is_more than technical_problems, and man is at risk of losing sight of_the mystery of being because technical things_cannot answer important existential questions (Marcel, 2001; Treanor, 2010). Concerning the_matter of dependency on technological devices and how