Technologists have made modernity possible<\/a>, and technology is a creation of modernity<\/a> (Bray 2003). Education technology may be situated in modernity<\/a>, but its purposes can differ,<\/a> since participants are informed by a social context and spatial structures<\/a><\/strong>. Some assume that technology shapes and transforms education<\/a>. To them, progress is linear and keeping up with technology is the key to future success. Others hold that technology has made society resilient and durable. They see good well-resourced public schools<\/a> and universities, practising good pedagogy that is enabled by people who embrace a calling<\/a>. A scholarly discourse informs their technology discussions. Others see a knotted co-construction of technology and education<\/a><\/strong>. A mat, carpet (or interoperable platform<\/a>) with forces that are deeply inter-woven and open to negotiation, criticism or opportunities. (see C Hodkinson Williams Keynote: The Warp and Weft of Open Education and Social Justice<\/a>). I’m in group 3, but also appreciate the other two perspectives.<\/p>\n\n\n\n A self-study work readiness package on Blackboard will differ from a Multilingual Human Rights Hackathon about Sharpville on Wikipedia. A flipped learning proponent using mobile phones with librarians will make very different use of an education technology than a traditional university lecturer, tasked with working through a body of knowledge, within a certain time period in a lecture hall. The varied social imaginaries about technology in education have consequences for modernity. Especially when technologies are introduced into a social context without a clear articulation of fitness for purpose. For example, social media\u2019s use for professional development has been good for social media users (like me). It brought me up to Johannesburg from the back of my garage in PMB. But a privately owned \u201cTown Hall\u201d has also had unintended political effects. Currently, in the global north, techno corporations (big tech) are leading educational futures, extracting revenue and attention, replacing educators with an algorithm and reducing educator agency. I too am complicit; I\u2019m using Google translate to create a multi-lingual Wikipedia onboarding tool.<\/p>\n\n\n\n Brey, P. A. E. (2003). Theorizing modernity and technology. In T. J. Misa, P. A. E. Brey, & A. Feenberg (Eds.), Modernity and technology (pp. 33-71). MIT Press.<\/p>\n","protected":false},"excerpt":{"rendered":" Edtech Strategy Development Technologists have made modernity possible, and technology is a creation of modernity (Bray 2003). Education technology may be situated in modernity, but its purposes can differ, since participants are informed by a social context and spatial structures. Some assume that technology shapes and transforms education. To them, progress is linear and keeping … <\/p>\nReferences<\/h3>\n\n\n\n