Technology Refusal

dc.creator	Steven Hodas
dc.date	1993-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:34:42Z
dc.date.available	2015-07-20T22:34:42Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/aa85767df4d1468fbfeddb8f3d0e7c9b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22816
dc.description	Analyses of the deployment of technology in schools usually note its lack of impact on the day-to-day values and practices of teachers, administrators, and students. This is generally construed as an implementation failure, or as resulting from a temperamental shortcoming on the part of teachers or technologists. It is predicated on the tacit assumption that the technology itself is value-free. This paper proposes that technology is never neutral: that its values and practices must always either support or subvert those of the organization into which it is placed; and that the failures of technology to alter the look-and-feel of schools more generally results from a mismatch between the values of school organization and those embedded within the contested technology.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/687
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 1, p 10 (1993)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Technology Refusal
dc.type	article