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New Technology in Education As Viewed Through the Utopic and Dystopic Worlds of Science Fiction

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New Technology in Education As Viewed Through the Utopic and Dystopic Worlds of Science Fiction Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2007 New Technology in Education as Viewed through the Utopic and Dystopic Worlds of Science Fiction Vivian Elaine Jackson Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Jackson, Vivian Elaine, "New Technology in Education as Viewed through the Utopic and Dystopic Worlds of Science Fiction" (2007). Electronic Theses and Dissertations. 456. https://digitalcommons.georgiasouthern.edu/etd/456 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. 1 NEW TECHNOLOGY IN EDUCATION AS VIEWED THROUGH THE UTOPIC AND DYSTOPIC WORLDS OF SCIENCE FICTION by VIVIAN ELAINE JACKSON (Under the Direction of John A. Weaver) ABSTRACT The use of educational technology has become a focus of reform efforts designed to enrich student learning. Proponents of technology view it as the panacea of education while others ask us to question this myth-information. Throughout America, school districts are designating millions of dollars for technology. Nevertheless, while there are schools with desirable infrastructures, too many schools are ill equipped for enhancing learning through technology. In addition, many classrooms house computers used to merely advance traditional teaching modes, e.g., drill and practice, rather than teach the importance of social responsibility for humankind and the environment through our use of technology. This study is designed to analyze the reasons for the continued existence of challenges to the integration of educational technologies through the lens of science fiction literature and film. Metaphorically, participants link science fiction plots and characters to their orientations to technology, to present experiences with technology in the field of education, to their future expectations of technological advancements, and to the need to reconceptualize our understanding of technology as a mere tool. It is this association with the worlds of science fiction that provides educators and policy makers with an understanding of ourselves in relation to others and technology. Research into 2 teachers’ attitude towards technology integration can provide relevant information regarding solutions to the persistent challenges facing the adoption of technology in education. Participants’ personal stories and their metaphorical analysis of science fiction indicate that educators’ orientation to technology, self-efficacy, perceptions of technology, technology resources, and training and support are predictors of technology integration. In addition, educators’ involvement in the planning stages of technology programs and their accountability for high-stakes testing are also significant factors. Conclusions derived from the findings suggest that those involved in technology reform efforts in education need to address educators’ concerns for inclusion in the design, development, and implementation of plans for the integration of technology in classroom instruction. INDEX WORDS: Autonomous Technology, Bias of Technology, Critical Pedagogy, Critical Theory, Cultural Studies, Education Reform, Educational Technology, Posthuman Culture, Science Fiction Metaphors, Technoscience 3 NEW TECHNOLOGY IN EDUCATION AS VIEWED THROUGH THE UTOPIC AND DYSTOPIC WORLDS OF SCIENCE FICTION by VIVIAN ELAINE JACKSON B. A. English Literature, Clark College, 1969 M.A. Education, Central Michigan University, 2002 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA 2007 4 © 2007 Vivian Elaine Jackson All Rights Reserved 5 NEW TECHNOLOGY IN EDUCATION AS VIEWED THROUGH THE UTOPIC AND DYSTOPIC WORLDS OF SCIENCE FICTION by VIVIAN ELAINE JACKSON Major Professor: John A. Weaver Committee: John A. Weaver Karen A. Ferneding Ming Fang He William M. Reynolds Electronic Version Approved: May 2007 6 DEDICATION This study is dedicated to all of those who dare to teach and learn in the midst of oppression and whose radical voices collectively resonate with a tone of hope for our present and future worlds of education. 7 ACKNOWLEDGMENTS This study is the result of a collaborative effort and it would not have come into fruition without the input of others. I would like to express my deepest appreciation to the following individuals who have enriched my educational experiences and supported my efforts in a variety of ways. I sincerely hope that you recognize the value of your contributions and it is also my desire that you are satisfied with the results of our effort. I thank my dissertation chairperson, Dr. John A. Weaver, for his expertise and guidance. It is his interest in sci-fi that encouraged me to consider the genre for this study. Dr. Weaver motivated me to reflect on the importance of fantasy, and how as a child I viewed reality and fantasy the same. As a result, I am more captivated by science fiction and I am aware that what has been , what is today , and what is to come are first conceived within one’s imagination. Dr. Weaver was never too preoccupied to answer my questions or to guide me through difficult situations. I could always count on his positive and caring delivery of advice. Dr. Weaver’s support kept me on a steady course to complete this study. I cannot thank him enough for believing in my work, trusting my ideas, and living what he teaches. I am appreciative to Dr. Karen Ferneding for taking the time and effort to look at this dissertation from different angles and for giving me views of varying research methodologies and theories. Her responses and suggestions were priceless and encouraging. Dr. Ferneding’s writings provided the stimuli to question technology in education reform. 8 Dr. Ming Fang He has been and continues to be the connection between doctorate students, living and working throughout the state, and Georgia Southern University. She often travels long distances to meet with us, providing inspiration and encouragement. Dr. He was generous with her time and effort on behalf of this study. I am truly grateful. I share Dr. Dan Rea’s concerns for underserved students in elementary, middle, and high school environments. His writings on motivating youth inspired me to study the attitudes of a digital generation. Dr. Rea reminded me that even my own learning should be fun, and that anything short of serious fun is not learning at all. Dr. William Reynolds is an inspiration to all students that enter his classes. The support I received from him was invaluable. Dr. Reynolds reminded me that research should present a design for improvement rather than be the landscape for nonproductive complaints. In fact, through his conversations and writings, I have learned even more about patience, reciprocity, reflection, persistence, and power. His passion for teaching and learning makes him a model for educators to emulate. I am truly indebted to the participants in this study for their professionalism and commitment to working in the best interest of children. They welcomed me into their classrooms and offices with kindness and open-mindedness. Their conversations about the delights and dilemmas of teaching with technology are enlightening. Finally, I thank my husband, Timothy Jackson, without whom none of this would have been possible. He made every trip with me from Atlanta to Georgia Southern University throughout the course of my studies. He has made this accomplishment and the rest of my life so very special. I believe him when he says that my best years are yet to come. 9 TABLE OF CONTENTS Page ACKNOWLEDGEMENTS.................................................................................................7 CHAPTER 1 CHARTING THE COURSE ...........................................................................12 Setting the Stage for an Exploration............................................................12 Autobiographical Roots and Personal Reflections......................................14 Context of the Study....................................................................................24 Significance of the Study ............................................................................27 Statement of the Problem ............................................................................31 Purpose of the Study....................................................................................32 Research Questions .....................................................................................33 Terminology ...............................................................................................34 2 AN AWAKENING..........................................................................................41 The World Menders: An Overview of Critical Theory...............................42 Heidegger's Views on Technology..............................................................57 Feenberg's Critical Theory of Technology..................................................60 The Concept of Autonomous Technology ..................................................63 The Bias of Technology
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