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Humanization in the Digital Age: a Critique of Technophilia in Education

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Humanization in the Digital Age: a Critique of Technophilia in Education Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies Spring 5-11-2018 Humanization in the Digital Age: A Critique of Technophilia in Education Morgan Anderson Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation Anderson, Morgan, "Humanization in the Digital Age: A Critique of Technophilia in Education." Dissertation, Georgia State University, 2018. https://scholarworks.gsu.edu/eps_diss/183 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, HUMANIZATION IN THE DIGITAL AGE: A CRITQUE OF TECHNOPHILIA IN EDUCATION, by MORGAN D. ANDERSON, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. __________________________ Deron Boyles, Ph.D. Committee Chair __________________________ ________________________ Kristen Buras, Ph.D. Janice Fournillier, Ph.D. Committee Member Committee Member __________________________ Kenneth Saltman, Ph.D. Committee Member __________________________ Date __________________________ William Curlette, Ph.D. Chair, Department of Educational Policy Studies __________________________ Paul A. Alberto, Ph.D. Dean College of Education and Human Development AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education and Human Development’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. ____________________________ Morgan D. Anderson NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Morgan D. Anderson Georgia State University Department of Educational Policy Studies 30 Pryor Street Atlanta, GA 30302 The director of this dissertation is: Deron Boyles, Ph.D. Department of Educational Policy Studies College of Education and Human Development Georgia State University Atlanta, GA 30302 CURRICULUM VITAE Morgan Anderson ADDRESS: 30 Pryor Street Atlanta, GA, 30302 EDUCATION: Ph.D. 2018 Georgia State University Educational Policy Studies M.P.S. 2013 Manhattanville College TESOL, K-12 B.A. 2010 SUNY New Paltz Sociology PROFESSIONAL EXPERIENCE: 2015-2018 Instructor Georgia State University, Atlanta, GA 2013-2015 Graduate Teaching Assistant Georgia State University, Atlanta, GA 2012-2013 TESOL Teacher Metropolitan Soundview High School, Bronx, NY PUBLICATIONS: Gabriel Keehn, Morgan Anderson, and Deron Boyles, “Neoliberalism, Technology, and the University: Max Weber’s Concept of Rationalization as a Critique of Online Classes in Higher Education,” in Philosophical Proposals for the University: Toward a Philosophy of Higher Education, eds. Aaron Stoller and Eli Kramer. Morgan Anderson, “Educational Discourse as an Epistemology of Oppression: The Case of ‘Best Practices,’” South Atlantic Philosophy of Education Society, 2017 ed. Donal E. Mulcahy. Nicholas J. Eastman, Morgan Anderson, Deron Boyles, “Choices or Rights?:Charter Schools and the Politics of Choice-Based Education Policy Reform” Studies in Philosophy & Education vol. 36, no. 1 (January 2017): 61-81. Morgan Anderson, “Charter School Reform: Doublethink and the Assault on the Vulnerable” Journal of Thought vol. 50, no. 3 (Fall/Winter 2016): 33-48. Morgan Anderson, “‘High Expectations’ Discourse as an Epistemology of Oppression: Implications for Urban Education” Philosophical Studies in Education vol. 47, no. 1 (January 2016): 46-55. Morgan Anderson “The Case Against Critical Thinking Skills: In Pursuit of a Humanizing Pedagogy,” Philosophical Studies in Education vol. 46, no. 1 (January 2015): 83-89. PRESENTATIONS Morgan Anderson, “Confronting Technophilia in Education: A Love Letter to Luddism,” Southeast Philosophy of Education Society, 2018, Chattanooga, TN. Morgan Anderson, “Freire Meets Google: The Role of Memory in the Posthuman Age,” American Educational Studies Association, 2017, Pittsburgh, PA. Morgan Anderson, “In Defense of Memorization: Google Meets Freire in the Digital Age,” Ohio Valley Philosophy of Education Society, 2017. Mundelein, IL. Morgan Anderson, “Teaching Cyborgs: Social Media and Implications for Critical Pedagogy,” Southeast Philosophy of Education Society, 2017. Knoxville, TN. Morgan Anderson, Deron Boyles, and Nicholas Eastman, “Reclaiming Education from Neoliberal Colleges of Education,” Ohio Valley Philosophy of Education Society, 2016. Dayton, OH. Morgan Anderson, Gabriel Keehn, and Nicholas Eastman, “The Revolution Might Not be Taught: Reflections on the Limitations and Possibilities of Teacher Education Programs as Sites of Educational Activism,” Ohio Valley Philosophy of Education Society, 2016. Dayton, OH. Morgan Anderson, “Educational Discourse as an Epistemology of Oppression: The Case of ‘Best Practices,’” Southeast Philosophy of Education Society, 2016. Asheville, NC. Morgan Anderson, “High Expectations Discourse as an Epistemology of Oppression: Implications for Urban Education,” Ohio Valley Philosophy of Education Society, 2015. Dayton, OH. Morgan Anderson, “The Making (and Breaking) of the South Bronx: Toward a Spatial Theory of a Zone of Urban Neglect,” Organization of Educational Historians, 2015. Chicago, IL. Morgan Anderson, “Common Core and the Discourse of ‘High Expectations:’ Implications for Urban Education,” Sources of Urban Educational Excellence, 2015. Atlanta, GA. Morgan Anderson “The Death of Critical Thinking: Education under the Common Core Standards,” Society of Professors of Education, 2015. Chicago, IL. Morgan Anderson “Does The Thought Really Count? Why Feminism Demands More Than Consciousness-Raising,” American Educational Research Association, 2015. Chicago, IL. Morgan Anderson, “Is Critical Pedagogy Compatible with Online Instruction?,” Southeast Philosophy of Education Society, 2015. Memphis, TN. Morgan Anderson “Pedagogy of Rage: Toward Humanizing Instruction,” Southeast Philosophy of Education Society, 2015. Memphis, TN. Morgan Anderson “Deweyan Ethics and Teacher Observation Feedback: A Document Analysis,” The Council of Professors of Instructional Supervision, 2014. Atlanta, GA. Morgan Anderson “The Pathology of Progress: Cruel Optimism in Public Education,” Organization of Educational Historians, 2014. Chicago, IL. Morgan Anderson “The Case Against Critical Thinking Skills: In Pursuit of a Humanizing Pedagogy,” Ohio Valley Philosophy of Education Society, 2014. Dayton, OH. Morgan Anderson “Philosophical Flaws of Common Core: A Rawlsian Perspective,” Southeast Philosophy of Education Society, 2014. Decatur, GA. PROFESSIONAL SOCIETITES AND ORGANZIATIONS: 2015-present American Educational Research Association 2014-present Southeast Philosophy of Education Society 2014-present Ohio Valley Philosophy of Education Society 2015-present Society of Professors of Education 2017-present The American Educational Studies Association HUMANIZATION IN THE DIGITAL AGE: A CRITIQUE OF TECHNOPHILIA IN EDUCATION By MORGAN ANDERSON Under the direction of Deron Boyles, Ph.D. ABSTRACT Despite ongoing claims that education is trapped in a bygone era resistant to innovation, educational practitioners, scholars, and policy makers have been enthusiastic about infusing technology into the everyday lives of children in schools. In the face of this dramatic uptick in the presence of technology in schools, little attention has been devoted to understanding how this constant exposure to technology is impacting the way students learn and experience the world. Overall, educational scholars and practitioners debate how, not whether, to incorporate the latest technology into schools. The centrality of technology in education rises to the level of technophilia, a world-view that sees all new technology as inherently positive and beneficial to human life. I will argue that the current landscape of educational policy and practice is characterized by a problematic relationship with technology that rises to the level of technophilia, and call for a reassessment of the relationship between education and technology in order to fulfill
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