Feminist Unthinking and Educational Technology

SUMMARY

This paper initiates a feminist unthinking‐rethinking‐energizing‐transforming of educational technology. This necessitates our resisting the tendency to begin by analyzing into component parts, fragmenting the domain of discourse. We must deal with educational technology as a coherent whole. The AECT definition of educational technology reveals it to be mechanistic and fragmented. The users of educational technology, teachers (mostly female) and students, must be part of the process. Current procedures and practices help reproduce inequitable situations, partly because of the biases of the root disciplines. Many questions are raised with the aim of transforming educational technology.

Notes

¹ This paper is based upon an invited presentation at the Seventh Annual Forum on Foundational Issues in Educational Technology at the annual meeting of the Association for Educational Communications and Technology, Anaheim, CA, 1-5 February, 1990

Additional information

Notes on contributors

Suzanne K. Damarin ¹

1 This paper is based upon an invited presentation at the Seventh Annual Forum on Foundational Issues in Educational Technology at the annual meeting of the Association for Educational Communications and Technology, Anaheim, CA, 1-5 February, 1990