Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology

Philosophy of Technology

This research is influenced by the philosophy of technology and material engagement theory (Ihde, 2011; Ihde & Malafouris, 2019) in an effort to better understand the human–technology relationship. While the conception of open education does not absolutely require the use of technology, for this research, with its focus on digital literacies, the integration of technology is essential. Ihde and Malafouris (2019) posit that "the difference that makes the difference is the recursive effect that the things we make and our skills in making seem to have on human becoming" (p. 195). I recognize that the everyday use of technology in education does not take place in a vacuum nor embodies a neutral stance (Van Den Eede et al., 2015). Mediations of reality, as experienced and practiced, are shaped by the tools we use since “artifacts are able to exert influence as material things, not only as signs or carriers of meaning” (Verbeek, 2011).

          While not foundational to this research, some understanding of Latour’s actor network theory (ANT) is necessary, since it offers some comparison to a philosophy of technology. Similarities include an inter-relational ontology, a material sensitivity, and a rejection of subject-object dichotomy (Ihde, 2015). While these are considerations for this research, it is the appeal of the philosophy of technology which focuses on the human action and perception as embodied with/through technology, rather than the linguistic-textual semiotics of engagement offered by ANT, upon which I base this research (Ihde, 2015). My interest lies in understanding how technological mediations and artifacts, and the individual and socially negotiated actions that lead to a teacher educator’s enacted OEPr, are influenced by MDL considerations.
 

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