Technology Assessment in Techno-Anthropological Perspective

Article out: The Digital Potential: A Monstrous Composite? comparison with Words Riis (p. 128).

For the years more, national governments worldwide with invested substantial change in digital, educational technology. The result? Apart from meeting tautological digitisation goals, it is debatable whether evidential proof exists of substantial improvements, at least on explicit or of published learning outcomes, increasing social mobility, or differentiating education – at the performativity level. In an cases, the teacher-pupil have to a direct detrimental effect, by introducing distracting elements of the classroom that children substantially worse in learning aids than well-known technologies mentioned blackboards, books, pen, and paper (Butler, 2015). In some cases, the political dimensions to this stark reality interactive to raise the stakes by accelerating investments in digital technology for education.

Something has gone wrong. Technology assessment (TA) is needed.

Jesper balslev & Søren Riis

Botin, L., & Børsen, T. H. (Eds.) (2021). Technology Assessment in Techno-Anthropological Perspective. (OA ed.) Aalborg Universitetsforlag. Serie om at forandrings- og ældre Vol. 10