Digital technology, human world making and the avoidance of learning
Bainbridge, A. 2014. Digital technology, human world making and the avoidance of learning. Journal of Learning Development in Higher Education: Special Edition: Digital Technologies.
This paper explores the role of digital technologies and their application to learning situations in higher education and questions how and why such technologies have become increasingly common pedagogical tools. This debate highlights the complexity of learning by synthesising theories from a wide range of disciplines that, it is argued, more accurately reflect the reality and process of human learning. Initially, a sociological approach on the human construction of reality will be discussed, to highlight the impact that the physical and psychological constructions of human world making, paradoxically confront human learning. This then leads into a consideration of the interrelationship between humans and the wider non-human world and does so to position an understanding of learning within an ecological framework. Psychoanalytic ideas highlight the role of holding environments, anxiety and associated unconscious defences, caused to a large extent by a separation between the human and non-human world. It is suggested that the continual desire to design and use ever more complex technologies in learning situations, highlights an unconscious and seductive motivation to avoid the complexity of human learning, resulting in digital technologies having fetish-like properties. Finally, it is argued that those involved in teaching and learning must be mindful that technology should not determine learning environments and processes but that pedagogical thinking should drive technological applications.
|Journal||Journal of Learning Development in Higher Education: Special Edition: Digital Technologies|
|Publisher||Association for Learning Development in Higher Education|
|Publication process dates|
|Deposited||17 Nov 2016|
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