Foregrounding Technoethics: Toward Critical Perspectives in Technology and Teacher Education
Daniel G. Krutka, University of North Texas, United States ; Marie K. Heath, Loyola University Maryland, United States ; K. Bret Staudt Willet, Michigan State University, United States
Journal of Technology and Teacher Education Volume 27, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The Teacher Educator Technology Competencies (TETCs) were created to help all teacher educators support teacher candidates as they prepare to become technology-using teachers. The TETCs largely focus on teaching with technology. However, one of the 12 competencies, TETC 9, offers an opportunity to delve into teaching about technology which might allow for the foregrounding technoethical issues in everyday classroom uses of technologies. In this article, we offer theoretical critique of epistemological, ontological, and historical commitments that are implicitly or explicitly communicated in TETC 9, but also more broadly in the field, profession, and society. Specifically, we draw attention to commitments to behaviorist learning theories, accountability reform measures, visions of democracy, and the need for diversity or equity in methods and findings. We conclude by offering suggestions for how teacher educators might inquire into technoethical conundrums through ethical, democratic, legal, economic, technological, and pedagogical explorations of technologies.
Krutka, D.G., Heath, M.K. & Willet, K.B.S. (2019). Foregrounding Technoethics: Toward Critical Perspectives in Technology and Teacher Education. Journal of Technology and Teacher Education, 27(4), 555-574. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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