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iCyborg: Shifting Out of Neutral and the Pedagogical Road Ahead

iCyborg: Shifting Out of Neutral and the Pedagogical Road Ahead

Catherine Adams
ISBN13: 9781615206780|ISBN10: 1615206787|EISBN13: 9781615206797
DOI: 10.4018/978-1-61520-678-0.ch008
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MLA

Adams, Catherine. "iCyborg: Shifting Out of Neutral and the Pedagogical Road Ahead." Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native, edited by Martin Ebner and Mandy Schiefner, IGI Global, 2010, pp. 145-157. https://doi.org/10.4018/978-1-61520-678-0.ch008

APA

Adams, C. (2010). iCyborg: Shifting Out of Neutral and the Pedagogical Road Ahead. In M. Ebner & M. Schiefner (Eds.), Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native (pp. 145-157). IGI Global. https://doi.org/10.4018/978-1-61520-678-0.ch008

Chicago

Adams, Catherine. "iCyborg: Shifting Out of Neutral and the Pedagogical Road Ahead." In Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native, edited by Martin Ebner and Mandy Schiefner, 145-157. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-678-0.ch008

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Abstract

Teachers may no longer envision their educational technologies as powerful yet essentially neutral tools plied to accomplish their own pedagogical ends. Rather, these technologies are more accurately theorized as vocative objects that prereflectively engage and invite us into their world, and mimetic interventions that scaffold, transform, and sustain new teaching and learning practices and ways of thinking regardless of teacherly intentions. This chapter explores some of the significances and implications of a ubiquitous technologizing of educational lifeworlds in light of this understanding.

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