[1] "Marx also considered technology as the extension of human body, so that people equipped with different technologies should be understood as being techno-human (Allenby and Sarewitz, 2011) – an idea reflected in several strands of contemporary educational technology research (Bayne, 2015)."
[2] "This sense of distance is important throughout the history of educational technology; it can be seen, for example, in the challenges of technology integration in schools (e.g. Zhao et al, 2002), and explains the feeling that research is preoccupied with fixing the integration of emerging technologies, not understanding the vast array of technologies that are already integral to educational work (e.g. Mayes, 1995)."
[3] "Key words: philosophy of technology, educational technology research, relational thinking Introduction Technology is not only important in the development of contemporary society, it is arguably part of what sets humanity apart from even our closest hominid relatives (d’Errico, 2007)."
[4] "The philosophy of technology An important special case of the shift from substantial to relational thinking can be seen in the philosophy of technology, which – Surry and Baker (2016) have argued – is of direct relevance to work in the field of educational technology."
[5] "However, Clegg and Steel (2002) have argued that technologies which had been designed to be flexible can instead create inflexibility, resulting in teachers and students driving themselves towards constant participation, pushing higher education towards a Post-Fordist relationship with students."
[6] "This leads to standardized ‘dose-response’ models of educational technology, and simplistic questions about whether technology ‘works’ or not, decontextualized from questions about for whom it works, under what circumstances, etc (Oliver and Conole, 2003)."
[7] "The nature of educational technology Educational technology is important in promoting the development of education, due to the widespread application of educational media and technological methods; consequently, it warrants careful attention (An and Li, 2014)."
[8] "The Association for Education Communications and Technology offered an influential definition of the field (see Braden, 1995), cited over five thousand times."
[9] "Education-technology relationships explain how technology can shape education, and re-introduces the idea of ‘techne’ as something to be valued in education."
[10] "That is to say, when exerting its functions effectively, educational technology should withdraw from being the focus for educational information, or from being an explicit consideration in students’ learning processes - like the famous hammer that Heidegger uses as an example, where fluent use allows the builder to focus on the nail being hammered rather than the tool being used."
