Technology discloses man’s mode of dealing with Nature, the process of
production by which he sustains his life, and thereby also lays bare the mode of
formation of his social relations, and of the mental conceptions that flow from
them (Marx, 1990: 372)
My thesis is a Sociological analysis of UK policy discourse for educational technology
during the last 15 years. My framework is a dialogue between the Marxist-based
critical social theory of Lieras and a corpus-based Critical Discourse Analysis (CDA) of
UK policy for Technology Enhanced Learning (TEL) in higher education. Embedded in
TEL is a presupposition: a deterministic assumption that technology has enhanced
learning. This conceals a necessary debate that reminds us it is humans that design
learning, not technology. By omitting people, TEL provides a vehicle for strong
hierarchical or neoliberal, agendas to make simplified claims politically, in the name of
technology. My research has two main aims: firstly, I share a replicable, mixed
methodological approach for linguistic analysis of the political discourse of TEL.
Quantitatively, I examine patterns in my corpus to question forms of ‘use’ around
technology that structure a rigid basic argument which ‘enframes’ educational
technology (Heidegger, 1977: 38). In a qualitative analysis of findings, I ask to what
extent policy discourse evaluates technology in one way, to support a Knowledge
Based Economy (KBE) in a political economy of neoliberalism (Jessop 2004,
Fairclough 2006). If technology is commodified as an external enhancement, it is
expected to provide an ‘exchange value’ for learners (Marx, 1867). I therefore examine
more closely what is prioritised and devalued in these texts. Secondly, I disclose a
form of austerity in the discourse where technology, as an abstract force, undertakes
tasks usually ascribed to humans (Lieras, 1996, Brey, 2003:2). This risks
desubjectivisation, loss of power and limits people’s relationships with technology and
with each other. A view of technology in political discourse as complete without people
closes possibilities for broader dialectical (Fairclough, 2001, 2007) and ‘convivial’
(Illich, 1973) understandings of the intimate, material practice of engaging with
technology in education. In opening the ‘black box’ of TEL via CDA I reveal talking
points that are otherwise concealed. This allows me as to be reflexive and self-critical
through praxis, to confront my own assumptions about what the discourse conceals
and what forms of resistance might be required. In so doing, I contribute to ongoing
debates about networked learning, providing a context to explore educational
technology as a technology, language and learning nexus.
Date of Award | 5 Feb 2015 |
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Original language | English |
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Awarding Institution | |
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Supervisor | Carol N Marley (Supervisor) & Sarah S Amsler (Supervisor) |
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- critical discourse analysis
- educational technology
- technology enhanced learning
- neoliberal policy
- exchange value
- technology-language-learning nexus
The political discourse and material practice of technology enhanced learning
Hayes, S. L. (Author). 5 Feb 2015
Student thesis: Doctoral Thesis › Doctor of Philosophy