WYBRANE PROBLEMY WYKORZYSTANIA TECHNOLOGII W EDUKACJI W UJĘCIU KRYTYCZNO-HISTORYCZNYM
SELECTED ISSUES IN USING TECHNOLOGY IN EDUCATION IN CRITICAL AND HISTORICAL PERSPECTIVE

Summary/Abstract: High educational hopes were put into the appearance of each and every medium. The history of media development in the 20th century is also the history of high educational hopes and spectacular failures. It seems that at least some major links of these processes are repeated in the development of most important technologies for transmission of information. Many scholars (e.g. Neil Selwyn from Monash University) believe that critical approach provides accurate diagnosis of failures in educational technology applications. Historical perspective, on the other hand, allows for seeing the whole of certain processes and eliminating the phenomena that are negative from the researcher’s standpoint, e.g. excessive enthusiasm that accompanied the introduction of new technologies. This kind of “emotional smog” largely disappears if we accept historical perspective. Critical and historical analysis of the use of technology in education may give the opportunity for its effective use and avoiding traps into which radio, television, and the Internet fell during the 1990s.

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