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It challenges the idea of teachers’ resistance, proposing a framework to widen education imaginaries and attend to the recursive complexity of digital technologies. It also foregrounds relational ontology and ethics to support meaningful, productive, creative adoption.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Technology in Education through Critical and  \nNeo-materialist Insights  \nMagda Pischetola  \n[magd@itu.dk](magd@itu.dk)  \nIT University of Copenhagen, Denmark  \nAbstract  \nTechnological determinism, techno-solutionism and instrumental perspectives on technologies have populated educational research literature in the last decades, and even more since the pandemic crisis has started. This essay offers a critique about simplistic explanations of technology adoption in pedagogy by using insights from critical philosophy of technology and feminist new materialism. It rejects the assumption of teachers’resistance to change and proposes a frame to expand future imaginaries of education. In this sense, critical studies provide a focus on human activity as interconnected with social and situated knowledges/practices. The emphasis is on recursive relations that allow educational researchers and practitioners to take into account the considerable complexity of digital technologies pedagogical adoption. On the other hand, feminist new materialism brings about a new focus on relational ontology, which adds to the critical theoretical framework the agentic element. By overcoming a binary way of seeing technologies through utopias and dystopias, new materialist studies focus on ethics and responsibility. We argue that we need both a critical and neo-materialist view, in order to adopt technologies in education in meaningful, productive and creative ways. Building on small narratives and possible utopias can take us to re-design and re-interpret the future of educational technologies.  \nKeywords:  \nCritical theory; feminist new materialism; digital technologies; education; imaginaries.  \nM.Pischetola  \nDigital Education Review-Number 40, December 2021 154  \nI. Introduction  \nIn the last decades, educational research has broadly underlined the benefits of technologies for the enhancement of learning processes and outcomes. Most studies have shown a tendency to make technology appear neutral (Dusek, 2006), ‘natural’ (Oliver, 2011) and conceptually straightforward (Creanor and Walker, 2012) . These approaches minimize the pedagogical aspects that are involved in the relationship between technologies and learning, such as the role of the teacher as a key agent of change (Priestley, 2011), the situated environment (Kocsev et al. 2009; Philip & Garcia, 2013) and the value of both experience and improvisation in teaching (Howard & Gigliotti, 2016; Silva et al. 2019) . This has become an urgent matter in face of the worldwide accelerated introduction of online, blended and ‘remote’ education engendered by the Covid-19 pandemic (Williamson et al., 2020) as techno-solutionism seems a particularly appealing answer to global uncertainty (Milan, 2020; Teräs et al., 2020) . In many cases, teaching online and other virtual formats have been considered the ‘best answer’ to the emergency, as they have assured continuity to classrooms and lectures through digital platforms (Ferdig et al., 2020) . However, these choices hide massive impacts on inequity and inequality (Selwyn 2020), while generate new markets (Williamson 2019, 2020) and ignore decades of research about pedagogical practices (Hodges et al. 2020; Miranda and Pischetola 2020) . What we see happening is new perspectives for future education being supported by commercial organisations and their networks, who propose ”a radical ‘reimagining’ and prototyping of education systems” (Williamson & Hogan, 2020, 57) . Will a post-pandemic school be online? Will university teaching be blended/hybrid/at a distance from now on?  \nIn this paper, we argue that a critical-materialist approach to educational technologies is needed in order to develop counter-narratives (Selwyn et al., 2020) and expand the imagination about the future of education (Pischetola, 2021), beyond the interests of the private I","cbCainRMWbvkkQVv","https://ap.wps.com/l/cbCainRMWbvkkQVv","pdf",104330,18,"English","# I. Introduction\n## Questioning deterministic adoption narratives\n## Counter-narratives and expanded future imaginaries\n## Teachers, care pedagogy, and agentic technologies","[{\"question\":\"What does the essay critique about educational technology adoption?\",\"answer\":\"It critiques simplistic explanations that treat technology as neutral and straightforward, relying on deterministic and instrumental perspectives on adoption in pedagogy.\"},{\"question\":\"How does the essay challenge the idea of teachers’ resistance?\",\"answer\":\"It rejects teachers’ resistance as the main barrier, arguing the resistance narrative results from both technology-driven and use-focused views that assume neutrality and efficiency.\"},{\"question\":\"What perspective does the essay propose for adopting digital technologies in education?\",\"answer\":\"It argues for combining critical and neo-materialist views, emphasizing recursive relations, relational ontology, ethics, responsibility, and a pedagogy of care aligned with teachers’ values.\"}]","Re-imagining Digital Technology in Education through Critical and Neo-materialist Insights | PDF",1792092294,45]