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It reviews two philosophical conceptions: Dewey’s view of inquiry as a technology that produces knowledge, and Dusek’s systems-based “consensus definition” linking technology to social construction and actor-network theory. A literature history of hard vs. soft technology is examined, and three brief case studies show contemporary discourse favors hard technology.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-is-educational-technology-an-inquiry-into-the-meaning-use-and-reciprocity-of-technology/597625/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-is-educational-technology-an-inquiry-into-the-meaning-use-and-reciprocity-of-technology/597625.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What ambiguity in the ET concept does the paper focus on?","Question",{"text":112,"@type":113},"It focuses on the ambiguity surrounding the meaning of the word “technology” within the concept of “Educational Technology (ET).”","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Dewey characterize the relationship between inquiry and technology?",{"text":117,"@type":113},"Dewey positions productive inquiry as a technology that produces and transforms knowledge, challenging the idea that intellect is ontologically superior to technology.",{"name":119,"@type":110,"acceptedAnswer":120},"What bias does the paper identify in contemporary discussions of Educational Technology?",{"text":121,"@type":113},"It identifies a bias toward hard technology (e.g., computers and material tools) and notes a lack of attention to Dewey and Dusek’s emphasis on knowledge reconstruction and complex human–technology relations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597625,1792171498,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| Volume 40(3) | Summer/été 2014 |\n| --- | --- |\n\nWhat is Educational Technology? An Inquiry into the Meaning, Use, and Reciprocity of Technology  \nQu’est-­‐ce que la technologie pédagogique ? Un examen de la signification, del’utilisation et de la réciprocité de la technologie  \nArun Lakhana, Department of Education, Concordia University  \nAbstract  \nThis position paper explores the ambiguity of technology, toward refined understanding of Educational Technology. The purpose of education is described by John Dewey as growing, or habitual learning. Two philosophical conceptions of technology are reviewed. Dewey positions inquiry as a technology that creates knowledge. Val Dusek offers a “consensus definition,” a systems approach to technology that merges into social construction theory and actor-network theory, both of which emphasize complex relations between humans and technology. Using Dewey and Dusek as reference, literature related to Educational Technology is reviewed. A history of its definitions and conceptions of hard (material) technology and of soft (process) technology are examined. Three brief case studies reveal a bias toward hard technology in contemporary discourse. A misconception that soft technology begins with pre-authenticated knowledge is identified and shown to obscure the reciprocity between technology and the intellect.  \nKey words: educational technology, inquiry, technological systems approach, technology, tolerance of ambiguity  \nRésumé  \nCet exposé de position se penche sur l’ambiguïté de la technologie en vue de raffiner la compréhension de la technologie pédagogique. L’objectif de l’éducation est décrit par John Dewey comme étant un apprentissage croissant ou habituel. Deux conceptions philosophiques dela technologie sont examinées. Dewey considère l’enquête comme une technologie qui crée lesavoir. Val Dusek offre une « définition consensuelle », une approche systémique de la technologie qui rejoint la théorie de la construction sociale et la théorie de l’acteur-réseau, qui mettent toutes deux l’accent sur les relations complexes entre les humains et la technologie. Utilisant Dewey et Dusek comme référence, la documentation portant sur la technologie  \nCJLT/RCAT Vol. 40(3)  \npédagogique est examinée. L’historique des définitions et conceptions de la technologie « dure »(matérielle) et de la technologie « douce » (processus) est examiné . Trois courtes études de casrévèlent un parti pris pour la technologie dure dans le discours contemporain. Une fausse idéevoulant que la technologie douce commence par un savoir préauthentifié est cernée, et il estdémontré qu’elle cache la réciprocité entre la technologie et l’intellect.  \nMots clés : technologie pédagogique, enquête, approche technologique systémique, technologie, tolérance de l’ambiguïté  \nIntroduction  \nThe purpose of this position paper is to explore the ambiguity of the “Educational Technology”(ET) concept, specifically, the meaning of the word “technology.”At its simplest, ET appears to pertain to the application of mechanical and material tools (especially, computers and computer programs) to problems in education. A more complex conception of ET includes immaterial tools, such as processes and ways of thinking, and it addresses the causal interdependence between intellectual growth and technological growth, whereby technology is not merely processes and tools, but is understood systemically.  \nIn part one of this paper, I offer a functional meaning of the term “education.” John Dewey (1916/1944) provides a comprehensive and versatile description: the ultimate end of education is habitual learning, characterized as intellectual growing (p. 53) . For Dewey, knowledge is continuously and interactively transformed, learning takes place in experience, and ideas are understood as temporal, not final. In part two of this paper, I consider two complex conceptions of technology. In Dewey’s theory, productive inquiry can be understood as a technology","cbCainsW3fjDocG1","https://ap.wps.com/l/cbCainsW3fjDocG1","pdf",517917,41,"English","# Introduction\n## Functional meaning of “education”\n## Two complex conceptions of technology\n## Literature review of ET and hard vs. soft technology\n## Research issues and conclusion","[{\"question\":\"What ambiguity in the ET concept does the paper focus on?\",\"answer\":\"It focuses on the ambiguity surrounding the meaning of the word “technology” within the concept of “Educational Technology (ET).”\"},{\"question\":\"How does Dewey characterize the relationship between inquiry and technology?\",\"answer\":\"Dewey positions productive inquiry as a technology that produces and transforms knowledge, challenging the idea that intellect is ontologically superior to technology.\"},{\"question\":\"What bias does the paper identify in contemporary discussions of Educational Technology?\",\"answer\":\"It identifies a bias toward hard technology (e.g., computers and material tools) and notes a lack of attention to Dewey and Dusek’s emphasis on knowledge reconstruction and complex human–technology relations.\"}]","What is Educational Technology? - An Inquiry into the Meaning, Use, and Reciprocity of Technology | PDF",1792085370,103]