V. Petrushin, A. Dovgiallo (Eds.)

Proceedings of the International Conference on Computer Technologies in Education (ICCTE'93)
Kiev, Ukraine, September 14-17, 1993

DENIS HLYNKA
Faculty of Education University of Manitoba
Winnipeg Canada R3T 4A6
Email: dhlynka@cc.umanitoba.ca

Keywords: philosophy, postmodernism, information technology

1. Education (pedagogy) is both art and science. When we consider education to be grounded in science, it is appropriate to use the techniques and methodologies of the sciences. EDUCATIONAL TECHNOLOGY has become stuck within this positivist scientific paradigm which limits opportunity for scholarly inquiry.

2. Education is also an art, not a fine art, but a practical art. This implies that there is another paradigm by which one can fruitfully explore the nature of technology and its relationship to education. When educational technology is perceived as art, it would appear that we should use the methodologies of art critics and of literary theorists. These techniques include, but are not limited to postmodernism, deconstruction, semiotic analyses, and educational criticism/connoisseurship.

3. This paper will outline the paradigm shift which allows us to examine educational technology through a postmodern lens.

4. Postmodernism is a term which attempts to describe the condition of contemporary society coming to grips with the failings of modernity. It is a concept of particular relevance as we approach the 21^st century. Postmodernism implies "incredibility towards metanarratives," "disorienting reversals," and an acceptance of pluralism in thought, culture and language. Postmodernism occurs at the intersection of "constructed realities." The result is ironic confrontation of alternative paradigms.

5. It is important to point out that postmodernism is not an ideology. It seeks no converts. You cannot choose to be postmodernist. Postmodernism is a condition. It is a condition of the contemporary world.

6. The following binary distinctions separate traditional educational technology from post-modern educational technology. The first word in each opposition represents the normal view; while the second represents a postmodern questioning:

• Value neutral / value laden.

• Objective / subjective.

• Science / art.

• Technology / nature.

• Context free / context dependent.

• Linear / fragmented.

• Single-voiced / multi-voiced.

• Technical / critical.

• Progress / simultaneity.

• One best way / multiple ways.

• Permanent / fleeting.

• Quantitative / qualitative.

• Technological / humanistic.

7. Deconstruction would point out that the first of each combination of terms is one which is valorized or assumed true. Deconstruction would then attempt to switch the valorization and show how technology is best represented by the second set of oppositions.

8. Traditionally, educational technology has explored the implications of the new media from the standpoint of a systematic define-develop-evaluate model. Postmodernism suggests that such a model should not be abandoned, but rather placed in context with an aesthetic alternative which allows a personal response to technological potential.

9. There is sometimes a misunderstanding of the postmodern condition. Critics of postmodernism argue that through deconstruction, a chaotic and nihilistic world view is achieved. If everything can be deconstructed, this would seem to be a negative and hopeless view of the future. Postmodernism seems to be chaotic and contradictory and takes pleasure in irony and confusion. Other critics argue that if every voice is of equal value, then no voice is of any value. However, such is NOT the intent of postmodernism. The world IS multivocal: there is no one "best" language. The world IS multi-ethical: there is not one best religion which fits all. The world IS multi-cultural: no one culture should be dominant or best for all.

10. The question is whether educational technology can assist to reconcile the paradox of progress with multiple values. Is technology part of the problem or part of the solution? We need to believe that unity through diversity and unity through tolerance is a goal sought after by all just societies.

11. It is appropriate that this conference is held in the ancient city of Kiev, Ukraine in 1993 because surely Ukraine is the quintessential postmodern country, a country trying to come to grips with divergent values, a re-discovery of its past, a critical examination of the strengths and flaws of modernity, and a hope for the future. A postmodern educational technology is necessary as a philosophic base for a careful, systemic and critical examination of our global village.

12. Ukrainian philosopher Hryhory Skovoroda (1722-1794) has captured the paradox of the nature/technology opposition where nature in a Derridian sense requires supplementation, but not domination. It is appropriate to close with the insight of Skovoroda, still appropriate some two hundred years after his death:

"Nature is the true teacher. You can teach a falcon to fly, but you cannot teach a turtle to fly; you can teach an eagle to play in the sun, but not an owl. You do not need to teach an apple tree to bear apples: nature has taught that already. You only need protect the tree from pigs by putting a fence around it; you need to prune the tree, and spray it at the proper time. Don't interfere with nature, but if you can, smooth the path for unhampered development and keep is clear."