What question did this study set out to answer?

Examine the Teacher Educator Technology Competencies, specifically TETC 9, to evaluate implicit theoretical commitments and integrate critical technoethical perspectives into teacher education.

January 1, 2019The Journal of Technology and Teacher Education

Foregrounding Technoethics: Toward Critical Perspectives in Technology and Teacher Education

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Authors

DKDaniel G. KrutkaUniversity of North Texas MHMarie K. HeathLoyola University Maryland KWK. Bret Staudt WilletFlorida State University

Discussion

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Implication

Theoretical critique reveals hidden behaviorist assumptions within teacher technology standards, highlighting the need to foreground ethical and democratic inquiries in classroom technology use.

Key Points

Examine the Teacher Educator Technology Competencies, specifically TETC 9, to evaluate implicit theoretical commitments and integrate critical technoethical perspectives into teacher education.
Conducted a theoretical critique of the epistemological, ontological, and historical commitments underpinning teacher education technology standards.
Analyzed the alignment of standard competency guidelines with learning theory, educational accountability movements, and issues of democratic participation and equity.
Identified unexamined commitments to behaviorist learning paradigms and narrow accountability reform measures embedded within standard educational technology competencies.
Proposed a multidimensional inquiry model enabling educators to examine technoethical dilemmas across ethical, democratic, legal, economic, technological, and pedagogical domains.

Cite This Study

Krutka et al. (2019) studied this question.

synapsesocial.com/papers/6a1533e79b87f33fc69f553b https://doi.org/10.70725/560948mgghtd

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Implication

Theoretical critique reveals hidden behaviorist assumptions within teacher technology standards, highlighting the need to foreground ethical and democratic inquiries in classroom technology use.