Representations of Technology in Social Studies Textbooks

This study examined representations of technology in social studies textbooks in terms of type, level, function, characteristics of actors and actor–technology relationships. The study was based on the assumption that technology is not merely a collection of technical objects but is represented in conjunction with specific actors, modes of use and social meanings. Accordingly, representations of technology were analysed by considering the object, actor and interaction dimensions, based on the Integrated Technology Representation Model. The research was designed as a qualitative case study. The data source consisted of social studies textbooks for grades 4–7 used in Turkey during the 2025–2026 academic year. During the data collection process, 273 visuals depicting technology were identified, and 369 technological objects were included in the content analysis. The findings revealed that representations of technology do not exhibit a random distribution but are structured around specific patterns. Representations of technology are predominantly found in the fields of communication, transport, production and digital technology. Representations of high-tech applications are particularly associated with communication, data processing and symbolic functions, whilst energy, scientific and measurement technologies have more limited visibility. In representations of actors, men and adults feature prominently, whilst women, children and older people are represented to a lesser extent. Furthermore, the relationship with technology is largely shaped by everyday use, active interaction and the user’s position as a subject. Technology is presented within a selective representational framework that highlights specific technological fields, types of actors and forms of use.