TY - JOUR
T1 - Editorial: In praise of pessimism-the need for negativity in educational technology
AU - Selwyn, Neil
PY - 2011
Y1 - 2011
N2 - Educational technology has become a curiously closed field of academic study populated by people who consider themselves to be in the somehow more informed position of truly understanding the educational potential of digital technology. It follows that many educational technologists are understandably ill-disposed towards anyone whose actions disrupt their own personal faith and optimism. Indeed, educational technology could be seen as a field that requires its participants to maintain a long-term collective belief that the project will be seen through to an ultimately successful conclusion. When seen in this light, it could be reasoned that pessimism is a rewarding and heartening position from which to approach education and technology. A pessimistic approach would also lead the field to be more modest in its intentions and in its interventions.
AB - Educational technology has become a curiously closed field of academic study populated by people who consider themselves to be in the somehow more informed position of truly understanding the educational potential of digital technology. It follows that many educational technologists are understandably ill-disposed towards anyone whose actions disrupt their own personal faith and optimism. Indeed, educational technology could be seen as a field that requires its participants to maintain a long-term collective belief that the project will be seen through to an ultimately successful conclusion. When seen in this light, it could be reasoned that pessimism is a rewarding and heartening position from which to approach education and technology. A pessimistic approach would also lead the field to be more modest in its intentions and in its interventions.
UR - http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2011.01215.x/abstract;jsessionid=7B9A184749D827272890EAAAF2E834C6.d04t03
U2 - 10.1111/j.1467-8535.2011.01215.x
DO - 10.1111/j.1467-8535.2011.01215.x
M3 - Article
VL - 42
SP - 713
EP - 718
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
IS - 5
ER -