A Critical Metaphor Analysis of Educational Technology
Research in the Social Studies
Lance Mason, Indiana University Kokomo, United States
CITE Journal Volume 18, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study employs Lakoff & Johnson’s conception of metaphor as rooted in embodied experiences to investigate educational technology discourse in the social studies. The last 3 years of scholarship in the social studies section of the CITE journal is examined for the presence of metaphors used by authors to justify or support their arguments. Five prominent categories of metaphor were identified within the discourse: Manual labor metaphors, construction/building metaphors, mechanistic metaphors, technology as biological life/agent metaphors, and journey metaphors. While it is necessary to use metaphors to understand new phenomena such as digital technologies, results suggest that some of the specific metaphors that were commonly employed may impede a more intelligent approach to conceptualizing and implementing new technologies. Results indicate that a deep metaphor of technology as the agent or driver of social progress may underpin a substantial portion of recent scholarship.
Mason, L. (2018). A Critical Metaphor Analysis of Educational Technology Research in the Social Studies. Contemporary Issues in Technology and Teacher Education, 18(3), 538-555. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2018 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Benjamin Gleason, Iowa State University, United States; Marie Heath, Loyola University of Maryland, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2712–2717
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