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Cyborg Learning Theory: Technology in Education and the Blurring of Boundaries
PROCEEDINGS

, Northern Arizona University School of Education, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper reviews 21st century literature concerning the impact of technology on education. Two opposing sides debate whether the impact of technology on education is positive or not. Both sides are labeled immigrants since neither is native to the new cyberculture. The immigrants in favor of technology in education call for its increased use as instructional aid. Those immigrants who oppose technology in education take issue with its effectiveness as instructional aid and claim attributed costs are exorbitant and unjustified. Opposing immigrants call for increased accountability of technology’s efficacy. This paper presents a third view labeled Cyborg Learning Theory. The cyborg view is emerging from technology natives and is generally omitted from the contention between the technology immigrants of past decades. The conclusion of this paper purports that this third view, when adopted by mainstream society, will create a paradigm shift in the global education experience and practice.

Citation

McPheeters, D. (2009). Cyborg Learning Theory: Technology in Education and the Blurring of Boundaries. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2937-2942). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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