Daniel Becker
Daniel Becker, an educational developer in the Faculty of Education presented his new book Technology for Transformation: Perspectives of Hope in the Digital Age at the 17th annual Curriculum and Pedagogy Conference in Cleveland, Ohio held Oct. 20 and 21. Becker presented alongside Libbi R. Miller and Katherine Becker, co-editors of the book.
The edited collection is the first published volume in a number of years to detail research, theory and practice regarding the use of educational technology through a social justice lens. It provides the insight needed to ensure that teacher education programs prepare teachers to use educational technology as a centerpiece for engaging in collective learning experiences that can help to solve key social problems that are specific to the local community.
“The book fills the pedagogical void surrounding our understandings of technology, power, society and education,” said Becker. “We have created an invaluable resource that unites educational technology and social justice. The contributors of this work establish a critical theoretical framework that supports employing educational technology for transformative ends.
“Technology is often viewed as inevitable, yet neutral and value-free. Educational technology, however, is anything but neutral.” he continued. “The contributors collectively advance a hopeful discourse by exploring the potential of technology as a vehicle to transform and emancipate, while not forgoing a critically reflective measure of self-conscious critique of our own role as educators, students or scholars in oppressive silences, constraints and conditions. Our hope is that this book will provide educational practitioners from teacher education programs and from the K-12 sector with ideas and inspiration to incorporate the student use of technology towards emancipatory aims.”
During the conference, Becker spoke about his chapter in the book entitled “Creating Citizens Capable of Advancing Democratic Deliberation in a Networked World”. The chapter asserts that there is no blueprint to follow, but creating citizens capable of advancing democratic deliberation in a networked world can become a reality as long as teachers connect with their communities and help students to utilize technology to develop and practice justificatory literacy.