is a name that has been coined for thinking critically about the role that information technology plays in society and history.
This technoromantic (Benyon & Mackay, 1989) or technicist (Bryson & deCastell, 1998) perspective has recently been met with a call to assume a middle ground of so-called technorealism where the rhetoric and reality of technology is brought into focus (Walker & White, 2002).
Technorealism: The rhetoric and reality of technology in teacher education.
is a name that has been coined for thinking critically and realistically about the role information technology plays in history and society.
"You can conquer gridlock by making the grid itself smart." This is not the technorealism
Johnson was once known for espousing as a middle road between technophiles and technophobes.
The first principle of the recent "Technorealism
Manifesto," a statement of modest scepticism about our reigning technophilia, gets the matter right.
At least, that's the claim made by those giving this perspective a name: technorealism.
Technorealism is a more nuanced way to think about the changes occurring due to the rise of the microchip, the digital bit and interactive networks.
This document seeks to articulate some of the shared beliefs behind that consensus, which we have come to call technorealism.
Technorealism is desperately needed in teacher education programs to help ameliorate the mad rush to computer technology integration for its own sake.
The bivalence theory regarding technology is technorealism. Technorealism offers a more balanced and "rational" approach to the latest technologies and the resulting changes in thoughts as well as actions.
The technorealism approach in teacher education suggests the integration of technology that can facilitate "powerful" approaches to teaching and learning including meaningful, creative, challenging, inquiry-based, and active applications.