Abstract

Beginning from the standpoint that technologically mediated education is widely prescribed for developing countries, the author first probes the nature, meaning, and impact of this agenda through its economic and political context. He argues that this context produces and shapes the rush to technology. He then examines the notion of education and the nature of the claimed technological mediation of this process, concluding that the constraints of technological mediation, and its destructive impact on teaching, show its inability to provide for adequate educational development (which is necessarily grounded in a concrete human relationship in a real—not virtual—dynamic social and cultural context). He closes with recommendations for a critical rather than a wholesale adoption of technology and encourages resistance to the present press for mindless adoption.