Abstract
The entanglement of ethics and technology makes it necessary for us to understand and reflect upon our own practices and to question technological hypes. The information and communication technology (ICT) literacy required to navigate the twenty-first century has to do with recognizing our own human limitations, developing critical measures and acknowledging feelings of estrangement, puzzlement as well as sheer wonder of technology. ICT literacy is indeed all about visions of the good life and the art of living in the twenty-first century. The main focus of this paper is to explore and discuss ICT in relation to pupils and teachers and try to understand why and how these technologies are implemented in the school system. This focus not only allows us to better understand how concepts and habits with respect to ICT are shaped in numerous children, but teaches us to acquire an enhanced sensitivity with regard to ICT in the ‘classic’ literacy context of the educational system.
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Notes
See also: “Computers are not inherent sources of distraction—they can in fact be powerful engines of focus—but latter-day versions have been designed to be, because attention is the substance which makes the whole consumer internet go” (Strauss 2014).
These phrases are emphasized in the quotations above.
This reflects Rheingold’s encouragement to become critical consumers (Rheingold 2012).
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