Learning Matter: The Force of Educational Technologies in Cultural Ecologies

  • Cathrine HasseEmail author
Part of the Cultural Studies of Science Education book series (CSSE, volume 18)


This chapter introduces the concept of “cultural ecologies” as specific places where humans and nonhumans react to vibrant and frictioned materials like, for instance, educational technologies in schools. Educational technologies influence not just formal education. They form new subjectivities and also influence learning theories in subtle ways. This chapter draws on a research project, Technucation, which between 2011 and 2015 followed a massive influx of new technologies like tablets and interactive whiteboards in a number of Danish primary schools. Not only did tablets and interactive whiteboards replace books and blackboards, they also posed new challenges to understandings of what education is and should be.


  1. Antorini, C. (2014). Fra boldspil til bogstavjagt – bevægelse i folkeskolen [From floorball to letter hunt – movement in schools]. I Liv i skolen 2014 nr.1: Motion og bevægelse, s. 6–9.Google Scholar
  2. Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs. Journal of Women in Culture and Society, 28, 801–831. Scholar
  3. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, UK: Duke University Press. Scholar
  4. Borgmann, A. (2006). Technology as a cultural force: For Alena and Griffin. The Canadian Journal of Sociology, 31(3), 351–360. Scholar
  5. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: The Belknap Press of the Harvard University Press.Google Scholar
  6. Danish Ministry of Education. (2013). Folkeskoleloven pr. 1. August 2014 [Reform of act for primary and lower secondary school]. Retrieved March 10, 2016, from
  7. Derry, J. (2013). Vygotsky: Philosophy and education. Oxford, UK: Wiley-Blackwell. Scholar
  8. Franssen, M. P. M., Lokhorst, G.-J., & Van de Poel, I. (2009/2013). Philosophy of technology. In E. Zalta, (Ed.), Stanford encyclopedia of philosophy. Retrieved January 25, 2014, from
  9. Grönlund, Å., & Genlott, A. (2013). Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers and Education, 67, 98–104. Scholar
  10. Hasse, C. (2014). An anthropology of learning: On nested frictions in cultural ecologies. Dordrecht, The Netherlands: Springer.Google Scholar
  11. Hasse, C., & Brok, L. S. (Eds.). (2015). TekU modellen – Teknologiforståelse i professioner [TECS-Model. Technological awareness in professions]. København, Denmark: University Press.Google Scholar
  12. Ihde, D. (1990). Technology and the lifeworld: From garden to earth. Bloomington, IN: Indiana University Press.Google Scholar
  13. Ihde, D. (2002). Bodies in technology. Minneapolis, MN: The University of Minnesota Press.Google Scholar
  14. Jahnke, I., & Kumar, S. (2014). iPad-didactics - didactical designs for iPad-classrooms: Experiences from Danish schools and a Swedish university. In C. Miller & A. Doering (Eds.), The new landscape of mobile learning: Redesigning education in an app-based world (pp. 242–257). New York: Routledge.Google Scholar
  15. Luppicini, R. (2005). A systems definition of educational technology in society. Educational Technology & Society, 8(3), 103–109.Google Scholar
  16. Roblyer, M. D. (2005). Educational technology research that makes a difference: Series introduction. Contemporary Issues in Technology and Teacher Education, 5(2), 192–201.Google Scholar
  17. Rorty, R. (Ed.). (1967). The linguistic turn: Recent essays in philosophical method. Chicago: University of Chicago Press.Google Scholar
  18. Rosenberger, R., & Verbeek, P.-P. (2015). A field guide to postphenomenology. In R. Rosenberger & P.-P. Verbeek (Eds.), Postphenomenological investigations: essays on human-technology relations. Postphenomenology and the philosophy of technology (pp. 9–41). Washington, DC: Lexington Books.Google Scholar
  19. Schilhab, T., & Hasse, C. (2015). Tablets holder elever indendørs i frikvarteret [Tablets keep pupils indoors]. 04 marts 2015. Retrieved 3 April, 2015, from
  20. Selwyn, N. (2011). Editorial: In praise of pessimism – The need for negativity in educational technology. British Journal of Educational Technology, 42(5), 713–718. Scholar
  21. Verbeek, P. (2005). What things do – Philosophical reflections on technology, agency, and design. University Park, PA: The Pennsylvania State University Press.Google Scholar
  22. Verbeek, P.-P. (2008). Cyborg intentionality: Rethinking the phenomenology of human-technology relations. Phenomenology and the Cognitive Sciences, 7(3), 387–395. Scholar
  23. Vygotsky, L.S. (1998). Development of thinking and formation of concepts in the adolescent in the collected works of L.S. Vygotsky. volume 5: child psychology (M. J. Hall, Trans., C. Ratner, Prologue., R. W. Rieber, Ed., pp. 29–82). New York: Plenum Press.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Education/Institut for Uddannelse og Pædagogik (DPU)University of AarhusAarhusDenmark

Personalised recommendations