Georg Simmel observed that there is an inherent contradiction in human nature. Human beings have creative power to produce things (including structure and system) that can transcend human limits. Meanwhile, the transcendental things, more often than not, seem to acquire “life” to live on their own and gradually control their creators in turn. This bizarre reciprocity may be the most difficult obstacle for human emancipation. This paradox is also apparent in the educational use of technologies.
For instance, one of the purpose of instructional technologies is to individualize learning. Individualization literally means that every student can learn at their own pace. Also, different learning styles can thrive in the technology-enhanced classrooms. However, the current reality is that every student has to learn through technology (e.g., Carmen) regardless of one’s preferences and will. The problem gets worse when educational technology is closely linked with certain learning ideology.
Nowadays, educational technologies seem to serve collaborative or constructivist learning. Technologies are misused if they do not promote interactivity, inquiry, high-order thinking, or problem-solving skills, to name a few. This trend ensures that those who once thrived in the traditional classrooms now have to adapt their learning styles to this dominant technological pedagogy. Instead of individualizing learning, technology-enhanced classrooms, no different from lecture-based ones, homogenize the learning differences.
This contradiction also applies to teaching. Instead of respecting teaching autonomy, current teachers have to use certain degree of technology in classrooms for fear that their instruction may look archaic and ineffective.
As Max Weber once pointed out, human beings are trapped in the iron cage of rationality. There is no way out.