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Technology Assessment in Education at University of Twente

TECHNOLOGY ASSESSMENT & STS Theory in education KIT workshop TA in der Lehre, Karlsruhe 1-2 July 2010 Ellen van Oost, University of Twente, The Netherlands . Technology Assessment in Education at University of Twente.

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Technology Assessment in Education at University of Twente

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  1. TECHNOLOGY ASSESSMENT & STS Theory in educationKIT workshop TA in der Lehre, Karlsruhe 1-2 July 2010Ellen van Oost, University of Twente, The Netherlands

  2. Technology Assessment in Education at University of Twente Textbook: The Mutual Shaping of Technology and Society. A Technology Assessment approach Wim A. Smit & Ellen van Oost In three programmes at UT > Computer science (Bachelor) > Health science, (Bachelor) > Philosophy of Science, Technology and Society (Master) + Various other educational programmes in the Netherlands (Eindhoven, Delft + higher vocational education)

  3. Characteristics of the Textbook: : Theory & Practice • Starts from theoretical perspective: Mutual Shaping of Technology and Society • Focus on Constructive Technology Assessment • Student TA-project in four steps + use insights of Technology dynamics • Technology forecast • Impact assessment • Normative Evaluation • Feedback to technology & societal developments (policy recommendations)

  4. To give an impression: Table of content of the textbook • 1. Introduction: Why TA and what is TA? • 2. Co-evolution of society and technology: the phone as example. • 3. Technology dynamics: a theoretical model • 4. Studying societal impacts of technological development • 5. Societal impacts of Information Technology • 6. Normative evaluation and societal responsibilty • 7. The rise and practice of TA • 8. TA in Companies • 9. Methods and Techniques of TA • 10. Example study on Tracking & Tracing

  5. Theory on Technology Dynamics • Social constructivist perspective • Technology is social: embodies social values & structures & power relations > prospective character > embodies societal impacts • Why TA? Why based in a mutual perspective theory? • Message: engineers not only make technology, but also shape society • Engineers have a responsibility to be reflexive on that point • Many positive impacts, but often too ….. (unforeseen impacts, non-acceptance, failures, social resistance)

  6. Model: Quasi- evoluationary model • Quasi-evolutionary model of Technology Development • Why: quasi? Variation/selection processes interdependent/ • Articulation processes (user articulation/ cultural articulation) • Dynamics: Path dependency,

  7. Simple linear phase model: Technological Development with Feedback Loops

  8. Possibilities for anticipation in the phase model

  9. What can we say about possible social impact of new technology? • Impacts are partly embodied in the technology • Script: inviting & inhibitingTechnology is political • Impacts are partly shaped in technology use • rebound / new unanticipaties uses • TA contributes to democratising process of shaping technology: • More perspectives on the table , clearer picture of interests and perspective of involved actors

  10. Student TA-project in 4 steps + use insights of Technology dynamics • Technology forecast: - Traditional methods (trend extrapolation) but too technology dynamics (path dependency) • Impact assessment: - mapping actor perspectives + script analysis • Normative evaluation: - Interviews/ data search & analysis - learn to distinct: actor perspective – analyst perspective – personal perspective • Feedback to technology & societal developments (policy recommendations)

  11. Points for discussion • Does STS theory on Technology Dynamics of provide an added value in teaching TA, in addition to common TA methods? • The “Future problem: ”Does STS theory has prospective potentials?

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