Learning: A technological perspective
DOI:
https://doi.org/10.25619/dpvg4687Keywords:
learning , technology, cognition, education, generative AIAbstract
This paper frames technology as a phenomenon that is inextricable from individual and collective cognition. Technologies are not “the other”, separate from us: we are parts of them and they are parts of us. We learn to be technologies as much as we learn to use them, and each use is itself a technology through which we participate both as parts and as creators of nodes in a vast technological connectome of awesome complexity. The technological connectome in turn forms a major part of what makes us, individually and collectively, smart. With that framing in mind, the paper is presented as a series of sets of observations about the nature of technology followed by examples of consequences for educators that illustrate some of the potential value of understanding technology this way, ending with an application of the model to provide actionable insights into what large language models imply for how we should teach.
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