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What Relationships Do We Want with Technology? Toward Technoskepticism in Schools

Bibliographic Data

ID21323463
AuthorsJacob Pleasants (0000-0002-1886-6270, University of Oklahoma), Daniel G Krutka (0000-0003-1261-4838, University of North Texas), T Philip Nichols (0000-0002-8648-1276, Baylor University)
Year2023
Volume93
Issue4
Pages486-515
Publication date2023-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueHarvard Educational Review (JOURNAL)
Journal identifiersISSN: 0017-8055 • E-ISSN: 1943-5045
PublisherHarvard Education Publishing Group (PUBLISHER)
DOI10.17763/1943-5045-93.4.486
OpenAlexW4390025806
LanguageEN
Citations received12

In this essay, Jacob Pleasants, Dani el G. Krutka, and T. Philip Nichols outline a vision for how technology education can and ought to occur through the core subject areas of science, social studies, and English language arts. In their argument for the development of a technoskeptical stance for thinking critically and making informed decisions about technology, they discuss past and current efforts to address both the teaching and use of technology within the subject areas and possibilities for a deeper and more coherent technology education. To support that goal, they present the Technoskepticism Iceberg as a conceptual framework to identify the technical, psycho social, and political dimensions of technology and highlight ways of thinking with greater depth about those dimensions

Argument (complex analysis) · Engineering ethics · Epistemology · Pedagogy · Political science · Politics · Social science · Social studies · Sociology · Subject (documents) · Technology education · The arts · Computer Science · Engineering · Psychology · Science Education and Pedagogy · Science Education and Perceptions · Teaching and Learning Programming

  • Saving Teacher Labor? Questioning the Magic of AI with Pre-Service Teachers

    Open Access•Jacob Pleasants, Daniel G Krutka et al.•TechTrends•2026

  • Coming to critical technology consciousness

    Jacob Pleasants, Xiaoning Gui et al.•Learning Media and Technology•2024

  • Schools as enablers and constrainers

    Open Access•Jack Webster•Learning Media and Technology•2026

  • Chinese-speaking parents’ perspectives on interactive pen technology for bilingual language development in the United States

    Xiaoning Gui, Ricardo González-Carriedo et al.•Journal of Research on Technology…•2026

  • Promoting a technoskeptical position towards generative AI in teacher education

    Open Access•Jacob Pleasants, Julianna Lopez Kershen•Teachers and Teaching•2026

  • Who gets to be ‘screen free’? Exploring a disconnection divide in U.S. public and private K-12 schools during the Covid-19 pandemic

    Open Access•Katie Day Good, Anna Perkins et al.•Journal of Children and Media•2026

  • Between a Bot and a Hard Place

    Open Access•Irene Karayianni, Antonis Klidas et al.•TechTrends•2025

  • Engineering for Whom? Investigating How Engineering Students Develop and Apply Technoskeptical Thinking

    Jacob Pleasants•Engineering Studies•2024

  • Interrogating Artificial Intelligence Through a Lens of Being

    Beatrice Dias•Equity & Excellence in Education•2026

  • Baudrillard, hyperreality, and the ‘problematic’ of (mis/dis)information in social media

    Open Access•Cathryn Van Kessel, Jason D Manriquez et al.•Theory & Research in Social…•2025

  • Imagining critical digital game futures

    Open Access•Alexander Bacalja•Discourse Studies in the Cultural…•2026

  • Uncovering the Hidden Curriculum in Generative AI

    Open Access•M Warr, Marie K Heath•Journal of Teacher Education•2025

Unique citing works12
Citations per year6
Citation span2024 - 2026 (3)
Citation velocitycurrent
Highly citedNo
Citation typesNeutral: 12

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