Category Archives: educational technology

Uncertainty as openness to decision

Posted on January 16, 2020 by

I have being doing a bit of fishing and thinking about uncertainty – specifically in relation to technology use in education. One of the recurrent narratives that one can find is that education is still lagging behind when it comes … Continue reading →

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Affordance and why the use of tools is rooted in perception

Posted on September 22, 2019 by

During the last week I had the chance to discuss a few interesting issues with my colleague Wilson Otchie, who is doing his PhD with my other colleague Margus Pedaste here at the University of Tartu. The topic is use … Continue reading →

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A few terminological issues concerning educational technology

Posted on September 11, 2019 by
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Technology education, educational technology and the education system

Posted on September 4, 2019 by

In the second part of August I have been involved in two major events here at the University of Tartu. One was the on-site session of our Master’s programme in Educational Technology – two weeks of intense study with our … Continue reading →

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Variety-handling, technology and the meta-system

Posted on January 24, 2019 by

As I wrote in a previous post, I am currently working on a paper with Tony Tonni – educational technologist at Eller Music College here in Tartu. The text we are composing is supposed to provide a case study, in … Continue reading →

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Complexity, complication and educational technology

Posted on January 14, 2019 by

I am currently working on a paper with Tony Tonni – educational technologist at Eller Music College here in Tartu. The main idea is to show what practically means to say that an educational technologist is a “variety juggler. The … Continue reading →

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Educational technology and the analogy with music instruments

Posted on October 11, 2018 by

I am interested in developing a vision of educational technology (edtech) that does not fall prey of what we may call “functionalism”. Which is, in short, the idea that views a piece of (educational) technology as a (neutral) means-to-an-end.  Functionalists … Continue reading →

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