iCyborg

Abstract

Teachers may no longer envision their educational technologies as powerful yet essentially neutral tools plied to accomplish their own pedagogical ends. Rather, these technologies are more accurately theorized as vocative objects that prereflectively engage and invite us into their world, and mimetic interventions that scaffold, transform, and sustain new teaching and learning practices and ways of thinking regardless of teacherly intentions. This chapter explores some of the significances and implications of a ubiquitous technologizing of educational lifeworlds in light of this understanding.