Purpose In B.C., as elsewhere, education is increasingly constructed as a commodity and students as consumers. Cuts, the commodification of education and the emphasis on performativity are shaping all parts of the academy. The hitherto almost universal respect for objective science, techno-rational discourse and positivism, have almost disappeared. What remains are contradictions, serious issues and few easy solutions. Despite lofty exhortations about partnerships, access and equity, providers of education are engaged in fierce competition and their authority is in doubt.
Learners have many options.
There is no one way to engage in pedagogy and educators should be wary of new fads, bandwagon s thundering through the academy or the seductions of the latest metanarrative. Our focus here is on theorizing research about technology and education. There is no one right way to do pedagogy. But numerous issues merit consideration. Hence, the focus is on framing research.