This book offers a feminist critique of the role of technology in pedagogy. It incorporates elements of critical pedagogy with a feminist focus on re-embodying the education system and the way we perceive ourselves in relation to science and technology. I think this resource could be very valuable for evaluating what technology is doing for teaching from a feminist perspective, although its focus is broader than mere educational technology. There is no doubt as to what perspective this collection of articles comes from. It offers a wide variety of arguments that tend to imply a desire for less computers in schools.
Most discussions are quite thorough and the authors make very compelling arguments.
This is a collection of articles and essays dealing with the issue of gender and technology. It has several detailed discussions of how women have a special kind of relation to technology by virtue of their social role and how it has been defined relative to science and women's embodiment. As a teacher, it seems extremely important to know some of the reasons that may be the basis for that attitude. This book has an interesting thesis, which could be grossly simplified to be that education is in itself a form of technology that manipulates the world and is in trun manipulated by it. The author examines various writers' persepctives and puts them into his own account in a very compelling and interesting way.