title: Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.

authors: Reinsfield, Elizabeth

subjects: Activity theory

abstract: Technology education in the New Zealand context provides an opportunity for schools and teachers to offer future-focused, and innovative learning opportunities for all their learners, regardless of social or academic need. Teacher perceptions of the purpose of technology education influences the way that they interpret and make meaning of the curriculum in their school context. This article draws upon the emerging findings from a research project which explores how teachers’ knowledge of practice was mediated during professional development in two secondary schools. The findings suggest that teachers’ understandings can be deduced from their use of language, which is shaped in culturally meaningful ways. The article draws upon activity theory to illustrate two disparate approaches to discussing the delivery of technology education in the New Zealand context.

text: Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice. Technology education in the New Zealand context provides an opportunity for schools and teachers to offer future-focused, and innovative learning opportunities for all their learners, regardless of social or academic need. Teacher perceptions of the purpose of technology education influences the way that they interpret and make meaning of the curriculum in their school context. This article draws upon the emerging findings from a research project which explores how teachers’ knowledge of practice was mediated during professional development in two secondary schools. The findings suggest that teachers’ understandings can be deduced from their use of language, which is shaped in culturally meaningful ways. The article draws upon activity theory to illustrate two disparate approaches to discussing the delivery of technology education in the New Zealand context.

year: 2016

title: Can we be friends with AI? What risks would arise from the proliferation of such friendships?

authors: Munn, Nicholas

abstract: In this paper we analyse friendships between humans and artificial intelligences, exploring the various arguments that have been or could be offered against the value of such friendships, and arguing that these objections do not stand up to critical scrutiny. As such, we argue that there is no good in-principle reason to oppose the development of human-AI friendships (although there may be some practical defeasible reasons to worry about such friendships becoming widespread). If we are right, there are important implications for how friendship is conceptualised and valued in modern times. Furthermore, if human-AI friendships are in-principle valuable, the moral responsibilities for how governments and corporations should act in regards to AI friends are quite different to those generated by human-AI friendships being dis-valuable.

text: Can we be friends with AI? What risks would arise from the proliferation of such friendships? In this paper we analyse friendships between humans and artificial intelligences, exploring the various arguments that have been or could be offered against the value of such friendships, and arguing that these objections do not stand up to critical scrutiny. As such, we argue that there is no good in-principle reason to oppose the development of human-AI friendships (although there may be some practical defeasible reasons to worry about such friendships becoming widespread). If we are right, there are important implications for how friendship is conceptualised and valued in modern times. Furthermore, if human-AI friendships are in-principle valuable, the moral responsibilities for how governments and corporations should act in regards to AI friends are quite different to those generated by human-AI friendships being dis-valuable.

year: 2023-05-23

title: Voices of the land: Richard Nunns in conversation with Martin Lodge

authors: Nunns, Richard

abstract: Richard Nunns in conversation with Martin Lodge

text: Voices of the land: Richard Nunns in conversation with Martin Lodge Richard Nunns in conversation with Martin Lodge

year: 2008