This essay questions the commonly-held view that computer technology is a tool that will in and of itself improve education, and ultimately ameliorate social ills. The common view stems from the belief that technology and social practices are separate, a belief articulated here as the Technology Independence Assumption. The invalidity of the assumption is shown through an analysis of the ways that technologies are encoded in social relations and conversely. Thus, the argument is made for a view of technologies and social practices as mutually constituted systems.
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