The Messiness of Human Life in Technology for Education

Calm mathematics and rational logic aren’t often the drivers of human behaviour. In any classroom setting where technology is used, a teacher will necessarily have to communicate in a way that is intelligible to the machine. The software was developed with the aims of clarity and predictable functionality in its design. But this may be opposing to the many small, chaotic engagements which are part of the vibrant and multi-actor context of a classroom. The chasm between the desired determinism of technology for education and the constructivist, interpretive stance of its end users does not necessarily constitute an insurmountable conflict. Instead of trying to simplify the messiness of human life, it can aim to accommodate and complement its strengths. It is an opportunity for partnership, and technology can be developed in a way that supports a different human-machine relationship – one which is less time-consuming, more compatible, and better suited to the teaching and learning environment. In revisiting the original idea of man-computer symbiosis, this paper explores an alternative place for technology in education, and a different aim in its development – from tool to partner.