Selwyn (2016). Minding our language: why education and technology is full of bullshit… and what might be done about it.

“Perhaps, we need a language of education and technology that unpacks more aptly the underlying functions of these technologies and exposes their political intent.” (p 441-442)

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Ellul (1964). Chapter 1 – Techniques. (The Technological Society.)

“Technique has become autonomous; it has fashioned an omnivorous world which obeys its own laws and which has renounced all tradition. Technique no longer rests on tradition, but rather on previous technical procedures; and its evolution is too rapid, too upsetting, to integrate the older traditions.” (p 14)

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Jesdanun & Liedtke (2017). What the CIA WikiLeaks Dump Tells Us: Encryption Works.

“… any given internet message gets split into a multitude of tiny ‘packets,’ each of which traces its own unpredictable route across the network to its destination.” (¶5)

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Vowel (2016). Myth-Busting. (Indigenous Writes: A Guide to First Nations, Métis, and Inuit issues in Canada.)

“Every single one of us, Indigenous and non-Indigenous alike, has been fed a series of lies, half-truths, and fantasies intended to create a cohesive national identity. What is most startling about this is that a great many people are aware of the errors and omissions present in our system of education and in our public discourse, yet there has not been a national attempt to rectify this.” (p 120)

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Harari (2018). The myth of freedom.

“Propaganda and manipulation are nothing new, of course. But whereas in the past they worked like carpet bombing, now they are becoming precision-guided munitions. … In recent years some of the smartest people in the world have worked on hacking the human brain in order to make you click on ads and sell you stuff. Now these methods are being used to sell you politicians and ideologies, too.” (¶16)

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Pacey (1983). Chapter 6 – Women and Wider Values. (The Culture of Technology.)

“The irony is that where agricultural development is planned by governments, this is usually with the aim of directing more farm produce into the market economy. Such policies result in a degree of economic growth, but achieve this by encouraging male farmers with their cash crops — [page break] groundnuts, coffee, cotton — while usually offering no support at all to the female farmers who grow their families’ food.” (p 99-100)

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Aagaard (2017). Breaking down barriers: The ambivalent nature of technologies in the classroom.

“Combined, these discourses lead us to _the paradox of educational technology_: When something good happens, we praise technology; but when something bad happens, we blame the students (occasionally, this blame also extends to their teachers).” (p 1129)

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Pacey (1983). Chapter 5 – Imperatives and Creative Culture. (The Culture of Technology.)

“Dickson notes that heavy industry had ‘an almost mystical significance’ in the early years of the Russian revolution, and comments that the ‘significance attached to technology’ under these circumstances often ‘disguises the exploitative and alienating role technology plays’ within industrial societies.” (p 93)

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Twenge et al. (2018). Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen Time.

“Adolescents who spent more time on new media (including social media and electronic devices such as smartphones) were more likely to report mental health issues, and adolescents who spent more time on nonscreen activities (in-person social interaction, sports/exercise, homework, print media, and attending religious services) were less likely.” (p 3)

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