Bertram C. Bruce: "Response: Speaking the Unspeakable About 21st Century Technologies" (12)
Many of the things we ought to be talking about fall outside what our institutional strictures encourage or even allow us to talk about (221-2). Bruce begins this chapter by acknowledging the challenging nature of the articles in part two. By asking for radical change, all of the articles attempt to make us step out of our comfortable assumptions and practices to really question why things are the way they are.
No longer can we be neutral, objective teachers and researchers—the implications and consequences of our pedagogical choices must be addressed and they must be incorporated into our everyday practices. Bruce calls for praxis, practice infused with critical theory, an “action informed by reflection along moral, aesthetic, and political dimensions” (225). Since technology is indeed linked to the moral, social, and ethical values of society, it is up to teachers to change the practices to reflect what we hold to be important and right. This “critical awareness” is needed in both teachers and students, causing both to question the status quo and to seek reform and equality. In order to do this, Bruce asks teachers to consider their own pedagogy, “to think primarily about learning and secondarily about the technologies that support it” (227).
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