2004/05/02 by YNGVE NORDKVELLE, Yngve Nordkvelle
Social Sciences · #Online and Blended Learning
paper · doi:10.1080/0022027032000159476
openalex publication_date 2004/05/02 · crossref created 2004/05/02 · crossref issued 2004/07/01 · crossref published 2004/07/01 · crossref published-print 2004/07/01 · crossref deposited 2024/12/16 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29 · crossref indexed 2026/07/30
Didactics and technology were closely related terms about four centuries ago. Subsequently both terms took on different meanings. Educational technology reunited the two terms, but the critique of educational technology of the 1960s disrupted the development of both educational technology and didactics as a discipline within education. The ‘new’ educational technology of the 1960s had developed with little debate about how didactics contained a viable and legitimate ‘technology’ and what its legitimate borders and imperatives are concerning educational technology. Contemporary web‐based learning environments offer a similar challenge to a ‘critical’ didactics but a critique must avoid the naïve anti‐technological romanticism of the previous generation of critics to reinterpret the relationship between technology and didactics in the light of, for instance, the writing of John Dewey and Carl Mitcham.