0 111-144 * 0 *
112 1990 Bowers Bowers educational technology
113 M. Heidegger J. Dewey Ihde, 1993
114 Drengson, 1995 Fisher, et al., 1996 Thornburg, 1991; Matthews, 1993
115
116 culture-free mode of inquiry Bowers, 1997, p. 23 cultural/bio-conservatism Bowers, 1997, p. 136 low status knowledge Bowers, 1997, pp. 9-10; 1997, p. 92
117 cultural maps Bowers, 1997, p. 148 Bowers, 1997, p. 151 technocratic society
118 Carl Rogers Paulo Freiré Bowers, 1987, p. 37 B. F. Skinner ibid., p. 45 1 1 2 3 4 age of information 1 Bowers Bowers Bowers, 1987, p. 37 Bowers, 1987, p. 45
119 1975 Browner, 1995, p. 6 EPA Environmental Protection Agency Disinger & Monroe, 1994, p. 3
120 technique technology Fisher, et al., 1996, p. xv 1985 ACOT Apple Classrooms of Tomorrow
121 Dwyer 1996 ACOT instruction construction ACOT 1 2 3
122 better students Càrdenas 1998 Thornburg, 1991; Bigum, 1998 ACOT Math Shop, LOGO Writing Adventure Oregon Trail Sim City digital data
123 1 2 ACOT 3 4
124 5 hand-on 6 ACOT Bowers, 1988 real constructivism
125 Matthews, 1993, p. 362 radical constructivism constructivism social constructionism von Glasersfeld, 1995, p. 11 postpositivism Matthews, 1993, p. 361 1 2
126 1 2 ibid., p. 363 1995 SEED Science Education through Experiments and Education program Cromer, 1997, p. 12 instruction data Dwyer Dwyer, 1996, p. 20 Thornburg
127 Thornburg, 1991, p. 81 Matthews 1993 Matthews, 1993, p. 363 ibid. Cromer Matthews Cromer, 1997
128 Cromer, 1997, p. 10 ibid., p. 16 ibid., p. 145 ibid., p. 184 Gergen exogenic endogenic Gergen, 1995, p. 18
129 game
130
131 Teich 1990 Marx 1990 Marx, 1990, p. 13 Morison 1990
132 Morison, 1990, p. 27 Weinberg, 1990 Simpson, 1995 technology techné logos techné-logia Techné Logos techné-logia Ormiston and Sassower, 1989; Sikorski, 1993, p. 26 techné technology technology techné techné epistémé Heidegger, 1977, p. 294 techné revealing bringing forth
133 Heidegger, 1977, p. 295 1953 the question concerning technology context Drengson, 1995, p. 39 1 2 3 4 5 Drengson, 1995
134 Ihde, 1991 Bowers Bowers, 1993, pp. 68-69
135 Winner Ihde, 1993, pp. 103-104 Cooper 1995 Cooper, 1995, p. 16 data
136 enframing Heidegger, 1977, p. 305 Ihde, 1993, p. 40 context reality utopian dystopian Rapp, 1989, p. xxiii 2 2 utopian progressivism 1 2 3 4 5 6 dystopian progressivism Ihde, 1993, pp. 60-62
137 standing-reserve Mitcham, 1994, p. 52 Cooper 1995 E-mail
138 Ferré, 1995 Ferré Ferré Ferré
139 Drengson, 1995, p. 45
140
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144 Modern Technology and the Dilemma of Teaching Ecological Concepts Shih-Yu Kuo Abstract There are always two sides to any discussion of the effects of modern technology. On one hand, when technology is applied to teaching and learning activities it provides a better and quicker method of absorbing new information and communicating than do traditional teaching methods. This is especially true for science education and teaching with computers. On the other hand, modern technology is thought to be the main reason for the deterioration of our natural environment. It is therefore the responsibility of educators to convey information to the next generation about what technology can to the environment and how to promote an ecologically sustainable culture. Once educators understand the characteristics of modern technology, they will be better prepared to develop thoughts of ecologically sustainable culture among students. In doing so, educators should pay more attention to establishing relationships between human beings and nature, as well as between technology and culture, rather than focusing on science and technology only. Key Words: modern technology, philosophy of technology, constructivism, ecologically sustainable culture