A Hermeneutic Approach towards Integrating Technology into Schools: Policy and Practice

Abstract

This chapter is an attempt at designing a post-positivist way of understanding policy evaluation and practices while exploring a hermeneutic approach toward integrating technology into schools. In this chapter, the author mainly focuses on three central themes on understanding policy making and evaluation: (a) type of practice (b) nature of knowledge, and (c) issue of evaluation. For each of the themes, the author compares a technical-positivist model of understanding policy making and evaluation with a way of understanding drawn from a hermeneutic approach. The former model is committed to and realized by means of an instrumental and objective knowledge for integration; the latter is connected to human existence, who we already are, and who we want to become. In the chapter, the author designs a practical policy and integration unit to partially describe the ethical, political, practical, and deliberative dimensions of the hermeneutic approach toward integrating technology into classroom practices.

Citation

Yunus Eryaman, M. (2006), "A Hermeneutic Approach towards Integrating Technology into Schools: Policy and Practice", Tettegah, S.Y. and Hunter, R.C. (Ed.) Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools (Advances in Educational Administration, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. 143-160. https://doi.org/10.1016/S1479-3660(05)08011-X