It is very much about the tools:
and their impact—both intended and unintended.
Once again, as a result of the ISTE conference, the issue represented by statements such as, “It’s not about the tools, it’s about the pedagogy” has come to the fore. (See Stop It Already by @dougpete and Not Everyone is You by @gcouros.)
I have spoken about this before in “It’s Not About the Tool”—A Naïve Myth.” In that post I share some thoughts related to computers as cognitive partners, ‘effects of’ vs ‘effects with,’ drip effects of technology, blue dye plus water or blue water and other McLuhanist-type thoughts.
As I mentioned there, I understand the intent of these kinds of statements. I believe they arise from the focusing on the skills required to use the tool rather than on the learning at hand. So, yes, that would be an issue. I totally understand that problem. That’s why, in 2002, I presented a session at a CUE conference titled Mindstrokes—Not Keystrokes.
However, it is very much about the tools.
As described in that post, tools shape behaviours. Tools shape cognition. Tools shape societal structures in both intended, and unintended, ways.
Let’s face it, eras of humankind have historically been defined by tool creation and use (the Three Age System)! We have the Stone Age, the Bronze Age, the Iron Age. Then came the Industrial Age, and, now, the Digital Era. In fairness, these descriptors vary regionally and are constantly under revision as many cultures use reference to other types of technologies.
So to simplistically say that it isn’t about the tools, is in my opinion, digital age doodoo.
“If the role of the computer is so slight that the rest can be kept constant, it will also be too slight for much to come of it.”
Seymour Papert in Computer Criticism vs. Technocentric Thinking, 1987