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Roger Boshier
University of B.C., Vancouver
Functionalism provides an essentially "rational" (or "realist-objectivist")
explanation about technology and education. It is the dominant ideology
of our time and characterized by a concern for social order, consensus
and social integration. Its epistemology tends to be positivist.
Functionalists want practical solutions to practical problems and
are usually committed to scientific engineering as a basis for change
with an emphasis on gradualism, order, and the maintenance of equilibrium.
Functionalists attempt to apply models derived from natural sciences
to human behaviour. They struggle to derive "facts" and
"theory" immune to local disruption or refutation. Generalization
across contexts is desirable. Within this world view a good theory
is testable, parsimonious and significant. Hopefully, it will explain
and predict phenomena everywhere.
Related Theory
Evolutionary perspectives, neo-evolutionary theory, systems analysis
and human capital theory are all part of a functionalist world view.
Education informed by functionalism includes most government training,
reskilling programs, most so-called upgrading programs, most continuing
professional education, nearly all technical or vocational training
and basic education run by schools, colleges and other school-like
institutions and almost all technologically-mediated education.
Learners are constructed as human capital.
Technology and Education
A functionalist is preoccupied with how things work (rather than
with why they work this way and whose interests are served). Functionalists
are interested in "exploiting" technology for "efficiency."
There would be considerable discussion about cost/benefit analyses,
doing more with less and the financial rewards of conducting education
online. Functionalists have an uncritical (sometimes unwitting)
commitment to extant power relations and are prone to see technology
as "neutral." Functionalists are anxious to convert others
to their point of view.
Most research on education and technology in B.C. is nested in
a functionalist perspective. There is no shortage of material. However,
as pointed out earlier, in order to keep this manageable, we’re
citing only a one example for each perspective.
A clear example of work almost entirely informed by functionalism
is Bates’s (1999) book on Managing Technological Change: Strategies
for Academic Leaders. This work is based
on the author's experience at UBC where he’s had as tough time convincing
conservative academics that technology has a place in the future
of the university. It is also based on perspectives derived from
consulting with education providers in different countries. The
language on the first page is telling - "The effective use
of technology requires a revolution in thinking about teaching and
learning. Part of that revolution necessitates restructuring universities
and colleges, that is, changing the way higher education institutions
are planned, managed and organized. If we assume that the intelligent
application of technology can improve learning, then what do we
have to do to reorganize, restructure or reengineer the university
or college to ensure that the application of new technologies to
teaching is cost effective?" The book comes with an "executive
summary" and contains chapters with titles like "Leadership,
Vision and Planning." Bates introduces the notion of a "healthy"
institution that is "fit for purpose" ... in other words,
"organized to ensure that their goals and purposes are achieved
in the most effective and economical manner." It is all a matter
of getting faculty "buy-in," of developing a "vision,"
overcoming barriers and deploying "strategies" for change.
In this analysis Deans and administrators are in the foreground
and learners are barely visible. This is a deeply political analysis
- since it foregrounds the interests of institutions - but the word
"politics" is hardly ever mentioned.
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