chapter  10
18 Pages

New Technology and the Dilemmas of the Posttheory Generation

Regardless of how one views the political, pedagogical, and economic impact of computer and information technology on higher education, one cannot deny that the use of this technology within the academy is on the rise as are general pressures on faculty by administrators at many institutions to incorporate computer and information technology into their teaching.1 Furthermore, it is difficult not to notice that the reactions of those within higher education to this situation can and do differ widely. This is an essay about a specific set of responses to the intervention of new technology in the academy-responses by a group of academics that for now can be called the “next generation,” but will later for our purposes be more precisely labeled the “posttheory generation.”2 After proposing a specific position on just who these people are, we will examine why their response to the changing technological condition of the academy is particularly interesting. I will argue that if we assume the notion of a posttheory generation as presented, then certain problems and prospects will arise for this generation regarding the interventions of new technology within higher education.