Status and Role of Educational Technology Reconsidered - A Comparison of the Perspectives of Activity Theory and Posthumanist Philosopy

This study examines the status and role of technology in educational activities through a comparative analysis of activity theory and contemporary technology theory. Activity theory conceptualizes technology as a tool for achieving human goals, emphasizing its role as a medium for goal-oriented actions while not recognizing its autonomy. Rooted in the theories of Vygotsky and Leontyev, activity theory restricts technology to a subordinate role under human intentions. While Engestrom’s expanded activity theory broadens this view, it remains anthropocentric. In contrast, contemporary technology theory positions technology as an autonomous actor, equivalent to humans, actively transforming educational environments and reshaping learning processes. By comparing these perspectives, this paper highlights the importance of reconceptualizing technology in education as an autonomous agent rather than a mere tool, underscoring its potential to play a pivotal role in the future of education.