Abstract
AbstractI argue that larger cultural concerns about human–technology interactions are seldom addressed in teacher education. This article seeks to trace cultural anxieties about technology by addressing the long-standing trope of human versus machine; examine how these concerns are manifested and addressed (or not) in popular culture, educational technology research, and teacher education; and propose how, in a counterintuitive turn, we might begin to use what has been called cyborg anthropology, feminist cyborg discourse, and feminist posthuman discourse to address those fears in a world where human–technology relationships are increasingly symbiotic.
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