PEMANFAATAN TEKNOLOGI MULTIMEDIA DALAM PEMBELAJARAN
Judul: PEMANFAATAN TEKNOLOGI MULTIMEDIA DALAM PEMBELAJARAN
Bahan ini cocok untuk Mohon Pilih bagian PENDIDIKAN / EDUCATION.
Nama & E-mail (Penulis): Hidayat Raharja,S.Pd.
Saya Guru di SMAN 1 SUMENEP
Topik: teknologi multimedia
Tanggal: 27 JUNI 2008
Majunya teknologi informasi merupakan suatu perkembangan yang memberikan akses terhadap perubahan kehidupan masyarakat. Dunia informasi menjadi salah satu wilayah yang berkembang pesat dan banyak mempengaruhi peradaban masyarakat. Radio, Televisi, DVD, VCD merupakan salah satu perangkat elektronik yang menjadi bagian dari perabot rumahtangga. Selain berfungsi informatif, media teknologi tersebut merupakan salah satu media entertainment yang memberikan pilihan hiburan menyegarkan.
Akibat kemajuan media teknologi informasi, kehidupan masyarakat memasuki zone rekreatif (hiburan). Tidak dapat dibayangkan, ketika media televisi telah menjadi salah satu media yang menyediakan diri selama 24 jam untuk memberikan hiburan di tengah-tengah keluarga. Setiap sajian acara yang ditayangkan, senantiasa dikemas dalam unsur hiburan. Bukan hanya tayangan sinetron, iklan, bahkan pemberitaan (news) tak lepas dari unsur hiburan. Bagaimana berita kriminal dan mistik menjadi salah satu tayangan di berbagai stasiun televisi yang mampu menghipnotis pemirsa untuk tetap bertahan di hadapan layar televisi.
Hadirnya teknologi media audiovisual, telah menciptakan budaya masyarakat rekreatif dan konsumtif. Masyarakat memiliki banyak pilihan untuk menghibur diri dan membuang kesumpekan hidup yang makin menjepit.
Kondisi perubahan peradaban tersebut, telah pula menjadi pemicu terhadap upaya perubahan sisitem pembelajaran di sekolah. Upaya untuk melepaskan diri dari kungkungan pembelajaran konvensional yang memaksa anak untuk mengikuti pembelajran yang tidak menarik, dan membosankan, sehingga meminjam ungkapan Faulo Fraire, sekolah tak lebih merupakan bangunan tembok penjara yang menghukum penghuninya untuk mengikuti (memaksa) menerima segenap ajaran yang berkubang di dalamnya.
Neil Postman, salah satu filosof dan pakar pendidikan semakin mencemaskan terhadap kehidupan lembaga persekolahan yang semakin teralineasi dari kultur masyrakat yang kian dinamis, sehingga sampai pada taraf asumtif, matinya nilai-nilai pendidikan.
Kondisi sekolah, senantiasa dituntut untuk terus-menerus mengikuti perkembangan ilmu pengetahuan dan teknologi yang berkembang pesat, sehingga sekolah yang tetap berkutat pada instruksional kurikul;um hanya akan membuat peserta didik gagap meliohat realitas yang mengepungnya.
Kehadiran teknologi multimedia, bukan lagi menjadi barang mewah, karena harganya bisa dijangkau oleh segenap lapisan masyarakat untuk memiliki dan menikmatinya. Artinya, sekolah sebagai lembaga pendidikan harus mampu untuk memiliki teknologi tersebut sehingga bisa menjadikannya sebagai media pembelajaran yang menarik, interaktif, dan mampu mengembangkan kecakapan personal secara optimal, baik kecakapan, kognitif, afektif, psikomotrik, emosional dan spiritualnya. Hal ini amat memungkinkan, ketika ruang belajar di luar gedung sekolah, telah menghasilkan berbagai produk audiovisual yang bernilai- edukatif, mulai dari mata pelajaran yang yang disajiukan dalam bentuk quiz, ataupun dalam bentuk penceritaan dan berbagai permainan yang memukau.
Salah satu sekolah menengah di Jember (SMAN 2) beberapa waktu lalu, telah mempublikasikan diri sebagai salah satu sekolah yang memakai perangkat multimedia untuk pembelajaran. Setiap guru wajib membuat media pembelajaran dengan teknologi multimedia dan menayangkannya (mempergunakan) dalam pembelajaran. Sungguh sangat menarik, dengan peralatan handycam, dan komputer (PC), seorang guru membuat media pembelajaran audiovisual yang akan memancing minat siswa untuk belajar dan tertarik untuk mengembangkan pengetahuannya. Kondisi yang membuat iri, berbagai sekolah untuk memiliki perangkat pembelajaran semacam itu. Bahkan, sudah waktunya pula apabila sekolah memanfaatkan situs-situs pengetahuan di dunia cyber untuk dimanfaatkan dalam pembelajaran.
Benarkah pemanfaatan teknologi multimedia akan membuat pembelajaran menjadi lebih menarik? Bagaimana seharusnya menyiapkan perangkat pembelajaran multimedia sehinggga menjadi tayangan yang menarik, dan efektif dalam pemanfaatannya untuk mengembangkan kemampuan siswa?
Ada sesuatu yang ganjil dalam pemakaian teknologi multimedia yang dipergunakan di SMA 2 Jember dalam pemberiataan jawa pos (maret, 2004), diantaranya pembelajaran agama, dengan menyagankan guru agama yang tengah berceramah. Pembelajaran matematika dengan mempergunakan CD dan hanya berisi berbagai keterangan (tulisan) yang berhubungan dengan pembelajaran. Atau di tempat lain, seorang guru menayangkan pembelajaran mempergunakan VCD yang berdurasi selama 90 menit (2 jam pelajaran) dari awal sampai tayangan berakhir siswa hanya diajak untuk menonton, tanpa ada sesuatu yang bisa mengukur pemahaman siswa terhadap apa yang diatayangkan. Contoh tersebut merupakan salah satu bentuk pemanfaatan media audiovisual yang diarasakan kurang efektif. Karena bila kita menengok pada ceramah agama di berbagai stasiun televisi sudah dikemas sedemikian menghibur dan mampu menarik minat pemirsa untuk saling berinteraksi. Artinya, sebelum media teknologi tersebut dipergunakan, terlebih dahyulku dikenali karakteristik dari tiap media, sehingga bisa dimanfaatkan secara efektif dan efisien
Dr.Vernom A.Magnesen (1983) menyatakan kita belajar, "10% dari apa yang dibaca; 20% dari apa yang didengar, 30% dari apa yang dilihat, 50% dari apa yang dilihat dan dengar, 70% dari apa yang dikatakan, 90% dari apa yang dilakukan"
Berpijak kepada konsep Vernom, bahwa pembelajaran dengan mempergunakan teknologi audiovisual akan meningkatkan kemamp[uan belajarn sebesar 50%, daripada dengan tanpa mempergunakan media. Namun dengan melihat pada realitas yang ditemukan pada proses pembelajaran tersebut, maka pencapaian belajar secara efektif akan dicapai apabila:
(1) Guru mengenal keunggulan dan kelemahan dari setiap media teknologi yang dipergunakan. Penggunaan teknologi auditif bukan berarti lebih buruk daripada media audiovisual, karena ada beberapa materi pembelajaran yang akan lebih baik ditayangkan dengan mempergunakan teknologi auditif untuk merangsang imajinasi siswa, dan melatih kepekaan pendengaran
(2) Menentukan pilihan materi yang akan ditayangkan, apakah sesuai dengan penggunaan media auditif, visual, atau audiovisual. Misalnya untuk melatih kepekaan siswa dalam memahami percakapan bahasa inggris, akan lebih baik kalau dipergunakan media auditif, sementara untuk mengetahui ragam budaya masyarakat berbagai bangsa tentu lebih relevan dengan mempergunakan tayangan audiovisual.
(3) Menyiapkan skenario tayangan, tentu berbeda dengan satuan pelajaran, karena disini menyangkut terhadap model tayangan yang akan disajikan sehingga menjadi menarik, nantinya akan mampu mengembangkan berbagai aspek kemampuan (potensi) dalam diri siswa.. Tidak kalah pentingnya, adalah bagaimana membuat anak tetap fokus kepada tayangan yang disajikan, dan mengukur apa yang telah dilakukan siswa dengan
(4) menyiapkan lembar tugas atau quiz yang harus dikerjakan siswa ketika menyaksikan tayangan pembelajaran
*****
Upaya membuat anak betah belajar disekolah dengan memanfaatkan teknologi multimedia, merupakan kebutuhan, sehingga sekolah tidak lagi menjadi ruangan yang menakutkan dengan berbagai tugas dan ancaman yang justru mengkooptasi kemampuan atau potensi dalam diri siswa. Untuk itu, peran serta masyarakat dan orangtua , komite sekolah merupakan partner yang dapat merencanakan dan memajukan sekolah.
Pemanfaatan teknologi merupakan kebutuhan mutlak dalam dunia pendidikan (persekolahan) sehingga sekolah benar-benar menjadi ruang belajar dan tempat siswa mengembangkan kemampuannya secara optimal, dan nantinya mampu berinteraksi ke tanmgah-tengah masyarakatnya. Lulusan sekolah yang mampu menjadi bagian intergaral peradaban masyarakatnya. Suatu keinginan yang tidak mudah, apabila sekolah-sekolah yang ada tidak tanggap untuk melakukan perubahan. Sejarah persekolahan di indonesia telah mencatat, bahwa upaya-upaya perubahan yang dilakukan pemerintah untuk melakukan pengembangan terhadap kurikulum sesuai dengan perkembangan ilmu pengetahuan dan teknologi, juiga pengembangan terhadap berbagai metode dan proses pembelajaran yang menarik untuk memancing dan memicu perkembangan kreatif siswa pada akhirnya kermbali kepada titik awal; betapa sulitnya perubahan itu?
Setidaknya dengan akan diberlakukannya kurikulum 2004 (KBK), pembelajaran di sekolah akan menjadi sangat variatif, rekreatif, dan tentu kontekstual. Jika murid tidak mampu bukan sepenuhnya kesalahan murid, tetapi bisa jadi kesalahan kolektif pihak sekolah yang kurang kondusif. Nyatanya, bila melihat dari faktor usia, siswa memiliki peluang besar untuk mengikuti perubahan yang ada, sementara kata orang bijak justru guru yang paling sulit berubah, karena faktor usia yang merasa lebih tua dan lebih tahu.
Teknologi telah hadir di hadapan kita, bagaimana kita memanfaatkannya secara optimal untuk nenajukan dunia pendidikan (bukan pendudukan) yang kita dicintai bersama. Tentunya semua itu amat bergantung kepada dana dan sumber daya, dan penghargaan terhadap manusianya.
Saya Hidayat Raharja,S.Pd. setuju jika bahan yang dikirim dapat dipasang dan digunakan di Homepage Pendidikan Network dan saya menjamin bahwa bahan ini hasil karya saya sendiri dan sah (tidak ada copyright). .
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Science and technology studies
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Science and technology studies (STS) is the study of how social, political, and cultural values affect scientific research and technological innovation, and how these in turn affect society, politics, and culture. STS scholars are interested in a variety of problems including the relationships between scientific and technological innovations and society, and the directions and risks of science and technology. More than two dozen universities worldwide offer baccalaureate degrees in STS; about half of these also offer doctoral or master's programs.
Contents
[hide]
* 1 History
o 1.1 Early developments
o 1.2 The "turn to technology"
* 2 Professional associations
* 3 Journals
* 4 See also
* 5 Further reading
* 6 References
* 7 External links
[edit] History
STS is a new and expanding subject; for example, in 2005, four major United States universities announced new STS programs.[citation needed] Like most interdisciplinary programs, it emerged from the confluence of a variety of disciplines and disciplinary subfields, all of which had developed an interest—typically, during the 1960s or 1970s—in viewing science and technology as socially embedded enterprises.It is part of the Critical theory family or neo marxist interpretations.
[edit] Early developments
The key disciplinary components of STS took shape independently, beginning in the 1960s, and developed in isolation from each other well into the 1980s, although Ludwig Fleck's monograph (1935) Genesis and Development of a Scientific Fact anticipated many of STS's key themes:
* Science studies, a branch of the sociology of scientific knowledge that places scientific controversies in their social context.
* History of technology, that examines technology in its social and historical context. Starting in the 1960s, some historians questioned technological determinism, a doctrine that can induce public passivity to technologic and scientific 'natural' development. At the same time, some historians began to develop similarly contextual approaches to the history of medicine.
* History and philosophy of science (1960s). After the publication of Thomas Kuhn's well-known The Structure of Scientific Revolutions (1962), which attributed changes in scientific theories to changes in underlying intellectual paradigms, programs were founded at the University of California, Berkeley and elsewhere that brought historians of science and philosophers together in unified programs.
* Science, technology, and society In the mid- to late-1960s, student and faculty social movements in the U.S., UK, and European universities helped to launch a range of new interdisciplinary fields (such as Women's Studies) that were seen to address relevant topics that the traditional curriculum ignored. One such development was the rise of "science, technology, and society" programs, which are also—confusingly—known by the STS acronym. Drawn from a variety of disciplines, including anthropology, history, political science, and sociology, scholars in these programs created undergraduate curricula devoted to exploring the issues raised by science and technology. Unlike scholars in science studies, history of technology, or the history and philosophy of science, they were and are more likely to see themselves as activists working for change rather than dispassionate, "ivory tower" researchers[citation needed]. As an example of the activist impulse, feminist scholars in this and other emerging STS areas addressed themselves to the exclusion of women from science and engineering.
* Science, engineering, and public policy studies emerged in the 1970s from the same concerns that motivated the founders of the science, technology, and society movement: A sense that science and technology were developing in ways that were increasingly at odds with the public's best interests. The science, technology, and society movement tried to humanize those who would make tomorrow's science and technology, but this discipline took a different approach: It would train students with the professional skills needed to become players in science and technology policy. Some programs came to emphasize quantitative methodologies, and most of these were eventually absorbed into systems engineering. Others emphasized sociological and qualitative approaches, and found that their closest kin could be found among scholars in science, technology, and society departments.[citation needed]
During the 1970s and 1980s, leading universities in the U.S., UK, and Europe began drawing these various components together in new, interdisciplinary programs. For example, in the 1970s, Cornell University developed a new program that united science studies and policy-oriented scholars with historians and philosophers of science and technology. Each of these programs developed unique identities due to variation in the components that were drawn together, as well as their location within the various universities. For example, the University of Virginia's STS program united scholars drawn from a variety of fields (with particular strength in the history of technology); however, the program's teaching responsibilities—it is located within an engineering school and teaches ethics to undergraduate engineering students—means that all of its faculty share a strong interest in engineering ethics.
[edit] The "turn to technology"
A decisive moment in the development of STS was the mid-1980s addition of technology studies to the range of interests reflected in science studies programs. During that decade, two works appeared en seriatim that signaled what Steve Woolgar was to call the "turn to technology": Social Shaping of Technology (MacKenzie and Wajcman, 1985) and The Social Construction of Technological Systems (Bijker, Hughes and Pinch, 1987). MacKenzie and Wajcman primed the pump by publishing a collection of articles attesting to the influence of society on technological design. In a seminal article, Trevor Pinch and Wiebe Bijker attached all the legitimacy of the Sociology of Scientific Knowledge to this development by showing how the sociology of technology could proceed along precisely the theoretical and methodological lines established by the sociology of scientific knowledge. This was the intellectual foundation of the field they called the social construction of technology.
The "turn to technology" helped to cement an already growing awareness of underlying unity among the various emerging STS programs. More recently, there has been an associated turn to materiality, whereby the socio-technical and material co-produce each other. This is especially evident in work in STS analyses of biomedicine (such as Carl May, Nelly Oudshoorn, and Andrew Webster).
[edit] Professional associations
The subject has several professional associations.
Founded in 1975, the Society for Social Studies of Science, initially provided scholarly communication facilities—including a journal (Science, Technology, and Human Values) and annual meetings—that were mainly attended by science studies scholars, but the society has since grown into the most important professional association of science and technology studies scholars worldwide. The Society for Social Studies of Science members also include government and industry officials concerned with research and development as well as science and technology policy; scientists and engineers who wish to better understand the social embeddedness of their professional practice; and citizens concerned about the impact of science and technology in their lives. Proposals have been made to add the word "technology" to the association's name, thereby reflecting its stature as the leading STS professional society, but there seems to be widespread sentiment that the name is long enough as it is.
In Europe, the European Association for the Study of Science and Technology (EASST)[1] was founded in 1981 to stimulate communication, exchange and collaboration in the field of studies of science and technology.
Founded in 1958, the Society for the History of Technology initially attracted members from the history profession who had interests in the contextual history of technology. After the "turn to technology" in the mid-1980s, the society's well-regarded journal (Technology and Culture) and its annual meetings began to attract considerable interest from non-historians with technology studies interests.
Less identified with STS, but also of importance to many STS scholars in the US, are the History of Science Society, the Philosophy of Science Association, and the American Association for the History of Medicine. In addition, there are significant STS-oriented special interest groups within major disciplinary associations, including the American Anthropological Association, the American Political Science Association, and the American Sociological Association.
[edit] Journals
Important journals in STS are Social Studies of Science, Science, Technology and Human Values, Research Policy, Science Technology and Society, Science as Culture and Science and Public Policy.
[edit] See also
Telecom-icon.svg Technology portal
* Sociology of scientific knowledge
* Actor-Network Theory
* Normalization Process Theory
* Phronetic social science
* Mode 2
* Innovation system
* Technological innovation system
* Science of Team Science
[edit] Further reading
* Bauchspies, Wenda, Jennifer Croissant, and Sal Restivo (2005). Science, Technology, and Society: A Sociological Approach (Wiley-Blackwell, 2005).
* Bijker, Wiebe, Hughes, Thomas & Pinch, Trevor (eds.) (1987) The Social Construction of Technological Systems: New Directions in the Sociology and History of Technology Cambridge MA/London: MIT Press.
* Cowan, Ruth Schwartz (1983). More Work For Mother: The Ironies of Household Technology From the Open Hearth to the Microwave. New York, NY: Basic Books.
* Ewen, Stuart (2008). Typecasting: On the Arts and Sciences of Human Inequality. New York, NY: Seven Stories Press.
* Foucault, Michel (1977). Discipline & Punish. New York, NY: Vintage Books.
* Fuller, Steve (1993). Philosophy, rhetoric, and the end of knowledge: The coming of science and technology studies. Madison, WI: University of Wisconsin Press. (2nd edition, with James H. Collier, Lawrence Erlbaum Associates, 2004)
* Hughes, Thomas (1989). American Genesis: A Century of Invention and Technological Enthusiasm, 1870 - 1970. New York, NY: Viking.
* Jasanoff, S., Markle, G., Petersen, J. and Pinch, T., eds (1994) Handbook of Science and Technology Studies. Thousand Oaks, CA: Sage.
* Kuhn, Thomas (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
* Latour, Bruno (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
* Latour, Bruno and Steve Woolgar (1986(1979)). Laboratory Life: The Construction of Scientific Facts. Princeton, NJ: Princeton University Press.
* MacKenzie, Donald & Wajcman, Judy (eds.) (1999) The Social Shaping of Technology: How the Refrigerator Got Its Hum Milton Keynes, Open University Press.
* Volti, Rudi (2001). Society and technological change. New York: Worth.
* MacKenzie, D. (1996) Knowing Machines: Essays on Technical Change. Cambridge, MA: MIT Press.
* Restivo, Sal (editor-in-chief), Science, Technology, and Society: An Encyclopedia. New York: Oxford, 2005.
* Restivo, Sal (1992), Mathematics in Society and History. New York: Springer.
* Rip, Arie, Thomas J. Misa and Johan Schot (eds.) (1995) Managing Technology in Society: The approach of Constructive Technology Assessment London/NY: Pinter.
* Rosenberg, Nathan (1994) Exploring the Black Box: Technology, Economics and History, Cambridge: Cambridge University Press.
* Williams, R. & Edge, D. (1996). The Social Shaping of Technology. Research Policy, vol. 25, pp. 856–899.
[edit] References
1. ^ European Association for the Study of Science and Technology.
[edit] External links
* STSWiki (devoted to building resources, such as a worldwide list of STS programs and scholars)
* Normalization Process Theory toolkit
* STS-Wiki of (Dutch) STS PhD research school (this page is partly a private wiki)
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Positivism · Antipositivism
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Quantitative · Qualitative
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Topics and Subfields
Cities · Class · Crime · Culture
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Categories and lists [show]
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v · d · e
Question book-new.svg
This article needs additional citations for verification.
Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (September 2010)
Science and technology studies (STS) is the study of how social, political, and cultural values affect scientific research and technological innovation, and how these in turn affect society, politics, and culture. STS scholars are interested in a variety of problems including the relationships between scientific and technological innovations and society, and the directions and risks of science and technology. More than two dozen universities worldwide offer baccalaureate degrees in STS; about half of these also offer doctoral or master's programs.
Contents
[hide]
* 1 History
o 1.1 Early developments
o 1.2 The "turn to technology"
* 2 Professional associations
* 3 Journals
* 4 See also
* 5 Further reading
* 6 References
* 7 External links
[edit] History
STS is a new and expanding subject; for example, in 2005, four major United States universities announced new STS programs.[citation needed] Like most interdisciplinary programs, it emerged from the confluence of a variety of disciplines and disciplinary subfields, all of which had developed an interest—typically, during the 1960s or 1970s—in viewing science and technology as socially embedded enterprises.It is part of the Critical theory family or neo marxist interpretations.
[edit] Early developments
The key disciplinary components of STS took shape independently, beginning in the 1960s, and developed in isolation from each other well into the 1980s, although Ludwig Fleck's monograph (1935) Genesis and Development of a Scientific Fact anticipated many of STS's key themes:
* Science studies, a branch of the sociology of scientific knowledge that places scientific controversies in their social context.
* History of technology, that examines technology in its social and historical context. Starting in the 1960s, some historians questioned technological determinism, a doctrine that can induce public passivity to technologic and scientific 'natural' development. At the same time, some historians began to develop similarly contextual approaches to the history of medicine.
* History and philosophy of science (1960s). After the publication of Thomas Kuhn's well-known The Structure of Scientific Revolutions (1962), which attributed changes in scientific theories to changes in underlying intellectual paradigms, programs were founded at the University of California, Berkeley and elsewhere that brought historians of science and philosophers together in unified programs.
* Science, technology, and society In the mid- to late-1960s, student and faculty social movements in the U.S., UK, and European universities helped to launch a range of new interdisciplinary fields (such as Women's Studies) that were seen to address relevant topics that the traditional curriculum ignored. One such development was the rise of "science, technology, and society" programs, which are also—confusingly—known by the STS acronym. Drawn from a variety of disciplines, including anthropology, history, political science, and sociology, scholars in these programs created undergraduate curricula devoted to exploring the issues raised by science and technology. Unlike scholars in science studies, history of technology, or the history and philosophy of science, they were and are more likely to see themselves as activists working for change rather than dispassionate, "ivory tower" researchers[citation needed]. As an example of the activist impulse, feminist scholars in this and other emerging STS areas addressed themselves to the exclusion of women from science and engineering.
* Science, engineering, and public policy studies emerged in the 1970s from the same concerns that motivated the founders of the science, technology, and society movement: A sense that science and technology were developing in ways that were increasingly at odds with the public's best interests. The science, technology, and society movement tried to humanize those who would make tomorrow's science and technology, but this discipline took a different approach: It would train students with the professional skills needed to become players in science and technology policy. Some programs came to emphasize quantitative methodologies, and most of these were eventually absorbed into systems engineering. Others emphasized sociological and qualitative approaches, and found that their closest kin could be found among scholars in science, technology, and society departments.[citation needed]
During the 1970s and 1980s, leading universities in the U.S., UK, and Europe began drawing these various components together in new, interdisciplinary programs. For example, in the 1970s, Cornell University developed a new program that united science studies and policy-oriented scholars with historians and philosophers of science and technology. Each of these programs developed unique identities due to variation in the components that were drawn together, as well as their location within the various universities. For example, the University of Virginia's STS program united scholars drawn from a variety of fields (with particular strength in the history of technology); however, the program's teaching responsibilities—it is located within an engineering school and teaches ethics to undergraduate engineering students—means that all of its faculty share a strong interest in engineering ethics.
[edit] The "turn to technology"
A decisive moment in the development of STS was the mid-1980s addition of technology studies to the range of interests reflected in science studies programs. During that decade, two works appeared en seriatim that signaled what Steve Woolgar was to call the "turn to technology": Social Shaping of Technology (MacKenzie and Wajcman, 1985) and The Social Construction of Technological Systems (Bijker, Hughes and Pinch, 1987). MacKenzie and Wajcman primed the pump by publishing a collection of articles attesting to the influence of society on technological design. In a seminal article, Trevor Pinch and Wiebe Bijker attached all the legitimacy of the Sociology of Scientific Knowledge to this development by showing how the sociology of technology could proceed along precisely the theoretical and methodological lines established by the sociology of scientific knowledge. This was the intellectual foundation of the field they called the social construction of technology.
The "turn to technology" helped to cement an already growing awareness of underlying unity among the various emerging STS programs. More recently, there has been an associated turn to materiality, whereby the socio-technical and material co-produce each other. This is especially evident in work in STS analyses of biomedicine (such as Carl May, Nelly Oudshoorn, and Andrew Webster).
[edit] Professional associations
The subject has several professional associations.
Founded in 1975, the Society for Social Studies of Science, initially provided scholarly communication facilities—including a journal (Science, Technology, and Human Values) and annual meetings—that were mainly attended by science studies scholars, but the society has since grown into the most important professional association of science and technology studies scholars worldwide. The Society for Social Studies of Science members also include government and industry officials concerned with research and development as well as science and technology policy; scientists and engineers who wish to better understand the social embeddedness of their professional practice; and citizens concerned about the impact of science and technology in their lives. Proposals have been made to add the word "technology" to the association's name, thereby reflecting its stature as the leading STS professional society, but there seems to be widespread sentiment that the name is long enough as it is.
In Europe, the European Association for the Study of Science and Technology (EASST)[1] was founded in 1981 to stimulate communication, exchange and collaboration in the field of studies of science and technology.
Founded in 1958, the Society for the History of Technology initially attracted members from the history profession who had interests in the contextual history of technology. After the "turn to technology" in the mid-1980s, the society's well-regarded journal (Technology and Culture) and its annual meetings began to attract considerable interest from non-historians with technology studies interests.
Less identified with STS, but also of importance to many STS scholars in the US, are the History of Science Society, the Philosophy of Science Association, and the American Association for the History of Medicine. In addition, there are significant STS-oriented special interest groups within major disciplinary associations, including the American Anthropological Association, the American Political Science Association, and the American Sociological Association.
[edit] Journals
Important journals in STS are Social Studies of Science, Science, Technology and Human Values, Research Policy, Science Technology and Society, Science as Culture and Science and Public Policy.
[edit] See also
Telecom-icon.svg Technology portal
* Sociology of scientific knowledge
* Actor-Network Theory
* Normalization Process Theory
* Phronetic social science
* Mode 2
* Innovation system
* Technological innovation system
* Science of Team Science
[edit] Further reading
* Bauchspies, Wenda, Jennifer Croissant, and Sal Restivo (2005). Science, Technology, and Society: A Sociological Approach (Wiley-Blackwell, 2005).
* Bijker, Wiebe, Hughes, Thomas & Pinch, Trevor (eds.) (1987) The Social Construction of Technological Systems: New Directions in the Sociology and History of Technology Cambridge MA/London: MIT Press.
* Cowan, Ruth Schwartz (1983). More Work For Mother: The Ironies of Household Technology From the Open Hearth to the Microwave. New York, NY: Basic Books.
* Ewen, Stuart (2008). Typecasting: On the Arts and Sciences of Human Inequality. New York, NY: Seven Stories Press.
* Foucault, Michel (1977). Discipline & Punish. New York, NY: Vintage Books.
* Fuller, Steve (1993). Philosophy, rhetoric, and the end of knowledge: The coming of science and technology studies. Madison, WI: University of Wisconsin Press. (2nd edition, with James H. Collier, Lawrence Erlbaum Associates, 2004)
* Hughes, Thomas (1989). American Genesis: A Century of Invention and Technological Enthusiasm, 1870 - 1970. New York, NY: Viking.
* Jasanoff, S., Markle, G., Petersen, J. and Pinch, T., eds (1994) Handbook of Science and Technology Studies. Thousand Oaks, CA: Sage.
* Kuhn, Thomas (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
* Latour, Bruno (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
* Latour, Bruno and Steve Woolgar (1986(1979)). Laboratory Life: The Construction of Scientific Facts. Princeton, NJ: Princeton University Press.
* MacKenzie, Donald & Wajcman, Judy (eds.) (1999) The Social Shaping of Technology: How the Refrigerator Got Its Hum Milton Keynes, Open University Press.
* Volti, Rudi (2001). Society and technological change. New York: Worth.
* MacKenzie, D. (1996) Knowing Machines: Essays on Technical Change. Cambridge, MA: MIT Press.
* Restivo, Sal (editor-in-chief), Science, Technology, and Society: An Encyclopedia. New York: Oxford, 2005.
* Restivo, Sal (1992), Mathematics in Society and History. New York: Springer.
* Rip, Arie, Thomas J. Misa and Johan Schot (eds.) (1995) Managing Technology in Society: The approach of Constructive Technology Assessment London/NY: Pinter.
* Rosenberg, Nathan (1994) Exploring the Black Box: Technology, Economics and History, Cambridge: Cambridge University Press.
* Williams, R. & Edge, D. (1996). The Social Shaping of Technology. Research Policy, vol. 25, pp. 856–899.
[edit] References
1. ^ European Association for the Study of Science and Technology.
[edit] External links
* STSWiki (devoted to building resources, such as a worldwide list of STS programs and scholars)
* Normalization Process Theory toolkit
* STS-Wiki of (Dutch) STS PhD research school (this page is partly a private wiki)
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Categories: Science studies | Science and technology studies | Technology | Technology assessment | Social epistemology
Hidden categories: Articles needing additional references from September 2010 | All articles needing additional references | All articles with unsourced statements | Articles with unsourced statements from February 2007 | Articles with unsourced statements from September 2010
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