An Examination of Educational Guidance in Technology Assessment Through Analysis of Students' Dialogue

Abstract

The purpose of the present study was to examine how learners assess technology and to analyze the students' dialogue process regarding the influence of humanoid robot technology upon daily life and society. Interviews were conducted with students majoring in education. Interviewees were asked to assess the development and popularization of humanoid robot technology. As a result, the interviewees' dialogue process was classified as viewpoint addition, intention change or intention focus. 'Viewpoint addition' comprised basic thinking regarding technology assessment and endeavoring to use technology for sustainable development and appropriate management by understanding social and environmental problems from a technological development perspective, while at the same time enjoying the convenience and utility of technology. It was pointed out that there is a case for avoiding assessing technology because the influence of technology upon daily life and society may involve both useful and harmful functions.