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In Volume 3, #1 of the Journal of Technology Education , Pannabecker (1991) identified shortcomings in the language that has shaped perspectives within technology education, and raised an issue for dialogue. This essay is intended to extend Pannabecker's critique to include the metaphors of autonomous and advancing technology, and their supporting ideology of technological progress. Reasons for extended critique and a summary of contemporary debates on these issues in the history of technology are provided. According to Pannabecker, the metaphor of “technological impacts,” often used by technology educators to describe the relationship between technology and society, has shaped a “simplistic and inflexible” view of that relationship (p. 43). This metaphor has reinforced a mechanistic and deterministic view of technology; indeed, a view suggesting that technology determines social and cultural direction. Society and individuals merely roll with, and adapt to technological change. Whether those embracing the “impact” metaphor would logically follow it toward this conclusion is not the issue. However, it is important that we become conscious of the assumptions that may be hidden within our language, and of the constraints that they place on our imagination and discourse, questions we ask, or problems that command our efforts. Dr. Pannabecker should be commended for his critique of the language often used in technology education and his suggestion that the impact metaphor be abandoned for its lack of complexity. I would add that this metaphor and others be abandoned for additional reasons. While self-criticism of the way we talk about technology is certainly within the range of our obligations as educators, might it also be a key ingredient for engaging in dialogue with others who have similar interests? All

Questioning the Language that We Use:A Reaction to Pannabecker's Critique of the Technological Impact Metaphor