It has been a long time issue as to how to integrate technology in the teaching-learning process. To help make this definition more concrete, we’ve broken it down into three attributes: creating value at the new frontiers of the business world, creating value in the processes that execute a vision of customer experiences, and building foundational capabilities that support the entire structure.
There are studies which are rooted in analytic philosophy of science but address specifically the relation of technology to society and culture, and equally the relevance of social relations to the practice of technology, without taking an evaluative stand with respect to technology; an example is (Preston 2012).
This suggests a thorough investigation of the various forms of knowledge occurring in either practice, in particular, since scientific knowledge has already been so extensively studied, of the forms of knowledge that are characteristic of technology and are lacking, or of much less prominence, in science.
Ideas on what design science is and can and should be are evidently related to the broad problem area of practical rationality—see this encyclopedia’s entries on practical reason and instrumental rationality —and also to means-ends reasoning, discussed in the next section.
The way to resolve the conflict is to break down the barriers of dualistic thought that prevent a real understanding of what technology is… not an exploitation of nature, but a fusion of nature and the human spirit into a new kind of creation that transcends both”.