Agency and Learning: Some Implications for Educational Technology Theory and Research

Clark (2011) recently reviewed literature on cognitive phenomena such as automaticity, non-conscious processing, and the "illusion of conscious will," concluding that most learning theories and instructional design models are informed by faulty assumptions regarding psychological functioning—namely, that most cognitive activity is conscious and volitional. Clark offered a number of recommendations for educational technology research and design based on the view that cognitive activity is mostly automated, unconscious, and determined by psychological variables outside of personal control. This response presents an alternative perspective and accompanying recommendations distinct from those offered by Clark. It primarily argues that evidence pertaining to automaticity and related phenomena may be reinterpreted to fit within a view of agency that emphasizes meaning, purpose, tacit knowledge, and narrative structure; and that this agentic view leads to a number of potentially fruitful avenues for theorizing and research in educational technology.