In this article, the author examines the seemingly privileged position of technology in current educational thought. The article begins by considering Lewis Mumford’s notion of the myth of the machine and his insistence that only when tool making/using is modified by linguistic symbols, esthetic design, and socially transmitted knowledge does it become a significant contributor to human development. Through a sociohistorical critique, the author establishes a relationship between the ubiquity of the mythos and current educational discourse. The author provides examples from various historical events that have contributed to (a) the tradition of print-based culture, (b) the origins of the mythos of technology, (c) the increasingly popular notion that technology offers apanacea for educational woes, (d) the marginalization of critical discourse in regard to educational technology, and (e) corporate involvement in maintenance of the mythos.
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