Technology enters the classroom today in a whirl of public discourses that valorize or demonize computers and the Internet. Structuring subjectivity in a bi-polar fashion, these discourses offer educators only two positions: either proponents or opponents of new technology. Both positions are deterministic and construct similar romantic subjects that exhibit little agency. Because the reach of these opposite stances is so broad, this article interrogates the history and contemporary presence of the debate. By questioning and comparing subjectivity, the author examines these positions and indicates some rhetorical moves that set the tone for the arguments. Because bipolar discourses often yield overblown arguments and improbable scenarios, they provide little assistance to citizens and educators attempting to understand technology in the schools. The author recommends a more complex sociocultural discussion to guide the use of technology in the schools.
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