Editon Consortium Journal of Engineering and Computer Science https://editoncpublishing.org/ecpj/index.php/ECJECS <p><a href="https://editoncpublishing.org/ecpj/index.php/ECJECS"><strong><span style="color: #000000;"><span style="font-family: Noto Sans;">Editon Consortium Journal of Engineering and Computer Science (ISSN: 2789-9985)</span></span></strong></a><span style="color: #000000;"><span style="font-family: Noto Sans;"> is a Monthly, double-blind peer reviewed, open access, Journal published online. The Journal publishes original scholarly research </span></span><span style="color: #000000;"><span style="font-family: Noto Sans;">(empirical and theoretical)</span></span><span style="color: #000000;"><span style="font-family: Noto Sans;">, in form of case studies, reviews and analyses </span></span><span style="color: #000000;"><span style="font-family: Noto Sans;">in all areas covering engineering, computer science and information technology.</span></span></p> Editon Consortium Publishing. en-US Editon Consortium Journal of Engineering and Computer Science 2789-9985 Ontological Paradox of Computer-Based Technologies Used in Education and Learning. https://editoncpublishing.org/ecpj/index.php/ECJECS/article/view/336 <p>This study sought to investigate the ontological paradox of computer-based technologies used in education and learning<strong>. </strong>The argument of this article is that today, the use of computer-based technologies to enhance learning and disseminate knowledge is indispensable; however, this leads to an onto-educational shift in the way we regard intellectual development of learners as a subjective factor in education and the employed learning technologies themselves; a natural human subjective element of learning and knowledge is considered to be ineffective, while technologically stored and transferred facts of knowledge are given higher regard. Computer-based technologies used in education are appraised and institutionalized to the height that learners are sometimes unable to reflect on their own without recourse to the aid of such technologies. It is not enough to employ technology and technologically enhance learning, but also we have to question its impact on the intellectual development of learners. Appropriating Heidegger’s phenomenology, the ontology of the human subject provides a philosophical and normative foundation for a comprehensive analysis of the use of computer-based learning in the technological frame since it allows us to rethink more seriously about subjective factors in education in today's growing technological society. This article recommends that the embracement of educational and learning technologies should consider both subjective and technological aspects; a blended education and learning system would be appropriate.</p> <p><strong>&nbsp;</strong></p> Dr Anthony Ichuloi Ogaro D Nyaoko Copyright (c) 2022 Editon Consortium Journal of Engineering and Computer Science 2022-12-10 2022-12-10 1 1 5 23 10.51317/.v1i1.336