Knowledge transfer and technology in education: toward a complete learning environment

Education as a field where social relations are played out immediately raises concerns regarding the sources of power which regulate the ways in which knowledge is introduced and managed. Questions thus arise regarding the criteria by which decisions are made regarding the teaching/learning objectives and the means for their achievement. Which understandings, or reference contexts, are mobilised in order to justify the decision process put in place? How is it ensured that learners are not excluded from the process of formulation of the learning objectives? In other words, how is it ensured that learners would understand the interests which generate these objectives? Furthermore, how can it be shown that the new technological applications truly serve learners' needs rather than the interests of the invisible but omnipresent spirit of true 'Competence'?