“I want my technology to be intuitive” is a statement that has always irked me. Musing over why I can feel my eye twitching when I hear it I realised that ‘intuitive’ is a proxy for ‘I don’t want to think about the technology’. The assumption being that the tech is only there to facilitate at task. Presumably this task mirrors something the individual has done many times before in analogue form giving them the ability to intuit the process. For example, paying a bill or writing a report. “I don’t want the technology to get in the way of what I’m trying to achieve” being the sibling of the ‘intuitive’ comment.
What many call intuition in their lives is almost always something that has been learnt. Beyond basic responses, such as a baby throwing its arms out (the Moro reflex – although here I may have moved from intuition to instinct), much of what we think of as intuition is simply stuff-we-have-learned-and-then-forgotten-we-learned. Knowing that the Diskette symbol means ‘save’ is not intuitive, especially as the skeuomorphism of our icons slips a generation and becomes wholly abstract. More fundamentally, a Diskette might be the symbol for ‘save’ but what does ‘save’ mean? It’s certainly not an intuitive concept in the non-physical milieu of the digital where we have to create our own mental maps of where information is located and how it’s curated.
To my mind the most successful ‘intuitive’ aspect of contemporary technology is its ability to support modes of consumption. Adverts for the Kindle Fire phone show beautiful people using the technology to buy goods and services in a variety of ways which smoothly align to their beautiful lives. It’s hardly surprising that the dominant ideology of capitalism should be mirrored in the technology so successfully and received as ‘good design’ or ‘intuitive’ rather than ‘learnt’ or ‘programmed’.
What does it mean when the technological process many find the most intuitive is buying something from Amazon or seeking out information using a search engine that primarily exists to target adverts? The same applies with individual production online, as for most this involves packaging their identity into neat slices for others to consume via Social Media.
This is what comes to my mind when I’m asked why all technology isn’t more intuitive. For me learning the technology is part of the larger learning process. In an educational context there are many occasions when I don’t want the tech to be transparent, I want it to be questioned.
In the creative sphere nobody complains that software such as Photoshop or Final Cut are complex and require tutorials and workshops to master. It’s recognised that they’re powerful tools which need to be understood before they can be harnessed or appropriated. For example, we know that if we don’t get to grips with Photoshop the result is a dumb replication of a particular aesthetic (or Instagram as it’s known). Photographers and filmmakers don’t expect the technology they use to be intuitive, they expect to be powerful, requiring effort to learn and to bend it to produce the results they desire.
It’s likely that this use of ‘intuitive’ in educational circles comes from writing being the predominant mode of production. Obviously as with any form of literacy writing must be learnt but the physical tools required to realise ideas in this mode are relatively simple. Bounce that into digital technology and you have MS Office Word which at its core is a straight reflection of the physical paradigm. This I suspect is where most people who demand ‘intuitive’ are coming from, they are not considering the possibility that some technologies operate in new paradigms that cannot be tenuously mapped back to existing practices. New modes of practice need to be developed in these cases. The manner in which technology can call us to question and adapt our practices by getting-in-the-way is the muse for much creativity and innovation.
I don’t want technology to be ‘transparent’ – a bland tool which supports practices we already understand. I want it to be challenging, I want it to inspire by being unexpected, open enough to be appropriated in new ways by intelligent, engaged individuals. Learning the technology, learning how it can be appropriated, recontexualised, disrupted, abused and used is part of the process of education not something that should be designed out.