Read the passage carefully. The questions are based on this paragraph.

Philosophical thinking about technology in education, such as it exists, may be placed into three categories : substantive, instrumentalist and pluralist. These correspond to the answer implicit in each to the question of technological determinism-that is, whether technologies, from bows and arrows to writing to computers, determine human action and thought or whether the reverse is true. For substantivists, technology is at the helm of human affairs, it has inherent properties either good or ill and consequently works to liberate or to enslave humanity. For the instrumentalist, however, tools and techniques are mere objects that await the animation of a human purpose to give them moral life; collectively or individually, someone somewhere is always responsible for technology's benefits or harm. In contrast to both, the pluralist approach avoids strong ontological commitments, focusing instead on technology's complexities; one must avoid hasty generalizations and study technological phenomena in their particular settings. In education, the first two categories may be subdivided according to whether they lean "pro" or "anti." Protechnology substantivists argue that educators' methods and aims should follow the trail blazed by technological innovation. Some instructional design theorists even champion a paradigmatic shift in schools such that teacher preparation can largely be abandoned in favor of the technologically mediated delivery of instructions.