Postmodernity is clearly a significant movement in the arts. Architecture, literature, and the fine arts in general can offer clear cases of postmodern production. To cross the line over to where educational technology sits is perceived as a difficulty by many. Education and educational technology as social sciences are more comfortable with psychological and sociological constructs such as cognitivism (Chapter 5), constructivism (Chapter 7), and the like. Yet, a careful scrutiny of the definitional literature of postmodernism reveals clear ties with technology. Thus, McDermott (1992) writes that "modernism can be seen as a reaction to the early twentieth-century instructional design machine age, and postmodernism to the age of computers and electronic information design." Her definition provides a useful jumping-in position for educational technologists. If technology is clearly integrated with the concept of postmodernism, then the term is important for educational technologists who are merely giving notice that by use of the adjective "educational," they mean to say that they are interested in those dimensions of technology that exist at the intersection of technology, the arts, and pedagogy. McDermott continues: "Postmodernism signaled an important shift away from technological optimism to a crisis of confidence in the benefits of technological progress." It is important to note that, in these views, postmodernism is not to be perceived as a negative, Luddite phenomenon, but rather a shift away from an overzealousness.