TECHNOLOGY & LEARNING: TECHNOLOGY & LEARNING: ENABLING OR SUBVERTINGENABLING OR SUBVERTING

CRITICAL ISSUES IN EDUCATION: DIALOGUES & DIALECTS (2010; CRITICAL ISSUES IN EDUCATION: DIALOGUES & DIALECTS (2010; CHAPTER 13)CHAPTER 13)ROBIN MCDANIELROBIN MCDANIEL

POSITION 1: TECHNOLOGY ENABLES POSITION 1: TECHNOLOGY ENABLES LEARNINGLEARNING

• In addition, technology is driven In addition, technology is driven by students who are “born and by students who are “born and comfortable in the age of the comfortable in the age of the internet (U.S. Department of internet (U.S. Department of Education, 2005).” (cite)Education, 2005).” (cite)

• The global economy is driving technology through increasing The global economy is driving technology through increasing competitivenesscompetitiveness

WHAT DRIVES IT & WHY IT DESERVES ATTENTIONTechnology…•Dramatically changed world outside schools.•Now changing educational system•Driven by competitive global economy•Driven by students born in age of internet (U.S. Dept. of Edu, 2005).

HOW IT CHANGES THE EDUCATIONAL LANDSCAPE• When computers are introduced in classroom• Qualitative transformation occurs• Changes the way teachers teach, and students learn (Angeli,

2008)

Any ideas on this?

TECHNOLOGY IS TRANSFORMATIVETECHNOLOGY IS TRANSFORMATIVE

• It changes as it is used and it changes those who use itIt changes as it is used and it changes those who use it• As people use technology, they come up with new ideas to improve As people use technology, they come up with new ideas to improve

technologytechnology• This creates increasing complexityThis creates increasing complexity• We are all changef as new technologies developWe are all changef as new technologies developCan you name technologies (or types of technologies) that have Can you name technologies (or types of technologies) that have

changed the world? changed the world?

TRANSFORMATIVE TECHNOLOGIESTRANSFORMATIVE TECHNOLOGIES

• ComputersComputers• Mobile phonesMobile phones• Solar powerSolar power• Satellite and Satellite and

telecommunicationstelecommunications• Space technologySpace technology

• MicrowaveMicrowave• RefrigerationRefrigeration• Medical imagingMedical imaging• Non-invasive surgical Non-invasive surgical

techniquestechniques• TelevisionTelevision

TECHNOLOGY IN EDUCATIONTECHNOLOGY IN EDUCATION

• Teaching and Teaching and learning are also learning are also changing as a result changing as a result of technology (ISTE, of technology (ISTE, 2008b). 2008b).

• Spiro (2006) says Spiro (2006) says that there is a that there is a revolution revolution occurring, but it occurring, but it too slow, and too slow, and that principled that principled leaps are leaps are necessary to necessary to encourage encourage growth (p. 4). growth (p. 4).

EMERGING THEMES IN EDUCATION (SPIRO, EMERGING THEMES IN EDUCATION (SPIRO, 2008, P.4)2008, P.4)

• Increasing complexity with cognitive understandingIncreasing complexity with cognitive understanding• Speeding up the acquisition of experiencesSpeeding up the acquisition of experiences• Newer ways to comprehend knowledge structures without Newer ways to comprehend knowledge structures without

traditional pedagogytraditional pedagogy• Changing the way people think and getting them to think for Changing the way people think and getting them to think for

themselvesthemselves

TECHNOLOGY IS INCREASING COMPLEXITY IN TECHNOLOGY IS INCREASING COMPLEXITY IN SCHOOLSSCHOOLS

• Technology in schools is going from simple to more complexTechnology in schools is going from simple to more complex• No more chalkboards, now advanced multi-media, distance learning, No more chalkboards, now advanced multi-media, distance learning,

elearning, virtual schooling, customized pacing and more (p.310)elearning, virtual schooling, customized pacing and more (p.310)(Rotherham & Livingston, 2008)(Rotherham & Livingston, 2008)

Can you name some technological advances available in your school? Can you name some technological advances available in your school?

BENEFITS OF TECHNOLOGYBENEFITS OF TECHNOLOGY

• Has led to increased teacher scopeHas led to increased teacher scope• Student and teacher researchStudent and teacher research• Interlinking of schools, students and teachers worldwideInterlinking of schools, students and teachers worldwide• Access to virtual environmentsAccess to virtual environmentsRomano, 2003 said that at the beginning of the 21st century, how we

live, work and recreate is driven by technology. What do you think?

MILLENNIALS: DIGITAL NATIVES IN A LAND MILLENNIALS: DIGITAL NATIVES IN A LAND OF DIGITAL IMMIGRANTS PEW RESEARCH OF DIGITAL IMMIGRANTS PEW RESEARCH 20062006• Have a unique relationship to technology (Rainie, 2006) Have a unique relationship to technology (Rainie, 2006) • Pew data in 2006 shows that 99% of students have a TV, 98% CD Pew data in 2006 shows that 99% of students have a TV, 98% CD

players (which are now really defunct, aren’t they), 86% computers, players (which are now really defunct, aren’t they), 86% computers, and 82 % internet access and 82 % internet access

• They are immersed in media and gadgets and can easily adapt to They are immersed in media and gadgets and can easily adapt to mobile technologiesmobile technologies

• They have become multi-taskers and often unknowing participants in They have become multi-taskers and often unknowing participants in technology advancement. technology advancement.

2012 PEW DATA2012 PEW DATA

• As of September 2012: • 78% of online teens ages 12-17 own a cell phone. • 8 out of 10 teens own a desktop or laptop computer. • 23% of teens have a tablet computer. 

DEVICE OWNERSHIP BY TEENS OVER TIMEDEVICE OWNERSHIP BY TEENS OVER TIME

NEW RESEARCH AND NEWER DATANEW RESEARCH AND NEWER DATA

BOOK STATISTICS: 2006 PEW DATA ON BOOK STATISTICS: 2006 PEW DATA ON INTERNET USAGEINTERNET USAGEHow Teens Use the NetHow Teens Use the Net

•89% use email89% use email•84% get info from TV shows or movies84% get info from TV shows or movies•84% play games84% play games•76% get news76% get news•57% hunt for schools57% hunt for schools•51% download music51% download music•43% buy products43% buy products•31% download videos31% download videos

2012 PEW DATA2012 PEW DATA• Both genders of teens studied/ages ranged from 12-17Both genders of teens studied/ages ranged from 12-17• 77% own a cell phone and approximately 37% own a smartphone 77% own a cell phone and approximately 37% own a smartphone

overalloverall• 26% of teens aged 12-13 own a cellphone and 71% own a 26% of teens aged 12-13 own a cellphone and 71% own a

smartphone smartphone • 44% of teens aged 14-17 own a smartphone and 82% own a 44% of teens aged 14-17 own a smartphone and 82% own a

cellphonecellphone• Kids with more educated parents, who earn higher incomes, and live Kids with more educated parents, who earn higher incomes, and live

in suburban areas are more likely to have a cellphone or smartphonein suburban areas are more likely to have a cellphone or smartphone• Teen Cell Phone and Smartphone Ownership DemographicsTeen Cell Phone and Smartphone Ownership Demographics

INTERNET USAGE PEW 2015INTERNET USAGE PEW 2015• Teen internet usage over time has risen from 73% in Teen internet usage over time has risen from 73% in

2000 to 95% in 20122000 to 95% in 2012• The amount of teens who go online “almost The amount of teens who go online “almost

constantly” is facilitated by the availability of constantly” is facilitated by the availability of smartphones. Teens, Social Media & Technology smartphones. Teens, Social Media & Technology Overview 2015Overview 2015

• 56% of all teens in the Pew study go online several times a day, 12% once-a-day, & 6% report going online weekly. Only 2% go online less often.

MORE THAN JUST TEACHER GIMMICKS• We can no longer treat technology in school as a collection of

devices occasionally used by teachers to illustrate a lesson• Technology education is no longer a sidekick to basic

knowledge • Students have to have it and know it to thrive in society• It is fundamental and should be incorporated into courses of

study in schools (Edutopia, 2008; Smith and Throne, 2008)• Students rate using technology as important as writing

Do you agree? Disagree?

Emerging Technologies? • In the book they called User-created content, social networking, mobile

phones, virtual worlds, new scholarship and forms of publication, and multiplayer educational games “Emerging Technologies.”

• New Media Consortium (NMC) expected these technologies to change K-12 education. Did they?

Are many of the “Emerging Technologies” being used in the classroom today?

If you are interested

• Virtual Learning Resources Center has resources they hope can change learning and teaching.

HAS TECHNOLOGY PROVEN TO BE MORE THAN JUST TEACHER GIMMICKS?• The text is from 2010. A lot of the citations are from early 2000.

Just to give you an idea of what that means in terms of technology….

• The android OS first came out in 2008 and iPad first came out in 2010.• Facebook (2004) had only been around 6 years when the text was written• YouTube had been around for just five years (2005)• Twitter was the new kid on the block (2006)• Instagram (2010) & Snapchat (2011) were just getting off the ground• There was no such thing as an app until 2012

Do you use these technologies in your classroom?

PREDICTIONPREDICTION• Rainie states that there are significant technology changes Rainie states that there are significant technology changes

already occurring, but a “radical change will occur in the next already occurring, but a “radical change will occur in the next decade” (2006, p. 14). decade” (2006, p. 14).

• He said this will have enormous implications for schools as He said this will have enormous implications for schools as “learning and research tasks will be shaped by the new “learning and research tasks will be shaped by the new techno-word” (p.15). techno-word” (p.15).

Was he right? What do you think? Can you give me Was he right? What do you think? Can you give me some more examples? some more examples?

Can you name some technologies you use in education?

EDUCATIONAL TECHNOLOGIES & TOOLSEDUCATIONAL TECHNOLOGIES & TOOLS

AppsVirtual

Flipped ClassroomBlended Learning

Distance EducationMobile learning

Social NetworkingBlogging

AI

IS TEACHING & LEARNING ENABLED BY TECHNOLOGY• Technology is knowledge, but it is also a major means to

learning and developing improved knowledge. • It is used to convey the knowledge of others• Conduct research to improve knowledge• Learning, as well as teaching, is enabled by technology

(Bransford, Brown and Cockling, 2000). Cell phone circa 2000

EVIDENCE OF THE BENEFIT OF TECHNOLOGY• In 1998, Reeves said that 50 years of educational research

indicates media and technology are effective tools to learn from and with.

• Multiple studies indicate that technology that incorporates multimedia, including visual and audial aids, can support learning for students with different learning styles

• May be an effective method for teaching disabled (mentally and physically)

• Ringstaff and Kelly (2002) analyzed a variety of research studies and found improvements in most areas of educational attainment when technology was used.

APPLE CLASSROOMS OF TOMORROW APPLE CLASSROOMS OF TOMORROW (ACOT)(ACOT)• Concluded technology can significantly increase learning Concluded technology can significantly increase learning

potential, including increased collaboration, access to potential, including increased collaboration, access to information, and a method for students to present their ideas information, and a method for students to present their ideas (Apple Classrooms of Tomorrow Study, 2000; Sandholtz, (Apple Classrooms of Tomorrow Study, 2000; Sandholtz, Ringstaff, and Dwyer, 1997). Ringstaff, and Dwyer, 1997).

• There is also teacher improvement including increased There is also teacher improvement including increased organization, excitement, feelings of capability, and overall organization, excitement, feelings of capability, and overall improved teaching (p.312). improved teaching (p.312).

TECHNOLOGY HAS CHANGED THINGS, TECHNOLOGY HAS CHANGED THINGS, RIGHT? RIGHT? • Kids can’t say they lost their homework, right? Kids can’t say they lost their homework, right? • You can have them upload to Google Drive, Dropbox, or whatever. You can have them upload to Google Drive, Dropbox, or whatever. • They (and you) can collaborate online using a variety of software tools. They (and you) can collaborate online using a variety of software tools. • You can have a blog for parents and students, a calendar of events, You can have a blog for parents and students, a calendar of events,

your own webpage, online lesson plans, conversations via multimedia your own webpage, online lesson plans, conversations via multimedia technologies like Skype, social network pages and groups and more. technologies like Skype, social network pages and groups and more.

Can you think of more? What is your favorite technology to use Can you think of more? What is your favorite technology to use with your class? with your class?

CURRENT PEW STATISTICS FROM 2015 CURRENT PEW STATISTICS FROM 2015 (MOBILE TECHNOLOGIES & (MOBILE TECHNOLOGIES & SMARTPHONES)SMARTPHONES)

• Phones and other mobile devices have become a primary driver of teen internet use• Nearly three-quarters of teens have or have access to a smartphone & 30% have a basic

phone• Only 12% of teens 13 to 17 say they have no cell phone of any type. • African-American teens are the most likely of any group of teens to have a smartphone

(85%) • 71% of both white and Hispanic teens have a smartphone• 91% of teens go online from mobile devices at least occasionally. • 94% go online daily or more often. • Teens with no access the internet via mobile go online less frequently. 68% go online at least

daily.• African-American and Hispanic youth report more frequent internet use than white teens. • African-American teens, 34% report going online “almost constantly, while 32% of Hispanic

teens• 19% of white teens go online that often.

SOCIAL NETWORKINGSOCIAL NETWORKING• Most teens do not frequently use email, but use social networking to

communicate• Facebook remains the most used social media site among American

teens ages 13 to 17 with 71% of all teens using the site, even as half of teens use Instagram and four-in-ten use Snapchat.

• 71% of teens use more than one social network site• Teens are diversifying their social network site use. A majority of

teens — 71% — report using more than one social network site out of the seven platform options they were asked about.

• Among the 22% of teens who only use one site, 66% use Facebook, 13% use Google+, 13% use Instagram and 3% use Snapchat.

RECENT INSIDE HIGHER ED REPORTRECENT INSIDE HIGHER ED REPORT• Students in majors such as business, communication and

journalism reported using social media in slightly different ways than their peers in other departments. More than half of those students (55.7 percent) said they use social media as their primary means of communication, which is nearly double the rate (29.8 percent) among students outside those fields.

• Among all students, email use (12.1 percent) ranked behind social media (35.2 percent) and texting (50.2 percent), but ahead of phone calls (2.2 percent).

• Inside Higher Ed

SHOULD WE BE INCORPORATING SOCIAL SHOULD WE BE INCORPORATING SOCIAL NETWORKING STUDIES INTO EDUCATION? NETWORKING STUDIES INTO EDUCATION?

WHY & HOW TO INCORPORATE WHY & HOW TO INCORPORATE TECHNOLOGYTECHNOLOGY• Gallup Poll (2004) in the book says that it is important to Gallup Poll (2004) in the book says that it is important to

learn (from most important to least): learn (from most important to least): • Relation among math, science and technologyRelation among math, science and technology• Skills for using technologiesSkills for using technologies• Effects of technology on societyEffects of technology on society• Technology and the environmentTechnology and the environment• Pros and cons of each technologyPros and cons of each technology• How technology products are designedHow technology products are designed

DEVELOPING TECHNOLOGICAL DEVELOPING TECHNOLOGICAL KNOWLEDGE, SKILLS AND ATTITUDESKNOWLEDGE, SKILLS AND ATTITUDES• Technological knowledge is a working understanding of Technological knowledge is a working understanding of

technical and operational language, equipment, softwaretechnical and operational language, equipment, software• Scientific and mathematical understanding of basic scientific Scientific and mathematical understanding of basic scientific

and mathematical principlesand mathematical principles• History of technology and societal impactHistory of technology and societal impact• Use of technology to learn, discover, analyze, test and Use of technology to learn, discover, analyze, test and

comprehend ideas (p. 313).comprehend ideas (p. 313).

ARE TECHNOLOGY SKILLS IMPORTANTARE TECHNOLOGY SKILLS IMPORTANT

• Technical skills include being able to understand and operate Technical skills include being able to understand and operate technology devices technology devices

• This incorporates skills important to learning including evaluating, This incorporates skills important to learning including evaluating, reporting, and correcting technological, academic or creative reporting, and correcting technological, academic or creative material. material.

• Technology attitudes involve curiosity about ideas and knowledge Technology attitudes involve curiosity about ideas and knowledge and an awareness of how technology can impact innovation. and an awareness of how technology can impact innovation.

• This is all a set of skills that should be basic to education. This is all a set of skills that should be basic to education. Do you agree? Do you agree?

TECHNOLOGY STANDARDS: NEED A TECHNOLOGY STANDARDS: NEED A COMMON, COHERENT VISION (P. 315)COMMON, COHERENT VISION (P. 315)• Technology dense schoolsTechnology dense schools• Technology competent teachersTechnology competent teachers• Technology standards have a major impact on schools. They Technology standards have a major impact on schools. They

provide focus and accountability.provide focus and accountability.• They are set by ISTE-The International Society for Technological They are set by ISTE-The International Society for Technological

Education & NETS-National Educational Technology Standards)Education & NETS-National Educational Technology Standards)• General standards for technology can help students to become General standards for technology can help students to become

info seekers, problem solvers, communicators, analyzers, info seekers, problem solvers, communicators, analyzers, evaluators, and decision makers-thus informed, responsible and evaluators, and decision makers-thus informed, responsible and productive citizens (p.315)( NETS, 2002, 2008). productive citizens (p.315)( NETS, 2002, 2008).

PROBLEMS & SOLUTIONS WITH PROBLEMS & SOLUTIONS WITH INTEGRATING TECHNOLOGY INTO INTEGRATING TECHNOLOGY INTO SCHOOLSSCHOOLS• 5:1 student to computer ratio in schools5:1 student to computer ratio in schools• No common, coherent vision (Romano, 2003, p.2,23).No common, coherent vision (Romano, 2003, p.2,23).

What we can doWhat we can doStrengthen leadership on integrating technology into schoolsStrengthen leadership on integrating technology into schools

Innovate budgeting to include technologyInnovate budgeting to include technologyImprove teacher educationImprove teacher education

Support e-learning (and mobile learning)Support e-learning (and mobile learning)Encourage broadband access Encourage broadband access

Move towards digital content rather than textbooksMove towards digital content rather than textbooksIntegrate data systems (p.315)Integrate data systems (p.315)

OBSTACLES TO TECHNOLOGYOBSTACLES TO TECHNOLOGY• Inadequate financingInadequate financing• Untrained staffUntrained staff• Suitable curriculumSuitable curriculum• Fear of technologyFear of technology• Uninformed teachers (do not believe in technology)Uninformed teachers (do not believe in technology)• Teachers often marginalize technologyTeachers often marginalize technology• The latest citation in the book is from 2005 on these points. The latest citation in the book is from 2005 on these points.

Do you believe the above statements are still true? Do you believe the above statements are still true?

WE ARE TECHNOLOGY DEFICIENTWE ARE TECHNOLOGY DEFICIENT• If we do not innovate we fall behindIf we do not innovate we fall behind• Technological change happens faster and fasterTechnological change happens faster and faster• It is doing a disservice to students to not expand technology It is doing a disservice to students to not expand technology

educationeducation• It is needed in every profession nowIt is needed in every profession now• Yet we have a continuing deficiency in the U.S. in both science Yet we have a continuing deficiency in the U.S. in both science

and technology education. and technology education. This was written before STEM. Do you think STEM has helped This was written before STEM. Do you think STEM has helped

advance these areas?advance these areas?

POSITION 2: TECHNOLOGY CAN SUBVERT POSITION 2: TECHNOLOGY CAN SUBVERT LEARNINGLEARNING

• Some technologies like safety goggles for welders, Some technologies like safety goggles for welders, testing equipment for blood supplies, gummed testing equipment for blood supplies, gummed stamps, etc. are necessary and good. stamps, etc. are necessary and good.

• Other technologies are responsible for crack cocaine, Other technologies are responsible for crack cocaine, torture machinery, surveillance systems that threaten torture machinery, surveillance systems that threaten personal freedom, and pollution. personal freedom, and pollution.

• Personal experiences with technology can also lead to Personal experiences with technology can also lead to belligerence. belligerence.

CRAP (COMPUTER, RAGE, ANXIETY & CRAP (COMPUTER, RAGE, ANXIETY & PHOBIA)PHOBIA)• No, I am not kidding. That is the acronymNo, I am not kidding. That is the acronym• The book says that one-third of computer users admit to The book says that one-third of computer users admit to

physically attacking a computer, 70% swear at them, physically attacking a computer, 70% swear at them, and that they can lead to frustration and anger (p. 318). and that they can lead to frustration and anger (p. 318).

• The remedy for tech rage, web rage or CRAP is that The remedy for tech rage, web rage or CRAP is that people must adapt to the machine. people must adapt to the machine.

SKEPTICISM IS GOODSKEPTICISM IS GOOD

• We need reasoned criteria, solid evidence and critical We need reasoned criteria, solid evidence and critical skepticism prior to making judgements about new skepticism prior to making judgements about new technologies. technologies.

• We should not rely on commercialism, politics or ideologyWe should not rely on commercialism, politics or ideology• Good, critical judgement is based on evidence. Good, critical judgement is based on evidence. • Critical judgement may be lacking when talking about Critical judgement may be lacking when talking about

technologytechnology

IS TECHNOLOGY SUCCEEDING?IS TECHNOLOGY SUCCEEDING?

• Pflaum (2004) says that technology advocates believed Pflaum (2004) says that technology advocates believed that when technology was utilized that test scores would that when technology was utilized that test scores would be much higher, or tests would disappear as students be much higher, or tests would disappear as students who were motivated by technology developed new who were motivated by technology developed new problem solving abilities and a newfound thirst for problem solving abilities and a newfound thirst for knowledge. knowledge.

Has this happened? Has this happened?

QUOTES FROM THE OTHER SIDEQUOTES FROM THE OTHER SIDE• Jamie McKenzie (2008) said that “technology Jamie McKenzie (2008) said that “technology

vendors and cheerleaders would have you believe it vendors and cheerleaders would have you believe it is a digital age, but….shall we walk through a virtual is a digital age, but….shall we walk through a virtual rainforest or a real one?” (p.1)rainforest or a real one?” (p.1)

McKenzie says that accepting a digital label McKenzie says that accepting a digital label uncritically is a form of surrender to cultural trends uncritically is a form of surrender to cultural trends that should inspire dissent and apprehension. that should inspire dissent and apprehension.

What do you think? What do you think?

WHY ALTER TEACHING?WHY ALTER TEACHING?• Educators have been innovators for centuriesEducators have been innovators for centuries• Schools are the best place to question new technologiesSchools are the best place to question new technologies• Tyack and Cuban (2000) said, “Teachers have regularly used Tyack and Cuban (2000) said, “Teachers have regularly used

technologies to enhance their regular instruction but rarely to technologies to enhance their regular instruction but rarely to transform their teaching” (pp. 247,248).transform their teaching” (pp. 247,248).

• Teachers can use technology to assist learning, but there is Teachers can use technology to assist learning, but there is no good reason to “transform” or “revolutionize” teaching by no good reason to “transform” or “revolutionize” teaching by replacing good, solid teaching practices (p. 321).replacing good, solid teaching practices (p. 321).

• Good teachers and not devices are the key to good educationGood teachers and not devices are the key to good education

TEACHERS ALREADY USE TECHNOLOGYTEACHERS ALREADY USE TECHNOLOGY

• Teachers already teach students how to use things Teachers already teach students how to use things like writing instruments, printed and graphic like writing instruments, printed and graphic materials, arts and crafts and phys. Ed., using a materials, arts and crafts and phys. Ed., using a “myriad” of technological devices. “myriad” of technological devices.

• Pleas for technology in schools is mostly about Pleas for technology in schools is mostly about computers. computers.

• The idea that computers will improve quality of The idea that computers will improve quality of learning, lower costs and improve teaching is behind learning, lower costs and improve teaching is behind the arguments. the arguments.

DO COMPUTERS IMPROVE LEARNINGDO COMPUTERS IMPROVE LEARNING

• Little evidence that computers improve learning Little evidence that computers improve learning (Cuban, 2001). (Cuban, 2001).

• Cuban found no consistent, reliable evidence based Cuban found no consistent, reliable evidence based on a study in Silicon Valley schoolson a study in Silicon Valley schools

• He found that computers did not become the He found that computers did not become the classrooms central learning feature. classrooms central learning feature.

Why? Any thoughts? Why? Any thoughts?

DO COMPUTERS IMPROVE LEARNING 2DO COMPUTERS IMPROVE LEARNING 2

• Alliance for Childhood (2004) analysis found little evidence Alliance for Childhood (2004) analysis found little evidence of long-term benefits—and growing indicators of harm—of long-term benefits—and growing indicators of harm—from the high tech style and education that business and from the high tech style and education that business and government promotes (p.4). government promotes (p.4).

• MacDonald (2004) reported on a large research project at MacDonald (2004) reported on a large research project at the University of Munich that sampled computer usage the University of Munich that sampled computer usage among 175,000 15 year old students. He found that math among 175,000 15 year old students. He found that math and reading suffered significantly. and reading suffered significantly.

What do you think? What might have led to these What do you think? What might have led to these outcomes? outcomes?

• A “lead researcher” on the project found that if A “lead researcher” on the project found that if computers were overused and/or substituted for computers were overused and/or substituted for other methods of teaching, it “harms the student.” other methods of teaching, it “harms the student.”

• In 2002, Landry noted that there is no conclusive In 2002, Landry noted that there is no conclusive proof that technology helps to teach students, and in proof that technology helps to teach students, and in some cases, it hinders learning. some cases, it hinders learning.

Has that changed? Has that changed?

NEGATIVE AFFECTSNEGATIVE AFFECTS

• Some evidence of negative effects in math scores of Some evidence of negative effects in math scores of fourth and eighth gradersfourth and eighth graders

• CAI or computer assisted instruction may have been CAI or computer assisted instruction may have been over-utilizedover-utilized

• McKenzie in 2007 said that reports that show McKenzie in 2007 said that reports that show educational improvement through computer usage educational improvement through computer usage should be re-examined. should be re-examined.

Do you have experiences with negative effects? Do you have experiences with negative effects?

DO COMPUTERS EXPAND LEARNING?DO COMPUTERS EXPAND LEARNING?

• Computer technology conveys information to students Computer technology conveys information to students quickly, develops machine and program use, and has quickly, develops machine and program use, and has great multimedia features. great multimedia features.

• Computers do not encourage questioning or critical Computers do not encourage questioning or critical examination. examination.

• There is concern about computer addiction as well. There is concern about computer addiction as well. • Expansion of computers in schools may be accompanied Expansion of computers in schools may be accompanied

by a blind belief in technology and a collateral decline in by a blind belief in technology and a collateral decline in support for the academic work of schools (p.323). support for the academic work of schools (p.323).

DOWNSIDE TO COMPUTERS ACCORDING TO DOWNSIDE TO COMPUTERS ACCORDING TO STOLLSTOLL

• Stoll (1999) (otherwise known as the dark ages, Stoll (1999) (otherwise known as the dark ages, lol) argues that computers do not even belong lol) argues that computers do not even belong in schools for a number of reasons including: in schools for a number of reasons including:

• They distract from the more important thinking They distract from the more important thinking goals of educationgoals of education

• They have limited use in learning and excessive They have limited use in learning and excessive use in entertainment (Gosh forbid learning be use in entertainment (Gosh forbid learning be fun, huh)fun, huh)

• They require only low-level skills of transitory They require only low-level skills of transitory value to operate them value to operate them

1999 computer

CONSIDERATIONS AND ARGUMENTS CONSIDERATIONS AND ARGUMENTS AGAINSTAGAINST• Speed becomes more important than thought.Speed becomes more important than thought.• Students look for the quickest, most efficient answerStudents look for the quickest, most efficient answer• Translates into distaste for intellectual workTranslates into distaste for intellectual work• Lose the richer context of human issuesLose the richer context of human issues• Becomes too easy to let machines take overBecomes too easy to let machines take over• Lacks social involvement or ethical considerations Lacks social involvement or ethical considerations

(Healy, 1998; Alliance for Childhood, 2004). (Healy, 1998; Alliance for Childhood, 2004).

COMPUTER PITFALLSCOMPUTER PITFALLS

• Interactive educational programs are highly Interactive educational programs are highly programmed and provide limited responses to programmed and provide limited responses to predictable keyboard or mouse entries. predictable keyboard or mouse entries.

• Unreal and superficial (try playing tennis on a computer Unreal and superficial (try playing tennis on a computer and translating that to swinging a real tennis racket)and translating that to swinging a real tennis racket)

• The same is true for other subjects (ie, biology, The same is true for other subjects (ie, biology, chemistry, etc.) chemistry, etc.)

• Computers lack hands on experience and live Computers lack hands on experience and live experimentationexperimentation

QUALITY OF LEARNINGQUALITY OF LEARNING• The accumulation of memorization and simplistic, often The accumulation of memorization and simplistic, often

useless information is anti-intellectualism dressed up in useless information is anti-intellectualism dressed up in technology and corporate language (Siegel, 2008). technology and corporate language (Siegel, 2008).

• Educational needs of students are not met when school Educational needs of students are not met when school curriculum is heavily dependent on technology. curriculum is heavily dependent on technology.

• It is unlikely to offer questioning or critical evaluation (p. It is unlikely to offer questioning or critical evaluation (p. 323)323)

Do computers increase quality of learning? Why or Do computers increase quality of learning? Why or why not?why not?

DO COMPUTERS CUT COSTSDO COMPUTERS CUT COSTS• They advocate for distance learning in remote areas or for They advocate for distance learning in remote areas or for

continuing education for professionals. continuing education for professionals. • But say distance learning is not a substitute for on-site learningBut say distance learning is not a substitute for on-site learning• Distance learning will shown, in the long run, to be either efficient Distance learning will shown, in the long run, to be either efficient

or effective (Ohman, 2002). or effective (Ohman, 2002). • Angrist and Lavy (2002) found that the cost of computers Angrist and Lavy (2002) found that the cost of computers

(120,000 per school) could pay four teachers salaries (Really? (120,000 per school) could pay four teachers salaries (Really? 30,000 per year?)30,000 per year?)

• Annual depreciation was 25% (I guess teachers don’t depreciate Annual depreciation was 25% (I guess teachers don’t depreciate or get raises, lol)or get raises, lol)

• In 2002 they thought connecting all schools would be too In 2002 they thought connecting all schools would be too expensive. 99% are now connected. expensive. 99% are now connected.

What do you think? What do you think?

DO COMPUTERS IMPROVE TEACHINGDO COMPUTERS IMPROVE TEACHING

• The book says that technology has resulted in the The book says that technology has resulted in the deprofessionalization of teachers, a decline in deprofessionalization of teachers, a decline in respect for teachers, teaching skill, and the value of respect for teachers, teaching skill, and the value of academic/professional judgement (p.325). academic/professional judgement (p.325).

Do you think this is true? Do you think this is true?

HOW TECHNOLOGY MAY AFFECT ACADEMIC HOW TECHNOLOGY MAY AFFECT ACADEMIC FREEDOMFREEDOM• The naysayers think that technology will lead to an erosion of The naysayers think that technology will lead to an erosion of

intellectual freedom for teachers and students because intellectual freedom for teachers and students because technology provides canned material that is easily controlled and technology provides canned material that is easily controlled and censored. censored.

• There may also be issues with intellectual property rightsThere may also be issues with intellectual property rights• With increasing technology incursion into schools, admins are With increasing technology incursion into schools, admins are

more likely to be like corporate vendors, and teachers will be less more likely to be like corporate vendors, and teachers will be less likely to make academic decisions about their courses or likely to make academic decisions about their courses or students. students.

• Teachers will lose instructional freedom and responsibilities for Teachers will lose instructional freedom and responsibilities for education, but will remain accountable for test results and school education, but will remain accountable for test results and school failures. failures.

DO COMPUTERS IMPROVE LEARNING, DO COMPUTERS IMPROVE LEARNING, CONT.CONT.• In 1922, Thomas Edison believed that motion In 1922, Thomas Edison believed that motion

pictures would supplant bookspictures would supplant books• Technologists believe computers and technology Technologists believe computers and technology

devices will supplant books. devices will supplant books. • The book argues this has not yet happened. The book argues this has not yet happened.

Have books been largely replaced with technology? Have books been largely replaced with technology?

THE DIGITAL DIVIDETHE DIGITAL DIVIDE

• The digital divide has not diminished (according to position 2)The digital divide has not diminished (according to position 2)• Separates high from low income students, old from young, urban Separates high from low income students, old from young, urban

from suburban, and otherwise privileged from those who are notfrom suburban, and otherwise privileged from those who are not• Bill Gates said in 1995 that computers would assist people that Bill Gates said in 1995 that computers would assist people that

want to stay in their rural communities, but studies have shown want to stay in their rural communities, but studies have shown they have utilized the net to find jobs in other locations (Egan, they have utilized the net to find jobs in other locations (Egan, 2002). 2002).

• Schools that cannot afford technology are separated even Schools that cannot afford technology are separated even furtherfurther

• Separates race, class and technologically illiterateSeparates race, class and technologically illiterate

PERSONAL AND SOCIAL COSTS OF RELIANCE PERSONAL AND SOCIAL COSTS OF RELIANCE ON TECHNOLOGYON TECHNOLOGY• Schools cannot ignore how technology influences social and personal Schools cannot ignore how technology influences social and personal

lifelife• Technology dependence can lead to people losing connections to Technology dependence can lead to people losing connections to

others’ political, social, economic and personal problems. others’ political, social, economic and personal problems. • Social responsibility is ignored in the rush to self satisfaction. Social responsibility is ignored in the rush to self satisfaction. • Technology can separate people and soften the reality of human Technology can separate people and soften the reality of human

suffering (p. 327). suffering (p. 327). • Can threaten society and human decency. Can threaten society and human decency. • Secret surveillance (now called marketing) can threaten basic rights of Secret surveillance (now called marketing) can threaten basic rights of

privacy, free speech, etc. privacy, free speech, etc. • Costs to loss of ingenuity and intellectual stimulationCosts to loss of ingenuity and intellectual stimulation• Can cause isolation and alienationCan cause isolation and alienation• Decrease social and cultural bondsDecrease social and cultural bonds

CRITICAL TECHNOLOGY EDUCATIONCRITICAL TECHNOLOGY EDUCATION

• Need to raise serious questions about the usage of Need to raise serious questions about the usage of technology and impact on societytechnology and impact on society

• Constantly analyze technology and measure how it Constantly analyze technology and measure how it affects social, environmental and cultural elementsaffects social, environmental and cultural elements

• Stop over-selling technology without critical examinationStop over-selling technology without critical examination• Schools are a good place to evaluate technology and its Schools are a good place to evaluate technology and its

usageusage• Current and future social impact of technology is directly Current and future social impact of technology is directly

related to the kind of instruction and questioning that related to the kind of instruction and questioning that goes on in technical education (p. 329). goes on in technical education (p. 329).

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