redekopp a tech_critique

An Educational Technology Critique

Dr. R. RedekoppUniversity of Manitoba

The Conversation

Not a machine vs human argument

A discussion about the inherent values of any technology and how they influence society

What kind of bias/tendency does a technology bring?

What kind of society do we want?

How then should we educate?

The Conversation

The context for human development is always a culture, never an isolated technology. In the presence of computers, cultures might change and with them people's ways of learning and thinking. But if you want to understand (or influence) the change, you have to center your attention on the culture--not on the computer. (Papert, 1985, p. 55)

The Conversation

The values and assumptions of technology tend to be those of the white, upper-middle class male.

... fast, efficient, unemotional, objective, see the parts more than the whole, progress is good, win/lose, ....

The Conversation

Some perspectives:

• historical/philosophical discussions • analysis of language • multicultural experiences

The Conversation

The reality:

Technology is culturally based and biased

The Conversation

Metaphors

Language shapes how we think:

"There's no word for that in English."

"Language permits us to express ourselves, but it also places limits on what we are able to say" (Highwater, 1981 p. 6)

The Conversation

Robert Frost describes the power and limits of metaphor, and the importance of critically assessing the metaphors that guide education:If you don't know the metaphor in its strengths and weaknesses you don't know how far you may expect to ride it and when it may break down with you.

The Conversation

Robert Frost

You are not safe in science; you are not safe in history. . . . All metaphor breaks down somewhere. That is the beauty of it. It is touch and go with the metaphor, and until you have lived with it long enough you don't know where it is going. You don't know how much you can get out of it and when it will cease to yield. It is a very living thing. It is life itself .

The Conversation

"Time is money" concept:

• You're wasting my time; • This gadget will save you hours of time; • How do you spend your time these days; • You need to budget your time

The Conversation

What are some education and schools metaphors?

Students are: ???

Schools are: ???

The Conversation

Metaphor and Language also determine how we DEFINE problems:

Schools are:• gardens• communities• holding tanks• fact dispensers• socialization factories

The Conversation

Metaphor and Language also determine how we DEFINE problems:

Students are:• containers to be filled with knowledge• animals to be trained• sponges that soak up knowledge• plants to be nurtured• stakeholders in the education business

The Conversation

'Information Age' metaphor emphasizes:

• Rapid communication• Lots of information• Programs to sort the info

The Conversation

'Information Age' metaphor ignores

• energy to make, distribute and run technology• the limited modes/styles of communication• the trivialization of 'knowledge' to Google facts• if it takes more than 10 seconds to read/understand it

is not worth it• tl;dr

The Conversation

the metaphor of the autonomous and independently rational individual has outlived its usefulness,

it is counterproductive to implementing change in education and in society.

we are products of our social/cultural environment and have an inherent set of values

The Socio-Cultural Educator

Using technology is an enculturation process and there are implications to this perspective on curriculum development and classroom teaching.


Enculturation highlights three ideas:

1. enculturating students to the world of technology;

2. viewing the process of education as a process influenced by the cultural views of students;

3. the need to question the assumptions and values that form the basis of the dominant education culture.


the teacher and student are seen as individuals with:

• culturally shaped values, assumptions and ways of knowing,

• who learn and communicate from within these frameworks.


Further:

Most inter-personal communication is about the relationship - not the words

Body language and voice tone comprise more than 80% of our communication.


Body language/voice and technology:

• Can emoticons be a substitute?• Can we communicate only in facts?• Is Facebook more than factoids?• Can Twitter 'communicate'?

The Technology

Our experience with technology may run counter to how we generally view the world and society

Yet, we are compelled to continue unquestioningly.

The Technology

But a technology has its own impact!

McLuhan - the mere existence of TV causes societal change and organization:• passivity (sit down, shut up and watch me)• homogenized thought• limited view (chosen by the director)• less complexity and nuance• more 'thought control' by those with $$$$

o corporations, gov't, military

The Technology

Computers are NOT neutral.

They enhance:• facts (explicit knowledge)• mainly one way (or asynchronous) communication• efficiency• a 'correct' answer• speed as a value• independence• a false sense of power• 'progress is good'

The Technology


They diminish:• non-verbal communication• tacit (cultural) knowledge• physical (or multi-sense) experience• our questioning of data - who gathered it and why• our sense of local community• our connection to the environment

The Technology


Does it matter?

Does a technology:• make us happier with life?• give us more leisure?• make us feel more secure?• make life more sustainable?• enhance our sense of community?

The Technology


Does it matter?

Who benefits most from the technology?• large companies• banks • surveillance institutions• gov't• military

Useful for them vs sometimes convenient for us

The Technology

Questions to ask of technologies:

The Technology

Why is it hard to question technology?

Technologies are:• ubiquitous and therefore hard to perceive• are presented in a 'best case' scenario when introduced• designed to 'solve' a particular problem (while creating

others)

We are shown the promise and potential, but not the consequences

The Technology


We are shown the promise and potential, but not the consequences:

The United States Department of Education and the White House formally kicked off a new national center Friday whose aim is to identify, test, and help bring to market promising education technologies. http://thejournal.com/articles/2011/09/16/national-center-looks-to-advance-education-technology.aspx

The Technology


By the time we see the consequences, the technology is entrenched and ...

"We can't live without it"

The Technology

Question technology? Some considerations (adapted from Mander) • Be skeptical of claims since they come from proponents• Assume "Guilty until proven innocent"• Tech is not neutral - social, political and environmental

consequences

The Technology

Question technology? Some considerations (adapted from Mander) • Flash in nice, but consequences are slow to appear• Personal benefits should be a minor consideration. What are

the larger implications• Any tech is only part of the larger 'megatechnology'• Does the tech serve smaller groups or larger industry

interests?o Smaller is more 'democratic' (people controlled)

The Technology

Question technology? Some considerations (adapted from Mander) • Claims of "more benefit than harm" are 'bribery'• Reject the notion of "what can't stop it"• Don't' worship the technology - bring a balance!