Article Summary

Waltz, S. (2003). Everything new is old again: Technology and the mistaken future. Bulletin of Science, Technology & Society. Volume 23 (No. 5). Sage Publications.

Throughout the article “Everything Old is New Again: Technology and the Mistaken Future”, Waltz emphasizes the nature of technological advancements as a cultural and sociological ruse; he postulates that technology does not serve to bring about societal or educational change, but serves strongly as a connection to the past.

Waltz starts with a discussion of the general Utopian view of the future, perpetuated as new changes and advancements in technology are systematically hyped by news reporters, advertisers and all forms of media. Consumers are quite literally convinced that they will not be able to live without specific new technology. Although the marketing of new forms of technology has been overt at times, and subtle at others, Waltz argues that the advertisers and media players are not simply selling technological tools or toys, but a romanticized version of the All American Dream: The All Digital Dream of the future: Life, Liberty and the Pursuit of Whatever’s Newest. Waltz criticizes these notions and indicates these forms of media try to trick us into believing that “technology makes us more than we were before” (376).

The “Mistaken Future” Waltz describes is that technology is erroneously equated with advancement, when in most cases, it stands to perpetuate past practices and values. As outlined in the article, these forms of technology don’t revolutionize the way we learn, create or do business. These technologies are only changing access, accessibility and speed. For example, building a virtual classroom on the same pedagogical foundations as a traditional classroom is a poor use of time, talents and resources. The advent of new technologies should push creators, educators, designers and architects to resist the fundamentals of the past, and work towards a stronger understanding of what would, truly, be better for learners. Although the author’s argument was directed at a “physical” Virtual Classroom (one which relies on synchronous video conferencing equipment), the same criticisms could easily be presented towards an online schooling system. In many online schools, there is a strong predilection to make the virtual environment familiar and similar to an online classroom. As Waltz stated, “Pedagogically, this new, technologically equipped classroom did not so much deliver education into the arms of a shining future as it perpetuated a highly problematic past” (378). New packaging on old ideas does not bring about significant and meaningful change.

Waltz suggests that the connections technology has to society are significant yet inconspicuous. Technologies are a reflection and representation of the society and organizations that create them although they are subtly so. Waltz uses the metaphor of structural architecture and construction, but the connections to digital technologies, digital structures and digital frameworks is clearly established. Technology, in this sense, “may be understood as a reflection on its social history, intimately social in its design in implementations, or deeply involved in its socially interpretive context” (380). No forms of technology are bias-free, neutral or free from sociological constraints. We don’t always view technology in this way, but Waltz argues that we should.

One way to emphasize Waltz’s idea that “Everything Old is New Again” comes from my initial surprise that this article was written in 2003. This could very easily have been written in mid-to-late 2010, as it accurately and appropriately describes the reaction to Apple’s release of the iPad earlier this year (2010). Even though the majority of the “first purchasers” never had an opportunity to explore, interact or play with the toy tool, North American consumers were absolutely adamant that they could not live without this technology. Consequently, many educators were quick to find quasi-pedagogical activities and rationales for using the iPad in their classrooms. If you don’t want to read about Dick and Jane, just download the App to your iPad and have it read to you. Waltz’s criticisms stand ground in a time when educators are discussing and debating new waves of technology, essentially confirming this main argument and revealing his foundational beliefs in the strong connection technology has with past practices, values and pedagogical beliefs.