Homework for Tuesday Evening
11 years ago
Thursday, July 14, 2011
Wednesday, July 6, 2011
Tuesday, July 5, 2011
Monday, July 4, 2011
Sunday, November 14, 2010
Monday, July 19, 2010
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.
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.
Friday, July 16, 2010
Reading Analysis #3
When analyzing education, the Postmodernist perspective argues that curriculum should not be separated into subject areas that are merely used as a representation of humankind’s refined experiences. Rather than indoctrinating students into the dominant, sanctioned culture, Postmodernists argue that the curriculum should focus on experiences where teachers and learners “unpack, deconstruct, and resist the transmission of approved information and knowledge” (Gutek, 153). In Alberta, the Information and Communication Technology Outcomes (ITC) are not associated with any one particular curriculum, as they are meant to apply to all curricular areas. This makes these curricular guidelines a perfect starting point for the Postmodernists, who would view the current curricular reality as a way of sustaining the Eurocentric canon while maintaining the false consciousness that is in operation. Through an analysis of the ITC Outcomes, I intend to explore and validate the Postmodernist ideals, and demonstrate how students would be best served by a curriculum that required them to deconstruct information, knowledge and media.
Alternative Viewpoints
The philosopher Jacques Derrida made significant contributions to Postmodernism, specifically in his development of deconstruction as a method to analyze language and text. In order to properly understand a concept, it needs to be reviewed with a critical eye, picked apart, and examined in great detail - focusing on all of the different parts that complete the whole work. Derrida used the term differeance to explain how we identify and analyze the differences in perspectives for any specific text or truth. Not believing in one single truth, Derrida understood that in searching for meaning authors, philosophers and educators will come across multiple truths: a hallmark of Postmodernism. In the Alberta educational system, one of the established ICT outcomes is that students will use technology to seek alternative viewpoints. This is a predominantly Postmodernist idea, understanding that meaning can only come from the close examination of multiple viewpoints and exploring the stories, narratives and perspectives of groups, societies and cultures that have been heretofore marginalized. Through the ICT outcomes, students are asked to consult a wide variety of sources that reflect varied viewpoints, and to evaluate the validity of gathered viewpoints against other sources. Clearly, this serves to highlight the Postmodernist ideal of resisting the transmission of approved and authorized material without a close and critical examination of all potential and possible viewpoints being addressed.
Critical Assessment
At the heart of Postmodernist critical assessment is a review and analysis of what is purported to be good, authentic and enduring. That is, what is established in the Western Canon. Postmodernists view canons as a construction by a specific dominant group at a specific period of history, and not as authentically authoritative. The current dominant canon is highly Eurocentric, focused on texts, personages and values from a male-dominated, European standpoint. In canon, there is little room for marginalized, unrepresented groups, such as feminists, African, Asian, First Nations, LGBTQ or any other group not represented in the dominant, controlling culture. Even marginalized cultures that want to be established in the official canon usually have to fit specific criteria, and still support many of the Eurocentric ideals espoused in canonical texts. For example, a female author may be added into official curriculum, but her writing is usually still part of the class, culture and language of her male contemporaries. Her work may be included in canonical texts because it isn’t too different from the norm, and seems to suggest a Progressive standpoint of those who have something to gain by maintaining the cultural and academic status quo. Essentially, this establishes the Marxist / Postmodernist concern about False Consciousness, and the indoctrination marginalized groups face. Throughout the ICT outcomes, students are expected to critically assess the authority, reliability and validity of information, while simultaneously demonstrating discriminatory selection of that information. That is to say, students are asked to approach knowledge and information in a critical and discerning way, ensuring they are questioning the authority of the information available. Students are asked, through the ITC outcomes, to question and examine the canon. This underscores the value that Postmodernists place on unpacking the culturally-established information and knowledge, and exemplifies their wish to see students engage in the deconstruction of established, canonical references.
Discerning Consumers
Michel Foucault, a social philosopher and historian, dismisses traditional Metaphysical beliefs in a universal truth, and the Enlightenment assumption that any rational person can discover the ultimate truth in a body of knowledge. Foucault explored how institutions are controlled by experts who establish specific norms based on outdated ideas of truth and knowledge. These establishments are often used as a means for one group to exert power over another. By continuing to possess specific truth or knowledge, the dominant groups are assured systemic control. Proponents of technology in the “Information Age” argue that means and methods of mass communication are able to dispel these inequalities by offering the same information and knowledge to all citizens; all consumers. Postmodernists are aware of the benefits of communicative technologies, but are simultaneously alert to the dangers of mass media when controlled by dominant groups. Information conveyed by the media is highly subjective to the dominant, controlling culture. Postmodernists would deconstruct the media by asking who controls what is presented en masse, how is it being presented via technology, why it is being presented and (in many ways most importantly) who is being left out? The ICT outcomes are broken into three categories: C: Communicating, Inquiring, Decision Making and Problem Solving; F: Foundational Operations, Knowledge and Concepts; and P: Processes for Productivity. One of the Foundational (F) outcomes from the ITC curriculum is that students will become discerning consumers of mass media. Students will be expected to discriminate between style and content; evaluate the influence of digital manipulation; and indentify and analyze a variety of factors that affect the authenticity of information derived from these sources. Although this outcome on its own exemplifies the Postmodernist philosophy of deconstructing texts, media and information, when viewed in context of the rest of the ICT outcomes, it’s clear there are significant Postmodern connections at play in this specific curriculum. Analyzing this outcome effectively emphasizes the Postmodernist core value of deconstruction, and accentuates the overall desire to have teachers and learners participate in deconstructing activities as a significant focus of the curriculum.
Counter-Argument
Some may argue that the curriculum should not feature exercises and activities that require students to deconstruct information and knowledge. Specifically, students in non-academic streams have no need to become critical, discerning consumers of texts and media to this extent. These students should focus on the concrete and pragmatic skills and real knowledge they are going to need to succeed in society and the real world. To this end, Postmodernist ideals are elitist, academically-focused and have no bearing on the realities many students will face once they graduate from High School. However, this argument lacks merit, and can be subsequently dismissed. All students, regardless of academic ability, require specific opportunities and experiences to become critical thinkers. Even in the most practical sense, students will need to become problem-solvers and independent thinkers to be productive and competitive members of society. Furthermore, students living in a multicultural, multinational, multilinguistic culture need to become more aware and cognisant of diversity and the difference between individuals if they want to become successful members of Canadian society.
Conclusion
The Postmodernists place a significant value on unpacking, deconstructing and resisting the established, authorized information, knowledge and media. Through the analysis of the Information and Communication Technologies curriculum, I have established that curricular goals should focus on the deconstruction of all available knowledge and information. Deconstruction often begins with the analysis of the canonical materials, and establishing a stronger understanding of what is included in the obvious and the unseen canon(s), with a specific focus on marginalized groups that are not currently present in canonical works. This leads, logically, into a discussion and analysis of multiple viewpoints, which sometimes conflict with established values and ideas that students have heretofore accepted as truth. By breaking down their preconceived notions and established biases, teachers are in a stronger position to help students become more discerning, contentious members of society as independent, critical thinkers.
References
Gutek, G. (2009). New perspectives on philosophy and education. Upper Saddle River, New Jersey: Pearson.
Alternative Viewpoints
The philosopher Jacques Derrida made significant contributions to Postmodernism, specifically in his development of deconstruction as a method to analyze language and text. In order to properly understand a concept, it needs to be reviewed with a critical eye, picked apart, and examined in great detail - focusing on all of the different parts that complete the whole work. Derrida used the term differeance to explain how we identify and analyze the differences in perspectives for any specific text or truth. Not believing in one single truth, Derrida understood that in searching for meaning authors, philosophers and educators will come across multiple truths: a hallmark of Postmodernism. In the Alberta educational system, one of the established ICT outcomes is that students will use technology to seek alternative viewpoints. This is a predominantly Postmodernist idea, understanding that meaning can only come from the close examination of multiple viewpoints and exploring the stories, narratives and perspectives of groups, societies and cultures that have been heretofore marginalized. Through the ICT outcomes, students are asked to consult a wide variety of sources that reflect varied viewpoints, and to evaluate the validity of gathered viewpoints against other sources. Clearly, this serves to highlight the Postmodernist ideal of resisting the transmission of approved and authorized material without a close and critical examination of all potential and possible viewpoints being addressed.
Critical Assessment
At the heart of Postmodernist critical assessment is a review and analysis of what is purported to be good, authentic and enduring. That is, what is established in the Western Canon. Postmodernists view canons as a construction by a specific dominant group at a specific period of history, and not as authentically authoritative. The current dominant canon is highly Eurocentric, focused on texts, personages and values from a male-dominated, European standpoint. In canon, there is little room for marginalized, unrepresented groups, such as feminists, African, Asian, First Nations, LGBTQ or any other group not represented in the dominant, controlling culture. Even marginalized cultures that want to be established in the official canon usually have to fit specific criteria, and still support many of the Eurocentric ideals espoused in canonical texts. For example, a female author may be added into official curriculum, but her writing is usually still part of the class, culture and language of her male contemporaries. Her work may be included in canonical texts because it isn’t too different from the norm, and seems to suggest a Progressive standpoint of those who have something to gain by maintaining the cultural and academic status quo. Essentially, this establishes the Marxist / Postmodernist concern about False Consciousness, and the indoctrination marginalized groups face. Throughout the ICT outcomes, students are expected to critically assess the authority, reliability and validity of information, while simultaneously demonstrating discriminatory selection of that information. That is to say, students are asked to approach knowledge and information in a critical and discerning way, ensuring they are questioning the authority of the information available. Students are asked, through the ITC outcomes, to question and examine the canon. This underscores the value that Postmodernists place on unpacking the culturally-established information and knowledge, and exemplifies their wish to see students engage in the deconstruction of established, canonical references.
Discerning Consumers
Michel Foucault, a social philosopher and historian, dismisses traditional Metaphysical beliefs in a universal truth, and the Enlightenment assumption that any rational person can discover the ultimate truth in a body of knowledge. Foucault explored how institutions are controlled by experts who establish specific norms based on outdated ideas of truth and knowledge. These establishments are often used as a means for one group to exert power over another. By continuing to possess specific truth or knowledge, the dominant groups are assured systemic control. Proponents of technology in the “Information Age” argue that means and methods of mass communication are able to dispel these inequalities by offering the same information and knowledge to all citizens; all consumers. Postmodernists are aware of the benefits of communicative technologies, but are simultaneously alert to the dangers of mass media when controlled by dominant groups. Information conveyed by the media is highly subjective to the dominant, controlling culture. Postmodernists would deconstruct the media by asking who controls what is presented en masse, how is it being presented via technology, why it is being presented and (in many ways most importantly) who is being left out? The ICT outcomes are broken into three categories: C: Communicating, Inquiring, Decision Making and Problem Solving; F: Foundational Operations, Knowledge and Concepts; and P: Processes for Productivity. One of the Foundational (F) outcomes from the ITC curriculum is that students will become discerning consumers of mass media. Students will be expected to discriminate between style and content; evaluate the influence of digital manipulation; and indentify and analyze a variety of factors that affect the authenticity of information derived from these sources. Although this outcome on its own exemplifies the Postmodernist philosophy of deconstructing texts, media and information, when viewed in context of the rest of the ICT outcomes, it’s clear there are significant Postmodern connections at play in this specific curriculum. Analyzing this outcome effectively emphasizes the Postmodernist core value of deconstruction, and accentuates the overall desire to have teachers and learners participate in deconstructing activities as a significant focus of the curriculum.
Counter-Argument
Some may argue that the curriculum should not feature exercises and activities that require students to deconstruct information and knowledge. Specifically, students in non-academic streams have no need to become critical, discerning consumers of texts and media to this extent. These students should focus on the concrete and pragmatic skills and real knowledge they are going to need to succeed in society and the real world. To this end, Postmodernist ideals are elitist, academically-focused and have no bearing on the realities many students will face once they graduate from High School. However, this argument lacks merit, and can be subsequently dismissed. All students, regardless of academic ability, require specific opportunities and experiences to become critical thinkers. Even in the most practical sense, students will need to become problem-solvers and independent thinkers to be productive and competitive members of society. Furthermore, students living in a multicultural, multinational, multilinguistic culture need to become more aware and cognisant of diversity and the difference between individuals if they want to become successful members of Canadian society.
Conclusion
The Postmodernists place a significant value on unpacking, deconstructing and resisting the established, authorized information, knowledge and media. Through the analysis of the Information and Communication Technologies curriculum, I have established that curricular goals should focus on the deconstruction of all available knowledge and information. Deconstruction often begins with the analysis of the canonical materials, and establishing a stronger understanding of what is included in the obvious and the unseen canon(s), with a specific focus on marginalized groups that are not currently present in canonical works. This leads, logically, into a discussion and analysis of multiple viewpoints, which sometimes conflict with established values and ideas that students have heretofore accepted as truth. By breaking down their preconceived notions and established biases, teachers are in a stronger position to help students become more discerning, contentious members of society as independent, critical thinkers.
References
Gutek, G. (2009). New perspectives on philosophy and education. Upper Saddle River, New Jersey: Pearson.
Subscribe to:
Posts (Atom)
