I wanted to discuss something that I have been thinking about for a little bit since class ended last week.
Digital equity and equity in general is very hard to define. It almost seems like it should be conditional, but then again, equity means being fair. Is being fair a conditional thing? In that case, I'm not so sure. I find it somewhat hard to try to pursue equity and digital equity when it is hard to see for sure what that might mean.
Then there is the whole political argument within the country. How is it possible to pursue equity when it seems to be a middle ground in a very heated and controversial debate? Neither side ever is willing to give in a little and compromise, it seems. I feel like it almost causes more confrontation. Then again, is equity just dependent on your viewpoint?
It gets confusing and more than a little distressing.
Monday, November 19, 2012
Tuesday, November 6, 2012
Digital Equity (Readings)
I have three readings associated with this topic.
The first reading appears to be an introduction section to a book called Toward Digital Equity: Bridging the Divide in Education. The introduction is titled "Educational Technology and Equity". It was written by Gwen Solomon and Nancy J. Allen. This really introduced the concepts of digital equity and the digital divide by outlining what they look like. It is to answer many of these issues that I chose to pursue a Masters Degree in this particular program. However, it goes even a little further than first thought. I rarely remember that the education of the teacher and what they can offer to students does play into the issue of equity. Therefore, it is all the better that I am trying to become better educated.
The second reading appears to be an article from a journal called Technology & Learning. It is titled "Digital Equity: It's Not Just About Access Anymore" and is by Gwen Solomon. This does more about pointing out the ways in which digital equity is needed but is not being met. The more that I read about it, the more that I realize just how complex of an issue this is. However, it is something that demands to be addressed on many grounds, so we need to start taking some real steps in the direction of fixing things.
The third and final reading is an article from the journal Educational Policy. It is titled "Technology and Equity in Schooling: Deconstructing the Digital Divide" and was written by Mark Warschauer, Michele Knobel, and Leeann Stone. This article discusses a study where they looked at technology use in low and high economic areas in California. It helped to illustrate a main point for me. The problem anymore is less access than how effectively is technology used. It is really sad to see some of the things that can and do go wrong with it in schools. I have to believe that we can do better and that I'm going to do my part to help.
The first reading appears to be an introduction section to a book called Toward Digital Equity: Bridging the Divide in Education. The introduction is titled "Educational Technology and Equity". It was written by Gwen Solomon and Nancy J. Allen. This really introduced the concepts of digital equity and the digital divide by outlining what they look like. It is to answer many of these issues that I chose to pursue a Masters Degree in this particular program. However, it goes even a little further than first thought. I rarely remember that the education of the teacher and what they can offer to students does play into the issue of equity. Therefore, it is all the better that I am trying to become better educated.
The second reading appears to be an article from a journal called Technology & Learning. It is titled "Digital Equity: It's Not Just About Access Anymore" and is by Gwen Solomon. This does more about pointing out the ways in which digital equity is needed but is not being met. The more that I read about it, the more that I realize just how complex of an issue this is. However, it is something that demands to be addressed on many grounds, so we need to start taking some real steps in the direction of fixing things.
The third and final reading is an article from the journal Educational Policy. It is titled "Technology and Equity in Schooling: Deconstructing the Digital Divide" and was written by Mark Warschauer, Michele Knobel, and Leeann Stone. This article discusses a study where they looked at technology use in low and high economic areas in California. It helped to illustrate a main point for me. The problem anymore is less access than how effectively is technology used. It is really sad to see some of the things that can and do go wrong with it in schools. I have to believe that we can do better and that I'm going to do my part to help.
Critical Theory and Technology (Reflection)
There were two questions that my group came up with and focused on specifically. Here they are, along with the answers that we came up with as a team:
What is critical theory and why is it important?
Critical theory is a way of analyzing society with the ultimate goal of making a change, or evoking action. The focus of the change or action is generally on the benefit of society as a whole. Critical theory helps us question the status quo, addressing questions such as “Why is this the status quo?” and “What are we leaving out?” It helps us take responsibility for our actions and makes us question our decisions, as well as make us aware of our consequences. It opens up alternative solutions and ways of thinking.
If we do not think critically about technology, consequences could occur that could have been avoided. Such consequences include limiting students in their educational endeavors, further oppressing those who might not have access or have limited access, and overlooking the teaching of core values in the educational setting. It promotes the responsible use of technology.
How can we expect to teach core values to our students while using technology when it goes against many values teachers want to teach?
The core values that we have taught students in the past include independence, self-reliance, critical thinking, problem-solving skills, basic spelling and grammar, and societal expectations. With the introduction of technology, these skills have been hindered and are often overlooked. For example, the calculator has limited critical thinking and problem skills within the subject of math--students are oftentimes reliant on their calculator and cannot perform without them. Students rely so heavily on word processors and spell check that spelling, grammar, and vocabulary are not skills fully developed.
Manners and respect are skills that are also affected by technology, particularly on social media. Students approach social media as an impersonal communication method, and do not transfer their communication skills into their online communications. Digital citizenship is an essential focus in today’s educational system because of the integration of technology into our lives.
Because of the accessibility of online materials, cheating and plagiarism occurs more frequently with technology integrated into education. Sharing has also been a value that we teach our children in schools, and with the integration of technology students are less willing to share if there is not enough of one type of technology for everybody in the classroom. Along with this comes jealousy, greed, and bullying.
So, how do we address these disconnects? We must emphasize the responsible use of technology. For example, classroom time should be focused on teaching digital citizenship and addressing issues that are encountered while using technology. There should be scaffolding of children to utilize technology appropriately, starting at a very young age. We should emphasize the limitations and affordances of technology to students, and identify consequences of inappropriate use.
Other disconnects we feel have become the norm--there is no real way to address them except to embrace the changes. For example, with spellcheck, calculators, and Google, students do not necessarily need to approach spelling, math, and memorization the same way as we have in the past.
Now, there is the matter of my own feelings and answers regarding the topic.
1. What is critical theory and why is it important?
I agree with all that was said. Being critical about what you think and what you do is an important way of checking and limiting yourself. If ultimately your intentions are good, it is important that what is done with those intentions does the most good possible. Otherwise, it is not only a great waste of effort, but it can prove to be a serious detriment to those that you are trying to help. Therefore, critical theory holds an important place in helping us keep our feet on the ground.
2. How can we expect to teach core values to our students while using technology when it goes against many values that teachers want to teach?
In addition to what was said above, teachers need to keep the ultimate goal of what they want for their students in mind. Generally, the goal of education is to create adults that can effectively function in the world of work, government, and home. The world has changed, for good or bad. Technology is a major part of it, whether we agree with that or not. Not teaching students about or with technology just because you do not necessarily agree with their values can be very detrimental to the students. They need those skills to function in the workplace and the world. This may not be consistent with critical theory, but I believe that this is an important fact that goes perhaps beyond the philosophy of it all.
What is critical theory and why is it important?
Critical theory is a way of analyzing society with the ultimate goal of making a change, or evoking action. The focus of the change or action is generally on the benefit of society as a whole. Critical theory helps us question the status quo, addressing questions such as “Why is this the status quo?” and “What are we leaving out?” It helps us take responsibility for our actions and makes us question our decisions, as well as make us aware of our consequences. It opens up alternative solutions and ways of thinking.
If we do not think critically about technology, consequences could occur that could have been avoided. Such consequences include limiting students in their educational endeavors, further oppressing those who might not have access or have limited access, and overlooking the teaching of core values in the educational setting. It promotes the responsible use of technology.
How can we expect to teach core values to our students while using technology when it goes against many values teachers want to teach?
The core values that we have taught students in the past include independence, self-reliance, critical thinking, problem-solving skills, basic spelling and grammar, and societal expectations. With the introduction of technology, these skills have been hindered and are often overlooked. For example, the calculator has limited critical thinking and problem skills within the subject of math--students are oftentimes reliant on their calculator and cannot perform without them. Students rely so heavily on word processors and spell check that spelling, grammar, and vocabulary are not skills fully developed.
Manners and respect are skills that are also affected by technology, particularly on social media. Students approach social media as an impersonal communication method, and do not transfer their communication skills into their online communications. Digital citizenship is an essential focus in today’s educational system because of the integration of technology into our lives.
Because of the accessibility of online materials, cheating and plagiarism occurs more frequently with technology integrated into education. Sharing has also been a value that we teach our children in schools, and with the integration of technology students are less willing to share if there is not enough of one type of technology for everybody in the classroom. Along with this comes jealousy, greed, and bullying.
So, how do we address these disconnects? We must emphasize the responsible use of technology. For example, classroom time should be focused on teaching digital citizenship and addressing issues that are encountered while using technology. There should be scaffolding of children to utilize technology appropriately, starting at a very young age. We should emphasize the limitations and affordances of technology to students, and identify consequences of inappropriate use.
Other disconnects we feel have become the norm--there is no real way to address them except to embrace the changes. For example, with spellcheck, calculators, and Google, students do not necessarily need to approach spelling, math, and memorization the same way as we have in the past.
Now, there is the matter of my own feelings and answers regarding the topic.
1. What is critical theory and why is it important?
I agree with all that was said. Being critical about what you think and what you do is an important way of checking and limiting yourself. If ultimately your intentions are good, it is important that what is done with those intentions does the most good possible. Otherwise, it is not only a great waste of effort, but it can prove to be a serious detriment to those that you are trying to help. Therefore, critical theory holds an important place in helping us keep our feet on the ground.
2. How can we expect to teach core values to our students while using technology when it goes against many values that teachers want to teach?
In addition to what was said above, teachers need to keep the ultimate goal of what they want for their students in mind. Generally, the goal of education is to create adults that can effectively function in the world of work, government, and home. The world has changed, for good or bad. Technology is a major part of it, whether we agree with that or not. Not teaching students about or with technology just because you do not necessarily agree with their values can be very detrimental to the students. They need those skills to function in the workplace and the world. This may not be consistent with critical theory, but I believe that this is an important fact that goes perhaps beyond the philosophy of it all.
Sunday, November 4, 2012
Critical Theory and Technology (Readings)
I have 3 readings associated with this topic.
The first is an entry in The Internet Encyclopedia of Philosophy entitled "The Frankfurt School and Critical Theory" by Claudio Corradetti. This reading addresses the history and some of the key beliefs associated with critical theory. Most of it got to be a little much for me, but I sort of viewed as a philosophy for social critique and understandings of the working of the mind. It is a good background for heading into the topic, though some of the information was very heavy.
The second is titled "Critical Theory, Cultural Analysis, and the Ethics of Educational Technology as Social Responsibility". It is by Andrew R. J. Yeaman, J. Randall Koetting, and Randall G. Nichols. It is an article from the journal Educational Technology. This reading talked about the different theories that should be taken into consideration regarding educational technology. A good point is made when they state that advancement is not a bad thing, but it should have some amount of ethical consideration into it. There are a lot of ethical considerations to educational technology that I have never even thought of. Critical theory raises many of those important questions.
The third and final reading is called "The Promise of Civilizational Change". It is the 7th chapter of Andrew Feenberg's Critical Theory of Technology. This chapter discusses some tenets of socialism as a mechanism for cultural change. It also discusses what socialism has to say about a number of topics. It is interesting that this has many of the same ideas put forward in the other articles. I knew that there was a basis in Marxist principles, but I never really connected critical theory to socialism.
Discussion Questions:
1. Discuss the video shown in class from a critical theory perspective.
I almost feel that there is something in critical theory in this that already is pretty apparent. One of the general messages put forth is that life is simpler and better without technology and that technology only makes our lives more complicated. That is a pretty extreme statement, but it has a critical theory type of ring. That if it causes so many problems, why have it in the first place?
2. Generate 2 questions to discuss in class.
Why is it important that critical theory be applied in thought about educational technology?
Do you agree with the various ideas put forward as critical theory? Why or why not?
The first is an entry in The Internet Encyclopedia of Philosophy entitled "The Frankfurt School and Critical Theory" by Claudio Corradetti. This reading addresses the history and some of the key beliefs associated with critical theory. Most of it got to be a little much for me, but I sort of viewed as a philosophy for social critique and understandings of the working of the mind. It is a good background for heading into the topic, though some of the information was very heavy.
The second is titled "Critical Theory, Cultural Analysis, and the Ethics of Educational Technology as Social Responsibility". It is by Andrew R. J. Yeaman, J. Randall Koetting, and Randall G. Nichols. It is an article from the journal Educational Technology. This reading talked about the different theories that should be taken into consideration regarding educational technology. A good point is made when they state that advancement is not a bad thing, but it should have some amount of ethical consideration into it. There are a lot of ethical considerations to educational technology that I have never even thought of. Critical theory raises many of those important questions.
The third and final reading is called "The Promise of Civilizational Change". It is the 7th chapter of Andrew Feenberg's Critical Theory of Technology. This chapter discusses some tenets of socialism as a mechanism for cultural change. It also discusses what socialism has to say about a number of topics. It is interesting that this has many of the same ideas put forward in the other articles. I knew that there was a basis in Marxist principles, but I never really connected critical theory to socialism.
Discussion Questions:
1. Discuss the video shown in class from a critical theory perspective.
I almost feel that there is something in critical theory in this that already is pretty apparent. One of the general messages put forth is that life is simpler and better without technology and that technology only makes our lives more complicated. That is a pretty extreme statement, but it has a critical theory type of ring. That if it causes so many problems, why have it in the first place?
2. Generate 2 questions to discuss in class.
Why is it important that critical theory be applied in thought about educational technology?
Do you agree with the various ideas put forward as critical theory? Why or why not?
Thursday, November 1, 2012
Moral Philosophy and IT (Reflection)
The question of the week: What does the rational-technical perspective have to do with morality in educational technology?
In my mind I took this to mean an over-dependence on our forms of "scientific logic" and belief in technologies as tools to be used for greater good. There is something very cold about the analytical and rational way of thinking that we have adopted and have applied to the world around us. We use that to assess the worth of educational technology as well. The technology is seen only as means to that end. The way I see it rationality and morality are two different things and they don't always agree with each other. It is the same in educational technology. Rationality argues that this is useful and good. Morality argues that this is harmful and bad. Most people do not take the morality side of the issue into consideration with everyday technology.
In my mind I took this to mean an over-dependence on our forms of "scientific logic" and belief in technologies as tools to be used for greater good. There is something very cold about the analytical and rational way of thinking that we have adopted and have applied to the world around us. We use that to assess the worth of educational technology as well. The technology is seen only as means to that end. The way I see it rationality and morality are two different things and they don't always agree with each other. It is the same in educational technology. Rationality argues that this is useful and good. Morality argues that this is harmful and bad. Most people do not take the morality side of the issue into consideration with everyday technology.
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