These are some of my postings on this topic.
Posted Date: October 20, 2012 1:52
Hi,
I updated the mind map for Monahan 2005. I added principals (pink cell). They weren’t really represented in the article but I know I counted on mine to help me bring technology to the school and my classroom.
Don
Posted Date: October 20, 2012 1:46 PM
On October 19th after leading a workshop on technology for teachers, I must admit I felt a bit smug about my relationship with technology. And then I watched An Anthropological Introduction to YouTube. I was completely blown away. Thank you DLG 5 for including it. I decided to respond to the question:
Is educational technology inherently promoting causes that are keeping others behind?
Yes…I think it might be me!
I belong to a culture that holds a fairly traditional view of education; a view that even exists in the shadow of ETEC 511. The course designer chooses an outcome, the instructor provides information or an experience and the student responds. Do the readings and answer the questions. Keep it scholarly with correct APA references. Even the constructivist approach echoes this basic educational design.
Technology can improve this model. Information can be provided and collected in new ways. This was the gist of my workshop and I felt pretty good about how far along I was in making these changes.
And then I watched the video. I don’t feel like I am being left behind as much as I am aware of the range and depth of relationships people have with, through, and because of technology. There are whole cultures of which I am not aware. I was not aware of the numerous and powerful ways, YouTube being an example, people use technology to meet their need for: love and belonging, power, freedom, and fun.
And while I agree with the idea of cultural inversion, I think the chart reveals something about people, motivation, and the creation of culture. My additions are in italics.
|
Cultural Inversion |
|
|
There is a mismatch between |
|
|
Expressions |
Values (Desires) |
|
Our perceptions of the real world. |
Our perspective for a quality world. |
|
individualism |
community |
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independence |
relationships |
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commercialism |
authenticity |
And so we engage in behaviour, connect with others and construct communities (cultures) to reconcile the mismatch between what is and what is desired. It’s an age-old phenomenon. I was blown away by how quickly and how creatively it happens with technology.
So what does it mean for me, the kindergarten teacher, when:
- the two age groups using YouTube the most are 18 – 24 and 25 – 34?
- I am not part of this cultural group?
A lot…
My students are being raised in this kind of culture by parents between the ages of 25 and 34. While they may not necessarily belong to the YouTube culture, they belong to a culture that is not equivalent to my own. Different – neither of use ahead or behind. Similar in their function to help us meet our needs but profoundly different in the way it is done.
Something to keep in mind as I consider why, how, and what I teach.
Posted Date: October 17, 2012 7:40 PM
Mark,
I also liked the question but chose to flip it and then respond. “What is the role of ‘culture’ in education technology?” became “What is the role of educational technology in culture?” This helped me refocus from my cultural point of view. I am concerned when we use terms like globalisation, culture, and even educational technology like they apply to all societies or groups of people. Usually we mean a modern, first-world point of view but even these terms support a dominant, we are more advanced they are point of view. I think a culture and even the idea of what is a culture is best defined by the people who live in that culture; invariably my definition will be biased according to my cultural view. Technology is present in all cultures. This technology is used to pass on and share (teach) cultural ideas and norms and so I think all culturals have a form of educational technology. It may look very different – but drawing figures in the sand with a stick is an example of educational technology. Stepping away from the techie toys, helps keep my ego in check. Even the use of the techie toys will vary between cultures and I think culture defines technology in powerful ways. Does anyone remember learning about cargo cultures and the worship of Prince Philip? In Africa, I learned that magic coexists with cellphones, computers, and the Internet. I learned just how much I needed to learn!
Don
Posted Date: October 4, 2012 9:43 PM
Thread: And now for something completely different…
Hi All,
Please forgive the Monty Python reference but I thought I’d try a different response this time. I am playing around with a site called Spicynodes and I decided to map out Torin Monahan’s chapter, “Technological Cultures”. Something we did back in my undergraduate anthropology days.
Technological Culture in the LA Unified School District (Monahan 2005)
Key:
Gray Cells: The Official Organizational Network
Green Cells: The Unofficial Organizational Network
Blue Cells: The Issues
Pink Cells: The Missing
Reading this chapter provided some real insights into the culture of technology at my school and school district. We are a much smaller district than Los Angeles but we face many of the same issues and the complexity of relationships is still present. In piloting and mentoring the use of technology at my school I am very aware of “The Official Network”; permission to install WIFI requires the approval of every committee ever established and royal assent. I am also aware of the power of “The Unofficial Network”. Just getting the job done is often the best route to go. I am aware of the social and material dependencies I have on my principal and school technologist. I count on them to help me get the job done. I was not as aware of the dependencies I have created. I’ll have to reconsider my motivation for doing what I do and be more thoughtful about the way I work with other teachers. Also, I have just joined “Technology edcamp”. It is an informal technology group for our district. And finally, try to find the two pink cells in the map. I thought these primary roles were significantly under-represented even though it has been my experience that they are the greatest agents of change and initiative. The whole rest of the map should be supporting them and their relationship.