What I have learned from this module/course

 My Map of ET – Just for fun!

View Education Technology in a larger map

Mapping is a great way to figure out where you are. In history, maps provided information on location, how to navigate etc. In the same way, we can apply mapping to education technology and use those maps to learn how to navigate.

Basically, it seems that there is little time for anything other than functionalist perspectives. This for me relates to all limitations in time for teachers to implement and research education technology perspectives. I also think that it is correct that one totalizing perspective would not be the best solution or adoption for the education system. I think it is more important to use the best policies and ideas from various perspectives instead of adopting one program’s ideas. I think it allows for more thoughtful analysis and provides us with the best of all worlds in terms of pedagogy.

I like the analogy of maps in general. I also think that technology has improved upon our original mapping system. If you think about it, we now have google maps, google street view, and of course various versions of GPS systems. They all follow the same idea of maps – they show us information and tell us where to go from there.

Theory will always be a part or behind teaching movements. Without theories we are never tempted to change or make it better. It’s really about reason and scientific experimentation. Theories are needed to challenge our original conceptions and to help us better the situation for students, teachers, and administration. In the end, of course, what matters most is that the students benefit from any theory introduced. Theories are always present and always have some form of alterior motive – there is always bias. It is our job as educators to think critically about the theories, who created them and why and then determine if they can or should be applied in our own context. I think this class has opened my eyes to the various perspectives of educational technology and has provided me with discussion and research to make my own informed choices.

I decided to make a google map of Educational Technology. I did it in my neighborhood as it is to reflect my personal journey. I added in some of the beginning discussions I had within defining and mapping ET. I think it helps reflect what I thought at the beginning of this course and then I can reflect overall here. I also created the map in a circular path. Mapping ET begins and ends the circle. I think it reflects the full circle journey of this course.

1. Topic: Cyberethics

2. Theme and Argument:

A. The argument or thesis: My thesis would be “The institution of a cyberethic curriculum in secondary schools is necessary due to the integration of technology in the classroom”. My argument is that with the implementation of technology in the classroom it is necessary to provide students with the information and skills required to make informed choices in regards to ethics on the internet. Ethics on the internet include: cyberbullying, piracy, plagiarism, copyright infringement, and privacy. Students need to understand the gravity of cyberethics to become responsible citizens.

B. The background: I chose this as my inquiry as we began our discussions in DLG3. I began to realize I really felt passionate about the topic. Do students know what they are doing is wrong? Can some behavior be explained by psychology? How can we curb the inappropriate behaviour and create a student who is a good global citizen both in and out of the school setting? If teachers do not begin to implement some form of cyberethics into the classroom, who will teach them the do’s and don’ts of cyberspace? Some background info I have found:

• studies indicating that illegal internet activity is done mostly by young teenagers
• other studies polled students and they believe stealing from the internet is not wrong
• the idea of abstract reasoning – develops anytime between 11-adult (Piaget)
• implementation needs to happen now – needs to be personal
• other reasons for this behaviour – the invisibility, anonymity, and (assumed) privacy the internet provides – they have the freedom to pretend
• examples  – the current rape in Pitt Meadows where it was posted on the internet

3. Primary and Secondary sources for insight into the topic:

A. Issues to be addressed:

• What exactly is cyberethics?
• What is the basis for piracy, cyberbullying, plagiarism, copyright infringement, and privacy violations on the internet in regards to students?
• Why is a curriculum on cyberethics necessary?
• How do we go about implementing one

B. Literature to be consulted:

Baum, J. (2005). Cyber ethics: The New Frontier. TechTrends: Linking Research & Practice to     Improve Learning, Nov/Dec, Vol. 49 Issue 6, 54-78. Retrieved from      http://web.ebscohost.com/ehost/detail?vid=1&hid=10&sid=eb51a4f6-1e6d-48fa-93d3-       683884580cda%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ap   h&AN=19808765

Bell, M.A. (2002). Kids Can Care About Cyber ethics! In P. Barker & S. Rebelsky (Eds.),            Proceedings of World Conference on Educational Multimedia, Hypermedia and      Telecommunications 2002 (pp. 127-132). Chesapeake, VA: AACE. Retrieved from     http://www.editlib.org/p/9877.

Mahfood, S., Asuto, A., Olliges, R., & Suites, B. (2005). Cyberethics: Social Ethics Teaching in   Educational Technology Programs. Communication Research Trends. Volume 24 No. 4- 43. Retrieved from http://cscc.scu.edu/trends/v24/v24_4.pdf

McQuade, S. C. (2007). We Must Educate Young People About Cybercrime Before They Start   College. Chronicle of Higher Education, 1/5/2007, Vol. 53 Issue 18, pB29-B31,  Retrieved from http://web.ebscohost.com/ehost/detail?vid=1&hid=10&sid=08f781c4-        b9ab-4a01-97a8          90110063e597%40sessionmgr13&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=rc   h&AN=23647700

Prakken Publications. (2009). National Cyber ethics, Cybersafety, Cybersecurity Baseline Study.             Education Digest, Vol. 74 Issue 7, 35-44. Retrieved from http://web.ebscohost.com/ehost/detail?vid=1&hid=10&sid=f7c4770f-e20f-44e5-     baa0%20e4485e8251c8%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3     d#db=rch&AN=37332832

Shariff, S. (2005). Cyber-dilemmas in the new millennium: School obligations to provide student  safety in a virtual school environment Journal of Education. Retrieved from  www.redorbit.com

Snyder, M. (2005). Pirates of the Classroom. Instructor Vol. 114 Issue 6, 18-19. Retrieved from             http://web.ebscohost.com/ehost/detail?vid=1&hid=10&sid=a8e6fca4-2ed9-4b2a-82b3-     bade289f4810%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=f5   h&AN=16263514

Whittier, D. (2006). Cyber ethics in the Googling Age. Journal of Education,  Vol. 187 Issue 2,    1-86. Retrieved from    http://web.ebscohost.com/ehost/detail?vid=1&hid=10&sid=7bf05124-11eb-4bcf-9e9d-     d3c17bf1db1f%40sessionmgr13&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=f5h &AN=24737122.

4. Provisional conclusions drawn from the argument & issues or data

• The need for a school implemented program on cyberethics is critical for our students to be well rounded citizens.
• Our job is to prepare students for the real world, technology plays a role in this, and thus, any issues that comes with this should be addressed early
• Prevent future cyber issues of plagiarism, cyberbullying, copyright infringement, privacy violations
• Make it real, make it personal is one method to help students understand why the above mentioned issues are unacceptable
• Students need guidance – they don’t know how to navigate properly in this new cyber world – they don’t know how to look for “good material”

5. Structure/sections of the paper

Intro

–          Thesis etc.

1^st topic  – What is Cyberethics?

–          My definition of cyberethics – what is cyberethics? In the context of plagiarism, cyberbullying, copyright infringement, privacy violations

–          Webster’s dictionary definition

–          Turnitin.com’s additions to the definition

2^nd topic –Reasons why students violate these ethics

–          Reason’s for student population to engage in plagiarism, cyberbullying, copyright infringement, privacy violations

–          Invisibility, anonymity, assumed privacy, freedom to pretend

–          Research on student motivations for cheating, copyright infringement etc

–          Piaget’s Formal Operational stage (abstract thinking)

3^rd topic – Why it’s necessary

–          Building awareness

–          Become well rounded global citizens

–          Help prevent future ethical violations

–          protect students in the future

–          change the way we look at cyberculture

4^th topic – Implementation Strategy

–          more research

–          administration and district help (policy adaptations etc)

–          teaching cyberethics can be in any class

–          use the internet to teach it

–          make it personal – no anonymity – empathy

–          use resources created from other districts

I chose to make a “church sign” depicting the freedom (physically and mentally) that comes with technology. I do not see one destroying the other. But they can simply co-exist. I know that there are many religious offerings on the internet – even online church! I can see the positives in co-existence. I think technology allows for a broader understanding of spirituality and faith.

“Who do you think would be the best spiritual leader?”

http://www.doodle.com/paenuyd4yuqn2h44
I chose Yoda. He is the spiritual leader of the number one hero of all time…Luke Skywalker!! I think Yoda represents all that is calm and required for a journey of personal growth and discovery. Luke never would have learned about the force without him!!

“What song or type of music would Jesus have on his iPod?”

Please provide an anwer that includes a brief explanation/rationale for your choice. Be creative! Have fun!

Ha! I think that Jesus would listen to “Imagine” by John Lennon. I think this due to the lyrics of the song…living in peace, harmony etc. That is what I think we (and Jesus) should be striving for!

Then I was asked this question:

Absolutely! I have always loved that song myself. But I have a question for you.

What do you think he should have thought about the following parts of the song?

Looking forward to hearing your thoughts.

My Response:

that is part of it!! belief is all about imagination and faith….we have no concrete evidence, but must rely on what we are told. I think Jesus would like to want to talk about these issues…maybe there is no heaven as we know it…but something else. Religion is the belief in something higher than ourselves…I think John Lennon does not attack faith…but attacks the structure of certain religions.

I then added:

I think Jesus would include some music from around the world as well..he is multicultural!!
yes, maybe even a little hiphop…I’d say Eminem “I’m not afraid”

🙂

Please respond to the following question(s):

“Can we have spirituality without technology? Can we have technology without spirituality? Is the ideal form of spirituality that without technology?”

I think we always can have spirituality without technology. I think it is something ingrained in us. I also believe that I need nothing around me but nature to feel spiritual. In fact, that is usually when it occurs. Often the bustle of life and computers, phones etc keep us from meditating, thinking, reflecting. I find yoga helps. But nothing is better than sitting in my home town of White Rock BC at night and listening to the waves crash to feel alive and spiritual. I find I also become philosophical at those moments as well. So yes, you can have spirituality without technology

Can you have tech without spirituality is harder to answer. i could see both sides. Yes, because many people who do not feel at one with themsleves, nature, or some belief system operate just fine and that includes technology. But, I think that it is our spiritual nature, our drive for discovery that creates new technology…so perhaps you can’t have spirituality without technology!

Please respond to the following question:

“Or is this the moment when we redefine technology as theology and theology as technology, and thereby recognize their historic and metaphysical inseparability? Secularism no longer seems tenable…

should they be intertwined?
will we worship some form of tech god?
Secularism has been in the classroom setting for a number of years now…I think faith is important and that spirituality should be continued within the structure of technology.
But this is tough to answer.
it’s like the debate of the theory of evolution in science class….

Ecology is the study of the interactions between all organisms within an ecosystem. Every organism must fill a niche for it to be beneficial to the ecosystem.

How can the fulfilling of these needs change your classroom environment?

I have read a few comments and it has led me in a different direction. I think that teaching and technology can be merged and can work symbiotically, but that the co-evolve sounds a little foreign. Teachers should embrace technology as that is where we are heading.

I think that technology has the potential to help students with special needs and will allow them to succeed at a higher level. I think that students will also find that the use of technology will allow them work more efficiently and will improve their grades. Students will be more prepared for the workforce by using technology in the classroom.

Using the definitions provided by Carolyn Merchant, how would you define the existing narratives (a “progressive” narrative, a “dissident, declensionist” narrative or is there an ethic of partnership) within your workplace?

Thinking about all the modules so far in MET 511 and other courses in the MET program, please discuss what insights have you gained and how helpful your new knowledge will be in approaching and negotiating the factors affecting technology use in your schools.

I see myself as progressive but there is those in my school who are more declensionist. I feel that this balances the school out and allows for us to really see all points of view.

I don’t think I have “changed camps” but have discovered I had a camp! MET has allowed me to focus on what is important to me in my teaching career and fine-tuned my once jumbled thoughts. I feel that MET has brought about a sense of clarity in my thinking, but it hasn’t changed it in any real way.

I think this module, 511, and other classes has shaped my thoughts and allowed me to focus on the direction I want to take in the future. It also restored and created passion I didn’t know was lost or there in the first place.

I feel excited to take my knowledge from MET and promote a constructivist classroom with technology aiding in student success.

In activity 2, you were exposed to commercial softwares and their open source, freeware and cloud-based equivalents. Provide a brief review any of the software that you tried from that list that may be unfamiliar to the class.

Well, I am not sure if they are unfamiliar to the class as people are at different levels in their courses/background experience etc. But I am excited to share the ones I have used anyway!

Gimp – really awesome! It was fun to play with the graphics/manipulate them etc. It took some time to learn how to use the program, but then it was easy!

Audacity – really great for recording your own voice! I am currently using it in my moodle course I am creating for 565

NVU – user friendly, and also a few tutorials out there on YouTube to get you started! Really great

Picasa – neat product that allows you to upload photos to the web and share. This is great if you want to add photos to a website or google maps (as I just found out!)

IrfanView – fabulous for cutting down the size of pictures for websites

IWisoft Flash SWF to Video – great product to convert SWF files to something that can play on your computer (WMV etc)

Jing – very cool product that records or takes still images of your computer screen. Excellent for adding images to a website or providing a great how to video!

This is the list off the top of my head. I will try to think of more!

Based on the information provided in activity 3, please explain which platform, Apple or PC or other you would choose for setting up a lab at your school or institution and why.

That is a tough question! I think it depends on what the district and school decide. Perhaps they have a contract with one or the other (my school is PC)

I think I would go PC because of the teaching staff. They are slightly (in the most respectful way) resistant to change. If we introduced Apple they would flip out. Like in the example on voice thread when trying to change from office to open source!

The PC/Apple debate rages on…some will ask “well wouldn’t you want to do what’s best for the students” I think that either apple or PC will provide students with all they need. Plus, with many open source products available you do not necessarily have to use the “i” product. Thus I think it would be good for both students and staff to have a PC lab.

Now if only we could actually get one!

From what we have seen in previous learning modules, most of us are philosophically aligned with open source. But from our case studies, we have seen how difficult it has been for many open source projects to gain widespread acceptance. We would like the class to discuss creative ways in which we can help encourage the use of open source software. Of course, if you disagree with the point, we encourage you to share your thoughts as well.

Please identify the factors that have prevented you from using Open Source technologies in your classroom or school. How have you been able to overcome these challenges?

The major factor that prevents my school is knowledge. They just don’t know it’s out there. I was talking to our tech guy about moodle and it being open source etc and he had never heard of it!

So I think integration would be more likely if teachers and administration knew more about it.

Then I think it would be time. Teachers need time to play around with new equipment. It is unrealistic to tell a teacher to integrate something they don’t understand or can show others how to use!
Thus, we need more pro D regarding open source programs with time for teachers to master them before placing them in the classroom.

Referencing the technologies listed on the Classroom Economics page or other Educational Technology tools that you’d like to discuss, please explain which of these are worth investing in and which are not?

For example: Is buying a Smartboard a worthwhile expenditure for your classroom or are there better ways to spend the same money?

I think it depends on how much money you have!!

I think if people really understood the capabilities of the smartboard it is a great choice. But, I fear that most people use it as a glorified projector.

However, I think tablets would be where I would spend the money…interactive and promotes constructivism!

It’s apparent that through technology, classrooms will be transformed over the next decade (adoption of open-source, choice with operating systems, new technologies, e-textbooks, privatization, immersive 3-D learning environments). In your opinion, are these innovations being driven to fuel learning or are they being pursued to reduce the costs? Or both? Will technology reduce the need for teachers? Are you optimistic about what lies ahead for educators?

I am optimistic only because of MET. Otherwise I would be a little worried! When we don’t understand something we tend to be cautious, timid, or sometimes we lash out. Thus, because of my (i’d say novice) understanding I feel better about what lies ahead. I feel like I can be someone who helps make the change instead of sitting back and watching it happen feeling helpless.

But in regards to innovations I think it is two-fold – we always consider the best learning outcome for the lowest price. That is part of working in a business. School, we can’t forget, has some business aspects to it. Therefore, i think it’s both!

yay for optimism!

Activity Theory followed Psychoanalysis and Behaviourism in the early 1900s. (See the section on resources in the WordPress site).
Bonnie Nardi on Activity Theory today, says “you are what you do”. What is your opinion regarding your activity online? Is what you do defining who you are?

Hmm I am what I do.. ok I will take it literally.

I use the computer for socializing, banking, school, MET, information, directions, entertainment

now if I were to take that to define who I am….
Socializing – I like catching up with friends, talking with them etc
banking – I make sure my finances are in order
school – I do my job to the best of my ability so I seek out new ways of teaching
MET – I think education is important
Information – I like to learn
Directions – I am directionally challenged
Entertainment – I enjoy the simple amusements in life – life isn’t worth it if you can’t enjoy it!

hmm…that seemed to do a good job describing some aspects of me. But I don’t think it reflects everything. But I see the point – actions speak loudly. They point to our motivations, what we deem important etc.

Do you agree with Turkle that there is a need for a new branch of Psychology that deals solely with computer culture? Explain.

This resulted from our discussion on putting emotions into inanimate objects…or an emotional attachment to technology:

But I had an emotional attachment to a stuffed animal? Is is different to have emotional attachments to technology as opposed to an inanimate non technological item?

If you were an instructor in an MET course, how could you facilitate ‘embodied knowing’ (Dall’Alba and Barnacle, 2005)?

Please suggest a couple of exemplary strategies and explain how those strategies can contribute to ’embodied knowing’.

Perhaps we could incorporate visualization, sensory awareness, and incorporate multimedia to help contribute to embodied knowing. Words alone do not promote embodied knowing. We need to include other forms in order to prove learning has occurred.

My Favorite Question

Do you believe that your virtual persona differs from your “real-life” persona?

I think that I am giving my true image…but a more confident one. I speak more online than I normally would in a classroom. I feel, as I am normally quiet and reflective, to be more talkative in online settings.
I wonder if it’s because I can’t see the “judging eyes on me”

🙂

I think that my virtual persona does differ from my “real-life” persona. I think I am more confident on the computer than in real life. I have always been a quiet student – I reflect and comment on what is said but usually internally. Thus, by being online, I am able to come out of my shell and voice my opinion. I am more confident and willing to comment because i feel there is less to fear. As stated in the readings and on DLG 8’s site, we feel there is less consequence (Erik Erickson) online than in person, less threat.
However, I am noticing that the digital world is having influence in my “real life” persona. I am now more confident in speaking outside the digital world. I think it is rubbing off on me! Perhaps I am having a osmosis of my virtual persona and my real-life, and I am very happy about this merge.

Here is DLG 7’s summary of the module:

“1. Consumerism and technology. Who is to blame for all the “junk”?

The ‘Story of Stuff’ illustrated the relentless cycle of consumer goods production and its environmental impact on human and environmental health. Toxic waste and hard waste were key impacts illustrated in the video.
Linking the issues of ‘waste’ to educational technology, the implications for teachers are to be more discerning in their use of technology. Further, to help foster opportunities to raise awareness among students of the need to be responsible consumers. Many ETEC 511 members felt guilty about the waste they are contributing through continued use of new ed tech. Cost becomes a factor when buying new becomes more affordable than re-using, increasing the culture of waste. How to stop/slow the producers and partners in the consumer goods production cycle remains unsolved. Government-corporate relationships are under the radar. It has been suggested that more research could tip-the-balance or conversely, substantiate the messages in this video.

Consensus among ETEC511 cohort: I have too much stuff. We would like options for recycling/reusing. Great suggestions for ink cartridge refills in Calgary/Vancouver.

2. Are there borders between nature, culture and technology? (explaining the “Manifesto for Cyborgs”)

In the DLG7 Live Forum on Friday, 22 October, Dr. Petrina and Dr. Franc highlighted some key points from Harraway’s “Manifesto for Cyborgs”, stating “her argument is for pleasure in the confusion of boundaries and for responsibility in their construction” (Manifesto for Cyborgs, p. 66). When Harraway ends with a statement about her preference to be a cyborg over a goddess, it becomes evident this essay is a statement about ecofeminism.

Petrina highlighted how “there is no difference between actors and networks”. The cyborg is a a “companion species”, a hybrid of human and technology. Harraway’s article was also directly linked to hybridity theory, and can be linked to “The Story of Stuff” because it invites another discourse, one about reproduction, when nature had not previously been a part of the discussion.

Harraway uses a metaphorical cyborg to question the ideological dichotomies of mind and body, animal and human, organism and machine, public and private, nature and culture, men and women, primitive and civilized.

Cyborgs do exist in ontological terms. There are some cyborgs out there.

ETEC511 cohort contributions included: We may or may not be cyborgs. When approaching the term cyborg metaphorically, the concept of being a cyborg allows us to break down or challenge the existing forms of domination.

3. 2020 Vision

In the article, 2020 Vision, Petrina highlights the political influence of corporations on consumers. His ‘black box theory’ posits that corporations isolate and conceal their ideas and methods so that consumers don’t have a say in product development. This control leads to consumers being engineered, and societies too.

ETEC 511 Consensus/views: We want more FLOSS in our schools! Teachers need to be wary of the black box when it comes to educational technology: if we don’t understand it, chances are it won’t get used properly. When corporate designs control the world (Apple’s iPad/iPhone, etc) the lack of control of the individual can breed apathy (lack of concern over Flash incompatibility).

4. Networked cities: exchanging places for spaces

It is not often that architecture is linked to technology. This one-hour lecture by William J. Mitchell (presented to MIT in 2003) provided an insightful analysis of the changes in ‘place’ and ‘space’ – where and how people connect and work. Mitchell illustrated how miniaturization and portability of technology goes hand in hand with miniaturization of physical infrastructure (e.g. workspace). Some forms of infrastructure are disappearing (e.g. street-side phone boxes). Given the more dynamic forms of networking that are available with digital technology (evidenced by people working in cafes), cities are starting to resemble “nervous systems”.

ETEC 511 consensus/views: Like Mitchell suggests, technology has become an extension of self. Social spaces are crucial to educational environments, but the shape of educational institutions is changing. As more e-Learning offerings are available, there is a reduced need for on-campus spaces. Libraries are also now reducing in size in part to the large number of e-resources out there.

5. OLPC: educational technology in undeveloped countries

The purpose of the One Laptop Per Child program is “to create educational opportunities for the world’s poorest children by providing each child with a rugged, low-cost, low-power, connected laptop with content and software designed for collaborative, joyful, self-empowered learning. When children have access to this type of tool they get engaged in their own education. They learn, share, create, and collaborate. They become connected to each other, to the world and to a brighter future.” The program has been providing laptops to children in under-developed nations, but the initiative has come under much scrutiny since its implementation. Questions of corporate/political interests, societal values, and proper training before implementation have all been raised by the programs critics.

ETEC 511 consensus/views: Educational technology does not/cannot serve its purpose without proper education (explaining and teaching about the technology before it’s implemented). The program itself appears to have merits, but there are issues that need to be taken into account as well, particularly the issues of politics, government, and funding. Links were made to the i-Learn project in Kelowna, where the district embarked on a 1-to-1 laptop initiative for middle school-aged children. The costs of implementation, training, and laptop maintenance were underestimated.” (DLG 7 ETEC 511, 2010).

I found this module to be engaging and interesting . I loved the Moodle format and the various activities etc. Except for the minor inconvenience of Moodle not working, it was great! I loved talking about cyborgs! It was a fun unit.

I think this was an excellent way to bridge the topic. I think it was engaging and fun. They also included a great website and I loved the history of technology timeline!

I think the survey was a good addition as it allowed us to see our own growth throughout this module.

1. After reading “The Medium is the Message,” what is more important to you, what you teach
or how you teach it?
– How the content/material is taught to students
– How I teach is definitely more important than what I teach. Always has been.
– The same.. How I teach!
– How you teach it.
– After reading “The Medium is the Message,” how I teach is still the most important.
Leslie
– How you teach it – passion, etc. without having any passion information is just information
– After reading “The Medium is the Message” I believe how I teach is still more important. If how I
teach is greatly ineffective then it will not matter what I am teaching as my students will not
understand what I am trying to teach them.
2. After reading “Getting a Purchase on “The School of Tomorrow”, what do you think the
purpose of educational technology is?
– To engage the learner
– I almost want to say that there is not purpose of educational technology.
Technology is a tool that is a fact of life and will forever be changing. Technology
can be used to recreate stagnant teaching methods or can be used to provide
purposeful, engaging, constructivist opportunities.
– Technology at its best becomes a part of the culture of a school.
– I think that ET’s purpose is involving students with learning how to use the
devices, as well as thinking critically about what you can do with them.
– I am hoping to better student learning – but also to foster convenience for both
students and teachers
– I believe that educational technology is a tool that teachers and students can use to
enhance their learning experience.
3. Would Sidney Pressey’s “Automatic Teacher” be welcome in your classroom?
– It would be for sure, but as we know the attention span of students is short, so the
interest would be there and gone immediately, well in my class that would
happen.
– No. Students who do not “attach” and who do not form appropriate relationships
with their educators do not learn well.
– Yes…it has historic value as an artifact..and we could use it in a critical thinking
assignment exploring its ‘message’
– Lacks humour.
– I think that it would be a novel artifact that could stimulate a lot of discussion.
Students could compare and contrast past and present technologies.
– That depends – will the automatic teacher mark my student’s work? ha!
No I don’t think so. Not as a stand alone product. Perhaps as an aid to the
instructor, but I think people and their input on subjects is still quite relevant.
– If I was teaching at the time Pressey’s machine was around I would not mind
having it in my class. I would view it as another tool I could utilize in my
teaching.