An Introduction to How Text Technologies Shapes and Transforms Civilization
Module 1 was a wonderful introduction to how text technologies have evolved over the course of history. Beginning with how it has shaped and transformed the way in which we communicate and how it has become a fundamental part of our civilization. The latest developments in technology with its widespread application of computers, the Internet and the like are no different in that they have resulted in the modernization of the art and science of communication and have brought it to new heights. Accordingly, advancements in text technologies and communication come hand in hand no matter the era.
In the radio broadcast recording From Papyrus to Cyberspace (1999), James O’Donnell and James Engell engage in a thought provoking discussion on the history and development of technology in education and the world. Comparisons are made with modern day technologies with that of earlier times, such as the transition from the papyrus scroll to the codex manuscript and how it has inspired and contributed to more modern text technologies (Engell & O’Donnell, 1999). O’Donnell reminds us not to abandon the old for the new with technology. He states that there will always be “both loss and gain” (Engell & O’Donnell, 1999) with any new technology, even if they present themselves to be the new solution to all the old problems. Engell proposes the idea of integrating the old with the new, and finding a balanced medium between the two. Looking to the past to learn from their successes and failures, and to improve upon them, we can only hope that there will be more to gain then there is to lose. Can one imagine what life would be like without the past inventions of certain technologies? As well as, what new technologies the future might hold?
In Technopoly: The Surrender of Culture to Technology (1992), Neil Postman condemns technology’s impact on culture. Through his use of the word “technopoly”, Postman warns us against technology and that we must fair caution to the transformative nature of technology and its bias’ (Postman, 1992). The results of technology is often complicated and unpredictable (Postman, 1992). Modern text technologies have broadened one’s abilities to change the world by being able to copy, cut, paste, and put together new ideas or simply delete unwanted material at a push of a button. As a result, text technologies are used to be able to connect, share, influence, and change the world, for better or for worse. How then does text technologies and communication relate to us? How does it affect us and the world we live in? And how do we affect it?
Although it is with the cyber revolution of the Internet whereby “[it] has opened a new world of information to the public” (Willinsky, 2002, p. 1), allowing one to communicate in unimaginable ways since the earlier days of the codex. It affirms that without a doubt, we have a lot of learning to do about technology’s impact and role. As we must not forget that “[e]very technology is both a burden and a blessing; not either-or, but this-and-that” (Postman, 1992, p. 6). The vast amounts of knowledge accessible to us with a simple click of a mouse has helped improve the quality of communication, resulting in a higher responsibility in continually re-evaluating our practices and pedagogy as educators for the betterment of ourselves, our students and society.
References
Engell, J. (Presenter) & O’Donnell, J. (Presenter). (1999). From Papyrus to Cyberspace [radio broadcast]. Retrieved from https://canvas.ubc.ca/courses/4290/files/609973/preview
Postman, N. (1992). Technopoly: The surrender of culture to technology. New York: Vintage Books.
Willinsky, J. (2002). Education and Democracy: The Missing Link May Be Ours. Harvard Educational Review, 72(3), 367-392.
Jo
May 28, 2018 — 12:10 pm
Thank you for your post. I agree with you wholeheartedly that we still have a lot of learning to do about technology’s impact and role. I also agree that the responsibility is ours, as educators, to reevaluate practices and redesign curriculum and learning outcomes to reflect the Internet “opening up a new world of information” (Willinsky, 2002, p,1).
Part of this responsibility lies within keeping up to date with research initiatives pertaining to the field of education. Research shows that accessing information with the click of a mouse, relying on search engines, is affecting the way our brains are working (Sparrow, B., Liu, J. Wegner, D.M., 2011). Research to suggest whether this has a positive or negative affect is not there yet, but we must adapt accordingly in our teaching approaches regardless of whether we agree or disagree with thought leaders on this topic.
Not only should we look at pedagogy so that it reflects the way our brains are changing in order to provide students with the skills they will need to navigate the digital world, but I feel strongly that our teaching practice also needs to reflect the importance and the responsibility of our students in using this technology wisely.
You rightly quote Postman (1992) who states that “every technology is both a blessing and a burden” – the burdens can be clearly seen … digital technologies can be distracting, can detract from social interaction in the traditional sense, can open our students up to the dark world of the internet (pornography, cyberbullying and so on) and as parents and educators we need to provide the stewardship to help our digital natives navigate both the positives and negatives that a digital world brings.
References:
Postman, N. (1992). Technopoly: The surrender of culture to technology. New York: Vintage Books.
Sparrow, B., Liu, J. Wegner, D.M. (2011). Google effects on memory: cognitive consequences of having information at our fingertips. Science, 333(6043), 776-778.
Willinsky, J. (2002). Education and Democracy: The Missing Link May Be Ours. Harvard Educational Review, 72(3), 367-392.