From Papyrus to Cyberspace
Throughout history, the integration of new text technologies in society has often been associated with more information being readily available to the public. In turn, predictions made in terms how the accessibility to more information could benefit or hinder education have typically been extreme in nature. For example, Postman (1992) discusses Thamus’ response to writing by citing that he believed pupils would “receive a quantity of information without proper instruction, and in consequence be thought very knowledgeable when they are for the most part quite ignorant” (p.4). It’s interesting to see how writing, a technology that is necessary and so commonplace in today’s classrooms, was once considered detrimental to education. On the other hand, new technologies also bring promises of a myriad of benefits for learners. However, to succumb to the hypnotizing benefits new technologies is also erroneous, which is why O’Donnell and Engell (1999) caution us to avoid such extremes by reminding us that there are always gains and losses related to all technologies.
In modern day education, students have access to a vast amount of knowledge online, which enables them to expand on their own learning inside and outside of the classroom. In addition, new text technologies and increased accessibility to information have shifted the way in which we learn and teach. Students are encouraged to explore areas of interest, actively engage in their learning experiences and take ownership of their education, which differs significantly from past approaches where students passively obtained information. One comment that I found really interesting was concerning the shorter attention span students have now and as a result, the books they read tend to be smaller. My initial thought was to consider that a bad thing, however the more I thought about it, the more I believe it to be a good thing. In my opinion, a variety of smaller books would inevitably create more opportunities for diverse dialogues and learning experiences, rather than, for example, limiting oneself to discussing the one-sided viewpoints of one large novel.
While I consider it a benefit that students are able to gain knowledge in various areas of interest, it is also important to address the issues and concerns regarding the validity of the information they are obtaining. As noted by Willnsky (2002), the increased access to information can be empowering, enabling individuals to become more knowledgeable, but it can have adverse effects if the information is misunderstood or unreliable. Therefore, in the midst of changing how we teach in response to new technologies and increased accessibility to information, it is imperative that we also implement changes in what we teach. Teachings on topics such as copyright, digital citizenships, online safety, and how to evaluate online resources need to coincide with the integration of new text technologies in schools. However, despite the need to incorporate these lessons in class, I do recognize the challenges instructors face, as they too are also learning how to master these important skills.
Another comment that really resonated with me in the audio broadcast was that of the changing role of the teachers, and how it is their job to encourage and show students how to use technology. While I agree with this statement, I have personally seen instructors consistently resist the adoption of new technologies at my work. I personally don’t believe it is because they are reluctant to change, but rather that the required resources (training, support, etc.) to facilitate the transition and implementation are often limited or lacking. Furthermore, some instructors are hesitant to invest time learning a new technology that may be obsolete in a few years, especially if it serves a similar function to the one they are currently using. The rate at which technologies are changing and rapidly becoming outdated may also account for greater resistance from teachers. This is where it is crucial to critically consider the benefits and costs of new technologies and remain aware of the bargains we are willing to make as we use them.
References
Engell J. & O’Donnell J. (1999). From Papyrus to Cyberspace. [Audio File]. Cambridge Forums.
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.
Great post Rachel, and you are right. On the one hand, despite the fact that the role of technology in the classroom seems to be ongoing discussion, it seems to be quite superficial. I would argue that this superficial discussion tends to “commodify” technology and many other concepts associated to it. As a result, in many cases, “to have” the technology is considered to be the first benefit of technology itself. Thoughts?
Hi Ernesto,
I completely agree that discussions regarding the role and use of technology in the classroom is, more often than not, superficial. You raise an important point about the commodification of technology, one that I hadn’t thought of. It seems as though with the increased rate at which technology is implemented in schools, institutions and teachers are struggling to keep up with the changes. As a result, decisions are made quickly in the adoption of new technologies, and are often based on “wants” rather than “needs”. I believe the idea that students’ education will suffer without these new technologies often drives us, as consumers, to believe all the benefits new technologies promise to bring. Therefore, as you mentioned, we become convinced that simply having the new technology is the primary benefit.
I can’t help but wonder if our perception of technology as disposable plays a role in our inability to distinguish between “wanting” and “needing”. Take for example how quickly people replace their “old” iPhones for the newer version, despite the fact their old phones still fulfill their needs (processing calls, etc.). Because it is so easily replaced, we are less likely to consider the needs, but focus on wanting the new attractive additional features of the newer model.
Hi Rachel, you bring up some great points here. I’d like to talk about two, here.
Your Postman quote citing Thamus, “receive a quantity of information without proper instruction” is very similar to where you paraphrase Willinsky, “the increased access to information … can have adverse effects if the information is misunderstood or unreliable”. I guess that was O’Donnell’s point: we think of this as all new but history repeats itself.
You’re totally right about the need to teach digital literacy along with bringing technology into the classroom, and how a lot of teachers are resistant to it because of their own self-perceived lack of ability (sometimes accurate, sometimes not) when it comes to technology. I think that the design of the technology that is brought into the classroom could necessitate the kind of learning that needs to happen. For example, if students are using and LMS where they are told in advance that everything they write/ say/ record is under the watchful surveillance of the teacher, and when they throw a “joking” insult at one of their classmates and the teacher immediately talks to that student about it, the message will be clear that nothing online is completely private.
Hi Randy,
Thank you for your reply. I found it really interesting to read about the opposing responses to new technologies in the past and how similar they are to what we observe today in regards to new technologies in education. You are right in stating that while it seems new, most likely because the technology is different, the process is essentially the same. With time, these new technologies become naturalized and we become accustomed to them, so much so that they seem necessary. However, new technologies arise again, pushing boundaries further, thereby disturbing the balance until equilibrium is reached again. I believe this is what O’Donnell meant when he states that one generation’s frontier becomes the civilization of the next.
Hi Rachel, Your post was very interesting to read particularly in light of a current struggle I am facing with my children’s school. You said As a result, decisions are made quickly in the adoption of new technologies, and are often based on “wants” rather than “needs”.
The issue of commodification of technology as raised by Ernesto is one I too didn’t have the words to express in a recent “discussion” with the principal of my kids school who is demanding each child have their own laptop (not iPad or some other android product) provided by the parents. These specific computers are costing between $1500-$2000 per child.
As the school is a high end international school this is a status symbol that is being disguised as educational value. The benefits of using technology by untrained teachers with no pedagogical knowledge about it – are (in my opinion) far less than the benefits of using a blended classroom with school supplied class sets of computers.
The point you made between “wanting” and “needing” is an excellent one. I recently read an article about how there has been a decrease in student performance in countries that use more technology in the classroom. http://www.bbc.com/news/business-34174796. It seems to be making a case for the wanting versus needing argument
I don’t think this is inherently because technology in itself is disturbing education, but rather the one dimensional way in which the majority of teachers use it.
The key to success in the classroom is to educate teachers and give them solid training foundations upon which they can stand and direct. It is very daunting for someone to teach something they know nothing about. That being said- that’s another argument that we can read more about in The Ignorant school master by Jacques Ranciere.
Great post! I liked how you managed to take the issue of information technology and look at it from a few different angles.
I agree with the idea that kids need to learn how to critique information that they might access online. Distinguishing fact from fabrication is a learned skill. We can not take for granted that students know how to judge the accuracy of information. They need support to develop a filter that enables them to make reasonable conclusions based on the information they have access to.
I also found your ideas on student reading interesting. You mention how novels were smaller than than in the past. I agree with you to some degree. I definitely see many books in our school library that are quick read books. Those are smaller in size and often times are part of a series of books by the same author. However, I also see very substantive novels. The Harry Potter Novel set would one example that comes to mind. I remember a time not to long ago where students and adults were veraciously reading the series eager to know what happens next. I also notice that a lot of kids are interested in graphic novels. Although graphic novels vary in size and reading difficulty I often wonder where the interest in this genre stems from. Part of me wonders if their growing popularity has anything to do with kids having more exposure to graphic images in general? I also know that teachers are using comic software more often. Web based programs like Comic Life and Bitstrips seem to have become a popular outlet for students to express their written ideas.
Thanks for sharing your post. I look forward to reading more in the near future.