From Papyrus to Cyberspace
In the Cambridge forum, “From Papyrus to Cyberspace”, James O’Donnell and James Engell examine how changes in technology have affected communication. Innovations in technology shape and transform societies and civilizations, similar to conquering a frontier, and trying to pave the way for the next generation. Technology comes with lofts and gains, and society needs to balance the costs and the benefits. The behaviour and geography of human beings has evolved, and our sense of community has shifted. There is a concern that technology has created suspicion, unpredictability, exclusion and extremism. We need to maintain our values, and make intelligent, rational choices as we navigate through these technologies (O’Donnell, 1999).
Changes in technology result in unpredictable losses and gains, and one of the biggest challenges, for example, in post-secondary institutions, is how to integrate new technology with older technology. The amount of information we can access has increased tremendously, as has the speed in which we can access it. The roles of the instructor and student have changed. There is a generational gap, as students seem to be more computer literate than their instructors. Post-secondary institutions make long-term strategic goals in an effort to meet the needs of their students, but struggle to make difficult financial decisions as technology is constantly evolving (Engell, 1999).
Some of the questions raised by the audience members include the following:
- Have we have been seduced by technology, so that our technical proficiency has come at the expense of producing diminished intellectual content?
- Has technology changed the nature of the scholarly pursuit?
- Are websites valid resources?
- Has curricula changed based on the pace of technology?
- What kind of impact does the abbreviated language in emails have on the long-term use of the language?
- What is the future of intellectual authority?
James O’Donnell (1999) is concerned that one of the costs of digital technologies is that we now live in a narrower, less intimate community, and we are more disconnected with our environment. We do not know our neighbours. Instead, we create our own online communities.
There are huge costs associated with the storage of vast amounts of electronic information. In an effort to keep up with the pace of changing technology, post-secondary institutions make large, long-term financial investments, and have to upgrade to new technology as older hardware and software become obsolete (Engell, 1999). In my work experience with faculty in post-secondary institutions, some instructors are extremely resistant and reluctant to invest their time learning new technologies because they know the technologies will be replaced over time. There is a dependency on using what they already understand and feel comfortable using. When instructors, who normally feel intimidated by new technology, adapt and incorporate new technology in their classrooms, it is often a result of the pressure they feel from students.Students expect to have immediate and predictable access to a variety of print and electronic resources.
Resources
Cambridge Forum (Producer). (1999). From Papyrus to Cyberspace [Audio podcast]. Retrieved from https://connect.ubc.ca/webapps/blackboard/execute/displayLearningUnit?course_id=_75468_1&content_id=_2913588_1&framesetWrapped=true
Hi there Elizabeth,
Thank you for your thought-provoking post.
I see certain common themes as we navigate through Modules 1 and 2. One of them is the theory of what we call “opportunity cost” in economics. Opportunity cost is defined as the loss of potential gain from other alternatives when one alternative is chosen. In essence, when we transform from an oral culture to a chirographic one, there is opportunity cost. As you pointed out, we have to be rational and informed in order to accept the opportunity costs willingly in order to enjoy further “progress” or advancement. Ultimately, we hope the costs outweigh the benefits.
As opposed to “maintaining our values”, though, my supposition is that our values are as much in flux as technology is. For example, when the cell phone was first introduced, I christened it “the devil” and forbade the devil from entering the classroom (this was all in fun, of course). Now, I mostly welcome them into the environment provided they are used for good and not evil.
As you mentioned, our sense of community has shifted. I appreciate your use of the word “shifted”, implying that we haven’t entirely lost it, but that it has been reshaped into various pockets of communities (work, hobbies, and online presence all have their own culture and groups).
Your observations about the post-secondary approach to emerging technology are also interesting. There is a tendency of “seasoned” instructors to be unwilling to embrace the new and shiny inventions that are before them. I wonder if that is at the cost of the learners, of the institution, or of neither? Certain instructors have the gift and keep learners engaged without the use of “shiny and new”. Others have a pressing need to bring in the technology as is prevalent in their respective industries.
Lastly, the other common thread I see woven throughout the whole MET program and throughout your post is that of balance. Being “seduced” by new technology seems a bit flippant, so we need to use it purposefully while being mindful of the opportunity cost of what is foregone.
J@net