Agenda: Class 4
ET 690 Educational Technology Seminar
"If anything, these distractions have begun to serve an
almost accidental function: They give people a false sense of
shrewdness. Once anyone penetrates the Net's first few layers
of junk, it's easy to think that the hard work has been done and
that whatever information remains should be relatively solid.
When it comes to learning the principles of academic research,
nothing could be further from the truth." --Oppenheimer,
"Are these the values we want influencing our children."
--Healy, p. 34
"The most interactive experience you ever had with your
computer is less interactive than the most meaningless experience
you ever had with your cat!" --Tom Snyder (as cited in Healy,
this is where I begin. The questions for the future are not whether
children will love their robot companions more than their pets or even
their parents. The questions are rather, What will love be? And what
will it mean to achieve ever-greater intimacy with our machines? Are we
ready to see ourselves in the mirror of the machine and to see love as
our performances of love?" --Turkle, p. 138
"Nurturance was the killer app for robotics. Tending the robots incited
our engagement. There is a parallel for the networked life. Always on
and (now) always with us, we tend the Net, and the Net teaches us to
need it." --Turkle, p. 154
"I have come to value the few remaining quiet places in
the world. They remind us that there are things that must be thought
about in the privacy of one's own mind, not in the presence of
fragmented, graphical interfaces, or chattering printers, or beeping,
blinking video displays. Thought about--with an investment
of interpretive effort and critical skill, not simply, passively
registered as a stimulus or clicked-on like a hypertext button."
Roszak, p. 200
"The self shaped in a world of rapid response measures success by calls
made, e-mails answered, texts replied to, contacts reached. This self
is calibrated on the basis of what technology proposes, by what it
makes easy. But in the technology-induced pressure for volume and
velocity, we confront a paradox. We insist that our world is
increasingly complex, yet we have created a communications culture that
has decreased the time available for us to sit and think uninterrupted.
As we communicate in ways that ask for almost instantaneous responses,
we don’t allow sufficient space to consider complicated problems."
--Turkle, p. 166
"Social media ask us to represent ourselves in simplified ways. And
then, faced with an audience, we feel pressure to conform to these
simplifications." --Turkle, p. 185
- Questions and Announcements
- Thanks to Brooke for bringing the snacks
- Class Participation
- Because of the weather
moving us online, I have not compiled the feedback for class
participation yet, but as of this writing, the comments in the forums
wer very good. I particularly liked the discussion of the Winner
article, which seemed to me to be more thoughtful than the discussion I
have had in person in the past.
- Overall, discussions have been very good
- Remember that I am grading participation based on what is listed in the Class Participation handout
- If you want an update about your participation, let me know
- You are required to have at least two comments sent to the
class email discussion (over the course of the semester); additional
comments can help make up for limited in-class participation.
- Discussion: Turkle, Chapters 7-9, Led by Jennifer C.
- Postman Paper due next class
- Read, Turkle, Chapters 10-12
- Discussion led by MaryClare and Jose
- Snacks Next Time: Monique
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This page was prepared by Dr.
David M. Marcovitz.
Last Updated: February 5, 2014