Agenda: Class 7

ET 690 Educational Technology Seminar

"How much intellectual rigor must we sacrifice in order to get kids 'motivated'?" Healy, p. 264

"But we all must realize that opening the Internet's door to youngsters also requires teachers to accept additional responsibilities. This does not just involve watching out for pornographic or violent material; that's the easy part. It also concerns watching what values and beliefs students develop about what knowledge is; how it's built; how it's used; and what it demands of them, as students and citizens." --Oppenheimer, p. 395

"The belief that some communities are 'real' and others 'virtual' ignores what is 'virtual' (imagined) about all communities and what is 'real' even about online communities--as real as any community can be." Burbules & Callister, p. 168

"Similarly, is a virtual conversation with someone, mediated by a two-way video link, less 'real' than a face-to-face conversation? What if people happen to be more honest in video links than face-to-face--which interaction is more 'real' then?" --Burbules & Callister, p. 175

"The idea that we can be exactly what the other desires is a powerful fantasy. Among other things, it seems to promise that the other will never, ever, have reason to leave. Feeling secure as an object of desire (because the other is able to imagine you as the perfect embodiment of his or her desire) is one of the deep pleasures of Internet life." --Turkle, p. 249

"Privacy has a politics. For many, the idea 'we're all being observed all the time anyway, so who needs privacy?' has become commonplace. But this state of mind has a a cost."--Turkle, p. 262

"There are no simple answers as to whether the Net is a place to be deliberate, to commit to life, and live without resignation. But these are good terms with which to start a conversation. That conversation would have us ask if these are the values by which we want to judge our lives." --Turkle, p. 277

"If there is an addiction here, it is not to a technology. It is to the habits of mind that technology allows us to practice." --Turkle, 288

"In light of our discussion in the previous chapter, we’re particularly attuned to the role of diminished risk-taking in these societal trends. It may feel more comfortable to remove the risk from social interactions, but if we don’t put ourselves out there, we can’t truly connect with others (isolation). And, if we don’t truly connect with others, we can’t put ourselves in their shoes (empathy)." --Gardner & Davis, p. 119

"Our investigations lead us to conjecture that digital media give rise to—and allow more people to engage in—a “middle c” creativity that is more interesting and impressive than “little c” but—due to built-in software constraints and obstacles to deep engagement—decidedly less ground-breaking than “Big C.” These studies also suggest that digital media may have a freeing effect on those young people who already have a disposition to experiment, to imagine, while having a freezing impact on that increasing proportion of youth who would rather follow the line of least resistance." --Gardner & Davis, p. 153

"Of course, as Jacques Ellul might have quipped, disconnecting technologically may prove easier than challenging the consciousness created by technology." --Gardner & Davis, p. 192

"And so we come full circle to the questions raised by Anthony Burgess. Is it better for our species to tolerate our imperfections—our individualized identities, our idiosyncratic forms of intimacy, our stumbling but earnest and perhaps unique efforts to be creative? Or should we attempt to uncover, or create, the full spectrum of apps or the super-app needed or wanted so that you—we—can pursue a certain view of the Good Life?" --Gardner & Davis, p. 193




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This page was prepared by Dr. David M. Marcovitz.

Last Updated: February 20, 2015