Agenda: Class 7

ET 690 Educational Technology Seminar

"Instead of asking what our children will learn with computers, we also need to ask what they will become." Healy, p. 191

"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

"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

"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

"As teens turn to social media to connect with their friends, they consistently reproduce networks that reflect both the segregated realities of everyday life and the social and economic inequalities that exist within their broader peer networks. Teens go online to hang out with their friends, and given the segregation of American society, their friends are quite likely to be of the same race, class, and cultural background." --Boyd, p. 171

"Information literacy is not simply about the structural means of access but also about the experience to know where to look, the skills to interpret what’s available, and the knowledge to put new pieces of information into context. In a world where information is easily available, strong personal networks and access to helpful people often matter more than access to the information itself." --Boyd, p. 172

"Familiarity with the latest gadgets or services is often less important than possessing the critical knowledge to engage productively with networked situations, including the ability to control how personal information flows and how to look for and interpret accessible information." --Boyd, p. 180

"Youth must become media literate. When they engage with media—either as consumers or producers—they need to have the skills to ask questions about the construction and dissemination of particular media artifacts. What biases are embedded in the artifact? How did the creator intend for an audience to interpret that artifact, and what are the consequences of that interpretation?" --Boyd, p. 181

"What teens do online cannot be separated from their broader desires and interests, attitudes and values. Their relation to networked publics signals their interest in being a part of public life. It does not suggest that they’re trying to go virtual or that they’re using technology to escape reality. Teens’ engagement with social media and other technologies is a way of engaging with their broader social world." --Boyd, p. 202

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

Last Updated: October 12, 2015