Agenda: Class 9

ET 690 Educational Technology Seminar

"Nobody asks how these connections fit into the school's curriculum, or whether the students might be better off taking a field trip to the zoo. Nobody asks why so much attention is paid to Net Day, and so little paid to School Library Week. Nobody asks why computer jocks happily visit schools to write Web pages, but rarely show up at PTA meetings. Nobody asks who'll fix the problem when the amateur wiring job breaks. Heck, nobody asks whether the politicians did a good job of installing the wires. Nope, the goal of Net Day is to get those classrooms wired. It's technology for technology's sake." Stoll, pp. 173-174

"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

"These issues of apparent choice and consent always need to be examined in the context of circumstances that people may not be choosing; from this broader standpoint, the apparent voluntariness of certain choices might be questioned." Burbules & Callister, p. 128

"It is sobering to think that when one enjoys a movie, a politician, or a breakfast cereal, it is often because a demographically correct test audience of people very much like us previewed the product and advised the produceers on how to change it so they (we) would enjoy it even more. The product is a simulation designed to fit the audience's expectations." Burbules & Callister, p. 130 (see the book Buyology for more about this)

"Credibility is suspect when there is the understanding that the ideas expressed, the information provided, or the views propounded have received some sponsor's tacit approval." Burbules & Callister, p. 144

"Do we really want to build our educational programs around 'informative entertainment?'" Burbules & Callister, p. 147

"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

"But at a deeper level, this book puts forth the idea that a post-technocratic way of thinking should occupy a more central place in the methods and content of education itself. As we inevitably become more involved with these new information and communication technologies, we should interact with them in a two-sided, reflective way that maintains a critical distance from our tools even when--especially when--we find them most 'useful.'" --Burbules & Callister, p. 179

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

Last Updated: November 3, 2011