The Purpose of Educational Technology

1
The Purpose ofEducational Technology

• Larry Harmon
• CECS 5800
• August 5, 2000

2
What is Technology?

• Origins Greek technologica meaning systematic
  treatment.
• It is a means to an end it is a human
  activity. (Norton, 1998)
• Perhaps no greater technological tool exists than
  the question.
• Technology as Art
• Technology as History

3
The Purposes of Technology

• Three Narratives
• Economic Utility
• Problem-Solving
• Democratic Ethos

4
Economic Utility

• The purpose of schooling is to prepare children
  for competent entry into the economic life of a
  community. It follows from this that any school
  activity not designed to further this end is seen
  as a frill or an ornament a waste of valuable
  time.
• Neil Postman (1995)

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Economic Utility

• If you will pay attention in school, and do your
  homework, and score well on tests, and behave
  yourself, you will be rewarded with a well-paying
  job when you are done.
• Neil Postman (1995)

6
Problem - Solving

• If the generic benefit of technology is problem
  solving, its sets up a perspective of life as a
  set of problems it establishes a psychology that
  is negative rather than optimistic and
  potentially feeds youthful cynicism and
  alienation.
• William Pretzer (1997)

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Problem - Solving

• Further, it implies that technology can solve all
  problems though war, famine, and racism still
  plague civilizations today.
• William Pretzer (1997)

8
A Democratic Ethos

• Can a society be formed, maintained, and improved
  on the principle of continuous argumentation?
• Neil Postman (1995)

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Democratic Ethos

• The ethos rests upon the values of
• Justice
• Honesty
• Self-discipline
• Due process
• Majority rule with respect for individual
  liberties.

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Democratic Ethos

• This narrative provides youth with the knowledge
  and will to participate in the great experiment,
  to teach them how to argue, and to help them
  discover what questions are worth arguing about,
  and to make sure they know what happens when
  arguments cease. No one is excluded from the
  story.

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Method of Analysis

Macro The efforts of nation-states
Meso The efforts of Non-Governmental
Organizations
Micro Curricular Efforts
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Macro - Analysis

• United States
• Great Britain
• Australia

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United States

• U.S. Department of Education. (1996). Getting
  Americas students ready for the 21st century
  meeting the technology literacy challenge
• An alarm based upon economic utility

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Great Britain

• The National Curriculum (1990)
• Technology presented as trade/vocational
  education
• classroom practice is driven by national tests
  used to measure student and program success.

15
Australia

• Technology moving away from British model toward
  the American model.
• Rationales/practices in Western Australia
  approach inquiry-based, multi-disciplinary
  designs.

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Meso - Analysis

• International Technology Organizations
• International Baccalaureate

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International Organizations

• Society for Information Technology and Teacher
  Education
• International Society for Technology Education
• International Technology Education Association

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Technology Journal Analysis, 1997-2000
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ISTE Standards

• Teacher standards described as professional
  behaviors as opposed to student outcomes.
• Student standards skill-based not concept-based

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20
International Baccalaurate

• Mission
• Rigorous, intellectual coursework
• Curriculum inquiry-based and infused with learner
  choice
• Emphasis on international understanding and
  responsible citizenship.

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Micro ITGS

• The Portfolio
• Four pieces focusing on the social significance
  of IT and the ethical considerations arising from
  IT

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Micro ITGS

• The Project
• Emphasizes solving a contemporary problem through
  technological means.
• Process collaborative research, test/retest
  solutions, keeping project log for reflective
  exercises.

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Conclusion
Level of Analysis Narrative
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The Role ofInternationalism inEducational
Technology

• Larry Harmon
• CECS 5800
• August 5, 2000