This article was written by Andrew Molnar and was published more than a decade ago, in 1997, which makes it a little more interesting to see how much has changed since its publication, computers in education wise. It’s a very brief historical piece chronicling some of the more noteworthy developments that serves as a foundation for the evolution of computer programming. The article kicked off with a couple of general viewpoints about computers in education. Some of the depictions, for example it being an "accidental revolution" or, taking a more pragmatic outlook, "unthinking man and his thinking machines,” were wittingly put forth to kind of sculpt out another, possibly a more positive, attitude towards the use of computers in education. He goes on to state a pretty broad description of the purpose of education, declaring that it has two main functions, “to transmit the culture, values and lessons of the past to the current generation; and to prepare our children for the world in which they will live.” The rest of the article is basically backing his point. But, before he get into the gist of things he briefly reveals how computers emerged, which he pronounces was at the launch of the Soviet satellite “SPUTNIC” in 1957. It initiated the “golden age” of education which encouraged educational reform on a national level. Six years later, two pioneers from Dartmouth revolutionized, or shall I say, expanded the role of computers by replacing punch cards with a less restrictive time-sharing method and created an easy-to-use BASIC language than the machine language, FORTRAN.
The succeeding points and sub-points reference the other educators and pioneers that developed systems to assist a learner’s tacit “difficulty in handling problems that involve large quantities of data or have many interrelated structures.” Some of the developments mentioned were computer graphics, virtual reality, substituting Roman numerals with Arabic symbols for mathematics and the invention of spreadsheets for better organization in business. Then the 1980’s marked the era of supercomputers and telecommunications and thus, global access to knowledge and information from all over the world. Molnar described it as a system that has “greatly expanded access to information and increased the speed with which ideas are disseminated. It produces a new form of knowledge, an "infosphere," based on the interaction of people, information, technology and new social organizations. This evolving infrastructure will inevitably lead to a major restructuring of education.” In retrospect, he was correct because now, in the 21st century, certain guidelines had to be put in place to filter out factual information. It forced another reform in education, one that involved creating a more efficient way of researching.
Molnar’s conclusion sums up his ideals and perspectives about computers in education. He points out that the upsurge of information has not only enhanced our understanding of the world around us, but its growth and exploitation is dependent on two things, the ability of scientists to produce new knowledge and society’s ability to assimilate it. Thus, scientific evolution banks on man’s limited ability to absorb new information. He hypothesized that the future of our social, industrial and educational institutions will undoubtedly face a major restructuring. The reliance on computers and telecommunications for work and education will increase. Well, surprise surprise! That is precisely what happened. From what I’ve witnessed in my years of schooling, educational institutions have become more reliant on computers and telecommunications to not only assist in instruction, but now it has become a mechanism to retain the desire to learn.
He ends the article with a question that he proclaimed is meant for the 21st century, “What it means "to know." Is it what we have in our heads or how well we are skilled to explore the infosphere?” Based on the discussion we had in class today regarding the use of video games in education and my experiences as a student and an enthusiast about computers in general, I will have to say “to know” has converted to how skilled we are in exploring the infosphere. It goes without saying that computers have transformed our thinking process. It’s merely keeping us abreast with the world around us.
The article is archived at a commercial website, http://thejournal.com/Articles/1997/06/01/Computers-in-Education-A-Brief-History.aspx?Page=1, but it was published in T.H.E. Journal, a private magazine that is mailed to qualified K-12 senior level district and school administrators, technologists, and tech savvy educators. It was launched in 1972 as the first magazine to cover education technology; its purpose is to instruct methods of using technology to enhance the learning process.
My first impression of the site was kind of unenthusiastic. I thought it was bland and specific to a certain audience. The article, on the other hand, maintained a professional format, but it pertained to more people. Nonetheless, I wasn’t too keen on the article’s format. It was divided into 15 parts and was centered in the middle of the page. I personally like to have just the article all on one page or if it’s a lengthy piece to use up the maximum amount of space first before extending it to another page. In order for me to read it all at once I had to read it in print preview form. Besides that, there is little advertising for other corporations displayed at the bottom of the page which are conducive to T.H.E. Journal’s objective, which I liked. I appreciate being able to read without a bunch of advertisements randomly popping up or blinking in my side view. In addition, it contained options to learn more about the publication. On the left side of the page displays a menu, which comprise of a list of links to informative sections of the webpage such as K-12 News, Webinars, Services, Resources, and a link to an archive of articles published in the magazine dating back to 1994. There is also a comment section at the bottom of the page.
Moving on to the article!
I chose this topic because I’m intrigued by the way computers have shaped our culture. It’s rapid progression and hypnotizing effect it has on our culture has forced educators to rethink strategies that are conducive to our preferences. Growing up in an era where computers were already apparent and witnessing its evolution, I was interested in finding out how it got started and learning about the ideas that fostered its development in education.
The article was written by Andrew Molner, whom I think is qualified to write this document. He has an accredited background which includes research and in addition to holding a doctorates degree in Psychology at the University of Maryland, he has acquired credibility out of his leadership undertakings by directing programs in higher education research and organizing the educational technology programs at the U.S. Department of Education. He also spearheaded a program for the National Science Foundation, Applications of Advanced Technologies Program in Science education.
There were many fine points made, but it mainly illuminated the fact that the meaning “to know” has changed, or in a better sense, has extended. It no longer just mean to have the ability to retain information read in a book, it now involves the aptitude of using a computer. It unearthed the realization that books, a veteran of information, has been worshipped, exploited, and is now being challenged. How many discussions have we had about the future of the book?
Although the article was certainly an interesting read, I would only recommend this site to administrators or educators that are seeking ways to safely and effectively incorporate computer programs into the classroom, or has an interest in increasing the use of computers in education. Some of the articles in the archives may be of interest to a wider community, but for the most part, the information provided is specific to a particular audience.
Thursday, December 3, 2009
Sunday, November 22, 2009
Oh just be patient!
The discussion in class shed some much needed light to how new media is shaping today’s society. First, let me express how much I enjoyed the presentations. They were very entertaining and edifying. While this isn’t the first time I was totally taken with the subject, it was {as I uttered in class} the first time I really had the urge to verbalize my thoughts…which is a good thing. Anywho, I was mostly captivated by the stumbled upon discussion on this very bad trait that has grown to be prevalent in today’s society. Talking about the ever present impatience. Why has it become such a trend and is technology really to blame? As I expressed before, I love electronics and at times I feel like I’m in a technological matrix {best said by Vee :-)}, however, I do believe that it is partly, if not wholly, to blame for the degeneration of a very valuable and essential characteristic.
While doing some research for my paper I came across an article entitled “Is Educational Technology Shortening Student’s Attention Spans?” Written by David M. Marcovitz and John David Son, this article devises a point and a counterpoint in an effort to answer the question. Based on the length and the many examples and analogies used as support, their answer, as is mine and I’m sure most others, is Yes. There’s no doubt about it. Electronics and technology has fashioned us to become accustomed to rapidity; high-speed internet, on demand, uploading, downloading, etc. Technological and/or scientific simulations allow people to create and invent cyberical entities in an instant, watch them change, die, etc., which in a way is remarkable, but the downside of it all has its own detrimental effects. As best expressed in the article,
“After seeing a flower bloom in a minute, who has the patience to wait for it to bloom in real time?”
This article made me think about the presentation on Twitter {which was awesome by the way}. Twitter may be amusing and great for interacting, but truth be known it isn’t helping the issue with impatience. The whole idea of limiting each tweet to only 140 characters is silly but some may argue that it teaches people to be creative and straightforward, which, for the most part, is beneficial to those that tend to ramble. I’m sure avid Tweeters can come up with a bunch of probable {and I use this word loosely} benefits to tweeting. Let me utter that I’m not arguing against Twitter because I think it’s ridiculous and will eventually depreciate along with the earlier social networking sites{I promise}, it’s just bottom line, in essence, Twitter is an expansion of stimulations to goad time management – make people more impatient.
One aspect of the article that bothered me was the illustration of students in one classroom using technology to basically learn and be creative. “Students were excited and engaged in the content being presented.” Whereas, in another classroom the teacher adhered to the traditional learning style of lecturing and students were to take notes using a pencil and paper. It was described as a process using “little creativity, expression, or problem solving. Students seemed disengaged and disconnected. They were only on the receiving end of the information.” When did taking notes become uncreative and disengaging? I must have overlooked that memo. So basically, students must use some kind of computer technology to be creative and express themselves? I’m honestly a little frightened to see what the next generation will conform to…
While doing some research for my paper I came across an article entitled “Is Educational Technology Shortening Student’s Attention Spans?” Written by David M. Marcovitz and John David Son, this article devises a point and a counterpoint in an effort to answer the question. Based on the length and the many examples and analogies used as support, their answer, as is mine and I’m sure most others, is Yes. There’s no doubt about it. Electronics and technology has fashioned us to become accustomed to rapidity; high-speed internet, on demand, uploading, downloading, etc. Technological and/or scientific simulations allow people to create and invent cyberical entities in an instant, watch them change, die, etc., which in a way is remarkable, but the downside of it all has its own detrimental effects. As best expressed in the article,
“After seeing a flower bloom in a minute, who has the patience to wait for it to bloom in real time?”
This article made me think about the presentation on Twitter {which was awesome by the way}. Twitter may be amusing and great for interacting, but truth be known it isn’t helping the issue with impatience. The whole idea of limiting each tweet to only 140 characters is silly but some may argue that it teaches people to be creative and straightforward, which, for the most part, is beneficial to those that tend to ramble. I’m sure avid Tweeters can come up with a bunch of probable {and I use this word loosely} benefits to tweeting. Let me utter that I’m not arguing against Twitter because I think it’s ridiculous and will eventually depreciate along with the earlier social networking sites{I promise}, it’s just bottom line, in essence, Twitter is an expansion of stimulations to goad time management – make people more impatient.
One aspect of the article that bothered me was the illustration of students in one classroom using technology to basically learn and be creative. “Students were excited and engaged in the content being presented.” Whereas, in another classroom the teacher adhered to the traditional learning style of lecturing and students were to take notes using a pencil and paper. It was described as a process using “little creativity, expression, or problem solving. Students seemed disengaged and disconnected. They were only on the receiving end of the information.” When did taking notes become uncreative and disengaging? I must have overlooked that memo. So basically, students must use some kind of computer technology to be creative and express themselves? I’m honestly a little frightened to see what the next generation will conform to…
Sunday, November 15, 2009
Literary Technology vs. Media Technology
Most electronic media, including interactive media, foster shorter attention spans and accelerated gratification. Passive participation from media is preferred over actively engaging oneself in a good literary read.
It goes without saying that I love my technology….electronics that is. But, I have noticed some significant differences in my behavior and my way of thinking. I’ve become very impatient and often find myself struggling to find the words to accurately express myself. I avidly use the thesaurus, why? Because my vocabulary isn’t up to par. I don’t read as often as I should and found that the only books I managed to complete were assigned. I haven’t willingly read a book since….probably sophomore year. I chose to either Facebook for hours, watch an interesting episode or two, or several, and pretty much absorb myself in some kind of electronic media. I chose passive participation over active.
NEA’s report Reading at Risk brought to my attention how magnetic and hoggish media and electronics are. The results are horrific but it is a visualization of the journey we’re being taken on by responding so avidly to the splendid attributes it’s made up of. The response fuels creators and manufacturers to not only produce and distribute better (enhanced) versions of an original, but to also invent something avant-garde. But, fabricating more adaptations will only exacerbate the issue. Not to mention the persuasive advertising that comes along with it. It calls for much of the violence and prudent behavior that has undoubtedly become apparent and, according to the report, it is associated with the lack of participation in cultural and social activities.
Don’t get me wrong, I do think the report is subjective, but there is some truth to it. I see it constantly and am a spectacle of it myself. It’s amazing how many stories I hear of children being told to go watch television as opposed to picking up a book, taking a trip to Gamestop® rather than to a public library. It’s apparent that literary reading comprise of valuable attributes that shouldn’t be taken for granted. It’s about time to restore the faith in good ol’ reading.
It goes without saying that I love my technology….electronics that is. But, I have noticed some significant differences in my behavior and my way of thinking. I’ve become very impatient and often find myself struggling to find the words to accurately express myself. I avidly use the thesaurus, why? Because my vocabulary isn’t up to par. I don’t read as often as I should and found that the only books I managed to complete were assigned. I haven’t willingly read a book since….probably sophomore year. I chose to either Facebook for hours, watch an interesting episode or two, or several, and pretty much absorb myself in some kind of electronic media. I chose passive participation over active.
NEA’s report Reading at Risk brought to my attention how magnetic and hoggish media and electronics are. The results are horrific but it is a visualization of the journey we’re being taken on by responding so avidly to the splendid attributes it’s made up of. The response fuels creators and manufacturers to not only produce and distribute better (enhanced) versions of an original, but to also invent something avant-garde. But, fabricating more adaptations will only exacerbate the issue. Not to mention the persuasive advertising that comes along with it. It calls for much of the violence and prudent behavior that has undoubtedly become apparent and, according to the report, it is associated with the lack of participation in cultural and social activities.
Don’t get me wrong, I do think the report is subjective, but there is some truth to it. I see it constantly and am a spectacle of it myself. It’s amazing how many stories I hear of children being told to go watch television as opposed to picking up a book, taking a trip to Gamestop® rather than to a public library. It’s apparent that literary reading comprise of valuable attributes that shouldn’t be taken for granted. It’s about time to restore the faith in good ol’ reading.
Sunday, November 8, 2009
An Educated World
“Literacy and education is the avenue to social and economic advancement.”
I have to solemnly agree with this statement and utter that this notion still relates to today’s standard of living. Thinking more in terms of respect and career wise, how likely is someone that uses jargon such as “ain’t” or even “yup” to be considered a great candidate for any prestigious position, or…social wise…considered to be someone smart and educated? In the social arena, “literate” people know how to correctly formulate a sentence (not using double negatives) and hold an intelligent conversation. “Smart” people are knowledgeable about corporate America, politics, attained degrees and are generally the people with power and money [with the exception of entertainers, athletes, etc.]). This is pretty much palpable truths, so let me get to the point of why I was drawn to this statement.
Look at what changes are being made due to the struggling economy. Everyone is encouraged to consider higher education and obtain a degree or certificate of achievement in a field of interest (preferably one that is demanded). Why all of a sudden was this practically an imperative task for people seeking work to carry out? Well, because it places you in a preferred category…one that classifies you as more educated and equipped for the position. These days a diploma isn’t adequate enough, maybe for a minimum wage paying job, but the cost of living steadily increases which will make it a little more difficult to maintain. So, for economic advancement, you’re pretty much coerced to become more educated. Nonetheless, the idea of creating a pool of more educated people seems noble and boasts great potential, but what kind of community will transpire from this? What kind of stances will emerge? The importance of literacy and education is taking its place once again…but in a different society, one that is more liberated and complex…
I have to solemnly agree with this statement and utter that this notion still relates to today’s standard of living. Thinking more in terms of respect and career wise, how likely is someone that uses jargon such as “ain’t” or even “yup” to be considered a great candidate for any prestigious position, or…social wise…considered to be someone smart and educated? In the social arena, “literate” people know how to correctly formulate a sentence (not using double negatives) and hold an intelligent conversation. “Smart” people are knowledgeable about corporate America, politics, attained degrees and are generally the people with power and money [with the exception of entertainers, athletes, etc.]). This is pretty much palpable truths, so let me get to the point of why I was drawn to this statement.
Look at what changes are being made due to the struggling economy. Everyone is encouraged to consider higher education and obtain a degree or certificate of achievement in a field of interest (preferably one that is demanded). Why all of a sudden was this practically an imperative task for people seeking work to carry out? Well, because it places you in a preferred category…one that classifies you as more educated and equipped for the position. These days a diploma isn’t adequate enough, maybe for a minimum wage paying job, but the cost of living steadily increases which will make it a little more difficult to maintain. So, for economic advancement, you’re pretty much coerced to become more educated. Nonetheless, the idea of creating a pool of more educated people seems noble and boasts great potential, but what kind of community will transpire from this? What kind of stances will emerge? The importance of literacy and education is taking its place once again…but in a different society, one that is more liberated and complex…
Sunday, November 1, 2009
Deliberation
I have (somewhat) given some more thought to a topic for my research paper and I decided to take a different route away from the three deliberations I mentioned a couple weeks ago. A couple of ideas obligingly bulleted on the research paper outline took hold of my interest, but I think I will settle with the one about new media creating [or not creating] new opportunities for writers or other creative workers. Mostly because I love technology and everything it encompasses…well almost everything. In terms of new media, I was thinking much of what is widely used today, web 2.0.
I haven't exactly decided which direction I would like to go with this. I want to deliberate on it more to gather some more thoughts. Some things that do come to mind is the use of blogs and how this has created an avenue for writers to express their thoughts. Other social networks influence writers and creative workers as well.
It’s late, my brain is tired so I’ll get back to this later…
I haven't exactly decided which direction I would like to go with this. I want to deliberate on it more to gather some more thoughts. Some things that do come to mind is the use of blogs and how this has created an avenue for writers to express their thoughts. Other social networks influence writers and creative workers as well.
It’s late, my brain is tired so I’ll get back to this later…
Copy...right
What a very interesting topic for this week! I found myself immersed in the video shown in class and the readings weren’t too bad either! I think it was definitely time to learn the particulars of copyrighting since the consequences of breaching its conventions affects me in more ways than I wish to share. Plus, I aspire to become a renowned author/ screenwriter thus…well you get the point. Anywho, I am a HUGE fan of music! I thoroughly enjoyed the remixes that were composed in the film, buuutt, getting to the relevance of its screening in class, I do agree with the notion that the conventions of copyright infringement are a bit too stringent. Based on John Feather’s Copyright and the Creation of Literary Property, the recognition of profiting from a work of art created a means of access to a more profitable way of thinking.
Copyright started off as a means to protect the authors or originators from getting their work pirated. However, the realization of profiting propagated into something much less about honoring an author’s work and more about ways to control and collect which brings me back to the video’s philosophy:
• Culture depends on the past
• Past tries to control the future
• Our future is getting less free
I have to confess that I am somewhat caught in the middle with this argument. While it is important to have some kind of regulation in tact to protect creativity, it is simultaneously putting it in a choke hold. Suffice it to say that originality is key? Let’s take a look at the case in point, music. Many of these “pop” hits are recreations of previously recorded records, and I’m not talking about just the beats or the instrumentals but the lyrics as well. Remaking old “hits” has become a very common thing to do. I just discovered that Beyoncé’s “If I Were A Boy” was originally sung by BC Jean, who also co-wrote the song. Yet, it appears that Beyoncé receives most credit for this chart topper. So, to my question with originality being the key to uphold freedom of creativity, maybe not if you’re already a renowned money producing artist. Nonetheless, even though it wasn’t her song to begin with, it was her creativity that brought it back and made it rise to the top of the charts. But what about the people that isn’t so fortunate and just wants to express their creative abilities?? I guess they will have to settle with video game systems and DJ Hero…
Copyright started off as a means to protect the authors or originators from getting their work pirated. However, the realization of profiting propagated into something much less about honoring an author’s work and more about ways to control and collect which brings me back to the video’s philosophy:
• Culture depends on the past
• Past tries to control the future
• Our future is getting less free
I have to confess that I am somewhat caught in the middle with this argument. While it is important to have some kind of regulation in tact to protect creativity, it is simultaneously putting it in a choke hold. Suffice it to say that originality is key? Let’s take a look at the case in point, music. Many of these “pop” hits are recreations of previously recorded records, and I’m not talking about just the beats or the instrumentals but the lyrics as well. Remaking old “hits” has become a very common thing to do. I just discovered that Beyoncé’s “If I Were A Boy” was originally sung by BC Jean, who also co-wrote the song. Yet, it appears that Beyoncé receives most credit for this chart topper. So, to my question with originality being the key to uphold freedom of creativity, maybe not if you’re already a renowned money producing artist. Nonetheless, even though it wasn’t her song to begin with, it was her creativity that brought it back and made it rise to the top of the charts. But what about the people that isn’t so fortunate and just wants to express their creative abilities?? I guess they will have to settle with video game systems and DJ Hero…
Sunday, October 18, 2009
writing tables...dry erase board...palm pilots!! Hmmmmmm I see a trend here...
This week’s reading wasn’t as enthralling as I had expected, but it was interesting nonetheless. I actually found myself, inadvertently, really into the reading about table-writing. I must admit, my first reaction wasn’t too pleasing…the 41 pages kind of threw me off…luckily it was a fairly easy read. Anywho, the idea of a book of erasable leaves sounds kind of cool. In reading this article, the first thing that came to mind was a dry erase board; you write on it, erase it, write on it again, and so on. I happen to really like dry erase boards. They come in handy during study time, well….not necessarily for English students, but when studying science and those notorious chemical equations, a dry erase board is IDEAL!
Getting back to the article…
There was a point in the article about exercises that induce memory. Referencing Francis Goyet’s argument,
“Accumulation of commonplaces is pointless without selection and analysis. Recopying induces thought. The same sentence or anecdote can be classified under various headings, or the heading itself can be made more precise and explicit…the task of recopying, seemingly so rudimentary, is an intellectual exercise.
Oh how much I concur! Although this argument is directed towards the use of writing tables during that time, it also confirms how effective this “rudimentary” tactic is. Being that we’re students, pretty much finishing up the last bit of our curriculum, we all know that rewriting/recopying useful information is still a recommended study method. While writing tables are no longer used, this speck of overt awareness brings me to my beloved topic, the use of electronics. I will just shorten what could become a long, dragged out articulation of my thoughts and ideas by just simply stating that…computers took the place of writing tables. :-)
Now…as far as topics for the research paper, I am still a bit dense…more than likely do to my inevitable ability to…well I just didn’t give it too much thought. Nonetheless, seeing that I have this weird obsession with electronics, my research paper {of course} will display this verity.
Here are some ideas…
1. The internet vs. the library and how its effects on the current generation foretells what will come of the forthcoming generation
2. Does technology comprise some kind of inevitable dumbing down effect?
3. Will books lose their credibility: are they losing their credibility?
My thoughts on all three topics are pretty much equal so I’m kind of deadlocked…I {obviously} have some more thinking to do!!
Getting back to the article…
There was a point in the article about exercises that induce memory. Referencing Francis Goyet’s argument,
“Accumulation of commonplaces is pointless without selection and analysis. Recopying induces thought. The same sentence or anecdote can be classified under various headings, or the heading itself can be made more precise and explicit…the task of recopying, seemingly so rudimentary, is an intellectual exercise.
Oh how much I concur! Although this argument is directed towards the use of writing tables during that time, it also confirms how effective this “rudimentary” tactic is. Being that we’re students, pretty much finishing up the last bit of our curriculum, we all know that rewriting/recopying useful information is still a recommended study method. While writing tables are no longer used, this speck of overt awareness brings me to my beloved topic, the use of electronics. I will just shorten what could become a long, dragged out articulation of my thoughts and ideas by just simply stating that…computers took the place of writing tables. :-)
Now…as far as topics for the research paper, I am still a bit dense…more than likely do to my inevitable ability to…well I just didn’t give it too much thought. Nonetheless, seeing that I have this weird obsession with electronics, my research paper {of course} will display this verity.
Here are some ideas…
1. The internet vs. the library and how its effects on the current generation foretells what will come of the forthcoming generation
2. Does technology comprise some kind of inevitable dumbing down effect?
3. Will books lose their credibility: are they losing their credibility?
My thoughts on all three topics are pretty much equal so I’m kind of deadlocked…I {obviously} have some more thinking to do!!
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