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EDTC 6101 Module 8: Digital Futures (: (James: Ch 5 (entry points (digital…

- - - - source of youth ethics
        
        capacity/disposition. 2. social pressure. 3. modelling. 4. code of do's and don'ts
        
        a key gap is an adult modelling and mentorship gap
      - toward addressing problem
        
        what is the nature of the ethical dilemma: a new ethical problem or a pre-existing one?
        
        either way, new technologies magnify the consequences/dimension of problem
        
        new ethics may or may not be warranted:
        
        Floridi and JW Sanders argue for "constructionist, proactive ethical approaches
    - - engaging ethical thinking skills
        
        roles and responsibilities thinking
        
        community thinking
        
        "teach" a trio including: 1. complex perspective taking
      - cultivating ethical sensitivity
        
        do this by presenting scenarios?
        
        engage in exercises such as "circle of viewpoints"
      - cultivating agency
        
        cultivate positive, proactive use of social media
        
        "participatory politics" can backfire
      - cultivating motivation
        
        this is ultimately a matter of identity?
        
        strategies for ethical thinking capacities, cultivating sensitivity and motivation overlap
        
        provide frequent opportunities for reflection because this is lacking
    - - Steubenville rape case
      - study found much failure to think ethically but some possession and use of ethical thinking
      - impact of online choices magnified by its online-ness
    - - home
        
        reflective conversations but allow for autonomy and actual individual moral development
      - peer
        
        success hinges on individual choices but mentoring conversations can help
      - educational
        
        activities designed to engage spheres of ethical responsibility
        
        Common Sense Media curriculum
        
        The Good Project, Project Zero
      - individual
        
        extend and nature of investment in online activity
      - digital
        
        How can technology be used to cultivate moral thinking?
        
        popup prompts
        
        social media companies can help but site guidelines may have little effect
        
        reconsider Turnitin surveillance mindset
- - - - Disengagement of the learner
        
        :
        
        Focuses primarily on digital divide.
        
        In particular, the digital native lifestyle is seen to clash with the forms of regulation and control which characterize the organization of schools, libraries, universities, museums, and other educational institutions (548)
        
        :
        
        These clashes are seen to occur most notably in terms of the continued reliance on linear hierarchical relationships to facilitate communication and relationships, as well as supporting learning and access to knowledge (548)
        
        this could be extended to administrative use of tech affordances
      - Dumbing down of younger generations
        
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        :
        
        Potential cognitive/neurological deficits
        
        effect of txt-spk on language profiencies
        
        :
        
        Less not more creative and dynamic. Less interested in research and scholarship
        
        Less interested in research and scholarship
        
        :
        
        Social concerns
        
        :
        
        social media causes inability to critically engage with online information in anything more than a superficial manner
        
        Andrew Keen (2007): search engine cut and paste
        
        force all into same mold
        
        The University of Google, Tara Brabazon. Google leads to apathy and disengagement.
      - De-professionalism of the teacher
        
        :
        
        Noble (2003): technology enabled self serving administrators to control teachers
        
        digital tech reduces teachers to content producers
        
        once faculty convert courses to courseware their services no longer required (547)
        
        administration now peddles courses rather than faculty design/delivering/instruct: automated curricula
        
        :
        
        Labor: The complex of teacher skills is separated into outsourceable elements such as assessment specialism, instructional design
        
        Marxist deskilling of labor
      - Devaluation of knowledge
        
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        Excess of info leads to trivialization, devaluation of knowledge
        
        Excess leads to inability to evaluate
        
        :
        
        Ability access info replaces knowledge
        
        Purportedly values higher order thinking (use of information) but bypasses lower (comprehension)
        
        I see this: no need to learn what is in textbook; just take a picture
        
        As Mark Bauerlein (2009) argued in his polemic The Dumbest Generation , digital technology has led to a generation of students who have a “brazen disregard”’ for sustained reading,spelling, grammar, literacy, and overt displays of being knowledgeable, a generation that celebrates and “trumpets” aliteracy and anti‐intellectualism, as well as the creation and retention of knowledge
      - Displacement of the teacher
        
        Keller (1968) faulted behaviorism for devaluing teacher
        
        Cognitivism also faulted: “guide on side rather than sage on stage”
        
        Does “learner-centered” language detract from the teaching-learning construct rather than amplifying it by devaluing the role of the teacher?
        
        Conversely, MOOCs push celebrity “rockstar teacher," thereby discredit "normal" teachers
      - Increased surveillance and accountability
        
        :
        
        organizationally centered “institutional technologies”’ rather than individually‐centered “instructional technologies (551)
        
        management and analytic systems: dataveillance (551; Monahan)
        
        use of educational technology for student/teacher surveillance
        
        Land and Bayne (2005) discussed the student tracking capabilities of virtual learning environments, noting these systems’ collection of sophisticated data trails from students and tutors under the aegis “of its pedagogical functioning rather than assessing systems as purported, it reinforces certain behavior/belief fosters climate of distrust and suspicion between student, teacher, admin negatively impacts student and teacher outcomes such as work effort, quality of dialogue, academic achievement, and intellectual risk-taking.
      - Conclusion
        
        It is only when presented as “transformative” that these stories are dystopian (552)
        
        Their value is to reveal blind spots or considerations
        
        :
        
        They and technology per se highlight existing problems/tensions including:
        
        hierarchies and power issues
        
        ethical and moral issues
        
        cognitive aspects of techonology use
        
        human aspects of education
        
        Pessimisms
        
        not uncompromising pessimism for its own sake
        
        not postmodern pessimism: fatalistic acceptance
        
        :
        
        rather, expect nothing (like scientific disproving of own theory)
        
        would strengthen and extend research methods
        
        would move beyond legalistic approach and “best practices”
        
        would eliminate foregone conclusion that “technology works”
        
        recognize tech cannot overcome entrenched social, political, economic, and cultural issues that underpin educational problems (554)
        
        would allow for freedom to experiment vs need to control from center (vs. Bailey Jaggars Jenkins)
        
        use tech to work with rather than against existing structures (e.g. classroom)
    - - Conversely “doomster” assumptions see mental/cognitive impairment and disengagement as results of tech in ed
        
        Otto Peters (2013) lists these critics
        
        these perspectives ususally not taken seriously by those in ed tech
      - Thesis: while neither boosterism nor doomsterism are objective, dystopian ed tech visions can improve ed tech by reminding us of what we don’t know, assume, or shouldn’t overlook
      - Learning technology has a blind spot in its focus on the future/possibilities and therefore on the positive
        
        “computer assisted” and “technology enhanced” learning are terms that assume the value of the technology
        
        this is in fact boosterism not research based (Bigum and Kenway (1998, 378))
- - - - forces and influences that are likely to create a need for change: taken from Knowledgeworks Foundation 2020 Forecast
        
        maker economy: will democratize design and production (me: how so, given greater influence of larger patterns on individual thinking?)
        
        new civic discourse: here sharing of common themes stressed (but siloing of interest groups to exclusion of dialogue with others ignored)
        
        pattern recognition: new tools, new data (me: new knowledge categories and uses)
        
        platforms for resilience: “will enable organizations and institutions to change their focus from resisting change, disruption, and the status quo to embracing responsive flexibility, distributed collaboration, and transparency through innovation, adaptation, and openness”
        (me: yet I am watching my own institution use technology to inforce uniformity and decrease student and faculty agency)
        
        amplified organization: Using their highly social, collective, and improvisational abilities, these organizational “superheroes” will remake organizational models. (me: is this really a more democratic organizational pattern or one in which only superheroes have power and influence?)
        
        altered bodies: three sentences to conflating biological augmentation with how “successful schools” will instill stewardship of environment?
    - - 29.7 Shifts from Educational Institutions to Learning Flows: Mapping the Future of Learning
        
        Institute for the Future’s
        (IFTF) report (2013)
        
        from working at one scale to working up and down the scale
        
        from degrees to reputation metrics
        
        from content conveyors to content curators
        
        from grades to continuous feedback mechanisms
        
        from assigning to enticing with content
        
        from lecture halls to collaborative spaces.
        
        from episodic to continuous learning
        
        :
        
        unclear what makes these "utopian"
    - - Basis for utopia:
        
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        Collaboration involves ways of learning that are social: peer‐learning, sharing, and collaborating in communities
        
        As if individual learning isn’t part of the equation
        
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        Informalization (informal learning) involves ways of learning that are life-wide: anywhere, anytime, blending virtual and real, combining sources/providers.
        
        As if life always affords or even always needs this
        
        :
        
        Personalization addresses ways of learning that are learner‐centered: tailor made and targeted, active and constructive, motivating and engaging.
        
        As if these can be universally defined!
    - - 29.8 Organizations: The Future of Learning Institutions in a Digital Age
        
        John D. and Catherine T. MacArthur Foundation
        report The Future of Learning Institutions in a Digital Age (Davidson, Goldberg, and Jones 2009)
        
        open source education
        
        lifelong learning
        
        from authority to collective credibility
        
        learning institutions as mobilizing networks
        
        flexible scalability
        
        self learning and horizontal structures and de-centered pedagogy
    - - Does this model really show some kind of verifiable cause and effect or just tell a narrative?
    - - 29.9 Learning Technologies
        
        communication, collaboration, negotiation, and networking skills will become critical
        
        Personalized lifelong learning opportunities
        
        ubiquitous, mobile, high‐quality, accessible, adaptable and user‐friendly applications and services
    - - pattern recognition and maker democracy seem contradictory ideas
    - - European Commission’s JRC report:
        
        increase of collaboration and communication will “require” better metacognition (but how will this be achieved?)
        
        ubiquitous and flexible devices resulting in augmented world
        
        like the rest of the section seems to be based on speculation rather than research
        
        learning will be more personalized and lifelong
    - - ideal society in which laws, government, and social conditions are primarily operating for the benefit and well-being of all its citizens (558)
      - dot-com culture of the 1990s, Silicon Valley:. This most recent form of technology utopianism reflects a belief that technological change revolutionizes human affairs, and that the Internet and digital technology will increase personal freedom by liberating the individual from the rigid embrace of bureaucratic big government (558)