{"id":3739,"date":"2016-04-25T03:40:33","date_gmt":"2016-04-25T08:40:33","guid":{"rendered":"http:\/\/stager.tv\/?p=3739"},"modified":"2025-06-03T12:44:25","modified_gmt":"2025-06-03T17:44:25","slug":"technology-is-not-neutral-asugsv-edition","status":"publish","type":"post","link":"http:\/\/stager.tv\/?p=3739","title":{"rendered":"Technology is Not Neutral (#asugsv edition)"},"content":{"rendered":"\n

[April 2016<\/strong>] At last week’s #asugsv Summit<\/a>, the annual bacchanal where dilettantes, amateurs, libertarians, billionaires, and Silicon Valley mercenaries gather to plot the destruction of public education in plain view, Dr. Condoleeza Rice of 9\/11 and Iraqi war infamy shared her expertise on “reforming” public education. Like many simpletons and profiteers, Dr. Rice seeks salvation in dystopian technology and reportedly demonstrated a level of understanding of educational technology similar to her imaginary “mushroom cloud” in Baghdad.<\/p>\n\n\n\n

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\u201cTechnology is neutral,\u201d Rice observed. \u201cIt\u2019s how it is applied that matters.\u201d Technology can be used to support a world in which a child\u2019s zip code or color or gender or age doesn\u2019t shape their future\u2014just their commitment to getting an education, she said. (Edsurge – Heard & Overheard at the ASU+GSV Summit<\/a>. April 19, 2016.)<\/p>\n<\/blockquote>\n\n\n\n

No. You are profoundly wrong Dr. Rice!<\/p>\n\n\n\n

In fact I detailed how wrong you are three years ago. Perhaps you didn’t read my daily brief entitled, “Technology is Not Neutral!” You may read it below…<\/p>\n\n\n\n

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Larry Ferlazzo invited me to share a vision of computers in education for inclusion in his Classroom Q&A Feature in Education Week<\/a>. <\/em>The text of that article is below.<\/p>\n\n\n\n

You may also enjoy two articles I published in 2008:<\/p>\n\n\n\n

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  1. What\u2019s a Computer For? Part 1 – It all depends on your educational philosophy<\/em><\/a><\/li>\n\n\n\n
  2. What\u2019s a Computer For? Part 2 – Computer science is the new basic skill<\/em><\/a><\/li>\n<\/ol>\n<\/blockquote>\n\n\n\n

    Technology is Not Neutral<\/strong><\/h2>\n\n\n\n

    Educational computing requires a clear and consistent stance<\/em>
    \u00a9 2013 Gary S. Stager, Ph.D.<\/p>\n\n\n\n

    There are three competing visions of educational computing. Each bestows agency on an actor in the educational enterprise. We can use classroom computers to benefit the system, the teacher or the student. Data collection, drill-and-practice test-prep, computerized assessment or monitoring Common Core compliance are examples of the computer benefitting the system. \u201cInteractive\u201d white boards, presenting information or managing whole-class simulations are examples of computing for the teacher. In this scenario, the teacher is the actor, the classroom a theatre, the students the audience and the computer is a prop.<\/p>\n\n\n\n

    The third vision is a progressive one. The personal <\/em>computer is used to amplify human potential. It is an intellectual laboratory and vehicle for self-expression that allows each child to not only learn what we\u2019ve always taught, perhaps with greater efficacy, efficiency or comprehension. The computer makes it possible for students to learn and do in ways unimaginable just a few years ago. This vision of computing democratizes educational opportunity and supports what Papert<\/a> and Turkle<\/a> call epistemological pluralism. The learner is at the center of the educational experience and learns in their own way.<\/p>\n\n\n\n

    Too many educators make the mistake of assuming a false equivalence between \u201ctechnology\u201d and its use. Technology is not<\/span> neutral. It is always designed to influence behavior. Sure, you might point to an anecdote in which a clever teacher figures out a way to use a white board in a learner-centered fashion or a teacher finds the diagnostic data collected by the management system useful. These are the exception to the rule.<\/p>\n\n\n\n

    While flexible high-quality hardware is critical, educational computing is about software because software determines what you can do and what you do determines what you can learn. In my opinion the lowest ROI comes from granting agency to the system and the most from empowering each learner. You might think of the a continuum that runs from drill\/testing at the bottom; through information access, productivity, simulation and modeling; with the computer as a computational material for knowledge construction representing not only the greatest ROI, but the most potential benefit for the learner.<\/p>\n\n\n\n

    Piaget reminds us ,\u201cTo understand is to invent,\u201d while our mutual colleague Seymour Papert<\/a> said, \u201cIf you can use technology to make things, you can make more interesting things and you can learn a lot more by making them.\u201d<\/p>\n\n\n

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    \"\"<\/a><\/figure>\n<\/div>\n\n\n

    Some people view the computer as a way of increasing efficiency. Heck, there are schools with fancy-sounding names popping-up where you put 200 kids in a room with computer terminals and an armed security guard. The computer quizzes kids endlessly on prior knowledge and generates a tsunami of data for the system. This may be cheap and efficient, but it does little to empower the learner or take advantage of the computer\u2019s potential as the protean device for knowledge construction.<\/p>\n\n\n\n

    School concoctions like information literacy, digital citizenship or making PowerPoint presentations represent at best a form of \u201cComputer Appreciation.\u201d The Conservative UK Government just abandoned their national ICT curriculum on the basis of it being \u201charmful and dull\u201d and is calling for computer science to be taught K-12. I could not agree more.<\/p>\n\n\n\n

    My work with children, teachers and computers over the past thirty years has been focused on increasing opportunity and replacing \u201cquick and easy\u201d with deep and meaningful experiences. When I began working with schools where every student had a laptop in 1990, project-based learning was supercharged and Dewey\u2019s theories were realized in ways he had only imagined. The computer was a radical instrument for school reform, not a way of enforcing the top-down status quo.<\/p>\n\n\n\n

    Now, kindergarteners could build, program and choreograph their own robot ballerinas by utilizing mathematical concepts and engineering principles never before accessible to young children. Kids express themselves through filmmaking, animation, music composition and collaborations with peers or experts across the globe. 5th<\/sup> graders write computer programs to represent fractions in a variety of ways while understanding not only fractions, but also a host of other mathematics and computer science concepts used in service of that understanding. An incarcerated 17 year-old dropout saddled with a host of learning disabilities is able to use computer programming and robotics to create \u201cgopher-cam,\u201d an intelligent vehicle for exploring beneath the earth, or launch his own probe into space for aerial reconnaissance. Little boys and girls can now make and program wearable computers with circuitry sewn with conductive thread while 10th<\/sup> grade English students can bring Lady Macbeth to life by composing a symphony. Soon, you be able to email and print a bicycle. Computing as a verb is the game-changer.<\/p>\n\n\n\n

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    \"\"<\/a><\/figure>\n<\/div>\n\n\n\n
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    Used well, the computer extends the breadth, depth and complexity of potential projects. This in turn affords kids with the opportunity to, in the words of David Perkins<\/a>, \u201cplay the whole game.\u201d Thanks to the computer, children today have the opportunity to be mathematicians, novelists, engineers, composers, geneticists, composers, filmmakers, etc\u2026 But, only if our vision of computing is sufficiently imaginative.<\/p>\n<\/div>\n<\/div>\n\n\n\n

    Three recommendations: <\/em><\/h2>\n\n\n\n

    1) Kids need real computers capable of programming, video editing, music composition and controlling external peripherals, such as probes or robotics. Since the lifespan of school computers is long, they need to do all of the things adults expect today and support ingenuity for years to come.<\/em><\/p>\n\n\n\n

    2) Look for ways to use computers to provide experiences not addressed by the curriculum. Writing, communicating and looking stuff up are obvious uses that require little instruction and few resources.<\/em><\/p>\n\n\n\n

    3) Every student deserves computer science experiences during their K-12 education. Educators would be wise to consider programming environments designed to support learning and progressive education such as MicroWorlds EX<\/a> (now Lynx<\/a>), SNAP!<\/a>, MakeCode<\/a>, and Scratch<\/a>.<\/p>\n\n\n\n

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    In addition to being a veteran teacher educator, popular speaker, journalist, author, and publisher, Gary is co-author of the bestselling book called the \u201cbible of the maker movement in schools\u201d, Invent To Learn\u200a\u2014\u200aMaking, Tinkering, and Engineering in the Classroom<\/a><\/em>. He also leads the Constructing Modern Knowledge<\/a> summer institute and is Publisher at CMK Press<\/a>. Gary Stager’s most recent book, Twenty Things to Do with a Computer Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomon\u2019s Seminal Work<\/a><\/em>, shares visions for learner-centered educational computing from four dozen experts around the world.<\/p>\n\n\n\n

    The issue of who benefits from technology in the education space and its lack of neutrality is explored more fully in this book.<\/p>\n<\/div>\n\n\n\n

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    \"\"\/<\/a>
    Buy from Amazon.com<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n

    <\/p>\n","protected":false},"excerpt":{"rendered":"

    [April 2016] At last week’s #asugsv Summit, the annual bacchanal where dilettantes, amateurs, libertarians, billionaires, and Silicon Valley mercenaries gather to plot the destruction of public … <\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[479,446,430,427,428,526,434,436,438],"tags":[1418,1222,998,1419,440,664,485,622,1223,432,1150,558,1221,1105],"class_list":["post-3739","post","type-post","status-publish","format-standard","hentry","category-11-computing","category-classic-stager","category-creativity","category-education-policy","category-general","category-leadership","category-learning","category-news","category-technology","tag-asugsv","tag-agency","tag-computers-in-education","tag-condoleeza-rice","tag-constructing-modern-knowledge","tag-constructionism","tag-educational-computing","tag-educational-technology","tag-edweek","tag-gary-stager","tag-policy","tag-seymour-papert","tag-stance","tag-vision"],"yoast_head":"\nTechnology is Not Neutral (#asugsv edition) - Stager-to-Go<\/title>\n<meta name=\"description\" content=\"In response to the annual ASU+GSV Summit, I updated a 2013 essay in 2016. 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