10.1 Candidates will be able to understand the pros and cons of technology from a variety of critical perspectives and apply that understanding to evaluating current and potential technology in schools and society.
Key Concept 10.1 is addressed in ET 690 with the project. For this project, the class was asked to analyze one of the texts that we read during the course from a different point of view. In my project, I analyzed the book by Sherry Turkle, Reclaiming Conversation: The Power of Talk in the Digital Age and analyzed what the world would be like without technology. By doing this, both the pros and cons of technology were looked at and discussed from multiple perspectives including its usefulness, benefit, and its detrimental effect on how humans interact and communicate. By applying Turkle’s model of the Three Chairs, the project examined how technology has changed how we interact as a society as well as how we learn. The video project also explained how our lives would be different if we gave up technology completely and how this would affect how our social lives and our educational lives would be different. Technology allows us to do so many things so much better such as research, communicate, and automate many aspects of our lives. What it comes down to ultimately is that technology neither good nor bad. It just has to do with how individual uses it and how each person allows it to affect their lives.
Key Concept 10.1 is addressed in ET 690 with the project. For this project, the class was asked to analyze one of the texts that we read during the course from a different point of view. In my project, I analyzed the book by Sherry Turkle, Reclaiming Conversation: The Power of Talk in the Digital Age and analyzed what the world would be like without technology. By doing this, both the pros and cons of technology were looked at and discussed from multiple perspectives including its usefulness, benefit, and its detrimental effect on how humans interact and communicate. By applying Turkle’s model of the Three Chairs, the project examined how technology has changed how we interact as a society as well as how we learn. The video project also explained how our lives would be different if we gave up technology completely and how this would affect how our social lives and our educational lives would be different. Technology allows us to do so many things so much better such as research, communicate, and automate many aspects of our lives. What it comes down to ultimately is that technology neither good nor bad. It just has to do with how individual uses it and how each person allows it to affect their lives.
10.2 Candidates will be able to demonstrate how technology can be used to empower some and disempower others in schools.
The research paper in ET 690 addressed Key Concept 10.2. In this paper I examined the text from Hannah Fry, Hello World, Being Human in the Age of Algorithms. The paper looked at ways in which algorithms impact our lives, specifically education, and how algorithms both positively and negatively affect students, teachers, and schools. Specifically, the paper looked at how the technology of algorithms could be used to empower and disempower those in the education system. For example, one of the things algorithms were able to do that humans were not was to analyze very large data sets. This allowed school systems to look at educational and behavioral trends and allocate resources to areas of need that may not have been identified without the ability to examine system-wide data. Algorithms were also used to allow teachers to personalize instruction for each student by picking up error patterns in student work that may not have presented themselves to the teacher. On the other hand, algorithms were shown to also disempower both students and teachers in different ways. Algorithms were used to look at student data (which included both academic data as well as personal data such as where the student lives and their economic situation) to funnel students into specific academic pathways which may or may not have led to a college prep track. By tracking these students using algorithms, it took away student potential and choice to some extent. For teachers, an example of how algorithms were disempowering involved teacher evaluation. Algorithms were used to analyze teacher performance by looking at certain markers such as their students’ performance on certain high-stakes tests. Even though some algorithms considered student demographics, the algorithms were shown to identify some “good” teachers as “bad.” This called into question both the data points that the algorithm used to come to this determination as well as the human interpretation of those results. In the end, there were many good teachers who received bad reviews or in some cases fired from their jobs because of algorithms.
The research paper in ET 690 addressed Key Concept 10.2. In this paper I examined the text from Hannah Fry, Hello World, Being Human in the Age of Algorithms. The paper looked at ways in which algorithms impact our lives, specifically education, and how algorithms both positively and negatively affect students, teachers, and schools. Specifically, the paper looked at how the technology of algorithms could be used to empower and disempower those in the education system. For example, one of the things algorithms were able to do that humans were not was to analyze very large data sets. This allowed school systems to look at educational and behavioral trends and allocate resources to areas of need that may not have been identified without the ability to examine system-wide data. Algorithms were also used to allow teachers to personalize instruction for each student by picking up error patterns in student work that may not have presented themselves to the teacher. On the other hand, algorithms were shown to also disempower both students and teachers in different ways. Algorithms were used to look at student data (which included both academic data as well as personal data such as where the student lives and their economic situation) to funnel students into specific academic pathways which may or may not have led to a college prep track. By tracking these students using algorithms, it took away student potential and choice to some extent. For teachers, an example of how algorithms were disempowering involved teacher evaluation. Algorithms were used to analyze teacher performance by looking at certain markers such as their students’ performance on certain high-stakes tests. Even though some algorithms considered student demographics, the algorithms were shown to identify some “good” teachers as “bad.” This called into question both the data points that the algorithm used to come to this determination as well as the human interpretation of those results. In the end, there were many good teachers who received bad reviews or in some cases fired from their jobs because of algorithms.
10.3 Candidates will be able to use critical frameworks to think about the value of specific technologies.
Key Concept 10.3 is addressed in ET 690 through both the paper. In this activity we were asked to think about and analyze the values of specific technologies (in this case the use of algorithms) and their impact on schools. According to Postman’s Ten Principles of Technology Use in Education, Postman puts forth a framework for which schools should use when considering technology. Instead of implementing technology just for the sake of doing it, Postman suggest that we think critically and purposefully when using a new technology. For example, in the ten principles, Postman states that “for every advantage a new technology offers, there is always a corresponding disadvantage.” This is evident in the paper when exploring how the use of algorithms have both advantages and disadvantages to students, teachers, and schools. Schools can use algorithms to analyze huge amounts of data very quickly. They can use this data to make systemic decisions in terms of money, resources, and curriculum. They also use this data to place students in certain classes and programs that may help the students. However, the disadvantage can be that schools can get so wrapped up in the data that they miss talents that students may have that are not picked up in the data. Things such as creativity, ingenuity, and determination can greatly impact a student’s education, but may be completely missed in the algorithm. Postman also states that whenever a new technology is implemented it will benefit some and harm others. This along with his idea that technologies have multiple biases is something that I discussed in the paper. It has been shown repeatedly that algorithms often consider things like gender, age, zip code, and race. While many of these factors may be correlated to the outcomes the algorithm is seeking, they come with inherent biases. Just because a student is poor, doesn’t mean they are destined to not go to college. Many algorithms use these factors when determining class placement and educational tracks for students. If a student fits the profile of what the algorithm is looking for then the results will benefit the student. If the student is the wrong race for the algorithm, then that student is at an inherent disadvantage. Postman’s framework can be used by educators to really think of the purpose and the potential consequences of using new technologies.
Key Concept 10.3 is addressed in ET 690 through both the paper. In this activity we were asked to think about and analyze the values of specific technologies (in this case the use of algorithms) and their impact on schools. According to Postman’s Ten Principles of Technology Use in Education, Postman puts forth a framework for which schools should use when considering technology. Instead of implementing technology just for the sake of doing it, Postman suggest that we think critically and purposefully when using a new technology. For example, in the ten principles, Postman states that “for every advantage a new technology offers, there is always a corresponding disadvantage.” This is evident in the paper when exploring how the use of algorithms have both advantages and disadvantages to students, teachers, and schools. Schools can use algorithms to analyze huge amounts of data very quickly. They can use this data to make systemic decisions in terms of money, resources, and curriculum. They also use this data to place students in certain classes and programs that may help the students. However, the disadvantage can be that schools can get so wrapped up in the data that they miss talents that students may have that are not picked up in the data. Things such as creativity, ingenuity, and determination can greatly impact a student’s education, but may be completely missed in the algorithm. Postman also states that whenever a new technology is implemented it will benefit some and harm others. This along with his idea that technologies have multiple biases is something that I discussed in the paper. It has been shown repeatedly that algorithms often consider things like gender, age, zip code, and race. While many of these factors may be correlated to the outcomes the algorithm is seeking, they come with inherent biases. Just because a student is poor, doesn’t mean they are destined to not go to college. Many algorithms use these factors when determining class placement and educational tracks for students. If a student fits the profile of what the algorithm is looking for then the results will benefit the student. If the student is the wrong race for the algorithm, then that student is at an inherent disadvantage. Postman’s framework can be used by educators to really think of the purpose and the potential consequences of using new technologies.