"We are shifting from a mechanistic, manufacturing, industrial society to an organic, service based, information centered society, and increases in technology will continue to impact globally. Change is inevitable. It's the only true constant." -Kuhn 1962
What is this paradigm thing anyway? I hear this word more often than not, and after going through the readings it is clear that I did not have a good grasp on what the word really means. A paradigm is a model or form. It is a way of thinking. It is a transformation to a new way of doing something.
What role should it play in education?
How much is too much?
Is it a good thing or a bad thing?
Does it have a strong impact on the success of education?
What does the future of instructional technology look like?
Am I using too much technology or not enough?
It is clear that in my own brain, instructional technology is a paradigm. As we were in discussion this week about the effect of the Coke bottle on the tribe. It caused me to think strongly about the positive and negative effects of technology. I saw the Coke bottle as technology in our current state. Though it has evolved rapidly, educational technology is still a newer trend. I clearly remember taking CI 201 (Introduction to Instructional Technology) at Iowa State about seven years ago. The class was packed with brand new pre-service teachers. Most of them with blank slates in regards to educational computing. While others were frustrated and confused, I was fascinated. I knew right then that I had found my passion, I wanted to help mold the future of educational technology. Change is inevitable, so you might as well jump on board.
What Does Morel Philosophy Have to do With Instructional Technology?
Morality is the distinction between right and wrong behavior. This week's readings about moral philosophy and guidance caused a whirlwind of emotions about how instructional technology fits into these concepts. Pojman lays out a framework for understanding the differences in many of these similar terms. I will first lay out my understandings of these definitions. These items all have similar premises behind them. They are all as Dr. Hargrave explained as "Rules that restrict freedom to promote greater freedom." Morali
Morality- Morality is grounded in reason. Morality can be determined by certain customs and practices of people and cultures. Grounded in reason and human experience. It is thought of as a discovery. Morality's purpose is to guide actions and reduce hardship or misery.
Moral Philosophy- Reflections on morality. Thinking about morality.
Ethics- Moral principles. A code to follow. Ethics is the right or wrong of a situation.
Religion- Has similar premises as morality, but it rests on authority. It is a top down approach to morality.
Etiquette- What is polite behavior. Could vary by cultures. Etiquette can be immoral, but is the social norm so it overrides morality. It is a cultural invention.
Not all of these terms play a role in instructional technology, but I think it is important to see the similarities and differences before making the connections. Morality in instructional technology is making sure that we are guiding the practice of instructional technology and ensuring that teachers and learners use the technology in an appropriate manner. I use the word appropriate not to mean whether or not the student is using the appropriate website, but appropriate in the sense of having a real underlying purpose for using the technology for instruction.
An example that comes to mind is the typical case of the use of an iPad cart. I am in charge of monitoring and maintaining our iPad's at school. They are checked out quite regularly for a number of different uses. It is all too often that the cart is checked out so students can "play games" or have "free time". To me this is where morality fits into instructional technology. The use of iPads in the classroom is not immoral, but using them in an inappropriate manner (gaming) during instructional time is immoral. It is my job as a flourishing member of the instructional technology movement to instill an IT code of ethics for practices such as these. I believe this is what Nichols was crying out for in his article about moral guidance. He is not calling us to put an end to the use of technology, but he is simply asking us to stop and think about our moral philosophies as they relate to our practice. It is my moral duty to ensure that my iPad using colleagues understand the ethics of the iPad cart. He also claims that if we don't stop now and come up with this code before it's too late, maybe all of our learners will be spending their instruction doing "play time" on the iPads instead of learning.
With the paradigm shift of IT also comes a shift in moral philosophy. I found it interesting when Nichols brought up the three "Pertinent Philosophies" of Habermas' Critical Theory, Rorty's Notion of the Liberal Ironist, and Barrett's Existentialist Spirit. After reviewing each philosopher's ideals and relating them to educational technology he explained that most people have never considered or thought about the social or ecological ramifications of educational technology. We are merely concerned with the here-and-now of technology. We are more concerned about what types of technology we are using and how we are doing on assessment than thinking about the implications that come along with using these technologies. Nichol's doesn't claim that the teacher or the student need to read through these philosophies to find their understanding. They simply need guidance from the instructional technology circle. This is my first year as the IT in my building. The job has many overwhelming characteristics and can be quite difficult at times, but I feel morally obligated to take on the task.
How do we decide what is moral in terms of educational technology? Between teachers, learners, administrators, and instructional technologists who gets to determine what is right and what is wrong? Nichol's says the best way to figure it out is through conversation. This is the only part of Haberma's philosophy that Nichols agreed with. Conversation is the key piece that will cause us to talk about the morality involved with instructional technologies. These conversations will begin to determine the moral code as it relates to these technologies and cause awareness of some of the harms and immoralities involved. The conversations will be from people like me to other educators, administrators, and most importantly students.
Critical Theory & Technology
As I am bringing all of these readings and findings to light, it is clear that there is no one cookie cutter solution to understanding the philosophy of educational technology as a whole. Critical theory seems like a just way to determine the moral code of ed tech. Yeman's article really brings to the surface the intended goals of critical theory in relation to educational technology. Critics determine much of what our society believes as real truths. If Siskel and Ebert give it two thumbs up, it must be worth watching. In this day in age, EVERYONE is a critic, they are all a part of the invisible college. Google any supply, business, or person and you will find critiques and reviews from a multitude of sources. As this relates to ed tech, Yeman says these people that are questioning the status quo and sparking critical conversations are very prized to the field of educational technology. They are the people that form the invisible college for the field. Critical theory is relatively new and is difficult for rational-technical minds to digest.
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| C. Hargrave. Critical Theory Slide. |
Critique's are not always kittens and rainbows. In order to be effective, criticism should highlight the good and the bad in order to regulate and reflect on practices. The slide above shows items to criticize in regards to educational technology. Understanding the shortcomings and pitfalls of educational technology will only ensure that we are using our moral conscious to make technological decisions in learning. These questions come from the unintended side effects, consequences, and disillusionment of technology.
To come full circle from the beginning of our journey with educational technology to using a critical lens to dissect the structure. Times are changing. It is important that every aspect of education be looked at from a critical standpoint. From traditional models to alternative models, from linear to non-linear, from objectivism to constructivism, from realistic to abstract. All modes of thinking and learning need to come together to make the paradigm shift. Because educational technology now plays such a large role in education it is important for us to develop an ethical conscience to avoid crisis. We all need to stand up and be the critiques in order to correct the cultural slant and even out the status quo.
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