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In this chapter I will explore how technologies, both general technologies and ICT are conceptualised generally. In doing this I will pursue some of the recent history of new technologies and how they have been conceptualised. I will then set out a basis for my original idea of reconceptualising ICT as political action. My experience is that technologies are often treated unproblematically. The main themes in this chapter are
The evangelistic view of technologyIrish government policy in relation to ICT in schools was developed in response to the International Data Corporation ( IDC) ranking Ireland in the third division, at position 23, ‘in terms of its preparedness for the information age’ (Government of Ireland 1997: 14). The policy document, stating that there are compelling reasons for integrating ICT into schools, lists reasons that bear a striking similarity to the rationales of Hawkridge et al. (1990). Hawkridge provides seven rationales for the introduction of ICT into schools. These are social, vocational, pedagogic, IT industry, cost effectiveness, special needs and catalytic rationales. The government policy lists four categories of reasons for integrating ICT into schools. First it argues that there are social benefits and cites the Bangermann Report (European Union 1996) on the dangers of the creation of a two-tiered society of information ‘haves’ and ‘have-nots’. The policy document argues that there are vocational and economic reasons. These reasons are based on the claim that ‘knowledge and familiarity with technology will be an important dimension of employability in the information society’ (Government of Ireland 1997: 15). Third, there are pedagogic reasons. ‘ICT can improve the quality of educational experience by providing rich, exciting and motivating environments for learning’ (ibid: 15). Finally, there are catalytic reasons for ICT integration. ‘The use of computers can accelerate positive trends such as increased emphasis on information handling and problem solving and reduced emphasis on memorising facts’ (ibid: 16). Ceruzzi (2005: 586) maintains that public acceptance of technological determinism has been driven by Moore’s Law because the continuing expansion in the power of computers has led to a continuing expansion in the capability of computers. This in turn has led to the notion that computers determine where we can go and what we can do. Microsoft contributed to this idea with its successful advertising slogan in the 1980s: ‘Microsoft – where do you want to go today?’
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The sceptics’ view of technologyWhile there is a large body of digital evangelists there is a smaller but significant body of digital sceptics. Many of these see technologies as a threat to a better way of life that predated modern technology. Marcuse (1964) suggests that modern technologies are different. ‘A comfortable, smooth, reasonable, democratic unfreedom prevails in advanced industrial civilization, a token of technical progress’ (Marcuse 1964: 4). Oppenheimer (1997) asserts that ‘…there is no good evidence that most uses of computers significantly improve teaching and learning’. He supports his position by citing claims for the impact of earlier technologies, like television and radio, on education that have never been realised. Oppenheimer argues that “The purpose of the schools [is] to, as one teacher argues, ‘Teach carpentry, not hammer’…we need to teach the whys and ways of the world. Tools come and tools go. Teaching our children tools limits their knowledge to these tools and hence limits their futures” (Oppenheimer 1997: 62). Postman (1995) argues that while ICT may provide gains they also involve losses. Like Oppenheimer he draws on the recent history of technology implementation to support this view. He claims that in the past, when technology has had positive effects it has also carried with it disadvantages. Often the disadvantages outweigh the advantages: After all, anyone who has studied the history of technology knows that technological change is always a Faustian bargain: Technology giveth and technology taketh away, and not always in equal measure. A new technology sometimes creates more than it destroys. Sometimes, it destroys more than it creates. But it is never one-sided. (Postman 1995: 22-48) |
Reconceptualising ICTIf ‘context and the balance of power in the specific situation do count’ (Apple 2003: 14) can an engagement with theory provide an oppositional view of productivity tools which enable them to be used to support original human agency in contributing something unique to human experience? Can the most common office productivity tools like Word and Excel and PowerPoint be used in an oppositional way? While Computer Assisted Learning ( CAL) systems tend to be deterministic and seek efficiency in learning, by contrast the underlying nature of the Internet is much more democratic. The structure of the Internet is under diffuse control – some would say it is not under anyone’s control and access to the internet is wide spread. The ability to contribute to the content of the Internet is considerable. Once you can gain access to the Internet it gives access to information, it gives the capacity to communicate in ways that you do not have in a conventional classroom. Could the Internet provide me with the framework to explore ICT as political action? It seems to me the ideas underlying an emancipatory use of the Internet are congruent with living theories. Introducing the idea of ICT as political action provides a means toward reconceptualising educational theory. This account has been a theoretical analysis of how ICT is conceptualised and how it might be reconceptualised. As this work is based on building a living theory of practice I would like to draw on my practice to give a short narrative of what this work might look like.
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World Wrestling Entertainment and Communicative ActionOne of these activities involved students getting involved with ICT projects where they build web sites. As part of the process of allowing students take control of their own learning, the students choose what the subject matter of their own web site will be. This can be a risky matter for the teacher as students may choose to design and develop their web sites around topics that are not elevating. One student decided to build a web site on ‘World Wrestling Entertainment’. My own internal reaction was, ‘A web site of over-weight, half-naked men, that’s just what I need!’ However I curbed my own tendency to take control and let him proceed with his choice. Keith developed the web site, maintained a reflective diary while he developed it and wrote a report at the end. In his report on the work of his project Keith wrote what he learned from doing the project. He wrote about different elements of his learning. He explained that he had learned about World Wrestling Entertainment: he learned the names of various wrestlers who won various championships; he learned who won most often, which was the heaviest weight and so on. Keith explained about the ICT skills he had learned. He learned how to build a web site. He learned how to download images form the internet; he explained how he could insert those images, how he could add text and how he could insert hyperlinks. He also demonstrated his self-reflection. He reported how he learned things about himself; he learned that he was better at computers than he thought he was. In his report he said, “I used to think I was no use at computers, now I think I am quite good. I think computers might be useful to me in the future.”
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