Category Archives: Critical Examination of Technology

These posts raise concerns about technology. While I enjoy technology, we must engage in thoughtful discourse about what the negatives are.

Face-to-Face vs. Online

I’ve been skeptical of online education for quite some time. First, putting courses online is often pursued for economic gain. Unfortunately, the infrastructue costs and low class sizes needed to make online courses effective mean the margin for profit is … Continue reading

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Capture the Flag

I originally wrote this post in 2011. I fear the issue has only gotten worse.  ——————- Right now, the TV is on, but Shelby and I are each working on our laptops – in the same room, but somewhere else. … Continue reading

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3 reasons I use technology every time I teach

I recently co-taught a graduate course for inservice teachers. One of the modules I was leading was about educational technology. So, given the limited time (about 4 instructional hours), I had to do some hard thinking about what I wanted … Continue reading

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Critical of ALL Technology

I know I come off harsh on technology.  I consider myself to be an early experimenter with technology in education. I had my students use twitter in class before they knew what twitter was (that was in 2007). While I am … Continue reading

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Trying to Make Educational Technology Applicable

In past versions of my educational technology course, I’ve had students complete “tech projects” in which they learn about specific technologies and discuss ways they would use the technologies (or preferably have students use the technology) in their classroom.  This … Continue reading

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Questioning Technology Reform

Dan Meyer has been channeling the nature of technology lately in his critique of various reform efforts.  Most recently he commented on the trade-offs associated with technology use in the Rocketship approach: This is “differentiation,” says John Merrow, and it’s … Continue reading

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Technology Gives and Takes Away

From Dan Meyer: But the very technology that lets Khan Academy assess hundreds of concepts at global scale — random number generators, string splices, and algorithmically generated hints — has downgraded, perhaps unavoidably, what it means to know math. I … Continue reading

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