Ed105A Technology and Dehumanization
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This document summarizes a chapter about technology and dehumanization. It discusses how technology can be used to mechanize and dehumanize humans if it is not implemented properly. It is presented that technology should be designed for and by humans, not the other way around. The integration of technology in education must focus on interactive, meaningful learning; developing creative and critical thinking skills; and nurturing teamwork and effective teaching. A constructivist point of view is presented where technology serves as a tool to support learning by exploring knowledge, accessing information, representing problems, and facilitating collaboration and reflection, rather than just delivering instruction. The presentation concludes with thanks.
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This document outlines the course description, learning outcomes, topics, and schedule for a 3-unit Science, Technology, and Society course. The course examines the interactions between science, technology, and broader social contexts. Over 18 weeks, students will explore topics like historical developments in science and society, the impacts of technology on human life and notions of progress, and contemporary issues like climate change and biotechnology. The goal is for students to understand how science and technology both shape and are shaped by cultural, political, and economic forces in society and to critically examine the implications. Assessment will include quizzes, presentations, exams and other assignments evaluating students' comprehension of course concepts and ability to apply interdisciplinary thinking.
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17 December 2013, Dr. BRAOU, Hyderabad.
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The document discusses the role of technology in education. It outlines both traditional and constructivist views. From a traditional perspective, technology serves as a delivery vehicle for instructional lessons, playing the role of a teacher. However, from a constructivist view, technology is seen as a learning tool that students use to learn with, rather than just learn from. It can represent student ideas and knowledge, provide access to information, simulate real-world problems, and support collaboration and discourse between students. When used effectively, technology can increase student learning, understanding, motivation, and development of critical thinking and problem solving skills by supporting a more learner-centered approach.
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Inglés liberador
El pensamiento liberador basado en las propuestas de Paulo Freire, Simón Rodríguez y Prieto Figueroa en el marco del plan de la patria. Propone una educación que crítica, constructivista en la formación del dominio de una lengua extranjera (este caso el inglés), valorando los aspectos inherentes socio-culturales de toda lengua y adaptarlos a las presentes necesidades educativa como lo es el aprendizaje mixto, a distancia y el virtual interactivo.
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Ed105A Technology and Dehumanization
- 1. Chapter 2 : Technology and Dehumanization Presented by: Juliemer B. Absalon TFR 1:00-2:30 Presented to: Dr. Ma. Theresa P. Pelones
- 2. Lucido, Paz, Educational Technology, Lorimar Publishing Incorporated, Philippines
- 3. Lucido, Paz, Educational Technology, Lorimar Publishing Incorporated, Philippines
- 4. Human Mechanization (Phil Lange) We turn them on and off whenever it suits our fancy. No explanation is offered on why and what they do. Their plans and future are unheard. All work and no play. Their human worth is judged only by the quality of their products. Human empathy is absent. Lucido, Paz, Educational Technology, Lorimar Publishing Incorporated, Philippines
- 5. Teacher- Communicator Interaction between communicators/ teacher and listener/student. Self-evaluation or reflection by listener/student. Dialogue or interchange between communicator and listener. Regular meeting and consultations. Lucido, Paz, Educational Technology, Lorimar Publishing Incorporated, Philippines
- 7. “Technology is made for man and not man for technology.” “Technology is made for the teacher and not the teacher for technology.”
- 8. The integration of technology in instructional process must focus on: The interactive and meaningful learning The development of creative and critical thinking The development and nurturing of teamwork The efficient and effective teaching
- 13. Traditional Way delivery vehicle for instructional lessons learner learns from the technology source and presenter of knowledge serves as a teacher
- 14. Constructivist Point of View (Jonassen, 1990) exploring knowledge to support learning by constructing accessing needed information, comparing perspectives, beliefs and world views serves as context to support learning -by - doing representing and stimulating meaningful real- world problems, situation and contexts defining a safe, controllable problem space for student thinking serves as a social medium to support learning by conversing collaborating with others discussing, arguing, and building consensus among members of the community serves as intellectual partner to support learning- by- reflecting helping learners articulate and represent what they know reflecting of what they have learned and how they come to know it
- 15. THANK YOU