This document discusses three articles that explore implications and cautions of technology use in education. The first article cautions that technology can undermine serious study if not used carefully and that teachers must guide students to ask important questions. The second article argues that technology can both enhance existing skills and generate new knowledge, changing the nature of learning. The third article focuses on negative trade-offs of a technology-focused deal between schools and a computer company, including loss of arts programs and biased content.

1. IMPLICATIONS AND CAUTIONS OF
TECHNOLOGY USE IN EDUCATION
Final Project: Ashley Turrell

2. Click to explore more about each article
Technology’s
Tendency to Beware the
Undermine Techno-gods
Serious Study: A
cautionary note
The Changing Face
of Knowledge

3. TECHNOLOGY’S TENDENCY TO UNDERMINE
SERIOUS STUDY: SUMMARY
This article was an in-depth
discussion on the cautionary side of
technology. The author agrees that
technology can be an great catalyst for
Points for educators to
learning in the classroom, however, he
consider when using
believes it should be use very cautiously. technology in the classroom:
Technology is incapable of replacing the •Technology should not
role of instructor in the classroom. determine the content or
activity
Entertainment or life-simplifying tools •Consider your rationale for
leave the impression that all learning should using technology. If for
entertainment
be fun, convenient, easy. However, much of purposes, consider other
this technology does not force the student to options
ask the important and serious questions •Consider what is gained or
regarding why or how something is the way lost by using the technology
•How does the technology
it is. promote or inhibit the student’s
understanding?

4. TECHNOLOGY’S TENDENCY TO UNDERMINE
SERIOUS STUDY: SUMMARY CONT.
The author does not
contend that technology not be
used in the classroom. Instead,
he believes that it is the role of
the teachers to make
exemplary learning occur. He
>
continues to argue that teachers
need to understand their
students ideas and prior “Principles of effective
knowledge, and then engage teaching are not
their students to make changed by the
meaningful learning occur. This presence or absence of
sort of process requires
effective questioning, actively technology”
listening, constructive support
and responses; none of which
can be provided solely from
technology.

5. TECHNOLOGY’S TENDENCY TO UNDERMINE
SERIOUS STUDY: REFLECTION
 I really enjoyed this article. I liked that although it was obvious
biased to one side, it did not discredit the use or benefits of using
technology in today’s classrooms.
 My three a-ha! moments came from my own personal
experiences.
1. When students were asked why the answer to a math problem
was correct, and they responded because that’s what the
calculator told them. I admit to doing this in my past.
2. The idea that technology promotes under investigation because
students assume what they are told. In doing my own
research, I can admit that if a source, such as a
documentary, tells me something to be true, I won’t go research
it for proof.
3. The belief that teachers, not technology, make great
classrooms. Technology merely enhances and expands the
options and experiences. I agree with this whole
heartedly, although I would hate to be a teacher without access
to the internet, computers, or other media!

6. THE CHANGING FACE OF KNOWLEDGE:
SUMMARY
The author of this article begins by
exploring and defining the meanings to
some of the most basic words we use in
education: knowledge, learning, and
technology. Knowledge in the article is
defined as any product of new learning. “Technology disperses
According the article learning occurs in knowledge from a
one of two ways, knowledge transmission biological center. People
or knowledge construction. Transmission know more when
involves merely transmitting a piece of supported by
information from one teacher to student. tools, when enhanced
Construction involves students deepening by media, and when
understanding of a concept. Technology is empowered by
then any electronic communications computers.”
equipment that can be used in an
educational setting.

7. THE CHANGING FACE OF KNOWLEDGE:
SUMMARY CONTINUED
The author continues stating that new Geometer’s
technology can both allow students to do things Sketchpad link
they were previously capable of, only faster, such noted in the
as manipulating statistics or geometric shapes, and article for its
it may also allow for the discovery and generation positive uses
of knew knowledge. The outcomes of using new in math
technology is yet to be seen, but the author classrooms.
remains confident that it can lead to hugely positive
societal changes, referencing the invention of the
printing press on the education system of the time.
The author argues that technology will continue to
challenge our understanding of knowledge and
how it is generated, believing that it would be to the
detriment of teachers and students to not take full
advantage of technological advancements in the
classroom.

8. THE CHANGING FACE OF KNOWLEDGE:
REFLECTION
 This article was really supportive of using technology in classrooms in a
positive form. I agreed with her on many points, and really liked the
positive future outlook she had on the potential of using more and more
technology in the classroom.
 My three a-ha! Moments:
1. The potential of using technology for low-performing students is
something that a school I was at used, and I found that students were
much more engaged when they were able to use technology rather
than workbooks
2. Referencing how the technology of the printing press affected schools
of that time period, and even schools in today’s society was something
I had never thought about, but I thought it was a very thought
provoking example.
3. When refuting arguments from concerned teachers that teachers may
one day be replaced by technologies like computers, the author states
that any teacher who could be successfully replaced by a computer
probably should be! I agree, as a future educator, I do not think I
should be threatened by using technology in my classrooom, instead I
am very excited and intrigued at the possibilities.

9. BEWARE THE TECHNO-GODS SUMMARY
This article focuses on the
negative trade-offs of technology
focused schools. The case in focus
involves a Canadian deal that was
made between thirty schools, and a
large Canadian computer distributor.
The deal includes each school being
set up with hundreds of thousands
dollars worth of computer and
televisions. In return, the schools agree
to daily broadcasts lasting ten minutes
each, with two and half minutes of 56 % of Canadians think there
commercials. However, the content of is too much emphasis on
the broadcasts and the commercials computers in school.
shown are considered to be
controversial and corporation biased by
many school heads.

10. BEWARE THE TECHNO-GODS SUMMARY
Those opposing this deal argue that a
few televisions and computers are not
worth losing students creativity in the
mix. Art teachers state that the money
they would be investing in one
computer in this new deal could easily
be used to supply materials for a year “Students with course
long arts program. Proponents of arts work in the arts or music
programs claim that students score performance outstripped
higher on standardized tests when they their competitors by 59
have a strong arts program in points in verbal and 44
comparison to those from schools who points in math on their
are technology focused. While some Scholastic Aptitude
Tests.”
school corporations are making claims
of banning technology from this deal
their schools, none have put their
threats into action.

11. BEWARE THE TECHNO-GODS: REFLECTION
 I liked this article more for the controversy and the statistics than I did for the
writing itself. It was obvious that the author was exceptionally biased, and did not
give a lot of background on this deal or previous technology agreements.
 My three a-ha! moments:
1. 1.When the author mentioned the television shows being biased, I reflected back
on my own school career and realized that all around me were advertisements
for major corporations. While I do not think I was greatly influenced, it is
interesting to this about how pervasive things like that are in our society.
2. 2. The author argued that arts in schools lends it hand to creativity, while
technology inhibits it. I disagreed with this point greatly because I can think of at
least ten computer programs that would allow students to use both creativity and
knowledge in an artistic manner. I think that technology allows for new ways for
students to show their creative side.
3. 3. I enjoyed the principal’s reasoning for signing on with the deal: a level playing
field for all students because many do not have computer access at home. This
was an excellent point, and it left me torn. Is twelve minutes worth of corporation
propaganda worth providing every student with a chance for a level starting
ground in our increasingly computer dependent world? Maybe.

12. CONCLUSION AND BIBLIOGRAPHY
Before reading these articles, I hadn’t realized that there was
such a huge controversy behind using technology in classrooms.
Arguments against its use were valid and made me go back and
consider some of my own notions. However, I still feel as if technology
is an excellent asset for all teachers and students. I do believe that
some teachers and students use it as a crutch, therefore, it is an asset
and privilege that must be used cautiously. With good lesson
planning, dedication to educating your students, and the right
resources, technology can be a tool used to stimulate learning and
creativity.
 Johnston, A. D. (2000). Beware the techno-gods. Maclean's, 112(43), 81. Retrieved
May 2, 2010, from
http://proquest.umi.com/pqdweb?did=45830936&Fmt=3&clientId=13225&RQT=309&VNa
me=PQD
 Hooper, S., & Hokanson, B. (2000). The Changing Face of Knowledge. Social
Education, 64(1), 28.
 Olson, J., & Clough, M. (2001). Technology's Tendency to Undermine Serious Study.
The Clearing House, Sept/Oct, 8-14.