Chapter 7--Rethinking Education

What May Be Lost and What May Be Gained
Finally, I say, the chapter that I have been waiting for from Collins and Halverson’s Rethinking Education in the Age of Technology. Chapter 7 should have been a few chapters earlier if you ask me; it would have sweetened the bitterness that this work secretes as one peruses the chapters in reflection. This chapter is short, sweet, and to the point. It addresses what may be lost in the age of technology and what may be gained, and although it jumps around a bit and self-contradicts, it is mostly understandable. The reason I like this chapter, compared to the others, is that it finally admits not only the wonders but also the difficulties of technology integration, and may I point out that there are more “losses” than “gains” in the chapter. Now, I do consider myself to be a technology enthusiast, but since this book has been a radical agent of all things technology beating on the school system, it’s a breath of relief to finally see some admittance of obstacles. Without further a due, with these I present thee along with my personal opinions.

Beginning with the biggest list, the losses, I find it funny that in previous chapters we discussed the endless possibilities with global connections and our ability to communicate beyond our own small communities, but now it’s brought up that we will actually lose social cohesion due to our natural instinct to group ourselves based on cultures, interests, etc. This is dumb. My interests coincide with people of other cultures, races, religions, whatever. While some of them group with people like me, no one is exactly me, and their interests lie elsewhere lapping with others, which is social cohesion. But the best part is when they say “…modern media, such as television, have had a very strong homogenizing effect on the population, which ensures a common culture without depending on the schools to produce one” (p. 106) It’s not the education system’s job to create a common culture, a common curriculum yes, but really?! Then the authors go on to say that with so many channels and the streaming of media it may have a reverse effect. Way to wobble back and forth on the subject there. I don’t see this as a concern of loss.

Another concern is that with privatized education, public schools will be left with disinterested students. I can’t see this happening unless teachers stop doing their jobs. Even fancy private schools have disinterested students. Technology doesn’t necessarily excite and motivate students; it can help, but if their only interest is in using social networking sites and downloading music, an educational –based software program won’t keep ‘em begging for more. Furthermore, the students that are on the privatized route may be under the influence and suggestion of their parents’ desire for their future career paths. Since parents are the ones shelling out the cash for all the amenities they can create narrow paths of education based on their own interests for their students, opposed to the public education’s goal of delivering a well-rounded education. This is a rational concern in my opinion.

Halverson and Collins address the digital divide of inequality. As technology increases, inequality follows suit. Those that can’t afford these technologies continue to fall further and further behind. They also address the loss of social skills that is prevalent amongst computer users who isolate themselves from friends and family. Most people have poor social skills nowadays anyways, so we’re really not losing much here (joke). I find it entertaining that with social networking being larger than life that society is losing their social skills; the internet is a whole other world with different social etiquette, it’s really unbelievable.

With all these losses, it’s a wonder that Collins and Halverson are such enthusiasts. But there is something to be said about the gains they have listed:
Learning becomes more engaging.
Commercial education market continues to grow.
Competition between students in school will diminish.
This I highly doubt. Competition is a natural instinct and there always ways to compete, especially with the use of technology. Plus, there’s no harm in a little competition, it can be quite motivating.
People take responsibility for their own education.

As an educator, I plan to foresee the obstacles of technology implementation and tailor my use of such tools to allow a powerful learning environment that will only enhance my students learning and societal functioning rather than hinder it. I plan to evaluate the technological tools and resources I use and how I use them, often in light of students and their needs.