I guess that it goes without saying that I am a proponent of educational technology. After all it is the basis of my career within the realm of education. For me it is much more than just a career however, it is my passion. I am hereby declaring that I am unabashedly biased on the topic.

In my mind technology is a tool and the way that it is used is far more indicative of its positive or negative impact than the technology itself. If technology does indeed lead to "our demise or may be the catalyst for a deteriorating society" then it will simply be because that is the will of those who use the technology.

I've often equated the use of computers to that of a hammer. I could use a hammer to build a house for someone or i could use the same hammer to cave in someone's skull. The hammer doesn't really care which use it is put to but the person who wields it surely does.

I think we also have to look at our definitions of technology. I once read an observation that technology is stuff your parents didn't have. Technology has always been a part of education. I think you could even argue that education IS a technology. Isn't language a form of technology?

If you look at the dictionary definition of technology it seems to me that it encompasses much more than the wires, metal and glass that most of us think of when we hear the term. In my mind humans are about technology. That is our niche. Birds fly, fish swim, and humans invent, and use technology. In so doing we have been able to fly higher than any bird and swim deeper than any fish. Our ability to think and invent is the foundation of society. Wouldn't it be ironic if the thing that was the foundation of society and civilization actually led to its demise?

One of the ideals that the Macintosh team at Apple had when they were working to create the now familiar Graphical User Interface was that the computer should be a bicycle for the mind. In other words, the concept that the computer could leverage the power of the human mind. I try to keep this idea in mind when I go about my job. Sometimes the chain falls off this bicycle, and it sure does require a lot of maintenance, but it still beats walking. Like a bicycle, learning to use a computer can lead to frustration and no small amount of "scratches and bruises" but at a certain point becomes easy and productive.

As far as the quality of student work goes when they use technology for the first time, well, it often leaves a great deal to be desired. This is the stage where the technology "gets in the way". In other words it's much like the first few attempts to ride that bicycle. Most likely it is a wobbly, unnerving experience that is far from the desired form. This is when we need to look at process rather than product. I've known some tech using teachers who basically set everything up and then have the students press a few buttons. "Look, Johnny can use e-mail!" The product might be impressive but the missing process of learning how to get to that point make it meaningless. As students get more and more experience with tech it begins to become transparent and the product and content can take center stage once again.

I would urge anyone interested to read some of the work of Dr. David Thornburg. Especially "Edutrends 2010" and "Campfires in Cyberspace", also please read "Zen and the Art of Motorcycle Maintenance" by Robert Pirsig. (It has, as the author notes, nothing to do with Zen nor motorcycle maintenance.)

Thanks for your attention,
Kevin
kboggs@mac.com