Article #12 There, yet Not There

Lloyd, M. (2010). There, yet Not There: Human Relationships with Technology. Journal of Learning Design, 3(2), 1-13. Retrieved from ERIC database.

Summary:

                This article explores the ways in which online interactions inform our concepts and perceptions of reality, using the idea of technics, which positions human beings in “a continua of engagement with technology from being outside or external to being completely surrounded by and oblivious to it” (p.2). Some issues explored are the use of technology as a mediator between the relationship of human beings and the world. Often, the human being becomes an input device for the machine and the machine in question then relays information and communicates via the input. The telephone is an example of this, as well as online shopping, in which a disembodied version of the self is the acting agent. It becomes even more complex when it is the computer sending data to another machine and being filtered through several possible mediators before another human being is reached in the communication exchange. Teaching programs use the students’ input into a machine and the reaction is given by the machine by a ‘teacher’ that “only remains in the machine through his or her projected expertise, content knowledge and pedagogical practices” (p.5). Basically, digitization has led to artificial intelligences in the world of educational programs, represented by facets of an instructor or expert’s personality and philosophy.

                The online persona and the physical persona are increasingly becoming blurred; in many ways, they are becoming one and the same. We project ourselves through ideas and words into virtual environment without much thought anymore; in some respects, the computer has become a digitized representation of ourselves, allowing us to engage with people in places we could never be and all at the same time. Virtual worlds such as World of Warcraft, Second Life, and Everquest have gone farther in providing a digitized version of the human being, represented as an avatar, which interacts in a virtual world with other avatars, creating culture, customs, and friendships based on idealized or experimental versions of the self. With technology creating a new mode of reality, human beings need to examine their relationship both with technology and with each other.

Response:

                Despite the almost science fiction tone of the philosophical dilemmas and issues arising from the use and dependence on technology presented here, the issues raised by the description are relevant. I’ve often wondered about how the virtual self projected through the internet and computers affects the ways in which we communicate with or perceive others in the real world. One issue that has recently gained notoriety is online bullying, which is an outcropping of the possibilities of online interaction coupled with relative anonymity as well as probably an array of other psychoses affecting our collective psyche. I think many people who choose to engage in bullying in the virtual world would not do so in the real world, as it usually requires face to face interaction. There is something about simply sitting behind a keyboard and a screen that somehow marginalizes the act; the perpetrator never sees the affects of his or her work without a digitized filter. But then the question becomes, at least for me, is this the real person or the idealized/experimental persona acting? I venture to assert that it is definitely the real person acting without the perceived threat of retaliation or punishment due to the perceived distance from the target, lack of context (they can always claim ‘joke’), and the anonymity afforded by the filter of the machine. For some reason, in the digital world, accountability remains elusive and I think it’s because we haven’t formed a solid working relationship between ourselves and the technology, as Lloyd has outlined. Of course, we’ve always had some forms of maliciousness with the advent of certain technologies (prank phone calls, dialing in pizza orders, the African Prince email, etc.), but education as well as combating technologies have stamped these out for the most part.

Article #11 Inclusion for Special Populations

Ng-Chin, E. (December 1, 2004) Inclusion for Special Populations Retrieved from: http://www.techlearning.com/article/3202

Summary:

                This is an article that explains how online classes and technology can used to increase inclusion of special needs students into mainstream classrooms. For blind students, many computers can be outfitted with Braille keyboards, a voice synthesizer that translates digital text into audio, and/or a screen reader that reads the screen to the user. These innovations allow blind students to converse with the class in a functionally normal way. Hearing impaired students might seem like they need no major accommodations, but many applications in the computer environment are audio and visually driven. For this reason, many computers are being outfitted with a subtitling or captioning capability, allowing students to participate fully in the class without their impairment becoming an insurmountable obstacle. For physically disabled students, computers can be designed with touch screens, larger mice, joysticks, trackball switchboxes, and/or voice input boxes. The online class has been immensely important for the medically frail, who may not be able to leave their homes due to medical equipment needs, nursing needs, or adequate transportation. The ability to participate in a learning community through online courses has broken many barriers to education and communication for them, giving them a means of escaping prejudice based on physical appearances and providing an avenue for their ideas and a connection to a larger community.

Response:

                This is the pinnacle of how technology should be used in education. If we can give students a chance to learn who previously did not have the opportunity, we should make it a priority. As future educators, many of us will have students with special needs in our classrooms and it’s a good idea to become acquainted with the equipment and technology they will require to be successful and make a smooth transition (or hopefully a continuance) into the classroom. Many special needs students do not belong in the typical special education classroom because they are in no way behind their peers intellectually. A physical disability can always be accommodated for; I’m a believer in the old adage: “if there’s a will, there’s a way.” The online class is a great idea because it allows students with medical conditions or other barriers to participate fully, remain anonymous as far as physical appearances, and interact with others. I think in many ways the social aspect of online courses and discussions is just as important as the intellectual side in allowing them to participate in a community without others’ prejudices or their own medical needs serving as a barrier to the interactions that all people need to grow.

Article #10 Piracy - but not the Peg-Legged Kind...

Teston, G. (2008) Software Piracy among Technology Education Students: Investigating Property Rights in a Culture of Innovation. Journal of Technology in Education. Vol.20, No.1 Retrieved from: http://scholar.lib.vt.edu/ejournals/JTE/v20n1/pdf/teston.pdf

Summary:

                The computer has become ubiquitous in almost every facet of life including education, industry, and research. Despite the overwhelming presence of computers and software use, there is a concern that the ethics surrounding software use have been largely ignored in most technology education classes. It is estimated that illegal copies of commercial software comprised a loss to software companies of $39.6 billion in 2006 and one need look no further than the headlines of popular newspapers and news websites to gain evidence of legal battles and lawsuits over piracy. It is estimated that one out three software installations circumvented purchase in 2006, which is an alarming statistic and may jeopardize the future of software development on an economic basis. To understand the basis of the piracy phenomena, it is useful to explore the formation of ethics in development. Children’s perception of ethics in association with theft is usually tied to physical property and intellectual property is often left out of the discussion in formulating a sense of ethics.

                This study focused on the attitudes of two different groups, one that viewed piracy as legal and one that viewed it as illegal. Surprisingly, both groups viewed software as public property at the same rate (54.0% pro-piracy, 53.9% anti) and 60.3% of respondents indicated that the manufacture does not retain property rights to software. The pro-piracy group showed a dramatic increase in the belief that others’ welfare is not affected by theft of software. Across both samples, only 9.7% advocated stealing a physical item (a bike) given a scenario, while 69.2% thought that using copyrighted pictures was acceptable and 68.3% had copied cd’s for personal use without purchase. Of those that had copied cd’s, 89.3% had moral reasoning in not stealing the bike in the given scenario. Overall, the study also found that 16% of those who morally object to piracy still do it, even though they clearly know that it is stealing. This study quantifies the disconnection between actions and beliefs of certain individuals as well as the disparity between views of physical versus intellectual property.

Reaction:

                This is an interesting study and something that I’ve often personally considered with the rise of downloading and filesharing websites. I was just talking to my teenage son about this issue and he tends to fall somewhere in the middle, but still cites the reason that “big corporations aren’t hurt by losing $20 for the software anyway.” In some ways, I agree with him. I asked him to compare the issue of copying software to photocopying books and he astutely pointed out that there are libraries for borrowing books, but not for borrowing software and that you could lend a book to a friend; many commercial software companies now limit installations to a set number of computers, therefore this comparison is not possible. I asked him to consider stealing a bike, which he, of course, thought was wrong, but then he pointed out that you could build a bike out of spare parts that functions the same as a commercially produced bicycle and possibly better without the threat of a lawsuit; there is no analog to the issue of software piracy here. I guess it’s possible to copy a program “in your own words,” so to speak, but legal issues would probably still surface. He also went further, stating that most people who download or copy software illegally would not have bought the software legitimately anyway and therefore, the companies aren’t actually out money; the only reason people use it is because of its zero price tag. I see the logic here, but I would not condone illegal downloading or copying for any reasons really. The best way to control the price, which is often stated as a driver for copying, is to not buy or use the software. As capitalists, we’re supposed to believe that the market should fix this problem using the proverbial Adam Smith ‘invisible hand,’ right? But instead, the presence of pirated software probably has the effect of driving up the price and punishing people for doing the right thing, which makes the piracy problem worse and justifies users in doing it. There doesn’t seem to be an easy answer here.

                The disconnection between physical property and intellectual property is especially salient here and is an issue that I struggle personally with. I actually refuse to pay for downloads of software, games, music, or movies. I’m the old fashioned type that needs something physical instead of zeroes and ones if I’m going to part with the cash. I still buy records, cd’s, dvd’s, and boxed software. This, I think, is where the crux of the issue lies and I’ve chosen not to participate in the online music/software revolution I guess.  Others have responded differently as a reaction to the intangibility of the product in question, believing, I think, that it is only a file, which is largely theoretical in a way – therefore, if it is practically nothing, then that is what it’s worth? The anonymity of online interactions has also aided largely in this issue, as well as issues of identity theft, online scams, and phishing; criminals no longer have to look their victims in the eye. How do we combat a mindset that both brings people closer together than ever before in many ways and at the same time objectifies and disconnects people from real world face-to-face interaction? We need clarification here. We need to learn to interact with people in the same room. We probably need a good talking to about intellectual property. We need to have the rules clearly laid out without lame, incomparable analogs. Many of us probably need to be forgiven.

Article #9 Wikis: Pulling it all Together Online

McCrea, B. (October 20, 2010) Wikis: Pulling it all Together Online. Retrieved from: http://thejournal.com/articles/2010/10/20/wikis-pulling-it-all-together-online.aspx

Summary:

                This article examines the use of wikis in the classroom and some of the issues that arise from their use. One use that students had for wikis was for group project work, in which students could post their research to their peers and give and receive feedback. The wiki also provides a means for parents and teachers to monitor progress of the project and intervene with direction if needed. The wiki is also a good way to display student work for their parents and the general public. The public aspect of the wiki and of online resources in general often encourages students to do better all around work, due to the possibility of exposure to peers, parents, and possibly strangers. Some drawbacks to wikis are security risks; the passwords and logins of students are not always secure. Once the passwords or logins are compromised, unwanted posts can occur. The instructor should always have the power to override posts and edit unwanted or inappropriate material. Even with this ability, sometimes it becomes a problem to keep on top of it.

Response:

                Wikis are useful for many of the reasons outlined above, but I don’t think it is a cure-all or substitute for face-to-face interaction in group work. They are useful for many aspects of group work, but may be better suited for brainstorming, sharing of resources, or discussion rather than actually formulating a solid group plan. The wiki as a means of displaying student work is interesting, but displaying of work may be better suited to a website for the class, as I don’t see much need for multiple users to edit and post in this respect. I think the best use for a wiki is in sharing independent research with others about specific topics in order to form a rich base to draw from. This highlights a collaborative approach to learning, in which students share with each other their findings, give recommendations, and evaluate resources. I think this is the best possible use, as other functions outlined in the article are better served by class websites, discussion boards, and personal communication. I think also that students need to be a little older to be responsible enough to keep the security of the wiki in their thoughts. I have younger children at home and I don’t know how many times I’ve found their passwords for various online games etc. thrown haphazardly on the ground or left on kitchen countertops. I certainly would not give them a password for something that could truly get messed up by someone with less than savory intentions.

Article #8 Clickers!

Harrison, D. (November 10, 2010) Clicking with Middle School Science. Retrieved from: http://thejournal.com/Articles/2010/11/03/Clicking-with-Middle-School-Science.aspx?admgarea=pre&Page=1

Summary:

                This article explores the use of audience response systems, otherwise known colloquially as ‘clickers.’ Use of audience response systems allows instructors to gauge how engaged students are with lessons, gather formative and preassessment levels, and give students a means of expressing themselves within the lesson and breaking away from traditional lectures. In this particular class, the clickers allowed the instructor to pinpoint areas in which students were lacking in knowledge and then tailor the lessons around perceived gaps. This class also utilized the system to engage in pre-test study in the form of ‘game days,’ in which teams would compete to answer questions pertaining to the unit of study as an alternative to traditional review or study guides. The audience response systems are not cheap and require a fair amount of classroom management and discipline, but the benefits are worth the costs when routines are set and expenses paid.

Reaction:

                I think one of the major advantages to using a system such as this is definitely in assessment, but probably not summative assessment; I don’t think this could really replace traditional pencil and paper testing as college testing and state assessment tests haven’t opted to go this route. It does provide a break from monotony and may provide quiet students a means of expressing their thoughts or issues without putting themselves on the spot. There is a relative amount of anonymity in simply pressing buttons. As an educator, I see this as a wonderful way to gauge how effective lessons are, as feedback from students is acquired and aggregated in real time in conjunction with PowerPoint presentations and then the instructor can see the amount or lack of learning directly. This is invaluable, as teaching without learning is rather pointless; if we can identify areas of confusion as we go, it would make the learning process much easier for everyone.  

Article #7 Classroom Websites

Alper-Leroux, C. (September 17, 2010). Using Instructional Websites to Differentiate. Retrieved from:                 http://www.techlearning.com/article/32974

Summary:

                This article examines the use of a classroom website in a middle school class with several students on IEP’s and a co-teaching environment. The class website has traditionally been used only for posting syllabi or as a simple public image introduction for the instructor; the potential for these websites has rarely been explored. In this particular class, the website has been used to upload class lesson videos, audio of textbooks, provide unit and chapter quizzes, provide a general review for struggling students, and a means of enriching the learning of advanced students by providing further paths of inquiry. The website is designed to appeal to the multiple intelligences and provide help to those in need on their own schedule. The website also gives the option of behaviorally challenged students being able to access lessons in quiet computer rooms with teaching aides away from distractions, without being forced to fall behind. The author points out that there is a definite learning curve, but once the technology is mastered, the process of keeping the website current becomes rather streamlined and expedient. This class had a dramatic increase over the last few years of students accessing and utilizing online content from the website.

Reaction:

                I think this is a great idea. The class website has long been stuck in the category of functionally useless in many respects and redundant in many others. Putting up content in ways that students can actually use it and keeping it current is the only way to do this. I’ve had so many classes that had a website, but the instructor did nothing with it but simply have it to post handouts to, which were supplied in class. It seemed a bit pointless to check the website for anything because everything was old hat. Posting video of lessons/concepts from class as a means of review, as well as potential test material, is a great way to study, especially if the student is visually or kinesthetically inclined. Students who may have dyslexia or reading issues can greatly benefit from the audio portions that they provide of chapters being read aloud and uploaded for access.

                One major issue I see that could come up from increased use of class websites is that many students don’t have adequate access to computers and internet outside of school. In fact, many low SES students, who statistically are in need of more academic help and thus could benefit from the increased instruction opportunities, may fall into this category. In order for this to work, a laptop borrowing program may be needed as well as computer lab times during and after school. Another issue I find is that most teachers are not as computer savvy as the teachers in this article. Making a website, uploading videos and audio, and planning different options in the online aspect of class for different ability level students is a tall task while still planning and teaching lessons every day. I think a strategy such as this could best be used in a co-teaching environment, like the one from the article. I think also that administration needs to investigate the potential of websites such as this and facilitate training teachers to be able to create and maintain them; perhaps they could also hire a few IT people for this purpose.

Article #6 More Social Networking Issues

Wells, C. (November 17, 2010) Social Networking: The Essential Balancing Act in Schools. Retrieved from: http://thejournal.com/Articles/2010/11/17/Social-Networking-The-Essential-Balancing-Act-in-Schools.aspx?Page=1

Summary:

                This article is an overview of the concerns and nuances that teachers, schools, and school districts have to consider if online social networking is to be used as a learning tool. Online privacy for both the instructor as well as the students is a balancing act, as well as separating the personal life from the professional life. The appropriateness of online interaction is difficult to gauge, as the instructor does not fully have control over the content of the virtual classroom with the advent of Web 2.0. The school sets professional guidelines for both teachers and students to follow, but social networking is a gray space; it is outside the physical boundaries of the school and not necessarily under the jurisdiction of policy. With the increasing presence and importance of technology in the lives of students, it becomes clear that it could be an engaging and useful way of reaching students. Due to the gray areas however, teachers find themselves stuck between possibly overreaching their bounds and not doing enough. In order to apply social networking in education, the issue of appropriate use needs to be discussed and defined.

Reaction:

                This is a tough call to make as a pre-service educator without a rapport with students or experience in the field. As an educator, the line between the private and public persona is a thin line to walk; we need to command respect and also connect with students on a very basic human level. I always like the phrase, ‘familiarity breeds contempt,’ and I think this is a situation in which this could become very real. We don’t want to engage with students as peers because we are not; we aren’t in the position to be ‘friends’ with them, as it breaks down the relationship and challenges the power dynamic, which could have very real management implications. I think the best thing that school districts could do is provide policy that addresses this particular area and provide a means of facilitating a social networking exchange that is beneficial to everyone, admitting its flaws and potential while agreeing that it is a facet of the current educational environment that has arrived. I think that setting up discussion boards in a safe zone could be a means of providing a solution. There are many educational-centered websites that offer similar services that could be used in this regard, but I think policy needs to catch up with technology in order to curtail issues of professionalism and appropriateness of exchange.

Article #5 Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking

Foulger, T., Ewbank, A., Kay, A., Popp, S., & Carter, H. (2009). Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking. Journal of Research on Technology in Education, 42(1), 1-28. Retrieved from Academic Search Complete database.

Summary:              

                This article explores efforts to develop education intended for preservice and inservice educators to understand the usefulness of social networking in education and to contemplate the complex ethical issues magnified by the increase in social networking online. Educators are held to a higher standard of behavior than in most professions and the public nature of the virtual world has “challenged traditional ideas about privacy and ethical conduct” (Foulger et al., 2009, p.3). In this study, the researchers used a sample of 50 freshman undergraduates in the education program and had them take part in a pre-intervention survey in which they were confronted with a hypothetical situation in which a teacher looked at students’ personal pages and found illegal activities taking place. Afterwards, the participants were asked to read articles to gain a functional understanding of facebook and myspace, read articles that highlighted the use of social networking sites for educational purposes, read an opinion piece about benefits and pitfalls in social networking, and then read news stories about teachers reprimanded for their use and abuse of social networking sites. After this, the participants were given a post-intervention survey and their opinions and attitudes changed, showing that they had become more aware of the ethical issues and the appropriate role of teachers in social networking spaces.

Reaction:

                Because social networking online is a relatively new phenomenon, it is unclear how educators and future educators should manage this part of their lives. The line between the private life and the professional life becomes blurred and behaviors “unbecoming” to the teaching profession may become apparent when the personal life is exposed or taken out of context. These issues should be on the minds of all educators. Should educators be subject to strict codes of conduct that transcend out of the walls of the school? Should we police the students and make authorities aware of illegal or alarming behaviors we observe on their sites? Should we, as educators, engage with students outside of the classroom or is this overstepping our bounds and invading their privacy? In an age in which online social networking is so prevalent, questions like these need to be addressed and this article deals with this wonderfully, raising explicit moral dilemmas that are not outside of the realm of possibility.

                As a future educator, I have my own ideas about how to approach these kinds of issues. I have both a facebook and a myspace account, but make sure that it is only visible to those that I am “friended” to, utilizing the privacy controls provided. I don’t post photos of crazy behaviors that could become misconstrued (nor do I believe I engage in them, but that is in the eye of the beholder) and generally attempt to uphold myself to a high standard. The authors of this article agree that nothing is exclusively private when posted online; facebook and myspace are privately owned companies and users surrender their right to privacy by agreeing to their terms. Because of this, I believe we must always err on the side of caution and treat social networking sites as if they are public, even if privacy settings are strict. When we decide to enter the teaching profession, I think realities such as these become implicit, even if we reject them on a free speech basis. The issue, I understand, is not as clear for others who have not given this adequate consideration. To curtail confusion in the future, I believe this is an issue that school boards and teacher training programs need to address, not necessarily to provide a strict code of ethics or conduct, but to illuminate the issues and make educators and administrators aware of the waters they inhabit.

Article #4 Diversity Education and Identity Development in an Information Technology Course

Trauth, E., Johnson, R., Morgan, A., Huang, H., & Quesenberry, J. (2007). Diversity Education and Identity Development in an Information Technology Course. New Directions for Teaching and Learning, (111), 81-87. Retrieved from ERIC database.

Summary:

                This article explores the challenge of incorporating diversity in technology education in light of an expanding global labor force and how to best prepare students from universities that are not located in areas of rich demographic diversity for the challenges they will face in the technology sector after graduation. This article focuses on a class designed by Eileen Trauth titled “Human Diversity in the Global Information Economy,” which is a career preparation course that focuses on issues of diversity such as gender, race, sexual orientation, socioeconomic class, and age. Within the class, 37 students were enrolled and 23 participated in the research, which focused on three learning outcomes which were analysis of the link between increased productivity and diversity, evaluation of the self as an agent or target of discrimination, and identification of challenges and needs of diverse populations in an IT context. 80 percent of participants achieved the first outcome and all students made progress toward the second and third outcomes. One of the major findings of the research was that participants were more receptive to diversity training when presented in the context of another discipline, rather than being presented as the main focus.

Reaction:
               
              The way in which this class seems to be designed is evidence of a paradigm shift in education in actuality, which incorporates educational philosophy into the heart of the curriculum, rather than treating diversity as a subject relegated to theory. The students were required to correspond electronically with students from other countries and design a “web-based information tool for users in that country” (p.82), which put the theory into practice and made participants engage with individuals of other cultures, think about the issues, and solve problems. With our increased lines of communication and increasingly worldwide economy, due to technological advances, the world has definitely become a “smaller” place and issues of diversity and their consequences need to be addressed head on. This study, while entirely too small to draw sweeping conclusions from, gives a good starting point from which these issues can be dealt with in the context of education. The way in which theory is put into practice to achieve a real result is on the right track.

Article #3 Performance of a Generic Approach in Automated Essay Scoring

Attali, Y., Bridgeman, B., Trapani, C., (2010). Performance of a Generic Approach in Automated Essay Scoring. The Journal of Technology, Learning, and Assessment, 10 (3), 1-15. Retrieved from http://escholarship.bc.edu/cgi/viewcontent.cgi?article=1255&context=jtla

Summary:

                The purpose of this paper was to compare automated scores of essays on the GRE and the TOEFL (Test of English as a Foreign Language) using e-rater, a program that aggregates features of writing and weights their significance in a score, with scores on the same tests that were derived from human grading. E-rater is a relatively sophisticated program that is able to pick up on conventions in written language and factors grammar, mechanics, style, usage, organization, development, vocabulary, and word length into a final assessment and score. This study used an enormous sample (205,566 essays for the TOEFL) and correlated scores between human scores (H1) and e-rater scores (G) and also between human scores and a second set of human scores (H2) on the same essays. Surprisingly, the coefficient between H1 and G was higher in many instances than between H1 and H2, which may be due to inadvertent subjectivity in the human scorers. This study shows that automated essay scoring may be approaching levels of sophistication and accuracy that can be used institutionally, such as on the GRE, SAT, and TOEFL instead of primarily as a regression tool to predict test scores and scoring accuracy of humans.

Reaction:

                This is interesting. I never thought that automated essay scoring could really exist, due to the difficulty computer programs generally have in evaluating or understanding content. The e-rater program has some of this built into it; it has specific vocabulary it looks for depending upon the writing prompt and also evaluates worth depending on certain words used and length of paragraphs etc. So I wonder what they use as a model essay for the prompts because it must have some kind of analog to refer to. If this is the case, it remains subjective in terms of content, structure, and organization because it begins in a subjective place that assigns worth depending upon values that may or may not materialize in the writing of the average essayist. Only from this baseline of subjectivity can any objective assessment of writing take place. I can understand employing automated programs such as e-rater out of economic considerations and time constraints, especially for national or internationally taken tests, but it seems as if the art of writing, even though it is something as trivial as a test essay, has become cheapened and the human connection between emotion, experience, and meaning is becoming lost in conventions and vocabulary that a only dry academia finds worthwhile. I could be wrong, but I certainly hope that essay scoring is not moving in this direction.

                There is also a philosophical problem I find with the concept of automated scoring of essays and it deals primarily with the nature and function of writing as a communicative form. If there is ever indeed a time in which the writer in educational institutions has no audience but a lifeless program that bestows judgment, isn’t the entire purpose of writing null? If there is no one to connect with the writing and understand the views and ideas expressed within the content, there is virtually no point in communicating in the written form. This seems analogous to creating paintings or printing photographs for the blind, who in this hypothetical situation bestow worth upon the visual arts based upon touch, taste, and smell; while I am certain that many masterworks incorporate similar materials and, thus, must certainly taste, feel, and smell especially similar, I am equally certain that they are not the same based upon the sense of sight for which they are intended. Maybe this subject just brings out the shameless cynic in me, but the idea of automated essay scoring is strange and I can’t help but think of the how futile the writing process will feel when we know for sure that nobody cares what we have to say as long we punctuate and spell correctly.

Article #2 Gender Inclusiveness in Educational Technology

Heemskerk, I., ten Dam, G., Volman, M., & Admiraal, W. (2009). Gender Inclusiveness in Educational Technology and Learning Experiences of Girls and Boys. Journal of Research on Technology in Education, 41(3), 253-276. Retrieved from Academic Search Complete database.

Summary:

                This article details a qualitative study on perceptions of technology by male and female students in the context of gender inclusiveness. The study included 81 ninth grade students in the Netherlands and tested their reactions and perceptions to six different technological learning tools using interviews, class observations, and learner reports for assessment. The educational tools were rated according to inclusiveness and imbedded “gender scripts.” Inclusiveness was rated using an index which assessed several factors including presence and contribution of diverse groups within the programs, real-life context, cultural sensitivity, variety of music and sounds, feedback, flexibility, and other similar factors. The results of the study found that girls gave more positive descriptions and thought they learned more from the programs with higher inclusiveness ratings. Girls also found these programs to be easier to navigate than the less inclusive programs, while boys reported no difference. Girls also were observed to participate more with the inclusive programs, while boys showed no difference in participation levels between them. Overall, girls seemed to react more positively to inclusive programs than traditional methods and less inclusive programs; boys reacted more positively to technology in general than to traditional learning methods.

Reaction:

                This study is important in that it shows that the stereotype of girls disliking computers is false. It is not the technology that they reject, but the way in which many programs and applications are designed without their interests in mind that they are objecting to. This ties in nicely with the educational philosophies of Jane Roland Martin and Victor Nolet, who we recently read and discussed in SEC 512. Martin explores the concept of working the “reproductive” processes (here represented as connection to real-life, variety, cultural sensitivity) into the education system in order to engage women and end stereotypes. Martin is suggests a paradigm shift, much like what Nolet suggests in his argument for sustainability and the concept of gender inclusiveness actually fits nicely with the concept of sustainability, as they are both ultimately concerned with the reproductive processes within society, though not in a literal sense. The more inclusive programs may be evidence of the beginning of such a paradigm shift, which is not concerned with productivity and single-minded monolithic academic concerns, but with connection and real-world applicability.

                Because boys learned just as much using inclusive programs as non-inclusive and girls learned and were more engaged with the more inclusive programs, we should, as educators, recognize that we must attempt to be consciously more inclusive in the lessons and ways in which content is presented in order to reach all students. If we ignore this, we are alienating almost half of the student population, especially if other options are known and available. Because boys do just as well (if not better) with inclusive-minded presentations of content, we are not in any way shutting them out;  we may be opening them up to new ideas concerning connection, cultural and gender sensitivity, and destroying the gender-based stereotypes concerning technology, often popularized and spread by both sexes due to a long history of male dominance and subsequent dominant male ideals and concerns within the field of technology education.

Article #1: Effects of Technology and Male Teachers on Boys' Reading

Sokal, L., & Katz, H. (2008). Effects of Technology and Male Teachers on Boys' Reading. Australian Journal of Education, 52(1), 81-94. Retrieved from Academic Search Complete database.

Summary:

                This study conducted by Sokal and Katz (2008) investigated feminized views of reading and the effect of male or female instructors as well as computer-based literacy programs on the attitudes of males. Using a sample of 114 third and fourth grade males, the research shows that the sex of the instructor had no effect upon feminine views of reading, but that the use of technology did. Using a three point scale, boys who worked with male instructors on computer-based literacy programs had a mean change of 0.17 points towards a less feminine view of reading, while boys who worked with male instructors using traditional book-based methods had a mean change in the opposite direction by 0.11 points. Boys taught by female instructors had no change in either group.

Reaction

                The findings of this study are surprising in that the presence of a female instructor did not affect the boys’ views of reading as feminine, which seems contrary to what might be predicted. Using technology, which is historically a masculine activity, had the effect of decreasing feminized views only if the researcher was male. Given the well-documented achievement gap in reading scores between males and females, this study gives some direction as to how to best close the gap. Because adolescent males are reluctant to participate in feminine activities, given their increased development of sexual identity, the method through which learning takes place should capture their interest and not threaten the development of their sense of self. This study supports the idea that both male teachers and varied media should be utilized in order to spark their interest and get them involved in the learning process. The multiple intelligences approach to learning also gives weight to a varied approach to teaching media and males may be more likely to respond to certain types of learning styles.

             In this study, the tradition book-based literacy programs, when taught by a male instructor, had the effect of increasing a feminized view of reading in males. This seems counter to casual prediction and may represent a reaction to the personality of the male instructor or it may reflect the ideas already ingrained into the males; the presence of a male instructor engaging in “feminine” behavior, because it runs counter to the ingrained stereotype, may be a backlash against the book-based program in congruence with preconceived ideas of what activities males engage in. Contrary to this, the use of technology, because it is in line with societal views ingrained into the males, serves to back up this belief due to the same reasoning. Technology and its effect upon literacy should be investigated further, particularly in relation to the achievement gap between the sexes.