1 2 Source Title Source Title Introducing Information Cyborg Pedagogy: and Communication Performing Resistance Technologies into Schools: in the Digital Age The Blurring of Boundaries
Thesis Statement of Source So, the question remains, ‘what impact will the introduction of information and communication technologies have on schools and schooling?’. (pg. 422)
Major Points
Thesis Statement of Source Cyborg myth serves as a critical metaphor by which to expose, examine, and critique the social, political, and aesthetic impact of information technology on the posthuman body and its identity. (abstract) ... explores the varied means that ... educators, and cultural theorists use to expose, critique, and intervene in the ways that technology is conceived. (pg. 346) Major Points
Synthesis Map 3 4 Source Title Source Title Offering a Job: Learning to Love the Meritocracy and Social Micro: The Discursive Networks Construction of 'Educational' Computing in the UK, 1979-89
5 Source Title Quality Assurance in New Distance Education: The Clas Challenges to be and P Addressed
Thesis Statement of Source This study focuses on the impact of ... social networks, to the hiring process. (abstract)
Thesis Statement of Source The present paper aims to explore how the computer became to be so strongly ‘configured’ as educational during its integration into mainstream British society and culture. (pg. 429) (abstract)
Thesis Statement of Source This paper highlights the aspects of distance education that deviate so markedly from what has been practiced for hundreds of years and argues that quality assurance of distance education has to be approached differently.
Major Points
Major Points
Major Points
The
CAI have bene into
1 - The blurring of boundaries producing cultures of uncertainty in the postmodern world. (pg 1)
1 - The use of computers in art practice is not a convergence by a battleground. (pg. 333)
1 - ... how the applicants got into contact with the organization, including whether it occurred through personal or professional networks. (pg. 765)
1 - The educational computer is ‘hype’ joined by gov’t, industry, and media for non-educational motives. (abstract)
2 - “The Internet is composed of a ‘cloud’ of computers, constantly shifting, never stable and that will therefore have a direct effect on our notions of time and space, and the traditional boundaries associated with those concepts when they are fixed rather than fluid.” (pg. 420)
2 - In this article we argue for the importance of situating information technology within a larger cultural context in order to identify its social, political, and aesthetic impact on human identity. (pg. 333)
2 - In the analysis, we focus on the role of meritocratic factors, age and education, and the network factors for understanding the impact of gender. (pg. 765)
2 - The hype has a religious fervor containing elements similar to faith, belief, and heresy. (pg. 428)
1 - Integration of technology in all forms of education has narrowed down the gap between the on- and offcampus students and has resulted in the use of the more broad-based term ‘distributed learning’. 2 - Virtual University is ... still acquiring its meanings.
1-C to te teach use c
2 - In appa rega least com role cont are g belie can a dive cited nega com Sesa that sens watc can a with disci
3 - Internet creates a crisis 3 - Cyborg: a hybrid of of boundaries. (pg. 420) machine and organism, a creature of social reality as well as a creature of fiction. Thus, “cyborg pedagogy” serves as a complex metaphor that represents the body/technology hybrid while it exposes the cyborg’s dialectical pedagogy of inscription and resistance. pg. 334)
3 - Turning to the role of social networks, their importance in getting jobs is unambiguously and extensively documented for several countries. (pg. 768)
4 - the mouse is more powerful than the remote control. (pg. 421)
4 - (personal conclusion) Minorities and women have been more restricted in the nontechnological yet hierarchical past and therefore discriminated against more easily. Playing field is leveled more today. (pg. 773)
4 - The industrial revolution and the advent of mechanization transformed the sedentary practices of agricultural society into one that emulated the segmentation and dynamism of machine technology. (pg. 334)
3 - There is now currently mounting political pressure on teacher and other educationalists to ‘prove’ technology’s worth after the past 20 years of apparently ineffectual use. ... all culminating in an unrealistic imperative for educators to make the myth of educational computing real. (pg. 441)
3 - Developments in any country affect the higher education scenario globally.
3-C effec teach CAI cons resou they wou decli
4 - ... how to assess how 4 - A good it is, against what expla standards? trans disru bene time
5 - The impact of global competition and technological developments have been characterized ...as leading to organizations in which roles are ill-defined and shifting, and where ‘projects’ become more important than hierarchical position or organizational charts. (pg. 1)
6 - Communication via the Information Superhighway allows traditionally subordinate pupils to mask their age and status, in such ways as to create a virtual equality between communicators via the Internet. (pg. 426)
5 - Coincidentally, the mid-century also saw the development of cybernetics as the means by which intelligence could be separated from the body and installed in machines. ... humans were to be seen primarily as information-processing entities who are essentially similar to intelligent machines.” (pg. 334) 6 - The body in cyberculture is a body that combines the virtual and the real, the avatar and the actual. (pacemakers, hearing aids, prosthetic limbs) (pg. 335)
5 - final salary offers depend on social networks. (pg. 795)
5 - Can technology replace human contact without significant loss of quality? (does the phone?)
6 - social networks pay off; they can drive or trap you. (personal opinion based on page 802).
6 - In many countries, the stigma attached to distance education, as second grade cannot be denied.
7 - ...the myth of the cyborg blurs several of the intermediary boundaries between the human and the nonhuman. (pg. 336)
7 - This is decidedly not an “old boys network.” What we observe is an overwhelmingly “white young girls and boys network” to which ... minorities have less access. (pg. 810)
7 - The borderless and boundaryless distributed learning has already become a reality.
8 - “cyborgs are simultaneously entities and metaphors, living being and narrative constructions.” ... The cyborg myth represents a new paradigm in the history of embodiment. ... “the physical/virtual distinction is not a mind/ body distinction. (pg. 337) 9 - With the body and culture interconnected ... the cyborg ... signifies ... a continual state of ... ephemerality ... as an “unfinished” aesthetic. (pg. 338)
8 - It can all be reduced to meritocracy (age and education) and social networks (personal and professional). (pg. 814)
10 - ... the nomad reterritorializes on deterritorialization itself (pg. 339)
Lawson,Tony 2000
11 - Posthuman thinks of the body as the original prosthesis we all learn to manipulate. ... configures human being so that it can be seamlessly articulated with intelligent machines. (pg. 340) Garoian,Charles R. 2001 monstrous (pg. 336), technofascist (pg. 345)
Petersen,Trond 2000
Selwyn,Neil 2002 techno-romance
Stella,Antony 2004
6 Source Title Evidence on sroom Computers Pupil Learning
7 Source Title Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training sis Statement of Thesis Statement of Source Source does not appear to Internet technologies are had educational having a significant fits that translated impact on the learning higher test scores. industry. ... but little is known about their effectiveness compared to traditional classroom education.
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Major Points
AI uses computers ach things. CST hes students how to omputers.
1 - ... the VLE leads to higher reported computer self-efficacy, while participants report being less satisfied with the learning process.
n contrast with the rent consensus rding the value of at some level of puter literacy, the of CAI remains roversial. ... there ood reasons to ve that computers actually be a rsion. One widely proponent of this tive view ..., pared computers to me Street, arguing “Both give you the ation that merely by hing a screen, you acquire information out work and pline.�
2 - Internet technologies have allowed small entrants to compete with established dominant incumbents. Education has not been immune to internet-driven change.
AI ... may be less tive than other hing methods. ... may have umed school urces which, had been maintained, d have prevented a ne in achievement.
3 - VLE is broader than CAI and adds the communication dimension to a previously individualized learning experience. ... can foster communities of learners.
nother possible anation ... is that the ition to CAI is ptive, and any fits of CAI take to develop.
4 - Traditionally, learning environments are defined in terms of time, place, and space. Three further dimensions: technology, interaction, and control.
5 - Technology may also help ... make learning more student-centered and can potentially eliminate geographical barriers while providing increased convenience, flexibility, currency of material, student retention, individualized learning, and feedback over traditional classrooms.
6 - <see chart>
7 - We believe that technology alone does not â&#x20AC;&#x153;causeâ&#x20AC;? learning to occur.
8 - We identify two classes of determinants: human dimension and design dimension. <see chart 2>
9 - The frustration with technical issues may also be masking a more fundamental cause of dissatisfaction. The subjects were engaging in their first experience in a VLS using relatively unfamiliar learning and communication tools. This lack of familiarity and developed learning strategies for the new environment may lead to feelings of isolation and anxiety.
Angrist,Joshua 2002
10 - the real benefits may in fact come from blending features of VLE with traditional learning environments.
Piccoli,Gabriele 2001