Subject: Re: [IFETS-DISCUSS] IFETS-DISCUSSION Digest - 24 May 2003 to 25 May 2003 (#2003-28)
From: jeremy hunsinger (jhuns@VT.EDU)
Date: Sun 25 May 2003 - 14:58:01 MEST
Date: Sun, 25 May 2003 08:58:01 -0400 From: jeremy hunsinger <jhuns@VT.EDU> Subject: Re: [IFETS-DISCUSS] IFETS-DISCUSSION Digest - 24 May 2003 to 25 May 2003 (#2003-28)
> Date: Sat, 24 May 2003 14:05:28 +0500
> From: abid khwaja <abid_khwaja@HOTMAIL.COM>
> Subject: educational technology
>
> Let's recall the spirit of the meaning of the word ' technology'. The
> word
> technology means application of scientific and other knowledge to
> practical
> tasks.
>
i am quite wary of this definition, in fact, i'm not sure technology
has anything to do with scientific knowledge at all.
> Technology should not be taken as a bag of mechanical tricks.
the mechanics are technics, but all 'tricks' are technologies.
> It is not
> synonymous to machines. Technology in education is to enhance human
> learning: whether through books or electronic media or even through
> human
> medium.
the question here is 'what do you mean by enhance?' does systematizing
education through repetition of tasks which is made easy via computer
interfaces constitute 'enhancing'? or what should education be doing
and how can that be enhanced?
>
> Yes I agree to most of scholars that it is not the abundance of
> "technology"
> that matters but the sense of selecting the most appropriate ways to
> convey our messages to the learners.
the key is to choose the technology that 'fits' the mission, so you
first need to know what you are doing when you are teaching your
students. I think that you will find that the educational model of
most educational technology is primarily based 'information provision'
or 'knowledge acquisition' with little focus on teaching critical
thinking or enculturation/socialization.
>
> Abid Hussain Khwaja
> Head Productions
> Media materials
> Allama Iqbal Open University
> Pakistan
Jeremy Hunsinger
Center for Digital Discourse and Culture
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