George Free (gfree@oise.utoronto.ca)
Mon, 23 Nov 1998 09:39:18 -0500 (EST)
Date: Mon, 23 Nov 1998 09:39:18 -0500 (EST) From: George Free <gfree@oise.utoronto.ca> Subject: Re: [ifets] Conference starts now.
On Mon, 23 Nov 1998, Chris O'Hagan wrote:
> So I ask, Have we made full and proper use of the 'old' technologies
> for teaching and learning, particularly in public education? If not,
> why not? Because if we have not learnt to apply previous innovations
> ubiquitously in pedagogically satisfactory and enhancing ways, what
> guarantee is there we'll ever be able to do it for the 'new'
> technologies!? Are we doomed to be forever running after the bus
> never knowing what destination is written on the front, and not
> noticing the possibilities that flash past on each side?
>
I don't believe that we have made full and proper use of the 'old
technologies' in our education system. Do we make full use of the printing
press, the radio, television, film, etc.? I think not. What we do is
subordinate these technologies to the traditional instructionalist model
of education.
All of these tools (especially today) are relatively easy to use
and can generate powerful effects. The main obstacle to their 'full and
proper' use (enhancing the powers of human creativity and invention) is
the social organization of the schools. Teachers and students are not
allowed to explore and develop meaningful projects and activities (using
these and other technologies), but must follow a prescribed curriculum and
devote themselves to 'studying for the test.'
Of course, I'm not saying anything new! This criticism has been
levelled against the educational system by reformers for well over 100
years. Today, some argue that the computer offers new possibilities for
the reform of education. I'm not so sure. Without a change in our thinking
about the nature of education, it is likely that they will not be made use
of in a full and proper way either.
George Free
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