Chapter 5

As I read this chapter I immediately begin to reflect on the multiplying number of achievement tests that are being created for our students.  I can think of several right off the top of my head, the MAP tests, STAR test,  and IStep Tests to name a few.  The list can go on and on.  On page 72, the beginning of the first paragraph, one phrase popped out at me: “as the supply is increased, control mechanisms are strained.”  As this chapter continued to discuss the purpose of controlling information and how social institutions strain to balance this control I reflected on the sheer number of tests I have given my students this year.  Some of these tests were pencil and paper, anecdotal, and finally others were computerized. 

                The first sentence on page 77 says, “The theory gave clarity to our perceptions and a standard by which to judge the significance of information.”  The last computerized test that I was mandated to give my students was about 3 weeks ago.  We were nearing the end of the school year, and most students had begun to check out.  It was the third time in the school year this test was given.  After nearly 180 days together in my classroom, I had a strong grasp on how my class was doing.  This test completely shattered everything I “thought” I knew.  This sentence and chapter made me realize that we as educators need to very carefully judge how significant this information is, and if we are using it to the proper potential.  I am curious if I am the only educator who feels that the information you are getting from your students through technology is accurate?

Chapter 4

          On page 68 the graphic revolution is talked about in the second paragraph.  If you could take a mental picture of the technology you see being used in the educational setting, would you see it as a setback or something that is helping our students’ progress?  There are so many different types of information being thrown our way (billboards, newspapers, video outlets, radios, and computers are listed on page 69; just to name a few).  After reflecting over the first four chapter of Technopoloy: The Surrender of Culture to Technology, it makes me question how am I putting these things to use, and am I using them appropriately.

We are finding more and more that technology is being brought in to solve problems.  On page 61, Postman refers to technology conferences and how everything is bigger, better, and faster than the previous year.  I feel like some schools are bringing in so many new types of technology, they do not know how to harness the power and put it to good use.  Some is for the better; others could have been left on the wayside. How many problems are being solved in your school setting through the use of technology?  Do you feel that it has helped or just been overall a waste?

Chapter 3

            I find it interesting that you can turn on the news, on any given day, and find someone talking about technology and how it is taking away different job sectors.  Yet, in today’s economy the government is trying to create more jobs for the unemployed.  On page 51, paragraph 2, Postman explains a portion of Frederick W. Taylor’s book The Principles of Scientific Management by showing us what a human worker may lack.  Human labor contains: judgment that cannot be trusted, ambiguity, and subjectivity amongst others.  For this reason he says human work is of no worth. 

                I feel that as teachers, and in general workers, we must strive to show that we have technology at our fingertips and are using it appropriately.  Instead of the teacher’s work being of no worth, we must “find its meaning in machinery and technique” (p. 52).  It should be our goal to use this technology to better impact the lives of our students and those that come into our path.  Do you feel that you have observed technology being put to positive use in the day to day teaching setting; or do you believe that the “technology” has taken over the role of the teacher within the school setting?

Chapter 2

“….but significant instances in technologically primitive societies of tools attacking the supremacy of custom, religion, or metaphysics.”  This is a portion of the statement that Neil Postman writes on page 27 in the second paragraph.  This statement drew me in with two parts: attacking the custom and attacking the religion.  It made me think of my own school where many teachers do not like technology taking over what has been the custom for so many years.  I look at myself and realize that there are times that I question the technology being used to “measure student’s progress.” Although we are not a technologically primitive society, I think this statement holds true to us today.  The second was when this paragraph referred to attacking religion.  I have the privilege of teaching at a Christian school, and do not for one second take that for granted.  Continually, we are confronted with the decision of whether how we are using technology is appropriate and how can we teach our students to respect this technology, as well as use it in a manner that would be pleasing to the Lord. 

                We find on page 30, several examples of medieval scientists who question each others’ work.  Although we find Martin Luther calling Copernicus, “a fool….” (Page 30, 1^st paragraph), I think this shows us that we should be continually checking our technology and whether or not it is in the best interest of our students’ learning.  Our schools and communities will continually be bombarded with new technological advances, but if we don’t take a step back and truly question the usefulness of the new advance, we may find ourselves taking steps backwards instead of forwards. 

                Again, as I think of my own school and the diverse group of teachers we have (20+ years, 10 years, and first year teachers,) I realize that each person will look at technology and the statement that was written on page 27 differently.  Some of the new teachers are going to more apt to embrace new technology with open arms, while others may be slow to move away from the tool-using culture (p. 38-39).  The closing statement of chapter two, page 39, states: “addressing both those who were exhilarated by technocracy and those who were repulsed by it Benet gave the only advice that made sense…..It is here.”  As you look at this statement what challenges do you see as new technology is introduced to the staff at your school?  Technology is here.

Chapter 1 - Technopoly

                I found this chapter stretching the meaning I had for “technology” deeper and deeper as I progressed from page to page.  On page 4, Postman goes into detail about writing being a form of technology.  Then, on page 6 he talks about railways, telephone lines, ocean tankers, and hygiene, along with many other advances in our culture.  I found myself realizing that I have put technology into a small box that limited itself to computers and other devices that are similar. 

                As Neil Postman describes the differences between winners and losers in everyday life, it made me think about the children in my classroom.  This chapter helped me stretch my views, which will hopefully help me distinguish the proper technologies that I should be using (keeping one eye open, page 5).    On page 17, paragraph 2, Postman says, “Over four centuries, teachers, while emphasizing print, have allowed morality its place in the classroom, and have therefore achieved a kind of pedagogical peace between these two forms of learning, so that what is valuable in each can be maximized.”  How do you see computer technology coming into your school and or classroom and finding a peace between our current forms of learning?