Discussion Post #3 Technology has clearly changed society’s structure and culture; whereas people once stood in the grocery line reading the magazines, now they check their Facebook status. Whereas kids once fought in the mini-van during the family trip to Florida, kids now play games on their personal devices. Whereas parents once gave their children their undivided attention, their attention is now divided between their kids and their phones. Because technology has become so pervasive in the lives of just about everybody (See Table 1), our world today is different than it was when most adults were in school. Does this mean technology has transformed society and culture? It depends on which dictionary you use to look up the word transform.
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This is because of the permissive role of technology in education. Merriam-Webster.com defines permissive as giving people a lot of freedom or too much freedom to do what they want to do. (Technology has a permissive role in society and culture as well as in education). This connotation is negative. The permissive role of technology in education has been that teachers have the option to choose whether to use technology in their classrooms or to make a home-school connection using technology, how to use technology within their classrooms, and for what purposes to use technology in their classrooms. There is still a lot of convincing needing to be done, convincing that is disguised by the moniker Professional Development. As Culp et al. (2005) noted, technology itself will not be the change agent but instead be a “crucial ingredient in the reformulation of the teaching and learning process” (p. 302). School reform, including expenditures on technology, are all about improving the quality of teaching and learning. The role of technology in being the “catalyst (for) various other changes in the content, methods, and overall quality of the teaching and learning process, most frequently, triggering changes away from lecture-driven instruction and toward constructivist, inquiry-oriented classrooms” (Culp et al., 2005, p. 283) has so far not been
This is because of the permissive role of technology in education. Merriam-Webster.com defines permissive as giving people a lot of freedom or too much freedom to do what they want to do. (Technology has a permissive role in society and culture as well as in education). This connotation is negative. The permissive role of technology in education has been that teachers have the option to choose whether to use technology in their classrooms or to make a home-school connection using technology, how to use technology within their classrooms, and for what purposes to use technology in their classrooms. There is still a lot of convincing needing to be done, convincing that is disguised by the moniker Professional Development. As Culp et al. (2005) noted, technology itself will not be the change agent but instead be a “crucial ingredient in the reformulation of the teaching and learning process” (p. 302). School reform, including expenditures on technology, are all about improving the quality of teaching and learning. The role of technology in being the “catalyst (for) various other changes in the content, methods, and overall quality of the teaching and learning process, most frequently, triggering changes away from lecture-driven instruction and toward constructivist, inquiry-oriented classrooms” (Culp et al., 2005, p. 283) has so far not been