In 2012, the scientific community was shocked to see six Italian scientists arrested and placed on trial for the manslaughter of 309 people. How did they manage to kill 309 people? Easy: They failed to predict an earthquake.
As insane as it sounds, two years later these scientists are still stuck in an appeal process, and they are still facing a potential six years in prison. Now long off everyone’s radar, the questions this prosecution poses to Western civilization have faded from our memory.
At stake and at issue are the underlying ideologies of what our machines and the data they generate actually mean to us as human beings. Unfortunately, these ideologies remain in the background of our educational and technological decision-making. The lives and the minds of our students are rapidly becoming intertwined with their technologies and the haste we feel in harnessing this cultural phenomenon is driven by a competitive economic desire to “stay ahead” of the technological curve.
With the exception of perhaps a few hold-over “Luddites,” no one I know is against the use of technology in the classroom. On the flip side, however, I must say that in all my conversations about classroom technology, I have never—not even once—heard a citizen or educator discuss what the use of that technology actually means to a human being. [Read more...]