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technology education vs educational technology
|Posted By: DR.Wes Perusek on December 9, 2003|
|Hector: Thank you for the reply. Merry Christmas as well and a very Happy New Year to you and loved ones and colleagues!|
Of course, it would be best if we could sit across from one another and talk freely about these ideas in a continuing dialogue. Your website suggests Middlebury College in Connecticut. Is that correct?
We have some obvious interests in education and in gaining better understanding of language and practices.May I suggest an excellent source document of readings on technology: Carl Mitcham and Robert Mackey, eds. Philosophy and Technology-Readings in the Philosophical Problems of Technology,New York:The Free Press, 1972,1983.
Another more recent work is Ruth Swartz Cowan, A Social History of American Technology, New York: Oxford University Press, 1997.And for a simple but elegant presentation of technology with an extended bibliography, please see the Encyclopedia Britannica coverage.
Another interesting citation and revelation is AERA, Second Handbook of Research on Teaching, Robert M.W.Travers,Ed.Chicago,Rand McNally Publ.,1973 and Chapter 31: Educational Technology and Related Research Viewed as a Political Force, where we see a writer coming to his own understanding: " As a result of engaging in study in this historical area( history of technology) , I found myself taking a view of contemporary educational technology which I could not have imagined myself taking a decade ago."pp981-982.
AAAS makes an excellent point in Benchmarks for Science Literacy-Project 2061: " By 'science' Project 2061 means basic and applied natural and social science, basic and applied mathematics, and engineering and technology, and their interconnections- which is to say the scientific enterprise as a whole. The basic point is that the ideas and practice of science, mathematics, and technology are so closely intertwined that we do not see how education in any one of them can be undertaken well in isolation from the others."pp321-322.
And least we think this is all in books or reports, one has only to go to classrooms in the U.S., U.K and Japan to see differences as well as problems and wonderful opportunity to help many more young people realize their own potential. The point it to not focus on the school you know best or well, but to look across a broad spectrum as John Goodlad did in his: A Place Called School, then reflect on what John Dewey wrote so well in Democracy And Education or The Child and the Curriculum or School and Society.
Think too about school bascially being open only about 6 or 7 hours per day, 5 days per week and 9 months per year in the U.S. and all the thought and actions toward the extended school day, the after-school hours and the " descretionary time" most adolescents have, and what a grand opportunity to help many more young people, if we can only secure funding and better use the thousands of empty buildings sitting idle across the U.S. needing local initiative, ideas and leadership with vision to make a much more productive learning climate for all young people.
With NASA asistance, we are attempting this in Ohio with the Ohio Space Grant Consortium funded after-school Invention Innovation Centers Project of which I am the Director. We have literature but no web site--yet!
Happy Holidays and keep in touch please Hector!
God Bless You!