Two weeks ago I was with a group of classroom teachers discussing the book
To grasp the full picture of exponential growth Jane Gilbert talked us through a story which illustrates this outrageous growth.
Ray Kruzweil 's story.
"In one version of the story, the inventor of the game of chess shows his creation to his country’s ruler. The emperor is so delighted by the game that he allows the inventor to name his own reward. The clever man asks for a quantity of rice, to be determined as follows: one grain of rice is placed on the first square of the chessboard, two grains on the second, four on the third, and so on, with each square receiving twice as many grains as the previous square.
Following this question...
Selwyn, N & Facer, K's new publication.
The Politics of Education and Technology
Selwyn, N & Facer, K write,
" .. instead of being distracted by our own (often priviledged) personal experiences of digital technology, this book starts from the premise that we need to work instead towards understandng and acting on educational technology in terms of its complicated and often unjust connections to the larger society." Selwyn and Facer pg 4
Selwyn and Facer suggest we need to engage with a critical study of Educational Technology
1. Move away from technology being a means to an end as this does not ask us to question or understand the 'full nature and value of education'.
2. "..disrupt the deterministic assumption that technologies possess inherent qualities and are capable of having particular predetermined and predictable 'impacts' or 'effects' on learners, teachers, wider society." pg 8
Selwyn and Facer are able to show that the relationship between education and technology is a historical and present day narrative about Conflict, Change, Ideology, Innovation.
Q: What does acting look like?