Ursula Franklin Task:1) Tell story of chapter2) Select a succinct paragraph that

distills the primary message of that chapter

3) In your own words, reformulate in no more than three sentences that theme/message

4) Contextualize the chapter within the book as a whole

5) Report to whole group

CHAPTER 1

House as metaphor 4 technology: secret passages and trap doors

Technology a system of practices: not just “tool”, cultural, social, historical practices

Prescriptive vs. wholistic technologiesDistributed/systematic means of production vs. “whole”

Pg. 5 2nd paragraph

Chapter 1

Definitions -- technology as practices and systems

Holistic model vs. Prescriptive model --

Culture of compliance -- don’t want decisions made on production line

Growth Model -- chancy -trying to grow a plant -- doesn’t always work

Production Model -- more predictable -- chance has been taken out of it -- no ownership in overall product

Page 19Lecture style -- a vocabulary for reading the rest of the book

Chapter 2

Describe and define realityVernacular, extended, constructed/(re)constructed, and projected reality*personal is political

Technology direct outcome of ‘science’ (belief) BUT instead should see side by side

Scientific expertise favored over own experience Reciprocity and communication technologies(t.v. not ‘reciprocal’ -- cell phones comm tech b/c reciprocal)

Chapter 2Issue of “reality”

4 distinct levels of reality

1) Vernacular -- everyday life/experience

2) Extended reality -- knowledge/emotions that we get through others

3) Constructed/Reconstructed -- through media -- pseudo reality -- even though aware, still tend to accept

4) Projected reality -- “five year business plan” -- heaven/hell

Page 46 Isolationism!

Chapter 3

Historical overview of technologies and political realitiesWorkforce -- alienated from final product (prescriptive)Consumerism -- mass production of products vs. individual artistPrescriptive technology -- catalyst for helping pattern population

Patterning for social control and dehumanization of populus

Page 55

Chapter 3

P. 63

Public sector values are moving to private sector

Feel like these should be for our “common good” -- water is SOLD

The very system that has developed an promoted technological advancements is the very path of divisible benefitsControl by a few individuals -- “hidden agendas” of industries

Chapter 4

Development of infrastructures -- where are we today?

Technology is a solution rather than people

Military as a system which needs an enemy and economic clout

Infrastructures are anti-people

Technology needs to be in context, w/ people, requires citizens To study universe rather than run it.

Chapter 4

When there isn’t a visible enemy we create one and find one

Page 78

Planning without input of plannees -- ‘natural environment’ is usually not consulted -- teachers usually not consulted in educational process

“Nature” should not be thought of as independent -- should be thought of as a “super power”

Chapter 5

Subjugation of people by technology -- Tech is seen as GOOD -- Corporations/factories profit from “new advances”

Technology promoted as liberating was enslaving

Workers w/ new skills exploited and then technology is used in turn to make those people obsolete

Not products, per se, but practices ‘around’ them which lead to subjugation

Pg. 100

Chapter 5

Stages of technological development -- shows process -- women in workplace

1) invention/innovation

2) Growth of that technology

3) Standardization of technology

4) Stagnation and Stabilization

Development of technology tends to reduce human involvement

Page 109

Holisitc technologies coded as female and prescriptive technologies coded as male

Chapter 6

Ground level decision making processes and suggestions for how to make changes

Technology effects what kind of culture we have

Need more participatory decision making. Change needs to be initiated in ways we need to use tech

Accountability -- not just $/social impact/environmental impactCall to ACTION

Artifacts reflect values and choices

Chapter 6

Grassroots level change -- check list idea before change is initiated

Proceed with caution -- shift focused to redemptive technology

Page 133

“understand and protest”

Prescriptive processes

Product vs. Growth

Machinery over people

Disenfranchisement

Planning to minimize disaster

Chapter 7

Communication and communicative processes Sender/receiver “Authentication” of information -- who is telling the truth?Reciprocal relations --computers are today’s scribes --Bit-- disenfranchisement of sender/receiver through digitizationInternet as a “big dump” -- information -- “junk” could be retrieved again and again. No link between those who dump and those who retrieveWhat is technology doing to us, not just for us?

Page 144-145 -- Looking at thte internet as one giant “dump”

Good ideas to dump -- difficult to find

Ideas there but can’t find them

Leaving dump with questions

Trash and treasure -- sometimes the stink leaves with you

communication and collaboration -- dumb makes communication difficult -- personal contact might be put in jeopardy

Chapter 7

Chapter 8

Sync and async communication

“Effects” of ‘real world of technology

Time/space constraints

Human interaction reduced

Social, human patterns changed

Losing important aspects of human relations

Chapter 8

Changing relationships to time -- asyncronous influence of new technologies

Moving from syncronous to asyncronous technologies

Page 151

Getting in way of human interaction

Worried about people -- going from a world of structure a world of less and less structure -- banking online -- whatever time we like

Not necessarily a good/bad tension

Further erosion of social structures

Chapter 9

Cake as metaphor for thinking through culture/social/politicalBoth horizontal and vertical layers --- vertical layers have been collapsed Privatization -- less PUBLIC works and goods

Governance and responsibility

Re-introduction of public good -- our rights, our say have been taken away from us

Chapter 9 Technology has allowed growth of global village -- not benefited “average” citizen -- governments are partially responsible

Page 164

We the people are trapped in a vertical synchronous slice while the large corporations are really “running the show”

Further examples of how technology has been accepted into our lives, but don’t question how/why

Chapter 10

Biosphere and Bitsphere

Symbiotic relationship -- need to work in communication with one another -- not just about tech, but need to think through how going to effect ‘real world’ Technocracy of bitsphere will have significant impact on biosphere -- need to work together Need to collectively decide how what we do is going to effect ‘the world’Ask if there is a NEED for new technologies Make government accountable -- don’t just accept their decision making processes

Chapter 10

Biosphere vs. Bitsphere

Between education/work and government

Page 187

Social, political and economic structures of government -- what is the rele of state?

Bolter and Grusin:

Main “points” -- Define concept and give example from text:

Immediacy --- What is it? What practices make it possible?

Hypermediacy -- What is it? How is it achieved?

Remediation --- What is it? What does it do? Not do?

Photo novella

THEME: Wholistic vs. Prescriptive Technologies

1. 5 Polaroids

2. Tell a “story” using pictures

3. Use as few words as possible to convey meaning

What technology has impacted your curriculum through a process of remediation?Describe technology, practice and curricular “effect/s”

Remediation of Technologies in Education

When was the tool invented and for what purposes?

When was it implemented in schools and what changes did it generate?

… “and your name is?”“Parvati Patil, and isn’t there a practical bit in

our Defence Against the Dark Arts OWL? Aren’t we supposed to show that we can actually do the counter-curses and things?

“As long as you have studied the theory hard enough, there is no reason why you should not be able to perform the spells under carefully controlled examination conditions,” said Professor Umbridge dismissively.

“Without ever practising them beforehand?” said Parvati incredulously. “Are you telling us that the first time we’ll get to do the spells will be during our exam?”

“I repeat, as long as you have studied the theory hard enough --”

“And what good’s theory going to be in the real world?” said Harry loudly, his fist in the air again.

Professor Umbridge looked up.“This is school, Mr. Potter, not the real world,”

she said softly.“So we’re not supposed to be prepared for what’s

waiting for us out there?”“There is nothing waiting out there, Mr. Potter.”