Blog Post 2

Happy Monday!

Going through the readings I have been reflecting on the themes that I can translate to images for the end of the block project. Naturally, I have been most curious about cyborgs and the different ones that we have in society.

Considering the list of human-machine relationships in the Miller reading, we are all cyborgs in some way but some of us are more entrenched than others. Mainly I have been captured by the idea of professions that are dependant upon their enhancements. Such as a chef and their knives, a painter and their brushes, and a tradesman with their signature tool. Dreyfus’s ideas that “The way human bodies fit into the physical and social world make the world available to them” (Miller, 2011) stimulates the thinking of how the enhancement relationship shifts and changes the available world. How does the world’s availability shift for these professions with the mastery of these enhancements?

On the subject of enhancements in the context of education, Bayne’s reading reminds us that the definitions we give words must be done so with care.  Bayne describes the term of TEL being used in policy to describe “the notions of ‘harnessing technology’ and ‘transforming education through technology’” (Bayne, 2015), which is an oversimplification of the term. The idea was presented on Twitter, I forget by who, that in the symbiotic relationship of technology and humanity loses it balance and technology take over, what will happen? What about this question applied to TEL, if the technology takes over education what will the results be?

I want to display this in my project but I’m not sure how. My thoughts are a little all over the place right now.

2 thoughts on “Blog Post 2”

  1. ‘Such as a chef and their knives, a painter and their brushes, and a tradesman with their signature tool.’

    What would be a teacher’s ‘signature tool’?

    ‘Bayne describes the term of TEL being used in policy to describe “the notions of ‘harnessing technology’ and ‘transforming education through technology’” (Bayne, 2015), which is an oversimplification of the term.’

    Indeed, and an oversimplification in specific ways: perhaps the key one here is ‘enhancement’, which assumes that technology inevitably makes education better, and learning more precise. What language would be better, more careful?

    ‘What about this question applied to TEL, if the technology takes over education what will the results be?’

    What aspects of education might be ‘taken over’? Classroom teaching? Assessment? Lesson evaluation? What kind of technologies might be used? It is also worth thinking about what precisely is being ‘taken over’ – what is, for you, the key ‘human element’ in educational practice that is under a perceived threat from technological advancements?

  2. Are there any “key human elements”? Why do we think there are – is this just an assumption? If there are, can we not conceive of a technology that could carry out this function in the future?

    Is the question not “what are the key human elements?” but rather “what are human elements?”, or even “What is human?”.

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