End Week Summary_3 – Cyberculture and reality

Last week of cyberculture passed with a major focus on searching the utopia/ dystopia which has become already reality. Referring to some discussions during the #mscidel course, about the use of education technologies during various stages or in various areas of education delivery. Starting from early childhood education to

to individualized AI teaching systems.

Considering technology is introduced at a very early age, with human like emotions, reaction of society towards technology might change in future generations. The use of technology in education will be normal and accepted. Teachers interacting and possibly interacting with AI could be normal in future teacher generations if the balance between technology and the human teacher will be considered valuable.

In this stage we already entering a possible algorithm cultures debate. How do we interact with robots or technology with an incorporated AI? What are the effects on the society. This is not the dystopian sci-fi reality, this is – due to an exponential development of algorithm based artificial technology – a reality in our todays society. Technology is embedded into out daily life, and we start to talk/ interact/ share emotions and information to AI in an ever stronger way.

“Her” might be still an futuristic vision of our interaction but the way how the society sees technology and intelligent technology is changing. “Alexa”, “Siri” or “Cortana” are accepted among our most private environments and even though is is well known that these devices collect information about us, they stay.

Cyberculture as isolated, uncontrollable system has passed, let’s embrace technology as integral part of our community, or shouldn’t we?

2 Replies to “End Week Summary_3 – Cyberculture and reality”

  1. ‘Considering technology is introduced at a very early age, with human like emotions, reaction of society towards technology might change in future generations.’

    So, is there a role for education here? Do we let private enterprise produce and deploy technologies into our everyday (and educational) lives, with their own agendas? Or do we view public education as a key site to develop young people’s critical capacity to question and understand commercial technology? In this sense, is education responsible for supporting society to engage with tech?

    ‘Cyberculture as isolated, uncontrollable system has passed, let’s embrace technology as integral part of our community, or shouldn’t we?’

    Sure, we can embrace it. But on which terms? Who decides how we should behave with tech, and what we should think about it? Private companies seem happy for us just to become ‘users’, but how do we become ‘informed’ and ‘critical’ users?

    1. Thanks for your comment! Yes and No! One the one hand we want teacher to make use of more technology when providing education and we will never achieve that they know the background interests of all the tech they might use. On the other hand it should be the responsibility of the teacher to make sure technology used is “safe” even though it will not be possible to keep out all tech that has been developed by service providers with a certain commercial interest.

      “Sure, we can embrace it. But on which terms? Who decides how we should behave with tech, and what we should think about it? Private companies seem happy for us just to become ‘users’, but how do we become ‘informed’ and ‘critical’ users?”

      You mention a critical aspect here. Going back to the Manifesto and the Digital Natives discussion. Yes, we have a new generation, embracing, using and accepting technology as an integral part of their lives and so it has a major effect on their socialisation. But do they reflect the services they are using? Are they interested in finding out? In general no, as they are just users. It is the teachers who have to demonstrate and teach these aspect by incooporating them into their lessons. Using technology to collaborate with it in a responsible manner.

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