Ursula Franklin Task: 1) Tell story of chapter

1. Ursula Franklin Task: • 1) Tell story of chapter • 2) 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 • Contextualize the chapter within the book as a whole • Report to whole group

2. 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 technologies Distributed/systematic means of production vs. “whole” Pg. 5 2nd paragraph

3. 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 19 Lecture style -- a vocabulary for reading the rest of the book

4. Chapter 2 Describe and define reality Vernacular, 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)

5. Issue of “reality” 4 distinct levels of reality Vernacular -- everyday life/experience Extended reality -- knowledge/emotions that we get through others Constructed/Reconstructed -- through media -- pseudo reality -- even though aware, still tend to accept Projected reality -- “five year business plan” -- heaven/hell Chapter 2 Page 46 Isolationism!

6. Chapter 3 Historical overview of technologies and political realities Workforce -- alienated from final product (prescriptive) Consumerism -- mass production of products vs. individual artist Prescriptive technology -- catalyst for helping pattern population Patterning for social control and dehumanization of populus Page 55

7. Chapter 3 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 benefits Control by a few individuals -- “hidden agendas” of industries P. 63

8. 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.

9. Chapter 4 Page 78 When there isn’t a visible enemy we create one and find one “Nature” should not be thought of as independent -- should be thought of as a “super power” Planning without input of plannees -- ‘natural environment’ is usually not consulted -- teachers usually not consulted in educational process

10. 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

11. Chapter 5 Development of technology tends to reduce human involvement Stages of technological development -- shows process -- women in workplace invention/innovation Growth of that technology Standardization of technology Stagnation and Stabilization Page 109 Holisitc technologies coded as female and prescriptive technologies coded as male

12. 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 impact Call to ACTION Artifacts reflect values and choices

13. Proceed with caution -- shift focused to redemptive technology Chapter 6 Grassroots level change -- check list idea before change is initiated Page 133 “understand and protest” Disenfranchisement Machinery over people Prescriptive processes Planning to minimize disaster Product vs. Growth

14. 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 digitization Internet as a “big dump” -- information -- “junk” could be retrieved again and again. No link between those who dump and those who retrieve What is technology doing to us, not just for us?

15. Chapter 7 communication and collaboration -- dumb makes communication difficult -- personal contact might be put in jeopardy Page 144-145 -- Looking at thte internet as one giant “dump” Good ideas to dump -- difficult to find Leaving dump with questions Ideas there but can’t find them Trash and treasure -- sometimes the stink leaves with you

16. 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

17. Page 151 Chapter 8 Getting in way of human interaction Changing relationships to time -- asyncronous influence of new technologies Not necessarily a good/bad tension Moving from syncronous to asyncronous technologies Further erosion of social structures Worried about people -- going from a world of structure a world of less and less structure -- banking online -- whatever time we like

18. Chapter 9 Cake as metaphor for thinking through culture/social/political Both 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

19. Chapter 9 Technology has allowed growth of global village -- not benefited “average” citizen -- governments are partially responsible 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 Page 164

20. 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

21. 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?

22. 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?

23. Photo novella THEME: Wholistic vs. Prescriptive Technologies 1. 5 Polaroids Tell a “story” using pictures Use as few words as possible to convey meaning

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

25. 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?

26. … “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?”

27. “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.”