EXECUTIVE SUMMARY #1 (Brown, J.
2004)
Topical
readings from Technology and the Future
(9th ed., Teich, 2003) provide perspective on the impact of
technology on gender, race, and ethnicity. Specifically, that technology
perpetuates male dominance, racial bias, and has influenced non-Western
cultures to incorporate technologies of the West. The cynical view, and perhaps
the unfortunate reality is that special interest groups and government will use
any and all technology available to make sure the cycle continues. Lost in our
society’s efficient use of technology, is our willingness to help others who
are less fortunate than us, and to take the time to re-evaluate the way things
are.
Getting
students to see the world through the eyes of the disadvantaged is a pedagogy
that provides our best hope for the future. Our educational system, flawed as
it is, provides us with an opportunity to learn from the past, and prepare for
a future based upon tolerance of others. Teaching tolerance requires teachers
to establish expectations for social cognition, and institute a curriculum
where students research and ask questions about past and present social issues.
For example, historical topics such as women’s suffrage, slavery, and
immigration are starting points for discussion about gender, race, and
diversity. Current events topics provide students an opportunity to discuss
recent tragedies, such as why a 3rd grade boy was shot on his way to
school. As teachers bring sensitive social issues into the classroom, they will
have to incorporate social cognitive constructs, such as modeling appropriate
social behavior, and visual and verbal pragmatics that reflect a balance of
perspectives. The Principles of
Technorealism (http://www.technorealism.org/overview.html,
2004) support the position that it is our own human values which will influence
what technologies we use and how we use them.
