Ed105A Technology and Dehumanization

transcript

Republic of the PhilippinesMINDANAO STATE UNIVERSITY

COLLEGE OF EDUCATIONBachelor of Secondary Education Department

Fatima, General Santos City

Chapter 2 :

Technology and Dehumanization

Presented by:Juliemer B. Absalon

TFR 1:00-2:30

Presented to:Dr. Ma. Theresa P. Pelones

Most people regard technology as humanizing but on the other hand, it could also lead to the dangers of dehumanization. It is possible for communicators to treat their consumers as machines.

Lucido, Paz, Educational Technology, Lorimar Publishing Incorporated, Philippines

Human Mechanization- a process by which people are treated mechanically.

Human Mechanization

(Phil Lange)

We turn them on and off whenever

it suits our fancy.

No explanation is offered on

why and what they

Their plans and future

are unheard.

All work and no play.

Their human worth is

judged only by the quality

of their products.

Human empathy is

absent.

Teacher-Communicator

Interaction between

communicators/teacher and

listener/student.

Self-evaluation or reflection by

listener/student.

Dialogue or interchange

between communicator

and listener.

Regular meeting and

consultations.

TECHNOLOGY :

Is it a BOON or

“Technology is made for man and not man for technology.”

“Technology is made for the teacher and not the teacher for technology.”

The integration of technology in instructional process must focus on:

The interactive and meaningful learningThe development of creative and critical thinkingThe development and nurturing of teamworkThe efficient and effective teaching

Roles of Educational Technology in Learning

Traditional Way

delivery vehicle for instructional

lessons

learner learns from the

technology

source and presenter of knowledge

serves as a teacher

Constructivist Point of View

(Jonassen, 1990)

exploring knowledge to support learning by

constructing

accessing needed information, comparing perspectives, beliefs and

world views

serves as context to support learning -by -

representing and stimulating meaningful real- world problems, situation and contexts

defining a safe, controllable problem

space for student thinking

serves as a social medium to support learning by

conversing

collaborating with others

discussing, arguing, and building consensus among

members of the community

serves as intellectual partner to support

learning- by- reflecting

helping learners articulate and represent what they

reflecting of what they have learned and how they come to know it

THANK YOU