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Teaching About Technology in Schools Through Technoskeptical Inquiry

June 3, 2024 | victorialynn | Harvard Educational Review Contributors , Voices in Education

By Jacob Pleasants, Daniel G. Krutka, and T. Philip Nichols

New technologies are rapidly transforming our societies, our relationships, and our schools. Look no further than the intense — and often panicked — discourse around generative AI , the metaverse , and the creep of digital media into all facets of civic and social life . How are schools preparing students to think about and respond to these changes?

In various ways, students are taught how to use technologies in school. Most schools teach basic computing skills and many offer elective vocational-technical classes. But outside of occasional conversations around digital citizenship, students rarely wrestle with deeper questions about the effects of technologies on individuals and society.

Decades ago, Neil Postman (1995) argued for a different form of technology education focused on teaching students to critically examine technologies and their psychological and social effects. While Postman’s ideas have arguably never been more relevant, his suggestion to add technology education as a separate subject to a crowded curriculum gained little traction. Alternatively, we argue that technology education could be an interdisciplinary endeavor that occurs across core subject areas. Technology is already a part of English Language Arts (ELA), Science, and Social Studies instruction. What is missing is a coherent vision and common set of practices and principles that educators can use to align their efforts.

To provide a coherent vision, in our recent HER article , we propose “technoskepticism” as an organizing goal for teaching about technology. We define technoskepticism as a critical disposition and practice of investigating the complex relationships between technologies and societies. A technoskeptical person is not necessarily anti-technology, but rather one who deeply examines technological issues from multiple dimensions and perspectives akin to an art critic.

We created the Technoskepticism Iceberg as a framework to support teachers and students in conducting technological inquiries. The metaphor of an iceberg conveys how many important influences of technology lie beneath our conscious awareness. People often perceive technologies as tools (the “visible” layer of the iceberg), but technoskepticism requires that they be seen as parts of systems (with interactions that produce many unintended effects) and embedded with values about what is good and desirable (and for whom). The framework also identifies three dimensions of technology that students can examine. The technical dimension concerns the design and functions of a technology, including how it may work differently for different people. The psychosocial dimension addresses how technologies change our individual cognition and our larger societies. The political dimension considers who makes decisions concerning the terms, rules, or laws that govern technologies.

essay about technology and livelihood education

To illustrate these ideas, how might we use the Technoskeptical Iceberg to interrogate generative AI such as ChatGPT in the core subject areas?

A science/STEM classroom might focus on the technical dimension by investigating how generative AI works and demystifying its ostensibly “intelligent” capabilities. Students could then examine the infrastructures involved in AI systems , such as immense computing power and specialized hardware that in turn have profound environmental consequences. A teacher could ask students to use their values to weigh the costs and potential benefits of ChatGPT.

A social studies class could investigate the psychosocial dimension through the longer histories of informational technologies (e.g., the printing press, telegraph, internet, and now AI) to consider how they shifted people’s lives. They could also explore political questions about what rules or regulations governments should impose on informational systems that include people’s data and intellectual property.

In an ELA classroom, students might begin by investigating the psychosocial dimensions of reading and writing, and the values associated with different literacy practices. Students could consider how the concept of “authorship” shifts when one writes by hand, with word processing software, or using ChatGPT. Or how we are to engage with AI-generated essays, stories, and poetry differently than their human-produced counterparts. Such conversations would highlight how literary values are mediated by technological systems .

Students who use technoskepticism to explore generative AI technologies should be better equipped to act as citizens seeking to advance just futures in and out of schools. Our questions are, what might it take to establish technoskepticism as an educational goal in schools? What support will educators need? And what might students teach us through technoskeptical inquiries?

Postman, N. (1995). The End of Education: Redefining the Value of School. Vintage Books.

About the Authors

Jacob Pleasants is an assistant professor of science education at the University of Oklahoma. Through his teaching and research, he works to humanize STEM education by helping students engage with issues at the intersection of STEM and society.

Daniel G. Krutka is a dachshund enthusiast, former high school social studies teacher, and associate professor of social studies education at the University of North Texas. His research concerns technology, democracy, and education, and he is the cofounder of the Civics of Technology project ( www.civicsoftechnology.org ).

T. Philip Nichols is an associate professor in the Department of Curriculum and Instruction at Baylor University. He studies the digitalization of public education and the ways science and technology condition the ways we practice, teach, and talk about literacy.

They are the authors of “ What Relationships Do We Want with Technology? Toward Technoskepticism in Schools ” in the Winter 2023 issue of Harvard Educational Review .

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Rovelina B. Jacolbia: Polytechnic University of the Philippines, Manila, Philippines

, 2016, vol. 2, issue 2, 85-97

This study aimed to determine the Technology and Livelihood Education Program status and the development of students’ work skills. The study made use of descriptive type of research. It involved 125 randomly selected second year and third year Bachelor in Business Teacher Education students of the Polytechnic University of the Philippines using the survey questionnaire as the major instrument in gathering the data. The mean average was used to describe the status of the TLE program in terms of curriculum content, instructional methods, faculty competence, and adequacy of facilities as well as the development of work skills and work attitudes of students. The Pearson Product Moment Correlation was used to determine the relationship of the TLE program with the development of students’ work skills. The study revealed that the Status of Technology and Livelihood Education Program has a positively strong relationship with the Development of Work Skills.

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Effectiveness of Technology and Livelihood Education (Tle) Learning Area as Perceived By the Grade 9 Students of Lumbangan National High School

Pinky Apostol

INTRODUCTION

Technology Tools use in the teaching of Technology and Livelihood Education (TLE) are being used more and more in educational settings that the government through the Department of Education, has made a commitment to bring technology to the classrooms. Technology tools can help expand the opportunities for Filipino students to improve their skills, maximize their potentials and prepare them for global competition in the 21st century.

For the last two years, Lumbangan National High School had NCII passers thru the initiative of Mr. Zany R. Gargullo, Principal II, Mr. Toriano A. Digno, Head Teacher III in TLE and all the TLE Teachers. Those students passed the NCII Assessment in Cookery, Technical Drafting, Housekeeping and Computer Systems Servicing. Because of this, the researcher wants to know the effectiveness of k to 12 program based on the perception of the grade 9 students who will also undergo the said assessment this year.

The research design used in this study was descriptive which was conducted to determine the effectiveness of Technology and Livelihood Education (TLE) learning area as perceived by the Grade 9 students of Lumbangan National High School with the use of questionnaire as the main instrument of this study.

Respondents rated disagree that TLE learning area was effective in terms of understanding the lesson and they rated moderately agree that TLE was effective in terms of classifying the different areas, applying the concept learned from TLE, teaching strategies and using of instructional resources.

DISCUSSIONS

There was no significant relationship on the responses of the respondents regarding the effectiveness of Technology and Livelihood Education (TLE) Learning Area as Perceived by the Grade 9 Students in Lumbangan National High School. (4) The proposed action plan was designed by the researcher.

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Mary Jane B. Mamayabay Teacher 3, UM Ilang High School, University of Mindanao, Davao City, Philippines

Mary Jane B. Mamayabay is a candidate for the degree of Masters of Arts in Education in Technology and Livelihood Education at the University of Mindanao Professional Schools. She is currently a Technology and Livelihood Education teacher and a TLE Laboratory Custodian at UM Ilang High School. Also, she is a licensed Professional Teacher.

Maria Rina T. Quilestino Assistant Dean, College of Hospitality Education, University of Mindanao, Davao City, Philippines

Maria Rina T. Quilestino is a Professor and an Assistant Dean of College and Hospitality Education at the University of Mindanao, Philippines.

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MOTIVATIONS AND CHALLENGES IN SPECIALIZING TECHNOLOGY AND LIVELIHOOD EDUCATION: A PHENOMENOLOGICAL INQUIRY

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Learning styles and Technology Livelihood Education (TLE) Competency Assessment of Junior High School Students: Input for a Competency-Based Program

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Learning and Individual Differences

The relationship between learning styles and academic performance in turkish physiotherapy students, learning styles, study habits and academic performance of filipino university students in applied science courses: implications for instruction, the learning styles educational neuromyth: lack of agreement between teachers' judgments, self-assessment, and students' intelligence, from writing to presenting and publishing research articles: experiences of philippine education faculty-researchers, related papers (2), trending questions (3).

- TechVoc provides skilled courses for grades 7 to 12 students. - Aims to train individuals for employability in local industries.

- TechVoc provides skilled courses to students in grades 7-12. - Aims to train individuals for employability in local industries.

- TLE provides skills for employability in local industries. - TLE aims to train students for competencies and employability skills.

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School Facilities on Technology and Livelihood Education Its Effect on 3rd year Students Performance

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Russell, S., Ong, L., & Rey Ty. (Eds.). (2011). Philippine Youth Leadership Program. DeKalb: Northern Illiniois University International Training Office.

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International Journal of Multilingualism

With the present implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, the study investigated the teacher-and learner-participants' language practices in the teaching and learning of English as a second language in two third grade classrooms in a multilingual city in the Philippines. Using qualitative measures (classroom observations, semi-structured interviews), the study primarily found that the participants used language practices, which the study argues to be subsumed under translanguaging, either explicitly or implicitly, to mediate their communicative functions that are crucial in ESL classrooms. Through translanguaging, the teacher-participants were able to present their lessons, conduct classroom discussions, enhance students' understanding, and manage students' behaviors more effectively and efficiently; and the student-participants, in turn, were able to participate in classroom discussions and demonstrate their knowledge and understanding substantially. The study, then, posits that multilingual teachers and learners bring their language practices in the classroom to make meaning between themselves and between themselves and their tasks. The study further argues that since translanguaging is manifested by the participants as their inherent practice as multilinguals, it can be better understood when viewed from the perspective of multilingualism.

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"Competencies of Technology and Livelihood Education (TLE) Instructors: Input to a Training Module in Industrial Arts"

Dante B. Guiner , Don Mariano
Published 2013
Education, Engineering, Business

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Status of Technical-Vocational and Technology and Livelihood Education Instruction in CSU: Input for A Training Program

Technology and livelihood (tle) instruction of technical vocational and selected general secondary schools in catanduanes, technology usage and learning outcomes of students in the new normal: basis of learning continuity plan, the alternative learning system - balik-paaralan para sa out-of-school adults program vis-à-vis completers' perceptions, experiences and achievements, 44 references, measuring what matters competency-based learning models in higher education, technology and home economics, how to design and evaluate research in education, constructivism : theory, perspectives, and practice, webster's new world dictionary, related papers.

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Instructional Assessment of Technology and Livelihood Education (TLE) Program

September 2012
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Train Crash in India Leaves at Least 8 Dead and Dozens Injured

The death toll was expected to rise after a passenger train and a freight train collided in the state of West Bengal.

By Pragati K.B.

Reporting from Bengaluru, India

A freight train collided with a passenger train in eastern India on Monday, killing at least eight people and injuring 50 others, officials said.

The episode occurred at around 9 a.m. when the Kanchanjunga Express, which was carrying passengers to the state of West Bengal from the state of Tripura, was leaving the Rangapani station. Four coaches of the popular and often-crowded passenger train derailed when it was rammed from behind by the commercial train. Images from the accident site showed one of the passenger coaches lifted off the railway track and balancing on a coach of the freight train.

The death toll was likely to rise. Local news outlets, citing police officials, reported at least 15 people dead. The driver and the assistant driver of the freight train and a guard on the passenger train were among those killed.

Jaya Varma Sinha, the chairperson of India’s railway board, said rescue operations were completed. Ashwini Vaishnaw, India’s railway minister, was en route to the site.

The relatively low number of casualties could be attributed to the fact that the rear portion of the Kanchanjunga Express, which took the biggest impact from the collision, comprised cargo coaches and the guard’s coach. Passengers were in compartments far forward from the impact.

While an investigation has been ordered to look into the cause of the collision, Ms. Sinha said human error such as disregarding a railway signal could have caused the crash.

The accident again brings to the fore the issue of rail safety in a country whose millions of poor residents rely on railways for transport. India’s rail network is one of the world’s largest and is crucial to the country’s economy and its people’s lives and livelihood.

The country has, in recent years, invested heavily on rail safety after a long history of deadly accidents. Although the overall number of rail accidents has lessened over the past decade, incidents with mass casualties have persisted. Last June, 290 people were killed when two passenger trains collided after one of them struck a stationary freight train at full speed and derailed in the state of Odisha.

After that incident, opposition leaders demanded the resignation of Mr. Vaishnaw, the railway minister. He has said he was trying to expand a safety system, called Kavach, that is meant to prevent accidents when two trains are moving on the same track. Ms. Sinha said the technology had not yet been deployed on the route of the Kanchanjunga Express.

Pragati K.B. is a reporter based in New Delhi, covering news from across India. More about Pragati K.B.

COMMENTS

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