The Nature of Technology: Implications for Learning and Teaching -- TABLE OF CONTENTS -- INTRODUCTION -- REFERENCES -- SECTION I: PHILOSOPHICAL & HISTORICAL ISSUES IN THE NATURE OF TECHNOLOGY -- CHAPTER 1: INFORMING OURSELVES TO DEATH -- NOTE -- CHAPTER 2: KNOW THY CYBORG-SELF: Thoughts on Socrates and Technological Literacy -- 1. WELCOME TO THE MACHINE -- 2. THIS IS YOUR BRAIN ON TECHNOLOGY -- 3. KNOW THY CYBORG-SELF -- The Personal: Reading Anonymously -- The Political: Whose Culture? -- 4. BACK TO THE CAVE -- NOTES -- REFERENCES -- CHAPTER 3: THE INTERPERSONAL DIVIDE -- WE ARE AMUSING OURSELVES TO DEATH. -- NOTE -- CHAPTER 4: THE NATURE OF TECHNOSCIENCE (NOTS) -- INTRODUCTION -- THE RELATIONSHIP BETWEEN SCIENCE AND TECHNOLOGY IN EDUCATION -- NOS and NOT themes -- The Relation Between Abstract Themes and Educational Practices -- The Relationship Between NOT and NOS in Recent Education -- PHYSICS AND ENGINEERING AS FIELDS OF TECHNOSCIENCE -- DESIGNING TECHNOSCIENTIFIC REALITY -- Constructing Scientific and Technological Knowledge -- What is Technoscience About? -- Social Factors Shape Technoscience -- The Functional Nature of Engineering and Scientific Laws -- The Iterative Hunt for Technoscientific Reality -- SUMMING UP: THE TECHNOSCIENTIFIC VIEWS ON EDUCATION -- Technoscience Improves Understanding of Both NOT and NOS -- Technoscience in Educational Practice -- NOTES -- REFERENCES -- CHAPTER 5: COMPUTER SAVVY BUT TECHNOLOGICALLY ILLITERATE: Rethinking Technology Literacy -- INTRODUCTION -- DOMINANT CONCEPTION OF TECHNOLOGY LITERACY -- EDUCATIONAL TECHNOLOGY OR TECHNOLOGY EDUCATION? -- CONCEPTIONS OF TECHNOLOGY -- TECHNOLOGICAL DETERMINISM AND INSTRUMENTALISM -- TECHNOLOGICAL FUNDAMENTALISM -- DEMOCRACY AND TECHNOLOGY LITERACY -- ECOLOGICAL SUSTAINABILITY AND TECHNOLOGY LITERACY -- ROBUST CONCEPTION OF TECHNOLOGY LITERACY -- CONCLUSION -- NOTE.

REFERENCES -- CHAPTER 6: TRANSFORMING LEARNING WITH TECHNOLOGY: Beyond Modernism and Post-Modernism, or Whoever Controls the Technology Creates the Reality -- INTRODUCTION -- VIEWS OF TECHNOLOGY -- Modern Views of Technology -- Post-Modern Views of Educational Technology -- TRANSFORMATIVE VIEWS OF EDUCATIONAL TECHNOLOGY -- Technology as Intellectual Partner -- Mediating the Social Co-Construction of Reality -- CONCLUDING THOUGHTS -- REFERENCES -- SECTION II: TECHNOLOGY'S FAUSTIAN BARGAIN FOR EDUCATION -- CHAPTER 7: VISUALLY DOMINANT, DYNAMIC AND YET DECEPTIVE: The Nature of Simulation Technology as Displayed in Secondary School Science Teaching -- INTRODUCTION -- METHOD -- FINDINGS -- DISCUSSION -- CONCLUSIONS AND RECOMMENDATIONS -- ACKNOWLEDGEMENTS: -- REFERENCES -- CHAPTER 8: SOCIAL NETWORKING TECHNOLOGY AND SOCIETAL EXPECTATIONS FOR TEACHERS AS ROLE MODELS -- INTRODUCTION AND BACKGROUND -- SOCIAL NETWORKING ON THE INTERNET -- PUBLIC AND INSTITUTIONAL EXPECTATIONS OF ELEMENTARY TEACHERS -- STUDY PURPOSE AND DESIGN -- Research Questions -- Study Context and Methodology -- FINDINGS -- Research Question One: What percent of the elementary education majors at a large, public Midwestern university have a profile on Facebook? -- Research Question Two: What percent of the elementary education majors at a large, public Midwestern university have a fully-accessible profile on Facebook? -- Research Question Three: What percent of the Elementary Education majors' profiles contain material that is considered inappropriate? -- Research Question Four: What percent of the Elementary Education majors' profiles contain material considered marginally inappropriate? -- Research Question Five: What kinds of inappropriate images/messages/references are portrayed on elementary education majors' profiles?.

Research Question Six: What changes, if any, exist in elementary education majors' Facebook profile presence and security settings after two years-when they are in student teaching or graduated? -- Research Question Seven: What changes, if any, exist in the content of fully-accessible profiles of elementary education majors? -- DISCUSSION -- IMPLICATIONS -- REFERENCES -- APPENDIX A -- ASSESSMENT OF DISPOSITIONAL PROFESSIONAL QUALITIES IN TEACHER EDUCATION PROGRAM CANDIDATE DRAFT. -- APPENDIX B -- ANALYZED AREAS OF FACEBOOK PROFILES -- CHAPTER 9: AND NOW THIS . . . PROBLEM: Neil Postman, Technology, and the Secondary School Mathematics Curriculum -- INTRODUCTION -- MATHEMATICS EDUCATION, TECHNOLOGY, AND DISINFORMATION -- INFORMATION UNDERLOAD -- Jake's Sketch: A Classroom Vignette -- A First Alternative to Jake's Lesson: Proof without Words -- Further Comparisons: Introducing the ACT Framework -- A Second Alternative: Enhancing the Task with the What-if-Not Strategy -- Summary of Jake's Vignette -- INFORMATION OVERLOAD -- Macroglut and Microglut -- Eileen's Linear Regression: A Classroom Vignette -- An Alternative to Eileen's Lesson -- Comparison of Approaches Using the ACT Framework -- Summary of Eileen's Vignette -- IMPLICATIONS AND SUMMARY -- REFERENCES -- CHAPTER 10: A CAUTIONARY NOTE: Technology's Tendency to Undermine Serious Study and Teaching -- INTRODUCTION -- DEEP AND ROBUST LEARNING REQUIRES SERIOUS STUDY -- TECHNOLOGY'S TENDENCY TO UNDERMINE SERIOUS STUDY -- Education and Entertainment -- Another Black Box -- TEACHERS ARE THE KEY! -- ISSUES WHEN CONSIDERING TECHNOLOGY IN THE CLASSROOM -- Be Wary of Introducing Technology Too Far Removed From Students' Conceptual Understanding -- Technology Should Not Determine the Content or Activity -- Consider How the Technology Will Promote Desired Student Goals.

Consider Your Rationale for Using Technology. If Entertainment is the Primary Purpose, Consider Other Options -- Consider What is Gained and What is Lost By Using the Technology -- How Does the Technology Promote or Inhibit Understanding Students' Thinking? -- Any Technology Should Be A Means to A More Noble End, Not an End in Itself -- EXAMINING THE NATURE OF TECHNOLOGY -- REFERENCES -- CHAPTER 11: SMART BOARDS, MONEY AND THE PEDAGOGY OFWATCHING -- IDENTIFYING DISCOURSES -- MONEY & SMART BOARDS: THE FIRST ONE IS ALWAYS FREE -- THE PEDAGOGY OF WATCHING: ALL EYES ON ME -- BAIT AND SWITCH -- ACKNOWLEDGEMENTS -- NOTE -- REFERENCES -- CHAPTER 12: THE PURPOSES OF SCHOOLING AND THE NATURE OF TECHNOLOGY: The End of Education? -- INTRODUCTION -- WHY DO WE HAVE SCHOOLS? THE PUBLIC PERSPECTIVE -- NARRATIVES, METAPHORS, AND SCHOOLING -- THE DISAPPEARING GOAL OF A LIBERAL EDUCATION -- SCIENCE EDUCATION AND THE DISPLACEMENT OF SCIENCE -- THE NATURE OF TECHNOLOGY IN U.S. REFORM EFFORTS -- THE IGNORED AND DOWNPLAYED NATURE OF TECHNOLOGY -- REFLECTIONS ON THE FRAMEWORK -- THE NATURE OF TECHNOLOGY FOR A LIBERAL EDUCATION -- REFERENCES -- CHAPTER 13: HAUSERLEARNING FROM TECHNOLOGY OR LEARNING WITH TECHNOLOGY: Theoretical Perspectives on the Nature of Using Technology in the Classroom -- INTRODUCTION -- TECHNOLOGY AS TUTOR: TEACHING MACHINES -- TECHNOLOGY AS TOOL: MINDTOOLS FOR LEARNING -- Mindtools -- Offloading Extraneous Cognitive Load -- Mindtools in the Classroom -- TECHNOLOGY AS TUTEE: CREATING DYNAMIC REPRESENTATIONS -- Programming -- Expert Systems -- CONCLUSION -- NOTE -- REFERENCES -- CHAPTER 14: THE NATURE OF SOCIAL COMMUNICATION TECHNOLOGIES AND CYBERBULLYING: Filtered Cues and Disinhibited Actions -- THE ADVENT OF CYBERBULLYING: THE IMPACT OF SOCIAL COMMUNICATION TECHNOLOGIES -- RATES OF CYBERBULLYING.

THE PSYCHOLOGY AND SOCIOLOGY OF CYBERSPACE: THE "FUNCTIONS" AND MEANINGS OF ABUSIVE ACTIONS -- The "Online Disinhibition Effect" -- Freud Peering from the Computer -- Social Dominance, Social Identity, and Social Rank Theories -- Social Learning Theory -- A STRATEGY FOR CHANGE -- Social Norms Theory -- CONCLUDING QUESTIONS -- NOTE -- REFERENCES -- SECTION III: TEACHER EDUCATION AND THE NATURE OF TECHNOLOGY -- CHAPTER 15: CONVERGENCE OF POSTMAN AND VYGOTSKY PERSPECTIVES REGARDING CONTEMPORARY MEDIA'S IMPACT ON LEARNING AND TEACHING -- INTRODUCTION -- THE NATURE OF TELEVISION AND INTERNET MEDIA -- COMMUNICATION AND ITS IMPLICATIONS FOR LEARNING -- How People Learn through Social Contexts -- CONVERGENCE OF VYGOTSKY'S AND MEDIA CRITIC NEIL POSTMAN'S IDEAS -- THE IMPACT OF TELEVISION AND THE INTERNET ON MEANINGFUL DISCOURSE, LEARNING AND SCHOOLING -- Expert Knowledge and Discourse as Modeled by Television and the Internet -- The Purposes of Schools as Modeled by Television and the Internet -- Summary -- A COURSE FOCUSED ON DEVELOPING MEDIA LITERATE TEACHERS -- Examples to Initiate Interest and Concern Regarding the Impact of Contemporary Media -- Developing Teachers' Media Literacy -- Addressing the Importance of Social Context for Teaching and Learning -- Activity 3. The Turbo Encabulator -- Educating Teachers about Contemporary Media's Impact on Meaningful School Discourse and Learning -- SUMMARY -- NOTES -- REFERENCES -- CHAPTER 16: IDEOLOGIES IN THE CONCEPTUALIZATION AND USE OF EDUCATIONAL TECHNOLOGY: Using Huxley, Orwell and Forster to Inform a Humanizing Framework for Educational Technology Practice -- INTRODUCTION AND THEORETICAL CONTEXT -- SOCIO-CULTURAL CONTEXT AND TECHNOLOGICAL DETERMINISM -- TECHNOLOGICAL AND SOCIAL DETERMINISM AND HISTORICAL PERSPECTIVE -- Linguistic Determinism -- Linguistic Determinism and Independent Thinking.

Media Determinism.