A corollary question might be, if the legal system and code of laws have gotten so highly specialized that they require specialists to navigate them, are you trusting a "human" system or a technology? (With the answer including the fact that humans being involved at all is different from a machine-implemented algorithm, even if human decisions are constrained by the legal "algorithms.")

Making our own lesson plans and using the textbook as a resource. Integrating technology can help to shy away from using the textbook as the backbone of our lesson plans.

get the multiple and dynamic…but what does malleable mean here?

Of the three…this is the most interesting to me. Does it mean that we'll see opportunities for student work process/product be a bit more portable, transferrable, remixable? If so…sign me up. :)

Wondering how much a focus on "in the classroom" limits us as I believe most learning contexts in the future will be outside of traditional classroom settings. Also thinking about power structures in these contexts.

Wondering how far we (and NCTE) would like to push/advocate for "evolution" of curriculum, assessment, & teaching. I've been thinking lately (as per guidance from Gerber & Lynch) that we need to really problematize and reinvent these elements. Thinking about more digitally native pedagogies (and assessments, practices, etc.) as opposed to digitizing the traditional.

An example would be considerations of computational thinking/participation in theoretical perspectives, or authentic assessments using API data or a tool like Hypothesis.

Interestingly enough, we saw it coming. All the advances in technology that lead to this much efficiency in technology, were not to be taken lightly. A few decades ago (about 35 years, since the invention of the internet and online networks in 1983) people probably saw the internet as a gift from heavens - one with little or any downsides to it. But now, as it has advanced to such an extreme. with advanced machines engineering, we have learned otherwise. The hacking of sites and networks, viruses and malware, user data surveillance and monitoring, are only a few of the downsides to such heavenly creation. And now, we face the truth: machine intelligence is not to be underestimated! Or the impact on our lives could be negative in years to come. This is because it will only get more intense with the years, as technology further develops.

I've tried in vain to find an article I read in the recent past about how only a small percentage of educational technology products are effective in improving student achievement. I also enjoyed this article/chart, which illustrates how technology is a TOOL, not the method: https://www.iste.org/standards/for-students

A focus on 21st Century Skills.

Important to focus on diverse audiences globally.

Emphasis on personal choice and technology

Does this sound like Mark Zuckerberg's idealism before it devolved into a data-mining project in the service of neoliberal economics?

It is sometimes difficult to interpret what someone is saying through technology, so it is important to be fully aware of how and what you are saying to people through technology.

Learning how to deal with problems digitally can help students to learn how to work out problems in their daily lives and even other areas of technology.

Mobile phone companies have now abolished roaming chargers in Europe meaning you can call any other countries in Europe as the same price as a local call.

I wonder has the sales of televisions decreased since the introduction of mobile phones, tablets and laptops, where many people view tv online or on streaming sites such as Netflix

This problem must relate to a house phone which seems quite dated now as many people, in particular younger generations just use mobile phones now which come with handy settings such as silent, night mode and aeroplane mode!

Good summation of Bijker's and Winner's STS work

It's nice to consider the impact of the technologies around us and this paragraph does a solid job of showing just that in the span of a single generation's lifetime.

Ironic. Unintended consequences.

1. negotiated meaning
2. task-based
3. new model. negotiated routines: trigger, indicator, response, and reaction-response SCMC negotiated interaction in lexical acquisition

2.1.1 Cognitive and psycholinguistic theories of SLA One of the main theoretical frameworks on the cognitive side is the input–interactionist paradigm (Long, 1996), and the early research on online interaction in FL/SL contexts focused on the development of linguistic competence in in-class interaction, e.g., comparing online synchronous interaction with face-to-face student interaction. Many of these studies used a quantitative methodology, involving control groups of students engaged in face-to-face interaction that were compared to experimental groups of learners participating in online interaction or intra-class studies in which the same students took part in both face-to-face and online interaction (Warschauer, 1996b). What was often counted and categorized were linguistic features and language functions (e.g., Chun, 1994; Kern, 1995), and researchers showed how negotiation for meaning occurs in intra-class online chat (e.g., Blake, 2000). Similarly, studies of online interaction based on psycholinguistic theories of SLA (e.g., Ellis’ (2006) Associative Cognitive CREED and Schmidt’s (1990) Noticing Hypothesis) have found that text-based chat promotes noticing of grammatical and lexical features or errors (e.g., Lai & Zhao, 2006; Lee, 2008). Other studies of interclass interactions between learners and native speakers (Tudini, 2003) or tandem learning partnerships (Kötter, 2003; O’Rourke, 2005) have investigated form-focused interaction, negotiation of meaning and code switching, primarily linguistic aspects of SL/FL learning.

In both SLA and CALL (computer-assisted language learning) research, a new perspective may be found in ecological approaches, e.g., van Lier (2004), who takes an ecological world view and applies it to language education. Ecology broadly studies organisms in their relations with their environment. Van Lier’s approach thus incorporates many different perspectives with regard to language learning, e.g., sociocultural theory, semiotics, ecological psychology, and the concepts of self and identity. Key constructs in this approach to language learning are affordances and scaffolding, with an affordance defined as the relationship between an organism and something in the environment that can potentially be useful for that organism. Technology is viewed as a source of affordances and learning opportunities for language learners. Appropriate scaffolding, i.e., help from peers, teachers, or technology itself, might also be necessary, and this is a core feature of telecollaboration.

2.1.2 Sociocultural theories of SLA In contrast to interactionist research, Block (2003) proposed the “social turn” taken by the field of SLA, and variations of socially based theories and approaches have flourished. For example, socio-cognitive paradigms (Kern & Warschauer, 2000), which view language as social and place emphasis on the role of cultural context and discourse, are often used in the research on telecollaboration. Many studies have been influenced by sociocultural theory (Belz, 2002; Thorne, 2003; Ware, 2005). In the Vygotskian perspective, language is viewed as a mediating tool for learning, and the entire language learning process must by necessity be a dialogic process (see, e.g., Basharina, 2007; Blin, 2012, who rely on Activity Theory and Cultural Historical Activity Theory, respectively, for their analyses of telecollaboration). Other studies make visible the development of linguistic, pragmatic, and intercultural competence in both intra-class telecollaboration (e.g., Abrams, 2008) and inter-class interactions (e.g., Belz & Thorne, 2006; Jin & Erben, 2007). Chun (2011) reports on advanced German learners in the United States engaging online with advanced English learners in Germany, as they used different types of speech acts to indicate their pragmatic ability and to show their developing ICC. Specifically, some learners realized that they could exhibit curiosity and interest (a component of ICC) by engaging in multi-turn statements and did not need to use questions to convey their intent.

The results of the paired-groups experimental study proves "are interpreted as being supportive for the interactionist perspective on SLA, especially the importance of attention". The study focuses on the acquisition of lexical meaning through negotiated interaction on NNS-NNS synchronous CMC. Check into Long's Interaction Hypothesis.

The benefits of CMA in language learning: interactionist perspective.

"Researchers have found that cognitive interactionist and sociocultural SLA theories offer a means of interpreting prior research on CALL and suggest a point of departure for designing future studies of CALL activities that are based on human–computer interaction and computer-mediated communication."

Chapelle. C. A 2007. theories expand from interactionist to cognitive interactionist and sociocultural theory cognitive interactionist: Human-computer interaction. sociocultural: CMC (Computer-Mediated Communication)

Chapelle CA (2006) focus on the theory of interactionist SLA theory

Sociocultural Approaches to SLA and Technology (Steven Thorne): Sociocultural approaches (SCT) to second language acquisition draw from a tradition of human development emphasizing the culturally organized and goal-directed nature of human behavior and the importance of external social practices in the formation of individual cognition. This paper describes the principle constructs of the theory, including mediation, internalization, and the zone of proximal development, and will describe technology-related research in these areas. Vygotskian SCT shares foundational constructs with distributed and situated cognition, usage-based models of language acquisition, language socialization, and ecological approaches to development, all of which have contributed to new applications of SCT in the areas of language research and pedagogical innovation. A discussion of methodological challenges and current practices will conclude the presentation.

Ecological Approaches to SLA and Technology (Leo van Lier): Ecological approaches to SLA are premised on a holistic view of human-world interrelations and the notion of affordance-effectivity pairings that help to better understand human activity and functioning. To many educators, technology and ecology are irreconcilable opposites. Yet, educationally speaking, they turn out to be perfectly compatible. This presentation examines the ways in which the Internet is an emergent resource, a social tool, and a multimodal repository of texts. The ecological affordances of CALL will be illustrated in terms of activity through, with, at and around computers.

The Interaction Approach and CMC (Bryan Smith): The Interaction Approach(IA) in second language acquisition studies suggests that there is a link between interaction and learning. This approach focuses on three major components of interaction — exposure (input), production (output), and feedback. Many CALL researchers have adopted this theoretical perspective in exploring the relationship between CMC and instructed second language acquisition, exploiting many of the argued affordances offered by this medium in relation to the key tenets of the IA. This paper will provide a conceptual overview of the IA and explore specifically how CALL researchers have sought to study SLA from this theoretical perspective. We will discuss several methodological hurdles facing researchers engaged in this type of research and will offer some suggested strategies for conducting sound SLA/CALL research from an IA.

the interaction approach overlaps with psycholinguistic approach under the cognitive theory

Psycholinguistics, SLA, and Technology (Scott Payne): Investigating second language acquisition and CALL from a psycholinguistic perspective entails examining how language learners process, store, and retrieve information from memory and how cognitive capacity impacts acquisition and influences performance. This paper will provide an overview of psycholinguistic approaches to SLA research highlighting research findings relevant to the field of CALL. This discussion will include some of the challenges and opportunities for researchers interested in employing psycholinguistic methods for studying SLA in classroom and computer-mediated contexts.

(https://paperpile.com/view/d6077af8-b494-0c5b-bcbe-71ea1d198029)

The author does a great job of examining social relationships and the effect they have in the workplace. The author asserts that by making the connections and work visible there will be a better result.

9/10

This article addresses what makes professional development effective and why. It reviews study results to show what works in a national sample of teachers. This article has good information on professional development.

9/10

Key take-away from this research is that a positive outlook from the trainees on the training helps students learn new technology.

This article takes a different perspective on technological integration, showing that sometimes technology, when used improperly, can set a class backwards.Examples in the article clearly show that effective use of technology is extremely important, otherwise the technology may cause more problems than it offers solutions.

Rating: 9/10

This article takes the perspective that education should not necessarily be solely focused on educational experiences, as we tend to do. Rather, technology should also have a focus in supporting non-academic areas and using data to drive instruction.

Rating: 7/10

This research takes an interesting look into the role gender plays in self-efficacy in technology. The research finds that self-efficacy in technology was primarily effected by gender and gender roles, not specifically by biological sex.

Rating: 10/10

This article goes into detail about MOOCs (Massive Open Online Courses) and compares the effectiveness and delivery styles of several different categories of MOOC course formats.

Rating: 8/10

Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.

Rating: 8/10

This article details several ways in which technology can impact higher education, such as being able to quickly calculate grades, collaborate with staff and students, and collect and analyze data.

Rating: 7/10

This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10

This page describes several theories for supporting students in academic advising with technology. There are interesting statistics on the tools most commonly used to promote online advising, with desktop computers ranking in number one and video-conferencing and social media falling near the bottom.

Rating: 9/10

This article discussing using the flipped classroom using accessible technology and expand learning activities. The authors point out that the use of technology must be based on training provided to teachers to implement the technology in the classroom.

RATING: 8/10

This article is a review of literature regarding what influences teachers to adopt and integrate information and communication technology (ICT) in the classroom. This discussion takes into consideration age, gender, prior exposure to technology, and teacher attitudes. Further consideration is given to institutional support, technical support, available professional development, and access to both hardware and software. The conclusion is that there are numerous levels of support that are required to make technology support and training available to educators.

RATING: 7/10

The authors discuss the fact that traditional learning has been an intersection of content knowledge and pedagogical knowledge, but with today's learning environment, it must also intersect with technological knowledge which requires further professional growth and development. The authors further discuss the challenges keeping up with the rate of change of technology and suggest that this is just a foundation for the ongoing research in educational technology.

RATING: 7/10

This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.

Rating: 10/10

This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.

We often talk about avoiding the use of technology for technology's sake and ensuring here is relevance in the integration. This site lays out specific characteristics of effective technologies in the classroom.

Rating: 9/10

This article has several resources teachers can use to incorporate technology into their lessons. It also gives ideas on how to become more proficient with adding technology to the classroom and what to do if the technology enhanced lesson fails. Ratings: 4/5

This article offers a few ideas on how to measure the success of technology integration. Rating: 4/5

This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.

Rating: 7/10

This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.

Rating: 8/10

This is scholarly article that shares research findings in questions such as, to what extent is there a relationship between faculty's comfortableness with technology and perception of technology integration and student success? The data is very interesting, including the fact that students in the sample reported being most proficient with a printer and least proficient with a smarboard. This definitely indicates a shift in what technological knowledge a professor will need verses their students.

Rating: 9/10

This article looks into the different ways technology can be incorporated into adult learning. These methods include technology as curriculum, technology as delivery mechanism, technology as complement to instruction, and technology as an instructional tool. The benefits and limitations of each method is also discussed. Rating: 4/5

This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10

This article documents how Ohio State University trains new elementary and middle school teachers to incorporate technology into their lessons. It highlights that technology integration is a tool not a theory or education. It also states that technology integration should be used to enhance the students' learning instead of forcing it into the curriculum. Rating: 5/5

This website details a case study that was performed in order to determine the effectiveness of online advising (a position I am currently involved in myself). There were several studies conducted and student responses are detailed in charts-- overwhelmingly, students felt the online advising format was a success.

Rating: 10/10

This page has easy-to-follow methods for integrating technology into academic advising practices. Many of the theories listed are quite similar to simply good teaching techniques such as using data to drive instruction and maintaining continuous outreach. Rating: 8/10

This article gives a few quick insights into how technology is useful in academic advising. This article makes the distinction between technology "complementing" advising and actually impacting student success. In other words, technology should never be a sole substitute for success. I would like to see more numerical-based data supporting the claims listed, but there are some great resources cited.

Rating: 7/10

This site is interesting in that it is actually a collection of resources meant to assist in a state program called TEAL (Teaching Excellence in Adult Literacy). This resource in particular lists the theories of adult learning in a concise, easy-to-understand method.

Rating: 9/10

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Adult learning disabilities

This article provides a well diagrammed and full explanation of the addie model and its' application to technology.

Also included on the site is a link to an online course delivered via diversityedu.com

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.

The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article presents a variety of new tools and apps that will enhance the digital classroom experience. Some of the new tools mentioned are Socrative, Scratch, Prezi, Google classroom and more!

Excellent list to get your digital room started!

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

In this pdf, there are many helpful tips and techniques in creating a foundation for technology. The introduction of model strategies are laid out with lots of supporting detail and examples and weblinks. It includes nearly 400 pages of peer-reviewed lessons, models and various strategies.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Ed Tech Center for world education's article on teaching older adults technology is a primer for understanding considerations of introducing technology as the prime delivery mode for education.

The article includes simple tips such as providing individual attention, offering reinforcement and affirmation and how to problem solve. The tips are aimed at an older adult group age 70+.

RATING: 2/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article reviews the impact of technology in the classroom. Today over 73% of teachers stated students are using tablets or laptops in the classroom. According to David Nagel, technology not only dominates education but also make students more productive and stimulates them intellectually.

There is a link on the site to the complete study.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

The pdf provides information from The Twin Cities Campus Library with instruction incorporating technology into teaching adult students.

It includes a review of instructional technology, assessment for learning, framework for teaching adult learners and a workshop. This 14 page pdf provides the essentials necessary in understanding basic learning needs of adult learners.

RATING: 3/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This presentation features a broad overview of adult learning and defines an adult learner. Additionally, the presentation provides multiple technology resources that can be used in an adult learning environment. Rating: 4/5

This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

ICT is enhancing communication in the digital learning environment. In this article the integration of ICT is explored and reveals how both teachers and students are able to better utilize their digital options 24/7 more effectively and efficiently. In addition, a gap has been identified in being showing how to best use ICT in the learning environment and included are in-depth studies of its’ use. The article identifies factors influencing teachers’ decision to integrate ICT in teaching.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This blog provides ten tips to successfully integrate technology in the classroom. The tips include conducting a needs assessment, plan ahead, and to not let the technology become the focus. Rating: 5/5

Although focusing on younger learners, this article details many things to consider when integrating technology into the classroom. Additionally, Blair shares ideas for developing a plan to continue technology planning into the future. Rating: 4/5

Dr. Jones explains that instructors are reluctant to use technology and choose to use a traditional lecture as a teaching method. He continues to explore how to eliminate the barriers to technology integration. Rating: 5/5

The authors describe how to anticipate and handle challenges with technology integration in developmental education. They insist that vendors and end users must work together to develop technology that will benefit everyone. Rating: 4/5

This article explores how technology has become the new standard for higher education and this new standard has created a need to develop new concepts on how to view a subject. Additionally, methods to use educational technology resources are described. Rating: 5/5

Dr. Burrell explores how technology can be used to more tightly integrate students and faculty and provide an efficient form of communication and discovery. He also details what is needed from a technical standpoint to make technology easily adoptable by universities. Rating: 4/5

This article describes how school districts who wish to integrate more technology into their classrooms should approach the integration. Rating: 4/5

The article explores how technology will grow beyond individual devices and how it will move into the cloud. Cloud computing would allow students and teachers to access course content any time and any place. Rating: 5/5

This article explains how technology is changing education and offers a few examples of how it has already done so. Rating: 5/5

This article offers strategies on how to integrate technology into the classroom and get students involved. Rating: 4/5

This chapter presents a list of assistive technology applications that supports the students with disabilities in classroom learning in several categories such as reading, writing, math, and computer access.

Rating: 8/10

What Is Technology

This seems like what everyone who values the human connections in education wants — and promotes as a healthy outcome of technology-enhanced learning — but do we have any evidence that this hope is borne out? It seems that most technology interventions in education are happening in an environment where there are also strong forces working to reduce the costs — especially labor costs — and so machines are most often displacing human connections rather than freeing up time for more.

mouse considered experimental mouse better than keyboard?

Whether or not the gig economy is here to stay, the result will be widespread un- or under-employment caused by technological displacement. Whether workers are gathered into a gig economy or are outright unemployed is what remains to be seen.

There is a lot to learn from, about Teixidora's meeting notes methodology, for example. http://peerproduction.net/editsuite/issues/issue-11-city/peer-reviewed-papers/the-case-of-teixidora-net-in-barcelona/

And what about using things that are built to be used in a certain way? Can we also learn from that?

The author presents an interesting progression for the Web to eventually learn to reason. The picture he paints of more accessible content on the internet hinges on the internet learning to reason, which is a human characteristic. It seems we need to apply human characteristics to all of our mechanics for them to progress in their usefulness.

In this passage, the author is claiming that with transhumanism and the growing appeal of technology as tools to advance or "extend" the human body, it can blur the lines between what is considered human and what is considered technology. For example, the author previously mentions social media and cell phone use in today's world. In today's society, using smartphones has become second nature. The author is implying that in the near future tools and technology such as anabolic steroids, laser surgery, advanced prosthetic limbs, etc can also become as prominent to humans as cellphones/social media is now.

What on earth is a telex?

The author mentions a great argument surrounding modern technology which is not limited to biotechnology alone. when new technologies are invented the entire focus of humanity will be shifted towards the effects of that certain technology on human beings and not the technology itself therefore in the age of biotechnology we will be more concerned about the results that biotechnology brings rather than the biotechnology itself

This analogy stood out to me as a very effective means to explain what the author is trying to get at. The idea that regardless of how bad something is, if everyone has it and I don't, the question isn't if I should have it, it's why don't I. It's used fairly effectively here to get the point across, specifically with the idea of food, which is so necessary to us. We could even go further to draw the connection between food and technology as now completely essential to our lives that who cares if it's contaminated or dangerous, we still need it.

Saying that the usual and formal definition of Technology as simply a tool or a means to end is untenable, not able to be defended from objection, is to take away Technology's connection to humanity. This is problematic. Technology, at least in the way humanity knows it, would never exist without humans. Sure, if you classify the way an otter uses a rock to open a clam or the way a monkey uses a stick to get ants as technology, then yes it would exist without humanity. However I believe that although technology can be classified as a tool, I do not believe that a tool can be classified as technology. Technology, as defined, is the practical application of knowledge to an area. A tool is a device used to accomplish a task, especially in a profession. The key to Technology is the idea of knowledge. Does an otter have knowledge about the anatomy of the clam or of the physics behind using a rock to open the clam? No, so the rock is a tool. Technology only exists because of Humanity's knowledge, humanity creates Technology as a tool to solve our problems, technology has in its very existence an instrumental definition. Taking that away, takes away it's connection to humanity. It makes it impersonal.

Technology has the human enslave. Giving great thought to this if you look around most humans cannot "live" without technology. Is as if technology has become the oxygen to human life. Parents now a days has use technology to do the parenting and the babysitting for them. You see 2-3 year old toddler glued to the phone. But if technology were to vanish human life would be a lot more difficult than it already is.

Technology opening itself to us giving us the essence of technology to which we--as a species-- can conquer the mysteries of the natural laws around us. As many fears for the day of the technological singularity, they should not worry since by the fact that that piece of information is unlocked for researchers to tinker then there will always be a counter measure to such an event. Knowing the truth of the machine allows for loopholes of the machine to be exploited and neutralize.

It seems that the author is establishing a relationship between modern physics and technology as a circular relationship in that modern physics would not be possible if technology did not allow us to study it nor would technology advance should modern physics not be studied. So, essentially, modern technology is a method to reveal modern physics to us? Therefore, modern technology is also a revealing just as modern physics is a revealing, but that they mutually allow each other to do so?

The Monolith's act as stages throughout the movie of human development/evolution. And every monolith up until this point has seemed to be the human as a creator of technology and being able to use it, but it's at this point that the monolith represents a transition into a type of 'superhuman' as shown in the rebirth scene. No longer are humans evolving by creating something, but by improving themselves. This seems especially poignant when HAL's disconnection is considered as well. David had to 'unplug' HAL in order to get to this next step. He had to, in essence, kill the very thing that had led humans to this point of evolution.

This part of the dialogue creates a good view of how consumerism will be just as prominent as today if not more. when he says we've got a lot of telephones, it might suggest that they are extremely reliant on technology so in a sense the movie had correctly predicted our current addiction and reliance on mobile phones.

The great "AI" has been around for a while now, we human are largely working on a computer machine to think for "itself". As fascinating as it sounds, aren't we just being lazy; depending on a robot to do the work for us. What will happen with the human race if these AI start producing more and better equipped AI. We have a brain that can produce so much if we just decide to do things on our own.

Addressing the question of singularity, the author takes on an interesting perspective. One rationalization or opposing view is that technology is only as informational and intelligent as the creator itself. Just as the Mores conclude, "the computational competence of single neurons may be far higher than generally believed" and that "our present computer hardware might be [] 10 orders of magnitude short [compared to] our heads". This means that AI cannot surpass human intelligence as popularly believed. Rather, the article conjectures the possibility that if singularity were to occur, further innovation and improvements could never be made. I assume this is a biological and anatomical argument. Thus, implying that the technological constraints of AI cause it to be inferior to the biological makeup of the human brain. Thus, the author suggests that singularity can never really be fully realized.

Simply stating that there will always be something restrictive about what technologies can do. Thus far in human technological advances there have not been a single database that can support a beyond human software. As stated in the quotes, the 'mind' of the piece of software is limited to all the effectiveness of the hardware, and by the time that humans are able to invent something that could effectively contain this non-human beyond human brain there would be some counter measures in placed to reduce the risk of an AI taking over the human race. The resource cost would also discourage for such experiment to be funded as it would be expensive to fund the researcher on creating compatible parts and programmers to develop something that would resemble that of a human mind but something more advance. Programming is also another problem, humans do not fully understand the human mind so there is a very unlikely chance that some programmer is able to accidentally write a line of code that make an AI be able to extend further than what a human can comprehend. The idea of a technology singularity stays a theory but this one single quote assures that the technology singularity is far from what is achievable.

The author points out that human competition, which thus far has driven the exponential development/advancement of technology, would drive developers towards the "unfettered versions." While I agree that it would likely be the case, I think it's possible that the author is underestimating how much of ourselves would likely end up in the superhuman. Aspects of humanity that were likely never intended to be in the superhuman, but will end up there inherently due to who is programming it.

Posthuman beings contradict the human conditions that apply to my life, and every living being for that matter: immortality is non-existent. The passage alludes that the posthuman evolution will oppose the current human condition, and humanity will be redefine its physical form. A reformation in the modern humans understanding of scarcity is entirely different than that of the posthuman. With increased control over the posthumans physical capability are differing in juxtaposition to the human condition in the twenty first century: Prompting our modern society with the question of whether the human condition makes significant biological changes. The change from the former to the latter intertwines technological advancements with physical capabilities, although to what end? The human condition will be a backbone to the technology that manages the posthumans interpretation of reality.

I think this concept cannot be applied to a developing country. A society who never made the experience and the learning path of how the technology was made and conceived. Because I found that certain technologies as are mentioned in this paragraph never rech the level of functionality like in developed countries. The reason is always something, soon or later, will went wrong and nobody will knows how to fix the problem. Then locals have to call a foreign engineer to look what the problem is. And then the parent company never send the best professional to the locals in order to see what the problem is. Then there are other problems like cultural communication between foreign engineer and local engineer and the problem enters in a vicious cycle of "We did all what we could". The other problems are these technologies are seen and transferred out of its system without the corresponding social captial and its value chain constructed.

Over history, most "teen technology" is about being able to communicate with their peers. From the handwritten letter via post, to the telephone, to the car, to the pager, and now the cell phone.

Crucial- responsibility of teacher to make sure students have EQUAL access to the skills we want to foster and support! If ALL students do not have means of providing own resources, make sure the resources are provided to ALL students! (think- have copy of textbook for each student, why not technology?)