This is an update to an article I published on 27 February 2011 in response to a television programme.
Old computer, by Terry Freedman
I watched an interesting TV programme. Called Electric Dreams, the programme followed the fortunes of a family whose home had been transported back in time to the 1970s. Each day brought a new year, and the technology that went with it.
Some insightful connections were made. For example, as the freezer began to make its way into people’s homes, it became feasible to do a weekly shop rather than a daily one. That, in turn, freed women (mainly) up to do more things besides housework.
I think a programme like this can be useful to show to youngsters for two reasons. Firstly, to help them perceive that there is a history behind the devices that they take for granted today. I remember one young lady being incredulous when she realised, from something I said, that there had been a time before video recorders! I don’t know why I think this is important, I just do.
Secondly, it’s useful to be able to explore the possible connections between technological innovation and lifestyle, as with the freezer example above. Most ICT and related courses include a section on the impact of technology on society, so this would not be time wasted.
Of course, and this is another avenue worth looking at, technological innovation is, at first, enjoyed only by the few. With freezers and colour televisions costing the equivalent of several weeks’ earnings, they could not be bought by everyone when they first appeared in the shops. Is this still the case now? I think it probably is, but my perception is that the time it takes for the price to fall is much shorter than it used to be.
One of the things I do find frustrating about such programmes, although this one was refreshingly honest, is the prevalence of what might be called ‘techno-romanticsm’. What, I ask myself, was so great about not being able to start my car on a cold winter’s morning? What was so wonderful about cassette-driven computers that took ages to be ready, and which made it time-consuming to find the right section? The past may have been OK when we were living in it, but who would wish to go back there?
The lady of the house thought that it would be nice to get back to a time when families spent more time with each other, before technology was so ubiquitous. Am I missing something, or is she saying that the technology, not she or her husband, dictates what happens in their own home? That is like my saying I long for the time when there were only 5 TV channels to watch, and where you had to wait a week for the next episode as opposed to binge-watching an entire series in one evening, because then I would spend more time with my wife. The solution is simple: switch the TV off and sit and read or talk!
I found it interesting that one of their children (none of whom had ever used a record player before) liked the idea of having a vinyl album because it was tangible, unlike music downloads. They may have also discovered that the qwualityy is superior, which is why vinyl is making a comeback (as if it ever really went away).
I also found it interesting, returning to the theme of how technology influences lifestyle, to reflect that whereas thirty years ago sending a child to their room was seen as a punishment, because there was nothing to do there and they would be incommunicado, now it would be seen as a reward!
As far as teaching was concerned, I enjoyed pushing the boat out with technology to see how it might be used in learning and teaching (and still do). But having to book a computer room at the Institute of Education for my evening class students back in 1982, in order to run a simulation called Running The Economy, or having to post my students’ decisions in a stock market simulation called Stockpiler and then wait a week for the computer results may have been fine at the time, because we knew no better. But who in their right mind would look back on all that as some kind of golden age?
The past may be interesting, even fascinating, but the best thing about it, as far as I’m concerned, is that it is the past!
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Writing as someone who has successfully employed curiosity in my teaching of economics and computing, I'm very much in favour of the argument at the heart of this book - that school life ought to consist of far more than just a utilitarian pursuit of exam grades over all other considerations.
Handscombe proceeds to grapple with a dizzyingly broad set of topics, including British and American politics, art appreciation and even 'quantum chromodynamics'.
The book does, however, come accompanied by a toolkit and explanatory notes for teachers, which should serve as a good starting point for any educators wanting to introduce a curiosity-based element to their courses.
The kind of approaches the book proposes would need to be taken seriously by SLTs, parents and students alike if they're to work, which may pose a challenge - but it would be a challenge worth persevering with.
This review was first published in Teach Secondary magazine.
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For many working in the education profession, their considerations of Al's pros and cons will be largely centred on how it can enable instances of student plagiarism, or potentially reduce the burden of teachers' admin.
In the comprehensive and highly readable Dr Bot, Blease tackles a far wider range of issues, albeit some that are particularly apposite for those working in schools. Why, she posits, are doctors often loath to use Al, even when it has the capacity to be extremely helpful?
She goes on to explore how some patients can be more willing to open up and share personal information with Al bots than with human doctors, thus enabling medical staff to get an unfiltered picture of what's actually going on in patients' lives.
Could this form of triage be an approach we might one day see echoed in schools? The resulting impact on test results could certainly be interesting.
This review was first published in Teach Secondary magazine.
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This detailed account of how Patterson went about assembling and curating an extensive home library describes a scenario that will lie outside of most people's experiences (or even aspirations). It does, however, serve as a wonderful excuse for this book's wide-ranging discussions of books, authors, the process of understanding poetry, the challenges facing translators and the perennial clash between tradition and innovation.
What emerges is a compelling read that's bound to make even the most well-read among us feel somewhat under-educated. The ease with which Patterson weaves together considerations of seemingly disparate works is impressive to behold, though perhaps the book's main appeal is as a starting point for literary exploration.
Were I an English teacher, I'd be delving into it frequently to gain inspiration and pick up all manner of fascinating background information for my students. Highly recommended.
This review was first published in Teach Secondary magazine.
Postscript
Reading this book reminded me of my belief that all Computing departments or areas in a school should have a library. Even a small library on a window sill or in a small bookcase is better than nothing. I wrote about that here:
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The 'algo' of the title, of course, refers to the 'algorithms' that govern social media platforms and power efforts at regulating (or indeed censoring) the internet. They work by latching on to certain words and phrases, prompting internet users to respond by deliberately using alternative words or misspellings. The algorithms are eventually adjusted to compensate, resulting in what Aleksic likens to a game of virtual 'whack-a- mole'. From a linguistic point of view, at least, it's a fascinating process that neatly demonstrates how language evolves and adjusts according to changes in culture. This is a book that can offer a useful guide to how internet trends develop, provide a few handy hints on how to make content go viral, and perhaps even help you better understand the way your students talk...
This review was first published in Teach Secondary magazine.
