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• W1572148472 abstract "Never has failure been so ardently defended as though it were success. Partly because there has been some success. Partly because a civilization which is no more than a system has neither memory nor shape.[1] WE ARE writing this article for people who work in schools and who have doubtless already heard and read much about the rapid penetration of technology into schools. Most of the discussion on this subject has aimed either to inform or to generate enthusiasm, a critical treatment of the subject that attends to the questions of educational purpose and equity has been missing. Technology connects to culture, politics, and history. Yet these are the very issues that are usually ignored in articles and reports written for teachers and administrators. We are by nature optimists, but we do understand the hopes that new technologies inspire, especially among rural educators. Rural schools are under continual attack: for being too small, for being located in communities characterized as not valuing education, for offering a comprehensive curriculum, and for being inefficient. The very survival of rural schools - and, some think, of rural communities - is in doubt. Bruce Barker and David Monk are among the concerned scholars who have written persuasively about the possibilities of electronic technologies for helping rural educators deal with the immediate attacks and the long-range threats.[2] Despite our lack of optimism, we do recommend the outright to employ technology as a common strategy for dealing with the challenges and threats we describe. In only a few cases will cold-turkey refusal make good sense. In most cases, though, economics, politics, and history will shape what happens in communities and schools - and that certainly means making some accommodation for the new developments in telecommunications. But it is already becoming clear that rural schools typically (though always) lack the infrastructure and resources to offer all students the sorts of tools touted as 21st-century miracles (World Wide Web browsers, CD-ROM databases on local area networks, and so on). Basic connectivity is, at present, the main impediment. Rural schools are even served by 56 Kb lines, they cannot afford to install them, and they cannot afford to equip classrooms. They are behind on building maintenance and replacement, and computers and inservice training are additional expenses. Solutions to such problems exist in some communities, but the facilitating circumstances (e.g., good relationships among agencies, leadership to coordinate the effort, consistent funding) are comparatively rare. However, the key challenge is not, to get the stuff. Rural schools are destined to lose that rat race. By the time they are, up to speed in technology, the benchmark will have moved. The plans that people make for rural schools will differ according to whether they understand this situation or not. Understanding it, they can make more sustainable, longer-range plans. And their plans will stand a better chance of supporting the sort of rural education that makes sense. One final point of clarification: we are against technology. We personally use all sorts of technologies and are fully involved in the technological enterprises of the organizations that employ us. But we see that other issues are much more important. Technology is a form of process, and, for us, education is substance: ideas, intellectual content, and emotional meaning. We also agree with the sociological interpretation that indicts American culture for its tendency to technologize everything. This tendency harbors particular dangers for rural places and peoples. In the face of these dangers, we offer our critique, to dash the hopes of rural educators, but to call forth careful reflection out of which such hopes might be realized. Technology and Empire To understand how technology functions in rural schools, urban and suburban readers (like their rural colleagues) need to recognize that the United States is an empire. …" @default.
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• W1572148472 date "1995-10-01" @default.
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• W1572148472 title "The Power of Babble: Technology and Rural Education." @default.
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