1

Reflections on the Nature of Technology: Human Experience, Visibility, Management, Miniaturization, and Commodification Obscenity begins precisely when there is no more spectacle, no more scene, when all becomes transparence and immediate visibility, when everything is exposed to the harsh and inexorable light of information and communication.1 Observations of the sickening effect of programmed environments show that people in them become indolent, impotent, narcissistic and apolitical. The political process breaks down, because people cease to be able to govern themselves; they demand to be managed.2 The topography of much of the developed world is characterized by thickly bound electric wires, instantaneous communication, invisible wireless signals, millions and millions of screens, keyboards, cell phones, virtual friends and simulated experiences, and an endless drive for technological progression. Children as young as three are able to navigate the Internet and switch through channels on their parents televisions- only a few years later becoming seasoned users of technology.3 Teens and young adults noodle around cyberspace performing academic tasks and amassing hundreds of cyber friends. Others use technology and the Internet for work, or to bear witnesses to current events. Still others use the Internet for the purposes of sexual stimulation, to maintain blogs glorifying celebrity status, or to enter virtual worlds. And some prefer to peruse conspiracy theory sites, others to update their physical location via virtual iPhone check-ins. One could say that new technologies and cyberspace provide nearly endless opportunities- presenting one with anything they could ever possibly want to know. Indeed, one could say that there is prevailing widespread fanaticism for technology and technological progress- for the electrical, mechanical and virtual. Proponents of this view believe that progress is inherently good. These individuals view technological progress as the

1 2

The Ecstasy of Communication, Jean Baudrillard, pg. 130 Silence is a Commons, Ivan Illich, pg. 1 Children's Websites: Usability Issues in Designing for Kids, Jakob Nielsen, pg.1

next inevitable step in human evolution and modern societal growth. And they believe that scientific discovery and technologically steeped explorations will positively contribute to humanitys progress, and that human control and manipulation of nature is the obvious next step in human history. Technological abandon is so prevalent that to critique its permeation could

leave some labeled as technological Luddites. Curtis White, in his book The Middle Mind: Why Americans Cant Think For Themselves, states that this situation has reached a point where to be technophobic (or simply technically maladroit) is to risk mere irrelevance or incompetence; it is to risk isolation.4 But critiques of the effects of technology are crucially needed, now more than ever, as technology proliferates every aspect of human life. This essay seeks to reflect on the above notions about technology, and examine why there is such widespread fanaticism for all things electrical and cyber. In an attempt to truly understand the nature of technology, this essay will deeply examine popular myths surrounding the use of technology and seek to wholly understand the actual effects of technology on human experience. For the purposes of this paper, human experience will be characterized as obtaining wisdom, participating in deep thinking, reading and conversation, partaking in authentic experience, and establishing genuine human relationships. At each step, value judgments will be made to access how technology negatively or positively effects society- and the overarching functions of technology to increase visibility and efficiency, miniaturize, and commodify will become crucial to these value judgments. This reflection must begin with one of the most widely touted successes of technology and the worldwide web- the myth of the global village. Essentially, the global village myth perpetuates the idea that computer technologies shrink the entire world, in such a way that individuals are no longer isolated from one another by spatial or cultural boundaries.5 In the
4 5

The Middle Mind: Why Americans Cant Think For Themselves, Curtis White, pg. 111 Preconceived Ideas About Mediated Information, Jacques Ellul, pg. 103

global village it is also believed that the boundaries of countries have dissolved, as the citizens of the entire world are able to communicate and share ideas with one another regardless of their physical location or particular time zone.6 In this way one could, in theory, read the news and happenings in countries such as Vietnam or Iceland, or communicate with individuals across the country. However, Jacques Ellul in his work Preconceived Ideas About Mediated Information, states that The infinite communication networks do not bring me closer to anything or anyone. Although the telephone allows such personal contact, the human relationship is greatly altered when information is transmitted through that technology.7 He furthers his thought by musing on the true nature of a village. In a village one interacted and communicated with around 200 people, receiving information highly relevant to their community lives. However, in many cases, the information one receives on the Internet does not relate to their lives- they cannot change their behavior based on this information. Devoid of personal and cultural contextual cues, nonverbal communication, vocal intonation, etc., written information on the screen is divorced from the human who wrote them.8 Additionally the global village myth promotes the idea that the Internet is a culturally neutral environment. This is a dangerous idea, and also threatens the existence and importance of cultural diversity. One could say that the Internet reinforces culturally specific patterns or thought and communication, but not all users of the Internet approach its content with a Western bias.9 For those non-Western users, one must orient themselves to Western ways of thinking. Additionally, in his book Let Them Eat Data: How Computers Affect Education, Cultural
6 7

Ellul, pg. 103 Ellul, pg. 103 8 Ellul, pg. 104 9 Let Them Eat Data: How Computers Affect Education, Cultural Diversity and the Prospects of Ecological Sustainability, C.A. Bowers, pg. 23

Diversity and the Prospects of Ecological Sustainability, C.A. Bowers states that if individuals accept computers uncritically as culturally neutral technology and as the latest expression of modern progress, they may not recognize how their interactions with computers are changing them. 10 Or how computers are promoting the negative cultural values- such as consumption, commodification, and efficiency at the detriment of experience, narcissism, and solitary isolation. Indeed, the global village myth presents the notion that computers and the Internet are bringing individuals closer together. It is similarly believed that communication technologies such as cell-phones, text-messaging and e-mail are allowing for human connection, no matter what ones spatial separation. These assumptions ignore the fact that the use of technology nearly always promotes solitary interaction with ones screen. Even if one believes they are communicating with another through an Internet forum, or e-mail, this ignores the fact that one ultimately can decide whether or not to respond to a message- or how quickly to respond. In face-to-face communication, conversation hinges on successive responses, bodily cues, and pauses in speech. In real-time communication, speech is not miniaturized to the body of an email, or to the 160-character limit of a text message. Depth of conversation and true human connection can only occur with technological mediation and miniaturization. In a similar sense, social networking sites are viewed as effective tools for connecting humans and contributing to the development of human relationships. But upon closer examination one can see several holes in these notions. Perhaps the first online social networking sites were the Bulletin Board Systems of the 1980s- mere precursors to the multidimensional Facebook and MySpace more widely in use today.11 Besides Facebook and MySpace, there are sites for social networking in the realm of professionalism (LinkedIn), music
10 11

C.A. Bowers, pg. 23 Virtual Friendship and the New Narcissism, Christine Rosen, pg. 2

(Last.fm), photography (Flickr), love (any online-dating site) and a multitude of others. Though all of these sites purport to enhance human relationships and aid human connection (all while destroying the boundaries imposed by spatial location), it is possible that these sites function to pose more harm than good. Sure, it is possible that Facebook enables farflung family members to keep in contact. Maybe one could meet their future spouse on OkCupid (apparently 1 in 6 individuals meet their partner online).12 But one must ask themself what kinds of relationships are being created and facilitated by social networking sites. What values and habits are these sites reinforcing? What kind of community is being created? Is the usefulness of social networking simply a myth? If one were to characterize friendship in the traditional face-to-face sense one could say that friend develops through a sharing of interests and experiences, and through mutual trust and the disclosure of personal details over times. True friendship does not spontaneously occur. In her essay More, But Not Merrier, Christine Rosen states that because friendship depends on mutual revelations that are concealed from the rest of the world, it can flourish only within the boundaries of privacy; the idea of public friendship is an oxymoron. 13 Indeed, when one subscribes to a social networking site they are encouraged to reveal personal interests and details as if distilling themselves down to mere products. The entire experience of getting to know another human overtime, their quirks, their flaws and strengths, is miniaturized and diluted. Jean Baudrillard in his work The Ecstasy of Communication calls this intense visibility and erosion of private interaction obscene. He states, the clear difference of an exterior and an interior is exactly described as the domestic scene of objects, with its rules of play and limits, and the sovereignty of a symbolic space... Now this opposition is effaced in a sort of obscenity where the most intimate processes of our life become the virtual feeding ground of the media...Inversely, the entire universe comes to unfold arbitrarily on your domestic
12 13

1 in 6 Marriages Met Online, Alex, pg. 1 More, But Not Merrier, Christine Rosen, pg. 1

screen all this explodes the scene formerly preserved by the minimal separation of public and private, the scene that was played out in a restricted space, according to a secret ritual known only by the actors. 14 The actors in this case could be qualified as two humans, sharing private interactions and information, in the interior. The exterior could be described as social networking sites, the news, or celebrity gossip blogs. People Who Inspire You, Music, Books, Who Id Like to Meet, Relationship Status, Political Views, and Religion are all types of information MySpace and Facebook prompt one to fill in about themselves in contrast to verbally sharing that information with another over time. Where does one go to school, what classes are they taking, where do they live, and where did they grow up? These are all intimate details that could be made readily available to the worldones friends, family, casual acquaintances, strangers, enemies, or employers. Does ones friend have a new boyfriend? Simply Facebook Stalk him, since its too early in their relationship for you to meet him. In representing oneself through their interests, the individual as a whole is distorted. An individual is not simply their musical tastes; a whole wealth of experiences and life has made them who they are. Also playing into this distortion is the possibility that one could misrepresent his or herself on a social networking site. In the pursuit of virtual popularity and status, one carefully edits how they are represented online, manipulating their tastes, photographs, hobbies or age- the entire act becoming a practice of vanity and self-love.15 Imagine a social networking site whereupon registering, ones true tastes and self were automatically presented. This would obviously be a social networking site with very real truths and openness, but it is likely few would sign up. Social networking is steeped in narcissism, and narcissists cant take criticism. Rosen, in her essay Virtual Friendship and the New Narcissism states, Vital statistics, glimpses
14 15

Baudrillard, pg. 130 Christine Rosen, pg. 1

of bare flesh, lists of favorite bands and favorite poems all clamor for our attention- and it is the timeless desire for attention that emerges as the dominant theme of these vast virtual galleries.16 And it is not only social networking sites that function to promote these ideals. Blogs, another type of social networking, in which users create content that others can respond to, can also foster narcissism. Anyone reading the blog of an average 13-year old would immediately sense the self-serving tone of their posts: So. I wake up. And get ready. Then, in an attempt to make myself feel more happy I listen to some reggae music. Which always helps, even if it only helps a little, like it did today. Then I go to school. And sit forever and ever and ever. And I'm not even thinking about school. While I'm sitting there, I contemplate many things. Like this: If that light fell on my head, would I die?17 It is obvious that this content is not helping anyone, is not a critical or exploratory take on anything, and is highly self-serving. It is, however, important to make a distinction as not all blogs are intrinsically narcissistic. Sherry Turkle, in her essay Computer Games as Evocative Objects states, In my own studies of internet social experience, I have found that the people who make the most of their lives on the screen are those who approach on-line life in a spirit of self-reflection. 18 Truly, there are many blogs that stand as a testament to the importance of integrating self-reflection into ones use of the screen and technology. These values are key to not succumbing to the type of shallow, context-less and solitary actions technology promotes. In another sense, social networking sites and blogs may also function to turn friendship into a mere commodity. No one has felt real pain until they experience the acute rejection of
16 17

Christine Rosen, pg. 1 (No Subject), Lauren Huff, pg. 1 18 Computer Games as Evocative Objects, Sherry Turkle, pg. 8

being un-friended on Facebook- so what if it was someone they never interacted with, either in the real world or online. To see ones friend count decrease from 356 to 355 characterizes ultimate misery. Could there be anything worse than being demoted from spot 1 to spot 7 on ones friends Top 8? Surely not. Rosen states, Friendship is now about collection rather than cultivation, and she alludes to ones online friend group as a sort of stamp-collection.19 Virtual friendship, facilitated through social networking sites, favors quantity over quality.20 It suppresses the value of experiencing the development of a human relationship over time, learning intimate facts about another shielded by privacy. Social networking sites also demand that their users manage their friends. Facebook allows users to create various friend groups like family, bffl, college friends, and allows each group particular access to their profiles content. MySpace allows users to rank their Top Friends 1-8, on their own personal profile. One could view their entire friend collection, delete friends who are no longer apart of their virtual or real lives, or block a friend from viewing their profile. Rosen states, To be sure, we all rank our friends, albeit in unspoken and intuitive ways. But social-networking sites allow us to rank our friends publicly.21 Thus, the private and deeply intimate experience of maintaining and managing friendships is readily visible on social networking sites. Management appears to be an aspect of technology present in all its various and diverse forms. Internet search engines demand that one enter particular keywords to receive their results. This actively forces one to submit to the specific thought processes of the search engines system. At all points one demands that they be managed, as they are spoon-fed menu options, search results, and the prompt to wish their Facebook friend Happy Birthday. Through this analysis it
19 20

Rosen, pg. 2 Rosen, pg. 2 21 Rosen, pg. 2

seems apparent that these technologies deter ones innate human right and responsibility to think for themselves. Take the new iPhone app developed by Seacloud Software, named Baby Connect. The NYTimes describes the application as comprehensive and well-designed mobile software for managing a babys life. 22 Indeed, the application allows parents to track everything from when they put their child down for a nap to their childs sleep patterns, temperature, shifting moods, or even the games their baby is playing. One can even record their childs feeding patterns, and can use the built in timer to see how long theyve been nursing or bottle feeding, just in case they forget how long their baby has been eating.23 Even more extremely, one can record how often their child defecates, and what the excrement looks like. Baby Connect purports to be just what you need to keep all the stress, anxiety and guilt at bay.24 The stress and anxiety seem like regular parenting emotions, but the guilt? Probably from routinely sending ones child off to daycare. Many parents seem wildly supportive of this new parenting technology. Twin Mum, in a review of the application on baby-connect.com stated, This app removes a lot of the guessing... is he hungry again? do you think she's tired? when was the last time you had a nappy change??? Less guessing means less tears!!! Now, any time I hear a baby grumble, I grab the iPod...25 Another mother, calling herself dol17pin, touted, No more trying to remember when baby had their last dirty diaper or how many he had in a day. This app has made having an infant almost brain free!:).26 To those in a fog of technological euphoria and new-parentdom, perhaps

22
23 24

Devoting Attention to a Child and a Phone, All at Once, Bob Tedeschi, pg. 1

Tedeschi, pg. 2 Stay Connected with Your Baby 24/7, Neha, pg. 1 25 Less guessing means less tears.., Twin Mum, pg. 1 26 Most usable app Ive purchased!, dol17pin, pg. 1

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Baby Connect does appear to be a great way to make caring for ones child more simple, efficient, and brain free. Perhaps to one who must leave their child at daycare, the applications synching feature allows them to feel less guilt about the situation. But does this say about the quality of ones parenting? How do apps like Baby Connect effect the experience of being a parent? Part of the experience of having a child is attuning oneself to the natural rhythms and daily patterns of that child. Of course a new parent could be worried about whether or not their child is healthy, whether or not they are getting enough food and sleep, if theyre developing at the right pace, and whether their excrement is the right color or not. But parents should be aware enough to notice if their child isnt feeling okay, devoid of technological management. Shouldnt a human parent know their child better than an electronic iPhone application? And if one wants a child, shouldnt they devote significant time to raising that child? Baby Connect appears as the instantaneous, miniaturized and electronic version of instructing ones nanny to journal daily about their childs day. Furthermore, Twin Mums comment Now, any time I hear a baby grumble, I grab the iPod... illustrates another negative effect of technological management.27 Increasingly, individuals are becoming wholly reliant on technological devices to function in the everyday world- so much so that the human experience of thinking for oneself is stifled. Because individuals are exposed to a wider wealth of materials and information, many technological fanatics believe that technology allows individuals to think more critically and to become more informed. This is the manifestation of the myth known as Information is Power, which is hardly true. Indeed, similarly in the global village notion, it is believed that any occurrence or event
27

Twin Mum, pg. 1

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happening anywhere in the world can immediately be know to whomever seeks (or doesnt seek) the information, regardless of distance.28 One can supposedly do things like look up the symptoms of various ailments and self-diagnose his or herself, and read obscure texts or old newspaper articles. And this is true- the Internet has made available a wealth of resources that would otherwise be unknown. People who would have otherwise been wholly disconnected from one another have been aided by Internet communication. But it is important to look at the range of effects caused by this onslaught of information. Are people really becoming more informed? Is information really power? Individuals living in the world today are inundated with a glut of information. With a few clicks and keyboard types, one can look up the answer to almost any question. The daily news is available online, on the radio, in the daily newspaper, via text message, delivered daily to ones iPad, or sent in ones e-mail inbox. Many have heard the old adage, information is power, but it is very possible that information inundation does not foster power or personal growth.29 It likely does not foster progress, critical thought, or help society in any way. And there are many reasons why the cyber-age fails to live up to its supposed benefits. Siegfried Streufert, in his work Conceptual Structure, Information Search, and Information Utilization, states that the relationship between information load and information processing for an individual typically resembles an inverted U.30 At first, more information is helpful. As more information is added to ones periphery, it becomes less helpful and eventually harmful. In Siegfrieds study, this harm was qualified by ones ability to successfully absorb and process information, to remember what they had learned, and to successfully identify useful information. To individuals living in pre-technological societies, information was precious. Few
28 29

Ellul, pg. 103 Ellul, pg. 96-97 30 The Information, James Gleick, pg. 405

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books existed and even fewer individuals had the resources to possess their own books.31 Ivan Illich, in his book In The Vineyard of the Text, states that a pre-technological culture and the existence of books fostered bookishness, along with such values as sustained deep reading, and critical thought. Also in this age before the growth of cybernetics, important information traveled quickly, and action readily followed the receival of that information. Because such information was scarce, one understood the weight of the information and was quick to respond Ellul states that, We live now in a completely different universe, with instantaneous information available to everybody (whether they are concerned or not). Most information is generally not very interesting nor very useful, but it is incredibly numerous. We are exposed to a huge mass of information, but we discard most of it soon after; human memory is totally unable to sort out useful from useless information. Among the crowd of advertisements which left me indifferent, one of them could have interested me. This torpor is an unfortunate phenomenon because if I could memorize everything, I would become crazy. Since I have no reference which would enable me to sort out what should be forgotten, I do so randomly; I memorize an absurd detail of no avail, and I discard decisive information that I should have memorized.32 Proponents of technological progress believe that this excess of information is highly beneficial. They believe they even amid information inundation, one should be quick to internalize what they take in. But upon closer examination one can easily see that as the spread of information increases, meaning and understanding rapidly decrease. This situation is inherently characterized by an affinity for quantity over quality, and a desire to consume information rapidly and instantaneously. But what is the effect of this immediacy- the immediate visibility and ability to know when and where any current event is happening? Baudrillard in his essay Virtuality and Events describes this immediate information feedback as real time- essentially the era of immediate communication, of a perpetual onslaught of information and interaction, and of pre-programmed and managed happenings. He
31 32

Ellul, pg. 99 Ellul, pg. 99

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states that real time dematerializes both the future dimension and the past; it dematerializes historical time, [and] pulverizes the real event.33 In Baudrillards theory, a cultural or world occurrence ceases to be an event in the setting of real time. And the news coverage of the event essentially becomes the event. In this way many occurrences are miniaturized, and distilled to context-less, commodities of spectacle. And individuals strongly feel the desire to ingest these spectacles, which function as banal entertainment and meaningless information. Indeed, Western culture is a landscape characterized by spectacle- it is a theme that can be readily identified in so many instances. At the grocery store, one must only look to their left to see an array of tabloids and celebrity magazines. On mass media news stations, prosaic events and violent murders are presented as the most relevant information. Even potentially important events are presented as spectacle- the war in Iraq for example. Baudrillard describes the war in Iraq and its resulting new coverage as an allusion to filmmaking. He states, What we are watching as we sit paralyzed in our fold-down seats isnt like a film; it is a film. With a script, a screenplay, that has to be followed unswervingly.34 Indeed, several years after Baudrillard wrote these words Osama Bin Laden was killed, much to the enjoyment of those following the wars events. Immediately proceeding Bin Ladens death statements like, The girl married her prince. The bad guy is dead, its been a real Disney weekend here on earth. were readily heard.35 Truly, this would explain why individuals are increasingly gaining access to a wider variety of information from a milieu of sources, but are overall becoming less culturally informed- as they lose a sense of historical awareness and experience the diluted spectacle. And perhaps this is also readily seen in the lives of the younger individuals living in technological societies.
33 34

Virtuality and Events, Jean Baudrillard, pg. 132 Baudrillard, pg. 124 35 The girl married her prince. The bad guy is dead, its been a real Disney weekend here on earth., Jim Mains, pg. 1

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Mark Bauerlein, in his book The Dumbest Generation: Or, Dont Trust Anyone Under 30, presents startling statistics to support the assertion that Americas youth are increasingly less culturally informed, less historically grounded, and increasingly concerned with commodification and entertainment. He states, Most young Americans possess little of the knowledge that makes for an informed citizen, and too few of them master the skills needed to negotiate an information-heavy, communication based society and economy.36 But proponents of technology, especially technology in schools, strictly maintain that the wealth of resources provided by technology is making children more informed. These promoters of all things cyber also state that young individuals living in technological societies are increasingly becoming adept at instantaneously using and taking in various types of information. Indeed, one great myth inherent in technology is that it contributes to a new populace of skilled multi-taskers. But Christine Rosen, in her essay The Myth Of Multi-Tasking, believes that while it is possible for individuals to multi-task, the quality of their attention and learning diminishes. Truly, young individuals could be working on an English essay, watching a movie on television, instant messaging their friends, and sending text messages, all at the same time. But the resulting effect on memory retention is not a positive one. Rosen states that, people use different areas of the brain for learning and storing new information when they are distracted: brain scans of people who are distracted or multitasking show activity in the striatum, a region of the brain involved in learning new skills; brain scans of people who are not distracted show activity in the hippocampus, a region involved in storing and recalling information.37 It seems that many technologies foster the practice of multi-tasking- internet browsers allow one to open multiple tabs, then new iPhone is supposed to allow one to open and run several apps at once, and to become successful in the technological business world, many believe that multitasking is an important skill to possess. However, Rosen asserts that humans brains are built to
36 37

The Dumbest Generation: Or, Dont Trust Anyone Under 30, Mark Bauerlein, pg. 16 The Myth of Multi-Tasking, Christine Rosen, pg. 3-4

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focus on singular tasks- with focused attention and little distraction.38 In a similar sense, the proliferation of online reading and e-books can inherently promote another form of distraction- along with promoting such negative values as consumerism and instant gratification, as these tools make content so readily available. Rosen states, like so many things we idolize today, it is extraordinarily convenient, technologically sophisticated, consumption-oriented, sterile, and distracting.39 And this is alarming, as screen reading is potentially replacing the physical reading that occurs when one is holding a book. Cyber fanatics widely embrace this new form of reading, and believe that it may soon render printed work obsolete. This transition may indeed occur, although to the determent of sustained, focused reading. Christine Rosen, in another essay entitled People of the Screen, states that reading online and on e-books could hardly be considered reading in the tradition sense. She explains that most people reading on screens dont read chronologically, instead reading in an F-Shaped pattern, in which one reads the first few sentences, scans down for interesting content, reads a few more sentences, then likely clicks a hyper-link sending them to another site.40 Additionally, screen reading allows one to search for particular keywords, rendered the reading of the entirety of a work obsolete. This surely makes reading more efficient, but part of the process of reading is submitting oneself to the structure and flow of a piece of literature. If one searches out particular information, much is lost in the experience of reading a literary work. And the act of scanning through a piece of writing is not synonymous with focused attention, or learning. Proponents of screen reading even tout that the future landscape of literature could be characterized by highly

38 39

Rosen, pg. 4 Rosen, pg. 11 40 People of the Screen, Christine Rosen, pg. 6

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hyper-linked text, with readers adding or deleting their own content at will.41 Even more interesting is that some believe video games could be potential replacements for the novelenabling one to directly enter into the setting of The Great Gatsby and alter the structure of the novel. Indeed, there are many who believe that video games are potentially useful tools for learning and education. Tom Kalinske, a former president of Sega, was once quoted as saying, All we are doing is interpreting what one sees in the world today and making some game play out of it I would think that teachers would think that its a positive that a child can expand his fantasy, expand his horizons and enter into a fantasy world where hes thinking all sorts of things hes never seen before.42 And this is one of the main arguments that supporters for the use of video games in learning maintain. There is a rampant myth in circulation which promotes the idea that video games allow one to think and do things they wouldnt be able to do in real life, and that they allow for creativity and the exploration of diverse plots.43 Along the same lines, many believe that video games can promote collaboration and connection. But do virtual games and worlds truly allow for all this? Could they be a substitute for reading? Could they ever really be a substitute for hands on experience? Susan Greenfield, in her article Is Technology Ruing Children?, states that the massive amounts of time children spend in the virtual world has profound negative effects. Her basic argument asserts the notion that computer programs place emphasis on process rather than content.44 As much as technological enthusiasts would like to believe that video games and computer programs allow for wildly free exploration, they usually dont. Greenfield believes

41 42

Rosen, pg. 12 Children and Hyperreality, Eugene F. Provenzo, pg. 13 43 Bauerlein, pg. 103 44 Is Technology Ruinng Children, Susan Greenfield, pg. 2

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that because video games always prompt users towards the next step, they inherently deter critical thinking and experience- managing the users understanding of how things actually work. She asserts, The more we play games, the less time there is for learning specific facts and working out how hose facts relate to each other.45 And furthermore, If the purpose of a game, for instance, is to free the princess from the tower, it is the thrill of attaining the goal, the process that counts. What does not count is the content- the personality of the princess and the narrative as to why and how she is there, as in a storybook.46 And even outside of the storybook, experiencing how aspects of the world relate to one another is part of the human experience. In providing a more concrete scientific explanation for what happens in ones brain when playing video games, Greenfield describes the way in which dopamine aids one in feelings of wellbeing upon attaining a goal (such as rescuing a princess, or receiving useful search results.) According to Greenfield, excessive dopamine can decrease the activity of brain cells in the prefrontal cortex- nearly leading to a prefrontal cortex malfunction.47 This can produce the onset of intense here and now feelings, a narcissistic ego boost, and outrageously pleasurable euphoria. Ultimately, Greenfield theorizes that this could lead to a highly decreased awareness of significance and context, and distort the meaning of ones actions.48 Eugene Provenzo, in his essay Children and Hyperreality, explains that, This is why the hyperreal violence of firstperson shooters is so interesting and so frightening. Players are not responsible for what they do.49 Obviously an individual will not learn more about the world in this way. They will not develop a positive connection with the other users they are virtually killing, understand the significance of death, or increase their awareness of chronology.
45 46

Greenfield, pg. 3 Greenfield, pg. 3 47 Greenfield, pg. 4 48 Greenfield, pg. 4 49 Provenzo, pg. 4

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It is necessary to explore some specific forms of virtual learning and their purported effects and actual effects on individuals and learning- both in regards to the above outcomes and several others. C.A. Bowers explores the depletion of such values as empathy, awareness and understanding, in regards to the intrinsic values promoted by educational software. One of the main arguments he makes is that many fail to realize that the relationship inherent in these programs is not between students and their computers, but more accurately between students and the thought processes of those individuals who designed the computer programs theyre using.50 Many accept computer programs, and indeed all content on the Internet, as culturally neutral tools for growth. Bowers instead believes that the use of these tools reproduces the same cultural patterns experienced as normal in our modern, technological, and consumer-driven society, few middle-class parents and teachers recognize the double binds created by these assumptions and values, namely the assumptions that individuals construct their own knowledge and determine their own values and that data and information are the basis.51 What could be said for the promotion of these values? Western science intrinsically flourishes upon and promotes the ideas of distillation through quantification, detachment from nature, autonomy from nature, commodification of nature, and a focus on observation (rather than participation with) of nature.52 One could say that these same ideas easily transfer onto a variety of technologies, promoting exactly the same values when one uses them. For instance in the teachers manuals of many education software kits, the identified skills which the student could learn include such values as comparing, classifying, representing, identifying attributes and components, inferring, predicting, and summarizing. This completely dismisses the importance of skills such as critical thinking,
50 51

Bowers, pg. 124 Bowers, pg. 127 52 The Scientific Method: An Educational Trainwreck?, Dr. Larry Dossey, pg. 1

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overarching understanding, deep reading, etc. Take for instance the popular educational game SimEarth. The creators of SimEarth state that by placing students in the decision-making position, they must consider a wide-range of variables in planning and maintaining earths ecosystems.53 Surely, a student could potentially learn more about how eco-systems function through game-play within the confines of SimEarth, but more likely the student will only mindlessly internalize the simulated game play and internalize the negative values the game promotes. As SimEarth places students in ultimate control of virtual nature, many Western mainstream ideologies are promoted. Among these perpetuated ideologies are the notions that nature and evolution can be scientifically managed, that science and technology are the ultimate answers to the challenges of nature, that nature is a commodity, and that humans are superior to nature.54 Indeed, even in the similar game SimLife, one glance at the information included with the game solidifies these assertions: SimLife is the first genetic engineering game available for personal computers. It lets players manipulate the very fabric of existence, giving life to creatures that defy the wildest imaginations. Players create exotic plants and animals of various shapes, sizes, and temperaments, and turn them loose into a custom-designed environment in which only the best-adapted species survive! With SimLife the budding mad scientist can people the landscape with mutagens (agents that cause mutation and, indirectly, evolution). Or change the individual genetics of one creature and see what effects its offspring have on the long-term survival of its species and on the ecosystem as a whole. And this is only one example of many- computer programs exist which enable students to dissect a virtual frog, and even genetically manufacture their own frog. In the popular art program KidPix, users virtually draw, paint, splatter, stamp, and animate- aided by flashy graphics and loud sound effects. Truly, in all these cases genuine experience is deterred, as users experiences are simulated and miniaturized. One could easily learn about dissecting a frog with an actual
53 54

Bowers, pg. 196 Bowers, pg. 196-197

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frog carcass, or draw and paint with physical art materials. Or they could step into their natural environment to learn about ecosystems and evolution. Indeed, many of the supposed experiential advantages of technology could more wholly be gained through first-hand in the real world. Many also state that computers allow for collaboration between two students, but why not collaborate through a class project, or an art project? It seems that management of experience is also seen in educational software. Additionally, aside from deterring experience and promoting the Western notions of quantification and rigid scientific explanation, many educational computer games similarly promote other negative cultural assumptions.55 Take Oregon Trail for instance, the popular historical simulation used to teach students about American history and life on the Oregon Trail. Some of the purported educational goals of the program are to see things from others point of view by studying people from the past, and to learn to ask appropriate and searching questions.56 But the game does very little of either of these things. First of all, when presented with a decision, such as how to cross a river or when to stop and rest, users are only given a couple of game-play options.57 Secondly, the game is inherently Western biased, as it intrinsically forces students to accept the assumption that all the land unsettled by European emigrants was unclaimed and wild, to think of Native Americans as savage bandits, and to view the Oregon Trail as a story of patriarchal conquest.58 A true study of the Oregon Trail would involve such questioning as, What was the point of view of those already living in America, the Native Americans? or How did women and children on the Oregon Trail live and feel? It is so often the case with simulations that self-reflective thought

55 56

Bowers, pg. 132 Bowers, pg. 132-133 57 Bowers, pg. 133 58 Bowers, pg. 135

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and questioning is stifled, as users experience is managed, and they are spoon-fed situations and choices. It is also interesting to note that the Oregon Trail game seems to promote such values as having an obligation to impose the notions of progress, modernity, development and development on less-developed societies, which is the same argument used to justify an overarching culture of technological cyberspace.59 Indeed, Sherry Turkle states that youth are fluent user[s] of simulations, but not a fluent thinker[s] about them. And for learning and growth to occur, deep thinking must be cultivated. In examining another type of educational software program, many school libraries employ the use of Accelerated Reader as a tool to supposedly encourage students to read. Accelerated Reader gives each book in its system a corresponding reading level (usually measured through sentence length), point level (measured through word count), and a reading quiz that asks questions about the book. The idea is that as students read books, take quizzes, and accrue points, they will be able to receive small prizes, coupons, and pizza party invitations as rewards. While this system may work for a small number of students, adamantly opposed to reading, it functions overall to decrease ones depth of understanding of a book and potentially deter deep reading. Indeed, the questions the Accelerated Reader quizzes usually ask of students involve surface understanding, and serve only to ascertain that the student have actually read the book theyre taking a quiz on. In fact many students simply skim books, and take the quizzes in the pursuit of points. And because the program assigns books a reading level and point level, many students wont read a book they believe is outside their literacy level or read a book only worth . 5 points. Learning occurs through exposing oneself to the unfamiliar and challenging, not deducing ones reading comprehension to a mere number. Similarly, the incentive for reading
59

Bowers, pg. 135

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should be learning, growth, experience, and personal betterment. Not pizza parties, colored erasers and pencils, or coupons to the local dinner. And it is not only computer programs that can deter learning and experience, forcing the user to submit to overall management. This is also readily observed in the online database and search engine. This is because the user inputs the specific keywords for the information they wish to find, and receives results tailored to their search. Extreme control over ones search results represents dominance over the information one takes in, and consequently learns from. This process also represents the users domination over information and knowledge, and a priority on informational consumption over general wisdom. Indeed, in the global village myth it is believed that the wealth of resources available electronically on the Internet allows one to gain a better understanding of the world, and to become wiser individuals, as they gain access to resources that would have otherwise been unknown to them. But much is lost and unseen in the cyber world and wisdom and deep thinking are not fostered. In earlier research methods the research time was extended, work was done slowly, and browsing occurred through a milieu of print sources. It could be stated that more sources overall were read in ones search for useful information, while in the electronic research process less sources are read overall. While this effectively lowers the total amount of research time, the awareness of varied perspectives and depth of learning experience is decreased when research is mediated and made efficient. It is also important to reflect on the preprogrammed, facilitative nature of search engines, which guide the users towards the programmers ends. In his work entitled Computer Literacy and the Cybernetic Dream, Ivan Illich explores the ways in which computer technology effects ones mind- potentially inducing the cybernetic dream, which puts the mind into a state which can be accommodated to any situation at all.60
60

Computer Literacy and the Cybernetic Dream, Illich, pg. 2

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He illustrates a scene between a teacher and her student, and the resulting effects technology has on the student. Illich states that the students receive the assignment, use the main ideas to procure research mediated by online databases, rework the tailored results, and turn them in as their homework.61 When the teacher asks her student how he feels about the subject of the assignment, he responds, I dont know what you mean.62 Thus in Illichs illustration (and in application to other situations involving research and learning) it could be said that the use of cold technology, the internalization of coded bits, and the proliferation of mediated research, could perhaps produce detachment with the world, deter experience, and affect human connection. This is not to mention the excess of resources that are published on the Internet. In contrast to pre-word processing technologies and the Internet, the process for getting ones work published was much more complex. Scholarly writings were subjected to a process of peer review and held to a standard of quality. Though peer review still exists in the world of scholarly online articles and essays, one could assume that the peer review process is overwhelmed with an inundation of work, of varying quality and depth. This idea in turn spills over to a potentially negative effect of online search engines and article databases. And this could have profound effects on the research process and learning of both adults and children. Indeed there seems to be a largely vicious cycle at play- students enter key-words into search engines, rework the results, incorporate them into papers, assignments or PowerPoint presentations, and are regularly not any better off. While prior learning would occur through sustained deep reading, reflection, and conversation, this new form of learning is miniaturized. At every point in technological education, such values as creativity, deep thinking, and the betterment of reading and writing are stated as positive points- but all of these values are deterred
61 62

Illich, pg. 2 Illich pg. 2

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and suppressed. Bauerlein states that, For education to happen, people must encounter worthwhile things outside their sphere of interest and brain power. Knowledge grows, skills improve, tastes refine, and conscience ripens only if the experiences bear a degree of unfamiliarity.63 The targeted, highly specified nature of search engines, internet-databases, and the spoon-fed organization of educational video games and software does not allow for unfamiliarity. It does not allow for the user to encounter anything outside of their sphere of knowledge. Expected to give presentations, children as young as 8-years old are taught to create PowerPoint presentations. This lesson is taught with the notion that PowerPoint skills are essential to the business-world and future success, but the effects of using the program provides yet another example of the failure of educational technological to facilitate deep thinking. Sherry Turkle in her essay on PowerPoint states that, The software does not encourage students to make an argument. They are encouraged to make a point. PowerPoint encourages presentation not conversation.64 In this way any learning that does occur is miniaturized. Furthermore, she states, What works well for silencing opposition in the corporate boardroom works just as well in 6th grade, but not to good effect.65 Indeed, one of the main myths of technological proliferation in schools is that students must prepare for their future careers, and in turn must be able to adequately function in a technological society. In his book, The Flickering Mind, Todd Oppenheimer paints an extensive portrait of this notion, explaining how again and again schools spend millions of dollars on technology only to see little (or negative) effects on students learning. He states that the essentials of learning are lost as novelty is emphasized. Indeed, even if schools do have access
63 64

Bauerlein, pg. 138 From Powerful Ideas to PowerPoint, Sherry Turkle, pg. 7 65 Turkle, pg. 7

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to comprehensive databases or cutting edge typing technology, most students spend their time playing games online or surfing social networking sites. In supporting this notion, Bauerlein states that children and adolescents are predisposed to prioritizing leisure over study, and increasingly use their leisure time for activities that do not foster cultural understanding or civic involvement. He asserts that social networking, television and movies consumption, and text messaging are all activities that young individuals seem to devote their time to. Indeed, he believes that technology, which supposedly gives young people a wealth of new resources, is increasingly only used for narcissistic, entertainment purposes. While technological proponents assert that the youth are more connected then ever before, and are highly autonomous users of technology, the opposite is readily seen as true. Bauerlein states that, Young users have learned a thousand new things, no doubt. They upload and download, surf and chat, post and design, but they havent learn to analyze a complex text, store facts in their heads, comprehend a foreign policy decision, take lessons from history, or spell correctly.66 And the tendency of schools to integrate and place emphasis on technologically mediated ways of learning only exacerbates this problem. It should be the goal of teachers and librarians to foster solitary deep thinking, complex and critical reading and writing, a questioning of technology and the world around them, and creativity. But this is so often not what occurs. Teachers, librarians and educators should be asking students, How can one successfully learn in a technological society? and How does technology effect ones learning? Instead they assign PowerPoint presentations, allow the widespread use of KidPix and Accelerated Reader, and promote the notion that todays youth are more informed than ever before. Of course, this is only one portion of the problem. Bauerlein states The unique failings
66

Bauerlein, pg. 95

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of the Dumbest Generation dont originate in the classroom, then, which amounts to only oneeleventh of their daily lives. By his measurements, a student has only spent 9 percent of their entire lives in school by the time they graduate from high school. Indeed, according to this statistic, what teachers, librarians and educators should really be asking children and adolescents, indeed even their own peers, is How should one live? How should one function in a technological society, and combat the widespread fanaticism for technological progress? In what way should individuals make value judgments of technology? These are the most important questions. Of course these are heavy questions- and not the type of questioning and thinking which a fanatical technological society or electronically steeped education foster. But as a starting point, Neil Postman lists five key points which one should think about when considering technological change: 1. All technological change involves trade-offs. Something is obviously gained, but there are also costs to individuals, society, human relationships and human experience. One must ask his or herself, what will a new technology do? What will a new technology undo? 2. One must also ask his or herself who specifically benefits from the creation of a new technology. Which groups, what type of individual, which industry? Who will be harmed? 3. One must also keep in mind that computers are made up of data and codified information. They must also be aware that people of the screen value information, but not necessarily knowledge and wisdom. Knowledge and wisdom are gained through genuine, unmanaged experience. 4. One must also realize that new technology doesn't necessarily add anything to human relationships, culture, or knowledge, but it changes everything. Postman states, "technological change is not additive, it is ecological." One must examine how a new technology changes things. 5. Additionally, many technological proponents turn new technologies and media into something mystic. One must be aware of this. New technologies are often accepted as a natural, evolutionary progression. And old technologies are thought of as always having existed- the alphabet for instance. One must not fall into

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thinking that new technologies and medias are "god given".67 Indeed, confronted with an array of choices, technological gadgets, and overly efficient tools, one must always make conscious choices in their everyday life and highly question technological change. Too many accept technology as inherently progressive- as positively contributing to ones life and society. This however, is not the case. For every technology one must make value judgments. Throughout this paper, various examples of the ways in which technology can deter experience have been examined, and one could easily identify cases in which one should be especially wary of technology. For instance, technology should not be used when it harms critical, deep thinking. Critical and deep thinking could be deterred through the use of electronic books, when multi-tasking with multiple devices, when using an online search engine, or when using one of the many educational software programs widely promoted in schools. Sherry Turkle states, We insist that our world is increasingly complex; yet we have created a communication culture that has decreased the time available for us to sit and think, uninterrupted. To make more time means turning off our devices, disengaging from always-on culture. But this is not a simple proposition since our devices have become more closely coupled to our sense of our bodies and increasingly feel like extensions of our minds.68 One must truly take steps toward solitary, deep thinking. Similarly, one should always approach technologically mediated learning (and indeed all learning), with mindfulness towards self-reflection. An awareness of oneself, ones place in the world, and ones understanding how the world functions are the only ways to learn and grow wisdom. Another important way to learn and gain experience is to expose oneself to the unfamiliar, and cultivate creativity, imagination, and freethinking. Curtis White, in his book The
67 68

Five Things We Need To Know About Technological Change, Neil Postman, pg. 1-3 Tethering, Sherry Turkle, pg. 8

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Middle Mind, states that the lack of spiritual self-reflection, self-comprehension, and selfrealization is both the need for imagination and the poverty of imagination in the same moment.69 In many ways, technologies serve to promote the banal, the values of commodification and commodity, and regurgitation of information or images. To truly learn and to see the world in new ways, one must expose his or herself to the unfamiliar, to the uncanny. This is not obtained through spoon-fed enquiry, through Tumblr or online databases, or through search engines or Accelerated Reader. To view or create the unfamiliar must maintain creativity and imagination, and in turn be aware of when technology threatens such values. And just as one must be aware of when the use of technology threatens imagination and creativity, one must be highly aware of when technology threatens other human values crucial to true experience- such values as empathy, communication, and inter-personal connection. Video games can hinder awareness and understanding, and the Internet has not created a global village. These technologies dont serve to bring anyone closer together- they foster solitary isolation and harm true communication. It is similarly interesting that technological proponents believe that technology can bring families together. In an article entitled Electronic Devices Redefine Quality Family Time, Alex Williams concludes that the existence of a family wholly absorbed with their separate screens is actually brought closer together. Williams interviews a woman who states, Theres a lot of crossover. My daughter will be doing something on the iTouch, and say Mommy, look at this! Ill be doing something on my iPad, and shes interested in what Im doing. And my son is excited because he un-locked something on Mario Kart. I dont know exactly what that means, but were all there to witness the unlocking.70 Indeed, this not how quality time and communication are fostered. True communication and human connection is fostered through dinnertime
69 70

Curtis White, pg. 174 Electronic Devices Redefine Quality Family Time, Alex William, pg. 5

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discussions- hopefully in apart about the true effects of technology. Authentic communication and human connection is not grown through the blind acceptance of technology as a great way to spend family time together, and certainly not through technologically managed quality time. Overall, what is not needed is blind acceptance of technology, technological promotion, and technological fanaticism. One cannot fall privy to the widespread myths about technological benefit, and this is indeed difficult. Especially as the technological landscape changes daily and new technologies are forever flooding the consumer market- as efficiency, miniaturization, management, overt visibility, and commodification are promoted. These accepted methods are the root causes of technology proliferating into schools, deterring the importance of deep reading through electronic books and Accelerated Reader, and promoting negative cultural values and intellectually detrimental patterns of thought, as when parents resort to iPhone applications to raise their children. Essentially, what is needed is the promotion of such ideals as how to make critical judgments about the effects of technology, or how one should decide to what end to use technology in their life. Indeed, one must always maintain an awareness of the true nature of technology.

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