Postman, The End of Education 1

Postman, The End of Education Principles Analysis

Alison Doubet

ET 690.603 Educational Technology Seminar

September 20, 2016

Postman, The End of Education 2

Summarization of the Principles

Neil Postman highlights ten principles in his book, The End of Education, that

he believes students (and teachers) should be educated on in order to use

technology appropriately. The principles identify possible effects, advantages,

disadvantages, biases, and philosophies involved in technology that have a lasting,

sometimes incriminating effect on culture and humanity. Without knowing the

history, origin and true purpose of a technology, students will only have a superficial

understanding of a powerful tool.

Postman believes that these principles should be “deeply, continuously, and

historically investigated by students” (Postman, 1995, p. 193) in order to have “a

sense of how the world was made and how it is being remade” (Postman, p. 193).

Teachers rarely ever take the time to examine the origin of a new technology and

what old technology it is replacing. Students are not being taught to consider the

implications and preferences associated with technology. The true purpose of these

tools is being ignored and students are unaware of the history of technology.

Postman admits, “I find it truly astonishing that the great story of humanity’s

perilous and exciting romance with technology is not told in our schools” (p. 189).

Students, teachers, administrators, and leaders are on a fast track with

technology. New tools are being introduced on a daily basis and schools are

struggling to keep up with the demands of a digital classroom. Teaching needs to

have a purpose, or a narrative, in order to be effective. Technology education is no

different.
Postman, The End of Education 3

Technology in Education

Postman argues that these ten principles are imperative to technology

education. Currently, students are being educated solely on how to use a specific

technology, with no awareness of the purpose, advantages, disadvantages, biases,

effects or implications the technology has on our culture. Students are not exposed

to the history or origin of the technology. Because of this, Postman believes that

there is no true technology education in schools. On page 189 Postman writes,

“Technology may have entered the schools but not technology education”.

Educators are introducing students to these new technologies and focusing

their instruction exclusively on the handling of the technology. Most educators

would consider this “technology education.” Postman claims, “educators are

confusing the teaching of how to use technology with technology education” (p.

190). Learning the “story of technology” (Postman, p. 192) is much more important

to Postman than learning the mechanics.

For example, a teacher might introduce a new blog website to students in

order for them to collaborate and share ideas online. The teacher would spend the

lesson presenting the website and demonstrating the different features. She might

guide students on how and what to post, how to respond to classmates, how to use

the special features and utilize the formatting options. Students are mindlessly

absorbing the new information, eager to communicate in a new way that may be

more comfortable for them. After the lesson, students understand how to navigate

the website and are asked to follow the steps they’ve learned. Soon thereafter, the

class is typing away, posting on a blog and conversing with peers through a website.
Postman, The End of Education 4

The teacher would believe that she has taught a successful technology education

lesson because her students are using a new digital tool independently to

collaborate and express ideas.

Postman would disagree. In a true technology education lesson on blogging,

Postman would focus much less on the functions of the website and more on the

idea of a blog. Students might be discussing how posting a message online is

different from saying it in conversation, and whether it is better or worse to type

than to speak. Students might compare the idea of blogging to other forms of

communication and analyze the differences. Postman might focus on the

disadvantages in sharing ideas online and ask the class to consider a population that

would not find blogging appropriate or effective. Students would learn the history of

blogging and it’s origin. To Postman, this would be an authentic technology

education lesson.

Applying the Framework

Schools today are flooded with new technologies. Teachers are working

tirelessly to keep up with the most recent and most effective tools for their

classroom, and students are absorbing and operating these tools at an even quicker

pace. Instruction time is being spent only on teaching the use of a tool rather than

the history of the idea. Students are unaware of the nature of these tools and how

they affect humanity.

One example of modern classroom technology is Class Dojo. Class Dojo is a

behavior management tool used by teachers, students and parents to control and

track student behavior. The kid-friendly, colorful layout of the site is appealing and
Postman, The End of Education 5

engaging to students and easy to use for teachers. Students recognize the sound

effects, the colorful monsters, the point bubbles, and the positive behaviors

associated with earning points. Teachers might spend a lesson or two in the

beginning of the year explaining how students will be earning “points” and the

incentives involved. Neither teachers nor students are aware of the biases and

disadvantages this tool may have on students.

Postman’s first of the ten principles states, “All technological change is a

Faustian bargain. For every advantage a new technology offers, there is always a

corresponding disadvantage” (Postman, p. 192). The interface of Class Dojo may be

colorful and engaging, and the points and monsters might motivate a majority of

students to behave appropriately. However, the corresponding disadvantages need

to be addressed as well. Are students behaving for the right reasons: because they

want to be responsible, respectful students and do their best in school? Or are they

simply rehearsing a specific behavior in order to earn a point and boast in front of

their peers? Will students still behave similarly if points are not being awarded

(whether at home or at school)? Are any students being embarrassed publicly by

having their points (or lack thereof) displayed in front of their peers? What does

authentic, effective behavior management look like without technology? Teachers

need to be aware of the possible disadvantages to a seemingly effective new tool in

order to use it appropriately. In Postman’s third principle, he states, “Every

technology has a philosophy, which is given expression in how the technology

makes people use their minds, in what it makes us do with our bodies, in how it

codifies the world, in which of our senses it amplifies, in which of our emotional and
Postman, The End of Education 6

intellectual tendencies it disregards” (p. 192). In order to understand the purpose of

Class Dojo and it’s lasting effects on students; teachers must understand the

philosophy behind the tool.

Another example can be found in a “flipped classroom”: teachers are using

screencasting to pre-record lectures for students to watch at home in order to

maximize practice time in the classroom. While this new model has many benefits,

there are many biases to be considered with this method. For example, students in

low-income households with no access to Internet or even a computer are at a

disadvantage. Students who are kinesthetic learners might not benefit from a video

as much as a student who is a visual or auditory learner. By pre-recording a lecture,

teachers lose the opportunity to discuss, debate and clarify information on the topic

that they might have done if the lesson was taught in person. There are no longer

chances for “teachable moments” in this model, where students can make

connections and apply their understanding.

The most important principle to consider when discussing pre-recorded

video lectures is number six, “Technological change is not additive; it is ecological. A

new technology does not merely add something; it changes everything” (Postman, p.

192). What is this new technology changing? Is it replacing the role of the teacher in

the classroom? If videos are taking the place of in-class lectures, what is the use of

the teacher? Can learning take place without the presence of a teacher? It is

important to recognize all aspects of new technologies and how it will have an effect

on teachers and students in the future.

Postman, The End of Education 7

Closure

Postman believes students should be educated on the ten principles and then

assessed in order to have knowledge on something worthwhile. In part one of his

assessment example, students would be asked to identify a pre-twentieth century

technology and describe the advantages and disadvantages of the technology. Part

two would require students to identify advantages and disadvantages of computer

technology. Postman argues that having a strong understanding of the story of

technology rather than how it’s used will help raise students into knowledgeable,

innovative members of humanity.

Postman, The End of Education 8

References

Postman, N. (1995). The end of education: Redefining the value of school. New York:

Knopf.