Social Impact of Technology

A64kNVfGj_VH4UAs we consider the readings from yesterday we see that they each take a different approach to the social impact of technology. Further investigation this today revealed similar perspectives on the technology revolution and its effects on our society. As a whole, these articles take a cautious approach to technology, and it’s artifacts and introduces a bigger picture when it comes to how technology controls our lives. The theories suggested seem to imply that we must not be glamorized by the ease and expediency of technology lest we run the risk of allowing those in positions of power to control our everyday lives further. Below I have highlighted several articles I researched this week and discuss how these connect with our previous readings.

First, the 14th International Scientific Conference eLearning and Software for Education in April of 2018 presented the article, Visions of Robots, Networks, and Artificial Intelligence: Europeans’ Attitudes Towards Digitisation and Automation in Daily Life. This research explored public perspectives and attitudes towards robots and technology in our society. It found that more than 70% of those surveyed believed that robots steal human jobs. However, 80% agreed that “robots are necessary as they can do jobs that are too hard or too dangerous for people.”(Cosima RUGHINIŞ, Raisa ZAMFIRESCU 2018). Unfortunately, 44% of those employed feel that robots threatened their current job which highlights the genuine social impact of technology. This article then, shares an authentic perspective society has on the impact of technology and suggests we must strike a balance between our needs and wants when it comes to technology.

Second, let us consider the article by P. Brey’s titled, “The Technological Construction of Social Power” This article suggests that technology both enhances and creates social power both intrinsically and derived from its artifacts. Said more simply, technology allows those in power to create a new power and or increase the speed and efficiency of their current power. This impressive display of control creates a behind the scenes view of technology which is not fully comprehended by the average citizen. We walk over to a computer, turn it on and do a Google search for restaurants, or access an ATM for money. What we do not consider is the ways technology truly impacts our social power, or how others use their social power to control us.

The Ecological Approach to Visual Perception possesses an exciting perspective as pertains to technology. In Chapter 8, author James Gibson describes the theory of affordances. This theory, in basic terms, suggests that all things offer benefits to animals/humans; and that these benefits can be perceived differently depending on who is using or encountering them. Using this theory when considering what technology affords society is unique. Suggesting that technology is in the eye of the beholder, while not a new concept, provides some individuality to this topic. Moreover, understanding that society does not possess a universal view of technology’s power and function implies more work needs to be done to educate people about the purpose and progression of technology.

Collectively, these articles combined with last week’s readings introduce a series of societal impacts of technology that not many have considered. From the fundamental human laborer perspective of Karl Marx to the political qualities suggested by Layndon Winners, there is no escaping the ever-growing impacts of technology. This is no doubt a cautionary tale for both the user and the creators of technology. Society, while admitting the necessity and benefits of technology must use it’s power carefully and in consideration of its impacts on society as a whole.

References

Brey, P. (2008). The Technological Construction of Social Power. SOCIAL EPISTEMOLOGY, (1). 71.

Gibson, J. J. (2015). The ecological approach to visual perception. [electronic resource]. London ; New York : Routledge, 2015.

RUGHINIŞ, C. c., ZAMFIRESCU, R. r., & NEAGOE, A. a. (2018). Visions of Robots, Networks and Artificial Intelligence: Europeans’ Attitudes Towards Digitisation and Automation in Daily Life. Elearning & Software For Education, 2114-119. doi:10.12753/2066-026X-18-086

The Social Shaping of Technology, 2nd Ed. (2000). Journal of Economic Literature, (1).

David Brodosi

a photo of David Brodosi and family on a boat
David Brodosi and family

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the USFSP. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

#highered #highereducation #STEM #brodosi #davidbrodosi #brodosi #sunset #photography #nature #outdoors #family #david #travel

Digital Literacies & Digital Practices

a photo of David Brodosi and family on a boat
David Brodosi and family

Technology has emerged as a vital part of education in the 21st century. “The stage is being set for a communications revolution… they can come into homes and business places audio, video and [other] transmissions that will provide newspapers, mail service, banking, and shopping facilities, data from libraries,… school curricula and other forms of information too numerous to specify. In short, every home and office will contain a communications center of breadth and flexibility to influence every aspect of private and community life.” ( McPherson 2008). Keeping this in mind, we start to see a picture of technology in the context of education and how to view and use it to further enhance our teaching and learning. From exploring the educational needs of the 21st century to rethinking media education in the age of the internet and the idea of living and learning with new media, I hope this sheds light on how technology is shaping our culture.

First, the article by Douglas Thomas and John Brown states that “Educational practices that focus on the transfer of static knowledge simply cannot keep up with the rapid rate of change” (Thomas 2009). The authors suggest that the way in which we interact with new media has changed our educational and social experiences and requires that we look at participation in a new way. We must not only focus on “learning about” static information, and “learning to be” which focuses on putting information into context but also “learning to become” which addresses our ever-changing and growing access to knowledge and how to apply it to our ever-changing world. “What is required to succeed in education is a theory that is responsive to the context of constant flux, while at the same time is grounded in a theory of learning” (Thomas 2009).

Second, then as we realize the important role technology plays in our learning theories, we must define our use and access to media also called media literacy. What we once
consider in terms of the mediums of reading and writing, we must now also consider the medium of technology. The internet, digital media, and technology have forever
changed our education skyline and created a vast array of knowledge and experiences as never seen before. “media literacy is the ability to access, understand and create
communications in a variety of contexts Access thus includes the skills and competencies needed to locate media content, using the available technologies and associated software.” (Buckingham, 2007). This ‘access’ is to be considered in our educational experience and plays an important role in how we manage and use technology in
the classroom.

Third, there is no denying that technology is everywhere. It is present in almost every aspect of our social lives. The internet guides our research, creates and maintains social
interactions, and is shaping our culture. Youth today likely spend more time “hooked in” to the internet than any other pastime. This immersion in technology has changed the
way we look at our youth in terms of socialization, friendships, and learning. In the book, Hanging Out, Messing Around and Geeking out, Chapter 1 “introduces three genres of participation with new media that have emerged as overarching descriptive frameworks for understanding how youth new media practices are defined in relation and in opposition to one another. The genres of participation—hanging out, messing around, and geeking out—reflect and are intertwined with young people’s practices, learning, and identity formation within these varied and dynamic media ecologies.” (MacArthur 2007). These genres of participation remind us of the context in which youth are participating and learning new information. Keeping this mind then, we must enhance our approach to education to include the social aspect of the fun aspect and the intellectual aspect of technology and education.

Finally, since our youth our plugged technology on such an overwhelming level, their participation in learning and our culture is at a higher level than in the past. “According to a 2005 study conducted by the Pew Internet and American Life project (Lenhardt & Madden, 2005), more than one-half of all American teens—and 57 percent of teens who use the Internet—could be considered media creators.” (Jenkins 2006.) This means that in some ways, teens are creating and interacting in their own learning experiences. They are “becoming” their own teachers and creating content for themselves and for their peers. Participation occurs both actively and passively and occurs both in and out of the classroom.”We are using participation as a term that cuts across educational practices, creative processes, community life, and democratic citizenship. Our goals should be to encourage youth to develop the skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture (Jenkins 2006). Thus, it is our responsibility as educators to consider technology not only in terms of how we can use it to teach but how students can use it to learn; not just from others but from within themselves as they learn from doing and participating in the educational experience.

References

Antin, J., & Itō, M. (2010). Hanging Out, Messing Around, and Geeking Out : Kids Living and Learning with New Media. Cambridge, Mass: The MIT Press. pp. 29-78

Buckingham, D. (2007). Digital Media Literacies: Rethinking Media Education in the Age of the Internet. Research in Comparative and International Education, 2(1), 43–55.

Gee, James Paul. “A Situated-Sociocultural Approach to Literacy and Technology.” Elizabeth A. Baker, Ed., The New Literacies: Multiple Perspectives on Research and Practice, 2010, pp. 165–193

Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., … John D. and Catherine T. MacArthur Foundation. (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project. John D. and Catherine T. MacArthur Foundation. John D. and Catherine T. MacArthur Foundation.

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2009). Confronting the Challenges of Participatory Culture : Media Education for the 21st Century. London : MIT Press, 2009.

McPherson, T. (2008). Digital youth, innovation, and the unexpected. Cambridge, Mass. : MIT Press, c2008.

Sefton-Green, J. (2006). Youth, Technology, and Media Cultures. Review of Research in Education, 30, 279-306.

Thomas, Douglas, and John Seely Brown. “Learning for a World of Constant Change: Homo Sapiens, Homo Faber & Homo Ludens Revisited.” 7th Glion Colloquium by JSB, June 2009.

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the USFSP. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

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Refer Students to Student Success Advocates

Refer Students to

Student Success Advocates

In this Monday Minute video, Compass takes
over to explain how to refer struggling students
to their office so they can work with a
student success advocate.

 

 

Photo of David brodosi, brodosi, innovation, active learning, highered, edtech, family, outdoors, photography, active learning
Photo of David Brodosi

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

David Brodosi works closely with senior leadership across the USFSP campus, and the University System while directing and mentoring the daily operations of the instructional design team and instructional technology services support teams. David partners with faculty, staff, and students to set strategies for creating distinctive and innovative educational experiences using technology for both brick and mortar classes as well as online courses. Maintains active connections with peer and industry partners to stay apprised of new and emerging academic technologies that directly inform innovation and investments in education. Continuously builds relationships with curricular leadership and teaching faculty to support and further develop an institutional vision for educational technologies.

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David Brodosi

David Brodosi is a director-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. For the past 27 years, David Brodosi served as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission. 

David Brodosi works closely with senior leadership across the USFSP campus, and the University System while directing and mentoring the daily operations of the instructional design team and instructional technology services support teams. David partners with faculty, staff, and students to set strategies for creating distinctive and innovative educational experiences using technology for both brick and mortar classes as well as online courses. Maintains active connections with peer and industry partners to stay apprised of new and emerging academic technologies that directly inform innovation and investments in education. Continuously builds relationships with curricular leadership and teaching faculty to support and further develop an institutional vision for educational technologies.

  • Research, develop and recommend prioritization, budgeting, and resource planning in support of delivering world-class technology-enhanced learning spaces and educational technology solutions at USFSP.
  • Conduct needs assessment of staffing and resources to support educational technologies and proposed a model for a productive, energetic, responsive, and diverse team to support the University’s increasing technological needs and expectations. Provided leadership for implementing technology that helps develop innovative course content and new teaching & learning experiences. 
  • Promote and support teaching and learning innovations at the University; actively serve as an advisor for faculty, students and staff on best practices for integrating technology into teaching and learning and propose solutions for the same.
  • Champion the needs of the University; serve as the liaison to internal and external resources and partners, representing interests in our administrative systems and other services. 
  • Oversee USFSP’s centralized AV Support for over 80 academic spaces. Expand and enhance support levels to consistent delivery through evaluation and best practices recommendations and implementation.
  • Represent University at national consortiums and maintain an active presence in professional learning networks such as AVIXA and Educause.
  • Responsible for the leadership and management of employees assigned to the department. Responsible for recruiting and selecting, developing and coaching, rewarding and retaining, and optimizing talent.

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What New College Grads Made In 2019

Students who major in business are landing record salaries and bonuses in 2019
— Read on www.forbes.com/sites/poetsandquants/2020/01/02/what-new-college-grads-made-in-2019/


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David Brodosi is an experienced team leader with a demonstrated history of success in the higher education industry. Skilled employer Relations, Nonprofit Organizations, Career Development, Coaching, Conflict Resolution, and instructional design. David Brodosi provides guidance on tech strategies and trends for state-of-the-art classrooms, course development, and faculty design support services. Mr Brodosi is recognized as a thought leader regarding the intersection of AV/IT, collaboration technology that supports his organization’s mission to deliver world-class research and tech solutions for higher education institutions.

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20 predictions for 2020: Here’s what people said would happen by this year!

Check out this article from USA TODAY:

20 predictions for 2020: Here’s what people said would happen by this year.

https://www.usatoday.com/story/news/nation/2019/12/22/2020-predictions-decades-ago-self-driving-cars-mars-voting/2594825001/

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David Brodosi is an experienced team leader with a demonstrated history of success in the higher education industry. Skilled employer Relations, Nonprofit Organizations, Career Development, Coaching, Conflict Resolution, and instructional design. David Brodosi provides guidance on tech strategies and trends for state-of-the-art classrooms, course development, and faculty design support services. Mr Brodosi is recognized as a thought leader regarding the intersection of AV/IT, collaboration technology that supports his organization’s mission to deliver world-class research and tech solutions for higher education institutions.

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Can Virtual Reality Capture The Experience Of Being In A Museum?

Photo of David Brodosi family, travel, hiking, outdoors, photography, wildlife, adventure, wanderlust, nature, #David #davidbrodosi #Brodosi #family #travel #hiking #outdoors #photography #wildlife #adventure #wanderlust #nature #amazing #love #sunset #sunriseIf you wanted to, you could visit some of the world’s greatest museums without ever leaving your couch. You can take a tour of the Louvre, explore the Renwick Gallery in Washington DC, or visit an entire collection of Dutch and Flemish masters that only exist together in digital form in the virtual Kremer museum. If you’re wearing a VR headset, it’s almost like being there. 

Museums are using VR in different ways. Here, the [+]
DPA/PICTURE ALLIANCE VIA GETTY IMAGES

— Read on www.forbes.com/sites/evaamsen/2019/10/16/can-virtual-reality-capture-the–experience-of-being-in-a-museum/

David Brodosi

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David Brodosi is an experienced Director with a demonstrated history of success in the higher education industry. Skilled employer Relations, Nonprofit Organizations, Career Development, Coaching, Conflict Resolution, and instructional design. David Brodosi provides guidance on tech strategies and trends for state-of-the-art classrooms, course development, and faculty design support services. Mr Brodosi is recognized as a thought leader regarding the intersection of AV/IT, collaboration technology that supports his organization’s mission to deliver world-class research and tech solutions for higher education institutions.

David Brodosi’s Research/Specialty Areas: Emerging Educational Technology, Instructional Design Services, Online Learning, Faculty Training & Development, Team Leadership, and Management Theory.

https://blog.brodosi.net/2019/09/great-big-story.html

https://blog.brodosi.net/2019/09/extron-classroom-technology-usfsp.html

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AR And VR In The Utility Sector

David Brodosi photography AR VR photoThe energy and utility sectors have been slow adopters of advanced technologies as there’s always been reliance on traditional methods to carry out work procedures. Also, the implementation of any technology involves a large sum of capital investment, which may not be feasible for every utility company. As the power and utility sectors are starting to realize the benefits of using advanced technologies in operations companies are adopting technologies to improve operational efficiency and serve customers better. The use of virtual reality and augmented reality in the utility field have the potential to minimize operational costs, improve safety, and broaden the types of services provided in these industries.
— Read on www.forbes.com/sites/cognitiveworld/2019/09/29/ar-and-vr-in-the-utility-sector/


David Brodosi

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David Brodosi is an experienced Director with a demonstrated history of success in the higher education industry. Skilled employer Relations, Nonprofit Organizations, Career Development, Coaching, Conflict Resolution, and instructional design. David Brodosi provides guidance on tech strategies and trends for state-of-the-art classrooms, course development, and faculty design support services. Mr Brodosi is recognized as a thought leader regarding the intersection of AV/IT, collaboration technology that supports his organization’s mission to deliver world-class research and tech solutions for higher education institutions. Strong community and social services professional with strong education professional with a Post Graduate focused on curriculum and development.

David Brodosi’s Research/Specialty Areas: Emerging Educational Technology, Instructional Design Services, Online Learning, Faculty Training & Development, Team Leadership, and Management Theory.

IoT Invasion Threaten Higher Ed Security?

David Brodosi IoTIf you thought BYOD was a challenge, say hello to IoT.

Much like the bring your own device (BYOD) phenomenon, untold numbers of internet of things (IoT) devices appearing on campus networks are shining a bright light on the need for heightened cybersecurity. While IoT and IoT systems have the potential to bring big value to higher education institutions, that value will not be realized unless institutions adopt a thoughtful security strategy.

Higher education thinks differently about IoT than enterprises do: unlike enterprises, colleges and universities operate discrete networks. Higher education institutions typically include residential networks for students, guest networks, and a campus or business network.

On the residential and guest side, it’s often the “wild, wild west” where anything goes. Columbia University in New York, for instance, operates a wide-open wireless network that spills into public spaces around the campus. At any given time, thousands of independent devices could be locking into the network.

Read more

David Brodosi

 

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Extron and Panopto Streamline Video Capture

David Brodosi Extron and PanoptoPRNewswire/ — Extron, the leader in integrated AV solutions, and Panopto, the leading enterprise video platform provider, today announced a strategic partnership to seamlessly integrate Extron’s configurable AV control systems with Panopto’s media capture software and video content management system.

For businesses and universities, the partnership will dramatically simplify the recording and management of presentations, lectures, and events. Starting today, Extron is making available certified drivers for its in-room control systems, which now integrate with Panopto’s video capture software, enabling presenters to start and stop Panopto-compatible remote recorders with a single click. Second, in the coming months, Extron’s SMP (Streaming Media Processors) will also be directly integrated with Panopto, enabling ad hoc and scheduled video streaming from SMP products through the Panopto video content management system. The integration will support live, scheduled and on-demand publishing workflows.

“This is a very exciting time as Extron integrates solutions from our uniquely broad AV product portfolio with Panopto’s powerful enterprise video streaming platform to provide robust turn-key video solutions for the modern classroom and meeting space,” says Casey Hall, Vice President of Worldwide Sales and Marketing for Extron. “Whether it be simple push-button control to hands-off, fully-automated streaming and recording for any environment, we are jointly taking media capture and management to a new level of simplicity for the industry.”

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David Brodosi

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