One main trend in Weizenbaum’s argument seems to be that many scientists,
technologists and intellectuals are arguing “that the purpose of the universe is the evolution of ever higher forms of intelligence”. These same individuals see the computer as the higher form of intelligence. One that will make Man’s place in the universe obsolete. I’ve always thought that the purpose of science was to discover the truth. In discovering the truth, science will hopefully help Man understand his place in the universe. I’ve also thought that truth, in its scientific meaning, is absolute. We will either discover it or not. I’m not a religious man, but I believe that one of the purposes of religion is to convey to its followers that there are some truths that can not be understood. Have faith that God understands them and it is all part of His plan.
The argument that Man or computers will evolve to be smart enough to discover and understand all truths is both naive and arrogant. One of my favorite expressions is from the astrophysicist Brian Greene who said “you can’t teach a dog physics”. He meant that although the dog is a good dog, and a smart dog, it simply isn’t able to understand the principles of, say, Newtonian physics. It’s not the dog’s fault. Perhaps we are the same. It certainly seems to be a stretch to think that humans or computers will forever continue to evolve into higher and higher forms of intelligence. Artificial Intelligence pioneer Herbert Simon had predicted in 1965 that "machines will be capable, within twenty years, of doing any work a man can do" (Crevier,1993). Obviously he was wrong.
There are many good and bad movies that predict the end of mankind at the hands of the computers that he has built (2001: A Space Odyssey, War Games, Matrix, Terminator, I Robot, etc.,). Although these movies are entertaining they model the human condition as illogical and detrimental to society. We must recognize that intelligence is also affected by emotion and soul, conditions not easily programmed into a computer. Computer technology is certainly becoming more pervasive in our lives. However, I still think that it is a far reach to the day when computers will evolve to become the most intelligent beings in the universe and make our place obsolete. We can always unplug HAL.
References:
Crevier, D. (1993). AI: The Tumultuous Search for Artificial Intelligence. New York, NY: BasicBooks, ISBN 0-465-02997-3 , p. 109
Greene, B. (1999). The Elegant Universe: Superstrings, Hidden Dimensions, and the Quest for the Ultimate Theory, Vintage Series, Random House Inc. ISBN 0-375-70811-1
Weizenbaum, J. (n.d.). Computerized Gods And the Age of Information. Retrieved January 25th, 2009, from http://www.gosai.com/science/computerized-gods.html
Wednesday, January 28, 2009
Monday, January 19, 2009
Internet Safety
ED 6620 Web Safety Issues Assignment
1. Which aspects of WEB safety are of most concern in your teaching institution?
Web safety is a growing concern in all schools as computer and Internet use become more and more prevalent in normal classroom activities. Teachers, parents, and students are becoming better educated on the dangers involved in accessing and posting information on the WEB. Unfortunately, predators, marketers, and third party groups are also learning new ways to attract users to their sites. A 2006 study by the US National Center for Missing and Exploited Children revealed "that almost 13% of 10-17 years old Internet users receive sexual solicitations from unknown preys." (Young, 2008).
As a high school teacher, the area of WEB safety of most concern to me is sites that contain inappropriate or pornographic material. Our school district, like most others, has an acceptable use policy for students and teachers with regards to computer and Internet use. We also have a WEB awareness site that offers tips on personal protection. However, policies are like speed limit signs, they only work if everyone obeys the rules. It comes as no surprise that teenage boys and girls will sometimes visit inappropriate sites when they are supposed to be doing school work.
At home and in school, parents and teachers are responsible for ensuring that students are using the computer in a safe environment. However, the average parent (or teacher) is nowhere near as tech savvy as their son or daughter. Most parents will recognize pornographic sites when they see them. But other potential threats are less recognizable. The boom of social networking sites such as Facebook, Flickr, Youtube and other WEB 2.0 applications allow students a new environment to share ideas and express opinions. Although these sites have been created to promote interaction among Web users, they also create a very credible threat for those same users. Predators recognize that the great appeal of WEB 2.0 applications is that users now want a forum through which they can have their voice heard. Pedophiles, marketers, bigots and cyberbullies are all exploiting this want by enticing, threatening or persuading the users of these new environments.
2. How do teachers better effect positive change in students who routinely access knowledge and fact through the use of computer and when conveying information?
I think that many of us will have similar responses to this question. Many of the teachers that I speak with are becoming more and more frustrated with the volume of WEB referenced "facts" that are appearing in students’ work. Students are slow to believe that not everything seen or read from the Internet can be considered the truth. The problem is that much of the information is presented in professional looking sites that seem to the uninformed user as quite credible. The largest offender, in my opinion is Wikipedia. Wikipedia references can be edited by the average user and if enough people agree the opinion is presented as fact. The comedian Stephen Colbert coined this term as "Wikiality". To prove his point, he urged his viewers to post that the African elephant population tripled in the last 6 months. Wikipedia administrators had to lock the site to prevent any more "editing" by Colbert fans. Students must be encouraged by teachers to question information that they retrieve from the Internet and double-check any WEB references.
I’m not trying to say that the Internet does not contain useful information. The Web gives students access to an almost endless amount of resources. Unfortunately, students are not always giving credit to the sources of this information. Plagiarism is becoming much more of a problem with increased student use of the WEB. As teachers, we must educate students on how to sort through this information, critically question its validity, and properly reference it.
3. What is a useful method that could improve the handling of WEB safety or the values (ala text readings) in your profession and in your school?
I believe that educating our students on how to use the WEB safely and effectively is our best strategy. The PEI Department of Education imposes Internet blocking software to protect and prevent students (and teachers) from accessing web sites that may contain objectionable material. Unfortunately, this means that many sites that could be used for educational purposes are blocked for teachers and students alike.
The overinclusive and underinclusive nature of Internet blocking software must be taken into account. A recent study of the filters CYBERsitter, Cyber Patrol, Net Nanny, and SurfWatch found that the filters "failed to block objectionable content 25 percent of the time, while on the other hand, they improperly blocked 21 percent of benign content." (Hunter, 2000) I interpret these results to mean that filters are not particularly good at blocking inappropriate material. To make matters worse, they often block a rather high percentage of pages that do not contain any inappropriate material. Adding insult to injury is the fact that many high school students can circumvent the filters in a matter of a few keystrokes.
In my opinion, the best way to improve WEB safety in a high school environment is to rely more on education of the potential dangers present on the WEB and less on the marginal security provided by Internet filters and blocking software. Parents, teachers and administrators must first teach students to use this technology safely, and then have the time and resources to adequately supervise its use.
References:
Hunter, C.D. (2000). Internet Filter Effectiveness:Testing Over and Underinclusive Blocking
Decisions of Four Popular Filters. Retrieved January 19, 2009 from:
http://www.copacommission.org/papers/filter_effect.pdf
Young, E. (April 14, 2008). Internet Safety Classes Required in Virginia Schools. Retrieved
January 19, 2009, from:
http://www.gadgetell.com/tech/comment/internet-safety-classes-required-in-virginia-schools/
1. Which aspects of WEB safety are of most concern in your teaching institution?
Web safety is a growing concern in all schools as computer and Internet use become more and more prevalent in normal classroom activities. Teachers, parents, and students are becoming better educated on the dangers involved in accessing and posting information on the WEB. Unfortunately, predators, marketers, and third party groups are also learning new ways to attract users to their sites. A 2006 study by the US National Center for Missing and Exploited Children revealed "that almost 13% of 10-17 years old Internet users receive sexual solicitations from unknown preys." (Young, 2008).
As a high school teacher, the area of WEB safety of most concern to me is sites that contain inappropriate or pornographic material. Our school district, like most others, has an acceptable use policy for students and teachers with regards to computer and Internet use. We also have a WEB awareness site that offers tips on personal protection. However, policies are like speed limit signs, they only work if everyone obeys the rules. It comes as no surprise that teenage boys and girls will sometimes visit inappropriate sites when they are supposed to be doing school work.
At home and in school, parents and teachers are responsible for ensuring that students are using the computer in a safe environment. However, the average parent (or teacher) is nowhere near as tech savvy as their son or daughter. Most parents will recognize pornographic sites when they see them. But other potential threats are less recognizable. The boom of social networking sites such as Facebook, Flickr, Youtube and other WEB 2.0 applications allow students a new environment to share ideas and express opinions. Although these sites have been created to promote interaction among Web users, they also create a very credible threat for those same users. Predators recognize that the great appeal of WEB 2.0 applications is that users now want a forum through which they can have their voice heard. Pedophiles, marketers, bigots and cyberbullies are all exploiting this want by enticing, threatening or persuading the users of these new environments.
2. How do teachers better effect positive change in students who routinely access knowledge and fact through the use of computer and when conveying information?
I think that many of us will have similar responses to this question. Many of the teachers that I speak with are becoming more and more frustrated with the volume of WEB referenced "facts" that are appearing in students’ work. Students are slow to believe that not everything seen or read from the Internet can be considered the truth. The problem is that much of the information is presented in professional looking sites that seem to the uninformed user as quite credible. The largest offender, in my opinion is Wikipedia. Wikipedia references can be edited by the average user and if enough people agree the opinion is presented as fact. The comedian Stephen Colbert coined this term as "Wikiality". To prove his point, he urged his viewers to post that the African elephant population tripled in the last 6 months. Wikipedia administrators had to lock the site to prevent any more "editing" by Colbert fans. Students must be encouraged by teachers to question information that they retrieve from the Internet and double-check any WEB references.
I’m not trying to say that the Internet does not contain useful information. The Web gives students access to an almost endless amount of resources. Unfortunately, students are not always giving credit to the sources of this information. Plagiarism is becoming much more of a problem with increased student use of the WEB. As teachers, we must educate students on how to sort through this information, critically question its validity, and properly reference it.
3. What is a useful method that could improve the handling of WEB safety or the values (ala text readings) in your profession and in your school?
I believe that educating our students on how to use the WEB safely and effectively is our best strategy. The PEI Department of Education imposes Internet blocking software to protect and prevent students (and teachers) from accessing web sites that may contain objectionable material. Unfortunately, this means that many sites that could be used for educational purposes are blocked for teachers and students alike.
The overinclusive and underinclusive nature of Internet blocking software must be taken into account. A recent study of the filters CYBERsitter, Cyber Patrol, Net Nanny, and SurfWatch found that the filters "failed to block objectionable content 25 percent of the time, while on the other hand, they improperly blocked 21 percent of benign content." (Hunter, 2000) I interpret these results to mean that filters are not particularly good at blocking inappropriate material. To make matters worse, they often block a rather high percentage of pages that do not contain any inappropriate material. Adding insult to injury is the fact that many high school students can circumvent the filters in a matter of a few keystrokes.
In my opinion, the best way to improve WEB safety in a high school environment is to rely more on education of the potential dangers present on the WEB and less on the marginal security provided by Internet filters and blocking software. Parents, teachers and administrators must first teach students to use this technology safely, and then have the time and resources to adequately supervise its use.
References:
Hunter, C.D. (2000). Internet Filter Effectiveness:Testing Over and Underinclusive Blocking
Decisions of Four Popular Filters. Retrieved January 19, 2009 from:
http://www.copacommission.org/papers/filter_effect.pdf
Young, E. (April 14, 2008). Internet Safety Classes Required in Virginia Schools. Retrieved
January 19, 2009, from:
http://www.gadgetell.com/tech/comment/internet-safety-classes-required-in-virginia-schools/
Tuesday, January 13, 2009
Technology and Culture
Hi all,
here's my take on this week's assignment.
The attribute that I generally seek to foster in students is their ability to become better problem solvers. The traditional method of problem solving dealt with a linear, scientific approach of posing a question, creating a hypothesis, and then designing a model, experiment or product that tested this hypothesis. However, technological advances and the impact of technology in our culture have changed the way that we first look at a problem. More diverse views of problem solving are becoming used that are reflective of different tactics used by different societies. For example, individualistic societies will approach problem solving in a very different way than collectivistic societies. The following article details how cultural differences affect how computer technologies can be used in decision making and facilitating teamwork.
http://www.nus.sg/corporate/research/gallery/research14.htm
What may be needed in the 21st century classroom is a more holistic approach to problem solving. One that is not focused on product design or reaching an end goal through a set, formulaic approach. Computer role-playing simulations (Simcity, Civilization, etc.) are a fun way for students to look at problem solving in a different light. This is not to say that there isn’t a place for traditional formal labs as a means to solve problems. However, less emphasis should be placed on the end product and more emphasis on students accepting some situations as they are and on appreciating different cultures approaches to problem solving. More details on this type of thinking can be found at the following site:
http://scholar.lib.vt.edu/ejournals/JTE/v10n1/flowers.html
Comments welcome,
Ryan
here's my take on this week's assignment.
The attribute that I generally seek to foster in students is their ability to become better problem solvers. The traditional method of problem solving dealt with a linear, scientific approach of posing a question, creating a hypothesis, and then designing a model, experiment or product that tested this hypothesis. However, technological advances and the impact of technology in our culture have changed the way that we first look at a problem. More diverse views of problem solving are becoming used that are reflective of different tactics used by different societies. For example, individualistic societies will approach problem solving in a very different way than collectivistic societies. The following article details how cultural differences affect how computer technologies can be used in decision making and facilitating teamwork.
http://www.nus.sg/corporate/research/gallery/research14.htm
What may be needed in the 21st century classroom is a more holistic approach to problem solving. One that is not focused on product design or reaching an end goal through a set, formulaic approach. Computer role-playing simulations (Simcity, Civilization, etc.) are a fun way for students to look at problem solving in a different light. This is not to say that there isn’t a place for traditional formal labs as a means to solve problems. However, less emphasis should be placed on the end product and more emphasis on students accepting some situations as they are and on appreciating different cultures approaches to problem solving. More details on this type of thinking can be found at the following site:
http://scholar.lib.vt.edu/ejournals/JTE/v10n1/flowers.html
Comments welcome,
Ryan
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