Emerging Technologies and Education: Affordance Analysis

The title of this blog post is a bit misleading- it almost sounds like there will be an affordance analysis of emerging technologies on the spot. Instead, I want to briefly consider the impact of emerging technologies on education, whether positive or negative. I mentioned in a previous post that Brett King’s Augmented: Life in the Smart Lane is an extremely optimistic book. While I want technology to solve all of the problems that King identifies, I find that many of King’s predictions don’t consider all sides. As it pertains to education, King automatically believes that technology will make formal education less necessary. King notes that, “In markets like the United States or Australia where the cost of college education is becoming either unattainable or a poor investment for large swathes of the population, many of this generation are choosing instead to be educated by online platforms, hackathons, internships, start-ups and experimentation rather than through traditional college approaches.” (King, Page 1067) While the idea that education is becoming less dependent on the traditional model is true, are these forms of education the best way to receive an education? While King places his faith in the new technologies, I would say that the answer to this question is largely situational. A hackathon or a MOOC might be the best option in some cases, but not in other cases. This is where the idea of affordances comes into play. What is the best tool for the job? In fact, this could be asked of any emerging technology that can be used in the classroom. Cloud technologies (like Google Apps for Education and Microsoft Office 365) have changed the way that schools view technology. A single IT staff member can make an entire productivity suite and device management platform available for a school in under one hour. These technologies are amazing, but the negative affordances were overlooked- most people did not like that Google now had access to personal student data. We should evaluate and test emerging technologies first to determine whether or not they will have a positive impact on the classroom. King’s predictions are awe-inspiring, and we should want them to come true. We should not, however, embrace something without considering how it will work out.

Book Review- Augmented: Life in the Smart Lane

Will we all end up as cyborgs? Can technology solve all of the world’s problems? I am always a bit skeptical when I read books that make grandiose predictions about the future. It is possible to extract all of that optimism and more out of Augmented: Life in the Smart Lane by Brett King. The book is a typical exemplar of a work that takes the reader through the normal process of technological disruption and technological advancement in society. In fact, this is the primary argument of the book. Technological change is inevitable and those who refuse to embrace it will be left behind. Indeed, King seems to harp on people who are skeptical of new technologies. The book is very similar to The Victorian Internet (another book on technological disruption) with the exception of the fact that the story of The Victorian Internet is told from the position of hindsight. Augmented: Life in the Smart Lane describes the story of the technological innovations that have already taken place with predictions about how these innovations will influence human society in the future. It is always an interesting experiment to fantasize about the future- there are endless articles about the interplay between robots and labor. During each technological shift, the labor force experiences turmoil as old jobs become obsolete and new jobs become available. While it was uncomfortable at the time, these upheavals have generally helped society to live longer and become more prosperous.

While all of this optimism is welcome in an age where the news can easily ruin your day, there are still problems that King fails to address. Cybersecurity issues, invasive governments, climate change, catastrophic wars and humanity destroying AI are all still possibilities in the future. Additionally, King never sufficiently addresses the one problem that he identifies early in the book (p.992). It is entirely possible that these disruptive technologies will create a larger income inequality as those who own the robots and servers would own the means of production. The idea that tough decisions regarding the regulation of these industries is a major item missing from the book. The premise that technology will solve every problem is inherently flawed; while it is possible that all of his predictions come true (and parts of what the author describes have come true), there are always odds when determining what will actually come to fruition. While technology will solve some problems and perhaps provide humans with a better quality of life, there will be social upheaval and residual problems to be addressed. Government will need to shift the way that they offer services, structure education and regulate society. Another issue that is apparent is that government typically takes a significant amount of time to respond to an disruption in society. All of the issues aside, King’s description of a decentralized power grid, smart cities, supercharged banking and new mechanisms of trust are all exciting developments. We should be excited to have diseases cured, lifespans expanded, cities more efficient and all of the data and information available at our fingertips. The point that I agree with the most is that the augmented age is coming whether we are prepared for it or not. Technological disruption is a normal part of progress and innovation and we should embrace it. However, the world needs to be ready for the impacts of the coming age. There is certainly the possibility for a cataclysmic outcome if we are not prepared. While I do not think that the idea of “work” will be eliminated from the human experience completely, there are some jobs that will disappear, and there are some jobs that are essential. Robots might also provide humans with the ability to work less hours, shorter weeks and have a longer retirement.  

What does this mean for education? King addresses this (p. 998) by basically invoking tenets that my colleagues and I know so well. King calls for students to be problem-solvers, critical thinkers, ethical decision makers and adaptable to technological change. It would seem that King thinks that the current system is not measuring up to the expectations of this new age. Indeed, students will need to gain these valuable skills in the classroom, as well as an understanding of good digital citizenship so that they can function in the outside world. Schools will also need to adapt to the logistical concerns of the coming age (what if every student has wearable technology?), but they need to understand that teachers who can design will  always be in demand. Education and society at large should embrace technological change- as long as the technology helps us to reach a better problem-solving and inclusive society.