Here is the link to my seminar project: http://macktial.wix.com/multimodalassessment
Ti's 591 Blog
Friday, November 23, 2012
Monday, October 29, 2012
What is Access? A Critique of Adam Bank’s Race, Rhetoric, and Technology: Searching for Higher Ground
Assumptions
Make an Ass of U and Me
Institutions
of higher education make a number of assumptions about students. One such
assumption of great gravity, but that is often over looked, is the assumption
that all of our students have access to the basic technologies that they will
need to be successful at the university. Yes, many institutions have nearly
round the clock access to state-of-the-art computer labs and nearly all of the
students on such campuses have access to these electronic devices and software.
These technological offerings are certainly impressive but, although students may
have physical access to technology, they may not actually know what to do with
it. Without fairly sophisticated technological literacies, most students are
unable to use these technologies in meaningful ways (we’ll define this later in
the discussion). This flies in the face of common claims that our students are
all impressively technologically literate since they are videogame and texting
wizards. Luckily, scholars like Adam Banks encourage us, as educators, to
remember that not all students have equal access and literacy to academic technologies
and that we are desperately in need of “serious, thoughtful discussion about
race and the problem of access to computers, the Internet, and information
technologies” (Banks, 2006, p.13).
A
Review of Banks
For
Banks, access “requires an individual or group of people having the material of
any particular technology, along with the knowledge and experience and genuine
inclusion in the networks in which decisions are made about their design and
implementation that enables them to use –or reuse—them in ways that make sense
in their lives” (p.135). When he discusses the missed opportunities of the Digital
Divide from the late 1990’s in his chapter “Oakland, The Word, and the Divide:
How We All Missed the Moment,” Banks draws a clear parallel between the NCTE’s “Resolution
on Students’ Rights to their Own Language” to students’ rights to meaningful
engagement with technology. For him, discussions on language, such as the
Oakland School District’s appeal to include Ebonics as a legitimate language also
in the 1990’s all serve as a springboard for discussion surrounding the lack of
technological literacy that African Americans and rural poor tend to experience
in the United States in that language is a form of expressing power just as
meaningful literacy in various technological media also serves as a means to
power and change. Unfortunately, according to Banks, such conversations do not
frequently occur and, in the case of the late 1990’s, an essential opportunity
for such discussions was missed by nearly every writing educator of the time.
Focusing
on Technological Access in the Classroom
Banks
goes on to explain that “the rhetorical problems that dominate understanding of
race in our discipline are technological problems” (p.12) and his treatment of
this discussion is both fascinating and thorough in his book-length analysis of
this issue. For this class, however, perhaps a more immediately applicable
discussion of Banks’s scholarship lies in his concerns with using technology in
the classroom and the potential means with which we might assist our students
in developing literacy beyond material or experiential access. Banks’ primary
concern is that technology is either entirely not available to students or that
it is “dumbed down by skills only curricula [see his example on p.19]” (p.19)
and not used in meaningful ways to empower students to achieve transformational
access. In this way, teachers and administrators must be critically aware of
technological implementation in the classroom and we must be cautious of simply
importing technology into our pedagogies as a quick solution to a complex
problem.
Unfortunately, this careful consideration is
all too often the exception rather than the rule and technology is often
treated as a magical solution where throwing money at the problem of
technological illiteracy is thought to make the problem go away. This poorly
considered solution often leaves educational institutions with quickly outdated
technologies that are useless to both students and teachers in addition to
perpetuating despair and disillusionment with the constant pursuit of accessing
relevant technologies.
Scholars
like Cyndie Selfe, Gail Hawisher, Marilyn Cooper, Kathy Yancey, and Charles
Moran argue that implementation of technology into a classroom without careful
purpose and critical consideration often merely advance hegemonic classroom
roles. They, like Banks, argue that teachers must “make sure clearly
articulated pedagogical goals drive all technology decisions so that purchases,
training, and planning related to technologies related to technology
implementation remains relevant to the learning, social, political, and
economic needs of those we hope to serve” (Banks, p.20).
Despite
the careful implementation of technology by some educators, many teachers and
students still resist the implementation of technology as a new and
intimidating or unnecessary literacy and, as a result, students are not
assisted in the development of meaningful technological access. Banks argues
that “committing fully to integrating technologies in the classroom can put us
in touch with the natural awkwardness and adjustments that come with picking up
new skills and acquiring new discourses, and help us move beyond some of the
debilitating assumptions we made about all student writing, and especially that
of students from different linguistic traditions” (Banks, p.139). In this way,
Banks argues that our discomfort and struggles with technology are actually
natural and useful means of working through technology just as working through
linguistic differences enable us to embrace all types of student writing. Such
pedagogy requires that teachers accept and embrace their limitations and that
they even accept a level of discomfort as they “put themselves out there”
amongst the students in learning various technologies. Something that, I would
argue, is a valuable pedagogical and personal experience.
Meaningful,
Schmeaningful – What Does Meaningful Access Look Like?
At
this point, it is important to recognize that Banks defines “meaningful” access
as access that enacts social change. Of course, this is not necessarily the
same level of access that we all accept since we are not all activists and it
is unfair to ask our students to be (unless they want to). What IS important in
Banks’ discussion is that everyone should have the ability to experience such
access if they choose to. For me, it is essential that we attempt to introduce
students to levels of technology beyond their comfort level to develop in them
the critical thinking skills that make advanced technological literacy
possible. It is, of course, impossible to elevate students from material access
to transformative access over the course of one semester but it is possible to
build students’ technological confidence and knowledge to set them on the right
path.
The
Long and Short of It
If,
as Banks claims, technological literacy and access are key to social
transformation (something that I imagine David Parry would agree with), it
seems that the “burden of access is not only the responsibility of those
seeking it, but is a systemic burden as well” (Banks, p.21). If we want to
truly value various literacies and if we want our students to have the
opportunity to enact social change, then a well-considered technological
pedagogy seems like a logical place to start. It is not enough to simply
encourage students to use technology. We must, instead, provide them with
meaningful and challenging opportunities to embrace technology and, thus,
improve their technological comfort level. After all, as Banks points out, “just
as the right to vote alone does not ensure that people have access to the
local, state, or federal governments that are supposed to serve them, just as
school desegregation alone did not magically provide equal access to education,
a few computers and Internet connection alone will not mean that people in
rural communities, poor people and other people of color will wake up some fine
day and marvel that they now have equal access to technology and information” (Banks,
p.137).
Works Cited
Banks, A. (2006). Race,
rhetoric, and technology: Searching for higher ground. Urbana, IL: NCTE.
Cooper,
Marilyn M. and Cynthia L. Selfe. "Computer Conferences and Learning:
Authority, Resistance, and Internally Persuasive Discourse." College
English, 52.8 (Dec., 1990), 847-869. Print.
Hawisher,
Gail E. and Cynthia L. Selfe. "The Rhetoric of Technology and the Electronic Writing
Class." College
Composition and Communication, 42.1 (Feb., 1991), 55-65. Print.
Moran, Charles and Cynthia L. Selfe. “Teaching
English across the Technology/Wealth Gap.” The
English Journal 88.6 (Jul., 1999), 48-55. Print.
Selfe,
Cynthia L. "Technology and Literacy: A Story about the Perils of Not
Paying Attention." College Composition and Communication 50.3
(1999): 411-436. Print.
Yancey,
Kathleen Blake. "Made Not Only in Words: Composition in a New Key." College Composition and
Communication. 56.2 (2004): 297-328. Print.
Week 11 - October 30th Post
This
week’s readings:
Wysocki,
Anne Frances. "Introduction:
Into Between--On Composition in Mediation." Composing(Media)=Composing(Embodiment).
Eds. Kristin L. Arola and Anne Frances Wysocki. Utah State UP. 2012. 1-22.
Banks,
Adam. "Oakland, The
Word, and The Divide: How We All Missed the Moment." from Race,
Rhetoric, and Technology: Searching for Higher Ground. NCTE Press.
2006. 11-46.
Both Wysocki and Banks are concerned with
various levels of access in using technology. These authors recognize that to
have more than a basic understanding of technology is to have power. For
Wysocki, “writing as a technology […] enables us to experience our bodies as our
bodies while at the same time writing mediates those bodies in line with
existing institutions” (p.22) and for Banks, digital technologies are essential
to enact meaningful changes in our society. Banks argues that “just as the
right to vote alone does not ensure that people have access to the local,
state, or federal governments that are supposed to serve them, just as school desegregation
alone did not magically provide equal access to education, a few computers and
Internet connection alone will not mean that people in rural communities, poor
people and other people of color will wake up some fine day and marvel that
they now have equal access to technology and information” (Banks, p.137 –
sorry, I pulled this from the last chapter in his book. It was just a really,
really good quote).
Wysocki pushes against the traditional Western
of vision and, therefore, sensory experience
“is more complex and changeable than conceived
and, as conceived and applied, has consequences we should not wish blindly to
accept” (p.6). In place of these singular visions, Wysocki encourages us to
consider technologies and means of communicating that encourage multiplicities of
sight and of our other senses. And she encourages us, as teachers and as
readers, to consider “what other sorts of arguments are possible when we
broaden our senses of the texts we can make for each other through the
possibilities of the digital. What might be possible if we encouraged a
democracy of the senses in our teaching instead of a hegemony of sight?” (p.7).
It is this democracy of the senses that will ultimately allow us to have
influence on our collective knowledge and to attend to our own various embodiments
through media (p.8) while “better understanding how we have and can use written
words in shaping our lives with individuals” (p.9).
Like Wysocki, Banks is concerned with encouraging
all citizens to better communicate using digital technology. His primary
concern, though, is the lack of meaningful technological access for African
Americans in the United States. He argues that material access, “to own or be
near places that will allow him or her to use computers, software, Internet
connections, and other communication technologies when needed” (p.41) and even
functional access, to “have knowledge and skills necessary to use those tools
[those of material access] effectively” (p.41) defines most African Americans’
experiences with technology. For Banks, these levels of access only allow users
to simply USE, rather than fully understand and meaningfully use, technologies
that are essential to enacting change within a culture and within our country.
Banks encourages educators to push users towards experiential access, where “people
must embrace the technologies involved […where] there must be a level of
community awareness and acceptance in order for those technologies to mean
anything. Beyond the tools themselves and the knowledge and skills necessary
for their effective use, people must actually use them; they must have
experiential access, or an access that makes the tools a relevant part of their
lives” (p.42) and critical access, where “members of a community must … develop
understandings of the benefits and problems of any technology well enough to be
able to critique, resist, and avoid them when necessary as well as using them
when necessary” (p.42), with the ultimate goal of achieving transformative access.
Such access involves as genuine inclusion in technologies and the networks of
power that help determine what they [a community] become, but never merely for
the sake of inclusion” (p.45).
Both Banks and Wysocki encourage individuals
to be careful consumers and producers of technology and new media in order to “enable
individuals to stand up to the pacifying structures of the mass media” (Wysocki,
p.15). Wysocki, specifically, is concerned with the materiality of writing and
digital media as she paraphrases Marx’s view that “human freedom is the freedom
to do productive work in one’s community. We cannot be fully human if we cannot
work and see how the results of our work connect us with others” (Wysocki, p.17).
That is, we all must be connected as embodied members of society in order to be
truly free. This is much like Bank’s plea that we realize that “all
technologies come packaged with a set of politics: if those technologies are
not inherently political, the conditions in which they are created and in which
they circulate into a society are political and influence their uses in that
society…and those politics can profoundly change the spaces in which messages
are created, received, and used” (Banks, p.23).
For me, these arguments are well taken. We, as
a discipline, spend a good deal of time talking about naming the our
discipline, expanding views of literacy, etc. but we don’t often talk about
what access to the core technologies of our discipline looks like. Perhaps the
readings of Foucault and Ohmann, Cooper, Selfe and Hawisher, Yancey and Selfe, and
Selfe’s “Not Paying Attention” provide a good framework for the potential
hegemonic uses of technologies in which all citizens do not have equal access.
It is worth considering (and I’m going to talk quite a bit about this in my
crit for tomorrow) how we might encourage deeper literacy in the technological
use of our students. It is simply not enough to put these technologies in front
of our students and expect them to know what to do with them and, more
importantly, to expect them to make something meaningful from these digital
technologies without a bit of training. I’m wondering how you all think of
access as it relates to incorporating digital technologies into the classroom.
Is this fair? What sort of accommodations do you make? Why?
Wednesday, October 17, 2012
Week 9 - Oct 17th Post
This Week’s Readings:
O'Gorman, Marcel. E-Crit: Digital Media, Critical Theory, and
the Humanities. Toronto, Ontario:
Toronto UP, 2007. Print.
O’Gorman is against the dehumanization of texts through
traditional processes of imitation and this is at the core of his Chapter 3
argument. As we learned in Chapters 1 and 2, O’Gorman is frustrated with the
printcentrity of the Republic of Scholars (an apt name for those stuck in our
current forms of scholarship and who resist change) and he continues to argue against systemic pressures that limit invention in composition in the next chapter.
For O’Gorman, Peter Ramus represents the foundation of our
current printcentric academic foci. O’Gorman resists and even rails against
Ramus’ “phallogocentric history of the print apparatus” (p.47) and he asks, “might
it not be possible to invent scholarly methods to [re]shape the digital apparatus?”
(p.50). It is important to note here that O’Gorman does not define digitization
in a traditional fashion. Instead, he quotes Morris Eaves who explains that “digitization
is not a notion confined to electronic devices but a technological norm that
operates across a spectrum of materials and processes. As a rule of thumb, the
more deeply digitization penetrates, the more efficient the process becomes”
(p.58). O’Gorman is concerned with the commerce-driven, capitalistic need to
sort, organize, and encourage imitation that constrains our current scholarship
– something that Ramus has represented for centuries.
On the other hand, William Blake represents a focus on invention
and “chaosthetics” (p.58), something that O’Gorman argues will assist us in the
necessary decompartmentalization of our current academic and composing
practices. Because Blake’s political works against imitation and rigid academic
expectations are carefully and artfully couched in children’s literature, O’Gorman
applauds his inventive strategies that tend to “fl[y] in the face of
mechanization” (p.59).
In order to encourage us to think more like Blake and to invent “new
scholarly methods suitable to an age of computing” (p.69), O’Gorman cautions
that “specialization is a liability” and that “multitasking, dabbling, and
audodidaction are the order of the day” (p.69). He also claims that Blake “teaches
us not to trust our visual sense alone – an invaluable lesson for students
bombarded daily by the words and images of a postmodern mediascape in which the
imagetext is the dominant mode of communication” (p.66). In terms of the classroom,
I love O’Gorman’s notions of students writing WITH rather than ABOUT sources
and I agree with his argument that multitasking is valuable and that students
should learn not to trust any one sense but, rather, make use of all senses as
much as possible.
While I do agree with much of O’Gorman’s argument in this
section, I find myself a bit torn in terms of what he says and what he does. O’Gorman
makes use of nonsense words like “mystory” (p.68), puns (the repeated use of ‘puncept’
for example), and he repeatedly uses visuals to make his argument for him,
which works well only because he is clearly a master of traditional prose. That
is, he understands the rules before he artfully breaks them (something that I
often explain to my FYC students). I wonder, though, if “chaosthetics” is
really the answer to inventing new methods for composition and communication. If
students, unlike Blake and O’Gorman, do not understand language and are without
specialization as O’Gorman advocates, will they be able to make effective
arguments? Like Jen, I appreciate what O’Gorman is doing here and I even agree
with him on some level but I still find myself a bit dubious towards the
applicability of his arguments.
Wednesday, October 10, 2012
Multimodal Timeline Assignment
Here's a link to my multimodal timeline assignment pics and here are the pics themselves... just in case you don't get your own copy at the presentation tomorrow (my printer is completely out of ink):
Link to this file on Twitter
Link to this file on Twitter
Week 8 - October 10th Blog Post
This Week’s Readings:
George, Diana. "From Analysis to Design: Visual Communication in the
Teaching of Writing." College Composition and Communication 54.1 (Sept. 2002):
11-39
Hesse, Doug. "Response to Cynthia L. Selfe's 'The Movement of Air,
The Breath of Meaning: Aurality and Multimodal Composing.'" College
Composition and Communication. 61.3 (2010): 602-605. Print.
Selfe, Cynthia L. "The Movement of Air, The Breath of Meaning: Aurality
and Multimodal Composing." College Composition and Communication. 60.4
(2009): 616-663. Print.
Selfe, Cynthia L. "Response to Doug Hesse" College Composition
and Communication. 61.3 (2010): 606-611. Print.
Yancey, Kathleen Blake. "Made Not Only in Words: Composition in a New Key." College Composition
and Communication. 56.2 (2004): 297-328. Print.
This week’s readings are very in line with my
own ways of thinking and, happily, quite in line with the move of our WSU’s FYC
program’s move towards multimodality. The Selfe and Hesse pieces demonstrate
both the benefits of such a move as well as the potential drawbacks and
concerns for those who are yet to be “sold” on the notion of multimodal work. Cyndie
Selfe argues for the inclusion of aurality in the FYC classroom in addition to
traditional alphabetic literacy. For Selfe, aurality, as
part of a long rhetorical tradition, has a central role in the classroom as a means
of recognizing multiliteracies (clearly influenced by the NLG) and to give voices
(literally) to a number of marginalized groups. Once again, Selfe is at the
center of multimodal discussion and, in addition to
clearly influencing Doug Hesse (who directly responds to her essay), Selfe has
paved the way for more multimodal publication by students and scholars such as
Shipka and Lauer.
Ok, so I’m going to geek out a bit. I love,
love, LOVED Cyndie Selfe’s piece on aurality. In fact, I would say that I have
been “looking for it” all semester in one way or another. I’m very interested
in the roles of aurality and orality in the classroom and I’ve actually
recently decided to focus my dissertation on the roles of aurality and orality
on commenting on student essays. Patty Ericsson recommended this text to me on
Friday and, lo and behold, it was on the schedule for reading this week.
Selfe encourages compositionists to consider
the importance of both alphabetic literacy and print literacy in our FYC
classrooms. She is very careful to avoid exclusively arguing for any specific
type of literacy but explains that there is room (and indeed, we should make
room) for a variety of literacies in our class. For me, the discussion on
pedagogical uses of aurality was especially useful. Selfe describes how teachers
have, in the past, used technologies to provide students with an auditory “walking
tour” of their essay (Selfe, p.633) from the readers’ point of view – something
that I plan to expand on in terms of the impact on at-risk students. Selfe’s larger point is that sound is
undervalued as a compositional mode (p. 617 and that very little work in
aurality has been done for the sake of adding to or better understanding our oral
tradition. Instead, most of our focus is on using this mode to compose written
text (p.634). Selfe also bemoans the lack of aural tools for teaching
practitioners (p.641) but ultimately continues to argue for the employment of a
variety of literacies in the classroom since, “when we insist on print as the primary,
and most formally acceptable, modality for composing knowledge, we usurp these rights
and responsibilities [of the student] on several important intellectual and
social dimensions, and, unwittingly, limit students’ sense of rhetorical agency
to the bandwidth of our own interests and imaginations” (p.618).
Doug Hesse’s response to Selfe is quite
well-founded and his concerns are clearly well considered. Hesse points out
that composition as a discipline has long been described as a series of
literacy crises which have led to our own identity crises. If our role truly is
composition on all levels (not just writing), then the political implications
of professional overlap with departments like communications deserves
consideration. Hesse also specifically asks whose interests composition studies
should serve and he voices his concerns over the social implications on higher education
if Selfe’s views are realized. In the end, he argues that “perhaps the best we
can do is tour students through the taxonomy of roles, audiences, situations,
affordances, constraints, and rhetoricity: a tall order for a course or two” (p.604),
and that we must, as a discipline, discuss these issues of multimodality and
various literacies to garner answers to the questions that he poses.
Cyndie Selfe's response to Hesse's commentary
simply asks Hesse and other naysayers to
consider WHY alphabetic literacy is valued
above all other literacies. She points out that much of the work that we (and
our students) do today is with literacies other than traditional alphabetic literacies. Selfe goes so far as to suggest
that "faculty in rhetoric and composition should serve as role models in this regard, [show] students
that they, too, are willing to learn new ways of composing, to expand their own
skills and abilities beyond the alphabetic by practicing with different modalities of expression that may be
unfamiliar and difficult but increasingly expected and valuable in different
twenty-first century rhetorical contexts both in and out of the academy”
(p.608).
Diana George and Kathy Blake Yancey’s works
also provide support for multimodal work in addition to a few words of caution.
George advocates for the use of meaningful visual analysis in FYC classrooms.
For George, alphabetic literacy stifles both student and teacher creativity in
the classroom and, as a result, assignments lack interest and fresh ideas. As
an element of rhetoric, George suggests that we use assignments to break down
notions of high and low culture in our visually oriented society. She is clearly
influenced by the New London Group's call for multiliteracies and she also
influenced Wysocki et al's recommendation that teachers look at student
projects with "generosity".
Kathy Blake Yancey's work "Made Not Only
in Words: Composition in a New Key" was one of the first calls for
multimodal assignments in the composition classroom. In this work, she
encourages teachers to dive into multimodal work and to consider multimodal
work as a "new key" in writing (this was also the keynote address in
the 2004 CCCC keynote address). This work is very much in line with Cyndie
Selfe's works, Selfe and Moran, Selfe & Hawisher, etc. as Yancey encourages
the use of technology in the classroom but also cautions us against using it
without being pedagogically and theoretically minded. Yancey's text clearly
influenced the works of Shipka and Lauer in the ways they incorporate
multimodality into their classrooms and studies. Additionally, Yancey was
clearly influenced by Cyndie Selfe's earlier works in addition to Richard
Lanham (whom she mentions specifically in her text).
Monday, October 1, 2012
Week 7 Blog Post - Oct 1
This week’s readings:
New London Group. "A Pedagogy of
Multiliteracies: Designing Social Futures." Harvard Educational
Review. 66.1(1996): 1-32.
Shipka, Jody. Toward a Composition Made Whole.
Pittsburgh, PA: Pittsburgh UP, 2011. (read through pg 82)
Shipka and NLG have a good number of
similarities in that they both argue for an expanded view of literacy. For both
sets of authors, literacy must be expanded to LITERACIES but, for NLG this
focus tends to focus almost solely on digital literacies and their impacts on
various elements of society while Shipka urges us to be wary of focusing only
on digital literacies.
Shipka argues that composing is never really
monomodal but is, instead, always some sort of a multimodal creation. While she
is clearly in favor of multimodal work, though, Shipka is “concerned that
emphasis placed on “new (meaning digital) technologies has led to a tendency to
equate terms like multimodal, intertextual, multimedia, or still more broadly
speaking, composition with the production and consumption of computer-based,
digitized, screen-mediated texts. [She is]…concerned as well that this
conflation could limit…the kinds of texts students produce in our courses”
(pp.7-8). For Shipka, focusing only on the written text or on the digital text
is limiting to student growth and it should only be one of several foci of the
FYC class. “in addition to examining writing as ‘the thing,’ meaning final
products that may be entirely or even partially comprised of alphabetic text,
we need to investigate the various kinds of writing that occur around – and surround
– writing-as-the-thing” (p.82)
I find Shipka’s argument to be very
persuasive. In many instances in our own lives, writing is often a tool as a
means to an end rather than always as THE end product. After reading Shipka’s
argument, I find myself rethinking the overall structure of my classroom.
Presently, the class is structured by a series of traditional and multimodal
assignments that ultimately result in a researched argument essay. Perhaps I
should structure the class in a sort of reverse organization to assist students
in achieving their own goals like Shipka’s Muffy (I never could really get over
that name in the reading).
Like Shipka, the NLG focuses their arguments around
the notion of multiliteracies but, unlike Shipka, they tend to discuss digital
literacies. The NLG argues that our views of literacy must evolve with the
multiplicity of discourses that currently exist and that constantly seem to
appear in our culture and in worldwide cultures. For me, the NLG primarily
argues that “such a view of language will characteristically translate into a
more or less authoritarian kind of pedagogy. A pedagogy of multiliteracies, by
contrast, focuses on modes of representation much broader than language alone.
These differ according to culture and context, and have specific cognitive,
cultural, and social effects” (p.4).
This is my second time reading this NLG piece
and, for whatever reason, it made much more sense to me this time. I think that
pairing it with Shipka made it much more accessible and the concepts made way
more sense. I do, though, find the NLG a bit frustrating since their “manifesto”
is deemed a “tentative starting point for that process” (p. 28); whereas Shipka’s
argument is a bit more decisive.
Overall, I would agree with some of the other
blog posts that put NLG at the center of the multimodal timeline discussion.
Their 1996 discussion was relatively early in the game and it is, most
certainly, a seminal text in the discussion of multiliteracies. Shipka’s text
seems like a 2011 text to me. It is clearly influenced by the Lauer and Wysocki’s
pieces that discuss naming issues since she specifically discusses the dangers
of labeling specific literacies. Her text was also influenced by Selfe and
Selfe and Hawisher who suggest that we must be cognizant of simply using
technology for the sake of technology’s existence.
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