Techno Autobiography

The way things used to be...

The way things are now...

The way things might become...

The way things used to be... When it comes to technology, my initial reaction is to paraphrase the oft-quoted “The personal is political”as “The technological is NOT personal.”My impression of technology - while I certainly will acknowledge it to be highly useful, efficient and even entertaining - has always been that it is cold, stark and sterile.     Perhaps my feelings stem from one of my first memories of interacting with technology. In the second grade (about 1977), we took turns using the “System 80” machines, which I believe was to practice reading and spelling skills. The practice required us, one at a time, to go upstairs in the school building - where the intimidating older grades had their classes - and sit down in front of a large monitor in a room alone. Images would move across the screen, much like a microfilm reader at the library.

To listen to the audio program that accompanied the lesson, we had wear big headphones which made me feel awkward and isolated. I don’t think I had difficulty solving the problems and answering the questions, but I can recall panicking when the system did not advance correctly, as the teacher was far away back in the classroom and there was no one there to help. I understand now, from Hawisher et al.’s explanation (Computers and the Teaching of Writing in American Higher Education), that System 80 was a form of computer-assisted learning. And my experience clearly illustrates to me the gap between CAI and computer-mediated learning.

At our high school in the mid-1980s, computers had a significant presence in the classroom. A computer lab was installed in the school library for students’ use, we typed our stories for the student newspaper on computers (Apple IIEs), and I took a computer class about the BASIC language that I found interesting.

Technology came into our home for its values of convenience or entertainment. I have fond memories of the bulky tape recorder my sister received for Christmas and the fun we had recording all sorts of songs and stories on it. Or later, staying up late into the night attempting to master Nintendo games because “just one more try, and I can do it.”

When I came to BGSU as an undergraduate in 1987, I encountered the MacWrite and MacPaint programs on the personal computers in the Mac computer lab in my dorm. It was fun to learn to use the mouse and recall explaining to friends that amazing phenomenon of “copy and paste.” Working at the campus newspaper, I clearly remember the time I no longer needed to write a story with pen and paper before typing it into the computer. Feeling a sense of advancement with my transformation, I was more comfortable writing my story directly on the computer.

My technological experience since then has centered around my profession in journalism and public relations. I have had the opportunity to gain a great deal of experience with Macintosh computers, using graphic design and layout programs such as Pagemaker, Quark and PhotoShop. As the director of public relations for a college, I also was responsible for producing radio and television commercials. Although my role was not hands-on use of recording equipment, video editing software and other post-production technology, I gained an appreciation of the generally-accepted standards for such work - and how to use creativity to accomplish one’s purposes through such media.

The way things are now...

My preferred way to learn technology has always been for someone - a teacher, colleague, friend - to demonstrate the skills and techniques needed to use a software program or operate a piece of equipment. After some time for experimenting - and feeling brave enough to try to do some things “wrong” - I am more than willing to attempt to use the technology for the work at hand. I’m always eager to hear others’ advice or tips for better use to improve my skills. These are learning styles that I try to incorporate into the writing classes I teach, encouraging students to take the risk of attempting new things in technology and creating a classroom environment where students feel free to share their knowledge with others for everyone's benefit.

My approach to learning technology likely correlates to my understanding of technological literacy as one’s abilities for utilizing and manipulating technology in ways that are beneficial to work or study. I have always measured the power of technology in terms of bytes and amps. However, reading Stuart Selber's "Multiliteracies for a Digital Age" has expanded my perspective as he prompts teachers to have their students examine the role of the power of technology in its effect on individuals. That could encompass how their thinking is restricted or redefined by the technology used, or examining who benefits/suffers from technology, or understanding who has the authority to decide which technology is employed where and to what purpose. Following this reading, I began to reconsider the role of technology in my life, my work, and my teaching, and to consider how it can have a much broader impact than merely expanding my technical skills.

The way things might become...

My greatest concern has always been that technology not interfere with or attempt to replace personal relationships. While much communication can be productive and efficient via technological mediums, it also has been my experience that communication also can be altered or misinterpreted through technology. Undoubtedly, I value my five e-mail accounts, and appreciate the opportunity to talk to friends across the country who I may not see in person for years and years. As a journalist, I find the benefit of the Internet for research to be invaluable. As a doctoral student, my research work differs greatly with today’s technology, compared to what was accessible when I was an undergrad. However, I have always feared the personal connection - so often ignored or lost in our hectic world today - is not necessarily fostered by our use of technology. Students respond strongly and positively to teachers who take a personal interest in them and their studies, and their learning is advanced by this approach. In this aspect, I believe we have a responsibility, as teachers, to ensure that their learning experiences are enhanced by our use of technology as it contributes to our interaction with students.

I also am concerned that the college experience has become so entrenched in technology for many students that it is intimidating to those with a techno-free background. Armed with cell phone, laptop, iPod, Blackberry, etc., students from well-off backgrounds arrive on campus. How lacking or alien it must feel for those without such resources to find themselves surrounded by them in the college environment. To what extent these devices contribute to their academic success is best left for another discussion. However, as teachers, our responsibilities should include the recognition that access to technology is extremely limited for some students, and their ownership of technology should not mean an automatic setback in beginning their academic careers.

Wrestling with these concerns, I focused my work this semester on gaining a broader perspective of technology than its merely utilitarian functions. I have come to appreciate the presence of social and personal characteristics of technology that I previously overlooked. Scholars in the field of computers and composition cause me to remain optimistic about future technological developments, and I am glad to see that others believe that we must approach “the big picture” of technology by always considering its impact on the individuals within society.