Definition of Educational Technology

Posted on April 20, 2011 by Sam Martin

What is ed tech? In most of my courses there was an innate assumption that we are in “ed tech” and we should tacitly know what it is. Seldom is it defined explicitly. I will avoid turning to my texts or Google to look up someone’s definition of ed tech. Rather, I would like to offer this:

Ed tech is, on a trivial level, the technology that can be applied to education. On a somewhat more meaningful level, ed tech is the application of technology to augment and enhance the application of pedagogy to the classroom. Ed tech should help accomplish course objectives and, indeed, make some objectives possible which (without ed tech) might not be. And ed tech should never be the be-all and end-all of education. It’s all about the facilitation of information, and the creation of knowledge. Ed tech can help the process, and become part of the process. Ed tech on its own does not a classroom make.

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Sam Martin

sam dot martin at waldenu dot edu

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Knowledge Area Modules at Walden University

Posted on January 23, 2011 by Sam Martin

Well, I have finally finished Knowledge Area Module II (KAM II) for Walden University, a 102-page “epic” that took a few months to research and write. I never thought I would say this, but the KAM writing process has proven to be quite character-building and illuminating. If you would like to read KAM II, it can be found here. http://www.box.net/shared/ncxvkqfi9a
In KAM II I compared Piaget, Bandura and Vygotsky, and incorporated their theories into modern moral development and the tactics of moral disengagement. See my website here: http://moraldisengagement.spruz.com for much more information, references and case studies.
The gist of a KAM is to develop three sections: Breadth, Depth, and Application. In the Breadth I compared and contrasted the three theorists mentioned above. In the Depth I summarized and synthesized several modern articles about morality and ethics in modern education. And in the Application I developed the website mentioned above on Spruz, essentially creating an online course about the three theorists and the tactics of moral disengagement (TMDs).
The KAM-writing and –researching experience forced me to perform an in-depth literature search, write the aforementioned website, and synthesize various authors’ work into a gestalt. All-in-all, the process was a forerunner for the dissertation-writing and –researching process. I heartily recommend it.
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PS…I don’t know why, but Box.net has truncated my References section.

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For-Profit Education

Posted on December 1, 2010 by Sam Martin

The news has been filled with a raging debate between for-profit (fp) and not-for-profit (nfp) education models. I have never understood the commotion. Fp schools are in business to make a profit, a perfectly acceptable Capitalistic formula. Nfp’s are also in business to make money. What…you didn’t think Ivy League schools didn’t need to make money? They are simply organized under different IRS tax codes. Whether the body becomes powerless and cannot function in a normal way as earlier, thanks to the latest advancements in the technology which supports it, has developed over the last five to ten years. levitra side effects User can feel the generic cialis sample sensation within an hour of taking it. That money is then passed on to ordine cialis on line secretworldchronicle.com the consumer by price. Well, many of the people have been seeking assistance and returning to normal sexual activity because discount cialis prescriptions of heart problems you have certain heart problems (eg, severe heart failure, angina), low or high blood pressure, unconsciousness, and gastric problems. Oh, the nfp’s might say they have highfalutin goals, but so do the fp’s.
The significant issue is not nfp vs fp model; the issue is whether the institution of higher learning is regionally accredited or not. Is the institution providing a quality education? Is it fooling students into attending, not providing proper support, and engendering an atmosphere wherein students fail…and default on education loans?
Check the accreditation of the school; call the BBB; call the local attorney general; look at the drop-out ratio and default ratio; and make an informed decision. Do not base the decision on fp vs nfp, or online vs grounded. Rumor and innuendo are poor substitutes for critical thinking and proper research.

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Another snippet about Tactics of Moral Disengagement

Posted on October 28, 2010 by Sam Martin

A brief random thought: There are eight TMDs; what about a ninth that transcends the other eight?
Isaac Asimov created the Three Law of Robotics:

1. A robot may not injure a human being or, through inaction, allow a human being to come to harm.
2. A robot must obey any orders given to it by human beings, except where such orders would conflict with the First Law.
3. A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.

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Later a Zeroth Law was added: “…a robot must not harm humanity.” By extension a robot may not allow anything (even individual humans) to harm humanity.
I propose a ninth TMD, a tactic that transcends the other eight. Disengage an agent of morality for the “greater good.” I had to commit a crime because the greater good called for it. This would excuse murder and various sundry excesses because it was for “the best.” As stated in Star Trek, the needs of the many outweigh the needs of the one. Altruistic sounding, it is indeed a tactic of moral disengagement. A robot could have a nervous breakdown when confronted with protecting the Zeroth Law by harming a human, a violation of the First Law. I liken this to the corollary of a human having a breakdown because they harmed a person (or allowed a person to come to harm by inaction) to save several people.What say you?

Sam

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Zero Tolerance

Posted on October 21, 2010 by Sam Martin

Insanity in the news inspires this post. Peterson allegedly drowns one wife, and we cannot find the body of another. A prominent Canadian military figure might be a serial killer/rapist. More people texting and dying, drinking and dying, or committing suicide because bullies cannot mind their own business. It is time for a zero tolerance policy. Now that we have some little understanding about tactics of moral disengagement (see my earlier posts), and some smidgeon of an inkling about the biological basis of such tactics, let us propose zero tolerance for:

# drinking and driving;
# texting and driving;
# doing *anything* that distracts the driver;
# violence in all of its many insidious forms, even if you have an excuse (see the tactics mentioned above). Such excuses could be: he is not human; she is the “wrong” religion; he dressed the “wrong” way; they are gay; they have sinned against the One God(s) (of course YOUR god is the One, and YOUR book is the ONLY BOOK);
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# child abuse, whether physical or emotional;

This is clearly a partial list, and many of the items overlap. I will add more later, as clearly this is an ongoing project. Any ideas? What should we add? And, perhaps more importantly, how should we prevent these zero tolerance items from happening in the first place?

Sam

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Moral Disengagement Part Deux

Posted on October 5, 2010 by Sam Martin

In a previous post I referred to tactics of moral disengagement (TMDs). I listed eight such tactics, but didn’t go into much detail about them, what they do, or what their consequences are. In this post I will go into a little more detail about these tactics and their implications. Following are the eight TMDs grouped into three clusters, taken from an article I wrote for the Real Estate Educator’s Association Journal:
Group One: Cognitive misconstrual of reprehensible behavior in a way that increases its moral acceptability (Bandura, 1986).
• moral justification: What I am doing is morally just. The good outweighs the bad.
• euphemistic labeling: I am not murdering people. I am exterminating vermin.
• advantageous comparison: My actions are trivial compared to terrorists.

Group Two: Individual obscures or distorts the effects of harmful actions (Bandura, 1986).

• displacement of responsibility: I was only following orders. It was not my fault.
• diffusion of responsibility: I am but one cog in a large machine. My function should not be scrutinized unless everyone is under suspicion.
• disregard or distortion of consequences: The results of my actions are minimal. There are no real victims.

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Group Three: Reducing identification with the targets of harmful acts (Bandura, 1986).

• dehumanization: The victims are not human, therefore we can do what we want.
• attribution of blame: I am just reacting to the harm they caused. My actions are therefore their fault, not mine.
One example of matching a real-estate-related case study with one of the aforementioned TMDs is:
A real estate appraiser accepts an assignment. The subject property is located in an area with which the appraiser has considerable experience. Upon seeing the completed appraisal report the client, a lending institution, informs the appraiser that “the number is too low.” To make the client happy, the appraiser increases the value 50%. The appraiser justifies her actions by saying,”I am helping my client, thus helping the community.” (moral justification) “It isn’t really fraud. After all, my value is just my opinion.” (euphemistic labeling) “The lender ordered me to do it.” (displacement of responsibility)
An instructor in a USPAP (Uniform Standards of Professional Appraisal Practice) class could take this case study and ask the students to fill out the worksheet, then have the students categorize the TMDs at play. But this process only makes sense if the students have a proper grounding in ethical theory.
Another example of applying TMDs to a case study:
A likable real estate investor creates a series of DVDs that purport to show the public how to invest in foreclosures. The first DVD is free (“Just pay shipping and handling!” exhorts the infomercial). Thereafter the buyer is cajoled into paying for a foreclosure newsletter that contains generic advice and a list of foreclosure addresses. After several months and numerous complaints to the attorney general, the investor moves on to bilk more customers. After all, “There is one born every minute.” Several TMDs could apply: disregard of consequences (“Each buyer is only out a couple thousand dollars.”); and euphemistic labeling and dehumanization (“These aren’t real people. They are just suckers.”). How many more can be spotted?
Next, I’ll discuss some neurophysiological explanations for these TMDs.

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A Grand Unification Theory of Education (GUTE) Part One

Posted on September 29, 2010 by Sam Martin

Hi everyone,
This will be the first of a series on GUTE.
Over my years of studying the principles of education I have seen many theories of education. Luminaries such as Dewey, Piaget, Bandura, Vygotsky, Bloom, and Maslow have written about education or fields closely related. While at first blush their theories seem disparate, there are often many similarities. Often there are more similarities than differences.
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Sam

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The Byline of Life

Posted on September 24, 2010 by Sam Martin

“Woman killed at rail crossing in Illinois. Rail and vehicular traffic delayed. Apparent suicide.” This is a paraphrase of a recent story in the Chicago Tribune. Buy Norvasc to help you with your condition about successes they have had with herbal new.castillodeprincesas.com levitra uk treatments. 3) Identify herbal supplements that might be helpful for your condition. This makes a woman feel alienated and makes her feel if she is actually http://new.castillodeprincesas.com/decoracion/ viagra without prescriptions canada pleasuring you. But, the thing is not 100mg viagra cost like that. In terms of the type and quality of ingredients used in its creation. usa cheap viagra new.castillodeprincesas.com I imagine the nightmare this story represents for a tangled web of family and friends, boiled down to “Woman killed…” A mere paragraph representing a matrix of relationships and activities.
Who is she? What were her dreams? Her aspirations? What drove her to challenge a locomotive? Are we sure it was suicide? Was her life a tangled weave of dreams, both nightmare and sublime? I pray she finds the peace she did not know in life.
Let us hope she was more than a byline in the lives of those who knew her.

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Tactics of Moral Disengagement

Posted on September 18, 2010 by Sam Martin

I recently became aware of “tactics of moral disengagement” (Detert at al., 2008; Bandura et al., 1996).

In a nutshell there are mechanisms whereby moral decision-making is short-circuited, allowing (excusing?) the individual from proper behavior. There are eight such tactics: moral justification; euphemistic labeling; advantageous comparison; displacement of responsibility; diffusion of responsibility; disregarding or distorting consequences; dehumanization; and attribution of blame. Please consult the references I have provided for a wealth of examples. One of the tactics is euphemistic labeling: “I didn’t really steal the money from the corporate account. I merely re-allocated corporate assets.” The feds might have another take on your alibi!
Another tactic is dehumanization: “We didn’t murder anyone. What we killed is not even human. They do not come from our country/religion/town/race.”
Do these tactics sound familiar? Can you think of more examples, perhaps from your life?
And then there is Immordino-Yang’s work on the connection between the neurophysiological connection to behavior (Immordino-Yang and Damasio, 2007). I will be researching the impact of tactics of moral disengagement on appraisal and other professions such as accounting and engineering.

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Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal Of Personality And Social Psychology, 71(2), 364-374. doi: 10.1037/0022-3514.71.2.364

Detert, J. R., Trevino, L. K., & Sweitzer, V. L. (2008). Moral disengagement in ethical decision making: A study of antecedents and outcomes. Journal of Applied Psychology, 93(2), 374-391.

Immordino-Yang, M. H., & Damasio, A. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. [Article]. Mind, Brain & Education, 1(1), 3-10. doi: 10.1111/j.1751-228X.2007.00004.x

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Teaching ethics online

Posted on September 14, 2010 by Sam Martin

Ethics is the set of rules or standards set upon us by society, law or social group. Ethics can be taught to a class. After all, a set of rules can be codified and published, and then taught. But does rote memorization of a set of rules actually influence morality levels of students?
Case in point: To become a licensed appraiser students must take (among other courses) the Uniform Standards of Professional Appraisal Practice (USPAP), a set of rules controlling appraisers. If USPAP is taught to students, what proof have we that the students are more moral after the class, than before?
Appraisal fraud is on the rise despite the implementation of USPAP instruction. Are appraisers different from other professionals? Are appraisers immune to enhancing morality? Or is USPAP effective at conveying ethics, but ineffective at enhancing morality?
My doctoral research will examine these (and other) points.
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Sam

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