The association of alternative approaches to time with a rejection of technology reinforces dichotomies that do not reflect the way people relate to artefacts and systems (Wajcman 2015). As a result, these proposals not only risk being interpreted as nostalgic or backward looking, but also leave little space for integrating more complex accounts of time (particularly those arising in the social sciences) or for discussing more nuanced rhythms, as well as more complex forces and consequences related to temporal decisions. As a result, instead of challenging dominant accounts of time, these proposals arguably reinforce the overarching narrative of universalised acceler

gs done. Accepting an invitation for reflection inherent in the design means on the other hand that time willappear, i.e. we open up for time presence” (Hallnas & Redstrom 2001). A slow technology would not disappear, but would make its

In Slow Technology, Hallnas & Redstrom (2001) advance the need for a form of design that emphasises reflection, the amplification of environments, and the use of technologies that a) amplify the presence of time; b) stretch time and extend processes; and c) reveal an expression of presenttime as slow-paced. Important here is the concept of “time presence”: “when we use a thing as an efficient tool, time disappears, i.e. we get things done. Accepting an invitation for reflection inherent in the design means on the other hand that time willappear, i.e. we open up for time presence” (Hallnas & Redstrom 2001). A slow technology would not disappear, but would make its

Definitely read more of her work

In “Getting Real,” Barad proposes that “reality is sedimented out of the process ofmaking the world intelligible through certain practices and not others ...” (1998: 105). If,as Barad and other feminist researchers suggest, we are responsible for what exists, what isthe reality that current discourses and practices regarding new technologies makeintelligible, and what is excluded? To answer this question Barad argues that we need asimultaneous account of the relations of humans and nonhumansandof their asymmetriesand differences. This requires remembering that boundaries between humans and machinesare not naturally given but constructed, in particular historical ways and with particularsocial and material consequences. As Barad points out, boundaries are necessary for thecreation of meaning, and, for that very reason, are never innocent. Because the cuts impliedin boundary making are always agentially positioned rather than naturally occurring, andbecause boundaries have real consequences, she argues, “accountability is mandatory”(187). :We are responsible for the world in which we live not because it is an arbitraryconstruction of our choosing, but because it is sedimented out of particular practicesthat we have a role in shaping (1998: 102).The accountability involved is not, however, a matter of identifying authorship in anysimple sense, but rather a problem of understanding the effects of particular assemblages,and assessing the distributions, for better and worse, that they engender.

In her analysis ofcomputer-based work, Susanne Bødker (1991) has discussed the shifting movement of theinterface from object to connective medium. She observes that when unfamiliar, or at timesof trouble, the interface itselfbecomes the work’s object. At other times persons work asshe puts it ‘through the interface’, enacted as a transparent means of engagement with otherobjects of interest (for example, a text, or an interchange with colleagues).

Finally, the ‘smart’ machine's presentation of itself asthe always obliging, 'labor-saving device' erases any evidence of the labor involved in itsoperation "from bank personnel to software programmers to the third-world workers whoso often make the chips" (75).

Chasin poses the question (which I return to below) of how a change in our view ofobjects from passiveand outside the social could help to undo the subject/object binaryand all of its attendant orderings, including for example male/female, or mental/manua

Figured as servants,she points out, technologies reinscribe the difference between ‘us’ and those who serve us,while eliding the difference between the latter and machines: "The servanttroubles thedistinction between we-human-subjects-inventors with a lot to do (on the onehand) andthem-object-things that make it easier for us (on the other)" (1995: 73)

One consequence of thisposition is a more radical understanding of the sense in whichmateriality is discursive (i.e., material phenomena are inseparable from theapparatuses of bodily production: matteremerges out of and includes as part of itsbeing the ongoing reconfiguring of boundaries), just as discursive practices arealways already material (i.e., they are ongoing material (re)configurings of theworld) (2003: 822).Brought back into the world oftechnology design, this intimate co-constitution ofconfigured materialities with configuring agencies clearly implies a very differentunderstanding of the ‘human-machine interface’.

agencies involved in the sustenance of vital bodily functions areprogressively delegated from ‘the patient’ as an autonomously embodied entity, to anintricately interconnected sociomaterial assemblage, and then back again.

A rich body ofempirical studies have further specified, elaborated, and deepened the senses in whichhuman agency is always inextricably tied to the specific sociomaterial arrangements ofwhich we are part.These studies provide compelling empirical demonstration of howcapacities for action can be reconceived on foundations quite different from those of anEnlightenment, humanist preoccupation with the individual actor living in a world ofseparate things. Insofar as we see the politics of technology to be based in fundamentalassumptions about where agency is located,and whose agencies matter, these approacheshave at least the potential to work as powerful allies to feminist projects. In particular,these scholars align with feminist theorizing in their emphasis on the always relationalcharacter of our capacities for action; the constructed nature of subjects and objects,resemblances and differences; and the corporeal grounds of knowing and action.

Must those not presentlyidentified as creative be shown in fact to be inventors in order tobe fully recognized? Thisquestion suggests that we need to pay close attention to the tensions and contradictionsthat arise when we adopt a strategy that distributes practices previously identifiedexclusively with certain people and places (for example, with privileged white menworking in elite institutions of science and technology) across a wider landscape (one thatincludes women). In distributing those practices more widely, they are givencorrespondingly greater presence. A counter project, therefore, is to question the valueplaced on innovation itself. The aim is to understand how a fascination with change andtransformation might not be universal, but rather specifically located and with particularpolitical consequences for women, both in termsof the possibilities that are available tothem, and the visibility of their already existing contributions.

Recent research on the actual work involved in putting technologies into usehighlights the mundane forms of inventive yet taken for granted labor, hidden in thebackground, that are necessary to the success of complex sociotechnical arrangements.

While not all of the authors and works cited would identify asfeminist, they share with feminist research– in my reading at least– a commitment tocritical, but also reconstructive engagement with received conceptions of the human, thetechnological and the relations between them.

we must not place the burden of safety on users in terms of who is responsible and who suffers the consequences

police and prisons are key vectors of violence in daily life.

Community accountability is a community-based strategy, rather than a police/prison-based strategy, to address violence within our communities. Community accountability is a process in which a community — a group of friends, a family, a church, a workplace, an apartment complex, a neighborhood, etc — work together to do the following things:• Create and affirm values & practices that resist abuse and oppression and encourage safety, support, and accountability• Develop sustainable strategies to address community members’ abusive behavior, creating a process for them to account for their actions and transform their behavior• Commit to ongoing development of all members of the community, and the community itself, to transform the political conditions that reinforce oppression and violence• Provide safety & support to community members who are violently targeted that respects their self-determination1What would a community accountability approach to digital communities look like?

IDEAS FOR TECHNICAL MECHANISMSA technique called differential privacy1 provides a way to measure the likelihood of negative impact and also a way to introduce plausible deniability, which in many cases can dramatically reduce risk exposure for sensitive data.Modern encryption techniques allow a user’s information to be fully encrypted on their device, but using it becomes unwieldy. Balancing the levels of encryption is challenging, but can create strong safety guarantees. Homomorphic encryption2 can allow certain types of processing or aggregation to happen without needing to decrypt the data.Creating falsifiable security claims allows independent analysts to validate those claims, and invalidate them when they are compromised. For example, by using subresource integrity to lock the code on a web page, the browser will refuse to load any compromised code. By then publishing the code’s hash in an immutable location, any compromise of the page is detectable easily (and automatically, with a service worker or external monitor).Taken to their logical conclusion these techniques suggest building our applications in a more decentralized3 way, which not only provides a higher bar for security, but also helps with scaling: if everyone is sharing some of the processing, the servers can do less work. In this model your digital body is no longer spread throughout servers on the internet; instead the applications come to you and you directly control how they interact with your data.

We can do better. By designing the system so certain things are impossible, we lower the trust barrier for that system.

Non-technology folks can contribute to building consentful tech by:• Holding the platforms we use accountable to how they use our data• Advocating for consent-focused policy and legislation • Intervening in development processes through community organizing (petitions, demonstrations, etc.)• Signing on to platforms that are consentful • Learning more about code, policies, and legislationTech folks can contribute to building consentful tech by:• Advocating for diverse teams• Opening up design & development processes to people who those who are vulnerable to harm• Working towards a culture of consent in our companies and organizations• Mentoring newcomers, particularly those who are often excluded or marginalized from mainstream tech communities• Growing our knowledge on concepts like collaborative design processes and intersectionality • Consistently reviewing our development processes

Can people consent to Specific things in this system and not others? Can people select which aspects of their digital bodies they want to have exposed and have stored?

Are people Freely giving us their consent to access and store parts of their digital bodies? Can potentially harmful personal information about a person be displayed or stored without their consent? Does our system allow for Reversible consent? How easy is it for people to withdraw both their consent and their data?How are we fully and clearly Informing people about what they’re consenting to? Is important information about the risks a user might be exposed to buried in the fine print of the terms & conditions?How are we making sure that the consent is Enthusiastic? Is there an option not to use this technology, which means that people use it because they prefer to use it?

There are many ways to make technology more just and equitable, and consent is one important consideration. Non-consentful features and interactions can be minor nuisances for some people, but can be very harmful to others. When Facebook introduced photo tagging, anyone could tag you in a photo, whether or not you were okay with it. For some users, that could lead to embarrassment if the photo wasn’t particularly flattering. But for other people, the harm could be much more serious. For trans users, tagging photos from their pre-transition lives without their consent could lead to them being outed, which can have consequences for employment, housing, safety, and more.In response to user outcry, Facebook eventually implemented a process by which users can approve tagged photos. However, it required a critical mass of complaints to make this happen. And, Facebook still stores photos that are tagged with your face in its database, which informs its facial recognition algorithms. Whether you consented to being tagged or not, Facebook has a 98% accurate idea of what your face looks like.

Why are there poor in this world where technology has helped create sufficient abundance to provide for basic needs including food, homes and care for all?

This report provides institutional leaders with a better understanding of the IT experiences and needs of their faculty who engage in research or seek to expand their research capabilities.

Following the history of information technology and the massive trend towards open source, wecan see that democratizing information is the natural next step in the incessant trend to opensource, and thus the next big opportunity for innovation.

The way to play a consolidating market is to investheavily into the consolidating incumbents (which are likely to continue growing strongly for along period of time) and to invest progressively in the insurgent platforms that will grow tocommoditize the incumbent business models and create a new wave of innovation. We arefocused on the latter

Those who succeed the most and establish successful platforms “on top” of the open standardlater tend to consolidate the industry by leveraging their scale (in assets and distribution) tointegrate vertically and expand horizontally at the expense of smaller companies. Competing inthis new environment suddenly becomes expensive and startups struggle to create value in theshadow of incumbents, compressing venture returns.Demand then builds for a low cost, open source alternative to the incumbent platforms, and thecycle repeats itself: the new open standard emerges and gets adopted, the market decentralizes asnew firms leverage the cost savings to compete with the old on price, value creation shiftsupwards (once more), and so on

Information technology evolves in multi-decade cycles of expansion, consolidation anddecentralization. Periods of expansion follow the introduction of a new open platform thatreduces the production costs of technology as it becomes a shared standard. As production costsfall, new firms come to market leveraging the standard to compete with established incumbents,pushing down prices and margins, and decentralizing existing market powers.The price drop attracts new users, increasing the overall size of the market and creating newopportunities for mass consumer applications. Entrepreneurial talent moves to serve the newmarkets where costs are low, competition is scarce, and the upside is high. Often these earlyentrepreneurs will introduce new kinds of business models, orthogonal to existing ones

Non-cooperative companies solve this problem by taking up front capital and using that to subsidize one or both sides of the marketplace – guaranteeing fees to musicians and doing lots of marketing to recruit users. Cooperatives lack this up front capital, making it hard to get started.

First and foremost, it is not clear that Info Coops will produce more open information? After all, the logic of the information coop model is that information is only shared with members.

“High” Tech Strategies

These strategies involve some type of battery operated device such as a tape-recorder, that enhance specific skill areas. Most devices in this category refer to Voice Output Communication Aids (VOCAs

Assistive Technology for children with Autism and Aspergers

dry erase board, a photograph, clipboards

defining what exactly is meant by "non-verbal." For instance, some individuals have spoken words, but do not use them functionally, while others may have little spoken language but are able to use it to communicate their needs. The first day of the meeting was focused on developing a description

"We still know very little about the cognitive capabilities of nonverbal people with autism, and how best to help them learn to communicate,"

It is estimated that as many as 25 percent of individuals living with autism spectrum disorders are non-verbal.

“People with autism bring strengths that we need at Microsoft,” she said, adding that “some have amazing ability to retain information, think at a level of detail and depth, or excel in math or code.”

She further explains that even a grocery store or movie theater can be filled with distractions and triggers that will continue to elicit autistic behaviors,

Visual Scene Displays — a type of augmentative and alternative communication (AAC) — that give detailed context to common situations. She cited an app called Scene Speak, as well as more dynamic ones like TouchChat, Look2Learn and Tobii Sono Flex. The latter programs turn symbols into speech, allowing less-verbal children a better way to communicate.

Some technologies emerging from the research being done now will, at least at first, be used within a disorder model. Let me comment on disorder models and the meaning of “enhancement.”

In games where we expect to play an avatar, we end up being ourselves in the most revealing ways; on social-networking sites such as Facebook, we think we will be presenting ourselves, but our profile ends up as somebody else—often the fantasy of who we want to be. Distinctions blur

When you look at the literature around the use of technology in education you will soon come across references to disruption. Having been an early adopter of technology in language teaching I have experienced this and my Master's research (on the user perceptions of voice over the internet) also identified that embedding technology in learning design does require a return to first principles if it is to be embedded successfully. As such it is a useful mechanism if you need to focus teacher attention on why we do what we do. This perspective from IMS Global on disruption clearly assumes that there is something inherent in the existing status quo in education which needs a shake up and gives an industry insight into learning technology in the business of education

They now stand out as the only one in the class (or, if they’re lucky, one of two) who gets to use a device while other students wonder just why they get to use one. I have seen a couple of students on social media say that as soon as they see a “no devices” policy on a syllabus they drop the class because of this concern.

whether available technology tools will enhance or detract from the learning experience.

it also required elusive buy-in from administrators and a new approach to thinking about the classroom experience.

Accordingly, the correct instrumental definition of technology still does not show us technology’s essence.

Seventeen instructors offer guidance for colleagues teaching an online course for the first time

Social Technology is it worth it?

but the true technology of Java is not in the language, but the virtual machine itself. The JVM as it stands today, is a fast, abstract machine that you can plug any languages into, and is able to operate at speeds comparable to natively compiled binaries.

Large computer networks (and their associated users) may “wake up” as superhumanly intelligent entities.

Computers that are “awake” and superhumanly intelligent may be developed. (To date, there has been much controversy as to whether we can create human equivalence in a machine.

Everywhere we remain unfree and chained to technology, whether we passionately affirm or deny it. But we are delivered over to it in the worst possible way when we regard it as something neutral

A pedagogy of Multiliteracies would need to address this as a fundamental aspect of contemporary teaching and learning.

How can we develop adequate understanding when the very object that we seek to study continuously changes?

Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile “apps” and ebooks

sciences and medicine

According to Mandinach and Cline, educators go through 4 stages of development with their use of technology: Based upon the work of Mandinach & Cline. With this in mind, as leaders of technology in our establishments, we need to be mindful of our responsibility to our students and our staff when it comes to technology use. Strategic planning and building in  training for staff is critical if we want transformational learning happening.

According to Mandinach and Cline, educators go through 4 stages of development with their use of technology:

Teaching with technology is complicated further considering the challenges newer technologies present to teachers.

FITness goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology. FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy. Acquiring TK in this manner enables a person to accomplish a variety of different tasks using information technology and to develop different ways of accomplishing a given task. This conceptualization of TK does not posit an “end state,” but rather sees it developmentally, as evolving over a lifetime of generative, open-ended interaction with technology.

At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration.

TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching. The TPACK framework seeks to assist the development of better techniques for discovering and describing how technology-related professional knowledge is implemented and instantiated in practice.

Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

 Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

As many districts jump on board with 1:1 implementation, Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!

One way to do this is by introducing teachers to the different analytical frameworks they can use to assess, select, and use technology in their instruction. These are basically conceptual models that provide a number of guidelines for teachers to reflect on when trying to implement technology in class.

SAMR (Substitution, Augmentation, Modification, and Redefinition) is  a four-level conceptual framework  developed by Dr Ruben Puentedura (2006) to help teachers make  effective use of technology in their instruction

By tweeting, blogging, reading blogs, social bookmarking and annotating, and even simply lurking on digital platforms with their peers, students can become members of our classroom communities and not simply play the role of student.

what if, to borrow from Ian Bogost, “progressive education technology” – the work of Seymour Papert, for example – was a historical aberration, an accident between broadcast models, not an ideal that was won then lost?

People are tuning in to communications technologies at an ever-expanding level. Some recent indicators:

social and cultural technologies

Thomas Edison or other mythic geniuses.

You’ll see lots of lightbulbs

you can think of the hoax as meeting a demand technology creates

technology of writing

ut, however small the units decided upon, always abruptly from one unit to the next. If the units are made small enough-say billionths of a degree centigrade-the effect is equiva- lently 'smooth' or totalizing, approximating more and more that of an analogue computer

seeing the world in terms that the computer can understand. By far the most pervasive form of database is the relational, which has almost entirely replaced the older hierarchical, tree, and network models and continues to hold sway over the newer object oriented model

Todays ballpoint pens, not to mention our typewriters and word processors or the paper we use, are high-technology products, but we seldom advert to the fact because the technology is concentrated in the factories that produce such things

The sight offered by a train does not offered privileged insight but does offer a different way of being in the world, one that continues to be exercised even after the ride ends. In a related example, we might be exercising a similar posthuman practice with the rise of aerial photography drones, tuning into a “landscape vision” that contributes another materially informed way of seeing (theoria) or another way of being in the world

Uploading

rather than, for instance, a telephone conversation, in which the in-terlocutors' contexts are not simply present to one another)

Shortly after this im-age was released, the modem environmentalist movement in the United States began

Like money, the (thinging of the) techno-logical thing changes everything

"[ d]igital language makes control systems invisible; we no longer experience the visible yet unverifiable gaze, but a network of nonvisualizable digital control"

We often use terms such as "portal" or "site" or even "entry"

The name iLife itself suggests that these are not just a group of applications but something more fulsome, a range of digital practices that encompass one's life

Heisactuallylookingforanaudienceandforconstraints;evenwhenhefindsanaudience,hedoesnotknowthatitisagen-uinelyrhetoricalaudience

primitiveutterances

transportation networks were evolved

Small, portable medical devices can offer patient's newfound mobility. Engineers at the University of Pittsburgh developed an artificial lung that can be carried in a patient’s backpack. Trials have so far shown that the device works on sheep and could offer relief and mobility for people who suffer from lung failure.

Earlier this week, the Department for Culture, Media and Sport held a private ministerial meeting with news publishers and technology platforms to discuss the issue of fake news and the programmatic environment which supports it.

Either we own political technologies, or they will own us. The great potential of big data, big analysis and online forums will be used by us or against us. We must move fast to beat the billionaires.

went viral on the Internet

This meme is frequently introduced with the example of Galileo's defense of the heliocentric model of the solar system against the orthodoxy of the Catholic Churc

hey who deal in microscopical ob-servations

Some or the new instruments or science arc, ./ """\ \ themselves, sciences; others arc arts; still others, c\v,W{' . producL'i of either art or nature

Sites that masquerade as legitimate college resources have been proliferating exponentially, deeply entrenching themselves in the information highway. Five years ago, there were fewer than one hundred of these sites. Today, an innocent "Term Paper" search string on Yahoo reveals only the surface of this mammoth iceberg, yielding well over one million hits!

The Internet is, after all, a recognized research tool, not a societal subversion. In fact, it can be both.

The university landscape of today is foreign terrain even to graduates of just ten years past. Many of the once indelible foundations of higher learning have been gnawed away, gradually rendered impotent, soon perhaps even obsolete. Libraries, books, teachers, and the classroom itself--all are facing extinction because of what promises to be a century of rampant technological change.

can be

equity of access to transformational learning experiences enabled by technology

Develop proficiency and fluency with the tools of technology;

Minds Online

New technology has often been introduced in schools without the necessary long-term planning and training that should have accompanied it. SMART boards were notorious for being installed in classrooms (at great cost) and then used in the same way as the static blackboards that preceded them. One-to-one device programs have been ridiculed for the same reasons.

We pretend that tech innovation races along at breakneck speed. But sometimes it sputters until conditions are right.

it requires less computing power, and hence the developed educational games can be executed on the computers of most elementary schools in Taiwan; third, we wanted to avoid situating elementary school students in a complex 3D interface, which may increase the difficulty for them to learn with the game.

Not every perceived ill turns out to be bad. Socrates famously decried the invention of writing. He described its ill effects and never wrote anything, but despite his eloquence, he could not command the tide to stop. His student Plato mulled it over, sympathized—and wrote it all down! We will likely adjust to losing most privacy—our tribal ancestors did without it. Adapting to life without community could be more challenging. We may have to endure long enough for nature to select for people who can get by without it.

In a 1992 paper in Organizational Science titled “The Duality of Technology: Rethinking the Concept of Technology in Organizations,” Wanda Orlikowski applied the structuration theory of sociologist Anthony Giddens to technology use and reached a similar conclusion. Giddens argued that human agency is constrained by the structures around us—technology and sociocultural conventions—and that we in turn shape those structures. Software, malleable and capable of representing rules, is especially conducive to such analysis.

Things stayed civil because the system aligned incentives correctly.

How not to promote technology in teaching: An open letter

Technologies that live within closed systems create roadblocks in students’ learning pathways.

Director of Digital Engagement

George Dyson, Turing's Cathedral: The Origins of the Digital Universe (New York: Pantheon Books, 2012), ix.

Democracy demands wisdom and vision in its citizens. It must therefore foster and support a form of education, and access to the arts and the humanities, designed to make people of all backgrounds and wherever located masters of their technology and not its unthinking servants.

self-consciousness, access, and collaboration in humanist inquiry as technologies.