SRF #2 Computers as Discourse

When Technology Meets the Subject-Matter Disciplines in Education

Part Two: Understanding the Computer as Discourse

Brief Description: The article subtitled “Understanding the Computer as Discourse”, tackles the endless query of how humans send, receive and create knowledge. The short answer according to the author, is through certain forms of discourse that create an understandable social reality allowing individuals to participate as productive members of society. The current computational culture and its ensuing computer-structured discourses differ from and are not intended to replace the more traditional forms of discourse. Instead, they allow educators (if used correctly and creatively) to shift knowledge of the disciplines from “mastery of content” to a more dynamic option that gives students the “strategies of inquiry” results in both the student and the educator expanding their structures for seeking knowledge.

Theme: Computers are mediums generating and changing types of discourse that are redefining the problem-solving techniques humans use to structure their search for knowledge and survival. Both educators and students will benefit from these additional, computer-generated pathways to knowledge.

Author’s Perspective: The author views the computational culture as a benchmark event comparable to the print culture that will change humankind’s strategies to gain and increase knowledge and knowledge seeking skills. At a more basic level, computers will stimulate students to participate in the learning process because of the expanded and enhanced forms of discourse available to them and their teachers. The author is adamant that teachers use the computer and its varied forms of discourse described in the article to produce opportunities for students to experiment, research and create their own inquiry strategies.

Disagree or Agree with Author: I am excited by the possibilities described by the author. Storytelling for example now has the possibility of the reader or student becoming the main character in the literature by way of designing his or her own story. For students in a minority perceived status around the world, this may allow them an opportunity to design their story rather than read a dominant culture’s experience they cannot relate to.

I worry that portions of human knowledge are being reinvented by this computational culture and have to ask where does this technology and knowledge quest leave cultures that still have little to no experience with the printed culture let alone the computational? If it is true that the medium organizes the message then how does this message get across to individuals not familiar with or have little access to this culture? Does this imply that their well-being, their education, their knowledge, their ability and opportunity to communicate are at risk? If so how do we assist these individuals and communities to join this computational culture, yet remain distinct? As the author states: “Understanding the message depends on the receiver’s ability to recognize and reapply the patterns which govern the discourse.” Should everyone understand the medium and the message in order to participate in the global environment?

Enhancement of Understanding: This was an important article that presented the quest for knowledge in terms of discourse. The printed culture did restructure knowledge and as a result, it allowed knowledge to be written, shared and preserved for others. Not all knowledge is written, nor is the most essential knowledge preserved in print. Much is still passed on orally and in certain cases will continue to be prohibited from appearing in print. The article does presents opportunities to think about creating and entering into computer-generated forms of discourse that present alternative possibilities to educators. It may also be important to remember the old adage, knowledge is power so that teachers and students need to become a part of this new culture if they are to succeed.

Recommendation to Others, why?: The use of the computer as more than an online search for products, chat rooms or downloading free music is more complex than many of us realize. If one read only the section on Interactive Fiction discussed on page 8, it is easy to imagine the possibilities available to educate populations and give direct them towards problem-solving strategies. The author presents just a few bites of information and ways to think about acquiring knowledge-seeking strategies that will have an impact on one’s social and cultural reality.