In the Age of Digital Reproducibility: Race, Ethics, and Pedagogy Part 2

From this week's reading: "we have found ourselves continually struggling with the tension between the practical requirements (such as helping teachers find a better curriculum, providing teachers with professional development, and building supports for students) and the overarching political context of urban schooling, knowing full well that much larger forces must be tackled in order for true equity to occur." (Margolis et al. 115)

Backchannel

Because this is how we roll.

on Isocrates, race, and aptitude

I am in the midst of reading the book _Electric Rhetoric_ by Kathleen Welch for my dissertation. In it she advocates adapting Isocratic Sophistic notions of rhetoric and apply them to current theories of literacy. For Isocrates, thinking, writing and speaking were interdependent and according to Welch “heavily conditioned by the technology of writing” (34). Isocratic rhetoric works toward producing “inner speech” that leads to more complex thinking and it also rejects the concept of language as a container.

a question of vocab

i really wonder about the use of the word "science" in margolis' book. the word science in and of itself inheres cultural biases and stereotypes, many of which the book tries to negotiate. i think that calling computer science a science and a field loses the focus of what i am particularly interested, which is literacy. science implies a specific approach, an objectivity, and a competency that i'm not sure fits with some of the narrative margolis (and others) are trying to create.

Google Search: define computing

What is the definition of “computing”? After reading Stuck in the Shallow End, it seems like it means computer programming. If that is the case…

Since when did high schools start offering computer programming courses??

Math and Why Neal Stephenson Rocks

So, because we have been in class for more then one week, I have likely already mentioned Neal Stephenson. Not everyone has read his science fiction, which is a shame. I personally think that he is really forward thinking, rhetorical, and theoretical. I would pay a lot of money to have lunch with him, and keep meaning to design a class around a few of his texts.

Like swimming

Here’s your hope:

http://www.iupui.edu/impact/swim/

Banks--Before Class/After Class

(So this was originally suppose to be posted last week, but I've been thinking more about this book and kept wanting to revise and refine this, but instead, I decided to leave it as is and add a postscript. So without any more unnecessary delay, here it is...)

Don "No Soul" Simmons

http://www.youtube.com/watch?v=WICfZ4_V-ys

With an appearance by B.B. King!

Jess's Presentation Notes on Banks

How does Banks define X?
Why does Banks define X in this way?
How do you/we define X?
Why do we define X in this way?
What are the implications for defining X in this way for our scholarship and pedagogy?

· “third way” (2, 62)

· technology/technologies, Heideggerian technology (3, 10, 40)
-What makes a person trust a technology now or in the future?

-Technology is more than just an artifact.
-Digital technologies but also what goes on behind.

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