Breaking Down the Digital Walls: Learning to Teach in a Post-Modem World

Rating:
Summary: Required reading for parents and teachers
Review: In this important book, the authors tackle an old issue in a modern context. We might recall that Victor Hugo, in the Hunchback of Notre Dame, discussed the moral and cultural implications of the printing press. Burniske and Monke bring this discussion to the 1990s by studying the implications of Internet technology on education. The fundamental question centers on what it means to be educated in the first place. Burniske, for example, makes a distinction between being trained, the language of technology, and being educated, the language of the humanities. This book walks us through specific efforts by the authors to integrate Internet technology into their classroom teaching, but what clearly galls both of them is that deeper questions about how to properly educate students are getting lost in the hype over equipment, technical wizardry and on-line chatter. There are plenty of kids out there who can create web sites, hack into complex systems, and master the language of technology, but do these same kids know right from wrong? Can they critically read a text, or relate to the deep emotions revealed in a play or novel, or even treat fellow classmates or online correspondents with respect? These issues are the real test of education, and if they get lost in the hype, we are building a Brave New World every bit as pernicious as the one described by Huxley. Burniske is an innovator who is trying to find ways to correctly use technology in the classroom, that is, without surrendering human issues or context. Monke is more skeptical, perhaps, but a willing participant in the dialogue -- how can teachers be empowered and liberated to properly educate their students.

Students, by the way, are the real concern of these two teachers. They do not see them as products or consumers, but as a community of people who need to be nurtured, cared about and finally led to a deeper and wiser understanding of their place in the world. Burniske and Monke are teachers in the best tradition of that word. They are about shedding light on the human experience, not simply walking the beaten (and often failed) paths of traditional educational discourse. Whether you agree or disagree with their arguments, you will find the discussion worth the effort. The final chapter is riveting, but the rest of the book provides a rich context for an important, humane and caring dialogue about some very important issues confronting humanity.