FEW IN 2008 would argue with the notion that we are immersed in high-tech society, what with e-mail, the Web, cell phones, and assorted computer-controlled devices and toys abounding. And, of course, people actually line up at stores for days to buy such popular new technologies as the iPhone or the Nintendo Wii, as if waiting for rare tickets to some unimaginably fantastic show. Some even resort to violence when sought-after item is unavailable. Music and film can now be purchased, downloaded, and exchanged digitally, and digital television and radio are here as well. Our cars have computerized sensors that can alert us to all sorts of potential hazards. Some even detect darkness or moisture and prompt headlights and windshield wipers to turn on in reaction. One new car can even manage to parallel park itself with the use of proximity sensors. Have the schools been keeping pace? Has pedagogy changed with the times? The authors of A Nation at Risk saw the schools as central to efforts to bring the nation up to speed in all areas of technology. Do we still feel that way? LOOKING BACK In 1983, when A Nation at Risk was first published, the computers that people might have owned were the Tandy TRS-80, Commodore 64, or, for the rather well-to-do, perhaps the new Apple Lisa, which boasted whopping one megabyte of RAM, 12 monochrome monitor, two 5 1/4 floppy drives, and an external 5-MB hard drive. And this marvel of modern personal computing could had for just $9,995-more than many new cars cost at the time. (1) Cell phones were not available in 1983, but video games were already addicting the kids with such popular consoles as the Atari 2600. There was no Internet as we know it, but the U.S. Department of Defense Advanced Research Projects Agency had already inaugurated ARPANET, the first network of computers connected via the use of TCP/IP, which became the Internet-connecting protocol that is still in use today. In 1983, the University of Wisconsin created the Domain Name System (DNS), which is also still in use today for servers hosting websites and e-mail. At the time, though, only the military, certain research universities, and scientific laboratories could obtain the appropriate security clearance to connect to the networks. (2) In the public schools, there might have been one or two personal computers, purchased to address the specific needs of computer-programming, science, or journalism classes. Some portable electronic calculators and the new videotape players/recorders--in either Beta-max or VHS format--would also have been present. A NATION AT RISK--TECHNOLOGICALLY When A Nation at Risk appeared, it offered recommendations in the areas of content, standards and expectations, time, teaching, and leadership and fiscal support. The growing use of technology was addressed briefly in the section dealing with indicators of risk, which listed examples of deficiencies in education as compared to the forecast needs of the work force, in particular highly skilled workers in new fields. The report offered these examples of the technologically changing workplace: * Computers and computer-controlled equipment are penetrating every aspect of our lives--homes, factories, and offices. * One estimate indicates that by the turn of the century millions of jobs will involve laser technology and robotics. * Technology is radically transforming host of other occupations. They include health care, medical science, energy production, food processing, construction, and the building, repair, and maintenance of sophisticated scientific, educational, military, and industrial equipment. (3) The report went on to quote John Slaughter, former director of the National Science Foundation, who warned of a growing chasm between small scientific and technological elite and citizenry ill-informed, indeed uninformed, on issues with science component (p. …
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