Tag: organized labor

The Automatic Teacher

By Audrey Watters
~

“For a number of years the writer has had it in mind that a simple machine for automatic testing of intelligence or information was entirely within the realm of possibility. The modern objective test, with its definite systemization of procedure and objectivity of scoring, naturally suggests such a development. Further, even with the modern objective test the burden of scoring (with the present very extensive use of such tests) is nevertheless great enough to make insistent the need for labor-saving devices in such work” – Sidney Pressey, “A Simple Apparatus Which Gives Tests and Scores – And Teaches,” School and Society, 1926

Ohio State University professor Sidney Pressey first displayed the prototype of his “automatic intelligence testing machine” at the 1924 American Psychological Association meeting. Two years later, he submitted a patent for the device and spent the next decade or so trying to market it (to manufacturers and investors, as well as to schools).

It wasn’t Pressey’s first commercial move. In 1922 he and his wife Luella Cole published Introduction to the Use of Standard Tests, a “practical” and “non-technical” guide meant “as an introductory handbook in the use of tests” aimed to meet the needs of “the busy teacher, principal or superintendent.” By the mid–1920s, the two had over a dozen different proprietary standardized tests on the market, selling a couple of hundred thousand copies a year, along with some two million test blanks.

Although standardized testing had become commonplace in the classroom by the 1920s, they were already placing a significant burden upon those teachers and clerks tasked with scoring them. Hoping to capitalize yet again on the test-taking industry, Pressey argued that automation could “free the teacher from much of the present-day drudgery of paper-grading drill, and information-fixing – should free her for real teaching of the inspirational.”

The Automatic Teacher

Here’s how Pressey described the machine, which he branded as the Automatic Teacher in his 1926 School and Society article:

The apparatus is about the size of an ordinary portable typewriter – though much simpler. …The person who is using the machine finds presented to him in a little window a typewritten or mimeographed question of the ordinary selective-answer type – for instance:

To help the poor debtors of England, James Oglethorpe founded the colony of (1) Connecticut, (2) Delaware, (3) Maryland, (4) Georgia.

To one side of the apparatus are four keys. Suppose now that the person taking the test considers Answer 4 to be the correct answer. He then presses Key 4 and so indicates his reply to the question. The pressing of the key operates to turn up a new question, to which the subject responds in the same fashion. The apparatus counts the number of his correct responses on a little counter to the back of the machine…. All the person taking the test has to do, then, is to read each question as it appears and press a key to indicate his answer. And the labor of the person giving and scoring the test is confined simply to slipping the test sheet into the device at the beginning (this is done exactly as one slips a sheet of paper into a typewriter), and noting on the counter the total score, after the subject has finished.

The above paragraph describes the operation of the apparatus if it is being used simply to test. If it is to be used also to teach then a little lever to the back is raised. This automatically shifts the mechanism so that a new question is not rolled up until the correct answer to the question to which the subject is responding is found. However, the counter counts all tries.

It should be emphasized that, for most purposes, this second set is by all odds the most valuable and interesting. With this second set the device is exceptionally valuable for testing, since it is possible for the subject to make more than one mistake on a question – a feature which is, so far as the writer knows, entirely unique and which appears decidedly to increase the significance of the score. However, in the way in which it functions at the same time as an ‘automatic teacher’ the device is still more unusual. It tells the subject at once when he makes a mistake (there is no waiting several days, until a corrected paper is returned, before he knows where he is right and where wrong). It keeps each question on which he makes an error before him until he finds the right answer; he must get the correct answer to each question before he can go on to the next. When he does give the right answer, the apparatus informs him immediately to that effect. If he runs the material through the little machine again, it measures for him his progress in mastery of the topics dealt with. In short the apparatus provides in very interesting ways for efficient learning.

A video from 1964 shows Pressey demonstrating his “teaching machine,” including the “reward dial” feature that could be set to dispense a candy once a certain number of correct answers were given:

[youtube https://www.youtube.com/watch?v=n7OfEXWuulg?rel=0]

Market Failure

UBC’s Stephen Petrina documents the commercial failure of the Automatic Teacher in his 2004 article “Sidney Pressey and the Automation of Education, 1924–1934.” According to Petrina, Pressey started looking for investors for his machine in December 1925, “first among publishers and manufacturers of typewriters, adding machines, and mimeo- graph machines, and later, in the spring of 1926, extending his search to scientific instrument makers.” He approached at least six Midwestern manufacturers in 1926, but no one was interested.

In 1929, Pressey finally signed a contract with the W. M. Welch Manufacturing Company, a Chicago-based company that produced scientific instruments.

Petrina writes that,

After so many disappointments, Pressey was impatient: he offered to forgo royalties on two hundred machines if Welch could keep the price per copy at five dollars, and he himself submitted an order for thirty machines to be used in a summer course he taught school administrators. A few months later he offered to put up twelve hundred dollars to cover tooling costs. Medard W. Welch, sales manager of Welch Manufacturing, however, advised a “slower, more conservative approach.” Fifteen dollars per machine was a more realistic price, he thought, and he offered to refund Pressey fifteen dollars per machine sold until Pressey recouped his twelve-hundred-dollar investment. Drawing on nearly fifty years experience selling to schools, Welch was reluctant to rush into any project that depended on classroom reforms. He preferred to send out circulars advertising the Automatic Teacher, solicit orders, and then proceed with production if a demand materialized.

The demand never really materialized, and even if it had, the manufacturing process – getting the device to market – was plagued with problems, caused in part by Pressey’s constant demands to redefine and retool the machines.

The stress from the development of the Automatic Teacher took an enormous toll on Pressey’s health, and he had a breakdown in late 1929. (He was still teaching, supervising courses, and advising graduate students at Ohio State University.)

The devices did finally ship in April 1930. But that original sales price was cost-prohibitive. $15 was, as Petrina notes, “more than half the annual cost ($29.27) of educating a student in the United States in 1930.” Welch could not sell the machines and ceased production with 69 of the original run of 250 devices still in stock.

Pressey admitted defeat. In a 1932 School and Society article, he wrote “The writer is regretfully dropping further work on these problems. But he hopes that enough has been done to stimulate other workers.”

But Pressey didn’t really abandon the teaching machine. He continued to present on his research at APA meetings. But he did write in a 1964 article “Teaching Machines (And Learning Theory) Crisis” that “Much seems very wrong about current attempts at auto-instruction.”

Indeed.

Automation and Individualization

In his article “Toward the Coming ‘Industrial Revolution’ in Education (1932), Pressey wrote that

“Education is the one major activity in this country which is still in a crude handicraft stage. But the economic depression may here work beneficially, in that it may force the consideration of efficiency and the need for laborsaving devices in education. Education is a large-scale industry; it should use quantity production methods. This does not mean, in any unfortunate sense, the mechanization of education. It does mean freeing the teacher from the drudgeries of her work so that she may do more real teaching, giving the pupil more adequate guidance in his learning. There may well be an ‘industrial revolution’ in education. The ultimate results should be highly beneficial. Perhaps only by such means can universal education be made effective.”

Pressey intended for his automated teaching and testing machines to individualize education. It’s an argument that’s made about teaching machines today too. These devices will allow students to move at their own pace through the curriculum. They will free up teachers’ time to work more closely with individual students.

But as Pretina argues, “the effect of automation was control and standardization.”

The Automatic Teacher was a technology of normalization, but it was at the same time a product of liberality. The Automatic Teacher provided for self- instruction and self-regulated, therapeutic treatment. It was designed to provide the right kind and amount of treatment for individual, scholastic deficiencies; thus, it was individualizing. Pressey articulated this liberal rationale during the 1920s and 1930s, and again in the 1950s and 1960s. Although intended as an act of freedom, the self-instruction provided by an Automatic Teacher also habituated learners to the authoritative norms underwriting self-regulation and self-governance. They not only learned to think in and about school subjects (arithmetic, geography, history), but also how to discipline themselves within this imposed structure. They were regulated not only through the knowledge and power embedded in the school subjects but also through the self-governance of their moral conduct. Both knowledge and personality were normalized in the minutiae of individualization and in the machinations of mass education. Freedom from the confines of mass education proved to be a contradictory project and, if Pressey’s case is representative, one more easily automated than commercialized.

The massive influx of venture capital into today’s teaching machines, of course, would like to see otherwise…
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Audrey Watters is a writer who focuses on education technology – the relationship between politics, pedagogy, business, culture, and ed-tech. She has worked in the education field for over 15 years: teaching, researching, organizing, and project-managing. Although she was two chapters into her dissertation (on a topic completely unrelated to ed-tech), she decided to abandon academia, and she now happily fulfills the one job recommended to her by a junior high aptitude test: freelance writer. Her stories have appeared on NPR/KQED’s education technology blog MindShift, in the data section of O’Reilly Radar, on Inside Higher Ed, in The School Library Journal, in The Atlantic, on ReadWriteWeb, and Edutopia. She is the author of the recent book The Monsters of Education Technology (Smashwords, 2014) and working on a book called Teaching Machines. She maintains the widely-read Hack Education blog, on which an earlier version of this review first appeared.

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April 1, 2015
Warding Off General Ludd: The Absurdity of “The Luddite Awards”
By Zachary Loeb
~

Of all the dangers looming over humanity no threat is greater than that posed by the Luddites.

If the previous sentence seems absurdly hyperbolic, know that it only seems that way because it is, in fact, quite ludicrous. It has been over two hundred years since the historic Luddites rose up against “machinery hurtful to commonality,” but as their leader the myth enrobed General Ludd was never apprehended there are always those who fear that General Ludd is still out there, waiting with sledge hammer at the ready. True, there have been some activist attempts to revive the spirit of the Luddites (such as the neo-Luddites of the late 1980s and 1990s) – but in the midst of a society enthralled by (and in thrall to) smart phones, start-ups, and large tech companies – to see Luddites lurking in every shadow is a sign of either ideology, paranoia, or both.

Yet, such an amusing mixture of unabashed pro-technology ideology and anxiety at the possibility of any criticism of technology is on full display in the inaugural “Luddite Awards” presented by The Information Technology and Innovation Foundation (ITIF). Whereas the historic Luddites needed sturdy hammers, and other such implements, to engage in machine breaking the ITIF seems to believe that the technology of today is much more fragile – it can be smashed into nothingness simply by criticism or even skepticism. As their name suggests, the ITIF is a think tank committed to the celebration of, and advocating for, technological innovation in its many forms. Thus it should not be surprising that a group committed to technological innovation would be wary of what it perceives as a growing chorus of “neo-Ludditism” that it imagines is planning to pull the plug on innovation. Therefore the ITIF has seen fit to present dishonorable “Luddite Awards” to groups it has deemed insufficiently enamored with innovation, these groups include (amongst others): The Vermont Legislature, The French Government, the organization Free Press, the National Rifle Association, and the Electronic Frontier Foundation. The ITIF “Luddite Awards” may mark the first time that any group has accused the Electronic Frontier Foundation of being a secret harbor for neo-Ludditism.

Unknown artist, “The Leader of the Luddites,” engraving, 1812 (image source: Wikipedia)

The full report on “The 2014 ITIF Luddite Awards,” written by the ITIF’s president Robert D. Atkinson, presents the current state of technological innovation as being dangerously precarious. Though technological innovation is currently supplying people with all manner of devices, the ITIF warns against a growing movement born of neo-Ludditism that will aim to put a stop to further innovation. Today’s neo-Ludditism, in the estimation of the ITIF is distinct from the historic Luddites, and yet the goal of “ideological Ludditism” is still “to ‘smash’ today’s technology.” Granted, adherents of neo-Ludditism are not raiding factories with hammers, instead they are to be found teaching at universities, writing columns in major newspapers, disparaging technology in the media, and otherwise attempting to block the forward movement of progress. According to the ITIF (note the word “all”):

“what is behind all ideological Ludditism is the general longing for a simpler life from the past—a life with fewer electronics, chemicals, molecules, machines, etc.” (ITIF, 3)

Though the chorus of Ludditisim has, in the ITIF’s reckoning, grown to an unacceptable volume of late, the foundation is quick to emphasize that Ludditism is nothing new. What is new, as the ITIF puts it, is that these nefarious Luddite views have, apparently, moved from the margins and infected the larger public discourse around technology. A diverse array of figures and groups from figures like environmentalist Bill McKibben, conservative thinker James Pethokoukis, economist Paul Krugman, writers for Smithsonian Magazine, to foundations like Free Press, the EFF and the NRA – are all tarred with the epithet “Luddite.”The neo-Luddites, according to ITIF, issue warnings against unmitigated acceptance of innovation when they bring up environmental concerns, mention the possibility of jobs being displaced by technology, write somewhat approvingly of the historic Luddites, or advocate for Net Neutrality.

While the ITIF holds to the popular, if historically inaccurate, definition of Luddite as “one who resists technological change,” their awards make clear that the ITIF would like to add to this definition the words “or even mildly opposes any technological innovation.” The ten groups awarded “Luddite Awards” are a mixture of non-profit public advocacy organizations and various governments – though the ITIF report seems to revel in attacking Bill McKibben he was not deemed worthy of an award (maybe next year). The awardees include: the NRA for opposing smart guns, The Vermont legislature for requiring the labeling of GMOS, Free Press’s support of net neutrality which is deemed as an affront to “smarter broadband networks,” news reports which “claim that ‘robots are killing jobs,” the EFF is cited as it “opposes Health IT,” and various governments in several states are reprimanded for “cracking down” on companies like Airbnb, Uber and Lyft. The ten recipients of Luddite awards may be quite surprised to find that they have been deemed adherents of neo-Ludditism, but in the view of the ITIF the actions these groups have taken indicate that General Ludd is slyly guiding their moves. Though the Luddite Awards may have a somewhat silly feeling, the ITIF cautions that the threat is serious, as the report ominously concludes:

“But while we can’t stop the Luddites from engaging in their anti-progress, anti-innovation activities, we can recognize them for what they are: actions and ideas that are profoundly anti-progress, that if followed would mean a our children [sic] will live lives as adults nowhere near as good as the lives they could live if we instead embraced, rather than fought innovation.” (ITIF, 19)

Credit is due to the ITIF for their ideological consistency. In putting together their list of recipients for the inaugural “Luddite Awards” – the foundation demonstrates that they are fully committed to technological innovation and they are unflagging in their support of that cause. Nevertheless, while the awards (and in particular the report accompanying the awards) may be internally ideologically consistent it is also a work of dubious historical scholarship, comical neoliberal paranoia, and evinces a profound anti-democratic tendency. Though the ITIF awards aim to target what it perceives as “neo-Ludditism” even a cursory glance at their awardees makes it abundantly clear that what the organization actually opposes is any attempt to regulate technology undertaken by a government, or advocated for by a public interest group. Even in a country as regulation averse as the contemporary United States it is still safer to defame Luddites than to simply state that you reject regulation. The ITIF carefully cloaks its ideology in the aura of terms with positive connotations such as “innovation,” “progress,” and “freedom” but these terms are only so much fresh paint over the same “free market” ideology that only values innovation, progress and freedom when they are in the service of neoliberal economic policies. Nowhere does the ITIF engage seriously with the questions of “who profits from this innovation?” “who benefits from this progress?” “is this ‘freedom’ equally distributed or does it reinforce existing inequities?” – the terms are used as ideological sledgehammers far blunter than any tool the Luddites ever used. This raw ideology is on perfect display in the very opening line of the award announcement, which reads:

“Technological innovation is the wellspring of human progress, bringing higher standards of living, improved health, a cleaner environment, increased access to information and many other benefits.” (ITIF, 1)

One can only applaud the ITIF for so clearly laying out their ideology at the outset, and one can only raise a skeptical eyebrow at this obvious case of the logical fallacy of Begging the Question. To claim that “technological innovation is the wellspring of human progress” is an assumption that demands proof, it is not a conclusion in and of itself. While arguments can certainly be made to support this assumption there is little in the ITIF report that suggests the ITIF is willing to engage in the type of critical reflection, which would be necessary for successfully supporting this argument (though, to be fair, the ITIF has published many other reports some of which may better lay out this claim). The further conclusions that such innovation brings “higher standards of living, improved health, a cleaner environment” and so forth are further assumptions that require proof – and in the process of demonstrating this proof one is forced (if engaging in honest argumentation) to recognize the validity of competing claims. Particularly as many of the “benefits” ITIF seeks to celebrate do not accrue evenly. True, an argument can be made that technological innovation has an important role to play in ushering in a “cleaner environment” – but tell that to somebody who lives next to an e-waste dump where mountains of the now obsolete detritus of “technological innovation” leach toxins into the soil. The ITIF report is filled with such pleasant sounding “common sense” technological assumptions that have been, at the very least, rendered highly problematic by serious works of inquiry and scholarship in the field of the history of technology. As classic works in the scholarly literature of the Science and Technology Studies field, such as Ruth Schwartz Cowan’s More Work for Mother, make clear “technological innovation” does not always live up to its claims. Granted, it is easy to imagine that the ITIF would offer a retort that simply dismisses all such scholarship as tainted by neo-Ludditism. Yet recognizing that not all “innovation” is a pure blessing does not represent a rejection of “innovation” as such – it just recognize that “innovation” is only one amongst many competing values a society must try to balance.

Instead of engaging with critics of “technological innovation” in good faith, the ITIF jumps from one logical fallacy to another, trading circular reasoning for attacking the advocate. The author of the ITIF report seems to delight in pillorying Bill McKibben but also aims its barbs at scholars like David Noble and Neil Postman for exposing impressionable college aged minds to their “neo-Luddite” biases. That the ITIF seems unconcerned with business schools, start-up culture, and a “culture industry” that inculcates an adoration for “technological innovation” to the same “impressionable minds” is, obviously, not commented upon. However, if a foundation is attempting to argue that universities are currently a hotbed of “neo-Ludditism” than it is questionable why the ITIF should choose to signal out two professors for special invective who are both deceased – Postman died in 2003 and David Noble died in 2010.

It almost seems as if the ITIF report cites serious humanistic critics of “technological innovation” as a way to make it seem as though it has actually wrestled with the thought of such individuals. After all, the ITIF report deigns to mention two of the most prominent thinkers in the theoretical legacy of the critique of technology, Lewis Mumford and Jacques Ellul, but it only mentions them in order to dismiss them out of hand. The irony, naturally, is that thinkers like Mumford and Ellul (to say nothing of Postman and Noble) would have not been surprised in the least by the ITIF report as their critiques of technology also included a recognition of the ways that the dominant forces in technological society (be it in the form of Ellul’s “Technique” or Mumford’s “megamachine”) depended upon the ideological fealty of those who saw their own best interests as aligning with that of the new technological regimes of power. Indeed, the ideological celebrants of technology have become a sort of new priesthood for the religion of technology, though as Mumford quipped in Art and Technics:

“If you fall in love with a machine there is something wrong with your love-life. If you worship a machine there is something wrong with your religion.” (Art and Technics, 81)

Trade out the word “machine” in the above quotation with “technological innovation” and it applies perfectly to the ITIF awards document. And yet, playful gibes aside, there are many more (many, many more) barbs that one can imagine Mumford directing at the ITIF. As Mumford wrote in The Pentagon of Power:

“Consistently the agents of the megamachine act as if their only responsibility were to the power system itself. The interests and demands of the populations subjected to the megamachine are not only unheeded but deliberately flouted.” (The Pentagon of Power, 271)

The ITIF “Luddite Awards” are a pure demonstration of this deliberate flouting of “the interests and demands of the populations” who find themselves always on the receiving end of “technological innovation.” For the ITIF report shows an almost startling disregard for the concerns of “everyday people” and though the ITIF is a proudly nonpartisan organization the report demonstrates a disturbingly anti-democratic tendency. That the group does not lean heavily toward Democrats or Republicans only demonstrates the degree to which both parties eat from the same neoliberal trough – routinely filled with fresh ideological slop by think tanks like ITIF. Groups that advocate in the interest of their supporters in the public sphere (such as Free Press, the EFF, and the NRA {yes, even them}) are treated as interlopers worthy of mockery for having the audacity to raise concerns; similarly elected governmental bodies are berated for daring to pass timid regulations. The shape of the “ideal society” that one detects in the ITIF report is one wherein “technological innovation” knows no limits, and encounters no opposition, even if these limits are relatively weak regulations or simply citizens daring to voice a contrary opinion – consequences be damned! On the high-speed societal train of “technological innovation” the ITIF confuses a few groups asking for a slight reduction of speed with groups threatening to derail the train.

Thus the key problem of the ITIF “Luddite Awards” emerges – and it is not simply that the ITIF continues to use Luddite as an epithet – it is that the ITIF seems willfully ignorant of any ethical imperatives other than a broadly defined love of “technological innovation.” In handing out “Luddite Awards” the ITIF reveals that it recognizes “technological innovation” as the crowning example of “the good.” It is not simply one “good” amongst many that must carefully compromise with other values (such as privacy, environmental concerns, labor issues, and so forth), rather it is the definitive and ultimate case of “the good.” This is not to claim that “technological innovation” is not amongst values that represent “the good,” but it is not the only value – treating it as such lead to confusing (to borrow a formulation from Lewis Mumford) “the goods life with the good life.” By fully privileging “technological innovation” the ITIF treats other values and ethical claims as if they are to be discarded – the philosopher Hans Jonas’s The Imperative of Responsibility (which advocated for a cautious approach to technological innovation that emphasized the potential risks inherent in new technologies) is therefore tossed out the window to be replaced by “the imperative of innovation” along with a stack of business books and perhaps an Ayn Rand novel, or two, for good measure.

Indeed, responsibility for the negative impacts of innovation is shrugged off in the ITIF awards, even as many of the awardees (such as the various governments) wrestle with the responsibility that tech companies seem to so happily flaunt. The disrupters hate being disrupted. Furthermore, as should come as no surprise, the ITIF report maintains an aura that smells strongly of colonialism and disregard for the difficulties faced by those who are “disrupted” by “technological innovation.” The ITIF may want to reprimand organizations for trying to gently slow (which is not the same as stopping) certain forms of “technological innovation,” but the report has nothing to say about those who work mining the coltan that powers so many innovative devices, no concern for the factory workers who assemble these devices, and – of course – nothing to say about e-waste. Evidently to think such things are worthy of concern, to even raise the issue of consequences, is a sign of Ludditism. The ITIF holds out the promise of “better days ahead” and shows no concern for those whose lives must be trampled upon in the process. Granted, it is easy to ignore such issues when you work for a think tank in Washington DC and not as a coltan miner, a device assembler, a resident near an e-waste dump, or an individual whose job has just been automated.

The ITIF “Luddite Awards” are yet another installment of the tech world/business press game of “Who’s Afraid of General Ludd” in which the group shouting the word “Luddite” at all opponents reveals that it has a less nuanced understanding of technology than was had by the historic Luddites. After all, the Luddites were not opposed to technology as such, nor were they opposed to “technological innovation,” rather, as E.P. Thompson describes in The Making of the English Working Class:

“What was at issue was the ‘freedom’ of the capitalist to destroy the customs of the trade, whether by new machinery, by the factory-system, or by unrestricted competition, beating-down wages, undercutting his rivals, and undermining standards of craftsmanship…They saw laissez faire, not as freedom but as ‘foul Imposition”. They could see no ‘natural law’ by which one man, or a few men, could engage in practices which brought manifest injury to their fellows.” (Thompson, 548)

What is at issue in the “Luddite Awards” is the “freedom” of “technological innovators” (the same-old “capitalists”) to force their priorities upon everybody else – and while the ITIF may want to applaud such “freedom” it is clear that they do not intend to extend such freedom to the rest of the population. The fear that can be detected in the ITIF “Luddite Awards” is not ultimately directed at the award recipients, but at an aspect of the historic Luddites that the report seems keen on forgetting: namely, that the Luddites organized a mass movement that enjoyed incredible popular support – which was why it was ultimately the military (not “seeing the light” of “technological innovation”) that was required to bring the Luddite uprisings to a halt. While it is questionable whether many of the recipients of “Luddite Awards” will view the award as an honor, the term “Luddite” can only be seen as a fantastic compliment when it is used as a synonym for a person (or group) that dares to be concerned with ethical and democratic values other than a simple fanatical allegiance to “technological innovation.” Indeed, what the ITIF “Luddite Awards” demonstrate is the continuing veracity of the philosopher Günther Anders statement, in the second volume of The Obsolescence of Man, that:

“In this situation, it is no use to brandish scornful words like ‘Luddites’. If there is anything that deserves scorn it is, to the contrary, today’s scornful use of the term, ‘Luddite’ since this scorn…is currently more obsolete than the allegedly obsolete Luddism.” (Anders, Introduction – Section 7)

After all, as Anders might have reminded the people at ITIF: gas chambers, depleted uranium shells, and nuclear weapons are also “technological innovations.”

Works Cited
- Anders, Günther. The Obsolescence of Man: Volume II – On the Destruction of Life in the Epoch of the Third Industrial Revolution. (translated by Josep Monter Pérez, Pre-Textos, Valencia, 2011). Available online: here.
- Atkinson, Robert D. The 2014 Luddite Awards. January 2015.
- Mumford, Lewis. The Myth of the Machine, volume 2 – The Pentagon of Power. New York: Harvest/Harcourt Brace Jovanovich, 1970.
- Mumford, Lewis. Art and Technics. New York: Columbia University Press, 2000.
- Thompson, E.P. The Making of the English Working Class. New York: Vintage Books, 1966.
- Not cited but worth a look – Eric Hobsbawm’s classic article “The Machine Breakers.”
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Zachary Loeb is a writer, activist, librarian, and terrible accordion player. He earned his MSIS from the University of Texas at Austin, and is currently working towards an MA in the Media, Culture, and Communications department at NYU. His research areas include media refusal and resistance to technology, ethical implications of technology, alternative forms of technology, and libraries as models of resistance. Using the moniker “The Luddbrarian,” Loeb writes at the blog LibrarianShipwreck, where this post first appeared. He is a frequent contributor to The b2 Review Digital Studies section.

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January 7, 2015
Teacher Wars and Teaching Machines

a review of Dana Goldstein, The Teacher Wars: A History of America’s Most Embattled Profession (Doubleday, 2014)
by Audrey Watters
~

Teaching is, according to the subtitle of education journalist Dana Goldstein’s new book, “America’s Most Embattled Profession.” “No other profession,” she argues, ”operates under this level of political scrutiny, not even those, like policing or social work, that are also tasked with public welfare and are paid for with public funds.”

That political scrutiny is not new. Goldstein’s book The Teacher Wars chronicles the history of teaching at (what has become) the K–12 level, from the early nineteenth century and “common schools” — that is, before before compulsory education and public school as we know it today — through the latest Obama Administration education policies. It’s an incredibly well-researched book that moves from the feminization of the teaching profession to the recent push for more data-driven teacher evaluation, observing how all along the way, teachers have been deemed ineffectual in some way or another — failing to fulfill whatever (political) goals the public education system has demanded be met, be those goals be economic, civic, or academic.

As Goldstein describes it, public education is a labor issue; and it has been, it’s important to note, since well before the advent of teacher unions.

The Teacher Wars and Teaching Machines

To frame education this way — around teachers and by extension, around labor — has important implications for ed-tech. What happens if we examine the history of teaching alongside the history of teaching machines? As I’ve argued before, the history of public education in the US, particularly in the 20th century, is deeply intertwined with various education technologies – film, TV, radio, computers, the Internet – devices that are often promoted as improving access or as making an outmoded system more “modern.” But ed-tech is frequently touted too as “labor-saving” and as a corrective to teachers’ inadequacies and inefficiencies.

It’s hardly surprising, in this light, that teachers have long looked with suspicion at new education technologies. With their profession constantly under attack, many teacher are worried no doubt that new tools are poised to replace them. Much is said to quiet these fears, with education reformers and technologists insisting again and again that replacing teachers with tech is not the intention.

And yet the sentiment of science fiction writer Arthur C. Clarke probably does resonate with a lot of people, as a line from his 1980 Omni Magazine article on computer-assisted instruction is echoed by all sorts of pundits and politicians: “Any teacher who can be replaced by a machine should be.”

Of course, you do find people like former Washington DC mayor Adrian Fenty – best known arguably via his school chancellor Michelle Rhee – who’ll come right out and say to a crowd of entrepreneurs and investors, “If we fire more teachers, we can use that money for more technology.”

So it’s hard to ignore the role that technology increasingly plays in contemporary education (labor) policies – as Goldstein describes them, the weakening of teachers’ tenure protections alongside an expansion of standardized testing to measure “student learning,” all in the service finding and firing “bad teachers.” The growing data collection and analysis enabled by schools’ adoption of ed-tech feeds into the politics and practices of employee surveillance.

Just as Goldstein discovered in the course of writing her book that the current “teacher wars” have a lengthy history, so too does ed-tech’s role in the fight.

As Sidney Pressey, the man often credited with developing the first teaching machine, wrote in 1933 (from a period Goldstein links to “patriotic moral panics” and concerns about teachers’ political leanings),

There must be an “industrial revolution” in education, in which educational science and the ingenuity of educational technology combine to modernize the grossly inefficient and clumsy procedures of conventional education. Work in the schools of the school will be marvelously though simply organized, so as to adjust almost automatically to individual differences and the characteristics of the learning process. There will be many labor-saving schemes and devices, and even machines — not at all for the mechanizing of education but for the freeing of teacher and pupil from the educational drudgery and incompetence.

Or as B. F. Skinner, the man most associated with the development of teaching machines, wrote in 1953 (one year before the landmark Brown v Board of Education),

Will machines replace teachers? On the contrary, they are capital equipment to be used by teachers to save time and labor. In assigning certain mechanizable functions to machines, the teacher emerges in his proper role as an indispensable human being. He may teach more students than heretofore — this is probably inevitable if the world-wide demand for education is to be satisfied — but he will do so in fewer hours and with fewer burdensome chores.

These quotations highlight the longstanding hopes and fears about teaching labor and teaching machines; they hint too at some of the ways in which the work of Pressey and Skinner and others coincides with what Goldstein’s book describes: the ongoing concerns about teachers’ politics and competencies.

The Drudgery of School

One of the things that’s striking about Skinner and Pressey’s remarks on teaching machines, I think, is that they recognize the “drudgery” of much of teachers’ work. But rather than fundamentally change school – rather than ask why so much of the job of teaching entails “burdensome chores” – education technology seems more likely to offload that drudgery to machines. (One of the best contemporary examples of this perhaps: automated essay grading.)

This has powerful implications for students, who – let’s be honest – suffer through this drudgery as well.

Goldstein’s book doesn’t really address students’ experiences. Her history of public education is focused on teacher labor more than on student learning. As a result, student labor is missing from her analysis. This isn’t a criticism of the book; and it’s not just Goldstein that does this. Student labor in the history of public education remains largely under-theorized and certainly underrepresented. Cue AFT president Al Shanker’s famous statement: “Listen, I don’t represent children. I represent the teachers.”

But this question of student labor seems to be incredibly important to consider, particularly with the growing adoption of education technologies. Students’ labor – students’ test results, students’ content, students’ data – feeds the measurements used to reward or punish teachers. Students’ labor feeds the algorithms – algorithms that further this larger narrative about teacher inadequacies, sure, and that serve to financially benefit technology, testing, and textbook companies, the makers of today’s “teaching machines.”

Teaching Machines and the Future of Collective Action

The promise of teaching machines has long been to allow students to move “at their own pace” through the curriculum. “Personalized learning,” it’s often called today (although the phrase often refers only to “personalization” in terms of the pace, not in terms of the topics of inquiry). This means, supposedly, that instead of whole class instruction, the “work” of teaching changes: in the words of one education reformer, “with the software taking up chores like grading math quizzes and flagging bad grammar, teachers are freed to do what they do best: guide, engage, and inspire.”

Again, it’s not clear how this changes the work of students.

So what are the implications – not just pedagogically but politically – of students, their headphones on staring at their individual computer screens working alone through various exercises? Because let’s remember: teaching machines and all education technologies are ideological. What are the implications – not just pedagogically but politically – of these technologies’ emphasis on individualism, self-management, personal responsibility, and autonomy?

What happens to discussion and debate, for example, in a classroom of teaching machines and “personalized learning”? What happens, in a world of schools catered to individual student achievement, to the community development that schools (at their best, at least) are also tasked to support?

What happens to organizing? What happens to collective action? And by collectivity here, let’s be clear, I don’t mean simply “what happens to teachers’ unions”? If we think about The Teacher Wars and teaching machines side-by-side, we should recognize our analysis of (our actions surrounding) the labor issues of school need to go much deeper and more farther than that.

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Audrey Watters is a writer who focuses on education technology – the relationship between politics, pedagogy, business, culture, and ed-tech. She has worked in the education field for over 15 years: teaching, researching, organizing, and project-managing. Although she was two chapters into her dissertation (on a topic completely unrelated to ed-tech), she decided to abandon academia, and she now happily fulfills the one job recommended to her by a junior high aptitude test: freelance writer. Her stories have appeared on NPR/KQED’s education technology blog MindShift, in the data section of O’Reilly Radar, on Inside Higher Ed, in The School Library Journal, in The Atlantic, on ReadWriteWeb, and Edutopia. She is the author of the recent book The Monsters of Education Technology (Smashwords, 2014) and working on a book called Teaching Machines. She maintains the widely-read Hack Education blog, on which an earlier version of this review first appeared.

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December 10, 2014