Showing them that they have always used technology (from a light switch
to a bicycle) and they can pursue many areas of study (business, politics,
art, teaching, etc.) that will allow them to change the technology in our
Helping them reflect on their own values to
understand how they evaluate technology and how they make the choices that
depend on it.
Teaching how to understand and evaluate any technology. The patterns ICE-9 reveals apply to many, if
not all, technologies. These patterns provide a context in which to understand
any technology, which is a foundation for evaluating it.
Giving a general approach to critical analysis. The nine essential questions that comprise
ICE-9 can be applied beyond technology. Students learn how to think
critically (analyzing facts, weighing costs & benefits, etc.) about
Stimulating interest in core content
Technology threads through
math, and English - language arts. Connecting these areas to technology may
stimulate interest in these areas and encourage study and higher
projects. Project-based learning is meaningful and
motivating, as is independent research. ICE-9 provides a structure of
nine questions for projects investigating technology and how it connects to
topical issues (e.g. causing or fixing problems in the community).
Demonstrating how to ask good questions. There are many facts to learn in school, but
new information is being created faster than anyone can keep up, so an
enduring benefit of education is to teach how to ask good questions.
These will help to uncover the relevant facts anywhere and anytime.
language learners to demonstrate conceptual understanding.
Many of the activities go beyond language
(as well as culture), so those students just learning English have
opportunities to learn from a direct interaction with technologies and to
demonstrate that learning with design, illustration, and performance.
Ever since stone tools, the technologies we have used and our relationship
to them have transcended language.