GRIN Technology and Education: Issues and Challenges - Report Example

GRIN technology and education: Issues and challenges Student’s name: Course: Institution: Instructor: GRIN technology and education: Issues and challenges Introduction Globalization is taking over most countries and their markets at an increasing speed. Despite globalization being on of the popularly used words today its clear definition and understanding is still missing. Some of the activities that are associated with globalization include increase of trans-boundary trade activities, capital and man power, and breaking of national barriers thus creating competition and promoting free trade. GRIN technology is one of the products associated with globalization that various scholar consider it to have varying impact in the education system especially based on response of Halo 3 within its technology which depicts a looming disagreement between the cosmists and the Terrans (Appadurai, 1996, 01). It is believed that technological changes, political and even institutional changes continue to increase globalization speed. In his ‘Modernity at large’ globalization model Arjun Appadurai contends that globalization flows along a series of scapes which are normally accompanied with disjuncted and contradictory outcomes. Some of the scapes that are described in Arjun’s globalization model include ethnoscapes, technoscape, mediascapes, finanscapes and ideoscapes (Appadurai, 1990, 04). In his globalization model Arjun describes that pleasures and challenges associated with the contemporary life in a wider global perspective. Appadurai describes in this model how globalization highlights the imaginary works used in today’s social force to provide new resources for energies and identity especially when creating an alternative nation state. According to his model of globalization, the current globalization epoch can be characterised using two identical forces of electronic mediation and mass migration. This model brings new perspectives of looking at popular culture, lifestyles and self representation. The homogenization forces and fears according to this model continue to exploit the minority in most states (Scheneider, 1998, 01. This is gradually promoting global commoditization and capitalism. As a result of homogenization the real meaning of globalization has gradually lost its meaning despite the fact that some of its instruments are used in the globalization process. Globalized cultural economy according to the model is considered a model that can not be described using traditional theories such as Marxism because the main global cultural flow dimensions despite looking the same from different angle of vision they are deeply varying based on inflections from political, linguistic and historical situations. The deep and varying perspective put up arise due to inflection they receive from Diaspora communities, multinationals, and even groups and movements whether political, religious or economic groups or movements. Most of the development theories are unable to clearly describe today’s globalization (Sanford, & Madill, 2007, 437). In order to describe modern globalization this model uses several frameworks to describe the five dimensions that are considered to determine global cultural flow. These five dimensions include mediascapes, ethnoscapes, technoscapes, ideoscapes and finanscapes. The model shows how globalization has resulted to development of imagined communities and worlds. In his model Appadurai describes how imagination about the world has gradually influenced the social understanding of social institutions and its effects of people who are involved in their activities. The model explores how homogenousity is gradually being replaced by differences arising due to modernity. Imagination according to this model plays a key role in the development of the global world today. Globalization according to this model provides an avenue for overcoming some of the traditional power and culture oppositions such as oppositions between being global and local and remaining traditional and becoming modern. Appadurai’s ‘modernity at large’ globalization theory clearly shows how transnational historiography and anthropology can bring methodological and theoretical contributions in this era that is characterised by ethnic violence (Appadurai, 1990, 05). This is because modernity in any state exceeds the determination and boundaries of a nation. By using an anthropological world view of globalization, Appadurai’s model has created a unique perspective about global culture. Appadurai’s model of globalization can be used to account for the existence, access to, response to and ever the desire to use and play Halo 3 by various groups that have embraced modernization (Appadurai, 1990, 03). Halo 3 uses computer intelligence and imagination in its plays and games. Most of the groups that use Halo 3 readily relate imaginary and fictional characters as their role models. In order to achieve a particular goal whether in the economic or social field most groups are willing to develop imaginary characters and use them in determining the role and objectives they should meet. In addition Halo 3 is gradually spreading in the modern society through influence of media. Mass media for instance has the potential to influence thus changing behavioural and cultural norms such as body image, gender identity, sexual behaviour and self esteem. The mass media is already using Halo 3 to influence people on certain aspects that used to be associated with globalization such as body identity (Miller, 2007, 740). Use of Halo 3 thus is exposing men and women to the images of ideal. Mass media has the power to increase or decrease negative perceptions, depression, body dissatisfaction and even at times lower self esteem levels when compared to people who have not been influenced by mass media. Video games and design have gradually embraced Halo 3. Halo 3 on one hand promotes interactive digital entertainment especially in videogame plays and is gradually taking an important role in influencing the cultural, economic and even social aspects in the world. Video games and designs are gradually changing the traditional understanding of various aspects such as literacy which was traditionally considered as the interaction with printed text mostly in form of books. While the young generation accepts that they can learn through other perspectives such as through video games the adults are not ready to embrace education strategy (Squire, 2006, 21). Boys for instance are in most states performing poorly because halo 3 uses has gradually erased the effectiveness of simplistic solutions mode of learning which was mostly used in the traditional learning systems. The existence of halo 3 is gradually changing the complexity of literacy especially when literacy practices of boys who use and play Halo 3 literacy practices are compared to literacy practices of girls (Bausch, 2005, 31). Boys are gradually due to response of halo 3 being involved in a wide range of multi literacy activities. Video game play and design is one of the learning activities that can be used to determine literacy skills of boys. Religion plays an important role in the formation of theories. Christians have varying arguments for and against use of GRIN in technology and education which they directly relate to artificial intelligence. Christian’s arguments against this game are based on the view that this game is not based on artificial intelligence reality. The arguments against this game by the Christians are based on defence exploitation of the self in a natural world. However Christian’s arguments on outer space purpose and the purification of unearthly bodies directly promote this game which depends on artificial intelligence. This is because this Christians arguments use non virtual ideologies to describe the cosmic meaning especially in the development of intelligence (Geraci, 2010, 235). Christian’s arguments that support the eschatological kingdom are used by technology researchers to attach meanings to the future of omnipresent computation thus these arguments are considered by most researchers as arguments for the use of the game. Theologians who support the use of this game argues that electronic and digital sources can be used to show what is real and true and what is not. Christians’ arguments for use of this game show that if embraced this game can help in research and teaching since it mainly uses digital technology. This game can be used to bring more than just words in expressing the word of God they for instance argue. However arguments against this game are based on the fact that it is hard for people to determine what is true and wrong especially due to the amount of information use of this game brings to the society. Christians’ arguments against this game associate technology develop with an increase of false and true information especially through use of digitals (Geraci, 2010, 141). In addition some of the Christian arguments that are against the use of this game are based on the fact that this game promotes intellectualization of revelation which they argue counters the logos Christianity sense. The secular arguments for and against the Christian use of this game are chiefly based on the fact that according to the secular world, the natural world is sanctified and human beings are considered part of the sanctified world. Thus the ‘secular’ argue that religion does not have power to eliminate the secular public life and religious private life. The secular argument challenges some of the Christians argument for use of this game by questioning the religious cultural authority which promises the dual transcendence of individual immortality and space purpose (Bausch, 2005, 35). The secular however supports some of the Christians argument for use of this game by stating that robots which according to their argument are part of the sacred nature own sanctity thus making them natural partners to human beings. Video games have high pedagogical value especially since it lowers real entertainment and education barrier. Video games can be used to exploit the computer potentials especially in relation to a demographic thus gradually replacing the traditional mode of learning (Devasagayam, & Hyat, 2002, 02). Video games can be used to induce learning especially through the use of playing video games. Video games can be used in promoting multi literacy. To youths video games like other types of media can be used in making social comparisons. Video games have been used to help youths develop abilities required to define a particular game character. Another educational value is based on its influence on gender identity and sexual behaviour development (Young, 2006, 34). When messages contained in video games are analysed they can become useful especially in highlighting gender roles and promoting any stereotypes associated with each gender. This information can be very helpful especially to young children since it can help them improve their expectations and attitudes. In most video games for instance men are portrayed as heroes. This message can have positive value on males but can also have negative values especially on females who can interpret the video games messages to mean that they lack the ability of becoming heroes or lack the ability to take care of themselves. One of the most popular video games that use GRIN technology is the Ballistics. This video game employs GRIN technology to recreate the feeling of speed as captured by the car cameras. The video game was developed in a track that was redesigned as tunnel in order to use screen as a good reference. This video game that employs GRIN technology received warm welcome after its launch. It employed the use of unique and new technology in developing the game characters (Borgman, 2003, 119). Other than most of the video games using GRIN technology in promoting the entertainment industry, some of its games are associated with negative effects such as promoting violence. The response to halo 3 within GRIN technology clearly shows presence and reproduction of cultural fear especially among anthropologists. The location of halo 3 within video games in the field of GRIN describes how field experiences have been fuelling anxiety in the global cultural economy. The arguments that Christians and the secular world have developed based on halo 3 shows the representation of global disjuncture and increase of cultural anxiety in GRIN technology (Borgman, 2003, 118). The negative response of halo 3 within GRIN technology especially by political candidates who associated the video games with violence clearly shows the presence and continuous reproduction of culture of fear. Conclusion The Australian department of education policy considers digital games as a powerful unique and new medium that can have varying implications in the education system (Bausch, 2005, 32). Videogames can have positive implications especially when used as a kind of performance since it can be used to help learners to discover and understand by doing. However on the other hand, video games can result to social, cultural and even economic constrains. Based on Australian department of education policy, designed experiences may have positive impacts on educators and learners. Videogames can however have negative implication since it can result to destabilization of the technology wave which allows students to have access to social networks and information any time (Appadurai, 1990, 08). Video games for instance promotes uneven learning path when compared to the traditional modes of learning such as printed text since students can access varying information any time (Bellotti et al, 2009, 01). From the findings it can be concluded that despite the fact that culture globalization can not be homogenized it employs various homogenization instruments which are gradually absorbed into the cultural economies and local politics. These absorbed instruments are then gradually repatriated in heterogeneous dialogues of fundamentalism, sovereignty and free enterprise. These instruments can be used to describe the issues and challenges GRIN technology faces especially in education. References Appadurai, Arjun. 1996. Modernity at large: Cultural dimensions of globalization. University of Minnesota press. Vol. 1.1-67. Retrieved from http://www.upress.umn.edu/Books/A/appadurai_modernity.html Appadurai, A. 1990. Disjuncture and difference in the global economy in global culture: nationalism, globalization and modernity. 1-10 Bausch, Michael, G. 2005. What does all this (technology) mean for the church?- A response. Theological response press. Vol. 41 (1). 30-31. Bellotti, F, Berta, R. De Gloria, A & Primavera, L. 2009. Enhancing the educational value of video games. Article 23. New York: ACM publishers.01 Borgman, A. 2003. Power failure: Christianity in the culture of technology. Michigan: Brazos press. 117-129. Devasagayam, R. & Hyat, S. (2002). Pedagogical value for computer based simulations: a cross disciplinary study. International journal of business research. 01-12. Retrieved from http://findarticles.com/p/articles/mi_6773/is_5_7/ai_n28523511/ Geraci, R. 2010. Apocalyptic AI. Religion and the promise of artificial intelligence. Journal of the American academy of religion. 76 (1). 138-166. Geraci, Robert. 2010. Theology and science: Spiritual robots: Religion and our scientific view of the natural world. Routledge press. 4 (3). 229-246. Miller, K. M. 2007. Gender differences in video games characters’ roles, appearances and attire as portrayed in video game magazines. Springer science online publishers. 57, 733-742. Sanford, K. & Madill, L. 2007. Understanding the power of new literacy through video game play and design. Canadian journal of education. University of Victoria. 30 (2). 432-455. Schneider, T. 1998. Basics and development of globalization. 01. Retrieved from http://www.grin.com/e-book/40166/name-discuss-and-assess-core-issues-of-globalization-that-have-an-influence Squire, K. 2006. From content to context: Video games as designed experience. Vol. 45 (8). Educational researcher. 19-29. Young, S. 2006. Designer evolution: A transhumanist manifesto. New York: Prometheus books press. 31-45. Read More