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Drawing on Jacques Ranciere, Guy Debord, Jean Baudrillard, and Gert Biesta, it analyzes how technologies used in modern teaching and MOOCs help promulgate the notion that education is dead.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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problematic?","Question",{"text":63,"@type":64},"The author links it to declining enrollment in teacher education programs, but argues the statement remains troublesome and it raises deeper concerns about what education is becoming.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the author’s central concept about modern education?",{"text":68,"@type":64},"The author describes an “education spectacle” created by a reliance on communication technologies, which helps define educational reality and supports claims that education is dead.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper connect MOOCs and online learning to this “spectacle”?",{"text":72,"@type":64},"It explains how partnerships and platforms consolidate large course enrollments into online offerings, emphasizing low cost and access from home, while suggesting this technological framing contributes to the 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university at which I am a full-time faculty member was approached by another university in Georgia that was hoping to develop a partnership to offer new programs in an under-served area of the state. After numerous meetings, and Skype sessions, we met with our potential partners at one of the proposed sites for the new programming. After discussing several of our plans, a member of the faculty of the university with which we were to partner, turned to our Dean and said that while they were interested in offering new programs, they were not really considering adding any education programs because, “everyone knows education is dead.”While this comment was a reflection on the fact that numbers for college students enrolling in teacher education programs are in slight decline, the statement is nonetheless problematic. Yet, what is equally problematic for me is that I’m not sure I disagree with this sentiment, albeit for different reasons.  \nAfter briefly advancing again my perhaps futile concerns about the consequences of the convergence of education and technology on Deweyn notions of public education, I will explore in this paper how a reliance on communication technologies, and the technorationality this has wrought, contributes to what I refer to as the education spectacle today. Drawing on the works of Jacques Ranciere, Guy Debord, Jean Baudrillard, and Gert Biesta, I hope to illuminate how the spectacle of education, with its reliance on communication technologies, has come to define what is widely accepted as reality for education today and how these technologies are used to promulgate the notion that education is dead.  \nEducation and Technology  \nWhile this paper may seem to be a polemic against technology or the use of communication technologies in education; it isn’t. The idea of teaching online classes was a novel idea perhaps ten or fifteen years ago, but one only need look at what is happening around the country to see what changes internet technologies are bringing to higher education, particularly with the recent onset of Massive Open Online Courses (MOOC) (Pappano, 2012) . Recently, my university held an open forum on our campus in conjunction with several administrators from Georgia Tech to discuss a possible partnership in creating and delivering three MOOCs. Georgia Tech is one of twelve recent recipients of three million dollars in total grants from the Gates Foundation given to several universities around the country who are each to create and pilot three MOOC courses in partnership with the for-profit startup company, Coursera (Kolowich, 2013) .  \nWhat Georgia Tech is doing is similar to a recent partnership between San Jose State University and Udacity, a silicon valley-based technology company started by three roboticists who believed their university courses could be offered more cheaply and effectively in an online  \nformat (Wadhwa, 2013) . Essentially, all of these budding partnerships, between mostly public universities and for-profit technology companies, will consolidate mass numbers of lowerdivision college courses into online courses offered for one to two hundred dollars and housed in one single campus. If a University can attract 10,000 students with a course that cost them $50,000 to build, and the 10,000 students pay the college $100 for the credential , the University makes $950,000 . If the same class is offered more than once , the revenue increases exponentially. In what looks like a win-win situation, the college takes in millions while the student pays one or two hundred dollars for a course that would have cost perhaps ten times more in a traditional format. What is increasingly attractive to overburdened and busy student populations is that students can complete the courses without ever leaving home.  \nEducation, Technology, and Spectacle  \nWith these thoughts on the ongoin","cbCaipcvYfg77b0g","https://ap.wps.com/l/cbCaipcvYfg77b0g","pdf",314881,"English","# Introduction\n## Education and Technology\n## Education, Technology, and Spectacle","[{\"question\":\"Why does the author consider the phrase “everyone knows education is dead” problematic?\",\"answer\":\"The author links it to declining enrollment in teacher education programs, but argues the statement remains troublesome and it raises deeper concerns about what education is becoming.\"},{\"question\":\"What is the author’s central concept about modern education?\",\"answer\":\"The author describes an “education spectacle” created by a reliance on communication technologies, which helps define educational reality and supports claims that education is dead.\"},{\"question\":\"How does the paper connect MOOCs and online learning to this “spectacle”?\",\"answer\":\"It explains how partnerships and platforms consolidate large course enrollments into online offerings, emphasizing low cost and access from home, while suggesting this technological framing contributes to the spectacle.\"}]","“Education is Dead”: A Requiem, of Sorts - Paper | PDF",1792089144]