Running head: TOYAMA PAPER 1

Toyama Paper

Kaitlyn Valis

Loyola University Maryland

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Toyama argues in Geek Heresy: Rescuing Social Change from the Cult of Technology

that technologys primary effect is to amplify human forces (p. 29). Toyama provides a variety

of examples for ways that technology has amplified human motivation or processes that are

already existing; good or bad. As technology becomes more prevalent in our world it is

important to recognize and realize the power that technology has over our lives. It has significant

power to bring people together, solve real problems, and further development and innovation.

But it is most important to remember that human interactions are complicated, real problems are

complex, and development and innovation require a desire to push society forward. I believe that

technology amplifies human forces and sometimes even further a desire or a solution that we

didnt know existed. Behind every successful intervention is strong human forces that should be

furthered with purpose, discernment, and action.

Toyama argues that technology doesnt amplify human forces that arent there (p. 37).

I would agree with this statement because every action has human motivations and ideas behind

it. Whether they are conscious or not, human decisions and behaviors come from human nature

and human forces. The fact that owners of the same kind of devices display a diverse range of

behavior is another sign that the technology is amplifying whats already there, not causing the

same response in everyone (p. 41). For example, in the case of our lack of empathy in online

spaces. Typing or saying something behind the screen has amplified peoples ability to say mean

things or dismiss peoples feelings. Those things might always be in someones mind but there is

some sort of empathy and compassion for others that prevents us from treating others badly. The

reason behind the judgement or thought can be varied, but to some extent everybody has those

thoughts. Technology has often blocked the empathy and compassion that we do have by

allowing us to interact with what seems like a person-less victim. In these cases, technology
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amplifies human nature and behaviors that we often try to hide or fight against. What people get

out of technology depends on what they can do and want to do even without technology (p. 29).

Intrinsic motivation plays a large role in what technology or intervention can do for a person and

situation. Technology also amplifies positive forces and desires to improve. Ashesi University

students were just one of the many examples that Toyama discussed where someones human

desires and passions were amplified with technology, intervention, and opportunity.

In addition, Toyama also suggests that technology can be used to solve a problem when

systems are already in place. Technology can improve systems that are already working a

kind of amplification but it doesnt fix systems that are broken (p. 45). Toyama discussed

many examples where technology was thrown at a problem in an attempt to fix it thinking that

the solution to a problem can be solved with one flashy technology. He also referenced various

packaged interventions that are praised for their impact on social problems, but often over

simplify the complex problem and therefore dont solve the root of the problem. In reflecting on

the implementation of these changes, those implementing realized quickly that technology might

fix one aspect of the problem but these big problems have real complex, complicated, human,

and societal aspects.

Technology can improve communication and streamline processes in any organization,

but without real consideration for the current systems and human influences an attempt to

improve workflow can backfire and actually amplify an already disorganized system. The school

management system at Holy Child is a very powerful system that has a lot of capabilities. As the

school liaison for the software, I often come across capabilities of the software that we are not

utilizing. In an attempt to improve workflow and processes (and to better utilize a very expensive

system) I often push for better utilization of this resource. Most of the time the implementations
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are effective and help minimize busy work and speed up processes that are already existing. But

I can often push too hard for implementation that the school, administration, faculty, and

students are not ready for. One example was utilizing an online submission form for course

request which is involved in the course registration process in preparation for building schedules.

The course request was always entered by the registrar and administration. With this new method

teacher would submit recommendations and students would also submit request. This is already a

very confusing and complicated process with varying course names, student preferences, and

schedule requirements. Even after sufficient training the students still submitted incorrect

requests and there was a lot of confusion around recommendations and course requests. My

attempt to simplify a process and system backfired to cause way more work for the faculty and

admin and even more confusion for parents and students. The next year we took a step back and

still had faculty submit recommendations, but admin and counselors were in charge of entering

course request. In jumping into this technology that I thought would solve a problem and

improve workflow, I disregarded the human factors that are involved. The technology amplified

what can already be a confusing and stressful process for students and parents. I learned my

lesson!

Measurable data is used all the time to determine success of a business or program. Now

that technology is more predominant for personal use we are tracking a variety of things about

ourselves, our health, our locations, etc. In education we use data and scores to determine

mastery of content and skills, to make decisions about funding, and to determine the educational

path of our students. We value data and scores above all else and by doing this we minimize the

complexity of learning, the human students that we teach, and the overall system of education.

Measurement undoubtedly helps us verify progress. Theres a danger, though, of worshipping

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the measureable at the expense of other key qualities (p. 91). Data is used by businesses and

non-profits to stream-line processes and better serve their customers or constituents. There are

immense benefits of this, but it is important for data to not be the only indication of success or

the only way of determining progress. Packaged interventions and test scores are popular

because they are easy to measure and easy to communicate success of a program. Just because

we can track information with technology doesnt mean that its the only information to consider

and by making major decisions by only considering the data oversimplifies the situation.

Toyama does suggest that technology in often context-dependent, so how as technology

leaders can we impact our school communities with real change that can improve education?

Technology implementation is often school or class specific and in my opinion it should be.

Every school, teacher, and student brings something different to the learning experience and

environment. Its the schools that work hard to maintain a strong learning culture, whose faculty

and parents make important decisions together, and that put their educational goals first in

making technology decisions exactly the school with strong heart, mind, and will that

technologys power optimally amplifies (p. 121). Technology is best implemented when it is in

line with the schools mission and goals. When technology is purposefully and meaningfully

implemented and the context of the school and community are taken into consideration there is

more success in technology integration.

Technology change in schools can be difficult and many school leaders and teachers

overlook the complex human and societal forces that influences schools and technology

implementation. Context definitely matters (p. 26). The human factor is what matters most. As

we are learning about being a technology leader and supporting the faculty in our schools we are

reminded that relationships matter. Building trust and getting buy in from faculty is important for
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successful implementation. The context and human factors play a large role in whether a teacher

feels comfortable to take a risk, to step outside their comfort zone, or be willing to see a lesson

fail to try something new for their students. Where teachers dont know how to incorporate

digital tools appropriately, there is little capacity for the technology to amplify (p. 31). Good

teaching and pedagogical strategies as well as organized and thoughtful teaching can be

amplified and enhanced using technology. On the other hand, when disorganized teachers and

those that struggle with classroom management implement technology it amplifies the

disorganization, confusion, and behavior problems of students. Educational technology might

be helpful, but not if good teachers and institutional support are lacking (p. 99). Too often

technology is thrown at schools, teachers, students, and parents without the right infrastructure,

support, and accountability. I dont believe that change is completely restricted to a case-by-case

basis. I think there can be real widespread implementation of technology in schools, but the

culture and community of the school as well as the other resources need to directly inform

implementation strategies, technical support, and teacher professional learning.

In a variety of ways Toyama suggests that packaged interventions and the Tech

Commandments overlook the complexity of the situations that require great change. Three

rules that can be followed that improve the implementation of packaged intervention are as

follows. Identify or build human forces that are aligned with your goalsuse packaged

interventions to amplify the right human forcesavoid indiscriminate dissemination of packaged

interventions (p. 108). In education identifying the gods or narrative of teaching and learning

in your school is vital. A clear mission allows all decision-making to be checked with those

goals. Identifying those human forces that can further those goals helps to determine technology

or other interventions that support and amplify those. Without a clear idea of whats important
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for the community and the students, packaged interventions and technologies have no clear

purpose. Widespread technology implementation without a clear purpose or vision leads to

wasted time and materials. The Tech Commandments glorify technology and innovation as the

only way, but they arent easy to counterbalance, because they contain kernels of

truthBalance is utmost (p. 94). Its easy to get caught up in what we as technology leaders

think is best for our schools and students and what we think will solve problems, but without

being grounded in a clear mission, valuing human forces and their complexity, and implementing

thoughtfully its hard to find the right balance that best meets the needs of our schools and

students.

Understanding what god or narrative is motivating social change and education is key to

understanding decisions, implementations, and outcomes of interventions. Toyama argues for

several gods, but I believe that his most important god is the idea of intrinsic growth and the

need for heart, mind, and will. He suggests that technology (and many other interventions)

amplifies and magnifies already existing human forces, so it is human forces through intention,

discernment, and self-control that make real change happen. When positive social change

happens, it is because there is a base of intrinsic growth holding up the endeavorIf we focus on

intrinsic growth, the rest will take care of itself (p. 134). The heart behind any action gives it

purpose and direction; the desire to not only have a positive impact on your own life, but for

others as well and the collective good. Having a clear purpose is important, but having the

discernment to judge and make decisions based on that purpose is vital for action and

implementation. Lastly, self-control allows for those decisions based on purpose to be carried

out. Intrinsic growth is developing this ability to have and practice heart, mind, and will. Toyama

argues that these are the essence of social change and therefore his god (p. 133). Real social
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change happens through these three things and are based on human factors, not technological

devices and packaged interventions.

Schools are very complex and dynamic mainly because they are a culmination of diverse

people from diverse backgrounds. It is through a unified narrative that positive change can occur,

where students can learn, and where communities can grow. Group heart, mind, and will are the

result of many individuals combining their intentions, discernments, and self-control through

organizational structures and messy but unavoidable politics (p. 138). Schools have to unify

around a common mission to educate students, engage communities, and prepare the next

generation. Having a clear purpose, the discernment to make decisions in line with that purpose,

and the will to implement these decisions is the cornerstone of any schools success.

Often schools dont follow these gods and therefore are not developing in students the

intrinsic growth necessary for success in their future and positive influence on the world. Many

times the intention or purpose behind schools get lost in the everyday distractions and outside

influences that impact school policy. Schools try to please many different people and

organizations instead of deciding on a purpose and making sure every decision and action is in

line with that purpose. In trying to please parents, board members, investors, and the public

schools often lose sight of the students and what we are trying to create in students and who we

are modeling them to be.

Education builds heart, mind, and will in students individually and as a collective whole.

Progress cant be taken for granted, but even small efforts to raise intrinsic growth tend to be

self-sustaining. And big effortsare truly transformational (p. 150). This is one of the most

important aspects of a students education; to build their intrinsic growth. We want our students

to be passionate about things they care about, to continually grow, and we want them to desire
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good for themselves and others and things beyond themselves. Technology and interventions can

create positive change in the world, but it is up to our future generations, our students, to create

real and lasting change in the world. They will do this by understanding human complexities and

factors, having the heart to want to improve them, the mind to discern how, and the will to make

change happen for themselves and others.