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Running Head: LAW OF AMPLIFICATION

Law of Amplification

Meghan Galbreath

ET 690

Loyola University
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Introduction

According to Kentaro Toyama, technology amplifies anything that is pre-existing. More

specifically, Toyama states in Geek Heresy, “So theories of social determinism say that

technology is put to use according to underlying human intentions. At the same time, the degree

to which technology makes an impact depends on existing human capacities” (Toyama, 2015 p.

29). In effect, Toyama is asserting that technology cannot modify social conditions unless

individuals are completely committed to proper implementation. The principles espoused by

Toyama also ring true in the field of education.

Throughout schools’ teachers are integrating more and more technology, but that does

not mean it will be utilized in the best way. In the opinion of Toyama, the defining factor for the

successful utilization of technology in the classroom is the educator’s commitment to using

technology (Toyama, 2015). One essential way educators ensure that students are using

technology in a beneficial way is to in fact monitor and supervise students while they are using

devices. Without proper modeling, technology can end up being distracting for students. Later, in

Geek Heresy Toyama goes on to list three rules to ensure technology is being amplified in a

positive way. Positive amplification can take place when technology increases underlying human

forces; teachers can make sure that positive human forces are improved by the use of technology,

and finally, schools should avoid undiscerning distribution of technology. Toyama makes a valid

argument for the Law of Amplification and his rules for successful technology use deserve

further examination.

Amplifying Intention
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All human intentions that are present will ultimately be enhanced by technology, so as

educators we must strive to make sure positive forces are improved. With that being said any

discontent or issues that are present at a school will ultimately remain unresolved no matter how

much technology is integrated. When considering America’s not so distant past that left many

citizens disenfranchised, it not surprising that these scars lead to issues in our present school

system. Mikaila Mariel Lemonik Arthur examined race, ethnicity, and academic achievement

and went on to state, “Schools that predominately enroll black children tend to receive less

funding because they are located in areas with lower tax revenues, and thus disparities in the

educational environment continue” (Arthur, 2017). For example, issues such as poverty and

poorly funded schools will not be reformed solely by the inclusion of technology.

According to Erik Gleibermann, in his article Nothing Will Leave No Child Behind,

federal, state, and local funding provide urban public schools with nothing close to the resources

needed to fulfill their mission. Yet this wealthy country has the means to fully fund the mandate

to educate all children well” (Gleibermann, 2007). Resources that urban schools may lack range

from adequate buildings to highly trained quality teachers. By introducing technology to these

struggling schools, the shortcomings of these institutions will only be amplified. In order for

technology to be truly effective, it needs to be integrated by technology literate educators who

are committed to continuous improvement.

Amplifying Discernment

Teachers committed to positive technological application strengthen positive human

forces. Often times educators are reluctant to utilize new technology for a variety of reasons. One

common reason is an unfamiliarity with technology or a lack of confidence. When teachers

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receive new devices with little to no training it’s understandable that new devices go unutilized.

“For example, providing a mobile device to an outstanding history teacher who is not

technologically savvy won't automatically enrich his students' learning experience” (DiMaria,

2016). Frank DiMaria examined Toyama’s Law of Amplification in his piece Allowing

Technology to Amplify Quality Teaching. In order to assure that educators utilize technology to

enhance the learning experience of students, proper training needs to be provided to teachers.

Without commitment and proper motivation to proper technological use, teachers and

students cannot get the most out of said technology. Teachers who are not digital natives or who

refuse to completely integrate technology will not reap the benefits of its use. “On the other

hand, teachers who are unmotivated or those who are motivated but are not trained on the

integration of technology or not supported by their administration will have little success using

technology in their classrooms” (DiMaria, 2016). Clearly, Toyama's principle of highly effective

technology use ring true and positive forces will be amplified when they are utilized to extremely

driven individuals.

Amplifying Self-Control

Availability of tech does not mean automatic success; underlying issues need be

addressed in order for technology to have a positive impact. Through his own personal

experience in the classroom, Toyama learned modeling self-control with technology to be

quintessential. Toyama recounted the wisdom he gleaned from his teaching experience, “TAF

taught me to be conscious and purposeful about laptop use. It was important to use technology

strategically and leave it out when it wasn’t contributing to learning” (Toyama, 2015 p.119).

Technology is a resource that should be used sparingly, but it is easy for people to overindulge.
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Kentaro Toyama likened the overuse to a child eating dessert before dinner and having no

appetite for dinner. DiMaria reiterates Toyama sentiments’, “The cognitive candy effectively

kills the students' appetite for truly nutritious education. To prevent this from happening school

districts must be careful and vigilant with their spectra and use of technology in the classroom”

(DiMaria, 2016). Evidently, self-control is an important skill that needs to be included when

devices are in use. Another astounding point Toyama made in Geek Hersey was how many

technology gurus, including Bill Gates and Steve Jobs, limit their children’s use of technology at

home. The founders of Apple and Microsoft ensure that their children learn restraint when it

comes to technology. Undoubtedly, self-discipline is a significant concept of the highly effective

technology use.

Conclusion

Overall, technology is present in all aspects of daily life in our modern society.

Therefore, it is necessary for educators to exemplify proper use. Children are naturally curious

and are driven to explore technology. Unfortunately, the internet can be a dangerous place and

overuse of devices can have many negative side effects. As educators, there is a clear duty to

instruct students on how to use devices in the safest way possible. Additionally, students can

suffer from underdeveloped social skills and lack empathy if they use technology without limits.

Kentaro Toyama outlines the three habits of highly effective technology use and these

principles are simple enough for teachers as well as parents to employ with their children.

Intention, discernment, and self-control are a simple overview of the effective habits.

Technology has the ability to build positive human forces when it is used with the right

intentions. When technology is being utilized, individuals need to be motivated and discerning
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with its use. Finally, when technology is being used, it is important to exercise self-restraint

because it is easy to overuse.

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Works Cited

Arthur, M. M. L. (2013). Race, ethnicity, and educational achievement. Research Starters:

Sociology (Online Edition), 8.

DiMaria, F. (2016). Allowing technology to amplify quality teaching. T H E Journal, 43(2), 10-

11.

Gleibermann, E. (2007). Nothing will leave no child behind. Education Digest: Essential

Readings Condensed for Quick Review, 72(8), 19-25

Toyama, Kentaro. (2015). Geek heresy: Rescuing social change from the cult of technology.

New York: PublicAffairs.