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Technology does have the potential to destroy cultural,

The select group of ideas important to a society must also exist before technology can make memorizing the list pointless. It is only possible for students to be taught so much information in their academic lives and for all schools to collaborate and decide what should be taught would be impossible. In the generation of Hirsch's father the amount of knowledge the world possessed was not as great. The more the world learns the more options there are for subject material taught and the harder it becomes to unify subject material. It is probably true that teaching methods are improving while we learn but it seems like unless there are incredible improvements in teaching there will always be vast amounts of knowledge which cannot be taught in an academic life. Also, if schools go in the opposite direction of Hirsch's desire then the population will have a diverse knowledge instead of equal. Communication may not be as good but there are obviously benefits to diversity. If we ignore certain subjects then we may miss out on making possible discoveries. If Hirsch were successful in getting schools to agree on subject material, then schools might agree that studying certain types of cells in trees is unimportant because more time should be spent on Shakespeare so references and communication could improve. The world of people would lose out on some specific areas of study so people could communicate better. It is possible that by studying a specific tree cell less for the sake of communication could cause a disease cure not to be found if the extra study of cells would lead to a discovery.

standard education is important in creating literate adults.

Hirsch, in "Literacy and Cultural Literacy," states that standard education is important in creating literate adults. Hirsch believes that "we will achieve a just and prosperous society only when our schools ensure that everyone commands enough shared knowledge to be able to communicate effectively with everyone else" ( Hirsch, p. 32). If everyone has a similar education then communication is made easier because certain things can be assumed. Hirsch uses examples which occur in the US such as knowing about currency and which side of the road one is supposed to drive on. For more complicated ideas, schools are responsible for supplying the knowledge. These direct comments about education and literacy strengthen his position. Schools are the primary sources of background for most people. For instance, Hirsch says that in his father's generation his father could say to his colleagues, "there is a tide" ( Hirsch, p. 9), and because his colleagues all had been educated in Shakespeare's writings his colleagues would know to make some important business decisions

as technology continues to improve the imbalances will only increase. The schools which have adequate money will be able to buy computers and other technology which improves education. All public schools are supposed to receive near-equal money from governments but public schools can receive donations from parents and other organizations. Depending on the location of a school the school might receive a lot of money or only a little. Schools located in poor, predominately minority areas such as the schools in Ogbu's examples would be likely to not have adequate money for new technologies. If other students are benefiting from being taught from computers and also are becoming computer literate, a skill applicable in the work-place, then the students lacking technologies will not be able to compete outside of school. The fortunate students will have a definite advantage and the unfortunate students will be even further behind.

Raskin fears that a computer could damage students, claiming that "computerized instruction robs the student of the warm human guiding hand, thus dehumanizing the process of education and cognitive development-possibly with unimaginably monstrous long-range consequences" ( Raskin, p. 32).

Young students are likely to mimic and acquire attitudes from teachers and experiences, so if the computer "teacher" were to appear mean the student may acquire mean attitudes and act violently towards other students. The computer could act friendly but it would be difficult for a computer to appear personal. The student may learn that computers are friendly and begin to lose trust in humans. Damage such as this, if done at a young age, could inhibit a successful social life for the student. Nonetheless, in the case where human teachers are abusive or violent the computer teacher may be an advantage even if the student acquires some alienation towards other people. Still, the best scenario for young students is for them to have friendly, human teachers. This way the student becomes familiar with interacting with people and receives a "warm human guiding hand."

This progression has led software developers to become more advanced but allowed common computer users to be less advanced. The developers' computer literacy must be very high so that the full capabilities of the computer can be taken advantage of and a profitable product can be made. The common user is willing to pay for products which are easy to use but that takes the user farther away from what the computer is actually doing. A user can be naive about how computers work, thus being less computer literate, and still be able to use computers effectively. It is good that technology is becoming more accessible to people but it is bad that this is allowing literacy to decrease. However, it is possible that this decrease in literacy may be acceptable. Higher technologies can be used without the literacy and instead of people spending time learning how to use technology they can spend their time acquiring other knowledge.

Technology does have the potential of damaging literacy. If Hirsch is correct about cultural literacy depending on a certain set of ideas then technology may advance to the point where we can use databases constantly and not need have as much knowledge as we do now.

students do not need to develop social skills to interact with a computer and may even be damaged from this lack of human interaction. To prevent this, schools should not use computer teaching a majority of the time

performance is not hindered regardless of whether or not a student's culture is predominantly oral since "children of illiterate Chinese immigrants have done quite well in American schools" ( Ogbu, p. 4). So if a student of a certain race can become literate independent of what culture he is from then literacy must depend on education. Schools teach the literacy skills needed to compete for jobs: "in modern societies the school is the principal institution adapting children to bureaucratized industrial economy" ( Ogbu, p. 32). If a group of students is not receiving a fair education then that group will not be able to compete in the work-force. If the discontinuities in education are fixed then literacy will improve for the groups which were being hurt. Ogbu has a strength in that he believes that educational institutions provide means for later survival but he also makes it seem like our schools are unfair and it is impossible for everyone to get a good education.

numerous employers have complained of the sheer volume of job applications they receive written in text language [1]. In particular they note that many applicants have a tendency to speak informally and use text message abbreviations, giving the impression that they are corresponding with an old friend rather than a potential employer. Such prospective applicants seem therefore poorly educated, lazy, and unprofessional. Needless to say, in most cases such applications are thrown in the bin and never thought of again.

this casual, lazy usage of text language outside of the world of mobile phones is becoming something of a contagious disease. Phrases such as ‘lol’ and ‘k’ (meaning ‘laugh out loud’ and ‘okay’ respectively) are being used increasingly in speech and in email correspondence. The result is that many employees and prospective employees appear highly unprofessional in the work place, particularly when corresponding with their superiors.

Studies have shown that television viewing may actually be detrimental to the perceptual development of children who are not already deficient in language ability and visual skills

It is my opinion that reading works the brain. I know that when I read, I can use my imagination, I can draw on information I already know, I can absorb new facts and ways of thinking about things. Volti says that reading fosters “imaginative continuations” that televised stories do not (242).

Finally, Volti states “There is also a fair amount of evidence that television watching may contribute to underdeveloped reading skills in children” (242).

Email is a convenient way to communicate, but trying to answer messages while also completing other work makes us measurably less intelligent. Glenn Wilson, psychiatrist at King’s College London University, monitored employees over the course of a workday and found that those who divided their attention between email and other tasks experienced a 10-point decline in IQ. Their decrease in intellectual ability was as great as if they’d missed a whole night’s sleep, and twice as great as if they’d been smoking marijuana.

Way back in 2001, reading specialists Anne Cunningham and Keith Stanovich reported in the Journal of Direct Instruction that scores on a test of general knowledge were highest among people who read newspapers, magazines and books, and lowest among those who watched a lot of TV. Watching television, they noted, is “negatively associated with knowledge acquisition” — except when the TV watching involved public television, news, or documentary programs. Cunningham and Stanovich didn’t look at Internet use, but the same information divide exists online: high-quality, accurate information, and, well, fluff.