The year is 2021. It is two decades after the 9/11 attacks. A group of terrorists are seated at an outdoor café discussing their plans. A cat observes from about 5 meters away. Images are transmitted from its brain providing real-time information. At the same time, a tiny beetle goes unnoticed as it takes position underneath the table. It is outfitted with a nano-listening device that transmits the content of the terrorists’ discussion also in real-time. A few minutes later, a couple of pigeons land nearby and begin pecking for crumbs. As they do so, they inch closer to the table. A few minutes later, each pigeon lifts a wing dispensing a poisoned dart. Before the terrorists can react, each is dead. Elsewhere in the world, a soldier who lost his arms and legs in combat, through sheer perseverance and utilization of bionic limbs wins a triathlon. In the process, he outperforms mere mortals with natural limbs. Sound far-fetched? Not anymore! Cyborgs – part machine, part biological organism that can be used for scientific, medical, military/intelligence/law enforcement purposes, have become a reality thanks to scientific and technological advances presenting both promise (e.g. the possibility of significant medical breakthroughs to restore and enhance quality of life and to extend life itself) and trepidation (e.g. as machine and organism merge, the delineating boundary of life becomes blurred impacting associated rights while the possibility of controlling human thought and action becomes frighteningly real).
The term “cyborg” was coined by NASA scientists Manfred Clynes and Nathan Kline in 1960 when discussing the hypothetical advantages of human-machines in space. Although such cybernetic organisms became the realm of science fiction, efforts to create real-life cyborgs began even before the term was conceived and continue to this day.
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One key challenge educators face is the importance of encouraging girls to excel in math, science and computer science studies. As technology continues to drive the world of business, those challenged or generally disinterested in science and math will be left behind. In fact, that’s exactly what’s happening.
Although women make up approximately 50% of the general work force in the U.S., they only represent 9% of workers in the science and engineering community. With such a low percentage of female interest, the government is expecting increased worker shortages through the first decade of the 21st century for the information technology (IT) industry.
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In the past few years of research on instructional technology has resulted in a clearer vision of how technology can affect teaching and learning. Today, almost every school in the United States of America uses technology as a part of teaching and learning and with each state having its own customized technology program. In most of those schools, teachers use the technology through integrated activities that are a part of their daily school curriculum. For instance, instructional technology creates an active environment in which students not only inquire, but also define problems of interest to them. Such an activity would integrate the subjects of technology, social studies, math, science, and language arts with the opportunity to create student-centered activity. Most educational technology experts agree, however, that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.
Today, classroom teachers may lack personal experience with technology and present an additional challenge. In order to incorporate technology-based activities and projects into their curriculum, those teachers first must find the time to learn to use the tools and understand the terminology necessary for participation in projects or activities. They must have the ability to employ technology to improve student learning as well as to further personal professional development.
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