Faculty member at CSU, Chico since Fall 1973; has been in administration (Social Science Coordinator [1975-1977] and Associate Dean, Regional and Continuing Education [1977-1988] and has been in full-time teaching (since 1989). Current interests include the "gaming" (gambling industry), Charles Darwin, and Cyberspace!
Two-day involvement will attempt to provide information on how Urbanowicz utilizes "visuals" (through the use of technology) in various classes. When the campus becomes "totally wired" ("Master Classrooms" with full multimedia capabilities and Internet access] he hopes to be ready!
III ANTHROPOLOGY @ CSU, CHICO
Anthropology well represented in The Meriam Library: for the "electronic links" (especially the last item) please see http://www.csuchico.edu/lbib/anthropology/anthropology.html (Books, Abstracts & Indexes, Dictionaries & Encyclopedias, Statistics & Census information, Directories, and Internet Resources).
Other Anthropology sources (in addition to the Department "home page" @ http://www.csuchico.edu/anth/) are: The Museum of Anthropology (http://www.csuchico.edu/anth/Museum/, the National Home page of the American Board of Forensic Anthropology (http://www.csuchico.edu/anth/ABFA/), as well as a complete issue of The Chico Anthropological Society Papers (http://www.csuchico.edu/anth/CASP/1996.html); a 14 second "Quick Time Movie" of "Charles Darwin" at http://www.csuchico.edu/~curban/Forum/darwin.mov; and a Spring 1996 "Cultural Anthropology" syllabus at http://www.csuchico.edu/~curban/syllabi/Anth13/013-S96.html.
IV CYBERSPACE AND THE WORLD WIDE WEB
A Syllabus dealing with "Cyberspace" is available at http://www.csuchico.edu/~curban/syllabi/SYL198A-F96.html and an early paper (with Kathy Fernandes) is at http://www.csuchico.edu/~curban/TLPatCELT.html; two earlier "web papers" dealing with Cyberspace are available at http://www.csuchico.edu/~curban/celt/celt-seo.html and http://www.csuchico.edu/~curban/celt/celt-40urls.html.
V CONCLUSIONS, SUGGESTIONS, AND RECOMMENDATIONS
Read and "surf" widely and gather as much information as possible to (#1) weigh the evidence and (#2) make rationale, intelligent, and appropriate choices about how technology may be incorporated into individual classroom situations. Urbanowicz points out that life is cumulative; he attempts to keep things in perspective and strike a balance in all that is done. As CSU, Chico pointed out on March 19, 1997 (Chico Enterprise-Record, page 6A):
"...universities have a special obligation to respect a diversity of ideas and Chico State's position [is] that new technologies should be used intelligently to enhance student learning and that it is the right and responsibility of each faculty member to determine how best to create a positive learning environment for their students [stress added]."
"I say my philosophy, not as claiming authorship of ideas which are widely diffused in modern thought, but because the ultimate selection and synthesis must be a personal responsibility." (Sir Arthur Eddington [1882-1944], The Philosophy of Physical Science, 1949: viii)
"A quotation is a polished prefabricated unit of thought or discourse which has many connotations and associations built in to it. It is thus like the text for a sermon, serving as a point of departure for many lines of thought." (Alan L. Mackay, 1977 Statement)
"Learning can be seen as the acquisition of information, but before it can take place, there must be interest; interest permeates all endeavors and precedes learning. In order to acquire and remember new knowledge, it must stimulate your curiosity in some way." (Richard Saul Wurman, Information Anxiety, 1989: 138)
"When you ferret out something for yourself, piecing the clues together unaided, it remains for the rest of your life in some way truer than facts you are merely taught, and freer from onslaughts of doubt." Colin Fletcher, 1968, The Man Who Walked Through Time, p. 109.
"My view is that knowledge is a rearrangement of experience, in which we put together those experiences that seem to us to belong together, and put them apart from those that do not" (J. Bronowski [1908-1984], The Identity of Man, 1966: 26).
"I say, therefore, that we think with or through ideas and what we call thinking is generally the application of preexisting ideas to a given situation or set of facts. ...When a thing is intelligible you have a sense of participation; when a thing is unintelligible you have a sense of estrangement." (F. Schumacher, 1973, Small is Beautiful: Economics as if People Mattered, page 84)
"Interest is a sense of being involved in some process, actual or potential. ...Interest is not the same as attention. Attention is a simple response to a stimulus--either to a loud bang or (much more powerful) to a feeling of interest. Interest is selective, an expenditure of energy by the interested party. ... Memory is an internally edited record of interests (not of attention, much less of 'events')." (Henry Hay, 1972, The Amateur Magician's Handbook, pp. 2-3
"In many crucial ways, the Earth is becoming as small as it appears to orbiting astronauts and cosmonauts. Global communications, universal trends, and common aspirations are making us more alike than we are different. Despite our rich cultural diversity, we gradually are becoming nearly one world. ... We share history. World War II tore us apart. ... We share technology. Communication satellites make it possible for millions to share the information and entertainment that's on television. Satellites have also revolutionized telephone and telefax communication. We sent reporters all over the world, but rarely were they out of reach of a telephone. We share high-speed transportation. Today, it takes less than twenty-four hours to travel between virtually any two points in the world." A. Neurath with Kelley & Walte, 1989, Nearly One World, p.4-6.
Clifford Stoll, 1989 author of The Cuckoo's Egg: Tracking A Spy Through The Maze Of Computer Espionage and 1995 author of the best-selling Silicon Snake Oil: Second Thoughts On The Information Highway, had this to write concerning the relative value of computers versus books:
"Today, however, the bargains are on paper, not on disk. Don't believe me? Spend seventy dollars on an atlas at your bookstore. While you're paging through it, notice its precise colors and logical layout. Now think of the hundred dollars you've saved by avoiding those map-making CD-ROMS, with cruder resolution and no topography. Twenty years from now, you'll still read that atlas and dream of faraway places; the software will be long since obsolete and unusable [stress added] (Clifford Stoll, 1995, Silicon Snake Oil: Second Thoughts On The Information Highway, pages 140-141
"Still, a book is less important for what it says than for what it makes you think." (Louis L'Amour, 1989, Education of A Wandering Man, page 101) and "No matter how much I admire our schools, I know that no university exists that can provide an education; what a university can provide is an outline, to give the learner a direction and guidance. The rest one has to do for oneself." (Louis L'Amour, 1989, The Education Of A Wandering Man, page 3)
"'We used to educate farmers to be farmers, factory workers to be factory workers, teachers to be teachers, men to be men, women to be women.' The future demands 'renaissance people. You can't be productive in the information age if you don't know how to talk to a diverse population, use a computer, understand a world view instead of a parochial view, write, speak.'" (In Byrd L. Jones and Robert W. Maloy, 1996, Schools For An Information Age: Reconstructing Foundations For learning And Teaching, page 15).
FINALLY, Urbanowicz adds: "I quote others only the better to express myself." (Michel Eyquem de Montaigne [1533-1592]