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The benefits and dangers in electronic technology

To make students aware of the benefits and dangers in electronic technology, especially virtual reality.

OVERVIEW

LEADER PREPARATION

  • If you have staff members or volunteers, brief them on your plans in advance.
  • Have someone prepare snacks for the group discussion. (optional)
  • Make sure that the meeting room is well organized and clean.
  • All equipment—overhead projectors, transparencies, chalkboard, chalk, musical instruments, and sound systems—should be prepared for use.

GROUP BUILDING

If your youth group enjoys singing, have a short time (10 minutes) of singing fun songs together. Remember that soon you will be having a discussion, so you do not want to let the group get out of control.

After singing (or whatever interactive activity you choose), prepare a small magic show (2 or 3 tricks) to focus the group on the discussion topic. Demonstrate the magic tricks and then explain that magic sometimes is only an illusion or a "trick," and it is not real. Magic tricks can be purchased at magic shops or craft stores. Do not get too elaborate. A few inexpensive items will work.

GROUP PRESENTATION

Introducing a discussion topic is always a little tricky, but with the right material, you can capture kids’ interests fairly easily.

Virtual reality is a topic about which many may not understand. Here are some suggestions on how to familiarize your group on the subject. Select or modify any one(s) that you deem appropriate:

  • Set up a TV and VCR and play a segment from the television show "Star Trek: The Next Generation." The particular episode should include scenes of the "Holodeck". (You will need to plan this well out in advance.)
  • Set up a TV and VCR and show the kids a rock video or commercial that contains material on virtual reality (there are lots to choose). This can be obtained at a videotape rental store or directly off the TV by recording it onto a videocassette. (Again, you will need to plan this out in advance. You may want to view the video first to see if it is suitable for your particular group.)
  • Bring in a home video game system such as "Sega" or "Nintendo" and have some students demonstrate a few different games. (This is not exactly virtual reality, but it is similar enough to work.)
  • Get a hold of some 3D posters and 3D glasses. These can be purchased at a teachers’ supply store at minimal cost. If your group is large, you may need several sets. But the cheap paper kind—it still gives decent effects.

Do not spend more than 10 minutes on any one idea to get the group’s attention as much time will be spent on the discussion itself.

GROUP DISCUSSION

The group discussion should be conducted in two parts. One part will take time to discuss the positive aspects of virtual reality. The other segment will approach the negative aspects.

Plan to spend about 20-30 minutes on each part if time permits. Anything shorter may be unproductive while too much time will drag the topic.

The following some questions that you may choose to use to start the first part of the discussion. Make sure that everyone understands the concept of virtual reality.

  • What are the positive aspects of virtual reality?
  • Virtual reality can make learning more fun. If virtual reality was used in schools, how might we benefit from its use?
  • In what other areas of our lives can virtual reality be used? How will it benefit us?
  • What things can you think of that would be more productive or more efficient with the use of virtual reality?
  • Can virtual reality save lives? If so, how?
  • What about virtual reality in church? How could you see it used in that arena?

These questions are general, but they will generation discussion. Be sure to stay away from "yes/no" questions. Keep the discussion focused at all times. After you give your group a short snack and/or a restroom break start the second part of the discussion:

  • What negative effects could virtual reality have?
  • Do you feel that virtual reality could be misused and abused? How?
  • Are there some subjects that should not be taught in virtual reality? If so, what? If not, why not?
  • Are technological advances such as virtual reality always "advances?" Give examples.
  • Who would govern the use and management of virtual reality if it came into wide use?
  • Would we confuse true reality with virtual reality? Would we become dependent on it?

After the second half, break up students into groups and assign them the task of role playing. Tell them they have been chosen to govern the use of virtual reality. Their assignment is to generate some guidelines so virtual reality will not be abused in the future.

WRAP-UP

Gather the group and briefly share each small group’s findings and ideas. Close the group discussion with some particular points that will help them conclude and solidify their feelings and understanding of virtual reality:

  • Virtual reality is a technological wonder that promises a whole new way of doing things. We must use it properly and wisely in order to benefit from it.
  • Sometimes traditional ways of doing things are much more beneficial than new, advanced ways.

Invite the group to stay for refreshments and expect to spend some time talking with students who have comments and/or questions.

EVALUATION OR FOLLOW-UP

After some time it may be beneficial to bring up virtual reality as an update topic. Search for new articles on virtual reality to update kids on advances and findings. Perhaps taking the group to visit a science museum or corporate headquarters may enhance their understanding of high technology. Check out some local computer or electronics conventions and experience virtual reality machines first-hand. Get together with your staff or volunteer group and evaluate the discussion time and improvements in similar, future sessions.

IMPLICATIONS

  1. Youth workers should always be aware of the latest technological advances because young people are so tuned into them. Being knowledgeable about high technology will allow those working with kids to be better equipped to address the influences of the young.
  2. Education will be vastly different once virtual education enters the scene. The traditional methods of teaching will be replaced by technologically advanced machines capable of pumping billions of bits of information into our minds each second.
  3. Helping professionals will benefit from an understanding of virtual reality because it will one day help them in their own profession.
Joshua Y. Cho cCYS
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Computer games make learning virtually irresistible

Geake E. (1992, April 11). Computer games make learning virtually irresistible. New Scientist, 134(19), 19.

OVERVIEW

The death of television could be just around the corner. According to Jaron Lanier, who is credited with dubbing the term "virtual reality," television will be killed by virtual reality (VR). The possibilities of VR technology will soon render TV an obsolete appliance.

VR technology is not limited to entertainment. The potential for VR in education has some "serious applications" according to Geake.

Virtual reality is a sophisticated video system that incorporates the user in a "virtual" world. This world can range anywhere from a basic video game to a sophisticated simulation of outer space for training astronauts.

"Make sure virtual reality does not affect your sanity," says Bob Stone, a leading British researcher in virtual reality. He continues to add that VR is "not just a game." Yet, VR is already making its way into education in special schools of Europe.

At West Denton comprehensive school in Newcastle upon Tyne, (Stephen) Sheils and his fellow pupils are involved with several VR projects in which they can design rooms, arrange sculptures in a virtual gallery and learn about industrial safety in a virtual factory.

Will virtual technology replace the traditional textbooks? Will desks be replaced by complex VR equipment and chalkboards by goggle monitors? What will become of the human educator? Will they be replaced by "virtual" teachers in a "virtual" classroom?

"Lack of good basic information could be stopping academics from taking VR seriously," says Stone, who is also the technical manager of the National Advance Robotics Research Center in Salford. It seems true that the practicality of VR in education philosophy is not yet widely developed, yet it would seem foolish to say that it is not in the future.

If we assume that VR technology is the education philosophy for the future, how might this affect the learning desire of students? How will teenagers respond to VR technology? Geake reports that Stephen Shield, sixteen-year-old teenager, says VR is "more addictive than Nintendo."

Geake reports that "VR should be helpful in rehabilitation and learning new skills: ‘I did juggling with virtual balls," says Lanier (who is also the chief scientist at VPL Research in Redwood City, California). "You can make them move so slowly that you remove the challenge."

For now VR systems are too expensive to replace the current modes of educating young people, but what about the future? How much of an effect will VR make on the ways students are taught and people live?

It’s already happening. Plans are underway by VPL and MCA to bring VR to "wider audiences." Geake reports that "they (VPL and MCA) plan to open VR theaters in Los Angeles and Tokyo in 1994."

Soon VR will enter the classroom. Just as the computers of old that were too big and expensive but later became another commonality in schools, so will VR technology. How VR is used to teach and educate remains unknown.

Yet, we are already headed in that direction. When will the sophistication and level of educating be enough for our youth? According to Charles Grimsdale of Division, near Bristol—"more will never be enough."

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. Do you feel that VR will eventually be a regular part of education in the future? If so, how will students react to such an educational tool?
  2. Are you—as an educator—excited about the potential that this type of technology holds for your own students?
  3. Do you believe that Jesus would endorse the use of VR in schools? How would He feel about VR in general?
  4. How do you think young people feel about the possibilities of using VR systems to learn new skills in schools?
  5. If you were an adolescent in school, would you be interested in VR?

IMPLICATIONS

  • We are living in a technological whirlwind. We need to keep up with the technology if we are to understand our children and how they learn.
  • Virtual reality is an important new tool for education, making learning more "irresistible." How people use it is an important consideration. Like all technological breakthroughs, it can be used for the better or for worse.
  • Virtual reality is here to stay, but we must never forget that interpersonal relationships are an important part of our lives. Virtual reality has the potential to rob that need if not handled with care.

Joshua Y. Cho cCYS


Computer games make learning virtually irresistible

Geake E. (1992, April 11). Computer games make learning virtually irresistible. New Scientist, 134(19), 19.

OVERVIEW

The death of television could be just around the corner. According to Jaron Lanier, who is credited with dubbing the term "virtual reality," television will be killed by virtual reality (VR). The possibilities of VR technology will soon render TV an obsolete appliance.

VR technology is not limited to entertainment. The potential for VR in education has some "serious applications" according to Geake.

Virtual reality is a sophisticated video system that incorporates the user in a "virtual" world. This world can range anywhere from a basic video game to a sophisticated simulation of outer space for training astronauts.

"Make sure virtual reality does not affect your sanity," says Bob Stone, a leading British researcher in virtual reality. He continues to add that VR is "not just a game." Yet, VR is already making its way into education in special schools of Europe.

At West Denton comprehensive school in Newcastle upon Tyne, (Stephen) Sheils and his fellow pupils are involved with several VR projects in which they can design rooms, arrange sculptures in a virtual gallery and learn about industrial safety in a virtual factory.

Will virtual technology replace the traditional textbooks? Will desks be replaced by complex VR equipment and chalkboards by goggle monitors? What will become of the human educator? Will they be replaced by "virtual" teachers in a "virtual" classroom?

"Lack of good basic information could be stopping academics from taking VR seriously," says Stone, who is also the technical manager of the National Advance Robotics Research Center in Salford. It seems true that the practicality of VR in education philosophy is not yet widely developed, yet it would seem foolish to say that it is not in the future.

If we assume that VR technology is the education philosophy for the future, how might this affect the learning desire of students? How will teenagers respond to VR technology? Geake reports that Stephen Shield, sixteen-year-old teenager, says VR is "more addictive than Nintendo."

Geake reports that "VR should be helpful in rehabilitation and learning new skills: ‘I did juggling with virtual balls," says Lanier (who is also the chief scientist at VPL Research in Redwood City, California). "You can make them move so slowly that you remove the challenge."

For now VR systems are too expensive to replace the current modes of educating young people, but what about the future? How much of an effect will VR make on the ways students are taught and people live?

It’s already happening. Plans are underway by VPL and MCA to bring VR to "wider audiences." Geake reports that "they (VPL and MCA) plan to open VR theaters in Los Angeles and Tokyo in 1994."

Soon VR will enter the classroom. Just as the computers of old that were too big and expensive but later became another commonality in schools, so will VR technology. How VR is used to teach and educate remains unknown.

Yet, we are already headed in that direction. When will the sophistication and level of educating be enough for our youth? According to Charles Grimsdale of Division, near Bristol—"more will never be enough."

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. Do you feel that VR will eventually be a regular part of education in the future? If so, how will students react to such an educational tool?
  2. Are you—as an educator—excited about the potential that this type of technology holds for your own students?
  3. Do you believe that Jesus would endorse the use of VR in schools? How would He feel about VR in general?
  4. How do you think young people feel about the possibilities of using VR systems to learn new skills in schools?
  5. If you were an adolescent in school, would you be interested in VR?

IMPLICATIONS

  • We are living in a technological whirlwind. We need to keep up with the technology if we are to understand our children and how they learn.
  • Virtual reality is an important new tool for education, making learning more "irresistible." How people use it is an important consideration. Like all technological breakthroughs, it can be used for the better or for worse.
  • Virtual reality is here to stay, but we must never forget that interpersonal relationships are an important part of our lives. Virtual reality has the potential to rob that need if not handled with care.

Joshua Y. Cho cCYS


The benefits and dangers in electronic technology

To make students aware of the benefits and dangers in electronic technology, especially virtual reality.

OVERVIEW

LEADER PREPARATION

  • If you have staff members or volunteers, brief them on your plans in advance.
  • Have someone prepare snacks for the group discussion. (optional)
  • Make sure that the meeting room is well organized and clean.
  • All equipment—overhead projectors, transparencies, chalkboard, chalk, musical instruments, and sound systems—should be prepared for use.

GROUP BUILDING

If your youth group enjoys singing, have a short time (10 minutes) of singing fun songs together. Remember that soon you will be having a discussion, so you do not want to let the group get out of control.

After singing (or whatever interactive activity you choose), prepare a small magic show (2 or 3 tricks) to focus the group on the discussion topic. Demonstrate the magic tricks and then explain that magic sometimes is only an illusion or a "trick," and it is not real. Magic tricks can be purchased at magic shops or craft stores. Do not get too elaborate. A few inexpensive items will work.

GROUP PRESENTATION

Introducing a discussion topic is always a little tricky, but with the right material, you can capture kids’ interests fairly easily.

Virtual reality is a topic about which many may not understand. Here are some suggestions on how to familiarize your group on the subject. Select or modify any one(s) that you deem appropriate:

  • Set up a TV and VCR and play a segment from the television show "Star Trek: The Next Generation." The particular episode should include scenes of the "Holodeck". (You will need to plan this well out in advance.)
  • Set up a TV and VCR and show the kids a rock video or commercial that contains material on virtual reality (there are lots to choose). This can be obtained at a videotape rental store or directly off the TV by recording it onto a videocassette. (Again, you will need to plan this out in advance. You may want to view the video first to see if it is suitable for your particular group.)
  • Bring in a home video game system such as "Sega" or "Nintendo" and have some students demonstrate a few different games. (This is not exactly virtual reality, but it is similar enough to work.)
  • Get a hold of some 3D posters and 3D glasses. These can be purchased at a teachers’ supply store at minimal cost. If your group is large, you may need several sets. But the cheap paper kind—it still gives decent effects.

Do not spend more than 10 minutes on any one idea to get the group’s attention as much time will be spent on the discussion itself.

GROUP DISCUSSION

The group discussion should be conducted in two parts. One part will take time to discuss the positive aspects of virtual reality. The other segment will approach the negative aspects.

Plan to spend about 20-30 minutes on each part if time permits. Anything shorter may be unproductive while too much time will drag the topic.

The following some questions that you may choose to use to start the first part of the discussion. Make sure that everyone understands the concept of virtual reality.

  • What are the positive aspects of virtual reality?
  • Virtual reality can make learning more fun. If virtual reality was used in schools, how might we benefit from its use?
  • In what other areas of our lives can virtual reality be used? How will it benefit us?
  • What things can you think of that would be more productive or more efficient with the use of virtual reality?
  • Can virtual reality save lives? If so, how?
  • What about virtual reality in church? How could you see it used in that arena?

These questions are general, but they will generation discussion. Be sure to stay away from "yes/no" questions. Keep the discussion focused at all times. After you give your group a short snack and/or a restroom break start the second part of the discussion:

  • What negative effects could virtual reality have?
  • Do you feel that virtual reality could be misused and abused? How?
  • Are there some subjects that should not be taught in virtual reality? If so, what? If not, why not?
  • Are technological advances such as virtual reality always "advances?" Give examples.
  • Who would govern the use and management of virtual reality if it came into wide use?
  • Would we confuse true reality with virtual reality? Would we become dependent on it?

After the second half, break up students into groups and assign them the task of role playing. Tell them they have been chosen to govern the use of virtual reality. Their assignment is to generate some guidelines so virtual reality will not be abused in the future.

WRAP-UP

Gather the group and briefly share each small group’s findings and ideas. Close the group discussion with some particular points that will help them conclude and solidify their feelings and understanding of virtual reality:

  • Virtual reality is a technological wonder that promises a whole new way of doing things. We must use it properly and wisely in order to benefit from it.
  • Sometimes traditional ways of doing things are much more beneficial than new, advanced ways.

Invite the group to stay for refreshments and expect to spend some time talking with students who have comments and/or questions.

EVALUATION OR FOLLOW-UP

After some time it may be beneficial to bring up virtual reality as an update topic. Search for new articles on virtual reality to update kids on advances and findings. Perhaps taking the group to visit a science museum or corporate headquarters may enhance their understanding of high technology. Check out some local computer or electronics conventions and experience virtual reality machines first-hand. Get together with your staff or volunteer group and evaluate the discussion time and improvements in similar, future sessions.

IMPLICATIONS

  1. Youth workers should always be aware of the latest technological advances because young people are so tuned into them. Being knowledgeable about high technology will allow those working with kids to be better equipped to address the influences of the young.
  2. Education will be vastly different once virtual education enters the scene. The traditional methods of teaching will be replaced by technologically advanced machines capable of pumping billions of bits of information into our minds each second.
  3. Helping professionals will benefit from an understanding of virtual reality because it will one day help them in their own profession.
Joshua Y. Cho cCYS
TechMission Corps City Vision College ChristianVolunteering.org