Entry #1: History of Technology's Use in Education

History is filled with examples of technology implementation in the classroom, in hopes of revolutionizing instruction. The great enthusiasm for technologies such as radio broadcasts and public television was unfortunately not matched with the same amount of success in improving instruction. Today, computers and specifically the Internet are providing the next wave of hope. The question is whether this media will meet the same fate as many technologies used in the past. To achieve a more lasting influence, we must determine what mistakes to avoid and what further changes must occur in order to extract the full potential of this technology.

One key problem that repeatedly occurred in the past was the lack of collaboration between those designing media for the classroom, the teachers, and the administrators. For example, by the mid-1960s there was little interest left for using instructional television in the classroom, partially due to the poor quality of the programs, which often simply showed a teacher giving a lecture (Reiser, 2001). If teachers are going to be able to implement technology in the classroom effectively, administrators must also realize the related challenges that teachers face, including issues of time, training, resources, and technical support (Dove & Fisher, 1999). The mere presence of new technologies is not enough. The necessary support is crucial for the technology to make a difference and improve learning.

Thus, it is important to examine under what circumstances computers, or technology in general, have a positive impact on learning. Harvey Barnett (2003) identified eight areas on which we need to focus, including access, integration, broad-based reform, long-term outlook, professional development, teaching style, balance, and vision. Among these, professional development is one of the most crucial, because simply having technology will not make the classroom better. Though confident with technology skills, I have personally struggled at times integrating technology in meaningful ways into mathematics lessons. Creating change and improving instruction can only occur by using technology in innovative ways, paying attention to the needs of students and teachers. Teachers encounter much frustration in not knowing how to best use technology and instructional media to enhance instruction. Teachers not only need to learn how to use a particular media, but careful study of effective ways to use these technologies is important.

Balance is also a major concern. In the past, experts often thought that a particular technology would be able to single-handedly revolutionize the teaching profession. This approach lead to an unrealistic belief in the power of one particular media. Is there just one answer? I don’t believe so. There is no ‘one-size-fits-all’ model for instruction. Instead, instruction should be differentiated to fit the needs of each student. It is here in fact that the greatness of various technologies comes into play. Together, different technologies can be used in meaningful ways to help make instruction more realistic, engaging, and accessible for students. Through innovative design and balanced instruction, students will achieve greater successes.


References:

Barnett, H. (2003, September). Investing in technology: The payoff in student learning. Syracuse, New York: ERIC Clearinghouse on Information and Technology. (ERIC Document Reproduction Service No. ED479843). Retrieved September 3, 2006, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/3a/1a.pdf

Dove, M.K. & Fisher, S.C. (1999, March). Muffled voices: Teachers’ concerns regarding technological change. Ohio. (ERIC Document Reproduction Service No. ED 432281) Retrieved September 3, 2006, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/11/98/80.pdf

Reiser, R. A. (2001). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology, Research and Development. 49(1).