{"id":258,"date":"2018-09-07T20:28:22","date_gmt":"2018-09-08T03:28:22","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/?p=258"},"modified":"2018-09-07T21:07:37","modified_gmt":"2018-09-08T04:07:37","slug":"educational-technology-a-brief-look-back","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/educational-technology-a-brief-look-back\/","title":{"rendered":"Educational Technology: A brief look back"},"content":{"rendered":"
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Photo by Pixabay user Devanath<\/p><\/div>\n

As a Learning and Technology grad student, a deep dive into the history of the field of educational technology has allowed a proper introduction to its complexities. Other, more qualified individuals in the field have curated timelines of scientific developments, philosophical\u00a0ideas, and educational psychology practices in the field. This post will instead, attempt to display a few of those works and then consider some successes, failures, and potential areas for future focus in educational technology.<\/p>\n

It is necessary to begin the conversation about educational technology with a review of the definition of technology and more specifically, educational technology. Merriam-Webster refers to technology as the “…practical application of knowledge especially in a particular area OR the capability given by the practical application of the knowledge” (“Technology”, 2018, para. 1). It is interesting then, that the Oxford dictionary defines educational technology as “digital technology used to facilitate learning” (“Educational technology”, n.d., para. 1). Oxford has us confined by a definition that speaks to the application of digital<\/strong><\/em><\/span> tools to support knowledge translation. Thus, a point we must consider is whether or not our definitions of educational technology fit our current experience and knowledge in the field.<\/p>\n

Great collections of educational technology’s history can be readily found online. Examples of these are:<\/p>\n

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  1. Diderot’s\u00a0Encyclop\u00e9die<\/a>. Diderot’s Encyclop\u00e9die was a significant exposition of human technology, arts, and philosophy that was used to inform further practice and development (“Encyclop\u00e9die”, n.d.;\u00a0Pannabecker, 1995). It was written throughout the mid-18th century in France and was considered a very liberal piece at the time.\u00a0Encyclop\u00e9die’s 35 volumes circulated knowledge of mathematics, science, machinery, and tools (among other topics) and are believed to have influenced early manufacturing and supported warfare (Pannabecker, 1995).<\/li>\n
  2. Audrey Watters created a wonderful timeline of the development of teaching machines in her\u00a0The History of Teaching Machines post<\/a>\u00a0(Watters, 2018, para. 2). From the first ‘teaching machines’ to the year of the MOOC, Watters provides a great visual history with links provided for further reading.<\/li>\n
  3. Paul Saettler’s (2004) work titled “The Evolution of American Educational Technology”<\/a> is an extensive study of the scientific, psychological and\u00a0philosophical process considerations in the field of educational technology and is extremely informative. Educational practice cannot be discussed on any terms without considerations of educational psychological theories such as behaviorism, constructivism, and social learning, all of which is touched upon in Saettler’s vast work.<\/li>\n<\/ol>\n

    Various technologies have been successfully used for education. The written word stands out as tried and true and has been supported by the use of tools such as scrolls, pencils, pens, chalkboards, and the printing press. Radio, television, films, and digital videos all create opportunities to display knowledge and engage learners. From interactive devices such as the ‘Speak and Spell’ by Texas Instruments to televisions showing episodes of Sesame Street, machines have succeeded as tools for learning (Watters, 2018). Of course, not all inventions and technologies have been successful, and as Bates (2014) suggests, we often accept claims of success even when there is no scientific research to substantiate them.<\/p>\n

    Larry Cuban (1993) speaks to the repetitive pattern of new technology being promoted as having the ability to reform our educational practices, only to then be underused and poorly perform when applied. For example, Thomas Edison had once declared that motion pictures would move books into extinction in the field of education (The Associated Press, 1923). However, textbooks and text-based resources remain tried and true in our classrooms to this day.\u00a0 More technological ‘failures’ in educational technology are found within Watters’ (2018) timeline.<\/p>\n

    Selwyn (2015) argues that “…the past 100 years show that education has been largely un-transformed and un-disrupted by successive waves of technological innovation” (p. 3). Romiszowski (2004) proposes that failures in technology occur when the tools and processes used are not sustainable in either a socio-economic or business context. Skinner’s teaching machines are a good example of this type of failure and are described in Watters’ (2018) timeline.<\/p>\n

    So, how might we potentiate success in using educational technology? Romiszowski (2004) stresses the importance of placing the learning and the pedagogy at the central heart of the teaching strategy, despite available technology – reminding us that the ‘e’ in eLearning should not take precedence over the Learning. Are we often blinded by shiny, pretty tech creations while losing sight of the underpinnings of established educational research? Or, are our experiences in the learning just as important as foundational learning principles? These questions will, no doubt, be further examined in our graduate studies coursework.<\/p>\n

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    References<\/p>\n

    Bates, T., (2014). A short history of educational technology. [web log post] Retrieved Sept 7, 2018 from www.tonybates.ca\/2014\/12\/10\/a-short-history-of-educational-technology\/<\/p>\n

    Cuban, L. (1993).\u00a0Computers meet classroom: Classroom wins<\/a>.\u00a0Teachers College Record<\/i>,\u00a095<\/i>(2), 185-210.<\/p>\n

    Educational technology, (n.d.), in Oxford English dictionary.\u00a0<\/em>Retrieved Sept 7, 2018 from https:\/\/en.oxforddictionaries.com\/definition\/educational_technology<\/p>\n

    Encyclop\u00e9die, (n.d.). in Encyclopedia<\/em> Britannica. <\/em>Retrieved Sept 7, 2018 from https:\/\/www.britannica.com\/topic\/Encyclopedie<\/p>\n

    Pannabecker, J., (1995). For a history of technology education: Contexts systems and narratives. Journal of Technology Education. 7<\/em>(1), 43-56.<\/p>\n

    Romiszowski, A., (2004). How’s the eLearning baby? Factors leading to success or failure of an educational technology innovation. Educational Technology<\/em>, (44<\/em>)1, 5-27.<\/p>\n

    Saettler, P., (2004). The evolution of American educational technology. Retrieved from\u00a0https:\/\/books.google.ca\/bookshl=en&lr=&id=qfwnDwAAQBAJ&oi=fnd&pg=PP1&dq=saettler,+paul&ots=zugsI2nfox&sig=yQHHL2y_B7k_IHPLkhtErdaw_88&redir_esc=y#v=onepage&q=saettler%2C%20paul&f=false<\/i><\/p>\n

    Selwyn, N., (2015). Minding our language: why education and technology is full of bullshit \u2026 and what might be done about it, Learning, Media and Technology<\/em>, DOI: 10.1080\/17439884.2015.1012523<\/p>\n

    Technology, (2018). In\u00a0Merriam-Webster’s\u00a0online\u00a0dictionary<\/em>.\u00a0Retrieved\u00a0on Sept 7,\u00a02018\u00a0from https:\/\/www.merriam-webster.com\/dictionary\/technology?utm_campaign=sd&utm_medium=serp&utm_source=jsonld<\/p>\n

    The Associated Press, (1923). Edison predicts film will replace teacher, books. Virginia Chronicle. <\/em>Retrieved Sept 7, 2018 from\u00a0https:\/\/virginiachronicle.com\/cgi-bin\/virginia?a=d&d=HR19230518.2.11<\/p>\n

    Watters, A., (2018).\u00a0A History of Teaching Machines: A Timeline<\/em><\/a>, [web log post]. Retrieved Sept 7, 2018 from http:\/\/teachingmachin.es\/<\/p>\n","protected":false},"excerpt":{"rendered":"

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