In comparing Reiser’s account of significant events in the past 100 years or so of educational technology, with Weller’s account of the 20 subsequent years, one theme which seemed to resurface again and again in both articles was that of unrealized potential.  Despite the documented benefits, or successes in the use of technology (or media) in education, technology has either remained merely an adjunct to the educational process, or integrated in such a way that the technology’s capability isn’t being fully exploited.

One particular example, was provided by Reiser as he painted a picture of the successful use of audio-visual training materials during World War II, and how following this success, research in instructional media looked hopeful and gained momentum (Reiser, 2001). Yet despite the ability of broadcast media to reach wider audiences, and while media comparison studies identified that the quality of learning was not being sacrificed, the momentum eventually slowed.  Reiser asserted that this was not because the media itself was an inadequate means of delivering content, but was due to the poor quality of the content being produced which in turn undermined the efficacy of the media itself as an instructional platform (Resier, 2001). This lesson resonates with me as I consider embedding instructional videos into the program in which I teach which is largely focused on job skills training. If Reiser’s account of events can be trusted, then it seems instructional videos would be an appropriate choice of technology to assit in teaching a skill. This could allow me an opportunity to focus class-time on practice and repetition versus instruction. However, considering the chain of events outlined above, it seems a concerted effort would need to be invested into creating a video as thoughtfully and prudently as I would design a traditional lesson. Then, I might be able to realize the full benefit of including the audio-visual technology in the class-room.

Of the nearly 20 technologies that Weller discussed, he illustrated how only a few have actually managed to gain wide-spread and durable use in the field of education, and one of those few is the LMS. The institution I work for uses an LMS, D2L, as the main system for delivering all instructional content and for both online and in traditional delivered courses.  Just like Weller described as the problem with LMS’s, the problem with the way the LMS is used at my institution, is that it doesn’t promote, or even allow for instructors to select or embed appropriate technologies into a course as they see fit to do from an instructional or pedagogical perspective. Furthermore, the technologies that are available to use within the LMS are not likely one’s that a tech-savvy teacher would select if given the opportunity to choose (Weller, 2018). This can limit the potential of the teacher to positively affect the delivery of course, which in turn can limit  potential benefits for the learner  Considering that the use of the LMS is not optional within my institution, some of the excitement generated as I learn all about various new technologies and their potential is detracted from, as I might not have an opportunity to apply their use to my courses in the way I’d like. Given how completely the LMS is being used in my institution, and given what an undertaking it would be to evolve from it, it’s not a circumstance that I envision will change in the near (or distant) future.

Drawing on these lessons from the past which are related to implementing new technologies, it seems that more prudence and effort needs to be exerted in fully understanding the technologies, and their implications on the educational experience for learners, teachers and institutions before their use is either marginalized by the educational community, or fully embraced.

References

Reiser, R. (2001). A history of instructional design and technology: Part 1: A history of instructional media. Educational Technology Research and Development, 49(1), pp. 53-64. Doi:10.1007/BF02504506

Weller, M. (2018). Twenty years of ed tech. Educause Review Online, 53(4), pp. 34-48. Retrieved from https://er.educause.edu/articles/2018/7/twenty-years-of-edtech