In review of articles from Reiser (2001) and Weller (2018), it is clear that there are distinctive patterns inherently identified within the domain of Education and Technology, or ‘EduTech’ as some refer to it. These lessons of pattern are presented in the historical context of the field of EduTech. In a shortened history in the field of instructional design and technology ranging from the audiovisual movement, EduTech and World War II, and a quick synopsis of recent developments within this diverse domain, Reiser (2001) presents an overall pattern of conclusion. Reiser (2001) suggests in his article that new instructional media and technology is usually precursory with massive elation, however, continues to field the notion that eventually these technologies fade and become obsolete. He poignantly states that “enthusiasm and interest eventually fade [and that] an examination reveals that the medium has had a minimal impact on such practices” (Reiser, 2001, p. 61). Perhaps the most unique and final conclusive iteration from Reiser is his suggestion that “computers, the internet, and other digital media will bring about greater changes in instructional practices than the media that preceded them” (p. 62). Is Reiser a victim of his own EduTech pattern of failure or lack-luster impact as he previously stated? In my opinion no…however, perhaps if one delves deeper into the specific technologies within internet and computer usage in education, some would eventually fall into the abyss of being no longer usable or relevant – not all ideas are necessarily good ideas.

In Weller’s (2018) review of EduTech history, he approaches his conclusions in a different manner. I believe it is generally clear that Weller agrees with Reiser in that many technologies have eventually had little impact or success within education; however, Weller appears to be more positive in his presented facts in terms of technological influences within the field. Overall though, Weller (2018) cogently focuses on the socioeconomic influence of new technologies along with the cultural influences, a play Reiser does not conclude on. As stated in his paper, “the simple transfer of technology from other sectors often fails to appreciate the sociocultural context in which education operates” (Weller, 2018, p. 48). The stark contrasts between Weller and Reiser in these papers does not necessarily lend to the conclusion or idea that one is right and the other wrong, a black and white deduction. In fact, both have provided a different basis or foundation in which to derive their conclusions from.

But ultimately, how do these historical lessons effect my work in Military Aerospace Control or Air Traffic Control. Firstly, new technology does not necessarily mean the automatic usefulness in education. In fact, older simulators used in terminal air traffic control were originally held up to be the Deus ex Machina to solve the learning and technology short falls in aerospace control. Students were expected to somehow just simply learn and retain more simply due to the fact we had better technology. Weller (2018) and Reiser (2011) both touched on the notion that education is a highly complex organism in itself and thus the introduction of technology to such a complex system needs to be added in a very deliberate and effective way. One of the possible research avenues I may explore may be simply the question of how to best utilize our current EduTech in Military Aerospace Control in order for students to effectively learn? Secondly, and something that is slowly being introduced more into the Military at this time is the addition of sociocultural understandings and applications to instruction. Much more research and greater attention is required within the Military to address these de facto sociocultural characteristics of learning…this would include Aerospace Control learning as well. Younger generations are attuned to these socioeconomic and sociocultural influences greater than previous generations, that being my opinion. The future appears to be endless for EduTech, a conclusion both Reiser, Weller and myself agree upon.

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

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