My earliest memories of ed tech in the classroom date back to 1994, when I was in grade 4, just as the internet was beginning to emerge. Back then, ed tech was pretty basic, used for learning tasks like speed typing games or researching the Encyclopedia Britannica on CD-ROM. While I recall hearing about the internet, it wasn\u2019t integrated into classroom teaching until much later. Even in high school during the early 2000s, computers remained supplementary tools rather than central to learning. I assumed Weller\u2019s history of educational technology would align with these memories, perhaps starting earlier with pre-internet computers in the 1980s. However, Weller\u2019s decision to start his exploration in 1994 made sense once he explained that this was when the internet began to truly impact education.\u00a0<\/p>\n\n\n\n
As I progressed through Weller\u2019s book, I was surprised to learn that Sir Tim Berners-Lee, a single scientist at CERN, was the actual creator of the internet. Despite the internet’s profound impact on every aspect of our lives, including education, I had never heard of him. I always assumed the internet was the product of corporate innovation, not the vision of one man. This realisation made me reflect not just on my own ignorance but also on how easily we overlook the creators of the technologies we depend on daily. It’s unsettling to realise that I know more about the Kardashian family\u2014despite never having watched them on television\u2014than about the person who invented something that has transformed humanity. Thankfully, Weller’s insights into the history of ed tech have shed light on what I was missing<\/p>\n\n\n\n
It was interesting to see how even such a complicated creation was born out of the simple need to solve a problem. Understanding how the internet was born out of a need to simplify information sharing among scientists is a powerful reminder of how innovation begins with solving a specific problem. Berners-Lee\u2019s need to make sharing information easier led to the development of foundational technologies that still form the basis of the web today: HTML, URI, HTTP, and the web browser (Weller, 2020, p. 16). This serves as a testament to how simply solving a problem can lead to transformative advancements that reshape our world.<\/p>\n\n\n\n
It’s easy to take the invention of the internet for granted because it has become such an integral part of our daily lives. Yet, its impact on society and the education system has been nothing short of transformative. Learning about Berners-Lee’s role in its creation, as well as Weller’s explanation of its immediate influence, has deepened my appreciation for the opportunities and dangers it offers. Even Berners-Lee could not have anticipated how his creation would evolve beyond its original purpose. In fact, he came to regret how it has evolved and how it is being used today. <\/p>\n\n\n\n
Unlike Zuckerberg or other tech creators, Berners-Lee never profited off his own invention. And yet, he seems to feel responsible for how it has developed and impacted society. As I learned from a Vanity Fair article, he has expressed regret over how his invention has been used in recent years. He lamented, \u201cWe demonstrated that the Web had failed instead of served humanity, as it was supposed to have done, and failed in many places\u201d (Brooker, 2018, para. 6). In recent years, he has dedicated his life to protecting how it is used, creating a platform called Solid, designed to give individuals more control over their data. His efforts remind me that even the most groundbreaking innovations require vigilant management to ensure they are being used as intended.<\/p>\n\n\n\n
Looking back at my initial reflections on ed tech, I now realise just how pivotal Berners-Lee’s work has been in launching the field. Weller’s book has not only informed me but also challenged me to think more critically about the origins and future of Ed Tech. I feel a bit more informed now, though perhaps a little more humbled by how much I still have to learn.<\/p>\n\n\n\n
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