Published by Weri Gadou on 31th of August 2024
Before diving into Martin Weller’s 25 Years of Ed Tech, I thought the development of educational technology was a smooth, linear process, with each new tool or method building gradually on the previous. I believed that the development of the field was mostly predictable and influenced by more general technology trends. But Weller’s work has changed my understanding of the voyage, showing it to be much more dynamic and occasionally chaotic.
I find particularly surprising how the introduction of technology in education promoted deeper thought on teaching practices and pedagogy (Weller, 2020). Before the introduction of educational technology, “lecturers rarely undertook any formal education training at the time” (Weller, 2020, p.32). In other words, educators entered the teaching profession with minimal professional training. By introducing innovative tools and methods that questioned established norms and assumptions, education technology compelled educators to critically reassess and rethink their traditional teaching models (Weller, 2020). Therefore, it brought a more intentional approach to pedagogy—a fascinating and necessary evolution in the field.
I also find disturbing how the adoption of student-centered approaches, particularly in constructivism, sometimes becomes “an excuse for poor design” by educators (Weller, 2020, p.30). This describes a disengagement from essential pedagogical practices. The emphasis on students constructing their own knowledge might suggest that educators no longer need to actively guide or structure learning whereas educators still play a crucial role in guiding and scaffolding student learning (Merrill, 2002).
If I were to write a similar book, I wouldn’t start in 1994. Rather, I would start far earlier, with the invention of television and radio as educational tools (Ayanwale et al., 2023). These technologies, with their innovative approaches and broader audience reach, were instrumental in establishing the foundation for educational technology. By beginning the narrative here, we can examine how these early breakthroughs paved the way for more significant advancements and demonstrate how the development of educational technology is a part of a larger, more complex story.
References
Ayanwale, M. A., Adewuyi, H. O., & Afolabi, O. W. (2023). Learning through radio and television during COVID-19: perspectives of K-12 stakeholders. EUREKA: Social and Humanities, (2), 61-72.
Merrill, M. D. (2002). First principles of instruction. Educational technology research and development, 50, 43-59.
Weller, M. (2020). 25 years of ed tech. Athabasca University Press.
Hey Teri,
Your reflection on Martin Weller’s 25 Years of Ed Tech provides a thoughtful overview of how your understanding of educational technology has evolved. You originally viewed the development of ed tech as a smooth, linear process, but Weller’s work opened your eyes to the dynamic and sometimes chaotic nature of this evolution. Your recognition of how educational technology prompted deeper reflection on pedagogy is particularly insightful. Weller’s point about minimal formal training for educators before the advent of these technologies highlights the significant shift towards more intentional teaching practices that you rightly describe as a necessary evolution.
I also appreciate your critical perspective on the misuse of student-centered approaches, particularly constructivism. Your concern that these approaches can sometimes justify poor instructional design resonates strongly. While constructivism emphasizes student-driven learning, your emphasis on the continued importance of educator guidance is well-founded and crucial for maintaining quality education.
Lastly, your suggestion to start the narrative of educational technology’s history with earlier innovations like television and radio is compelling. These technologies indeed laid the groundwork for future developments, and beginning the story there would provide a richer, more complex understanding of the field’s evolution.
Thank you Joan for your comment, much appreciated.
Weri
Weri, thank you so much for your reflection and I love that you would start your book earlier – back to TV and radio. The history of DE is much longer and deeper than Weller can cover in his book and as you have so aptly highlighted, needs to consider many other media that are still, very effectively, being used today for learning. Thank you for sharing the reference and for those of you who are interested in learning more about the history of DE in Canada check out our Moodle companion site for a resource. You can also find some perspectives and resources here in a similar vein regarding the history of DE.
https://cjlt.ca/index.php/cjlt/article/view/28662/20794
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https://www.jstor.org/stable/40862326
Enjoy!
Ciao, Elizabeth
Thank you for your comments and the resources you shared! I will have a look.
Weri
Hi Weri, I had similarly thought of whether Weller started in the right place, but felt the internet is more when ed tech really took off. But your idea of starting with television and radio is really interesting—it would definitely provide a broader historical context for the evolution of educational technology. We often feel like our experience of technology is the universally acknowledged one, but it didn’t start in 1994 or even in the 80s. Your book would give the full history. How do you think radio and then the introduction of television impacted ed tech at the time?
I appreciate your thoughfull response Heidi! Internet represents a major advancement in education technology, but taking a step back to radio and television provides a broader context. For example, radio made it possible for educational broadcasts to reach rural places, which established the foundation for distance learning. On the other end, television changed the way knowledge content was delivered, making learning more engaging and accessible. These early technologies demonstrated how media could democratize education.