Weller’s concepts of “historical amnesia” and the “year-zero mentality” resonate with the shift from analog to digital technologies, such as Bulletin Board Systems (BBS) in the early 1990s. Despite their revolutionary potential, BBS faced technical barriers and user resistance, illustrating Weller’s critique that new technologies often ignore past lessons (Weller, 2020, Chapter 1). The struggles with BBS, including student frustration (Mason & Kaye, 1989, as cited in Weller, 2020), highlight the importance of building on past successes and failures rather than dismissing them.
One argument I find compelling yet challenging is Weller’s support for the slow adoption of educational technologies. His emphasis on a measured, evidence-based approach is vital for stability, but it may overlook contexts where rapid adaptation is crucial, such as during global crises like the COVID-19 pandemic (Weller, 2020, Chapter 6). This tension between innovation and stability underscores the complexity of integrating technology in education. Weller’s caution against rushing toward disruption is necessary but could benefit from acknowledging situations where speed is essential.
If I were to write a similar book, I would start the history of educational technology earlier than 1994, recognising the foundational impact of earlier media like radio and television. These technologies laid the groundwork for the digital tools we use today, and acknowledging this broader historical context enriches our understanding of the field. Weller (2020, Chapter 1) rightly warns that focusing solely on recent developments risks losing valuable lessons from the past.
Conclusively, Weller’s work offers a critical lens on educational technology, urging professionals to balance innovation with tradition. While his arguments are compelling, they challenge us to think critically about when to prioritise stability over rapid innovation.
References:
Alrazni, A. (2024, April 8). The Journey of Educational Technology: A brief history. Medium. https://medium.com/@ahmad_alrazni/the-journey-of-educational-technology-a-brief-history 9d9a2d5e5714#:~:text=The%2020th%20century%20witnessed%20the,avenues%20for%20teaching%20and%20learning.
Weller, M. (2020). 25 years of ed tech. Athabasca University Press.
Interesting thoughts, Joan. Weller does seem to couple education technology to widespread internet access. I very much like your idea of including radio and television in the look back. Those media certainly would have influenced their online counterparts.
If you were to start your study with PBS in 1969, you could still have a catchy title: 50 Years of Ed Tech.
Excellent perspectives, Joan. I agree with you about the difficulty of defining year zero for ed-tech and the impact of crises such as COVID-19. It would be interesting if Weller would update his book through to 2024 and identify the effect of COVID-19 on ed tech and the lessons learned. Also, I’d be curious to know his recent perspectives on social media and AI as they relate to ed tech.
Regarding year zero, your recognition of analogue broadcast technologies has merit, but I would also include the printing press as another mass-producing and distributing education content. In this case, I think Weller attempted to define ed tech in the age of digital information technology.
This was an excellent post Joan. I agree with your point about rapid adoption during critical periods such as COVID-19. Often, during times like these, we see the most advancements in tech, like the space race, COVID-19 and, unfortunately, wars. I agree that we need to be methodical, but the time invested needs to match the pace of technology. We all want what’s best for the industry, but those who shoot from the hip can still hit the target. In a competitive landscape, sometimes you must take chances or risk losing your market share.