Etc 547 Paper

Technology's Impact Running head: TECHNOLOGY'S IMPACT ON THE PK - 16 PEDOGAGY WORLDS

Technology's Impact on the PK - 16 Pedagogy Worlds Peter C. Frank Northern Arizona University

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Abstract This paper examines the history of the technology in the pedagogical world and how that technology has impacted the pedagogical world through its affects on the behaviorism, social and cognitive theories of learning, as well as, the constructivist and constructionist approaches to pedagogy. It also examines the use of technology throughout the pedagogical world; from early education to higher education. The innovations in school pedagogy and technology is also discussed.

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Technology's Impact on the PK - 16 Pedagogy Worlds

Early Technology in Education “Long before our forefathers settled on this continent, the printing press became the key technology for learning” (Stephenson & deLandsheere, 1985, pp. 75-92). Textbooks were printed and used quite extensively to teach subject matter that was basically nothing more than rote learning; that is to say, “learning occurred through repetition and reward, while appropriate behavior resulted from conditioning and external controls…” both of which were views expressed by “Thorndike…and Watson…” (Morris, 1982, pp. 16-33). “…The post-war momentum …moved from programmed learning…to tape-slide formats, overhead projects, video, closed-circuit television, and other exploitations of technologies that were becoming available on the market” (Silver, 1999, pp. 145-156). “Today, the key technology for the ‘information society’ is the microchip” (Stephenson & deLandsheere, 1985a, pp. 75-92). “In the early days of public education in the United States, the prime objective was inculcation of the virtues of self-control and self-discipline. To preserve and promote the social order were considered proper activities…” for the teacher (Hoos, Mar. - Apr. 1975, pp. 141-159). This mode of thinking brought about the idea that teachers were overworked and “…any device that can be called a teachers’ aid is beneficial…” (Hoos, Mar. - Apr. 1975, pp. 141-159).

Technology in Today’s Pedagogical World There is no ignoring the fact that in today’s world the individual must have an understanding of the available technology, computers for the most part, in order to understand our world. “This understanding, often called ‘computer literacy’, is something schools must obviously begin to provide” (Stephenson & deLandsheere, 1985, pp. 75-92). In their paper,

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Planning the School of the Future: Proceedings of a National Study Conference, Stephenson & deLandsheere (1985) stated: As in most things, one understands best by doing. Therefore, schools must not only teach about computers, they must teach with computers and allow the student to use them as personal learning tools like textbooks, notebooks, and libraries. Just as immense communication and information processing abilities of computers transform most of the processes of which it becomes a part, so does the computer transform the nature of education and the functions of teachers and schools. Technology that educates abounds in our world today, as well as in education. Parents can obtain electronic toys (simple computers) that reward a pre-school child’s correct placement of the square peg in the square hole with lights, sounds, or both. There are toys available for children, such as VTech® and Leap Frog® that are designed specifically to teach. The children have fun and learn as they play. There are interactive books for both pre-school and kindergarten children that will read as the child points to the words or give the name of an object or animal when the child places their finger or special pointer on the picture of said object or animal. Computers in schools can be of great value in teaching many real life situations. “There are almost unlimited pedagogical applications for this kind of simulation, from teaching safe driving, to first-aid and human physiology, to advanced physics, where real situations are too dangerous or too expensive to all the student to learn while doing” (Stephenson & deLandsheere, 1985, pp. 75-92). “Future educational theories will need to be encompassing, relevant, operative, and congruent with the nature of the twenty-first century… preparing individuals with the strategies, skills, and coping mechanisms to survive in an environment of new contingencies will be, in part, a responsibility of the educational system” (Morris, 1982, pp. 16-33). Therefore, schools will have to ensure faculty have the knowledge and the experience to effectively use

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computers to facilitate the students’ use of the computer technology available, as well as, any other technology the teachers may deem valuable in facilitating students’ learning and understanding. Most importantly, however, schools will have to ensure a well established technology center within their walls. Many urban communities in this country lack computers, or computers in sufficient numbers, to accommodate students. There are, however, programs and groups that are doing their best to put computers into the hands of the students in these third world and urban community schools. Once such effort is being made by Untangle through a program called Installfest at LinuxWorld. “Andrew Fife; a senior marketing manager for Untangle , [speaks in a podcast of a program where] more than 1,000 used computers will gain new life…Volunteers will install new Linux and open source software [into] refurbished computers [that] are donated to needy schools…” (Fife, 2008) Jim Getty mentions another effort to put computers into the hands of students, when he speaks of a program called One Laptop Per Child. “The mission [of this program] is to develop a $100 dollar laptop … [and the program’s goal is] to provide children around the world with new opportunities to explore, experiment, and express themselves” (2007)

Technology in Higher Education “In the mid-1960s…educational computing was only just beginning its journey into higher education, but by the end of the 1970s it was one of the driving forces of policy making on teaching and learning nationally and institutionally” (Silver, 1999, pp. 145-156). More and more institutions of higher learning were going through innovations in their teaching that was more facilitation than instructional. The sciences, biology, physics, and chemistry to name a few, were using computers more in laboratories for writing reports, graphing data, modeling concepts such as chemical and molecular structure of substances and compounds. College professors of every discipline were

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using overhead computer projectors in their lectures to illustrate points of interest and importance.

Conclusion The future of education is definitely in the deeply seated in the technological world. Continued innovations in education, theories of education, and learning styles of students the world over will decide how much technology is needed and just how effective it is. We have come a long way since the printing press to the microchip. It has been an exciting uphill journey and the future holds more surprised and enlightenment for the pedagogical world and all that are involved in it.

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References Fife, A. (2008-7-17). LinuxWorld Installfest for Schools. Retrieved October 17, 2008, from WGBH Forum Web site: http://forum.wgbh.org/wgbh/ Getty, J. (NA). One Laptop Per Child. Retrieved October 16, 2008, from WGBH Forum Web site: http://forum.wgbh.org/wgbh/ Hoos, I. R. (Mar. - Apr. 1975). The cost efficiency: Implications of educational Technology. The Journal of Higher Education, 46 (2), 141-159. Morris, G. B. (1982a). A Conceptualization of Education in the Future. Canadian Journal of Education, 7 (2), 16-33. Silver, H. (1999b). Managing to innovate in higher education. British Journal of Educational Studies, 47 (2), 145-156. Stephenson, B., & deLandsheere, G. (1985a). Planning the School of the Future: Proceedings of a National Study Conference. Peabody Journal of Education, 62 (2), 75-92.

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