Etc 547 Scholarly Writing Paper Renee Marshall
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Technology in the Schools
The History of Technology in Schools Renee Marshall ETC 547 Instructor; Mary Elizabeth Lane-Kelso October 20, 2008
Technology in the Schools Abstract Technology has played an important part of many aspects of our society. Historically, technology and society are interrelated, where there is a correlation between how each may affect the changes in the other. These technological changes have been taking place throughout the course of history. Today, we may consider technology to be relevantly new, but when we reflect on the past, and see the developments that have occurred over time and changed the way we live our lives, we can then see that technology has its roots in our past. Our society uses technology for just about every aspect of daily life. One of the most important aspects though may be the way that we educate our children. Technology has found its way into the schools and has dramatically changed the way students learn and participate in their own learning experiences. Today, there are a few obstacles in the way of ensuring that all students have equal access to technological advances in the schools. The main obstacle is funding for both equipment and staff training, both of which are expensive and ever changing. Even if schools can afford new technologies, if teachers are not trained and updated, then these tools will have little impact on students.
Technology in the Schools Learning Theories Throughout history there have been many theories presented that try to explain how humans learn. Each theory has strengths and criticisms, and has had an impact on the way we view learning and behavior. Behaviorism is a theory that has its focus on the outward, observable behaviors of living creatures. A strength of Behaviorism is that a subject will behave in a predictable manner when cued with a particular stimulus. A goal is reached by using a reinforcement during the learning process. A consequence of an action can also be used to reinforce a desired learning outcome. Proponents of other learning theories criticize Behaviorism because it does not explain how complex learning occurs. The main ideas behind Social Learning Theories are that people learn through observation and that learning can take place even without a change in behavior. As being part of a society, all people learn by observing the actions, along with the outcome of those actions, of other people. Therefore learning takes place in a social framework. The Cognitive learning Theory relates that we learn by association and also, that we build on previous knowledge and/or experiences. This does not mean that there is a change in behavior, but rather an internal change within the mind. This theory also stresses that people are in control of their own capability to learn. Learners are capable of setting goals for themselves and with a knowledgeable facilitator, and accommodating environment, learners will become motivated to learn and to reach their goals. Constructivism is a theory in which it is believed that people learn new things based on their own previous knowledge and experiences. Learning takes place by building knowledge upon the unique experiences of each person and the accumulated knowledge of that person. This
Technology in the Schools means that the learner may either adjust their previously held ideas or notions or may choose to reject the newly presented information. Constructionism is a theory that believes that society constructs the way people behave and what people believe to be moral or immoral through the use of media and other social tools. Constructionism can be used to influence the way people view other groups of people within a society. Constructionism can be used as a means to pass laws or other public policies such as policies regarding education. History of Technology Use in Schools When we think about technology today, usually is what comes to mind are slim and trim, shiny objects that either entertain us or somehow improves and enhances our quality of life. The idea that technology is a recent phenomenon would be incorrect. The historical development of new technology can be usefully viewed as a three- phase process with a number of intermediate forms. For example, technology may be seen as having progressed from dependent machines (e.g. bucket elevators), to semi- automatic machines (e.g. Jacquard loom) and, finally, to automatic machines (e.g. continuous process technologies). (Carlopio, 1988) Recently, there have been theories that express why and how technologies and societies change over time. There seems to be a debatable correlation between the ways in which these changes occur. It may be determined that one changes the other. Glancing at The Social Construction Theory of Technology, we may determine that technology is built upon itself because of social change, “According to the first tenet, technological development either follows scientific discoveries—as inventors and engineers apply science—or it follows a logic of its own, with new inventions deriving directly from previous inventions.” Johnson, n.d., para., 3). The
Technology in the Schools flip side would be that new technologies change society. “…second tenet of technological determinism, when technologies are adopted by societies or particular social groups, the adoption brings about social change and patterns of social behavior. Technological change is said to create a cultural lag until culture catches up.” (Johnson, n.d. para., 4). According to Merriam-Webster’s on-line dictionary (2008), technology can be defined as a capability given by the practical application of knowledge. Over the course of last few hundreds of years, this definition has not changed. Humans, in general, have used their “practical application of knowledge” (Merriam-Webster, 2008) to change the ways in which we live. This is true for basically all aspects of life, from the way we create industry to the ways that we raise our food and educate our children. In classrooms across America, the landscape has changed dramatically, especially over the past fifty years or so. Society has used the educational system to the betterment of us all. We have moved from using slate boards to using various technologies in the classrooms. “The notion of teaching children about contemporary technology and industry has been a recurring international theme throughout the history of education.” (Foster, n.d. Introduction section, para. 2). Advanced technologies have allowed students of all ages to contribute in many positive ways to their own learning experiences. “Technology has always held great allure as a teaching aid, especially when problems are identified that are not easily solved by other means.” (Cambre & Hawkes, 2004). Present Use of Technology in Schools In almost every school in America today there is at least some form of newer technology being used, whether it is in the form of computers and software and the internet, SmartBoards or various other technologies, such as projectors or televisions. The government has invested many
Technology in the Schools taxpayers’ dollars into keeping current with technology trends. Probably the most common tech tool is the computer itself. Many schools have computer labs and specially trained teachers to ensure proper and wise use of the equipment. Some schools are fortunate enough to have at least a couple computers right in the classrooms themselves. The students can use the computers for a variety of uses such as doing research on-line or taking tests for many different subjects like reading comprehension, spelling and math. SmartBoards are yet another innovative tool for both teachers and students. These interactive boards allow the users to have hands on experiences in a variety of subjects. As long as the teacher has been properly trained in the use of these tools, then the students will benefit greatly by exposure to these and other tech tools that can enhance the students’ learning experiences. “With the aid of technology, many teachers can take students beyond traditional classroom limits, creating virtual environments to experiment and explore.” (Hamza, & Alhalah, 1999, sec. 5). Conclusion Technology in the schools has played a very important role in the ways we educate our children. From the simplest technologies used years ago including items like overhead projectors and adding machines to the laptop computers that are available to many students today, there has been a long list of technologies used in the classrooms throughout history. This is a very important time to be an educator. There has never before been as many opportunities as now to enable all children to fully participate in their own education, and thus in doing so, have meaningful learning experiences that will enhance their lives’ now and in the future. Teachers will be required to keep up to date on new advances in technology so they can make informed decisions based on their training. If teachers can show that they embrace technologies, their students will be more likely to do so also. ‘Knowledgeable and effective
Technology in the Schools school leaders are extremely important in determining whether technology use will improve learning for all students.” (Valdez, 2004, sec.1). Where technology in the educational system will go from here will be determined by government agencies at all levels. Without proper funding, schools will not have the abilities to buy and maintain technological equipment and recurrent training for staff members. With so many innovative tools that are available and ever changing, it will be difficult for most schools to be current with advances. Mobile broadband, collaborative Web technologies, and mashups will all significantly impact education over the next five years, along with "grassroots" video, collective intelligence, and "social operating systems." This according to a new report released last week by the New Media Consortium and the Educause Learning Initiative, the 2008 Horizon Report. (Nagel, 2008 para.1). Taking advantage of all of the free software programs on the internet may help schools keep their students somewhat up-to-date. Programs, such as WebQuest, are important learning tools that can be used for a variety of subjects. There are basically limitless free educational programs on-line that, with the right teacher training will benefit the next generation of learners. Teachers, parents and entire communities must ensure that schools are being properly funded. They should be proactive in finding ways to raise money for new equipment. Some schools participate in fund raisers to help offset the high cost of new equipment. Grant proposals are also an excellent way to find resources for purchasing upgraded equipment and new software programs.
Technology in the Schools Change is inevitable, and to ensure that this generation of students will be able to compete in the global market that we now live in, it is essential that we invest in their futures. As a society, we need to get our priorities straight and ensure that educational programs are properly funded. Through the innovative use of technologies, positive social change will occur.
Technology in the Schools References: Cambre, M., & Hawkes, M. (2004). Toys, tools & teachers: The challenges of technology. Lanham, ML: Rowman & Littlefield Carlopio, J. (1988). A history of social psychological reactions to new technology [Abstract] [Electronic version]. Journal of Occupational Psychology, 61 (1), 67-77. Retrieved September 18, 2008, from http://libproxy.nau.edu:3896/ehost/detail?vid=1&hid=5&sid=c215e8ad-66aa-4f34-8f13527f53304e20%40SRCSM1&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph& AN=4617811 Foster, P.N., Technology education. Education Encyclopedia. Retrieved September 18, 2008 from http://www.answers.com/topic/technology-education Hamza, M.K., & Alhalah, B. (1999). Technology and education: between chaos and order. First Monday. Retrieved September 18, 2008, from http://www.firstmonday.org/issues/issue4_3/hamza/index.html#author Johnson, D., Social construction of technology [Article summary]. Bookrags. (n.d.) Retrieved September 19, 2008 from http://www.bookrags.com/research/social-construction-oftechnology-este-0001_0004_0/sect5.html Nagel, D., Which technologies will shape education in 2008?. T.H.E. journal. (n.d.) Retrieved on September 20, 2008 from www.thejournal.com/articles/21972 Technology. (2008). In Merriam-Webster Online Dictionary. Retrieved September 21, 2008, from http://www.merriamwebster.com/dictionary/technology Valdez, G. (2004). Critical issue: technology leadership: enhancing positive educational change.
Technology in the Schools Learning Points Associates. Retrieved on September 21, 2008, from http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le700.htm
The History of Technology in Schools Renee Marshall ETC 547 Instructor; Mary Elizabeth Lane-Kelso October 20, 2008
Technology in the Schools Abstract Technology has played an important part of many aspects of our society. Historically, technology and society are interrelated, where there is a correlation between how each may affect the changes in the other. These technological changes have been taking place throughout the course of history. Today, we may consider technology to be relevantly new, but when we reflect on the past, and see the developments that have occurred over time and changed the way we live our lives, we can then see that technology has its roots in our past. Our society uses technology for just about every aspect of daily life. One of the most important aspects though may be the way that we educate our children. Technology has found its way into the schools and has dramatically changed the way students learn and participate in their own learning experiences. Today, there are a few obstacles in the way of ensuring that all students have equal access to technological advances in the schools. The main obstacle is funding for both equipment and staff training, both of which are expensive and ever changing. Even if schools can afford new technologies, if teachers are not trained and updated, then these tools will have little impact on students.
Technology in the Schools Learning Theories Throughout history there have been many theories presented that try to explain how humans learn. Each theory has strengths and criticisms, and has had an impact on the way we view learning and behavior. Behaviorism is a theory that has its focus on the outward, observable behaviors of living creatures. A strength of Behaviorism is that a subject will behave in a predictable manner when cued with a particular stimulus. A goal is reached by using a reinforcement during the learning process. A consequence of an action can also be used to reinforce a desired learning outcome. Proponents of other learning theories criticize Behaviorism because it does not explain how complex learning occurs. The main ideas behind Social Learning Theories are that people learn through observation and that learning can take place even without a change in behavior. As being part of a society, all people learn by observing the actions, along with the outcome of those actions, of other people. Therefore learning takes place in a social framework. The Cognitive learning Theory relates that we learn by association and also, that we build on previous knowledge and/or experiences. This does not mean that there is a change in behavior, but rather an internal change within the mind. This theory also stresses that people are in control of their own capability to learn. Learners are capable of setting goals for themselves and with a knowledgeable facilitator, and accommodating environment, learners will become motivated to learn and to reach their goals. Constructivism is a theory in which it is believed that people learn new things based on their own previous knowledge and experiences. Learning takes place by building knowledge upon the unique experiences of each person and the accumulated knowledge of that person. This
Technology in the Schools means that the learner may either adjust their previously held ideas or notions or may choose to reject the newly presented information. Constructionism is a theory that believes that society constructs the way people behave and what people believe to be moral or immoral through the use of media and other social tools. Constructionism can be used to influence the way people view other groups of people within a society. Constructionism can be used as a means to pass laws or other public policies such as policies regarding education. History of Technology Use in Schools When we think about technology today, usually is what comes to mind are slim and trim, shiny objects that either entertain us or somehow improves and enhances our quality of life. The idea that technology is a recent phenomenon would be incorrect. The historical development of new technology can be usefully viewed as a three- phase process with a number of intermediate forms. For example, technology may be seen as having progressed from dependent machines (e.g. bucket elevators), to semi- automatic machines (e.g. Jacquard loom) and, finally, to automatic machines (e.g. continuous process technologies). (Carlopio, 1988) Recently, there have been theories that express why and how technologies and societies change over time. There seems to be a debatable correlation between the ways in which these changes occur. It may be determined that one changes the other. Glancing at The Social Construction Theory of Technology, we may determine that technology is built upon itself because of social change, “According to the first tenet, technological development either follows scientific discoveries—as inventors and engineers apply science—or it follows a logic of its own, with new inventions deriving directly from previous inventions.” Johnson, n.d., para., 3). The
Technology in the Schools flip side would be that new technologies change society. “…second tenet of technological determinism, when technologies are adopted by societies or particular social groups, the adoption brings about social change and patterns of social behavior. Technological change is said to create a cultural lag until culture catches up.” (Johnson, n.d. para., 4). According to Merriam-Webster’s on-line dictionary (2008), technology can be defined as a capability given by the practical application of knowledge. Over the course of last few hundreds of years, this definition has not changed. Humans, in general, have used their “practical application of knowledge” (Merriam-Webster, 2008) to change the ways in which we live. This is true for basically all aspects of life, from the way we create industry to the ways that we raise our food and educate our children. In classrooms across America, the landscape has changed dramatically, especially over the past fifty years or so. Society has used the educational system to the betterment of us all. We have moved from using slate boards to using various technologies in the classrooms. “The notion of teaching children about contemporary technology and industry has been a recurring international theme throughout the history of education.” (Foster, n.d. Introduction section, para. 2). Advanced technologies have allowed students of all ages to contribute in many positive ways to their own learning experiences. “Technology has always held great allure as a teaching aid, especially when problems are identified that are not easily solved by other means.” (Cambre & Hawkes, 2004). Present Use of Technology in Schools In almost every school in America today there is at least some form of newer technology being used, whether it is in the form of computers and software and the internet, SmartBoards or various other technologies, such as projectors or televisions. The government has invested many
Technology in the Schools taxpayers’ dollars into keeping current with technology trends. Probably the most common tech tool is the computer itself. Many schools have computer labs and specially trained teachers to ensure proper and wise use of the equipment. Some schools are fortunate enough to have at least a couple computers right in the classrooms themselves. The students can use the computers for a variety of uses such as doing research on-line or taking tests for many different subjects like reading comprehension, spelling and math. SmartBoards are yet another innovative tool for both teachers and students. These interactive boards allow the users to have hands on experiences in a variety of subjects. As long as the teacher has been properly trained in the use of these tools, then the students will benefit greatly by exposure to these and other tech tools that can enhance the students’ learning experiences. “With the aid of technology, many teachers can take students beyond traditional classroom limits, creating virtual environments to experiment and explore.” (Hamza, & Alhalah, 1999, sec. 5). Conclusion Technology in the schools has played a very important role in the ways we educate our children. From the simplest technologies used years ago including items like overhead projectors and adding machines to the laptop computers that are available to many students today, there has been a long list of technologies used in the classrooms throughout history. This is a very important time to be an educator. There has never before been as many opportunities as now to enable all children to fully participate in their own education, and thus in doing so, have meaningful learning experiences that will enhance their lives’ now and in the future. Teachers will be required to keep up to date on new advances in technology so they can make informed decisions based on their training. If teachers can show that they embrace technologies, their students will be more likely to do so also. ‘Knowledgeable and effective
Technology in the Schools school leaders are extremely important in determining whether technology use will improve learning for all students.” (Valdez, 2004, sec.1). Where technology in the educational system will go from here will be determined by government agencies at all levels. Without proper funding, schools will not have the abilities to buy and maintain technological equipment and recurrent training for staff members. With so many innovative tools that are available and ever changing, it will be difficult for most schools to be current with advances. Mobile broadband, collaborative Web technologies, and mashups will all significantly impact education over the next five years, along with "grassroots" video, collective intelligence, and "social operating systems." This according to a new report released last week by the New Media Consortium and the Educause Learning Initiative, the 2008 Horizon Report. (Nagel, 2008 para.1). Taking advantage of all of the free software programs on the internet may help schools keep their students somewhat up-to-date. Programs, such as WebQuest, are important learning tools that can be used for a variety of subjects. There are basically limitless free educational programs on-line that, with the right teacher training will benefit the next generation of learners. Teachers, parents and entire communities must ensure that schools are being properly funded. They should be proactive in finding ways to raise money for new equipment. Some schools participate in fund raisers to help offset the high cost of new equipment. Grant proposals are also an excellent way to find resources for purchasing upgraded equipment and new software programs.
Technology in the Schools Change is inevitable, and to ensure that this generation of students will be able to compete in the global market that we now live in, it is essential that we invest in their futures. As a society, we need to get our priorities straight and ensure that educational programs are properly funded. Through the innovative use of technologies, positive social change will occur.
Technology in the Schools References: Cambre, M., & Hawkes, M. (2004). Toys, tools & teachers: The challenges of technology. Lanham, ML: Rowman & Littlefield Carlopio, J. (1988). A history of social psychological reactions to new technology [Abstract] [Electronic version]. Journal of Occupational Psychology, 61 (1), 67-77. Retrieved September 18, 2008, from http://libproxy.nau.edu:3896/ehost/detail?vid=1&hid=5&sid=c215e8ad-66aa-4f34-8f13527f53304e20%40SRCSM1&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph& AN=4617811 Foster, P.N., Technology education. Education Encyclopedia. Retrieved September 18, 2008 from http://www.answers.com/topic/technology-education Hamza, M.K., & Alhalah, B. (1999). Technology and education: between chaos and order. First Monday. Retrieved September 18, 2008, from http://www.firstmonday.org/issues/issue4_3/hamza/index.html#author Johnson, D., Social construction of technology [Article summary]. Bookrags. (n.d.) Retrieved September 19, 2008 from http://www.bookrags.com/research/social-construction-oftechnology-este-0001_0004_0/sect5.html Nagel, D., Which technologies will shape education in 2008?. T.H.E. journal. (n.d.) Retrieved on September 20, 2008 from www.thejournal.com/articles/21972 Technology. (2008). In Merriam-Webster Online Dictionary. Retrieved September 21, 2008, from http://www.merriamwebster.com/dictionary/technology Valdez, G. (2004). Critical issue: technology leadership: enhancing positive educational change.
Technology in the Schools Learning Points Associates. Retrieved on September 21, 2008, from http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le700.htm
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