Technology

'Pre-digital: Film, radio & television (1890s to 1970s) The history of educational technology is a well-trodden topic, with the mixed results of technology integration in teaching and learning well documented. 

Film and radio were introduced into schools in the late 1890s and 1920s, respectively. Television was introduced in the 1950s. 

1900 to the 1980s. All three were introduced with considerable excitement about the learning and teaching possibilities. It was thought that each would open up the classroom to the rest of the world and revolutionize education. Yet, despite this hype all three were used in a limited way in teaching and learning. 

All three technologies ‘delivered knowledge’ to students, through visual and audio channels. It was thought that they could easily be integrated with existing traditional textbooks and written tasks. The combination of media, particularly in television, was thought to be ‘the closest thing to real experiences’ (King 1954, p. 20, cited in Selwyn, 2011) 

Digital technologies: Personal Computers (1970s) In the 1970s and early 1980s, desktop computers became affordable enough to be purchased by schools. Similar to the pre-digital technologies, there was overwhelming and relatively unsubstantiated public belief in the positive learning benefits of computer use. Education departments began to purchase computers to have in classrooms and to equip computer labs. 

Increasing numbers of computers in schools provided for increased individualization and new ways of learning through use of software, programming, use of computer tutors and games. 

Connected digital technologies: The Internet (1990s) The third ‘age’ of educational technology examined in this chapter is that of connected digital technologies. In particular, this includes use of computers and other devices that are connected through local networks or the Internet. Again, it was believed that access to the Internet and the opportunities for learning would revolutionize and democratize education. .....

To conclude this section, the key point is that as digital technologies have increased in complexity, presence in society, but a revolution in education has not occurred. Importantly, greater access to online tools and digital devices in schools has resulted in increased us in teaching and learning. While there is progress in technology adoption in the classroom, many of the same issues affecting use of earlier technologies continue to limit dramatic changes in teachers’ practice. '

Extracts from https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2830&context=sspapers