Educational technology in way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history is made to start with educational film (1900's) or Sidney Pressey's mechanical teaching machines in the 1920'.
Particularly in recent years, technology has changed from being a peripheral factor to becoming more central in all forms of teaching. Nevertheless, arguments about the role of technology in education go back at least 2,500 years. To understand better the role and influence of technology on teaching, we need a little history, because as always there are lessons to be learned from history. Paul Settler's ‘The Evolution of American Educational Technology’ (1990) is one of the most extensive historical accounts, but only goes up to 1989. A lot has happened since then. I’m giving you here the postage stamp version, and a personal one at that.
First large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials. Today, presentation-b*ased technology, b*ased on the idea that people can learn contents trough aural and visual reception, exists in many forms, e.g., streaming audio and video, PowerPoint presentations + voice-over. Another interesting invention of the 1940's was hypertext, i.e., V. Bush's memes.
The 1980's and 1990's produced a variety of schools that can be put under the umbrella of the label Computer-b*ased learning (CBL). Frequently b*ased on constructivist and cognitivist learning theories, these environments focused on teaching both abstract and domain-specific problem solving. Preferred technologies were micro-worlds (computer environments were learners could explore and build), simulations (computer environments where learner can play with parameters of dynamic systems) and hypertext.
Particularly in recent years, technology has changed from being a peripheral factor to becoming more central in all forms of teaching. Nevertheless, arguments about the role of technology in education go back at least 2,500 years. To understand better the role and influence of technology on teaching, we need a little history, because as always there are lessons to be learned from history. Paul Settler's ‘The Evolution of American Educational Technology’ (1990) is one of the most extensive historical accounts, but only goes up to 1989. A lot has happened since then. I’m giving you here the postage stamp version, and a personal one at that.
First large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials. Today, presentation-b*ased technology, b*ased on the idea that people can learn contents trough aural and visual reception, exists in many forms, e.g., streaming audio and video, PowerPoint presentations + voice-over. Another interesting invention of the 1940's was hypertext, i.e., V. Bush's memes.
The 1980's and 1990's produced a variety of schools that can be put under the umbrella of the label Computer-b*ased learning (CBL). Frequently b*ased on constructivist and cognitivist learning theories, these environments focused on teaching both abstract and domain-specific problem solving. Preferred technologies were micro-worlds (computer environments were learners could explore and build), simulations (computer environments where learner can play with parameters of dynamic systems) and hypertext.