Education and Computers:
A Brief History
Computers (Mainframes)
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First use—1950
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Adult training
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Computer driven flight simulator
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MIT
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School children—1959
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NYC
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IBM taught binary arithmetic in elementary schools
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CAI (computer assisted instruction
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Growing excitement that this was answer
Minicomputers
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1972-1980
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IBM—instructional software called courseware
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Digital Equipment Corp.—PLATO (Program Logic for Automatic
Teaching Operations)
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1960-1979
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University time sharing systems
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Programming, share information in academic community
Administrative Computing
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Computerize administrative tasks
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Data-processing
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Grading
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Attendance
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Record keeping
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Payroll
Microcomputers (PCs)
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1977-1985
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Desktop computers
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Locally controlled
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Classroom teacher in command
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Migration began from central site to school site for
administrative and instructional applications
Software
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Before PC courseware was cumbersome and expensive
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PC saw birth of software market to individuals
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MECC (Minnesota Educational Computing Consortium) funded by
National Science Foundation offered new type of software—instructional and
inexpensive
Authoring Software
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Teachers clamored for input
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Tool software (beginning of application software of today)
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Languages
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Teachers created software
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Too time consuming
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Expertise needed
Computer Literacy
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Learn about computers
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1985-1990
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High point of movement
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Fear students left out if not “computer literate”
Basic skills, introduction to
machine, not software intensive
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Less influential today although North Carolina has big technology
literacy movement
Logo and Problem Solving
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1980-1987
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Developed as programming language for young children
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Seymour Papert at MIT
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Based on work of Piaget
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New use for technology as problem solving tool
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Attempt to revise and restructure educational methods
Integrated Learning Systems
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Like first educational software
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Basic skills instruction
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Networked application
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Back to centralized control of instructional computer resources
World Wide Web
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True technology revolution
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1994—Mosaic
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GUI—pictures and text
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Access to everything
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Real time simulation, access to tremendous amount of information
of all types
Information Superhighway
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Expressway for education
What have we learned?
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No technology is the answer to educational problems
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No quick, easy or universal solution
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Technology—tool that must be integrated carefully
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Computer literacy is a moving target
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No clear definition
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Changing so skills needed are flexible
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Change is common thread—never reach mastery as the technology is
ever changing
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Standalone and networked
computers have limitations
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No delivery system ideal for all instructional needs
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Both systems are needed
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Teachers don’t have time to
develop technology materials or curriculum
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Job time demands and skills needed limit teacher involvement in
creating materials
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Developers create—does not always match teacher needs
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Technology is not necessarily desirable, feasible or inevitable in
all curricula areas
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Implications of each new technology must be analyzed carefully
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Must be critical consumers
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Evaluation of the time, cost and value to learning must be
implemented along with the technology
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Change in technology is faster than teacher adaptation
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Continual staff development necessary
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Change dictates a fast paced learning curve
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Older technologies—still useful?
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“glitz factor”—move too fast without checking real value
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Evaluation is essential in technology adaptation
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Teacher always important
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Will technology replace teachers?
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NEVER—good teachers are more essential than ever
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Need teachers who understand the role of technology
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Need technology savvy and child centered
Why use technology?
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Motivation
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Gain learner attention
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Engage learner through production work
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Increase perception of control for learner
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Unique instructional
capabilities
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Linking learners to information sources
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Helping learners visualize problems and solutions
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Tracking learner progress
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Linking learners to learning tools
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Support for new instructional approaches
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Cooperative learning
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Shared intelligence
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Problem solving and higher-level skills
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Increased teacher productivity
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Freeing time
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Providing accurate information quickly
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Allowing production of better materials
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Required skills for Information Age
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Technology literacy
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Information literacy
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Visual literacy
Sources
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Roblyer, M. D. and Edwards, Jack.
Integrating Educational Technology into Teaching.
Merrill: Columbus, Ohio,
1999.
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