Professional Documents
Culture Documents
Peter C. Frank
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
“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
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).
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 &
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
processes of which it becomes a part, so does the computer transform the nature of
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
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
“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
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
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
Stephenson, B., & deLandsheere, G. (1985a). Planning the School of the Future: Proceedings of