A History of Notable Technology Developments Affecting Instruction

and Instructional DesignCale Koester

IDT7052 Project 1 - Fall 2014

~100,000 yrs ago - LanguageWhile it is still debated when it first surfaced (thought to be at least 100,000 years ago), the development of symbolic language is thought to have formed the "basis of human knowledge.” (Wilder & Ferris, 2006)

image source: http://www.d.umn.edu/~jfitzake/Lectures/DMED/SpeechLanguage/LanguageImage.jpg

~5,000 yrs ago - WritingWriting dramatically changed the ways people thought and passed on information, and was said to

have “restructured human consciousness” as we “moved from a sound-based to vision-based culture” (Wilder & Ferris, 2006)

image source: http://historyhaven.com/APWorldipedia/images/c/c9/Cuniform.jpg

1450 - Printing PressThis development began an information revolution by allowing print to become widespread and democratized.

Scholars were more easily able to transmit and build upon existing information. (Wilder & Ferris, 2006)

image source: http://happypress.org/wp-content/uploads/2012/07/gutenbergpress.jpg

1900 - School MuseumsThe precursors to modern day media centers, early 20th century “school museums” collected

instructional materials focused on “visual instruction”. (Reiser & Dempsey, 2012)

image source: http://www.education.miami.edu/ep/time%20exposures/html/time_exposure_5.html

1910-1930 - Instructional FilmsPredicted by Thomas Edison to obsolete books, by 1910 more than 1,000 films were being made available for

classroom use. Despite increasing interest in “visual instructional media”, the use of films was limited by difficulties and lack of support. (Reiser & Dempsey, 2012)

image source: http://www.dvdtalk.com/reviews/images/reviews/190/1359231546_1.jpg

1920-1935 - Broadcast RadioSpurred by the “audiovisual education” movement, schools in the 1920s began using educational broadcast radio stations in the classroom. Lack of fit between programming and teacher agendas, as well as technical difficulties,

have been suggested as limiting factors. (Reiser & Dempsey, 2012)

image source: http://84d1f3.medialib.glogster.com/media/39/3958c1ede838a95302c282988e6fe5d311429b0f0e0f17501409460a525caf54/radio-1921-630px-jpg.jpg

1940-1945 - Audiovisual instructional equipmentDevices and materials developed and used by the U.S. military (overhead projectors, film projectors, slide projectors, audio equipment, etc) were utilized by schools for audiovisual

instruction. (Reiser & Dempsey, 2012)

image source: https://www.planning.org/pas/at60/img/150figure04.jpg

1950s & 60s- Instructional TelevisionInstructional Television saw widespread use in 1950’s classrooms; however by the 1960’s, emphasis was shifted

away from classroom use and more towards broadcasting into homes. Like broadcast radio, factors such as lack of integration and support have been posited as reasons for this abatement. (Reiser & Dempsey, 2012)

image source: http://distance-educator.com/introduction-to-distance-education-educational-television-2/

1980s - Desktop ComputersAs desktop computers were revolutionizing consumer society, many were optimistic about their use in the

classroom. As exciting as the prospect was, ultimately most software at this time was limited to drill & practice, causing questions as to computers’ efficacy at transforming the classroom. (Reiser & Dempsey, 2012)

image source: http://www.edgalaxy.com/journal/2013/5/22/101-ideas-for-using-technology-in-the-classroom

1990s - The InternetThe internet opened up new opportunities for both students and teachers to take a more active role in the formation of learning experiences. Navigating the wealth of information provides a challenge for teachers, however this same

wealth of information allowed students to become explorers and researchers in the classroom. (Marshall, 2002)

image source: http://www.edgalaxy.com/journal/2013/5/22/101-ideas-for-using-technology-in-the-classroom

Present DayTablets and laptops with integrated cameras and software allow students to create projects and

incorporate their experiences through photography and film. The Internet and Web 2.0 tools (blogs, wikis, etc) allow for constructing and sharing of projects and ideas. Increasing access to technology allows for some fundamental shifts in the structure of the classroom (e.g., “flip”

classrooms). The prevalence of smartphones brings the concept of “BYOD”; enabling students to extend the classroom by utilizing their personal devices. The portability and versatility of

these devices lend themselves well to supporting the Constructivist learning theory.

image source: http://www.securedgenetworks.com/Portals/80068/images/ipadin%20classroom.jpg

The future?Increasing emphasis on online and distance education is prompting the

necessity for skilled instructional designers to ensure that the online delivery of instruction can attain similar outcomes to traditional approaches.

image source: http://chronicle.com/img/photos/biz/photo_7944_carousel.jpg

References

• Marshall, J. M. (2002). Learning with Technology - Evidence that technology can, and does, support learning [white paper]. San Diego State University. Retrieved from http://www.dcmp.org/caai/nadh176.pdf

• Wilder, H. and Ferris, S. (2006). Communication Technology and the Evolution of Knowledge. The Journal of Electronic Publishing, 9(2). Retrieved from http://quod.lib.umich.edu/j/jep/3336451.0009.201?view=text;rgn=main

• Reiser, R.A., Dempsey, J.V. (2012). A History of Instructional Design and Technology. Trends and Issues in Instructional Design and Technology (3rd Edition) (pp. 17-27). Boston , M.A.: Prentice-Hall, Inc.