School Technology in Educaction, powerpoint presentation (Marcela Perez, Mariano Zanetti)

1. School Technology in Education
History of Educational
Technology
 Marcela Perez
 Mariano Zanetti

2.  The history of educational technology is marked by the increasing complexity and
sophistication of devices
 technology proponents have from time to time claimed that technology will replace
teachers, this has not occurred

the idea of educators is that technology can be used effectively to supplement instruction by
providing instructional variety,

3.  visual education and visual instruction were used originally to refer to media available to
teachers, such as three-dimensional objects, photographs, and silent films.
Later, sound was added to film and audio recordings which allowed audiovisual
education, audiovisual instruction to become popular.
 The first organizations in schools to manage instructional media were school museums.
 In 1913 many people thought that books would become obsolete ant that things would
change drastically in the following 10 years. This was not so.

4.  In the 1910 teachers used films only sparingly. Some of the reasons cited for infrequent
use were teachers' lack of skill in using equipment and film; the cost of films,
equipment, and upkeep; inaccessibility of equipment when it was needed; and the time
involved in finding the right film for each class.
 Radio was the next technology to gain attention.
Soon schools, colleges, departments of education, and commercial stations were
providing radio programming to schools
 Efforts to promote radio instruction in schools were abandoned when television became
available.

5.  World war two provided a boost for audiovisual education.The U.S. government alone
spent $1 billion on military training films .
 Experience gained from the wartime use of these media fueled their subsequent use in
schools in the decades to follow.

6.  Instructional television was the focus of attention during the 1950s and the 1960s.
 This attention was stimulated by two factors:
First, the 1952 decision by the Federal
Communications Commission (FCC) to set aside 242 television channels for educational
purposes led to a rapid development of educational (now called public) television
stations.
The second factor was the substantial
investment by the Ford Foundation. One of the most innovative efforts at this time was
the Midwest Program on Airborne Television Instruction (MPATI) which employed
airplanes to transmit televised lessons over a six-state area.

8. • By the 1970’s the enthusiasm for instructional television had decreased.
• Congress and some school systems provided funds to support instruction via satellite TV
transmission in an effort to help rural schools
• However, instructional TV appeared to prosper only where there was substancial public,
corporate and commercial support.
• In general schools had difficulties to deal with the costs of program development and purchase
and maintenance of equipment.

9.  The next technology to capture the interst of educators was the computer.
 In the 50’s and 60’s the were some computer instructional applications with little impact on schools.
 In the 1980’s, with the advent of microcomputers, many teachers and educators became more
engaged and saw the value of computers for instructional purposes at all levels of school.
 At this time, however, students had limited access to computers, generally related to one computer
laboratory and only for one hour weekly.
 By the year 2000, the average of computer per student improved significantly and more than 90% of
the schools had internet connections.

10. School Technology in Education
 Baldwin,R.(n.d.)SchoolTechnologyinEducation.h
ttp://www.answers.com/topic/school-technology
-in-education