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Educational Technology What Kind of History?

Educational Technology What Kind of History?. EDC&I 510 30 Sept 2009. Definition?. “…the scientific study of the practical or industrial arts” (Here, “education” = a “practical art”?) Oxford English Dictionary, sense 1.a

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Educational Technology What Kind of History?

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  1. Educational TechnologyWhat Kind of History? EDC&I 510 30 Sept 2009

  2. Definition? • “…the scientific study of the practical or industrial arts” (Here, “education” = a “practical art”?) • Oxford English Dictionary, sense 1.a • “the application of scientific knowledge to the practical aims of human life” • Encyclopedia Britannica

  3. Possible Approaches-WHAT to Consider • Devices • Film projector, computer, chalkboard • Symbol systems • Writing, number systems, musical notation • Theoretically based methods • Skinnerian programmed instruction, Ausubel lecture method • Production systems • Textbook writing and editing

  4. Possible Approaches-HOW to Consider It • Devices and their perfection over time • Heritage of ideas • Behaviorism • Cognitive psychology/learning sciences • Critical theory • Policy development and implementation • Social anthropology of classroom use

  5. The “original technology” for education? Complexity and expensive production limited access “Discipline” of copying as a “moral good” Mediaeval scriptorium DEVICESBooks (manuscript and printed)

  6. Early aid to basic literacy Horn layer = “student-proof technology” Reusable, simple production 17th century hornbook DEVICES The Hornbook

  7. New England Primer (from mid-17th c.) Picture-verse combinations aid memory Common cultural experience Primer from 1784 DEVICESEarly Textbooks

  8. Mid-19th century (Germany, Netherlands) Easy, large-class display Better printing technology allows easier production Kny’s botanical charts, ca. 1874 DEVICES Wall Charts and Maps

  9. Most successful educational innovation of the 19th c.? (And maybe 20th?) Ease of use, reusable, user-friendly (Except for teacher-back-turned problem) DEVICESThe Chalkboard

  10. Chautauqua Desk “Swiss Army Knife” of educational material Part of larger “movement” for self-improvement, home education Chautauqua desk, ca. 1916 DEVICES Clever Combinations

  11. Really?!? But this thing is so simple… Yeah, but: It spread around US classrooms faster than any other “device” Why? DEVICESOverhead Projector

  12. From 4000 BCE Codify knowledge Cultural continuity Systematize thought Papyrus with hieroglyphs SYMBOL SYSTEMSWriting systems

  13. The Thousand Character Classic Ca. 520 CE, by Zhou Xingsi Explicit “instructional design” Meaning and sound represented Calligraphic version SYMBOL SYSTEMSInstructional text

  14. “Symbol systems” for representing knowledge Encoding, operations, etc. Reisch, Margarita Philosophica, 1508; Arithmetica instructing an algorist and an abacist SYMBOL SYSTEMS Mathematical Representation

  15. LABANOTATION Represent dance movements, including speed, direction, lights source, etc. Cf. musical scores Other similar systems for rhythm, etc. SYMBOL SYSTEMS Other Representation Forms

  16. Orality vs. Literacy debate McLuhan’s theses Tufte on PowerPoint, etc. Walter Ong SYMBOL SYSTEMSSo Do They Have Cognitive Effects?

  17. THEORETICALLY BASED METHODSSkinnerian Programmed Instruction Skinner’s behaviorist learning theory Wide popularity in late 1950s-1960s B o r i n g . . .

  18. From simple book to industrial complex Production team model Systems for regular revision Competition: OER PRODUCTION SYSTEMSTextbook writing, editing, revision

  19. Possible Approaches-HOW to Consider It • Devices and their perfection over time • Heritage of ideas • Behaviorism • Cognitive psychology/learning sciences • Critical theory • Policy development and implementation • Social anthropology of classroom use

  20. Our Approach Here:View from the Past Devices  Emergence of new symbol systems to capitalize on what those devices make possible  Incorporation of those symbol systems into educational materials, products, experiences  Research studies to determine if those materials (etc.) are effective

  21. Our Approach Here:View from the Present • Research studies (done in the past)  • More contemporary studies or reviews that address those or related themes  • Understanding* of the contributions of past work • * Knowledge and appreciation • Extension of existing lines of work • Avoidance of pitfalls and blind alleys!

  22. What Else? Comments, extensions, arguments? Thanks! Steve Kerr

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