PRESENTATION OF INSTRUCTIONAL TECHNOLOGY

CHAPTER
10:
COMPUTER AS
DISCRETE TEACHING
TOOLS
THE
REAT
EVOLUTION
EDT1303INSTRUCTIONALTECHNOLOGY
Instructional Technology by Fauzan Muhammad IIUM is licensed under a
Creative Commons Attribution-NonCommercial 4.0 International License.

-By the 1960s, the educational potential of computers was being
spoken of in awe.
- Gil Hughson “The greatest change you will have to accept is the
technology revolution which is leading us into the age of the
computer.”
- Seymour Papert “The computer is the Proteus of machines. Its
essence is its universality, its power to simulate. Because it can
take on a thousand forms and can serve”

-The initial general use of computers in teaching in schools began
in the mid to later 1970s, at the senior school level.
-In the latter 1970s, the situation changed significantly with the
introduction of personal computers.

-in 1977, Apple released its
groundbreaking Apple II

1981:
IBM’s personal computer 5150 BBC’s Acorn

Apple’s Dot Matrix Printer
1982:
Commodore 64
MS DOS
Compaq’s Portable PC

- All of these early personal computers were aimed at the general
consumer market
- but the Apple and BBC Acorn were also pitched successfully at the
school market.
- in 1984, Apple’s release of its first Macintosh
Macintosh

- While Microsoft introduced a PC
with GUI in 1985 with its Windows
1.0
Window 1.0
- in 1990 release Windows 3.0
Window 3.0

- The latter part of the 1980s saw significant increases in the power
and in particular the memory of all the personal computers, and in
the use of the 1.2 MB floppy disks.
-In the early 1990s in Australia the move began to give all students
in the school—or at least a significant proportion—their own
laptop.

-The next major development in the use of personal computers as
the instructional technology was the creation of the World Wide
Web and the launch of the ‘information superhighway’.
-in real terms by the start of the twenty-first century personal
computers in most schools had become but one of a suite of digital
instructional technologies.

 Get the teachers using instructional technology wisely
and extensively

and extensively
 Begin integrating the use of computers across the
curriculum in both the primary and secondary sectors

and extensively
 Had a strong marketing imperative about
laptop/computer

and extensively
 Had a strong marketing imperative about
laptop/computer
 Focus on the technical aspect of the implementation and
ensuring that the equipment worked , and how it might be
used by all teachers.

 Located in a computer laboratory or two , with a teacher or
two given control of the operation

 School have introduced organizational constraints that were
to play a major part in limiting the use of not only
computers,but in time all manner of digital instructional
technology

technology
 Almost all principals and educational administrators
interviewed indicated that they left the deployment of and the
best way to use the computers

technology
 Almost all principals and educational administrators
interviewed indicated that they left the deployment of and the
best way to use the computers
 Research and interviews or program specifically designed to
provide school and education authority leaders with the skills
and understanding needed to make the best use of the
computers

 Drop in the relative price of computers (the number of uses
will increase especially the number of primary school)

 To employ appropriate implementation strategies by move
the school based management(SBM) and devolving of
responsibility for computer deployment wholly to the school

 Well- intentioned teachers or teacher-librarians were simply
‘lumbered’ with the task of making best use of the computers

 Well- intentioned teachers or teacher-librarians were simply
‘lumbered’ with the task of making best use of the computers
 To use the computers across the curriculum intensified

In the US, a survey undertaken by The Greaves Group and published
as America’s Digital Schools 2006 Report documents the continuing
quest across the US to achieve what it terms ‘ubiquitous computing’;
that is, a 1:1 student–computer ratio.

In the US, a survey undertaken by The Greaves Group and published
as America’s Digital Schools 2006 Report documents the continuing
quest across the US to achieve what it terms ‘ubiquitous computing’;
that is, a 1:1 student–computer ratio.
In 2007, the new national Labor Government in Australia announced
a ‘digital education revolution’ by promising to provide a personal
computer for every student in Australia in Years 9 to 12.

Chris Dede from Harvard University made the telling
observation in 1998:
I feel additional concern about attempts to supply every student with continuous
access to high performance computing and communications because of the likely
cost of this massive investment. Depending on the assumptions made about the
technological capabilities involved, estimates of the financial resources needed
for such an information infrastructure vary (Coley, Cradler, & Engel, 1997).
Extrapolating the most detailed cost model (McKinsey & Company, 1995) to one
multimedia-capable, Internet-connected computer for every two to three
students yields a price tag of about ninety-four billion dollars of initial investment
and twenty-eight billion dollars per year in ongoing costs, a financial commitment
that would drain schools of all discretionary funding for at least a decade. For
several reasons, this is an impractical approach for improving education.
(Dede, 1998, p. 2)

The use made of computers as discrete instructional technologies by
teachers and students in the classroom did grow in the 1980s and
1990s, but ultimately remained small.
Meredyth et al. in 1998 note:
While many reports extol the potential benefits of computer use in
classrooms international surveys suggest that around the world,
the use of information technology in classrooms is the exception
rather than the rule. (p. 13)

Larry Cuban in his aptly titled 2001 publication Oversold and
Underused observed:
Teachers at all levels have used the technology basically to continue
what they have always done: communicate with parents and
administrators, prepare syllabi and lectures, record grades and
assign research papers. These unintended effects must have been
disappointing to those who advocate more computers for schools.
(p. 178)

Cuban makes the telling point:
Teachers tend to overestimate frequency of computer use. The
discrepancy between self report and practice is common not only
of teachers but also among other professionals.
(Cuban, 2001, p. 201)

In the Australian study undertaken by Meredyth et al. in 1998 it was
found that:
• 8 per cent of students had spent less than ten minutes using IT
per week
• 9 per cent: 10–20 minutes
• 34 per cent: more than an hour
(p. 106)

Meredyth et al. reported that:
The OTA’s Teachers and Technology: Making the Connection report
(1995, p. 20) found that in the United States schools computers were
used about two hours per student per week, and that only 9% of
secondary school students report using computers for English class
and 3% for social studies class.
(p. 13)

Meredyth et al. reported that:
The OTA’s Teachers and Technology: Making the Connection report
(1995, p. 20) found that in the United States schools computers were
used about two hours per student per week, and that only 9% of
secondary school students report using computers for English class
and 3% for social studies class.
(p. 13)
Pelgrum, writing as late as 2004, observed:
In most EU (European Union) countries ICT is not used very frequently
by a majority of students at school.
(Balanskat, Blamire & Kefala, 2006, p. 11)

The desire to improve the computer-to-student brought to a head
of the funding of instructional technology. The demand of PC for
student was financed from the small proportion of the school
budget.
Finance:

Basically, schools have been organized around class groups.
Teachers are required to teach groups not individually. Teacher
needs instructional technology that can readily be used by class
groups. At first, personal computers were designed to be used by
individuals and not with classes.
School organization:

THREE MAJOR EFFECTS OF PLACEMENT
ALL COMPUTER IN LAB
• Teachers had to rely on the traditional teaching tools available in the classroom. They
could not – except occasionally by taking their class to the lab.
• Teachers had to use a highly personalised teaching style.
• The computing would be handled by the specialist teachers in the lab

Another variable impacting on the use of computers was security,
and what some of those interviewed have described as the ‘locked
cupboard syndrome’ of school administrator. Most teachers were
not prepared to undergo the hassle of setting up and returning the
machines.
Security:

Considerable mention was made of the lack of appropriate, on
going training programs for teacher, on both the technical and
pedagogical elements. In brief, little money was included in the
computer rollouts for teacher training, or even time for teacher to
become acquainted with the technology
Teacher training:

REFERENCES
The use of instructional technology in schools - By Mal Lee & Arthur Winzenried
In-text: (Alghazo, 2010)
Bibliography: Alghazo, I. (2010). The use of instructional technology in schools - By Mal
Lee & Arthur Winzenried. British Journal Of Educational Technology, 41(2), E33-E34.
http://dx.doi.org/10.1111/j.1467-8535.2010.01060_9.x

PRESENTATION OF INSTRUCTIONAL TECHNOLOGY

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (19)

En vedette

En vedette (14)

Similaire à PRESENTATION OF INSTRUCTIONAL TECHNOLOGY

Similaire à PRESENTATION OF INSTRUCTIONAL TECHNOLOGY (20)

Dernier

Dernier (20)

PRESENTATION OF INSTRUCTIONAL TECHNOLOGY