Educational technology in a way could be traced
back to the emergence of very early tools, e.g., paintings on cave walls. But
usually its history starts with the introduction of educational films (1900s)
or Sidney Pressey's mechanical teaching machines in the 1920s.
The first large scale usage of new technologies
can be traced to US WWII training of soldiers through training films and other
mediated materials. Today, presentation-based technology, based on the idea
that people can learn through aural and visual reception, exists in many forms,
e.g., streaming audio and video, or PowerPoint presentations with voice-over.
Another interesting invention of the 1940s was hypertext, i.e., V. Bush's
memex.
The 1950s led to two major, still popular
designs. Skinners work led to "programmed instruction" focusing on the
formulation of behavioral objectives, breaking instructional content into small
units and rewarding correct responses early and often. Advocating a mastery
approach to learning based on his taxonomy of intellectual behaviors, Bloom
endorsed instructional techniques that varied both instruction and time
according to learner requirements. Models based on these designs were usually
referred to as computer-based training" (CBT), Computer-aided instruction
or computer-assisted instruction (CAI) in the 1970s through the 1990s. In a
more simplified form they correspond to today's "e-contents" that
often form the core of "e-learning" set-ups, sometimes also referred to as
web-based training (WBT) or e-instruction. The course designer divides learning
contents into smaller chunks of text augmented with graphics and multimedia
presentation. Frequent Multiple Choice questions with immediate feedback are
added for self-assessment and guidance. Such e-contents can rely on standards
defined by IMS, ADL/SCORM
and IEEE.
The 1980s and 1990s produced a variety of schools
that can be put under the umbrella of the label Computer-based learning (CBL).
Frequently based on constructivist and cognitivist learning theories, these environments
focused on teaching both abstract and domain-specific problem solving.
Preferred technologies were micro-worlds (computer environments where learners
could explore and build), simulations (computer environments where learner can
play with parameters of dynamic systems) and hypertext.
Digitized communication and networking in
education started in the mid 80s and became popular by the mid-90's, in
particular through the World-Wide Web (WWW), eMail and Forums. There is a
difference between two major forms of online learning. The earlier type, based
on either Computer Based Training (CBT) or Computer-based learning (CBL),
focused on the interaction between the student and computer drills plus
tutorials on one hand or micro-worlds and simulations on the other. Both can be
delivered today over the WWW. Today, the prevailing paradigm in the regular
school system is Computer-mediated communication (CMC), where the primary form
of interaction is between students and instructors, mediated by the computer. CBT/CBL
usually means individualized (self-study) learning, while CMC involves
teacher/tutor facilitation and requires scenarization of flexible learning
activities. In addition, modern ICT provides education with tools for
sustaining learning communities and associated knowledge management tasks. It
also provides tools for student and curriculum management.
In addition to classroom enhancement, learning
technologies also play a major role in full-time distance teaching. While most quality offers
still rely on paper, videos and occasional CBT/CBL materials, there is
increased use of e-tutoring through forums, instant messaging,
video-conferencing etc. Courses addressed to smaller groups frequently use
blended or hybrid designs that mix presence courses (usually in the beginning
and at the end of a module) with distance activities and use various
pedagogical styles (e.g., drill & practise, exercises, projects, etc.).
The 2000s emergence of multiple mobile and
ubiquitous technologies gave a new impulse to situated learning theories
favoring learning-in-context scenarios. Some literature uses the concept of
integrated learning to describe blended
learning scenarios that integrate both school and authentic (e.g.,
workplace) settings.
Students are now growing up in a digital age where they have constant exposure to a variety of media.[7]
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