TREND

TIMELINE FOR TECHNOLOGY INTEGRATION

Access to information

Elaboration

Traditional Education
Teachers had experience with course
content and shared their knowledge with
students. Drill and Practice.
MORE

Access to information was limited.

Textbooks and other print sources
prevailed. In the earliest stages of
traditional education , only the privileged
would have access to this information.

Emergent Technology

The micro-web

Technology as the
snack

Emerging Integration

Innovation and
Revolution

Technology existed as a tool

to assist with some basic skills
(eg calculators and simple
computers with educational
software)

The advent of the internet

provided the ability to access
information, though
somewhat limited and
untrustworthy

Technology was accessed by

students for the purpose of
research, word process or
graphic presentations

Technology improvements
provided access to vast
amounts of content (widely
available and more rigorously
vetted). Learning if available
through on-line environments

Technology tools are used

seamlessly along with
instruction to explore and
provide opportunities to
demonstrate higher order
critical thinking

Information was accessible

but not easily. Only some
content was available digitally
usually in the form of CD ROM
or library databases.

Information was available

digitally, but the content
often lacked depth and
academic rigor. Information
became easier to retrieve, as
databases were digitized and
more widely available.
Research still required a visit
to the library

An enormous volume of
reliable information is
available in computer labs or
on CD libraries and generally
used for research purposes.
Technology permitted
growing access to
information. But, the focus
still remained on the
gathering of information and
the memorization of facts.

Information is widely
available and includes
multiple source articles that
are well vetted as well as vast
amounts of information with
questionable authority. At-
hand devices allowed for
immediate retrieval of facts
to answer simple questions.
Some begin to question the
value of information. What is
the point of knowing anything
if you can look it up?

Information is immediately at
hand and is a powerful tool
for the advancement of
learning. Some information
includes personal profiles
representing the individuals
on-line presence. Easily
accessible information
becomes a tool to facilitate
new modes of exploration
and discovery. Foundational
skills are the focus of new
education plans.

Student
Engagement

Novelty of technology
captured some student
interest and software often
allowed for some
personalization of learning

All students were instructed in a large

group setting. Experience was generally
not interactive. Question/Answer period
was utilized

Role of the
Educator

Discipline was often used to attempt to

foster student engagement

Inherent value Personalization

of knowledge
of Learning

MORE
Some ground-breaking
educators take advantage of
technology improvements
and utilize to enrich learning.

Technology introduces new

challenges as the
entertainment and social
media aspect of technology
begins to grow exponentially.

Inquiry driven learning and

problem-based models are
implemented as an effort to
improve student engagement.
Technology devices become
an increasing distraction to
regular classroom instruction.

In the ideal model through

the implementation of
technology students are
always engaged in a critically
minded educational
experience.

Software tools could often be Students had access to

tailored or respond to student content that allowed for some
performance
exploration of personal
interests

Technology tools could be

used creatively in course work
to produce visual displays of
learning

Educators attempt to
seamlessly integrate
technology and other
classroom practice. However,
the full extents of
technologys value is hardly
realized

Education is fully
customizable and adaptable
to student experience, ability
and interest. Biofeedback
mechanisms respond to the
students and alter the
program.

Knowledge was considered extremely

valuable since those who knew had the
advantage

Gaining knowledge remained

the main purpose for
education

Information begins to grow

exponentially and a method
of organizing and accessing it
is increasingly necessary.
Learning is still defined as
knowing rather than doing.

Information retrieval still

remains important since
assessment is largely based
on this. As a result there is a
tension growing between the
need for change and the
tendency to stay the same.

With widespread access to

free information it becomes
difficult to justify the need for
education as content delivery
or for the purpose of sharing
facts for students to learn.

Education focuses on the

process of learning rather
than knowledge.
Achievement is measured as
ones ability to think critically
and to innovate.

Teacher in role of stand and deliver.

When feedback was provided it was
usually delayed and often infrequent due
to teacher workload

Teacher provides instruction

in the use of the technology,
but mainly as a tool for
practice and rote memory.

The role of teacher remains

quite similar since they still
hold the balance of
information. Often, the
answer key is the only thing
keeping them ahead of the
students.

Students essentially have the

same access to information as
the teacher. They could look
up the answers to standard
homework questions or
produce an essay on the spot
by copying someone elses. It
becomes clear that something
is going to change soon.

Feedback is responsive,
immediate, and constructive.
Role of teacher begins to shift
to that of co-learner. The
teacher effectively is learning
while guiding the student. The
focus begins to shift away
from memorized information.

Teacher facilitates learning.

Instruction is often self-
directed or in flipped
classrooms. Some students
may eventually have access to
augmented reality
experiences wherein
technology allows for
students to experience their
learning.

Role of the
Student

MORE
Student was generally passive recipient of
knowledge Students generally worked
individually in their own seat

Student is still passive

recipient, but some time was
spent using software
programs to improve their
experience

Student has opportunity to

Student uses readily available
use educational software that information to supplement
is both entertaining and
their learning experience
instructive. There is some
personalization as software
adapts to the students ability

Student regularly uses

technology as a tool to
research, create and enrich
their learning.

The problems and questions that are raised:

How exactly do we measure student engagement? Must they be doing what we expect them to do?
What does the appropriate use of technology look like? Are our views limited by our personal bias?
What about the social side of education? How can technology address these concerns if we are out-sourcing the teachers traditional role?
What knowledge remains the essential everyone must know this, component of education?

Students engage in
metacognitive, self-directed
inquiry. Students worked
collaboratively in the
classroom AND globally

SOURCES

Bates, Tony, A Short History of Educational Technology, On-line and Distance Education Resources, 10 December 2015. Web 16 May 2015,
http://www.tonybates.ca/2014/12/10/a-short-history-of-educational-technology/

BCs Education Plan: Focus on Learning, update January 2015, BC Ministry of Education
http://www.bcedplan.ca/assets/pdf/bcs_education_plan_2015.pdf

Bedford, Jason, Is Technology Changing the Role of Teachers?, Dreambox Learning, 11 July 2013. Web 16 May 2015

http://www.dreambox.com/blog/technology-changing-role-teachers

Finley, Sandra, Instructional Coherence: The Changing Role of the Teacher, Southwest Educational Development Laboratory, September 2000,
http://www.sedl.org/pubs/teaching99/changingrole.pdf

Heick, Terry, 5 Problems With Technology in Classrooms, Te@chthought, 31 July 2012. Web 16 May 2015, http://www.ncsu.edu/meridian/jan98/feat_4/apps.html

Leinonen, Teemu, (Critical) History of ICT in Education--and Where We Are Heading, FLOSSE Posse, 23 June 2005. Web 16 May 2015

http://teemuleinonen.fi/2005/06/23/critical-history-of-ict-in-education-and-where-we-are-heading/

Martorella, Peter, Urgent Emerging Issues Related to Technology Applications in Schools, Department of Curriculum and Instruction at
Northwest Carolina State University, http://www.ncsu.edu/meridian/jan98/feat_4/apps.html

Myer, Robinson, Why Tech Still Hasnt Solved Educations Problems The Atlantic, 12 August 2014. Web 15 May 2015

http://www.theatlantic.com/technology/archive/2014/08/why-tech-still-hasnt-solved-educations-problems/375879/

Peters, Robert, Difference Between Traditional and Progressive Education, Schools of Quality, National Association of Independent Schools, 2012. Web May 16 May
2015, http://www.wingraschool.org/who/progressive.htm

Watson, John. Time to Retire the Phrase, Guide on the Side. Keeping Pace with K-12 Digital Learning, 21 May 2014. Web 15 May 2015
http://www.kpk12.com/blog/2014/05/time-to-retire-the-phrase-guide-on-the-side/