How can we be so sure that television does not do more educating
than we think?
The authors have identified three major problem areas where distinct alternatives exist. The choices made will determine the future of the teaching profession for many years to come. These three areas are: (1) the question of educational objectives, (2) the question of educational standards, and (3) the question of the structure of the teaching profession.
The author's concern is to examine three teaching environments—the talking typewriter, the coursewriter, and the SAID system (a speech auto-instructional device).
In this chapter we take the position that education is entering
a new phase, a second revolution, in the use of teaching machines.
This chapter aims
to do four things: (1) to explain the logical relationship of these
materials to the learning process; (2) to emphasize the need for their
integration with some of the more traditional instructional materials
in use in schools; (3) to describe the present use of audio-visual materials
at different school levels and in different areas of the curriculum;
and (4) to indicate some of the observable trends in the development
and use of these materials.
How can verbal behavior learning be explained? What "causes" it? A complete
answer, if one could be given, would take several hundred pages. For
the purpose of this chapter it is enough to say that a child changes
his verbal behavior because of certain experiences he had
Schools, as institutions, have grown to be complex. School personnel
reflects this complexity in two ways. On the one hand, we find
more and more specialties in the program and specialists on the school
staff. And on the other hand, classroom teachers, as the practitioners of the curriculum, are faced with the necessity of becoming familiar
with even more educational developments and practices in order to take
advantage of the services which new specialties afford. As a result,
the curriculum for teacher education has become, over the years, extremely
Anyone charged with the responsibility of planning audio-visual
in-service experiences for teachers would do well to consider some of
the general factors which help to make all such programs successful.
In order to illustrate the principles that might well characterize the
operation of audio-visual programs in city school systems, the author
has devoted this Chapter primarily to a rather complete description of
the organization and administration of the Division of Audio-visual
Education in the St. Louis public schools.
There has been a great deal written about audio-visual .programs
in city and county school systems. Very little of this material, however,
pertains to the small rural school.
The organization and operation of a state program of audio-visual
education must be consistent with broad policies established by the
existing state educational authority, usually referred to as the state
department of education. This department is usually developed in
harmony with certain fundamental concepts of education in a democratic
The purposes of this chapter are threefold: (1) to describe for
school administrators the scope of activities necessary for the administration
of an effective audio-visual education program and the functions
they may expect an administrative unit charged with that responsibility
to fulfil; (2) to suggest to prospective audio-visual directors
a guide for planning and setting up a department; and (3) to
provide directors of departments now in operation a basis for analyzing
and evaluating the organization and operation of their activity in
terms of its functions.
It's our job—my job to help give these children of mine—
all the children—all the children of all the people—the best education
experiences the minds of men can plan—can provide—for the
children—for tomorrow. The children must learn!
This is a description of a class project in which a blog was used to correspond with a local man who is stationed in Afghanistan. Students asked questions and made comments to which the soldier replied.This is a reflection on what we learned as teachers and student's reaction to the blog.
The "flipped classroom" is indicative of the American penchant for turning to technology to solve the problems of k-12 public education. The essay addresses the extent to which expenditures on technology provide viable solutions.
This commentary describes the challenges and opportunities associated with using video as a professional development tool for beginning teachers.
Inside the Academy
, an online educational historiography, models the innovative use of technology to transmit educational research beyond academia. This is done by chronicling the personal and professional journeys of highly esteemed educational researchers and scholars through video interviews. In this study, researchers conducted an in-depth qualitative analysis of twelve honorees’ interview data. Analyses revealed that Inside the Academy has the potential to function as an accessible, relevant, research dissemination platform by providing policymakers, practitioners, pre-service teachers, graduate students, and others increased access to open source information and expert knowledge about foundational and contemporary educational philosophies, salient policy issues, and research-based practices of utmost prevalence in America’s public school system, and beyond.
This commentary questions whether the implementation of the Bring Your Own Device (BYOD) policy in American schools is a way of bridging or deepening the digital divide amongst students of differing socioeconomic backgrounds. It argues that that digital equity with mobile devices cannot be achieved without individual ownership of mobile technologies and concludes by posing a series of potential means of working toward the goal of ownership in schools.
This commentary compares Japanese and US approaches for integrating technology in K-12 classroom environments. While many American schools are consumed by a haphazard race to adopt the latest gadgets and new innovations, often these devices function as little more than expensive and colorful accessories with minimal influence on existing instructional methods. In other cases, devices sit unused, collect dust, and soon become obsolete, costing thousands of dollars in upgrades. Despite Japan’s much slower pace of technology adoption, one might argue that Japanese educators are well ahead of the US in effective technology integration. Using the chalkboard and bansho (board-writing) as an example, this article describes how Japan’s slow and steady integration approach enables educators to deliberately study and build knowledge about which technologies best facilitate particular learning opportunities. The US should take note and consider a more purposeful integration strategy that emphasizes efficacy over hasty implementation.
Do you know what the most common electronic device that college student’s possess? According to Joshua Bolkan, a multimedia editor for Campus Technology and The Journal, “85% of college students own laptops while smartphones come in second at 65%”. If technology is becoming a common practice among our students, what are we doing as professors to incorporate it into our classrooms? How can students use technology to reflect on their work? How can instructors use technology as a supplement in reading and writing courses? How can technology be used to deepen our student’s critical thinking skills? These are questions we should be asking ourselves in a world where technology is paving the way to learning.
The local and national media are replete with tales about public school districts that have adopted a singular approach to instructional technology such as “iPads for all.” Increasingly parents, teachers, administrators, and school board members are questioning the practical utility of single device technology plans. And as school district budgets shrink, school board members and their constituents are demanding a greater degree of accountability for big ticket items such as technology. In this article I demonstrate how the Valley Stream Central High School District is attempting to differentiate the use of mobile learning technology based upon specific program objectives and student learning needs.
A number of changes, shifts, or 'turnovers' are responsible for the lack of sustained use of tools of technology in classrooms. The commentary identifies various turnovers that have an impact on the productive use of technology in schools.
The commentary raises the question of whether teachers are becoming aides to tools of technology.