Independent Research (IR)

August 2015

Technology Education History: Digital Technology's

Role In Modern Education
Lee Bih Ni
AbstractThis paper is to review the 20th century, the new
communication and media technology how structured education,
delivery and use of far-reaching impact. In the literature, researchers
used narrative literature review to describe the current states of both
art (i.e., practice) and science (i.e., research) in focused areas of
inquiry. The first study provides an overview of the history of use,
and assesses their impact. Researchers used narrative literature
reviews to build a scientific knowledge base. Researcher collects all
the important points of discussion, and put them here with reference
to the specific field where this paper is originally based on. The
findings show that educators try to use new technologies in teaching
purpose and scope of the impact on the traditional mode of education,
assessment of current efforts are focused on the use of digital
technology to provide a relevant context - for example, computers
and broadband - to improve education. This study, then check two
specific digital technology - computers and broadband internet - how
it affects the way students learn, how teachers teach. With digital
technology in modern educational environment of the main issues
and problems related to the field of education provides some insights
and broadband policy of the "lessons."

KeywordsDigital Technology, Modern Education

I. INTRODUCTION

new technologies, and has adapted to use in

education in the past century.[1] In fact, in the early
twentieth century, radio, film and television's rapid
rise as a viable medium to deliver educational content,
teaching and learning the traditional concept of significant
changes.[2] For example, films and broadcasts in the first and
second world war first used during the training of the army,
and to develop a skilled workforce at home.[3]
To insert images in Word, position the cursor at the insertion
point and either use Insert | Picture | From File or copy the
image to the Windows clipboard and then Edit | Paste Special |
Picture (with Float over text unchecked).
ANY

II. WHY EDUCATION MATTERS: A HISTORICAL ANALYSIS

A. Review Stage
In all aspects of life at the growing globalization and
technological dependence, failure to prepare students would
limit their employment competitiveness requires not only
master the traditional skills, but also a new level of literacy
involves creativity, innovative problem-solving skills, using a
variety of advanced information and communication
technologies. Since the advanced nation like United Kingdom
Federal Communications Commission (FCC) recently
observed, "National Broadband Plan", Information-based
economy needs that require significant changes the impact of
broadband education systems. "Poised, became the basis of
many of these changes will be achieved.

The birth rate and rapidly growing public school enrollment

Expansion prompted revaluation of past teaching methods,
resulting in the school curriculum and innovative ways. One
begins to existing technologies after World War II. [4] By midcentury, television has become a practical language teaching to
enhance classroom activities. [5] In addition, in the meantime,
the film is often used in schools, in order to depict historical
events [6], while the radio is used to provide lecture
recordings, weather reports and other publications. [7]
Used for educational purposes and use of the rapid spread
of technology, to promote the effectiveness of these tools and
their impact on learning into further investigation. [8] In the
next decade, research and production yield important insights
and help develop new ways of education, in each case using
the media to provide educational content. Although a number
of educators to refuse to see this type of technology in the
teaching of little value [9], [10] there is a clear trend in the
outside schools improve teaching and learning and use of new
media. In these efforts is the use of the ubiquitous TV offers
relevant content driven directly into the home. Perhaps the
most important contribution to these emerging research
institutions by the Carnegie Corporation, "Potential uses
preschool television report commissioned." This article from
the Joan Ganz Cooney catheter writings, Sesame Street has
finally laid the foundation for development and production.
[11]
B. Intellectual Simulation
In this paper contains many important comments and
suggestions, Cooney stressed the importance of using the
media - namely television - "intellectual stimulation" to ensure
that young preschoolers, they are more expansive tracts
prepared nursery.[12] The popularity of television, universal,
and through the built-in format with caution main medium of
entertainment and education. In addition, the television was
considered as a potential interactive media can be used to help
young viewers the development of key skills.[13] In addition
to the positive impact on students' performance in school,[14]
the descendants of Sesame Street educational television
programs, the impact of teaching methods in the classroom.
[15] In fact, from 1974, a study found, affecting how
educators teach children in kindergarten and first and second
grade type of program.[16] We encourage the education
building and incorporate into their own teaching methods and
curricula in these programs, including lessons and themes.[17]
Even today, such as computers and internet connections
continue to penetrate the world, in a sense, television is still
one of the best and most reliable technology education.[18]
The most innovative approach to promoting the
establishment and technical education a viable market growth

Independent Research (IR)

August 2015
this day the popularity and effectiveness grow and develop.
For example, in the following discussion, this market has
grown to meet the skilled information and communication
technology sector and parents, teachers and students with
innovative new tools, such as educational software and games.
[19] Thus, this technique has become the students from
kindergarten to university education an important part.
These and other modern educational technology has
affected the traditional concept of education in several areas,
including:
a. Research extended to the family;
b. Add the contents of traditional education in schools
specifically for children to meet certain age
requirements or population groups;
c. Production and large-scale publicity fun and
interactive educational content;
d. Try increasing educators on how best to use
technology in the classroom, and how to create
student home lessons learned;
e. Use of technology before entering formal schooling,
to help develop the importance of the key skills
f. Technical Education to create markets, prompting
healthy competition and innovation strength. [20]
Although this technology and new teaching methods
many positive effects, they are inspired to further
technology in teaching and learning paradigms exist
challenges. In fact, institutional resistance to change
and other human factors will tend to prevent largescale implementation of the tool [21] and the
emergence and growing popularity of various digital
devices -. Especially computer and the Internet have begun to alleviate some of these problems, and
to correct some negative perceptions.
.
III.

THE ADVENT OF DIGITAL TECHNOLOGY, THEIR IMPACT ON EDUCATION

The second generation of educational tools - digital

technology, such as computers and the Internet - in the past
few decades, has formed a more traditional teaching and
learning paradigm. Understanding of teachers, students and
parents how to adapt to the use of educational technology and
expectations of the success of this technology to tell
broadband and broadband-enabled devices to integrate into the
modern educational model.
IV. COMPUTER
Use Computers are becoming more and more common in
the 1960s and 1970s began in the educational environment.
[22] Focused on the early use of computers, "math, science
and engineering." [23] Educators and researchers finally began
Expand the use of these development plans, use computers to
teach and improve reading and more individualized instruction
as a medium. [24] Other Computer Learning outcomes focus
on the impact assessment work. This era a study found that
computer-based education "Enhanced [test] score of 10-20
percent, and reduce by one third the time required to achieve

the target." [25] Thus, "the researchers are looking for a new
mode of education using computer technology breakthrough,
"In this time period. [26]
In the 1980s and 1990s, most schools continue to increase
the number of computers, but they fall apart into command
low, because every school computer. In 1981, about 18 percent
of public schools have at least one computer for teaching, to
1990, this figure rose to 97% [27] However, the median of
computers in schools only three to K-6 schools and 16 inches
in 1985 high school. [28] Therefore, students do not have
access to your computer on a regular basis. For example, in
1987, students who use computers one hour per week. [29] In
addition, educators use computers to teach basic skills, such as
word processing [30] and the "rote learning program, through
training and practice." [31] In the 1990s, the school number of
computers will continue to increase, but teachers in the 1995
study found that the computer is still not widely used for
teaching purposes. [32] In addition, the report also found that
only half of the teachers to participate in professional
development technology used in the classroom. [33] However,
despite these trends, technical education "to see in the
education reform movement system as a key vehicle." [34]
In the meantime, the school began an investigation to
provide a computer for each student influence. When
Microsoft launched in 1997, "any time, so-called" one to one
"(or 1:1) PCs in the United States began to seriously study"
program, thousands of schools in some of the work of each
student using laptop. [35] Although the program eventually
deviate from 1:1 because many schools unable to maintain the
initiative and continue to expand the use of laptops in schools,
replacing large desktop computers and outdated. [36] At this
time, about 6% of public schools [37] and 12% of higher
education institutions, individual students with laptops. [38]
These figures are likely to increase in the coming years in
federal stimulus funds to support the active deployment. In
addition, some countries have gone so far, 1:1 computing in
schools compulsory. [39]
Decades have been the impact of a computer carefully.
01:01 "technotopian" basic visual computing while some
people oppose, [40] found that many well-designed initiatives
can student learning and educational performance has a
positive effect. For example, a 2005 study found that with a
personal laptop computer, "the students are often significantly
higher test scores and writing, English language, arts,
mathematics, and overall grade point average rating." [41] 4:1,
2:1 and 1:1 school student computers than another study, it
was found ratio of 1:1, which has several advantages. [42] It
showed that, for example, students with a laptop at home more
often used for academic purposes and accept small crowd of
Directive [43] in 2006, a study found that one pair of the
learning environment. An important part of successful
initiatives is a lesson 1:01 teachers involved in finding a
laptop as a positive learning tool. [44] A series of studies
published in January 2010, confirmed that a number of
previous findings. [45] In all these studies the generalization is
that although there are involved effectively mobilize 1:1
laptop program variables, [46] they enable students to take

Independent Research (IR)

August 2015
their own computers at home have the greatest impact on
performance measures. [47]
Other individual computing devices and laptops (e.g., cell
phones and smart phones) are increasingly leveraging wired
and wireless broadband networks to further enhance the
overall learning experience of students.
V. INTERNET
A. Internet shows great potential in education
Although the Internet in the 1960s by the U.S. Department
of Defense and the number of research institutions, first
developed, [48] until 1990 primary and secondary schools
began to accept and use this important technology. [49] In
fact, only 35 percent of public schools connected to the
Internet in 1994. [50] However, due to a wide range of
commercial appeal and rapid consumer acceptance of this
technology, along with federal funds through the E-rate
program, connect to the Internet explosion of the percentage
of public schools in the late 1990s, reaching 95% in 1999 and
2003 of 100%. [51] Internet access in schools also increased
rapidly during the same period, only three percent of public
school teaching rooms in 1994-2004 to 94%. [52] However,
the public school computer access number for each student
remains low until the end of the century. [53]
Despite these limitations, the Internet shows great potential
in education. For example, in 1990 the World Wide Web, to
provide "an unprecedented amount of information," for
teaching and learning, regardless of place of visit. [54]
Therefore, educators at all levels began to explore how to use
the Internet in their teaching, innovation and development of
new tools, the use of this new technology. For example, the
National Geographic KidsNet, founded in 1987, primary
school students to promote inquiry-based learning. [55]
Through this program, students conduct scientific
experiments, analyze trends, and delivered through practicing
scientists via email, sending their experimental results,
combined with the national and international decision-making.
Found that most teachers participated - more than 90% - "Use
KidsNet significant increase student interest in science,
science class they spend almost twice the amount of time, or
else they do." [56] to 1991, has been used in 72 countries and
over 6,000 classes KidsNet. [57] Type of online tool that
shows the potential of computers and the Internet, to "create a
global classroom." [58]
During the same period, the Internet has been increasingly
used in remote areas to provide educational programs and
content. In 1994 and 1995, distance education courses in
higher education enrollment has almost doubled. [59] In
addition, 78 percent of public four-year institutions of higher
learning to provide depth at this time. [60] Distance education
is widely regarded as a "low-cost way to provide students who
may have no other way to get the instruction," [61], and
services for the pilot, the current mode of broadband-enabled
online education.

VI. CONCLUSION
The potential impact of educational technology has been
exaggerated. For example, in 1920, Thomas Edison predicted
that "picture is destined to revolutionize our educational
system, in a few years to replace most, if not entirely, the use
of textbooks." [62] Similarly, in "Time "magazine article in
1982," micro-computer "welcomed the arrival and declared
that" electronic revolution "in the education of young people.
[63] The prediction is wrong, but the technology has been
playing an important role in education. Among other things,
the new technology challenges the status quo, and to
encourage innovation in teaching and learning. Recently, the
available and cheaper computers and Internet access to the
growing push web content across a continuous educational
environment for the rapid spread of digital technology and
use. The technology is an important and an important part of
education, as long as it is effective integration. The emergence
of powerful broadband network drive around the developed
and devoting schools and families in the same innovation.
Broadband has broad and far-reaching impact on the education
sector and willing to fulfill their commitments in the early
technology.
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[2]

[3]
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[7]
[8]
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[14]

[15]
[16]

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August 2015
[17] MIZUKO ITO, ENGINEERING PLAY: A CULTURALHISTORY OF
CHILDRENS SOFTWARE (MIT 2009) (ENGINEERING PLAY).
[18] Carly Shuler, D is for Digital: An Analysis of the Childrens Interactive
Media Environment With a Focus on Mass Marketed Products that
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Digital).
[19] 20th Century Developments.
[20] Andrew Molnar, Computers in Education: A Brief History, at p. 2-3, The
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1,
1997,
available
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[21] Ibid. p. 2 ROGER LEVIEN, THE EMERGING TECHNOLOGY:
INSTRUCTIONAL USES OF THE COMPUTER IN HIGHER
EDUCATION (1972)).
[22] Ibid. p. 3
[23] Computers in Education at p. 4 (citing James Kulik et al., Effectiveness
of Computer-based Instruction: An Updated Analysis, Computers in
Human Behavior, 7(1-2), 75-04, (1991)).
[24] Ibid. p. 5.
[25] Using Technology to Support Education Reform, (September 1993), U.S.
Department
of
Education,
available
at
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[26] Ibid.
[27] Ibid. (Office of Technology Assessment 1988).
[28] 20th Century Developments (citing R.A. Reiser, A history of
instructional design and technology, in TRENDS AND ISSUES IN
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& J.V. Dempsey, eds.) (Prentice Hall 2002) (Reiser 2002)).
[29] Education Reform.
[30] 20th Century Developments (citing Reiser 2002).
[31] Ibid.
[32] Ibid.
[33] MARK WARSCHAUER, LAPTOPS AND LITERACY: LEARNING
IN THEWIRELESS CLASSROOM 23 (Teacher College Press 2006).
[34] Ibid. p. 24.
[35] Access, Adequacy, and Equity in Education Technology, at p. 10,
National Education Association (May 2008), available at
http://www.edutopia.org/files/existing/pdfs/NEAAccess,
Adequacy,andEquityinEdTech.pdf (NEA 2008).
[36] The 21st-Century Campus: Are We There Yet? at p. 17, Oct. 13, 2008,
CDWG
available
at
http://webobjects.cdw.com/webobjects/media/pdf/newsroom/CDWG21st-Century-Campus- 1008.pdf (CDWG 2008).
[37] Charles M. Davidson & Michael J. Santorelli. 2010. THE IMPACT OF
BROADBAND ON EDUCATION A Study Commissioned by the U.S.
Chamber of Commerce. New York: New York Law School.
[38] Larry Cuban, TEACHERS ANDMACHINES; OVERSOLD AND
UNDERUSED: COMPUTERS IN THE CLASSROOM (Harvard 2001);
cf. Confessions from a Skeptic on Computers in School, Jan. 31, 2010,
Larry Cuban on School Reform and Classroom Practice Blog, available
at http://larrycuban.wordpress.com/2010/01/31/confessionsfrom- askeptic-on-computers-in-school/

[39] J. James Cengiz Gulek and Hakan Demirtas, Learning with technology:
The impact of laptop use on student achievement, at p. 29, Journal of
Technology, Learning, and Assessment, vol. 3, no. 2 (2005), available at
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article=1052&context=jtla.
[40] Ibid.
[41] William R. Penuel, Implementation and Effects of One-to-One
Computing Iniatives: A Research Synthesis, at p. 336-337, Journal of
Research on Technology in Education (2006), available at
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01
/0000019b/80/2a/5b/5b.pdf
[42] These studies, which were published in a special edition of the Journal
of Technology, Learning and Assessment (Vol. 9: Educational Outcomes
and Research from 1:1 Computing Settings), are available at
http://escholarship.bc.edu/jtla/.
[43] Damian Bebell & Laura M. ODwyer, Educational Outcomes and
Research from 1:1 Computing Settings, at p. 12, Journal of Technology,
Learning and Assessment, Vol. 9, No. 1, available at
http://escholarship.bc.edu/jtla/vol9/1/.
[44] John Timmer, Despite Problems, Laptops Boost Student Test Scores, Jan.
25, 2010, Ars Technica, available at http://arstechnica.com/techpolicy/news/2010/01/evidence-that-laptop-education-programsboosttest- scores.ars.
[45] MICHAEL BELFIORE, THE DEPARTMENT OFMAD SCIENTISTS:
HOWDARPA IS REMAKING OUR WORLD, FROM THE
INTERNET TO ARTIFICIAL LIMBS 63 (2009) (DEPARTMENT
OFMAD SCIENTISTS).
[46] Richard N. Katz, The Tower and the Cloud, Higher Education in the Age
of Cloud Computing, at p. 9, EDUCAUSE, available at
http://www.educause.edu/Resources/TheTowerandtheCloudHigherEduca
/163293 (Tower and the Cloud).
[47] Internet Access in U.S. Public Schools and Classrooms: 1994-2005, p.
14, The National Center for Education Statistics (November 2006),
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[48] Ibid.
[49] Ibid p. 4.
[50] Ibid p. 7; see also 20th Century Developments.
[51] Tower and the Cloud, p. 9.
[52] Computers in Education, p. 9.
[53] Ibid.
[54] Ibid.
[55] Ibid.
[56] 20th Century Developments (Reiser 2002).
[57] Ibid.
[58] Ibid.
[59] TEACHERS ANDMACHINES at p. 9 (Edison in 1922).
[60] THE FLICKERINGMIND at p. 10 (Frederic Golden, Here Come the
Microkids, May 3, 1982, Time).
[61] Charles M. Davidson & Michael J. Santorelli. 2010. THE IMPACT OF
BROADBAND ON EDUCATION A Study Commissioned by the U.S.
Chamber of Commerce. New York: New York Law School.
[62] Ibid.
[63] Ibid.