History Of Technology In Schools

According to the Aspen Institute, media literacy is defined as the ability to "access, analyze, evaluate, produce and communicate" using a variety of media forms.

An electronic whiteboard is not an example of Web 2.0 because it does not involve user-generated content or collaboration. Web 2.0 refers to websites or applications that allow users to interact and contribute their own content, such as blogs, podcasts, and Google documents. An electronic whiteboard, on the other hand, is a digital version of a traditional whiteboard and does not typically involve user-generated content or collaboration.

The history of technology in schools is rife with tensions and contradictions. Its history is complex that is problematic yet also filled with possibility (See Larry Cuban's "Teachers and Machines: The Classroom Use of Technology Since 1920; New York: Teachers College Press, 1986).

Following World War II, the U.S. military had a huge surplus of machines
that were used to train Air Force specialists. They
renamed the machines subject matter trainers and
put them in school classrooms.

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In exchange for a satellite dish, wiring and a TV and VCR in every classroom, our principal had to make sure that all students watched the program (including the commercials) at least 90 percent of the time. The big issue was whether or not it violated students' civil rights by forcing them to watch commercials since school attendance is compulsory.

The advantage of using the TV remote control in the classroom is that it allows the teacher or students to skip through commercials, which saves time and allows for uninterrupted viewing of educational content. Additionally, the remote control can be used to pause a video clip for class discussion, allowing for deeper analysis and engagement with the material. Learning to program the clock is not mentioned as an advantage of using the TV remote control in the classroom.

The biggest stumbling block to teaching students how to be critical consumers and users of information, according to Grace Dubois, is the push of bureaucracy and capitalism. This suggests that factors such as government regulations and profit-driven motives can hinder the development of critical thinking skills in students. These influences may prioritize certain agendas or restrict access to unbiased information, making it challenging for students to navigate and evaluate information effectively.

Under NCLB, students should achieve technological proficiency by the end of 8th grade. This means that by this grade level, students should have a solid understanding of how to effectively and responsibly use technology for various purposes. This includes skills such as using computers, navigating the internet, using productivity software, and understanding digital citizenship. By achieving technological proficiency by 8th grade, students are better prepared for future academic and professional endeavors that require the use of technology.

According to Grace Dubois, Web 2.0 technologies function to facilitate a shift from young people as consumers of information to young
people as responsible and participatory citizens.

Web 2.0 refers to all of the above options. It encompasses the second generation of the World Wide Web, which introduced interactive and collaborative features. It also includes software that is web-based, allowing users to access it through a browser rather than installing it on their computer. Additionally, Web 2.0 is characterized by information on demand, where users can access and retrieve information whenever they need it.

Most teachers just let it play because they were not allowed to control the broadcast. In many cases, students did their homework while teachers took attendance.

The correct answer is $40 billion. This indicates that the U.S. government has spent a significant amount of money, specifically $40 billion, over the past decade to provide computers in schools and connect classrooms to the internet. This substantial investment highlights the importance placed on integrating technology into education and ensuring access to digital resources for students.

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During the 1960s, Classroom TV was criticized by teachers because they became overly dependent on it. As a result, they relied excessively on the TV as a teaching tool, potentially neglecting other methods of instruction. Additionally, one of the drawbacks of Classroom TV was that it couldn't pause or stop to address student questions, which limited interactive learning. This lack of immediate interaction hindered the ability to address student queries and engage in real-time discussions.

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The internet is an ideal medium for learning due to its non-linearity, vast amount of information, and the user's ability to conceptually search for information. Non-linearity refers to the ability to navigate freely between different topics and resources, allowing learners to explore and follow their own interests. The vast amount of information available on the internet ensures that learners have access to a wide range of resources and perspectives. The user's ability to conceptually search for information means that learners can search for and find relevant information based on their own understanding and conceptual framework. These characteristics make the internet a powerful tool for self-directed and personalized learning.

Over the past 50 years, despite the advancements in media and technology, schooling has not changed significantly in terms of the drive for efficiency and protectionist policies. This means that schools still prioritize being efficient in terms of time, resources, and achieving desired outcomes. Additionally, protectionist policies are still in place to safeguard the interests of the education system and maintain control over curriculum, standards, and funding. These factors have remained relatively constant despite the changes in media and technology.

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