Research
 

THE PRACTICAL NATURE OF TECHNOLOGY AND EDUCATION

At the turn of the 20th century, science was becoming an increasingly important part of university study.  The establishment of graduate education gave the university an increasing role in training students for careers (Duderstadt, 2002).  With the arrival of the assembly line in 1903 and its accompanying industrial model, the factory system, more scrutiny was given to education on all levels as a means of economic advancement.  The practical aspects of education were further enhanced by the experience of World War I with clear military benefits emerging from soldiers who were able to read, write, and follow directions.  The percentage of students educated in high school was increasing.  In 1890, about 6.7 percent of 14-17 year olds were in high school.  In 1920, that percentage had jumped to about 32.3 (DeBoer, 1991).  The increasing number of students pressured schools to provide a practical education that students could use no matter what their professions after high school.  Technology in factories generated prolific quantities of goods.  Applying technology to cope with an increasing student population was a natural consequence of the success of the factory system.  In the 1920s, technology was targeted primarily towards performance assessments.  World War II brought astounding implementation of new technologies.  A few examples include proximity fuses, solid fuel rockets, synthetic rubber, radar, and the atomic bomb.  Scientific advances achieved during the war convinced American political leaders that science was a major factor in national survival for both military and economic reasons (Rudolph, 2002).  The National Science Foundation (NSF), founded in 1950, coordinated federal government support of university research and catapulted the role of science and technology in the academic community.  The NSF remains the only agency of the United States federal government dedicated to the support of education and fundamental research in all scientific and engineering disciplines.  Passage of the GI Bill following World War II provided affordable educational opportunities to millions of veterans.  Their enthusiastic response greatly expanded the role of higher education in American society.  After the launch of satellite Sputnik by the Soviet Union in 1957, technologies began to become incorporated in pedagogy principally in the form of films and television (Rudolph, 2002).  The PC revolution, beginning in the 1980s and continuing into the 21st century, makes it possible to give computer technology a central role in pedagogy since all students can have access to a computer.  Networks of the 1990s further extended the powerful communication capabilities of computerized electronic information systems.  New technologies herald an interactive experience in education.  Schools will still have classrooms where teachers and students will meet but lectures with passive listeners will give way to active engagement on the part of students with collaborative technologies (Duderstadt et al., 2002).  School systems in the United States have spent billions on technology.  Traditionally about 60 percent of education technology money is spent on infrastructure — the hardware, software, and networks that allow high-level programs to run and information to be shared (Angelo, 2002).  Return on that investment is still not definitive (Cuban, 2001) but interest in digital learning remains strong.  In October 2006, the MacArthur Foundation committed $50 million supporting research in the field (“Building the Field of Digital Media & Learning”, 2006).

References

19th Century Inventions 1851 - 1899. (2004). Retrieved December 29, 2004, 2004, from http://inventors.about.com/library/weekly/aa111100b.htm

Building the Field of Digital Media & Learning. (2006). Retrieved October 21, 2006, fromhttp://www.macfound.org

Cuban, L. (2001). Oversold and Underused: Computers in the Classroom. Cambridge, MA: HarvardUniversity Press.

DeBoer, G. E. (1991). A History of Ideas in Science Education : Implications for Practice. New York: Teachers College Press.

Duderstadt, J. J., Atkins, D. E., Brown, J. S., Gomory, R. E., Hasselmo, N., Horn, P. M., et al.(2002). Preparing for the Revolution: Information Technology and the Future of the ResearchUniversity. Washington, D.C.: National Academies Press

Huxley, T. H. (1901). Science and Education: Essays by Thomas H. Huxley. New York: D.Appleton.

Rudolph, J. L. (2002). Scientists in the Classroom. New York: Palgrave

Spencer, H. (1924). Education: Intellectual, Moral and Physical. New York: A. Appleton