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Scholarly Paper Etc567 Sallee

Scholarly Paper Etc567 Sallee

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Published by: sallee4312 on Sep 30, 2008
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Technology in Education:Educational, Historical, and Social FoundationsSuzanne SalleeETC 567September 29, 2008
 
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AbstractThe use of technology in education has truly had a long and varied presence, eventhough we tend to only think of technology as the use of computers. Due to theglobalization of our world, it is imperative that we focus on integrating technology intoour classrooms to ensure that students are prepared to enter the global workforce.Students need to learn not just how the technology works but also how to use it to learnand communicate. There are many tools available that help students learn and develop the21
st
century skills they need such as communication, collaboration, problem solving, andcritical thinking. Educators need to find ways to incorporate the tools students are usingin their neighborhood communities, such as social networks, into the educationalcommunity. We also need to evaluate the tools we are using to ensure they meet theeducational needs of students and provide the much needed professional development for our educators. Historically, the implementation of technology in schools and educationhas been ever-changing as it reflects of the needs and ideals of society and the workplace.The Merriam/Webster Dictionary defines technology as “the practical application of knowledge especially in a particular area.” When it applies to educational technology thedefinition changes slightly: “the specialized aspects of a particular field of endeavor.” Ineducation, the use of technologies such as pencils, paper, chalk, textbook, and computershave impacted the ways students learn and teachers teach. The focus of education andeducators has not changed: “to transmit the culture, values, and lessons of the past to thecurrent generation and prepare our children for the world in which they will live”(Molnar, 1997).
 
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Educational, Historical, and Social Foundations
Many advances in technologies have occurred over the centuries from writing in sandwith a stick, to quill pens, fountain pens, ballpoint pens, and digital pens. Math technologies have progressed from the abacus to the slide rule to the calculator to the graphing calculator andonline simulations. School structures have gone from outdoor Socratic seminars to indoor one-room schoolhouses to multi-roomed expansive school buildings.Advances in the printing press and its abilities to produce millions of pages per dayimpacted the materials used in schools during the late 1800’s and early to mid 1900’s. Thetextbooks produced during this time reflected the “politics of industry, liberty, morality, piety,and socialization” (Petrina, 2002, p. 91) of the mainstream culture. The McGuffey Reader was published in 1836 and used in schools through the 1930’s. The lessons in this series of readers“rationalized capitalist and middle-class virtues” (Petrina, 2002, p. 92) as well as Christian beliefs which were also part of the mainstream culture of the day.During this time many textbook publishing companies were coming into being duringthis time. In 1930, the Dick and Jane series published by Scott-Foresman and Company cameinto being. The books focused on sight words and texts that were semantically, lexically, andsyntactically controlled. However, they also reflected the “notions of liberty and morality”(Petrina, 2002, p. 95) of the time period.During the first -half of the 20
th
century, the advent of media technologies entered our schools. Edison had invented the motion picture camera and educators thought this newtechnology would push education forward as it brought the world to the classroom (Withrow,1997). Educational film, radio, television, and images were being produced for use inclassrooms. They included mental hygiene and social guidance themes, such as “fitting in” and

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