The Limitations of Educational Technology

Having commented at some length on the advantages of using technology in the support of learning we now consider some of the limitations. Technology is an extremely valuable addition to the educators toolbox. However, it does not replace traditional media or methods of educating. There is still a role for the lecture or seminar, and for the chalk board or whiteboard. The printed page remains the best way of absorbing dense academic detail. Simulations can never replace the benefits of working with real objects. There is no direct substitute for the smell of the chemistry lab and few of us would wish to be treated by a doctor whose only experience was with virtual patients. Technology does not remove the need for work on the part of the learner. It is still not possible to download knowledge directly to the brain. Indeed, the learner-centred learning offered by technology means learners have to take greater responsibility for their progress, though that progress should be of a higher quality. Finally technology can never replace the human element. The role of instructor is changed, ie from sage on the stage to guide on the side, but not removed. Learners still benefit hugely from interaction with instructors and fellow students, whether that interaction occurs physically or virtually.

Abstract
The authors present five reasons why high technologies have failed to have much impact on education. They are as follows: (1) teaching and learning are inherently human activities with affecting (e.g. attitudinal)-as well as achievement-oriented objectives; high technology substitutes machines for humans; (2) instructional media, like all media, have an affect on the users that transcends the content material. Like the media of television, the effect is thought to be detrimental to intellectual development; (3) the hardware and software have not yet reached the required level of perfection; (4) the use of the technology requires skill, knowledge, coordination, management, and organizational expertise which the educational bureaucracies have been unable or unwilling to commit to this purpose; and (5) sophisticated technology costs too much and part of this cost is the high level of expertise needed to apply it. Although the primary technology discussed is computer-assisted instruction, the limitations described apply to most instructional technologies.