History of globalization of technology in counselling (UK/US/AUSTRALIA)

The history of technology globalisation in counselling consisted of four phases,

namely mainframe phase (mid-1960s to late 1970s), microcomputer phase (early 1980s to the
mid-1990s), web phase (late 1990s), and digital phase (currently entering). In the first phase,
the static nature of this process and the feedback delays limited the implementation of such
systems. They were usually owned only by large corporations, universities, and government
agencies. in the 1950's that theorists like B. F. Skinner and Norman Crowder developed ideas
about programmed instruction that are the historical antecedents for modern computer aided
instruction and we-based distance education that are currently in vogue (Niemiec & Walberg
as cited in Watts, 2001).

In the second phase, the emergence of the microcomputer made interactive usage
much more economical, and also made it easier to develop and market limited software
packages. By the 1990s it was difficult to find a guidance service in any developed country
which did not apply such systems. These machines used integrated circuits and were much
smaller and more affordable than mainframes. As a result, computational time became a more
plentiful resource, and when coupled with the development of more user friendly
programming languages (BASIC, PASCAL, PLATO, ILLIAC), a wider audience began to
take an interest in the application of computers to counselling.

In the third phase, the advent of the Internet meant that instead of free-standing
systems located in career guidance centres, websites could be developed which individuals
could access instantly from a wide geographical areas. The ease of developing such websites
produced a massive increase in their number as they no longer needed to be viewed as
discrete entities.

In the fourth phase, individuals are now able to access the Internet through their
personal computers, televisions and mobile phones. Greatly enhanced bandwidth will shortly
enhance its speed and its capacity for transmitting video and audio as well as text. In addition,
however, ICT now has the capacity to take services to individuals difficult to access because
they live in geographically remote areas, for example, or because they have disabilities or are
home-based for other reasons, or because they are busy during the centres opening hours.
The concept of distance guidance, by telephone or through the Internet, makes it possible to
deliver guidance services to remote locations, with or without direct staff assistance. In
addition, some clients may prefer to access services at a distance for some specific reasons.

References

Watts, A., G. (2001). The Role of Information And Communication Technologies In an

Integrated Career Information And Guidance System. Retrieved From
http://www.oecd.org/edu/research/2698249.pdf

Granello, P., F. (2000). Historical Context: The Relationship of Computer Technologies and
Counseling. ERIC/CASS Digest. Retrieved from http://www.ericdigests.org/2001-
3/context.htm

Group members:

No Name Matric no

1 Cynthia Janacky A/P Raja Gopal 45216

2 Nur Amirah Binti Abdullah 43027

3 Siti Nur Atiqah Binti Khairul Anuar 44158

4 Nurun Amira Binti Bidin 43651

5 Nurul Saidah Binti Mat Adbi 43615