About a century ago, electronic technologies entered the classroom. Initially as the film (1920s), radio (1930s), and instructional television (1960s), these devices derived from the entertainment business. The hype surrounding each promised that teachers would have access to the world beyond the classroom and the library. Teachers would have engaging tools that turn on students to what had to be learned. And students would be able to learn more, faster, and better.
The policy question driving these entertainment-oriented devices was: How can these new media help teachers do better what they ordinarily do in conveying to students new knowledge and skills?
Both teacher and student access to these electronic devices, however, was limited by costs of film projectors, classroom radio sets, and television wiring and equipment. Districts parceled out equipment to schools and established audiovisual departments. Consider further that finding the best film for a unit took much time as teachers…
View original post 795 more words