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Historical uses of technology
Mandie Aaron
Introducing, implementing and ultimately integrating
technology into the classroom is not a new phenomenon. From slate to radio
to the overhead projector to the multi-media computer platform, various
technologies have been introduced into the classroom environment to varying
degrees of success and failure. It is not sufficient to have the equipment
in the classroom -- productive use must be made of that equipment for it
to have any effect. The best of intentions are one thing -- actual use
another. What is it, for example, that compels one teacher to use the equipment
in all facets of her day and another to let it collect dust in the corner?
Is it the teacher's attitude? Motivation? Support system?
The use of television in the classroom, for example,
was looked upon with promise yet, for the most part, failed to live up
to the expectations that were placed upon it (Coltman, 1994; Strommen,
1995). We are currently undergoing another technological revolution (Ohler,
1995; Owston, 1997) -- nevertheless, in some instances, that too has not
been as successful as previously hyped and hoped (Graham, 1997; Wallis,
1995). Researching the body of work written about past attempts at the
implementation and integration of technology will provide valuable insight
into the current phenomenon of technological use and integration.
In order to gain insight into the practice of educational
integration of technology, I will be conducting historical research into
different bodies of literature. Firstly, examining historical uses of technology
in education will allow for the determination of best and worst practices.
Identifying the elements that are present (or absent) when technology is
successfully implemented and the elements that are absent (or present)
when this implementation fails is an important step in securing future
integration success. By investigating how technology has been used in the
past, parallels can be drawn and recommendations made for current purposes.
Literature relating to the history of technology
as well as that of adapting to change will also be examined. An element
of this literature which is particularly intriguing is that of the social
shaping and cultural elements of technological use (Ellul, 1964; Feenberg,
1991; Mumford, 1934; Williams, 1997). For any technology to be accepted
in to a society, there needs to be certain cultural and social elements
in place or the technology will not gain a stronghold. Can this same notion
of culture be applied in the educational setting? Should we be looking
at the cultural and social climate of a given educational environment before
even attempting to introduce a new technology? Understanding how people
look at technology can certainly help to ensure successful use and integration
of technology.
During this roundtable discussion I plan to present
several ideas regarding the social-shaping and cultural aspects of technology
as outlined in the previous paragraph. I invite participants to draw upon
their expertise and critique these notions with an eye towards their practicability.
Is it even feasible, for example, to draw parallels between society's use
of technology and classroom use? Ultimately, I would like this roundtable
discussion to help concretize and focus the questions to be addressed in
my research.
Coltman, P.(1994).Seduction by technology:Promises
of a whore.Journal of Educational Television, 20 (3), 185-192.
Ellul, J.(1964).The technological society.New York:Vintage
Books.
Feenberg, A.(1991).Critical theory of technology.New
York:Oxford University Press.
Graham, D. R.(1997, Spring).The classroom computer
revolution that hasn't happened -- Yet!Education Canada, 10-15.
Mumford, L.(1934).Technics and civilization.New York:Harcourt,
Brace and Company.
Ohler, J.(1996).The 4 Rs.Technos, 5 (2), 26-27.
Owston, R. D.(1997, March).The world wide web:A technology
to enhance teaching and learning?Educational Researcher, 27-33.
Strommen, E.(1995, November/December).Television
catches its second wave.Electronic Learning, 30-37, 57.
Wallis, C.(1995, Spring).The learning revolution.Time,
145~(12), 49-51.
Williams, R.(1997).The social shaping of information
and communications technologies.In H. Kubicek, W. H. Dutton, & R. Williams
(Eds.),The social shaping of information superhighways(pp. 299-338).Frankfurt,
Germany: Campus Verlag.
The
satellite industry in Canada
Jennifer Desroches
The satellite industry in Canada
My topic is not that of a research project but rather
a subject of interest, that being the satellite industry in Canada. In
particular I will examine how various Canadian corporations are utilizing
this technology for training and the dissemination of information. Canada's
corporations must keep their employees abreast of relevant information
wherever and whenever possible in an attempt to remain competitive. I will
present examples which demonstrate that training is no longer confined
to the classroom. In doing so, I will consider such questions as : What
are the benefits and disadvantages to this technology? And, is it being
utilized to its full potential?
The presentation will briefly cover the technical
details of satellite communication as well as its historical evolution
in Canada. However, this is not the essence of my presentation. It is simply
an introductory section since this information may prove useful to the
participants understanding throughout. As mentioned above, the core of
the presentation considers the use and helpfulness of satellites for education
in the corporate marketplace in Canada. However, time permitting, I will
also discuss its utilization in other sectors such as education and government.
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