EVOLUTION OF TECHNOLOGY IN EDUCATION

To many of us, the term technology conjures up visions of things such as computers, cell phones, spaceships, digital video players, computer games, advanced military equipment, and other highly sophisticated machines. Such perceptions have been acquired and reinforced through exposure to televised reports of fascinating devices and news articles about them, science fiction books and movies, and our use of equipment such as automobiles, telephones, computers, and automatic teller machines.
While this focus on devices and machines seems to be very prevalent among the general population, many educators also hold a similar perspective. Since Pressey developed the first teaching machine in 1926 (Nazzaro, 1977), technology applications in public schools and post-secondary education institutions have tended to focus on the acquisition and use of equipment such as film projectors, audio and video tape recorders, overhead projectors, and computers.
Since the early 1960s, however, a trend has emerged that is changing the way we perceive technology in education. At that time, educators began considering the concept of instructional technology. Subsequently, after considerable deliberation, a Congressional Commission on Instructional Technology (1970) concluded that technology involved more than just hardware. The Commission concluded that, in addition to the use of devices and equipment, instructional technology also involves a systematic way of designing and delivering instruction.