You can trace the history of ed-tech through many education philosophies and through many technologies. Too often we fail to trace that history at all – a pity because then we don’t think about the trajectory that our storytelling places us on.
And too often, we focus simply on technologies related to the computer and the Internet. Broadcast has long history of usage in the classroom; and radio, film, and television have been seen as appropriate, if not innovative technological interventions in teaching and learning. In part, it’s because broadcast offers a way to deliver lessons and lectures at scale, but also, broadcast is readily viewed as analogous to what educators already do (or what people think educators do): that is, perform a script in front of students. And the better the production value of the performance supposedly, the better the learning....
And too often, we focus simply on technologies related to the computer and the Internet. Broadcast has long history of usage in the classroom; and radio, film, and television have been seen as appropriate, if not innovative technological interventions in teaching and learning. In part, it’s because broadcast offers a way to deliver lessons and lectures at scale, but also, broadcast is readily viewed as analogous to what educators already do (or what people think educators do): that is, perform a script in front of students. And the better the production value of the performance supposedly, the better the learning....
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