{"title":"Editorial Overview","authors":"T. Liao","doi":"10.1177/00472395211024000","DOIUrl":null,"url":null,"abstract":"Since this is the first issue of volume 50 of JETS and as the founding editor, I will reflect on the evolution of the design and use of technology to enhance the learning process in the last 50 years. In 50 years, we have evolved from the introduction of microcomputers for limited use to total online instruction systems due to the coronavirus disease (COVID) pandemic. In 1972, technology was mainly used by teachers to present information and promote discussion of information and concepts from textbooks and other curriculum materials. Examples of educational technology included audio-visual systems, print materials, laboratory experiments, and classroom demonstrations. Digital computers were only available for some teachers and selected high school and college students. In the later years of the 1970s, microcomputers became available, and the digital age began for some teachers and students. In the 1980s, computer-assisted instruction (CAI) systems began to promote more learner-centered learning activities. Although the microcomputer systems were limited in operational speed, data storage, and graphics, the drill and practice, computer simulation systems and writing, and mathematical software provided new instructional tools. In the 1990s, the major innovation is the invention of the internet system. With the improvement of search engines and high-speed streaming capabilities, it is a foundation for the development of 21st century online systems that were more interactive and also provided more active learning. Many new application tools have been developed just in time to help schools to make the transition to online learning from homes during the COVID crisis. The next school year, as students return to face-to-face (F2F) instruction, the new instructional paradigm should be blended learning. Schools need to blend the best online practices with the most effective F2F instructional programs. Even though well designed and effective implementation of blended systems will enhance learning, there are some negative concerns that need to be considered. For example, the ethical implications of the overuse of technology are the themes of the Op-Ed essay that is written by a member of our editorial board, Prof. Marion G. Ben-Jacobs. She and her co-author Prof. Allan Glazerman, warn readers about the overuse of technology that can affect trust in the learning environment and in the curriculum resources that are used. They also point out that students need to have equal access to the blended learning systems to address the digital divide problem. Editorial","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"131 10","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Technology Systems","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00472395211024000","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Since this is the first issue of volume 50 of JETS and as the founding editor, I will reflect on the evolution of the design and use of technology to enhance the learning process in the last 50 years. In 50 years, we have evolved from the introduction of microcomputers for limited use to total online instruction systems due to the coronavirus disease (COVID) pandemic. In 1972, technology was mainly used by teachers to present information and promote discussion of information and concepts from textbooks and other curriculum materials. Examples of educational technology included audio-visual systems, print materials, laboratory experiments, and classroom demonstrations. Digital computers were only available for some teachers and selected high school and college students. In the later years of the 1970s, microcomputers became available, and the digital age began for some teachers and students. In the 1980s, computer-assisted instruction (CAI) systems began to promote more learner-centered learning activities. Although the microcomputer systems were limited in operational speed, data storage, and graphics, the drill and practice, computer simulation systems and writing, and mathematical software provided new instructional tools. In the 1990s, the major innovation is the invention of the internet system. With the improvement of search engines and high-speed streaming capabilities, it is a foundation for the development of 21st century online systems that were more interactive and also provided more active learning. Many new application tools have been developed just in time to help schools to make the transition to online learning from homes during the COVID crisis. The next school year, as students return to face-to-face (F2F) instruction, the new instructional paradigm should be blended learning. Schools need to blend the best online practices with the most effective F2F instructional programs. Even though well designed and effective implementation of blended systems will enhance learning, there are some negative concerns that need to be considered. For example, the ethical implications of the overuse of technology are the themes of the Op-Ed essay that is written by a member of our editorial board, Prof. Marion G. Ben-Jacobs. She and her co-author Prof. Allan Glazerman, warn readers about the overuse of technology that can affect trust in the learning environment and in the curriculum resources that are used. They also point out that students need to have equal access to the blended learning systems to address the digital divide problem. Editorial
由于这是JETS第50卷的第一期,并且作为创始编辑,我将反思过去50年来设计和使用技术以增强学习过程的演变。50年来,由于冠状病毒(COVID)大流行,我们从引进有限使用的微型计算机发展到全面的在线教学系统。1972年,技术主要被教师用来呈现信息,并促进对教科书和其他课程材料中的信息和概念的讨论。教育技术的例子包括视听系统、印刷材料、实验室实验和课堂演示。数字电脑只对部分教师和部分高中生和大学生开放。在20世纪70年代后期,微型计算机出现了,对一些教师和学生来说,数字时代开始了。在20世纪80年代,计算机辅助教学(CAI)系统开始促进更多以学习者为中心的学习活动。尽管微型计算机系统在运算速度、数据存储和图形方面受到限制,但训练和实践、计算机模拟系统和写作以及数学软件提供了新的教学工具。在20世纪90年代,主要的创新是互联网系统的发明。随着搜索引擎和高速流媒体功能的改进,它为21世纪在线系统的发展奠定了基础,这些系统更具互动性,也提供了更多的主动学习。许多新的应用工具已经及时开发出来,以帮助学校在COVID危机期间过渡到在家在线学习。下一学年,当学生回归面对面(F2F)教学时,新的教学模式应该是混合式学习。学校需要将最好的在线实践与最有效的F2F教学计划结合起来。尽管精心设计和有效实施的混合系统将促进学习,但也有一些需要考虑的负面问题。例如,过度使用技术的伦理影响是我们编委会成员Marion G. Ben-Jacobs教授撰写的一篇观点文章的主题。她和她的合著者艾伦·格雷泽曼教授警告读者,过度使用技术会影响对学习环境和所使用课程资源的信任。他们还指出,学生需要有平等的机会使用混合学习系统来解决数字鸿沟问题。编辑