Lecture 5 Historical Development of Educational Technology

At the end of this lecture, learners are expected to: 1. Describe Prehistoric and Ancient Times 2. Explain the relevance of the Stone Age 3. Narrate the application of the era of the print and chalkboard concepts 4. Mention and explain the elements of the Mass Media age 5. Predict the emerging trends and innovations in educational technology Introduction The historical development of educational technology covers centuries of related historical facts and has been influenced by technological advances in communication, media, and technology. Here is an overview of vital pointers to different details in the development of educational technology: Prehistoric and Ancient Times Educational technology has its background in ancient Greece when the Elder Sophist used the term “techne” to refer to the process of applying knowledge systematically to the practical art of instruction. The roots of Educational technology could be traced to the early humans using oral traditions, storytelling, and visual aids such as cave paintings, artifacts, and symbols to transmit knowledge and skills to future generations. Ancient civilizations like Mesopotamia, Egypt, Greece, and China developed writing systems, schools, and instructional materials to educate their populations. These ancient civilizations used ancient computing systems which refers to the earliest forms of calculating devices and systems to perform mathematical calculations, record data, and solve practical problems, there was abacus which is a mechanical calculating device that has been used for centuries to perform arithmetic operations such as addition, subtraction, multiplication, and division. It consists of a frame with rods or wires along which beads or counters can slide freely. The abacus is often made of wood, with each rod representing a place value (units, tens, hundreds, etc.). The Stone Age There was a stone age when learning activities of various dimensions existed thousands of years ago. The gift of nature (stones and rocks) was used as the medium for recording events and calculations of the time. Sticks were also employed for visual messages. Symbols were imprinted on rock surfaces and stones were used to impart the knowledge of counting. Some of these practices are still operative in some remote and rural settlements. Apart from stones, the early men embraced the use of Aural (Auditory) or Audio forms, they used gong or other metals to call peoples’ attention. This age could also be regarded as the age of the Stone and Rock Concept. Finger symbols and sticks were also used, ancient peoples kept track of numbers with notches cut into sticks, the ancients measured with human bodies, and they used their feet to measure distance, and also used counting skills to play games. The era of the Print and Chalkboard Concepts In the 15th century, the whole world witnessed the era of the Print and Chalkboard concepts. This was the era in which the art of hand-out wooden blocks for prints was practised especially in Asia, blocks had been in use and this eventually led to the production of the first known printed book by the Chinese in A.D. 868. A movable metal block was developed by Gutenberg at Mainz in Germany in 1445 and 1456; the Bible was printed with the technology. The use of chalkboards and chalk developed as a result of the need to explain or stress points of discussion to the congregation of learners and to create a focus for the class. The invention of the Gutenberg printing press in the 15th century revolutionized the production and distribution of books, making written materials more accessible and affordable. Printed textbooks, manuscripts, and educational materials became widespread, facilitating literacy, education, and the dissemination of knowledge during the Renaissance and Enlightenment periods. Mass Media age This is the era in which channels or linkages were incorporated and used to communicate to people either in audio, visual, audio-visual, or written, this is when newspapers, television, social media, and radio are utilised. This period started in Europe in the Middle Ages when the printing press allowed the mass production of books to sweep the nations. Gutenberg printed the first book, the Latin Bible, on a printing press with movable type in 1453. After which several other books were printed. The mass media age could be categorised along this line of thought: Magic Lantern or Lantern: In the 17th century an optical projection was discovered to project information to a large audience, the magic lantern, it is an early form of slide projector, emerged primarily to project images, and it has a long history. The magic lantern derived its name from the Latin words lanterna magica, it was a type of image projector that used pictures—paintings, prints, or photographs—on transparent plates (usually made of glass), one or more lenses, and a light source. It is used by depicting designated positive and transparent images on glass plates for projections with ‘magic’ (or optical) lantern instruments. The invention of this apparatus in the mid-seventeenth century allowed, for the first time, the projection of illuminated and magnified images onto a white screen or wall to be viewed by collective audiences. It used light and projected images took small pictures and blew them up so that they could be projected onto a screen, wall, sheet, or any other surface that would show images well. For educational purposes, it was used as a visual aid, as a forerunner to modern slideshows; its relevance in education endured for a long time to the extent that it became prevalent in the 19th century for educational purposes. Hand-painted or photographic images were mounted on glass slides and projected using a magic lantern. These Lantern slides were used in classrooms, museums, and lecture halls to impart knowledge in various subjects, including history, geography, and science. Film and Motion Pictures: This is another category in the evolution of educational technology. In the Early 20th Century, the development of motion pictures and film technology became so prevalent to the extent that it revolutionized visual communication and entertainment. Educational films, documentaries, and instructional videos became popular tools for teaching, allowing educators to bring real-world experiences, scientific concepts, and historical events into the classroom. Radio, Television and Computer: In this classification are radio broadcasting, television and computers, they emerged as mass communication media in the mid-20th century, offering new opportunities for educational programming and distance learning. Educational radio broadcasts, instructional television programs, and telecourses provided access to educational content to remote or underserved populations. By the 1960s-1970s the development of computers and digital technology paved the way for computer-based instruction (CBI) and interactive multimedia. Early educational computer programs, such as PLATO (Programmed Logic for Automated Teaching Operations) and LOGO, introduced interactive learning experiences, simulations, and programming exercises to students. Computer machines used Another development is the invention of the Internet and the World Wide Web. Computers in the '60s were large and immobile and to make use of information stored in any one computer, one had to either travel to the site of the computer or have magnetic computer tapes sent through the conventional postal system. On January 1, 1983, a new development was seen in the information system, the Internet was introduced to the global community. Before this, the various computer networks did not have a standard way to communicate with each other. The Internet is the new communications protocol that was established called Transfer Control Protocol/Internet protocol. The proliferation of the Internet and the World Wide Web in the 1990s transformed educational technology, providing access to vast amounts of information, resources, and online learning opportunities. E-learning platforms, virtual classrooms, and web-based educational tools revolutionized distance education, collaborative learning, and lifelong learning. At the dawn of the 21st century, the rise of mobile devices, smartphones, tablets, and digital technologies in the 21st century further expanded the scope and possibilities of educational technology. Mobile learning apps, e-books, educational games, virtual reality (VR), augmented reality (AR), and artificial intelligence (AI) are increasingly used to personalize learning experiences, engage learners, and support remote and flexible learning environments. Educational technology continues to evolve rapidly, there were emerging trends and innovations in which adaptive learning, learning analytics, immersive technologies, open educational resources (OER), and online collaboration platforms began to shape the future of instruction. As technology advances, educational technology will continue to play a vital role in enhancing access to education, improving learning outcomes, and preparing students for the challenges of the 21st century. Assignment Is Magic Lantern Still relevant in this century? Give reasons for your answer References Santos, Â., Otero, V., & Vilarigues, M. (2024). Production of Hand-painted Magic Lantern Glass Slides: A Literature Review. Studies in Conservation, 69(3), 137–151. https://doi.org/10.1080/00393630.2023.2194080 Gobbo, F., & Benini, M. (2013). From ancient to modern computing: a history of information hiding. IEEE Annals of the History of Computing, 35(3), 33-39. Jolly, M. (2020). The magic lantern at work: Witnessing, persuading, experiencing and connecting. In The Magic Lantern at Work (pp. 1-15). Routledge. Woods, M. B., & Woods, M. (2011). Ancient computing technology: from abacuses to water clocks. Twenty-First Century Books.