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DOI 10.1007/s11528-016-0068-x
Can history help us make decisions about educational technology adoption? The history major may not gain headlines in
popular media regarding the highest demand jobs of the future.
Nonetheless, a foundation in history or historical thinking continues to provide those interested in educational technology
with tools that offer a foundation for everything from consulting
in learning organizations to making decisions about technology
adoption. With that in mind, this article describes five ways in
which history or historical thinking assists those grappling with
educational technology challenges and opportunities.
Trends: Perspective
Education is rich with a constant influx of new terms,
methods, models, technologies and frameworks: adaptive
learning, personalized learning, learning analytics, MOOCs,
the flipped classroom, virtual and augmented reality, digital
badges and micro-credentials, and more. If we look at them
from an historical perspective, it is interesting to discover that
few of them are completely new. Consider an historical perspective on the flipped classroom. If we strip away the technology and give ourselves some liberty with how we define
our terms, the first flipped classroom goes back to the 16th and
17th century with the emergence of the printing press followed by mass-produced texts used in the curriculum. Such a flip
did not use video, but it did allow students to experience
content out of class and then come to class for higher order
* Bernard Bull
bernard.bull@gmail.com
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thinking activities. The same is true for one-to-one and bringyour-own-device programs. The concept of the one-to-one
laptop is new, although many dont realize that even that goes
back 20 years to a private school in Australia (Johnstone
2003). When we look at the basic concept of a flipped classroom, one could argue that the idea of one-to-one devices
relates to the first time students could bring a text between
home and school, allowing students to work through content
at a different time, pace, and place.
For another example, we turn to contemporary concerns
about a topic like grade inflation and academic rigor in K-12
or higher education. To what extent are these new concerns?
Consider the following quote from a 1971 article written by
Louise Cureton on The History of Grading Practices:
BThe present age is one of transition in higher education:
the American college is on trial. Condemnation is heard on
every hand. The capital charge is preferred that there is general
demoralization of college standards, expressing the fact that,
as the college serves no particular educational purpose, it is
immaterial whether the student takes the thing serious or
notThe college is charged with failure in pedagogical insight at each of the critical junctureseducation, so that a
degree may be won with little or no systematic exertion, and
as a result our college students are lacking as a class, concentration, seriousness, and thoroughness^ (Cureton 1971, p. 1).
Note that this quote is taken from an article published in
1971, not from a current issue of the Chronicle of Higher
Education. Even more startling, these are not the authors
(Louise Cureton) words. Rather, this is a quote that she included in her 1971 article that comes from a 1911 essay by W.T.
Foster, President of Reed College. Cureton included it to illustrate the point that some trends are not as new or novel as we
might think. How much louder is Curetons point appreciated
by modern readers, recognizing parallels between concerns of
higher educations institutions in 1911, 1971, and 2016?
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This sort of historical perspective allows us to see the educational present as something that grew out of concepts that
have a long history, and we can learn from that history.
Working from this perspective, we analyze the new trends
and models by comparing them to their predecessors, considering what is new and what is not, why practices gained traction in one historical context and not another.
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References
Summary
History might not repeats itself, but history provides important
perspective and context to thought and action in the present,
even (perhaps especially) as we deal with topics related to
educational technology and emerging possibilities for teaching and learning in the digital age. Cultivating these five perspectives provide new insight as educational innovators and
leaders grapple with the challenges, opportunities,
affordances, and limitations of life and learning in an increasingly technological age.