ERIC Number: ED034423
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Educational Technology: New Myths and Old Realities. Harvard University Program on Technology and Society. Reprint Number 6.
Oettinger, Anthony G.; Marks, Sema
The Harvard Educational Review, v38,4 p697-755 Fall 1968
It has been claimed that in the near future computers and their accompanying new technology will solve the outstanding problems of education. The authors believe that the problems of implementation, costs, and reliability may slow if not prevent the rapid assimilation of the new educational technology into the average school system. They also question the ability of teachers to deal with the sophisticated engineering aspects of computers. A language laboratory currently operating in the Watertown, Massachusetts Public Schools and the Stanford-Brentwood Computer Assisted Instruction Project are criticized as examples of the failure of modern technology to achieve its stated goals. Six authorities in the field of computer assisted instruction each wrote a critique of the authors' discussion, taking issue with a variety of points--the sources of quotations, definitions, and assumptions made concerning the attitudes of educators toward technology. The authors conclude the discussion with a brief rebuttal to these criticisms. (JY)
Descriptors: Automation, Computer Assisted Instruction, Computer Science, Computers, Cybernetics, Data Processing, Educational Change, Educational Improvement, Educational Philosophy, Educational Problems, Educational Technology, Equipment Evaluation, Program Evaluation, Programed Instruction, Technological Advancement
Harvard University Program on Technology and Society, 61 Kirkland St., Cambridge, Mass. 02138
Publication Type: N/A
Education Level: N/A
Sponsor: International Business Machines Corp., White Plains, NY.
Authoring Institution: Harvard Univ., Cambridge, MA. Program on Technology and Society.
Identifiers: Stanford Brentwood CAI Project; Watertown Public Schools MA
Note: Reprinted by permission of The Harvard Educational Review