Independent Research (IR)August 2015

Abstract—This paper is to review the 20th century, the new communication and media technology how structured education, delivery and use of far-reaching impact. In the literature, researchers used narrative literature review to describe the current states of both art (i.e., practice) and science (i.e., research) in focused areas of inquiry. The first study provides an overview of the history of use, and assesses their impact. Researchers used narrative literature reviews to build a scientific knowledge base. Researcher collects all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that educators try to use new technologies in teaching purpose and scope of the impact on the traditional mode of education, assessment of current efforts are focused on the use of digital technology to provide a relevant context - for example, computers and broadband - to improve education. This study, then check two specific digital technology - computers and broadband internet - how it affects the way students learn, how teachers teach. With digital technology in modern educational environment of the main issues and problems related to the field of education provides some insights and broadband policy of the "lessons."

Keywords—Digital Technology, Modern Education

I. INTRODUCTION

ANY new technologies, and has adapted to use in education in the past century.[1] In fact, in the early

twentieth century, radio, film and television's rapid rise as a viable medium to deliver educational content, teaching and learning the traditional concept of significant changes.[2] For example, films and broadcasts in the first and second world war first used during the training of the army, and to develop a skilled workforce at home.[3]

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II.WHY EDUCATION MATTERS: A HISTORICAL ANALYSIS

A. Review Stage

In all aspects of life at the growing globalization and technological dependence, failure to prepare students would limit their employment competitiveness requires not only master the traditional skills, but also a new level of literacy involves creativity, innovative problem-solving skills, using a variety of advanced information and communication technologies. Since the advanced nation like United Kingdom Federal Communications Commission (FCC) recently observed, "National Broadband Plan", Information-based

economy needs that require significant changes the impact of

broadband education systems. "Poised, became the basis of many of these changes will be achieved.

The birth rate and rapidly growing public school enrollment Expansion prompted revaluation of past teaching methods, resulting in the school curriculum and innovative ways. One begins to existing technologies after World War II. [4] By mid-century, television has become a practical language teaching to enhance classroom activities. [5] In addition, in the meantime, the film is often used in schools, in order to depict historical events [6], while the radio is used to provide lecture recordings, weather reports and other publications. [7]

Used for educational purposes and use of the rapid spread of technology, to promote the effectiveness of these tools and their impact on learning into further investigation. [8] In the next decade, research and production yield important insights and help develop new ways of education, in each case using the media to provide educational content. Although a number of educators to refuse to see this type of technology in the teaching of little value [9], [10] there is a clear trend in the outside schools improve teaching and learning and use of new media. In these efforts is the use of the ubiquitous TV offers relevant content driven directly into the home. Perhaps the most important contribution to these emerging research institutions by the Carnegie Corporation, "Potential uses preschool television report commissioned." This article from the Joan Ganz Cooney catheter writings, Sesame Street has finally laid the foundation for development and production. [11]

B. Intellectual Simulation

In this paper contains many important comments and suggestions, Cooney stressed the importance of using the media - namely television - "intellectual stimulation" to ensure that young preschoolers, they are more expansive tracts prepared nursery.[12] The popularity of television, universal, and through the built-in format with caution main medium of entertainment and education. In addition, the television was considered as a potential interactive media can be used to help young viewers the development of key skills.[13] In addition to the positive impact on students' performance in school,[14] the descendants of Sesame Street educational television programs, the impact of teaching methods in the classroom.[15] In fact, from 1974, a study found, affecting how educators teach children in kindergarten and first and second grade type of program.[16] We encourage the education building and incorporate into their own teaching methods and curricula in these programs, including lessons and themes.[17] Even today, such as computers and internet connections continue to penetrate the world, in a sense, television is still

Technology Education History: Digital Technology's Role In Modern Education

Lee Bih Ni

Independent Research (IR)August 2015

one of the best and most reliable technology education.[18]The most innovative approach to promoting the

establishment and technical education a viable market growth this day the popularity and effectiveness grow and develop. For example, in the following discussion, this market has grown to meet the skilled information and communication technology sector and parents, teachers and students with innovative new tools, such as educational software and games. [19] Thus, this technique has become the students from kindergarten to university education an important part.

These and other modern educational technology has affected the traditional concept of education in several areas, including:

a. Research extended to the family;b. Add the contents of traditional education in schools

specifically for children to meet certain age requirements or population groups;

c. Production and large-scale publicity fun and interactive educational content;

d. Try increasing educators on how best to use technology in the classroom, and how to create student home lessons learned;

e. Use of technology before entering formal schooling, to help develop the importance of the key skills

f. Technical Education to create markets, prompting healthy competition and innovation strength. [20] Although this technology and new teaching methods many positive effects, they are inspired to further technology in teaching and learning paradigms exist challenges. In fact, institutional resistance to change and other human factors will tend to prevent large-scale implementation of the tool [21] and the emergence and growing popularity of various digital devices -. Especially computer and the Internet - have begun to alleviate some of these problems, and to correct some negative perceptions.

.

III. THE ADVENT OF DIGITAL TECHNOLOGY, THEIR IMPACT ON EDUCATION

The second generation of educational tools - digital technology, such as computers and the Internet - in the past few decades, has formed a more traditional teaching and learning paradigm. Understanding of teachers, students and parents how to adapt to the use of educational technology and expectations of the success of this technology to tell broadband and broadband-enabled devices to integrate into the modern educational model.

IV. COMPUTER

Use Computers are becoming more and more common in the 1960s and 1970s began in the educational environment. [22] Focused on the early use of computers, "math, science and engineering." [23] Educators and researchers finally began Expand the use of these development plans, use computers to teach and improve reading and more individualized instruction as a medium. [24] Other Computer Learning outcomes focus

on the impact assessment work. This era a study found that computer-based education "Enhanced [test] score of 10-20 percent, and reduce by one third the time required to achieve the target." [25] Thus, "the researchers are looking for a new mode of education using computer technology breakthrough, "In this time period. [26]

In the 1980s and 1990s, most schools continue to increase the number of computers, but they fall apart into command low, because every school computer. In 1981, about 18 percent of public schools have at least one computer for teaching, to 1990, this figure rose to 97% [27] However, the median of computers in schools only three to K-6 schools and 16 inches in 1985 high school. [28] Therefore, students do not have access to your computer on a regular basis. For example, in 1987, students who use computers one hour per week. [29] In addition, educators use computers to teach basic skills, such as word processing [30] and the "rote learning program, through training and practice." [31] In the 1990s, the school number of computers will continue to increase, but teachers in the 1995 study found that the computer is still not widely used for teaching purposes. [32] In addition, the report also found that only half of the teachers to participate in professional development technology used in the classroom. [33] However, despite these trends, technical education "to see in the education reform movement system as a key vehicle." [34]

In the meantime, the school began an investigation to provide a computer for each student influence. When Microsoft launched in 1997, "any time, so-called" one to one "(or 1:1) PCs in the United States began to seriously study" program, thousands of schools in some of the work of each student using laptop. [35] Although the program eventually deviate from 1:1 because many schools unable to maintain the initiative and continue to expand the use of laptops in schools, replacing large desktop computers and outdated. [36] At this time, about 6% of public schools [37] and 12% of higher education institutions, individual students with laptops. [38] These figures are likely to increase in the coming years in federal stimulus funds to support the active deployment. In addition, some countries have gone so far, 1:1 computing in schools compulsory. [39]

Decades have been the impact of a computer carefully. 01:01 "technotopian" basic visual computing while some people oppose, [40] found that many well-designed initiatives can student learning and educational performance has a positive effect. For example, a 2005 study found that with a personal laptop computer, "the students are often significantly higher test scores and writing, English language, arts, mathematics, and overall grade point average rating." [41] 4:1, 2:1 and 1:1 school student computers than another study, it was found ratio of 1:1, which has several advantages. [42] It showed that, for example, students with a laptop at home more often used for academic purposes and accept small crowd of Directive [43] in 2006, a study found that one pair of the learning environment. An important part of successful initiatives is a lesson 1:01 teachers involved in finding a laptop as a positive learning tool. [44] A series of studies published in January 2010, confirmed that a number of

Independent Research (IR)August 2015

previous findings. [45] In all these studies the generalization is that although there are involved effectively mobilize 1:1 laptop program variables, [46] they enable students to take their own computers at home have the greatest impact on performance measures. [47]

Other individual computing devices and laptops (e.g., cell phones and smart phones) are increasingly leveraging wired and wireless broadband networks to further enhance the overall learning experience of students.

V. INTERNET

A. Internet shows great potential in education

Although the Internet in the 1960s by the U.S. Department of Defense and the number of research institutions, first developed, [48] until 1990 primary and secondary schools began to accept and use this important technology. [49] In fact, only 35 percent of public schools connected to the Internet in 1994. [50] However, due to a wide range of commercial appeal and rapid consumer acceptance of this technology, along with federal funds through the E-rate program, connect to the Internet explosion of the percentage of public schools in the late 1990s, reaching 95% in 1999 and 2003 of 100%. [51] Internet access in schools also increased rapidly during the same period, only three percent of public school teaching rooms in 1994-2004 to 94%. [52] However, the public school computer access number for each student remains low until the end of the century. [53]

Despite these limitations, the Internet shows great potential in education. For example, in 1990 the World Wide Web, to provide "an unprecedented amount of information," for teaching and learning, regardless of place of visit. [54] Therefore, educators at all levels began to explore how to use the Internet in their teaching, innovation and development of new tools, the use of this new technology. For example, the National Geographic KidsNet, founded in 1987, primary school students to promote inquiry-based learning. [55] Through this program, students conduct scientific experiments, analyze trends, and delivered through practicing scientists via email, sending their experimental results, combined with the national and international decision-making. Found that most teachers participated - more than 90% - "Use KidsNet significant increase student interest in science, science class they spend almost twice the amount of time, or else they do." [56] to 1991, has been used in 72 countries and over 6,000 classes KidsNet. [57] Type of online tool that shows the potential of computers and the Internet, to "create a global classroom." [58]

During the same period, the Internet has been increasingly used in remote areas to provide educational programs and content. In 1994 and 1995, distance education courses in higher education enrollment has almost doubled. [59] In addition, 78 percent of public four-year institutions of higher learning to provide depth at this time. [60] Distance education is widely regarded as a "low-cost way to provide students who may have no other way to get the instruction," [61], and services for the pilot, the current mode of broadband-enabled

online education.

VI. CONCLUSION

The potential impact of educational technology has been exaggerated. For example, in 1920, Thomas Edison predicted that "picture is destined to revolutionize our educational system, in a few years to replace most, if not entirely, the use of textbooks." [62] Similarly, in "Time "magazine article in 1982," micro-computer "welcomed the arrival and declared that" electronic revolution "in the education of young people. [63] The prediction is wrong, but the technology has been playing an important role in education. Among other things, the new technology challenges the status quo, and to encourage innovation in teaching and learning. Recently, the available and cheaper computers and Internet access to the growing push web content across a continuous educational environment for the rapid spread of digital technology and use. The technology is an important and an important part of education, as long as it is effective integration. The emergence of powerful broadband network drive around the developed and devoting schools and families in the same innovation. Broadband has broad and far-reaching impact on the education sector and willing to fulfill their commitments in the early technology.

REFERENCES [1] PAUL SAETTLER, THE EVOLUTION OF AMERICAN

EDUCATIONAL TECHNOLOGY (2000) (“AMERICAN EDUCATIONAL TECHNOLOGY”).

[2] Alena R. Treat et al., Major Developments in Instructional Technology: During the 20th Century, IDT Record, Department of Instructional Systems Technology, Indiana University (Sept. 2006), available at http://www.indiana.edu/~idt/shortpapers/documents/ITduring20.html (“20th Century Developments”).

[3] What is the History of the Field? Association for Educational Communications and Technology, available at http://www.aect.org/standards/history.html (“AECT History”).

[4] Ibid.[5] Robert A. Levin and Laurie Moses Hines, Educational Television, Fred

Rogers, and the History of Education, History of Education Quarterly, Vol. 43, No. 2 (Summer 2003), pp. 262-275.

[6] AMERICAN EDUCATIONAL TECHNOLOGY at p. 96.[7] Ibid. p. 201-202.[8] 20th Century Developments (citing Edgar Dale’s Cone of Experience).[9] Id. (citing the Dalton and Winnetka Plans developed by Frederic Burk’s

staff in the 1920s).[10] AMERICAN EDUCATIONAL TECHNOLOGY at p. 201-203.[11] Joan Ganz Cooney, The Potential Uses of Television in Preschool

Education, Carnegie Corporation (1966), available at www.joanganzcooneycenter.org/pdf/jgc-1966-report.pdf (“Potential Uses of TV for Preschool Education”).

[12] Ibid. p. 31.[13] Lisa Guernsey, Sesame Street: The Show that Counts, June 1, 2009,

Newsweek, available at http://www.newsweek.com/id/199141 (providing an overview of studies that have found positive impacts on student performance

[14] Eleanor Cornthwaite et al., "Sesame Street" and "The Electric Company": What Is Their Impact on Teaching Methods? Education Resources Information Center, U.S. Dept. of Education (1974), available at http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED126863.

[15] Ibid. p. 27-31.[16] Charles Kenny, Revolution in a Box, Foreign Policy (Nov. /Dec. 2009),

available at

Independent Research (IR)August 2015

http://www.foreignpolicy.com/articles/2009/10/19/revolution_in_a_box?page=full.

[17] MIZUKO ITO, ENGINEERING PLAY: A CULTURALHISTORY OF CHILDREN’S SOFTWARE (MIT 2009) (“ENGINEERING PLAY”).

[18] Carly Shuler, D is for Digital: An Analysis of the Children’s Interactive Media Environment With a Focus on Mass Marketed Products that Promote Learning, Joan Ganz Cooney Center, Sesame Workshop (Dec. 2007), available at http://www.joanganzcooneycenter.org/pdf/DisforDigital.pdf (“D is for Digital”).

[19] 20th Century Developments.[20] Andrew Molnar, Computers in Education: A Brief History, at p. 2-3,

The Journal, June 1, 1997, available at http://thejournal.com/Articles/1997/06/01/Computers-in-Education-A-Brief-History.aspx?Page=1 (“Computers in Education”).

[21] Ibid. p. 2 ROGER LEVIEN, THE EMERGING TECHNOLOGY: INSTRUCTIONAL USES OF THE COMPUTER IN HIGHER EDUCATION (1972)).

[22] Ibid. p. 3[23] Computers in Education at p. 4 (citing James Kulik et al., Effectiveness

of Computer-based Instruction: An Updated Analysis, Computers in Human Behavior, 7(1-2), 75-04, (1991)).

[24] Ibid. p. 5.[25] Using Technology to Support Education Reform, (September 1993),

U.S. Department of Education, available at http://www2.ed.gov/pubs/EdReformStudies/TechReforms/chap2g.html (“Education Reform”).

[26] Ibid.[27] Ibid. (Office of Technology Assessment 1988).[28] 20th Century Developments (citing R.A. Reiser, A history of

instructional design and technology, in TRENDS AND ISSUES IN INSTRUCTIONAL DESIGN AND TECHNOLOGY 26-53 (R.A. Reiser & J.V. Dempsey, eds.) (Prentice Hall 2002) (“Reiser 2002”)).

[29] Education Reform.[30] 20th Century Developments (citing Reiser 2002).[31] Ibid.[32] Ibid.[33] MARK WARSCHAUER, LAPTOPS AND LITERACY: LEARNING

IN THEWIRELESS CLASSROOM 23 (Teacher College Press 2006).[34] Ibid. p. 24.[35] Access, Adequacy, and Equity in Education Technology, at p. 10,

National Education Association (May 2008), available at http://www.edutopia.org/files/existing/pdfs/NEAAccess, Adequacy,andEquityinEdTech.pdf (“NEA 2008”).

[36] The 21st-Century Campus: Are We There Yet? at p. 17, Oct. 13, 2008, CDWG available at http://webobjects.cdw.com/webobjects/media/pdf/newsroom/CDWG-21st-Century-Campus- 1008.pdf (“CDWG 2008”).

[37] Charles M. Davidson & Michael J. Santorelli. 2010. THE IMPACT OF BROADBAND ON EDUCATION A Study Commissioned by the U.S. Chamber of Commerce. New York: New York Law School.

[38] Larry Cuban, TEACHERS ANDMACHINES; OVERSOLD AND UNDERUSED: COMPUTERS IN THE CLASSROOM (Harvard 2001); cf. Confessions from a Skeptic on Computers in School, Jan. 31, 2010, Larry Cuban on School Reform and Classroom Practice Blog, available at http://larrycuban.wordpress.com/2010/01/31/confessionsfrom- a-skeptic-on-computers-in-school/

[39] J. James Cengiz Gulek and Hakan Demirtas, Learning with technology: The impact of laptop use on student achievement, at p. 29, Journal of Technology, Learning, and Assessment, vol. 3, no. 2 (2005), available at http://escholarship.bc.edu/cgi/viewcontent.cgi?article=1052&context=jtla.

[40] Ibid.[41] William R. Penuel, Implementation and Effects of One-to-One

Computing Iniatives: A Research Synthesis, at p. 336-337, Journal of Research on Technology in Education (2006), available at http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/5b/5b.pdf

[42] These studies, which were published in a special edition of the Journal of Technology, Learning and Assessment (Vol. 9: Educational Outcomes and Research from 1:1 Computing Settings), are available at http://escholarship.bc.edu/jtla/.

[43] Damian Bebell & Laura M. O’Dwyer, Educational Outcomes and Research from 1:1 Computing Settings, at p. 12, Journal of Technology,

Learning and Assessment, Vol. 9, No. 1, available at http://escholarship.bc.edu/jtla/vol9/1/.

[44] John Timmer, Despite Problems, Laptops Boost Student Test Scores, Jan. 25, 2010, Ars Technica, available at http://arstechnica.com/tech-policy/news/2010/01/evidence-that-laptop-education-programs-boosttest- scores.ars.

[45] MICHAEL BELFIORE, THE DEPARTMENT OFMAD SCIENTISTS: HOWDARPA IS REMAKING OUR WORLD, FROM THE INTERNET TO ARTIFICIAL LIMBS 63 (2009) (“DEPARTMENT OFMAD SCIENTISTS”).

[46] Richard N. Katz, The Tower and the Cloud, Higher Education in the Age of Cloud Computing, at p. 9, EDUCAUSE, available at http://www.educause.edu/Resources/TheTowerandtheCloudHigherEduca/163293 (“Tower and the Cloud”).

[47] Internet Access in U.S. Public Schools and Classrooms: 1994-2005, p. 14, The National Center for Education Statistics (November 2006), available at http://nces.ed.gov/pubs2007/2007020.pdf.

[48] Ibid.[49] Ibid p. 4.[50] Ibid p. 7; see also 20th Century Developments.[51] Tower and the Cloud, p. 9.[52] Computers in Education, p. 9.[53] Ibid.[54] Ibid.[55] Ibid.[56] 20th Century Developments (Reiser 2002).[57] Ibid.[58] Ibid.[59] TEACHERS ANDMACHINES at p. 9 (Edison in 1922).[60] THE FLICKERINGMIND at p. 10 (Frederic Golden, Here Come the

Microkids, May 3, 1982, Time).[61] Charles M. Davidson & Michael J. Santorelli. 2010. THE IMPACT OF

BROADBAND ON EDUCATION A Study Commissioned by the U.S. Chamber of Commerce. New York: New York Law School.

[62] Ibid.[63] Ibid.