Critical Perspectives on the Evolution of Technology in American Public Schools

Abstract

This nation has historically viewed technology as a powerful, independent force for social change and superior education. Despite the enormous value placed on technology, however, the vision of dramatically superior education pouring great young minds into society has not materialized. In fact, the overall impact of technology on education has been quite small, manifesting little discernable change in the classroom. With the enormous promise that so many believed technology offered for education, why has that promise failed to materialize?

This paper will trace the evolution of technology attempted in the public schools, and the great expectations and subsequent failure to meet the majority of them. Generally speaking, these failures have resulted not from a refusal on the part of teachers to apply the technologies, but the social-situational influences that are an integral part of the public educational milieu. Ultimately, the technologies adopted have been those most easily adapted to existing pedagogical approached, a reality that will remain in the public schools without a dramatic change both in educational paradigm and in method of adoption.