• Three Transformational Educational Revolutions
• Work with Schools
• Resistance

1) Literacy and the printed word
It has long been said that Gutenberg’s invention of the printing press was the pivotal technology in the evolution of information dissemination and I do believe it marked a significant transformation. Prior to this point, word of mouth was the most common modality for sharing information. This includes the oral dialogues of Socrates’ day. This was a literacy revolution where large numbers of individuals could access information and learn independently, temporally and spatially removed from the Scholar

2) Universities as portals
The invention of mass printing eventually led to a second educational revolution, that of the widely accessible university. The increased access to books allowed large numbers of scholars to work within organized University settings where they now could be in contact with great numbers of students. Students could now have access to large numbers of books from which to learn, all under the watchful eye and tutelage of the sage on this stage.

3) Information and universal access
We are now poised on the cusp of the third educational revolution. The information revolution where the traditional structure of educational dissemination of the past 200 years is in the process of being transformed. No longer will universities be the sole repositories of all knowledge, and the faculty the font from with this knowledge flows.

Idea adapted from a presentation by Francis A. Waldvogel
President, Board of Swiss Federal Institutes of Technology, Zürich/Lausanne (Switzerland)
Presented as a key-note lecture at the 19th ICDE World Conference in Vienna, Austria, June 20-24, 1999
as well as work done by Stephen C. Ehrmann (link cited 6/25/02 http://www.tltgroup.org/resources/or%20quality.htm)

The answer to this question again depends on your perspective and value structure. However, while many schools are now wired and computers abound, a large number of teachers (some would say the majority) at all levels have not yet embraced these tools in the teaching they do and in the manner in which they conceive about the process of learning. Most appear to be mired at the second level as they continue to serve as the sagacious disseminators of knowledge.

Examples and observations from work with:
Teacher Education - Students in Pacific's Education programs
Murdock Technology Initiative - Consortium of nine Northwest Colleges
Oregon Technology in Education Network - Consortium of 6 Oregon Colleges and Universities
Pacific University Faculty - Efforts to work with my own colleagues on an initiative supported by a Hewlett grant.
Preparing Tomorrow's Teachers to Use Technology - Consortium of university faculty and student and mentor teachers.
Forest Grove Public Schools - Work assisting the school district with technology policy and pathways.

Observations of teachers using technology in the classroom and working to learn to use technology in labs has led to the following conclusions.

1. There are a number of pedagogically powerful uses of technology employed by teachers in all levels of schools. (e.g. Philip's project SCOPE)
2. Many teachers are on the cutting edge of technological innovation
3. Teachers that have utilized technology are for the most part self-taught and self-sufficient
4. There are many excellent uses for even the most dated computers
5. Educational technology use is really not about the box, it is about the brain
6. While the majority of schools have tools in place, they are making very poor use of them.
7. Technology use is schools continues to fall primarily under administrative vs. curricular auspices.
8. Large numbers of teachers and institutions are resisting learning about or using technology

What are the reasons that you have heard teachers and administrators give for this resistance?

• - don't see the need for it, things have gone fine for the last X years, why change now?
• - nearing retirement
• - not part of the tenure review criteria
• - hate (fear) computers
• - that is not how I teach
• - this is not the most efficient use of my time or my student's time
• - don't have the tools
• - don't have the support to learn how
• - don't have the knowledge to know where to begin
• - tried it once, it didn't work
• - tried it but didn't get the support
• - doesn't really work for my subject area
• - my classroom is not online
• - harder to get human contact and personal assistance.
• - does not fit some individual's learning style/preference.
• - doesn't fit with my core teaching strategies
• - not enough time
• - I have to focus on the statewide assessments
• - it's too much work

What can be done to help teachers become more familiar with and adopt technological innovations? NEXT