A Brief History of Networked Classrooms

2006 ◽  
pp. 1-25 ◽  
Author(s):  
Louis Abrahamson
Keyword(s):  
Teaching And Learning ◽  
Early Response ◽  
History Of ◽  
Response Systems ◽  
Area Of Study

The objective of this chapter is to explain the huge, burgeoning sense of excitement surrounding response systems, and more generally, networked classrooms today. Also why, for an idea apparently more than 40 years old, it took this long to happen! Beginning with a brief history of early response systems, it takes up the story from the author’s own experience, leading through hardware barriers, misconceptions about pedagogy, and classroom successes, to summarize the variety of uses, and how they lead to improved teaching and learning. It then discusses why this is such a potentially important area of study for improving education, and finally goes on to describe the emerging characteristics of, and rationale for, more powerful types of modern systems.

A Brief History of Networked Classrooms

2011 ◽  
pp. 78-100
Author(s):  
Louis Abrahamson
Keyword(s):  
Teaching And Learning ◽  
Early Response ◽  
History Of ◽  
Response Systems ◽  
Area Of Study

The objective of this chapter is to explain the huge, burgeoning sense of excitement surrounding response systems, and more generally, networked classrooms today. Also why, for an idea apparently more than 40 years old, it took this long to happen! Beginning with a brief history of early response systems, it takes up the story from the author’s own experience, leading through hardware barriers, misconceptions about pedagogy, and classroom successes, to summarize the variety of uses, and how they lead to improved teaching and learning. It then discusses why this is such a potentially important area of study for improving education, and finally goes on to describe the emerging characteristics of, and rationale for, more powerful types of modern systems.

A Brief History of Networked Classrooms to 2013

2014 ◽  
Vol 3 (4) ◽  
pp. 1-51 ◽  
Author(s):  
Louis Abrahamson ◽  
Corey Brady
Keyword(s):  
Teaching And Learning ◽  
Driving Forces ◽  
Early Response ◽  
Ease Of Use ◽  
2Nd Generation ◽  
What Works ◽  
The Usa ◽  
History Of ◽  
Response Systems ◽  
K 12

The original work spoke of a burgeoning sense of excitement surrounding networked classrooms and their growing use throughout universities worldwide. Today, the picture is more complex and substantially more interesting. Driving forces, which include growing acceptance of the evolving nature of teaching and learning, high quality experiments showing what works, and a revolution in the capability, cost, and ease of use of the enabling technologies, are changing the world of education. This is evidenced by the dramatic spread of networked classrooms: today almost every K-12 school and 1 in 6 classrooms in the USA have a system. This evolution, and the interwoven forces that have produced it, make an interesting tale. But, perhaps even more interesting is the future that these events portend. This paper tries to relate the past in order to look toward that future. Beginning with a brief history of early response systems, it takes up the story from the first author's own experience leading a team through hardware barriers, misconceptions about pedagogy, and subsequent classroom successes, to summarize the variety of uses of classroom networks, and how they can lead to improved teaching and learning. It then describes the struggles to evolve the technology from 1st to 2nd generation, and a subsequent nationwide randomized control trial in the teaching of Algebra, using this newer technology, which yielded significant gains in student learning. Finally, imbedded within the narrative, are growing revelations that show why this is such a potentially important area of study for improving education, and why more powerful types of modern systems appear imminent.

A Brief History of Networked Classrooms to 2013

2014 ◽  
Vol 3 (3) ◽  
pp. 1-54
Author(s):  
Louis Abrahamson ◽  
Corey Brady
Keyword(s):  
Teaching And Learning ◽  
Driving Forces ◽  
Early Response ◽  
Ease Of Use ◽  
First Person ◽  
Use Of Technology ◽  
The Usa ◽  
History Of ◽  
Response Systems ◽  
K 12

When the original work appeared (Abrahamson, 2006), it spoke of a huge burgeoning sense of excitement surrounding networked classrooms and their growing use throughout universities worldwide. Today, the picture is more complex and substantially more interesting. Driving forces, which include growing acceptance of the evolving nature of teaching and learning, high quality experiments showing what works, and a revolution in the capability, cost, and ease of use of technology itself, are changing the world of education. This is evidenced by the dramatic spread of networked classrooms: today almost every K-12 school and 1 in 6 classrooms in the USA have a system. This evolution, and the interwoven forces that have produced it, make an interesting tale. But, perhaps more significant is the future that these events portend. This paper tries to relate the past in order to look toward that future. Beginning with a brief history of early response systems, it takes up the story from the first author's own experience leading a team through hardware barriers, misconceptions about pedagogy, and subsequent classroom successes, to summarize the variety of uses of classroom networks, and how they can lead to improved teaching and learning. It then describes the struggles to evolve the technology from 1st to 2nd generation, and a subsequent nationwide randomized control trial in the teaching of Algebra, using this technology, which yielded significant gains in student learning. Finally, imbedded within the narrative, are growing revelations that show why this is such a potentially important area of study for improving education, and why more powerful types of modern systems appear imminent. (Note: This work is an updated and expanded version of an original book chapter written eight years ago (Abrahamson, 2006). The present paper is still written in the first person as a narrative, although a second author has been added. Where not specifically identified, use of the first person in the narrative still refers to the first author. The work of the second author also uses the first person, but his name is identified where his narrative appears.)

scholarly journals The Personalized System of Instruction: Review and Applications to Distance Education

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Lyle K. Grant ◽  
Robert E. Spencer
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Personalized System Of Instruction ◽  
History Of ◽  
Computer Based ◽  
Personalized System ◽  
Based Instruction ◽  
Basic Features ◽  
Key Terms

<P class=abstract>The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.</P> <P class=abstract><B>Key Terms:</B> Personalized System of Instruction, distance learning, computer-based instruction, mastery-learning, self-pacing, higher-order objectives, scholarship of teaching, proctors, tutoring.</P> <p>

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

scholarly journals Las reformas históricas de la enseñanza secundaria en España

2008 ◽  
Vol 7 ◽  
Author(s):  
Julio Ruiz Berrio
Keyword(s):  
Secondary Education ◽  
Young People ◽  
School System ◽  
Teaching And Learning ◽  
European Countries ◽  
History Of ◽  
Contemporary Spain

The history of secondary education in Spain has many points in common with developments in other European countries, although with differences in time and rhythms. The author highlights the most important reforms of secondary education in contemporary Spain and argues that the understanding of reform does not necesssarily imply innovation or an improvement of teaching and learning. The author makes the case that the proposed changes in secondary education were not effective because they were framed by the Napoleonic model that characterized the entire school system. Furthermore, in most cases the new plans give priority to instruction over education which resulted in a poor formation of young people.

Sign in / Sign up

Export Citation Format

Share Document