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13.08.2020 | Original Paper

Education Systems and Technology in 1990, 2020, and Beyond

verfasst von: Theodore W. Frick

Erschienen in: TechTrends | Ausgabe 5/2020

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In Restructuring Education Through Technology, I incorporated systems thinking to identify seven types of relationships in educational systems: teacher-student, student-content, student-context, teacher-content, teacher-context, content-context, and education system-environment relationships (Frick 1991). I now revisit these education system relations and discuss potential futures of education. The World Wide Web did not exist when I wrote the original treatise, nor did wireless smartphones and tablets, Google’s search engine, YouTube, Facebook, or Wikipedia. However, one important education system relationship should not change: the affective bonding between teachers and their students.

Vorheriger Artikel A Database of International Professional Organizations in Educational Technology to Inspire AECT Global Partnerships

Nächster Artikel Integrating Systems: the History of Systems from von Bertalanffy to Profound Learning

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Note that an education system should not be assumed to be synonymous with a physical place, such as a particular school system—e.g., a district in a city or county consisting of school buildings containing classrooms. Components and their affect-relations can be in different physical locations—e.g., students could be at their different homes, teachers at their homes, and the content on YouTube (via the Internet); teachers and students could communicate through the Internet (e.g., by texting, Zoom, Facebook, etc.). For further information and examples, see the Educology (2020) website: https://educology.iu.edu

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Titel: Education Systems and Technology in 1990, 2020, and Beyond
verfasst von: Theodore W. Frick
Publikationsdatum: 13.08.2020
Verlag: Springer US
Erschienen in: TechTrends / Ausgabe 5/2020
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-020-00527-y

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