Shows like “The Soup” with Joel McHale make fun of reality shows while being on the same network as they are. There is an entire network devoted only to showing reality shows, The Reality Show Network. Activities from tattoo parlors to motorcycle places are on reality shows. Many times these shows actually interact with each other as in a recent episode of “Jon and Kate Plus 8” where Jon wanted to get a motorcycle and he went to the Motorcycle Guys where he put together his own custom made cycle. Then they delivered the cycle and made one for Kate. Being Kate she decided to ride it and then donate it to a charity, McDonald House. Meanwhile, the Motorcycle Guys, who have their own show were also featured on this one.
So many people watch this show that after the last episode when Jon and Kate decided to get these Crooked Houses for the kids, the manufacturers of the houses received a lot of business from viewers who had seen the houses and wanted them. On one of the older episodes Jon and Kate answered emails from viewers. They get endless emails and when they go out in public as Kate is now doing on her book signing tour, fans are always there. What makes these shows so popular? Should we examine this phenomenon to see if there is anything to be learned from it? Or is it just the armchair mentality of people who once sat on their front porches and viewed the activities of their neighbors? Are people becoming armchair voyeurs?
When the first reality show, “The Louds” debuted the American public had never seen a show quite like it. There were no actors and no real plots. It was basically watching the every day activities of a so – called typical American family. We saw the happy times and the angry times. The camera never stopped filming unless it was a personal privacy issue. The Loud family dissembled in this unrelenting focus on themselves. Yet this didn’t stop the networks from continuing to put on similar shows. However, the furor over these shows didn’t really start until the big networks got involved. Probably MTV with its Real World shows that were so popular with young adults may have been the culprit.
All of a sudden the lives of regular people who were not related to each other were placed in the camera’s lens. Their every emotion was examined by not only the group but themselves in personal interviews meant only for the viewers. Group dynamics and the lifestyles of some of these people created a great deal of drama. A lot of drinking went on and though these people were supposedly monitored their activities sometimes went beyond the law into a gray area. Kids were riveted to the screen when Real World came on and couldn’t wait for the next episode. But older adults were not paying that much attention to these shows. It wasn’t until shows like “The Bachelor” became popular on network TV that older adults were drawn into watching them.
Networks like Bravo and TLC realized that people would watch the lives of people and possibly when “The Ozbornes” became so popular TV executives began to think about more reality shows. The Paris Hilton and Nicole Ritchie show highlighted how low the content could go and still have people watching. Shows like “What Not to Wear” and “Queer Eye for the Straight Guy” had more of a plot, but they still used real people in real situations.
The latest incarnation of reality shows is a wide spectrum of both interest and taste. Shows that allow women and men to be shown in compromising situations such as in “Flava of Love” or “Daisy of Love” are side by side with ones like “The Fashion Show”, “Project Runway”, “The Next Top Model” and “Jon and Kate Plus 8”. On TLC there is also a show devoted to watching the lives of the vertically challenged, “The Little People.” There have also been shows that were dedicated to changing mean girls into nicer people. And “Real World vs. Road Rules” which is a contest pitting each participant against the other in grueling and sometimes disgusting contests. The people in this show are competing for a large prize, but they are also put into teams and have to decide each other’s fate.At any moment the fate of each person there can change and they could be going home. In each of these shows every minute detail of these people’s lives is seen and the viewer follows them from morning to night with the camera recording every moment.
If a person watches too many of these reality shows they begin to blend into each other. Yet once watched you can sometimes become addicted to them. What is it that addicts people? Is it watching them as they go through their days? Perhaps it’s a check to see if their lives are anything like yours. In the last “Real Housewives of New Jersey” the women’s lives didn’t even seem real. One woman had a home built that had marble floors and walls. Another had a husband who owned a catering facility and the women did basically nothing except take care of themselves and fight. The viewer had to watch each episode, because these women didn’t behave like anyone in most people’s lives. Millions of people watched these programs. Unfortunately, this writer was one of them, but each episode was watched with an expression of disbelief. Why were the people who schedule TV programs subjecting the viewers to these women?
Finally, is this fascination with the bizarre lives of these reality show people just like rubbernecking on the highway? Could it be that the viewers are just curious to see how far these reality show people will go or perhaps be pushed to go? Are they being scripted or is this their real life? When one woman at a very sedate dinner party at a restaurant became so infuriated with another that she actually tipped over a table, was this real or was it staged for the show? When “The Real Housewives of New York” began to bait Kelly and turned a cold shoulder to her, was that also staged? Or was it a real situation that had occurred?
Maybe this last point is the real reason people watch reality shows. No one is sure whether or not what they are seeing is really true. For instance, Jon and Kate recently told the press that they had been separated for the full two years of the show. Yet it seemed that they were a couple. Watching these shows can make your assumptions about life turn upside down. In shows like “The Hills” vapid, uninteresting people talked in monosyllables and swallowed their words. Yet the stars became huge celebrities. The stars also said that the episodes were scripted. Are the lives of ordinary people so boring that they need to watch the fake lives of other people to escape? Is it after all a way to escape their own lives? Perhaps watching the day to day activities of other people who are not connected to the viewer in any way is like watching an accident on the road as you pass it by. How many of you haven’t made up a story to explain the scene?As mentioned before, are the viewing public only rubbernecking? In the end are TV watchers basically only voyeurs?
Technology is Disruptive – And Empowering
Technology changes the way we work, live our lives, and have fun. Technology can empower businesses with improvements in productivity, faster development and production cycles, superior decision making by employees, and enhanced customer service. But deriving these benefits from incorporating new technology is not always a smooth process. Technology is often, at first, disruptive before it becomes empowering.
Although the ideas developed in this article may have general applicability, they are mainly intended to relate to the incorporation of new information and communications technologies into business processes. Information technologies involve computers and their peripheral equipment as well as the data flow across local area networks. Communications involve any voice and video activity including the telephone system and related equipment as well as the communications pathways creating the wide area networks.
Technology Changes Business Processes
Every action conducted within a business is part of one process or another. Sometimes the processes are easily defined and readily observable, as in the path of a purchase order. At other times, the process is not so clear but nevertheless it still exists even if by default.
New technologies are introduced into business to:
Speed up existing processes
Extend the capabilities of lienware 17in laptop
Change the processes
In changing the processes, the new technologies will often allow new ways of conducting business that were not previously possible.
Other than simply speeding up existing processes, new technologies will be disruptive when first introduced. This results from having to change patterns of behavior and/or relationships with others. When disruption occurs, productivity often suffers at first, until such time as the new processes become as familiar as the old ones. At this point, hopefully, the goal has been achieved of reaching a higher level of productivity than the level at which it started before the introduction of the new technology.
Therefore a common cycle that occurs with the introduction of new technologies includes:
Lower productivity, and, finally,
A higher plateau of productivity than the starting point
The obvious goals for introducing new technologies are to:
Minimize the disruption
Minimize the time it takes to increase productivity
Maximize the gain in productivity
In achieving these goals it is helpful to understand the:
Context in which the processes operate, that is, who will be impacted by changes in the specific processes affected
Democratizing potential of technology
Types of people that will react in very different ways to new technologies
The processes by which a company operates and the introduction of new technologies do not exist in isolation. Both of these exist within a context that may be a part of and affect:
The social relationships within an organization and possibly with companies with whom you conduct business
Political (power) structures within an organization
How individuals view themselves and their abilities
Technology can be democratizing. If it is used to create and disseminate information useful to the mission and goals of the business, it can be a great equalizer between “levels” of management and staff. The key word is “disseminate.” If access to the information is decentralized, and easy communication of the information is allowed, then “front line” workers can improve the quantity and quality of decisions they make without having to involve layers of management.
Types of People from a Technology Perspective
From a perspective of introducing new technology into your company, you may find it helpful to understand the following four types of people:
Innovators/embracers will investigate new technologies on their own. They will sometimes be helpful to introducing new technologies that would otherwise not have been known to the company. They will sometimes be a “thorn” in pushing for new technologies they think will be useful (or just “neat” to have) but do not fit the company’s agenda or objectives. These people will embrace new technologies when introduced by others, will often be the first ones to fully incorporate and make use of it, and could help others to fully utilize new technologies.
Enthusiasts will accept new technology enthusiastically. They won’t usually seek it out but will be eager to incorporate it into their processes where appropriate. As a result of their openness, they will often readily learn how to use the new technology and may also be useful in assisting others through the learning process.
Acceptors will accept new technology because it is required. They will not seek it out. In fact, they will often try to avoid it at first until they are forced to accept it. Once they understand the new technology is here to stay, they will willingly learn how to benefit from it or, at least, live with it.
Naysayers habitually oppose new technologies and often are very vocal about their opposition. They often gripe about any changes and will often never change if they don’t have to or they quit before they are made to change “the way they do things.”
The productivity vs. time curve will look different for each of these types of people. Think of how each person in your own organization fits into these four types. Think of how that impacts deriving the full benefits that you’ve carefully targeted. Think of how that impacts your ability to discover additional benefits once the technologies are implemented. Understanding the differences can help smooth out the rough spots during and after the implementation process.
Lessen the Disruption; Increase the Empowerment
Understanding the context in which processes exist, the democratizing potential of technology, and the types of people will help you achieve the goals stated above for a more rapid payoff from a smoother introduction of new technologies.
In addition, make the new technologies transparent to the user or, at least, make them as intuitive to operate as possible. Extra time in pre-planning the introduction of new technologies and training employees in the use of the technologies can provide a return many times greater than the hours spent in planning and training. You can achieve faster increases in productivity, reduced impact on customers, and lower burdens on support staff.
Technology Training from a ienware 17in laptop
Information technology training for IT managers and systems analysts may seem superfluous – these folks are usually well-learned in their areas of expertise. But, do they understand how a company’s technology fits into the bigger picture from a business perspective? That’s where management training becomes important. Every manager who plays a role in researching, selecting or implementing enterprise technology needs to have a firm grasp on the basics of emerging technologies, as well as how they serve a larger business purpose, to ensure that technology is being used to the company’s best strategic advantage.
Stay Current on Revolutionary, Emerging Technology Applications
A program of continual information technology training is crucial to the success of any IT team. Technology is constantly evolving, and it seems that there is a new application released every day that is meant to simplify doing business. This can be overwhelming if you do not stay current on the high-level trends of technology and their corresponding impact on business. With the Web 2.0 revolution in full swing, management training is a useful tool for managers to become familiar with the online trends such as blogs, wikis, podcasts and RSS feeds, as well as how the trends are going to change the ways we view the Internet and communicate with each other. It is estimated that these technologies will have significant business impact in the coming years, and companies everywhere have to consider directly how it affects their business strategies.
Information technology training can help managers determine the impact of new technologies and how to adapt their business processes. Trying to envision how Web 2.0 changes traditional business models is difficult when you have no knowledge of how these new technical applications are being used from a business perspective. First and foremost, managers must take it upon themselves to become proactive by keeping abreast of emerging trends and understanding them not only from a technical standpoint, but evaluating them from a higher-level, strategic standpoint. Management training courses on technology focus specifically on the ways that emerging technologies affect businesses on a high level. This is the type of knowledge needed to make conscious and informed decisions on what aspects of new technologies will affect your organization in the next few years and transition your thoughts into strategic action and implementation.
Collaboration and information sharing, within and outside of enterprises, are two areas that have made huge strides that management training can help your organization harness to improve business strategies. The advent of user-created content sharing has transformed the way that enterprises communicate. Enterprise-class blogs and wikis boost productivity and innovation by enabling ad hoc teams to participate in complex, collaborative problem solving, and then make the results available to the rest of the organization with ease. Information technology training gives managers the high-level information about these technologies that they need to bring them effectively into your organization.
Large companies will often struggle the most with adopting new business strategies based on emerging technologies due to organizational inertia and the lag that comes from changing any integrated system. Not only do the right people need to be convinced of the value of a new application, but the proper infrastructure often needs to be developed or tweaked to implement the technology. This is where the importance of management information technology training to understand the potential impact of technology from a business perspective comes into play.
Management Training for Appropriate Technology Selection and Recommendation
Management training courses typically deal with logistics and personnel management but fail to guide managers when it comes to making decisions about technology. As a manager in today’s world, what really matters isn’t just your ability to lead and maintain technology infrastructure – it’s your ability to deliver positive business outcomes. Cutting IT costs and managing infrastructure are only part of the equation. Technology must also reduce business risk and generate new opportunities and growth. Information technology training can help managers transition their views of technology as an isolated island off the coast of a business and look at it as one working part of the whole machine that is the organization.
Finding a cool application that has all the shiny bells and whistles you dreamed of and recommending implementation based on the technology’s sheer innovation is no longer enough to make a good business case. Before presenting a recommendation, you must understand every step involved with the successful implementation of the technology. A thorough study will need to be conducted to determine what departments, processes and functions will need to be modified in order to benefit from the new technology. Management training courses focusing on information technology gives managers the tools they need to make that determination.
If you are going to make an impact on the decision makers of a business, you have to get on their level. When it comes down to making a decision, for many business people it is all about the numbers. That is why it is essential to participate in information technology training courses that help you perform your due diligence and gather the data you need to compile hard numbers around your recommendation. What is the true return on investment that the company can expect to achieve by implementing the technology? It is much easier to convince an associate of the merits of your idea if you can show a real increase in profit based on proven research instead of attempting to sway them based on opinion only.
Technology is rapidly changing the way that businesses communicate and function every day. It is important for managers to take a proactive role in understanding emerging technology trends and how they may affect a company’s business model by investing in an ongoing program of information technology training for all levels of staff. Management training in particular is essential for ensuring the right technologies are pursued to ensure business success. Viewing technology as a direct influencer on the business as a whole ensures consistent alignment of goals throughout the enterprise.
Technological Innovation Through monday.com crm
Innovation means technological change. The technology change results in practical implication or commercialization, it does not mean just generation of ideas. The importance of technological innovation in today’s competitive economy is very clear, as today the worldwide economy depends on technology and technological innovation to an extraordinary degree.
Technological innovation plays important role in the economical growth of any country. Us, Japan, and other European countries are developed only due to there technological progress. In recent years, Singapore, India, China and many other countries are advancing dramatically due to technological innovations and progress. High technology companies are a significant and growing component of the economy. The competitive of these companies depends on technological innovations. Innovations improves standard of living. Developments in medical and pharmaceutical technologies have delivered extensive returns in health and life span.
Technological innovation involves tech mining. Tech mining includes understanding the technological innovation processes to track them more effectively and get informed about latest happenings and make valuable business decisions about R&D and subsequent implementation and adoption choices.
Innovation is defined as the process by which technological ideas are generated, developed and transformed into new business products, process and services that are used to make a profit and establish marketplace advantage. A better understanding of the innovation process is essential to figure out empirical measures deriving from innovation activities to generate actionable technological intelligence.
Tech mining is done through data or information extraction from multiple data sources, compilation and analyzing the results and represents key findings in actionable visual representation for easy understanding to what is happening now and predicting the future technologies.
Various types of technology analysis that can be aided by tech mining is as follows:
(A) Technology Monitoring (technology watch) – cataloguing, characterizing, identifying and interpreting technology development activities
(B) Competitive Technological Intelligence (CTI) -exploring out “Who is doing what?”
(C) Technology Forecasting-anticipating possible future development paths for particular technology domains
(D) Technology Road mapping – tracking evolutionary steps in related technologies and, sometimes, product families, technology diversification and technology tree
(E) Technology Assessment – anticipating the possible unintended, direct, indirect, and delayed consequences of particular technological changes
(F) Technology Foresight – strategic planning (especially national) with emphasis on technology roles and priorities
(G) Technology Process Management – getting people involved to make decisions about technology
(H) Science and Technology Indicators – time series that track advances in national (or other) technological capabilities
Reasons to Do Tech Mining
Forecast likely development paths for emerging technologies – identify new products, research or service opportunity
Identify competitors, or collaborators, at the “fuzzy front end” of new product development – keep tract of your competitor’s activity for market dominance.
Identify potential customers for your intellectual property (“IP”) – new licensing, collaboration, acquisition and merger opportunities.
Discover additional application arenas for the outputs of your R&D – identify how to develop new products and services from your existing business processes, without inventing more.
Gauge market potential for prospective technology-based products and services
Be a wiser consumer of others’ science and technology
Manage the risks of technology development and implementation based on better information.
Teaching and Learning More Effective monday crm
In the past few years of research on instructional technology has resulted in a clearer vision of how technology can affect teaching and learning. Today, almost every school in the United States of America uses technology as a part of teaching and learning and with each state having its own customized technology program. In most of those schools, teachers use the technology through integrated activities that are a part of their daily school curriculum. For instance, instructional technology creates an active environment in which students not only inquire, but also define problems of interest to them. Such an activity would integrate the subjects of technology, social studies, math, science, and language arts with the opportunity to create student-centered activity. Most educational technology experts agree, however, that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.
Today, classroom teachers may lack personal experience with technology and present an additional challenge. In order to incorporate technology-based activities and projects into their curriculum, those teachers first must find the time to learn to use the tools and understand the terminology necessary for participation in projects or activities. They must have the ability to employ technology to improve student learning as well as to further personal professional development.
Instructional technology empowers students by improving skills and concepts through multiple representations and enhanced visualization. Its benefits include increased accuracy and speed in data collection and graphing, real-time visualization, the ability to collect and analyze large volumes of data and collaboration of data collection and interpretation, and more varied presentation of results. Technology also engages students in higher-order thinking, builds strong problem-solving skills, and develops deep understanding of concepts and procedures when used appropriately.
Technology should play a critical role in academic content standards and their successful implementation. Expectations reflecting the appropriate use of technology should be woven into the standards, benchmarks and grade-level indicators. For example, the standards should include expectations for students to compute fluently using paper and pencil, technology-supported and mental methods and to use graphing calculators or computers to graph and analyze mathematical relationships. These expectations should be intended to support a curriculum rich in the use of technology rather than limit the use of technology to specific skills or grade levels. Technology makes subjects accessible to all students, including those with special needs. Options for assisting students to maximize their strengths and progress in a standards-based curriculum are expanded through the use of technology-based support and interventions. For example, specialized technologies enhance opportunities for students with physical challenges to develop and demonstrate mathematics concepts and skills. Technology influences how we work, how we play and how we live our lives. The influence technology in the classroom should have on math and science teachers’ efforts to provide every student with “the opportunity and resources to develop the language skills they need to pursue life’s goals and to participate fully as informed, productive members of society,” cannot be overestimated.
Technology provides teachers with the instructional technology tools they need to operate more efficiently and to be more responsive to the individual needs of their students. Selecting appropriate technology tools give teachers an opportunity to build students’ conceptual knowledge and connect their learning to problem found in the world. The technology tools such as Inspiration® technology, Starry Night, A WebQuest and Portaportal allow students to employ a variety of strategies such as inquiry, problem-solving, creative thinking, visual imagery, critical thinking, and hands-on activity.
Benefits of the use of these technology tools include increased accuracy and speed in data collection and graphing, real-time visualization, interactive modeling of invisible science processes and structures, the ability to collect and analyze large volumes of data, collaboration for data collection and interpretation, and more varied presentations of results.
Technology integration strategies for content instructions. Beginning in kindergarten and extending through grade 12, various technologies can be made a part of everyday teaching and learning, where, for example, the use of meter sticks, hand lenses, temperature probes and computers becomes a seamless part of what teachers and students are learning and doing. Contents teachers should use technology in ways that enable students to conduct inquiries and engage in collaborative activities. In traditional or teacher-centered approaches, computer technology is used more for drill, practice and mastery of basic skills.
The instructional strategies employed in such classrooms are teacher centered because of the way they supplement teacher-controlled activities and because the software used to provide the drill and practice is teacher selected and teacher assigned. The relevancy of technology in the lives of young learners and the capacity of technology to enhance teachers’ efficiency are helping to raise students’ achievement in new and exciting ways.
As students move through grade levels, they can engage in increasingly sophisticated hands-on, inquiry-based, personally relevant activities where they investigate, research, measure, compile and analyze information to reach conclusions, solve problems, make predictions and/or seek alternatives. They can explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge. They should describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research. They should explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.
Students need grade-level appropriate classroom experiences, enabling them to learn and to be able to do science in an active, inquiry-based fashion where technological tools, resources, methods and processes are readily available and extensively used. As students integrate technology into learning about and doing science, emphasis should be placed on how to think through problems and projects, not just what to think.
Technological tools and resources may range from hand lenses and pendulums, to electronic balances and up-to-date online computers (with software), to methods and processes for planning and doing a project. Students can learn by observing, designing, communicating, calculating, researching, building, testing, assessing risks and benefits, and modifying structures, devices and processes – while applying their developing knowledge of science and technology.
Most students in the schools, at all age levels, might have some expertise in the use of technology, however K-12 they should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.
Rapid developments in the design and uses of technology, particularly in electronic tools, will change how students learn. For example, graphing calculators and computer-based tools provide powerful mechanisms for communicating, applying, and learning mathematics in the workplace, in everyday tasks, and in school mathematics. Technology, such as calculators and computers, help students learn mathematics and support effective mathematics teaching. Rather than replacing the learning of basic concepts and skills, technology can connect skills and procedures to deeper mathematical understanding. For example, geometry software allows experimentation with families of geometric objects, and graphing utilities facilitate learning about the characteristics of classes of functions.
Learning and applying mathematics requires students to become adept in using a variety of techniques and tools for computing, measuring, analyzing data and solving problems. Computers, calculators, physical models, and measuring devices are examples of the wide variety of technologies, or tools, used to teach, learn, and do mathematics. These tools complement, rather than replace, more traditional ways of doing mathematics, such as using symbols and hand-drawn diagrams.
Technology, used appropriately, helps students learn mathematics. Electronic tools, such as spreadsheets and dynamic geometry software, extend the range of problems and develop understanding of key mathematical relationships. A strong foundation in number and operation concepts and skills is required to use calculators effectively as a tool for solving problems involving computations. Appropriate uses of those and other technologies in the mathematics classroom enhance learning, support effective instruction, and impact the levels of emphasis and ways certain mathematics concepts and skills are learned. For instance, graphing calculators allow students to quickly and easily produce multiple graphs for a set of data, determine appropriate ways to display and interpret the data, and test conjectures about the impact of changes in the data.
History of crm software by monday.com
There is no written evidence which can tell us exactly who has coined the phrase educational technology. Different educationists, scientists and philosophers at different time intervals have put forwarded different definitions of Educational Technology. Educational technology is a multifaceted and integrated process involving people, procedure, ideas, devices, and organization, where technology from different fields of science is borrowed as per the need and requirement of education for implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning.
Educational technology, broadly speaking, has passed through five stages.
The first stage of educational technology is coupled with the use of aids like charts, maps, symbols, models, specimens and concrete materials. The term educational technology was used as synonyms to audio-visual aids.
The second stage of educational technology is associated with the ‘electronic revolution’ with the introduction and establishment of sophisticated hardware and software. Use of various audio-visual aids like projector, magic lanterns, tape-recorder, radio and television brought a revolutionary change in the educational scenario. Accordingly, educational technology concept was taken in terms of these sophisticated instruments and equipments for effective presentation of instructional materials.
The third stage of educational technology is linked with the development of mass media which in turn led to ‘communication revolution’ for instructional purposes. Computer-assisted Instruction (CAI) used for education since 1950s also became popular during this era.
The fourth stage of educational technology is discernible by the individualized process of instruction. The invention of programmed learning and programmed instruction provided a new dimension to educational technology. A system of self-learning based on self-instructional materials and teaching machines emerged.
The latest concept of educational technology is influenced by the concept of system engineering or system approach which focuses on language laboratories, teaching machines, programmed instruction, multimedia technologies and the use of the computer in instruction. According to it, educational technology is a systematic way of designing, carrying out and evaluating the total process of teaching and learning in terms of specific objectives based on research.
Educational technology during the Stone Age, the Bronze Age, and the Iron Age
Educational technology, despite the uncertainty of the origin of the term, can be traced back to the time of the three-age system periodization of human prehistory; namely the Stone Age, the Bronze Age, and the Iron Age.
Duringthe Stone Age, ignition of fire by rubbing stones, manufacture of various handmade weapon and utensils from stones and clothing practice were some of the simple technological developments of utmost importance. A fraction of Stone Age people developed ocean-worthy outrigger canoe ship technology to migrate from one place to another across the Ocean, by which they developed their first informal education of knowledge of the ocean currents, weather conditions, sailing practice, astronavigation, and star maps. During the later Stone Age period (Neolithic period),for agricultural practice, polished stone tools were made from a variety of hard rocks largely by digging underground tunnels, which can be considered as the first steps in mining technology. The polished axes were so effective that even after appearance of bronze and iron; people used it for clearing forest and the establishment of crop farming.
Although Stone Age cultures left no written records, but archaeological evidences proved their shift from nomadic life to agricultural settlement. Ancient tools conserved in different museums, cave paintings like Altamira Cave in Spain, and other prehistoric art, such as the Venus of Willendorf, Mother Goddess from Laussel, France etc. are some of the evidences in favour of their cultures.
Neolithic Revolution of Stone Age resulted into the appearance of Bronze Age with development of agriculture, animal domestication, and the adoption of permanent settlements. For these practices Bronze Age people further developed metal smelting, with copper and later bronze, an alloy of tin and copper, being the materials of their choice.
The Iron Age people replaced bronze and developed the knowledge of iron smelting technology to lower the cost of living since iron utensils were stronger and cheaper than bronze equivalents. In many Eurasian cultures, the Iron Age was the last period before the development of written scripts.
Educational technology during the period of Ancient civilizations
According to Paul Saettler, 2004, Educational technology can be traced back to the time when tribal priests systematized bodies of knowledge and ancient cultures invented pictographs or sign writing to record and transmit information. In every stage of human civilization, one can find an instructional technique or set of procedures intended to implement a particular culture which were also supported by number of investigations and evidences. The more advanced the culture, the more complex became the technology of instruction designed to reflect particular ways of individual and social behaviour intended to run an educated society. Over centuries, each significant shift in educational values, goals or objectives led to diverse technologies of instruction.
The greatest advances in technology and engineering came with the rise of the ancient civilizations. These advances stimulated and educated other societies in the world to adopt new ways of living and governance.
The Indus Valley Civilization was an early Bronze Age civilization which was located in the northwestern region of the Indian Subcontinent. The civilization was primarily flourished around the Indus River basin of the Indus and the Punjab region, extending upto the Ghaggar-Hakra River valley and the Ganges-Yamuna Doab, (most of the part is under today’s Pakistan and the western states of modern-day India as well as some part of the civilization extending upto southeastern Afghanistan, and the easternmost part of Balochistan, Iran).
There is a long term controversy to be sure about the language that the Harappan people spoke. It is assumed that their writing was at least seems to be or a pictographic script. The script appears to have had about 400 basic signs, with lots of variations. People write their script with the direction generally from right to left. Most of the writing was found on seals and sealings which were probably used in trade and official & administrative work.
Harappan people had the knowledge of the measuring tools of length, mass, and time. They were the first in the world to develop a system of uniform weights and measures.
In a study carried out by P. N. Rao et al. in 2009, published in Science, computer scientists found that the Indus script’s pattern is closer to that of spoken words, which supported the proposed hypothesis that it codes for an as-yet-unknown language.
According to the Chinese Civilization, some of the major techno-offerings from China include paper, early seismological detectors, toilet paper, matches, iron plough, the multi-tube seed drill, the suspension bridge, the wheelbarrow, the parachute, natural gas as fuel, the magnetic compass, the raised-relief map, the blast furnace, the propeller, the crossbow, the South Pointing Chariot, and gun powder. With the invent of paper they have given their first step towards developments of educational technology by further culturing different handmade products of paper as means of visual aids.
Ancient Egyptian language was at one point one of the longest surviving and used languages in the world. Their script was made up of pictures of the real things like birds, animals, different tools, etc. These pictures are popularly called hieroglyph. Their language was made up of above 500 hieroglyphs which are known as hieroglyphics. On the stone monuments or tombs which were discovered and rescued latter on provides the evidence of existence of many forms of artistic hieroglyphics in ancient Egypt.
Educational technology during Medieval and Modern Period
Paper and the pulp papermaking process which was developed in China during the early 2nd century AD, was carried to the Middle East and was spread to Mediterranean by the Muslim conquests. Evidences support that a paper mill was also established in Sicily in the 12th century. The discovery of spinning wheel increased the productivity of thread making process to a great extent and when Lynn White added the spinning wheel with increasing supply of rags, this led to the production of cheap paper, which was a prime factor in the development of printing technology.
The invention of the printing press was taken place in approximately 1450 AD, by Johannes Gutenburg, a German inventor. The invention of printing press was a prime developmental factor in the history of educational technology to convey the instruction as per the need of the complex and advanced-technology cultured society.
In the pre-industrial phases, while industry was simply the handwork at artisan level, the instructional processes were relied heavily upon simple things like the slate, the horn book, the blackboard, and chalk. It was limited to a single text book with a few illustrations. Educational technology was considered synonymous to simple aids like charts and pictures.
The year 1873 may be considered a landmark in the early history of technology of education or audio-visual education. An exhibition was held in Vienna at international level in which an American school won the admiration of the educators for the exhibition of maps, charts, textbooks and other equipments.
Maria Montessori (1870-1952), internationally renowned child educator and the originator of Montessori Method exerted a dynamic impact on educational technology through her development of graded materials designed to provide for the proper sequencing of subject matter for each individual learner. Modern educational technology suggests many extension of Montessori’s idea of prepared child centered environment.
In1833, Charles Babbage’s design of a general purpose computing device laid the foundation of the modern computer and in 1943, the first computing machine as per hi design was constructed by International Business Machines Corporation in USA. The Computer Assisted instruction (CAI) in which the computer functions essentially as a tutor as well as the Talking Type writer was developed by O.K. Moore in 1966. Since 1974, computers are interestingly used in education in schools, colleges and universities.
In the beginning of the 19th century, there were noteworthy changes in the field of education. British Broadcasting Corporation (BBC), right from its start of school broadcasts in 1920 had maintained rapid pace in making sound contribution to formal education. In the USA, by 1952, 20 states had the provision for educational broadcasting. Parallel to this time about 98% of the schools in United Kingdom were equipped with radios and there were regular daily programmes.
Sidney L. Pressey, a psychologist of Ohio state university developed a self-teaching machine called ‘Drum Tutor’ in 1920. Professor Skinner, however, in his famous article ‘Science of Learning and art of Teaching’ published in 1945 pleaded for the application of the knowledge derived from behavioral psychology to classroom procedures and suggested automated teaching devices as means of doing so.
Although the first practical use of Regular television broadcasts was in Germany in 1929 and in 1936 the Olympic Games in Berlin were broadcasted through television stations in Berlin, Open circuit television began to be used primarily for broadcasting programmes for entertainment in 1950. Since 1960, television is used for educational purposes.
In 1950, Brynmor, in England, used educational technological steps for the first time. It is to be cared that in 1960, as a result of industrial revolution in America and Russia, other countries also started progressing in the filed of educational technology. In this way, the beginning of educational technology took place in 1960 from America and Russia and now it has reached England, Europe and India.
During the time of around 1950s, new technocracy was turning it attraction to educations when there was a steep shortage of teachers in America and therefore an urgent need of educational technology was felt. Dr. Alvin C. Eurich and a little later his associate, Dr. Alexander J. Stoddard introduced mass production technology in America.
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