Integrating technology in classrooms: from the microcomputer to ‘the cloud’ - Teaching with Technologies: The Essential Guide - page 10

interactive whiteboard was used. The pedagogy is not inscribed in the technology,
but is dependent upon teacher agency and how individual teachers appropriate the
technology for their professional practice in the classroom.
Mobile learning and hand-held devices are emerging as the next phases in tech-
nology development in schools. As technology develops to provide higher quality
computing on ever smaller devices, mobility is going to become a key feature of teach-
ing and learning in schools. This would offer anytime, anywhere learning (AAL) and
enhance opportunities for creativity, personalization and support for out of school
learning. Table 1.1 below outlines the key developments in technology in schools.

Table 1.1 History of technology in schools

Technology available in
schools Dates Access Information storage 1 retrieval

1970s library 1 room - multiple

topics

printed encyclopaedias
(encyclopaedia Britannica)

1980s micro-computers 1-2 machines per

secondary school - in
maths department

cassette tapes

1990s desktop computers 1

commercial office
software

1 machine per
classroom - primary
& secondary schools

floppy discs / CD ROMs
(microsoft encarta)

2000s multiple Pcs - in

computer labs /hubs

ICT suites - hardwired Internet 1 search engines

Web 1.0 (read only)

2005 laptops - class sets

(mobile trolleys with
15-30 laptops)

wireless connectivity -
move to wireless
rooms in schools

web 2.0 (read and write)
Wikipedia/wikis collaborative/
peer to peer social/professional
networks

2010 mobile devices

tablets, smartphones

wireless - across
campus

cloud computing
semantic Web
digital literacy

2015 enhanced mobile

devices
learner owned - given
access to school
wireless connectivity

4G learners devices
ByoD (Bring your
own Device)

web 4.0
advanced digital literacy

Teachers and technology: policy and practice

Throughout these phases of technology developments in schools, from the early
1980s to now, the crucial factor has been teachers - who are after all the key change
agents in the implementation of any technology. It is important to document not
only the technological advancement in hardware and software, but also to outline
how teachers interact with these developments and attempt to build a knowledge
base about the use of technology in classroom practice for learning and teaching.