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Vocational Education Act Passes
With the passing of this act, new funds are provided to support the integration of technology in schools. However, the methods of the computer systems in use at this time do not fit well with the teaching and learning methods in place (Murdock, 2008). -
Elementary and Secondary Education Act Passes
With the passing of the ESEA, more funds for technology are provided for schools. Computers and programs are established in some schools, but are mainly used for student databases, administration, and/or school counseling (Murdock, 2008). -
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Programs to Fund Technology Use Cancelled
Various programs initially created to fund new technology for classrooms are cancelled. Computers and programs are not integrated into schools because they do not line up with the current model in place for teaching and learning (with the view of teachers as managers) (Murdock, 2008). -
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Increased Integration of Computers
Mainframes and minicomputers are increasingly present in some schools, however, they are not usually used for direct instruction. They are mainly used for administrative purposes (Murdock, 2008). -
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Development of Instructional Programs
Software companies begin to create and develop some of the first mainframe and minicomputer programs for instruction in the classroom (Murdock, 2008). -
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Computer Donations to Schools
Apple 1 PC computers are donated to schools for use. More schools adopt the use of mainframes and minicomputers in the classroom (Murdock, 2008). -
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Development of Drill & Practice Programs
Computer Assisted Instruction (CAI) drill and practice activities begin to gain acceptance in elementary schools. The first drill and practice programs for educational instruction are created (Murdock, 2008). -
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Acceptance of Apple II Computer
Because it fits the "teacher as manager" model for instruction, the Apple II computer is widely accepted in elementary classrooms. At this time, PCs are increasingly being used as a means of support in classrooms (Murdock, 2008).
The ratio of computers to students in 1983 is 1 to 125 (National Science Foundation, 2002). -
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Development of Tutorials and Learning Games
There are still not many computers present or available in most classrooms. Commercial software manufacturers develop computer-based tutuorials and learning games for use in schools
(Murdock, 2008). -
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Computers Purchased for Schools
At this time, most computers that K-8 schools are purchasing for classrooms and administrative use are Apple II and Macintosh (Murdock, 2008). -
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Ratio of Computers to Students
In this year, the ratio of computers to students in U.S. classrooms is 1 to 22. (National Science Foundation, 2002) This is a drastic change and improvement from the ratio in 1983 (1:125). -
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Gopher Services in Use
In this year, schools begin to use gopher servers to provide students with online information (Murdock, 2008). -
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Computers Available in Classrooms
At this point, most classrooms in the U.S. have at least one PC computer accessible for instruction, however many teachers do not have a computer available to use for preparation or planning (Murdock, 2008). Additionally, during this year internet access is present in 35 percent of public schools (National Science Foundation, 2002). -
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Creation of School Web Pages
At this time, the internet and world wide web become more prevalent and widely used, and many schools begin to create web pages (Murdock, 2008). -
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Continued Development
New tools for graphics and multi-media are created to support teachers' ability to instruct and implement lessons using the internet. In addition, many schools begin to re-wire for access to the internet. Finally, a small number of schools install web servers to enable faculty to be able to create web pages to support instruction (Murdock, 2008). -
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Continued Improvement in Ratio of Students to Computers
By 1998, the ratio of students to computers in public schools with access to the internet has become 1 to 12 (O'Dwyer et.al., 2003). This is another improvement from previous years. -
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Continued Increased Computer Availablility and Access
By 1999, there are 6 computers without access to the internet per student available for instruction (and 9 computers per student with internet access) (National Science Foundation, 2002). Additionally, according to the National Science Foundation, 99 percent of public school teachers stated that there were computers available in their schools in this year. 84 percent of those teachers reported that they had computers in their own classroom (2002). -
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Increased Teacher Use of Computers
In public schools, the ratio of instructional computers to students is 1 to 5, and the ratio of computers with internet access to students is 1 to 7 (2002). Furthermore, 85 percent of teachers report that they use computers for creating instructional material, and approximately half of teachers use computers for administrative use. Finally, about one half of teachers also use computers to communicate with colleagues and one fourth use them for communication with parents via email (O'Dwyer,2003). -
Graph of Internet Capabilities in Schools
This graph from the Department of Education National Center for Education Statistics shows the increase in internet access in U.S. public schools from 1994 to 2000 (U.S. Department of Education, 2002). -
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More Improvement in Student to Computer Ratio
The ratio of students to computers in schools is now 4:1 (National Science Foundation, 2002). -
iNACOL is Founded
The International Association for K-12 Online Learning (iNACOL) was created to provide students with online and blended (both online and in-class) learning opportunities. It is a non-profit organization working to research and improve online learning. iNACOL focuses on advocacy, research, networking, and professional development to support online learning models (iNACOL, 2014). -
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Improvement in Computer and Internet Availability
At this time, 93 percent of computers in the classroom have access to the internet. 40 percent of teachers use computers for instruction in the classroom "often" and 29 percent use computers for instruction in the classroom "sometimes" (U.S. Department of Education, 2010). -
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Development of Online Learning Opportunities
According to the Federal Communications Commission, at this point 97 percent of all schools in the United States have internet connection (2011).
Additionally, the International Association for Online Learning (iNACOL) reports that at least 1.5 million students (K-12) were involved in online or blended learning by the end of the 2010 school year. Furthermore, there were opportunities for supplemental or full-time learning available in 48 states in the US by the end of the year (2011). -
National Educational Technology Plan is Released
Arnie Duncan and the US Department of Education release the National Educational Technology Plan. This includes goals for the improvement of education through the use of technology in five specific areas: learning, assessment, teaching, infrastructure, and productivity (U.S. Department of Education, 2010). -
President Obama Announces the ConnectED Initiative
The intent of this initiative is to make the goals presented in the National Educational Technology Plan a reality through guaranteeing that almost all classrooms in the U.S. are provided with high-speed internet connections. It also plans to make affordable devices available to support both teachers and students (U.S. Department of Education, n.d.). -
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Predictions for the Future
Based on my research and new understanding of the history of computer integration and use in elementary classrooms, I predict that the use of technology will continue to become increasingly prevalent in classrooms. Over the past fifty years, the technology used in schools has developed and improved immensely, and I expect that this trend will continue. Specifically, I forsee that the use of online learning and blended learning models will continue to develop and become more widely used.
