Gains from Multimedia History

The presentation that covered 1940-1980 was very interesting. The introduction of the radio or TVs as part of the education experience, allowing distance learning to occur, was interesting. I was minutely aware of the use of both mediums as a form of distance education. In review of the shared literature, one description stood out to me as interesting. Danielson et al. (1973) described the multi-grade level classroom transitioning to the single-grade classroom and leading to a homogenized curriculum. What this says to me as an educator in 2023 is that the issue of differentiating the learning experiences is not new. In fact, based on the date of publication of the mentioned article, this is at least a 50 year old issue. This makes me wonder, why in 50 years are we still struggling to differentiate instruction to meet the variety of learner needs.

Interestingly, the authors address this in the article. The answer is to use technology advancements in the classroom. According to the article, cassette tapes were a new available technology. The proposed solution is to use literature recordings on cassette tapes to “facilitate individual study of literature,” (Danielson et al., 1973, 443). This is something that is seen in classrooms today, albeit with different technology mediums. Today users can use YouTube videos, student-paced Nearpod lessons, learning games (Lexia, Imagine Math, etc.) to facilitate individual learning. While the students are working with the technology mediums, the teacher can pull small groups and work on more focused instructional needs.

PLATO is described as a “computer-based education system … designed to provide individual, self-paced instruction to large numbers of students,” (Smith & Sherwood, 1976, p. 344). In this environment, students can work at their own pace through lessons on a computer. Today, educators utilize game-based applications for students to work through at their own pace, while practicing educational standards. Similar to using the cassette tapes to have students work independently, computer-based learning would allow the teachers an opportunity to pull smaller groups to work on more individualized needs.

Applications, such as Nearpod, facilitate full lessons in a self-paced format. For example, as a school librarian, I have built substitute library lessons for when I have to be absent. Using Nearpod, I include a read-aloud video. Within that video I create breaks with questions for students to answer over parts of the story that they have already heard. This helps maintain engagement and allow for teachers to check for comprehension. After the read aloud there will be a Time to Climb quiz game or a writing response. All of these lessons can be done in a whole-group format or in a self-paced format. Classroom educators have used these as a station activity, students work there for a designated amount of time then rotate to the next station.

What is fascinating about the use of technology as a way to facilitate student-paced learning is that it is a 50 plus year old concept that is still being used today. The impact of such adaptations is mixed. According to Smith and Sherwood (1976), understanding the impact of the PLATO computer-based system is challenging due to the number of involved variables. However, Danielson et al. (1973), speaks much more positively on the use of cassette tapes in the classroom; they describe it as a very positive experience for both students and teachers. Specifically, the allowance of teachers to meet with their students in small groups allows them to get to know them and their needs better. Additionally, students find enjoyment in the challenge to be self-paced in their work (Danielson et al., 1973).

Both of these articles are 50 years old. A question that is raised, is this feedback relevant to today’s education system? In this more recent article, Lee (2005) describes an integrated learning environment (ILE). In this environment, students worked through tasks on a computer device; the tasks increased in difficulty as they demonstrated mastery. This system provided feedback, and helped support individual student needs. The author expresses that this system helped students become more self-aware of their growth and helped classroom educators rethink their approach to instruction (Lee, 2005). It is safe to say that the problem of homogenized curriculum can be solved by looking at available technologies and adapting them into the classroom to facilitate student-paced instruction. Through this instruction we can take steps towards individualization.

Danielson, E. R., Burrows, L. A., & Rosenberg, D. A. (1973). The cassette tape: an aid to individualizing high school English. The English Journal, 62(3), 441–445. https://doi.org/10.2307/813803

Lee, K. T. (2005). Teachers using an integrated learning environment to cater for individual learning differences in hong kong primary classrooms. Technology, Pedagogy and Education, 14(3), 371-389. https://doi.org/10.1080/14759390500200212

Smith, S. G., & Sherwood, B. A. (1976). Educational uses of the Plato computer system. Science, 192(4237), 344–352. https://www.jstor.org/stable/1742096