Abstract

This paper describes the advancements that have occurred in the use of educational technologies over the past ten years (1995-2005) and argues that progress has been slow and reminiscent of the slow progress observed in the previous decade (1985-1995). The paper argues that one of the principal reasons for the less than spectacular results stems from the top-down approaches that always seem to drive technology use in education and schools. It argues the need for applications and activities to be driven by bottom-up forces, by the teachers and students themselves and presents the argument that more applied and grounded research at the classroom level is one strategy that can effectively support these aims.

Citation

Oliver, R. (2005). Ten More Years of Educational Technologies in Education: How Far Have We Travelled?. Australian Educational Computing, 20(1), 18-23. Retrieved November 12, 2019 from https://www.learntechlib.org/p/107712/.

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Keywords

• Computer Uses in Education
• Educational Change
• Educational History
• Educational Research
• educational technology
• Educational Trends
• Foreign Countries
• Futures (of Society)
• Industrial Training
• information technology
• Management Systems
• Resource Units
• Student Centered Curriculum
• Technological Advancement
• Virtual Universities