Come the revolution...

This is part 6 of my series on the history and impact of distance education. In part 5, we saw how programmable computing was first proposed.

When Charles Babbage first conceived the 'Difference Engine' in Victorian England, he could have had no conception of the far-reaching effects of his invention. As we have already seen, Babbage's first attempt at creating a hand-cranked machine to mechanically manipulate arithmetic functions became the blue print for the earliest programmable computers.

Since the end of the 1980's the computer has entered into the world's collective consciousness as a ubiquitous electronic device that affects every aspect of our daily lives. They are everywhere - in offices, in homes, in our hands. Few could be in any doubt that the computer is now influencing the way we live, work, communicate and spend our leisure time. The computer is at the very heart of what some have called 'the information revolution' - if indeed, a revolution it is. When connected to the global telecommunications network such as the Internet and all its convergent features, the computer is a very powerful tool, providing distance learners with opportunities to access learning experiences they would otherwise have missed.

Babbage's invention is now all grown up, and offers us a multitude of destinations, enabling us to explore previously unseen worlds, which neither he nor any of his Victorian contemporaries could ever have conceived. Computers now enable us to work and communicate flexibly and enjoy unprecedented access to information. But freedom of this kind comes with a price tag for educators.

History has shown us that most revolutions have a dictatorship waiting in the wings. The 'computer revolution' also exudes an air of tyranny. The way computers are employed has for some time tended to dictate the way teachers conceptualise and develop courses, design learning materials, manage the virtual learning environment, assess learning and communicate with their students. We have all experienced 'death by PowerPoint' and we all are aware of the stranglehold that software companies such as Microsoft have on our computers. Perhaps I'm painting things a little too black here, but we need to be aware of all the implications.

David Jonassen and his colleagues (1999, p 219) were not slow in responding to the trends in e-learning, arguing that in order for students to learn effectively from new technology, it will first be necessary for their teachers to accept a new model of learning. This new model is premised upon educators rejecting the role of the model where the teacher is the 'knowledge provider' and instead, adopting of the role of the facilitator. Some teachers may not like this. Time militates against them, as does a fear of losing control for some. Others are rushing with open arms to embrace new technologies. Some are going too far, using technology simply because it's there and it's cool. I suspect a lot of teachers will be ambivalent, gazing on with a gimlet eye, because they know what we know - change is the one thing that is always certain in education.

Digital technologies have been responsible for some of the most radical changes of the last few years in schools. Computers brought the world to the classroom. Now smart mobile versions are taking the classroom out into the world. Distance education is going through changes, just like traditional education - and a lot of the changes are being driven by the introduction of new technologies. The pace is relentless, and will not slow down. We know this: The sage on the stage is rapidly becoming the guide on the side - mainly due to the impact and influence of digital technologies. And it all started with the humble calculating machine.

Tomorrow: Part 7: Ringing the changes.

Reference: Jonassen, D. H., Peck, K. L. and Wilson, B. (1999) Learning with technology: A constructivist perspective. Upper Saddle River, NY: Prentice Hall.

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