Chalking it Up to Success: A Little Perspective
“[T]hese instruments are not uncommon, but are little resorted to by the teacher.”
(Observations on the chalkboard, 1840)
In the early 1800’s a new technology emerged which, along with changes in society, would radically help alter the way in which education was designed. It was used in schools, colleges, and military institutions like West Point. This tool was instrumental as a presentation and demonstration tool. It helped to support learning; engaged students in interactive learning; facilitated the organization of class work; and supported new learning strategies that took advantage of visual tools such as text and graphics. Learning was more easily accessed by the entire class and class time could be used more efficiently through whole group instruction by engaging the entire class at once, rather than focusing on only a few students at a time. A sense of community was created through the sharing and presentation of student work.
Its integration into common educational use was not immediate. It took time and circumstances for educators to realize its potential. Its adaptation into normative teaching practice was made through incremental changes that in turn reflected shifts in educational philosophy and vision, architecture and learning culture. Training manuals were developed with step-by-step guidelines, and staff development was provided in schools of education. Eventually, the technology became so widespread and normative that it was seamlessly integrated into the architecture of most classrooms.
This technology, the chalkboard, maintains its place in traditional educational settings. The chalkboard was notable for its ease of use, low technical and maintenance requirements, and relatively low cost. Today, in addition to the familiar low-tech chalkboard, there are updated electronic versions of interactive whiteboards that allow users to digitally manipulate data (literally and figuratively), store it, and make it available to download, print, or email to the class.
It is worth remembering that it takes time, vision, resources, and training for educational technologies to develop.
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Sources:
Dockterman, David A. Great Teaching in the One Computer Classroom. Watertown, MA: Tom Snyder Productions, 1998.
Dockterman, David A. Tools for Teachers: An Historical Analysis of Classroom Technology. Unpublished doctoral dissertation, Harvard University, 1998.