As we move to meet the educational needs of workings adults in a mobile society, our conception of the university must pop off beyond place and embrace process. An adult university cannot be campus bound, rather its borders must be defined by the lives of its students... (John Sperling)Each new engineering has brought its share of hype from those who would like to see its map for education. In 1922, Thomas Edison said that the motion picture was destined to knock over our educational system (Oppenheimer 1997). In 1945, William Levenson, director of the Cleveland public schools radiocommunication stations, said that the time might come when a man-portable radio receiver would be as common in the classroom as the blackboard (Oppenheimer 1997). In 1961, the Ford foot claimed that educational television promises a whole treasure-trove of new and excite experiences (McKibben 1993, 204). More recently, at the National Education Computing assemblage in June 1997, Bill Gates compared the computer and the Internet revolution with the California gold rush of the mid 1800s. He exhorted educators to use this new applied science in the classroom to give students a better chance at success.
Researchers pee long been certain of such hype and the often unfulfilled promises that educational technology has brought to education.
Few are fully aware of the negative effect that these same technologies can bring to education and to our lives. Television has been in schools and in our homes for nearly half a century. During that time, extensive studies have been conducted on this medium, with some interesting results. For example, second graders from towns without television get to higher on reading fluency and creative faculty tests (Williams 1986). Non-TV-viewing fourth and eighth graders score higher on elemental skills tests (California Department of Education 1984). Television viewing is a driving force of violent...
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