Myth-Conceptions

Twenty-five years ago, the term "technology" had a rather different meaning than it does today. Anything other than chalk-and-talk or paper-and-pencil was considered technology for teaching. This might have included anything from fuzzy-felt boards to mechanical gadgets, as well as the multimedia of that period (i.e., television, tape recordings, films, and 35mm slides). The title of this Round Table talk refers to "technology"; however, the papers are concerned mainly with computers and software. The occasional reference to calculators is really only a variation on this theme, because they are essentially hand-held computers. This is merely an observation--not a criticism. The re-invention of the meaning of the term 'technology' is something to which we have all been a party.<br>The developments in computers and computing during the past quarter of a century have been so profound that it is not surprising that they replaced other technological teaching aids. This does not mean that we should forget such alternative aids altogether, nor the need to research their effective use. However, it is obvious that computers have significantly increased the range, sophistication, and complexity of possible classroom activities. Computer-based technology has also brought with it many new challenges for the teacher who seeks to determine what it has to offer and how that should be delivered to students.<br>Innovations in this area tend to be accompanied by a number of myths that have crept into our folklore and belief systems. Myths are not necessarily totally incorrect: They often have some valid foundation. However, if allowed to go unchallenged, a myth may influence our strategies in inappropriate ways. This Round Table conference provides a timely opportunity to recognize and examine the myths that govern innovations and implementations of technology in the classroom, and to establish the extent to which our approaches are justified.