Ivy Hs u ’s pe rs o nal time line
o f e duc atio nal te c hno lo g y
My name is Ivy Hsu.
I started school as a kindergartener in 1990 at St. John Vianney in
I graduated from Iolani High School in 2002 in Honolulu.
I first went to college at New York University in 2002.
I finished my degree in Graphic Communications in 2005.
Now I hope to become a well-loved high school Creative Writing
teacher in Hawai`i after I finish the Post Baccalaureate
Certification program at UH next year.
beyond just fancy equipment. It
is any technology that
My can stimulate interest in
and understanding of
de finitio n : any subject area,
while making the learning
Educ atio nal Te c hno lo g y is … process itself efficient, fun and
technology helps schools and
students stay up-to-date in a
constantly changing and
demanding social world.
Web sites on ed tech history
Bertram C. Bruce: Tech Timeline: Archive of University of Illinois
student-created web pages describing historical events and future predictions
(up to year 3922) in the history of learning technologies.
Encyclopedia on Ed Tech: “A collection of short multimedia articles on
a variety of topics related to the fields of instructional design and education and
training.” Edited by Bob Hoffman, San Diego State U. http://coe.sdsu.edu/eet
Computers in the Classroom Timeline: Another, more succinct
timeline of the history of computers in the classroom.
Ed Tech History Articles: A list of scholarly journal articles compiled by
Patrick Foster of Univ. Missouri-Columbia. http://
Kinde rg arte n te c hno lo g y
My memory of classroom
technology in kindergarten
is limited to paper, pencils,
crayons, paint, etc. I Later in elementary
thought that the felt school, we had
animals velcro’d to a computer class and
board used for storytelling practiced typing on
were pretty high-tech. those old Apple
1990 was still an analog computers. At most,
age. overhead projectors
and videos in school.
Hig h s c ho o l te c hno lo g y
•I was lucky at Iolani school to have internet-accessible computer labs with
unlimited use of laser color printers. All assignments were expected to be
•Classrooms did not have laptops or computers for student use. There was
only one teacher who had two computers available to students but they were
not included in assignments.
•Technology-based assignments included a few power-point presentations
and one website.
•Teachers stuck to fairly traditional methods such as textbooks,
blackboards, whiteboards, and overhead projectors.
Co lle g e te c hno lo g y
•Blackboard: NYU’s online learning tool, where professors
could communicate with students and post assessments
(similar to Laulima). Some assignments were e-mailed
directly to the professor or turned in via Blackboard forums,
but many were also paper-based.
• As a Communications student, I attended several classes in
the lab where each student worked from a computer. Students
in any field were not required to purchase their own laptops.
•It was easy to avoid buying textbooks and access required
readings via the library’s e-book database.
•Teachers often used digital projectors that connected directly
to electronic devices.
•No online classes offered.
A vivid te c hno lo g y
le arning e xpe rie nc e
Seamless incorporation of relevant multimedia
An experienced and knowledgeable instructor to
direct and guide independent students
Maintaining a human, affective environment
while using advanced technology
New methods, same goal: everyone walks away
having gained from the experience!
Te c hno lo g ie s I want to us e
in my c las s ro o m
Imaginary (or future??) Realistic
Ti m m
e achi ne to •Videos and music are great
tools to compliment literature and
video chat with
•Reflective, frequently updated
blogs for writing practice,
My vision of the classroom
of the future (be s ide s time mac hine s )
Through advanced telecommunications, learning doesn’t stop
when the bell rings. Education should infiltrate life as
technology has done!
Students have adequate access to and knowledge of modern
technologies of all kinds,
English classrooms must have real books and paper. These
should never be overshadowed by digital materials.
Students will understand ed. tech. history and therefore
approach technology with a thoughtful and critical mindset.
Challe ng e s fo r te ac hing
Equal opportunity and access for
technology is difficult to achieve with
Cooperation from teachers,
administrations, students and
Continued progress without
abandoning what has
worked in the past.
“Show us not the aim
without the way.
For ends and means on earth
are so entangled
That changing one,
you change the other too; Every result depends
Each different path entirely on how it is
brings other ends in view." reached. Likewise,
learning and teaching go
— Arthur hand in hand. If a
Koestler student shows
it’s time to change
It’s an age of change!