The document discusses how Maria Montessori and Ralph Tyler's theories of curriculum may be impacted by 21st century technology. It provides background on each theorist's views and examines how aspects of their philosophies, such as Montessori's emphasis on hands-on learning and Tyler's focus on preparing students for the real world, could integrate technology in meaningful ways. While both had reservations about technology, the document argues they would agree that embracing technology appropriately can set students up for success outside of school in today's digital world.

1. Tyler
Meet
Modern Technology
>(Apple Inc. 2017)

2. Introduction
Improvements/Advancements from the 1850’s to 2017
● Transportation
● Television
● Phones
● Lights
There are advancements like these with every area of our history. From clothes, to technology, to the process of
planting trees, watering crops, and driving and parking cars. With improvements happening in all areas, it is naive to
think that it’s not happening in education. Maria Montessori and Ralph Tyler had a vision for education that they brought
to life without the help of modern advancements. With this thought in mind, modern theorists might wonder, how might
the theorists’ thoughts and philosophies change or stay the same with so many advancements and accessibilities in
technology?
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3. Introduction
Since the founding of their theories many societal advancements have been made; from clothes, to technology, to the
process of planting trees, watering crops, and driving and parking cars. With improvements happening in all areas, it is
naive to think that it’s not happening in education. Maria Montessori and Ralph Tyler had a vision for education that
they brought to life without the help of modern advancements. With this thought in mind, modern theorists might
wonder, how might the theorists’ thoughts and philosophies change or stay the same with so many advancements and
accessibilities in technology?
We will begin to view the ways in which these two theorists in particular might view 21st century technology in
relationship to their beliefs of curriculum
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4. The Guiding Question:
How would 21st century technology
impact (positively and/or negatively)
Maria Montessori and Ralph Tyler’s
theories of curriculum?
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5. The Theorists
Maria Montessori
“Never help a child
with a task at which
he feels he can
succeed.”
click for more on Maria
Montessori
Ralph W. Tyler
“Education is a
process of changing
the behavior patterns
of people”. (p. 61).
click for more on Ralph W.
Tyler
(Image from Montessori Australia) (Image from University South Carolina)
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6. Maria Montessori was a theorist who...
● Was the child of an era of explosive technological and social change
● Was a revolutionary thinker who challenged the social conventions of her day
● Was someone who embraced innovation and understood the importance of technological progress in
the evolution of humankind
● Reasons that may suggest she didn’t fear technology:
○ The first two people to welcome her to the United States were Alexander Graham Bell and Thomas Edison,
leaders in technological innovation at the time.
○ While in India she was fascinated by 16mm films that showed news, cities, natural phenomena, mechanical or
scientific apparatus or attempted to portray history.
● Quote:
○ Maria Montessori, 1948:
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7. ● Question and Answer with regards to the acquiring of energies and resources:
○ How are the discovery and full use of whatever is available made possible? It is made possible by
the great powers of the conscience and intelligence of man.
○ When we start thinking of all the great energies that we find around us, of this great human
intelligence that expresses itself in the discoveries and the creations that keep on being made, we
wonder where they come from? Where have they come from if not from the child who creates and
constructs man?
○ The study of the child itself has been very modest in comparison to the studies in other fields. Dr.
Montessori felt that “the child should love everything he learns, for his mental and emotional
growths are linked” (1989, p. 17).
Montessori continued
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8. Ralph W. Tyler was a theorist who…
was a household name in the world of education and presented ideas
revolving around curriculum and instruction. He worked closely with
educators in their classrooms to better understand the first-hand problems
teachers were encountering. Ralph Tyler believed in four fundamental
questions that should be answered prior to developing a plan of instruction.
They are centered around: objectives, instructional strategies, organization,
and outcomes. (Flinders & Thornton, p. 59). He advised educators that
“factual knowledge and cognitive skills are distinct entities and should,
therefore, be evaluated separately”.
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9. Ralph W. Tyler
and the
Use of Technology
click for information
Theorists and Technology
Study on Montessori Teachers
and the
Use of Technology
click for study information
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10. ● To Edit or Not to Edit?:
○ While Dr. Montessori was an innovator who embraced technological change and encouraged us to give the
world to the young child, her followers have, for the most part, not been as visionary.
○ Having lost their mentor, contemporary Montessorians have found themselves in a rather uncomfortable
spot with regard to updating the curriculum as new research or changes in society and technology occur.
● Research has found that Montessori teachers have not been using technology to the best of their
ability.
○ Teachers exhibited generally positive attitudes toward technology, saying it was important
and felt that technology could be used to supplement other forms of instruction.
○ Negative attitudes about technology focused on:
■ The difficulty of maintaining a balance between human interaction and computer time.
■ Teachers were not opposed to technology use but felt it was important to not let it replace all human
interaction between teachers and students.
■ They also debated the types of technology and programs that align with, rather than compete with,
Montessori philosophy
■ Ways to track progress and differentiate work
■ Time constraints,
■ Lack of resources,
■ Low perceived value of these activities in a Montessori classroom.
Current Ideas and Trends:
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11. ● While Montessori’s philosophy for education is followed for young children, teachers and
supporters of this method seem to stop trusting the method once the child enters
elementary school.
● Teachers and administrators begin to question the validity of children making their own
decisions
○ The focus is redirected to what we think the child must do that we forget to
observe and inquire about what the child needs to do.
● Technology use in the Montessori elementary classroom:
○ Montessori teachers consistently refuse to incorporate computers into the
environment.
○ Teachers do not see the value in students using the internet for research.
■ The belief is that children must be able to use books, encyclopedias, and
other reference books as the information in books is more reliable.
■ If the internet is used, it should be as a last resort.
○ Teachers must realize that the child’s enthusiasm for the work and desire to
conduct research is far more important than the mode of research itself.
The Elementary Classroom
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12. Ralph W. Tyler wrote an article entitled “Where We Came Out” (1962) outlining his views and opinions on
technology and its impact on our nation and the world. He help various objections to technology including:
● Technology resulting in more expensive and more destructive methods of national defense.
● The consumption of natural resources require to utilize our technological resources (ie trees for paper)
● The transfer from individualized craftsmen and producers to mass production of items. This also leads
to occupational shifts.
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13. ● Technology, when not properly prepared to use, can create an intellectual and emotional strain.
● Technology is not available to people in third world countries.
● Man must achieve happiness and meaning in his life through all aspects of spiritual
enlightenment including music, literature, drama, painting, worship, and meditation.
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14. Ways to Incorporate Technology
by Theory
“Education is an active
process. It involves the
active efforts to the
learner himself…” (Tyler,
p. 8)
~ Ralph W. Tyler
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“The greatest sign of
success for a teacher... is
to be able to say, ’The
children are now working
as if I did not exist.’”
~ Maria Montessori
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(Image from Montessori Dieppe, 2017) (Image from Learning List, 2013)
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15. The Association Montessori Classroom and the
American Montessori Society
● Both the Association Montessori International (AMI) and the American Montessori Society (AMS) have
published position statements on digital technology. Both statements offer cautious support for the introduction
of digital technology into Montessori classrooms while reminding us that digital experiences should not take the
place of hands-on real-time activities, especially for younger children.
○ Montessori schools not only to teach concentration, increase small motor skills, expose students to new interests
and opportunities, but they also work to prepare the child for real world experiences, and whether it’s liked or not,
the real world functions on technology.
■ Students learn
● Typing skills - But also use long hand
● How to create a word document or spreadsheet - But also work with paper and pencil
● How to submit a paper via email or Google Docs - But know how to address a letter
● How to find reliable and helpful research using a search engine and how to put together a
persuasive presentation - But also use dictionaries and encyclopedias
● Learn math concepts on the computer - But then manipulate real materials
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16. Warnings and Impact
● The AMI recommends no age at which digital technology should be introduced into Montessori classrooms.
● It does take a stern tone against its use with younger children:
○ “The integration of technology into the classroom provides innumerable opportunities for the teacher to supplement
a child’s educational experience. That being said, technology also has the potential to stunt a child’s educational
growth and counteract much of the progress that is crucial to successful development”
○ What are the impacts on that child?
■ Studies have shown that excessive media use can lead to:
● attention problems
● school difficulties
● sleep and eating disorders
● obesity
● Warning
○ iPads, iPods and iPhones do not seamlessly lend themselves to Montessori education. While their implications as
art and research tools hold enormous promise, these gadgets remain two-dimensional, virtual instead of actual, and
visual rather than tactile in a three-dimensional manner.
■ This new technology bypasses many of the developmental needs of the child and, at times, speeds them up.
The iPad could provide a useful learning tool to supplement Montessori education, but at the same time, is
no substitute for the immeasurable amounts of knowledge gained from real-life encounters and hands-on,
three-dimensional learning experiences.?
● Whether it be Montessori or traditional, to look for balance and meaningful work.
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17. What Would a Montessori Classroom Look Like?
● Since Montessori is independent work (her theory - children learn best when the environment supports their
natural desire to acquire skills and knowledge), there are certain freedoms guaranteed to the child in the
Montessori classroom. These freedoms must be balanced with responsibility.
● Students are armed with the idea of using three provided tools to assist in the path of accountability and self-
construction:
○ child’s personal work journals
■ Electronic writing and submission
■ Voicethread Submissions
○ meetings with the teacher
■ Facetime
■ Skype
■ Submission through Google Drive
○ the societal expectations
■ Collaboration with classmates
■ Video conferencing with other students in different schools/countries to discuss similarities/differences
● Process Simulations
● Global Connections
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18. How can you incorporate technology with Ralph Tyler’s
Thinking?
● While Tyler had reservations on technology and the use of it in the classroom, I believe with modern day
innovations, that he would have encouraged the use of technology to a certain extent in the classroom.
● Tyler heavily influenced the thinking of Dr. Benjamin Bloom in his creation of Bloom’s Taxonomy. Technology
can help learners meet all the levels of thinking.
● Tyler had concerns on linking what students were learning in school with what they would need to do outside of
the classroom. I believe with the increase in technology where almost every single job utilizes some form of
technology, this makes technology useful to students after leaving the classroom. They can be prepared for the
workforce and learn meaning ways to utilize technology in the workforce.
● Tyler believed that technology could not increase student motivation. However, with utilizing 1 to 1 technology in
schools and frequent exposure, technology can increase engagement which leads to increased motivation.
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19. ● Learning can now be an active part of the learner with ways to manipulate what is on the screen. Technology can
also meet the job of the teacher to present a variety of learning experiences.
● Students have access to digital arts and multimedia which gives the students a spiritual outlet to allow students
work towards achieving happiness and fulfillment.
● Tyler would want all students to be able to have the same experiences with technology in school if it would be
necessary in the workforce. I believe that he would be in support of 1 to 1 devices.
● Tyler’s beliefs on technology being detrimental to confidence, encouragement, and intrinsic rewards can still be
evident in the classrooms of today.
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20. Conclusion
Maria Montessori and Ralph W. Tyler had competing ideas but both would agree that whenever
we prevent our kids from playing or exploring in the ways they prefer, we place another brick in a
barrier between them and us. Children are suffering today, not from too much computer play or
screen time, but from too much control and not enough freedom. The computer is, without
question, the single most important tool of modern society and although each theorist had their
own philosophy of education and how their approach would stimulate a child’s learning process,
both would agree that the impact that technology has had on today’s schools has been quite
significant and by embracing and integrating it into the classroom, we are setting our students up
for a successful life outside of school.
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21. Works Cited
Apple Inc. (2017). Apple iPads. (A. Inc, Producer) Retrieved June 5, 2017, from apple: https://www.apple.com/ios/ios-11-preview/
Cox, Janelle (2015). Benefits of Technology in the Classroom. (Teach Hub) Retrieved on June 8, 2017, from Teach Hub:
http://www.teachhub.com/benefits-technology-classroom
Flinders, D.J. & Thornton, S.J. (2013). The Curriculum Studies Reader. NY, New York: Routledge.
Jones, Sarah J. (2017). Technology in the Montessori Classroom: Teacher’s Beliefs and Technology Use. Journal of Montessori
Research 3 (1) 16-29. Retrieved online: https://journals.ku.edu/jmr/article/view/6458
Learning List. (2013, April 23). Happy Birthday Ralph W. Tyler. (Learninglist.com) Retrieved June 5, 2017, from Learning List:
http://blog.learninglist.com/happy-birthday-ralph-w-tyler/
McDonald, Greg. (2016). Technology in the Montessori Classroom. The NAMTA Journal 41(2) 99-107. Retrieved online:
http://files.eric.ed.gov/fulltext/EJ1112230.pdf
Misencik, Michael (2008). The Big Three Educational Theorists: Dewey, Tyler, and Montessori. Retrieved online:
http://edhd.bgsu.edu/~sbanist/611/final/mikem/mikem.pdf
Montessori Australia Limited. (n.d.). Biography of Dr. Maria Montessori. (Montessori Australia
Limited) Retrieved June 5, 2017, from Montessori Australia: https://montessori.org.au/biography-dr-maria-montessori
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22. Works Cited con’t
Montessori Dieppe. (2017). Our Approach: The Montessori Way. (Montessori-Dieppe) Retrieved June 6, 2017, from Montessori
Dieppe: http://montessoridieppe.org/our-approach
Montessori Foundation. (2017). Modern Montessori: Using Digital Technology to Engage. (Montessori Foundation) Retrieved June
2017, from Montessori Foundation: http://www.montessori.org/news-blogs/24151/modern-montessori-using-digital-
technology-to-engage
Montessori Rocks. (2015). A True Balancing Act: Technology and the Montessori Classroom. (Montessori Rocks) Retrieved June
2017, from Montessori Rocks: https://montessorirocks.org/a-true-balancing-act-technology-and-the-
montessori-classroom/
Nielsen, Melina. (2014). The Three Essential Tools. (Montessori Guide). Retrieved online:
http://montessoriguide.org/the-three-essential-tools/
North American Montessori Center. (2015, July 13). Montessori and Technology: Internet Research. (North American Montessori
Center) Retrieved June 2017, from NAMC: http://montessoritraining.blogspot.com/2015/07/montessori-and-technology-
internet.html
Rubin, L. (1994). The Ralph Tyler legacy: In memorandum. Educational Researcher, 23 (5), 32-33.
Retrieved from
http://www.jstor.org.www2.lib.ku.edu/stable/pdf/1177031.pdf?refreqid=excelsior%3A6d253e30f27640fede5957a1465b4577
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23. Works Cited, con’t
Tyler, R.W.(1977). Educators reaction to via technology. Phi Delta Kappan, 58 (6), 455. Retrieved from
http://www.jstor.org.www2.lib.ku.edu/stable/pdf/20298638.pdf?refreqid=excelsior%3A6102a9799de81a1b12952b0ec62f
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Tyler, R.W.(1962). Where we came out. Technology and culture, 3 (4), 651-658. Retrieved from
http://www.jstor.org.www2.lib.ku.edu/stable/pdf/3101017.pdf?refreqid=excelsior%3A1fa178990ac7a1c174057d2b927b0
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24. Presentation Team (Group 2):
Amber Magee
Andrew Bissonnette
Katie Foster
Dawn Wagoner
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