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Virtual Education: Cases in Learning & Teaching Technologies

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Early computer researchers sought ways to use the new invention for learning
and teaching purposes. Instructional computing at that time took place on mainframes
in the form of typing and reading text, but serious efforts were made to
further utilize the computer power to serve education. Examples include the Programmed
Logic for Automated Teaching Operations (PLATO) (Alpert & Bitzer,
1970) project, which managed to integrate text and graphics, and the Time-shared,
Interactive, Computer-Controlled Information Television (TICCIT) (Merril,
Schneider, & Fletcher 1980) project, which introduced the concept of learner-controlled
instruction. A major advantage in such environments is the availability of
information in the centralized system that was sharable by all users. The invention
of microcomputers in the late ’70s made it possible for businesses, schools, and
homes to enjoy computing. The new small size computers were not restricted to
text, but allowed colored graphics, animation, and voice. Input became possible
through the mouse, touch screens, scanners, and microphones, in addition, to the
keyboard. Various forms of output became possible (in addition to the black-andwhite
monitor) such as colored monitors, LCDs, colored printers, and speakers.
Although at first the new computers were stand-alone and information could not be
shared, networking solved this problem. In the late ’70s and early ’80s Apple computers
were the first widely available microcomputers that had most of the early
courseware, only to be superseded by IBM-compatible computers that gained wide
popularity and continued to grow its market share up to present day. Network
technologies allowed PCs to communicate and share information and processing
power. At first, Local Area Networks (LANs) were developed followed by the
Wide Area Networks (WANs), and then the Internet made of LANs and WANs
started to grow rapidly. Today, millions of people use the Internet to pursue various
businesses, pleasure, and learning activities. However, a major setback in computer-
based instruction is the unavailability of tools that make use of the new multimedia
technologies to develop the software. Developers tend to glue together
various technologies to build the system and struggle to overcome the incompatibilities
of software and hardware.
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