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Pre 10,000 BC: Hunter-Gatherer Period and Play-Based-Learning

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Pre 10,000 BC: Hunter-Gatherer Period and Play-Based-Learning

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During the hunter-gatherer period of human history, education was very much a ‘learn by doing’ approach. There was no distinction between play and work(Pitler, 2024). Time spent learning was focused on skills and knowledge (Pitler, 2024). How to hunt, collect, craft, and use tools was paramount to their survival and well-being (Pitler, 2024). This play-based style of learning was a necessity for survival during this period.

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16th-19th century: Goodbye to Play and Hello to Universal Truths to Increase Productivity.

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16th-19th century: Goodbye to Play and Hello to Universal Truths to Increase Productivity.

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The post-hunter-gatherer period gave rise to the production of agriculture and farming. During this period, children were seen as a way to speed up production and cultivate more crops (Pitler, 2024). Between the 16-19 century, universal education began to take shape. during this period, education was seen as a way to impart universal truths to students. During this period, employers viewed school as a way to create better and more efficient workers, the lessons reflected the traits of a great worker: timeliness, efficiency, memorization, and tedious tasks were the focus (Pitler, 2024). Play was seen as the enemy of learning and physical punishments were the norm during this period (Pitler, 2024).

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19th-20th century: A Welcomed Shift in Educational Principles.

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19th-20th century: A Welcomed Shift in Educational Principles.

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During the 19th and 20th centuries, education shifted to something similar to what we recognize as modern education today. Harsh physical punishments were set aside and replaced with more humane disciplinary techniques. The curriculum expanded past universal truths and focused on knowledge of different subject areas. Grade levels are usually determined by age during this period (Pitler, 2024). During this time, people view learning as hard work and something that students must do to gain knowledge (Pitler, 2024).

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1910-1912: Thomas Edison's  Near-Transformational Idea

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1910-1912: Thomas Edison's  Near-Transformational Idea

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Between 1910 and 1912, people began viewing technology as a tool to teach students. During this period, Thomas Edison believed that videos and technological education aids should replace books in the classroom (Pitler, 2024). While his idea was never fully realized, we see Edison’s fingerprints all over modern Ed-Tech tools.

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1983-1993: Computers Enter the Classroom

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1983-1993: Computers Enter the Classroom

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As technology advanced and computers became smaller and more affordable, their educational potential grew. In 1983, Apple announced its Kids Can’t Wait initiative, where they committed to putting a computer in every school in America (Pitler, 2024). in addition to Kids Can’t Wait, the leadership team at Apple Inc. quickly realized that simply putting computers in the classroom was not enough. They worked diligently to train teachers and students to use computers to communicate, collaborate, and think (Pitler, 2024). It was an innovative idea at the time and had a dramatic impact on technology in the classroom today.

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Early 2000's: The Internet Connects Us All.

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Early 2000's: The Internet Connects Us All.

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Apple Inc.’s vision of utilizing computers to collaborate reached new heights when the internet arrived in schools. Students became more connected to the world more than ever in the early 2000's (Pitler, 2024). Apple used the critiques of Thomas Edison’s video learning philosophy to create a more hands-on learning approach that put the student at the forefront while leaving instructional manuals and scripted instruction behind (Pitler, 2024).

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Pitler, H. (2024). Supporting technology integration for school leaders: A text aligned with the Emporia State University graduate course, ED810 (1st ed.). EdTech Books.