This journal is to present my thought on the evolution of instructional media in the U.S. I argue that there seems to be “conspicuous consumption” of technologies in school setting since 1913 when the motion picture was introduced into schools. The definition of conspicuous consumption will be introduced first, followed by the description of how technologies as conspicuous goods were consumed by schools since early 1900s. This journal concludes with the caution against the technological zeal.
Conspicuous consumption was coined by sociologist Thorstein Veblen to describe the phenomenon of extravagant spending on luxury goods to gain impression. The idea was originally situated in the context of the leisure class, but the same idea seems to be applicable in the history of instructional media.
The history of instructional media in the U.S. has shown that the past promise of the motion picture in 1910s, radio in 1930s, and televisions in 1960s on schooling turned out to be merely a fad, promoted by technology enthusiasts and consumed by educational institutions. These luxury technologies deified by the technology class, then procured by school communities ended up no practical uses in classrooms. Worse, their effects on learning were not well-established.
The current consumption of digital technologies such as computers, SMART boards, and tablets reincarnate the zeal for instructional media. The recount of the history here is not to instill pessimism into the discourse of instructional media. Rather, the critical investigation of “actual” technology use in classes will prevent us from falling into another digital bubble.
Very good! I like how you organize your thoughts on history around the concept of conspicuous consumption. I think you are right, it exists now more than ever in the field.