Editorial Overview

Since this is the first issue of volume 50 of JETS and as the founding editor, I will reflect on the evolution of the design and use of technology to enhance the learning process in the last 50 years. In 50 years, we have evolved from the introduction of microcomputers for limited use to total online instruction systems due to the coronavirus disease (COVID) pandemic. In 1972, technology was mainly used by teachers to present information and promote discussion of information and concepts from textbooks and other curriculum materials. Examples of educational technology included audio-visual systems, print materials, laboratory experiments, and classroom demonstrations. Digital computers were only available for some teachers and selected high school and college students. In the later years of the 1970s, microcomputers became available, and the digital age began for some teachers and students. In the 1980s, computer-assisted instruction (CAI) systems began to promote more learner-centered learning activities. Although the microcomputer systems were limited in operational speed, data storage, and graphics, the drill and practice, computer simulation systems and writing, and mathematical software provided new instructional tools. In the 1990s, the major innovation is the invention of the internet system. With the improvement of search engines and high-speed streaming capabilities, it is a foundation for the development of 21st century online systems that were more interactive and also provided more active learning. Many new application tools have been developed just in time to help schools to make the transition to online learning from homes during the COVID crisis. The next school year, as students return to face-to-face (F2F) instruction, the new instructional paradigm should be blended learning. Schools need to blend the best online practices with the most effective F2F instructional programs. Even though well designed and effective implementation of blended systems will enhance learning, there are some negative concerns that need to be considered. For example, the ethical implications of the overuse of technology are the themes of the Op-Ed essay that is written by a member of our editorial board, Prof. Marion G. Ben-Jacobs. She and her co-author Prof. Allan Glazerman, warn readers about the overuse of technology that can affect trust in the learning environment and in the curriculum resources that are used. They also point out that students need to have equal access to the blended learning systems to address the digital divide problem. Editorial