The Evolution of EdTech: Insights from Anne Trumbore’s “The Teacher in the Machine”
Unpacking the Human Side of Educational Technology
Writing a history that you helped to create can be awkward, as Anne Trumbore acknowledges in her new book,
The Teacher in the Machine: A Human History of Education Technology.
As one of the many hardworking “humans in the loop,” Trumbore is uniquely positioned to convey the journey of edtech.
The Beginning of Trumbore’s Journey
Trumbore’s journey began in 2004 at Stanford University, working for Patrick Suppes, a pioneer in computer-assisted learning since the 1960s. She initially designed a web-based grammar program and later joined the team that launched the Stanford Online High School.
In 2012, she transitioned to Coursera, then a nascent startup, to help bring Massive Open Online Courses (MOOCs) to students globally. Following her time at Coursera, she worked at NovoEd, another online learning platform, and by 2015, she was at the University of Pennsylvania managing Wharton Online. Today, she leads the lifelong learning online certificate program at the University of Virginia’s Darden School of Business.
From Experimental to Disruptive
Trumbore notes, “I have been an ensemble player in the transformation of online education from experimental and low status to ‘innovative’ and ‘disruptive.’” Yet she admits to contributing to the wealth of institutions, venture capitalists, and some professors along the way.
In “The Teacher in the Machine,” she traces edtech’s origins back to three influential figures: Suppes, who launched the Computer Curriculum Corp. in 1967; Donald Bitzer at the University of Illinois, inventor of PLATO, one of the first computer-based learning systems; and Seymour Papert at MIT, whose research influenced artificial intelligence through studies of human learning.
Two Diverging Visions of EdTech
Suppes envisioned technology as a “super tutor” guiding students through problems, while Papert championed the computer as a “super tool” that allows students to instruct the machine to solve problems. Trumbore examines how the field has shifted from Suppes’ vision to a more multifaceted approach reflective of Papert’s ideals.
Today, tools like Scratch, the maker movement, and even artificial intelligence applications like ChatGPT have become commonplace in classrooms.
The Other Side of EdTech
Trumbore reveals another narrative that highlights the challenges in the field. She describes an ecosystem where technology is often prioritized over human teachers, rewarding innovation without evidence-based research.
This practice has led to a predominantly non-diverse edtech community, leaving vulnerable learners behind, as noted by Trumbore.
Interview Insights: Trumbore’s Perspective
In an interview with EdSurge, Trumbore discusses the challenges of early edtech development, including long hours and immense pressure. She reflects on the importance of team dynamics and vision in fostering innovation.
She recounts the experience of launching Stanford’s online high school: “Creating classes with eighth and ninth graders online allowed us to connect deeply with students and their families, despite low pay and high expectations.”
Collaboration and Innovation
During the early 2000s, Stanford was a hub of experimentation, with various departments attempting to innovate online education. Trumbore recalls a pivotal faculty meeting where the provost encouraged collaboration among different educational initiatives.
This spirit of experimentation resulted in pioneering discussions on student engagement and valuable online learning experiences.
The Current State of EdTech
Trumbore raises critical issues regarding the commodification of online learning, where mid-tier colleges often purchase bundled technologies that do not distinguish them. She specifically mentions the University of Arkansas, where courses are managed by external firms taking a substantial portion of tuition fees.
Looking ahead, she believes colleges must reinvent themselves locally and strengthen their value propositions in order to survive.
Concerns Over K-12 EdTech
Many edtech initiatives today target the K-12 market, often without adequate testing to ensure safety or effectiveness for children. Trumbore critiques the philosophy of education that prioritizes knowledge transmission over holistic skill development.
The Role of AI in Education
Trumbore expresses concern over the rise of AI in education, particularly its transactional nature. She notes, “Google and ChatGPT provide students with access to AI models, but this approach risks overlooking the broader personal connections necessary for deeper learning.”
She emphasizes the importance of understanding nuanced learning processes rather than relying solely on technology.
Questions and Answers
- 1. What is the main focus of Anne Trumbore’s book?
- The book explores the evolution of educational technology and emphasizes the human role in its development.
- 2. Who are the three notable figures Trumbore mentions in the history of edtech?
- Patrick Suppes, Donald Bitzer, and Seymour Papert.
- 3. What were the differing visions of Suppes and Papert for the use of technology in education?
- Suppes envisioned technology as a super tutor, while Papert saw it as a super tool to enhance student interaction.
- 4. What concern does Trumbore express about the current edtech landscape?
- She points out the risk of prioritizing technology over teachers, leading to an inequitable learning ecosystem.
- 5. How does Trumbore feel about the rise of AI in education?
- She is cautious, believing it may neglect the deeper connections necessary for effective learning.