摘要：AbstractA plenary review of the research literature is provided regarding the history of K-12 classroom technology. Coverage is provided from the era of early “teaching machines” to the SMART technologies of Interactive White Boards (IWB). A chronology is traced, noting the development of technology and how teachers and administrators have adapted to the classroom milieu over decades of time. We also describe what the research literature demarcates as empirical benefits, liabilities, limitations, and suggested practices for classroom teachers who utilize technology in their respective classrooms. The presented paper is based on data from a master's thesis regarding classroom technology in public school settings.
