@article{frick_education_2020, title = {Education {Systems} and {Technology} in 1990, 2020, and {Beyond}}, volume = {64}, issn = {8756-3894}, url = {https://doi.org/10.1007/s11528-020-00527-y}, doi = {10.1007/s11528-020-00527-y}, abstract = {In "Restructuring Education Through Technology," I incorporated systems thinking to identify seven types of relationships in educational systems: teacher-student, student-content, student-context, teacher-content, teacher-context, content-context, and education system-environment relationships (Frick 1991). I now revisit these education system relations and discuss potential futures of education. The World Wide Web did not exist when I wrote the original treatise, nor did wireless smartphones and tablets, Google's search engine, YouTube, Facebook, or Wikipedia. However, one important education system relationship should not change: the affective bonding between teachers and their students. [For "Restructuring Education through Technology. Fastback 326," see ED350995.]}, language = {en}, number = {5}, urldate = {2020-12-22}, journal = {TechTrends: Linking Research and Practice to Improve Learning}, author = {Frick, Theodore W.}, month = sep, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-020-00527-y 2339240:MQ8SJ32H 2339240:Q2BXLM26 2405685:CG82PQAY 2405685:MKLTBY7Q}, keywords = {Educational Practices, Educational Technology, Educational Trends, Futures (of Society), Systems Approach, Teacher Student Relationship}, pages = {693--703}, }