![]() ![]() Gardner (1997) offers both philosophical and historical perspectives in his study of the overhead projector, by looking at how this tool evolved from earlier inventions, and investigating how the art and technology behind this tool were being interacted with well before it came to be scientifically understood. It is a tool of educational technology that was developed not only with help from its predecessors, but also from the cultural environment it belonged to. ![]() The overhead projector played a significant role in my educational history, both as a student and later on as an elementary teacher, offering a viable alternative to the traditional blackboard. Most of the students would hurriedly get out their notebooks and begin to copy down, as quickly and as neatly as they could, whatever information appeared in this illuminated space. ![]() The teacher’s voice was then heard as her large shadowy hand entered the bright stage and began to fill it up with words, diagrams, symbols, formulas, etc. I vividly recall such lessons taught in my elementary and high school classrooms, as the ubiquitous fluorescent light would suddenly disappear and be replaced by a single rectangular headlight illuminating a vacant white canvas at the front of the room. Many students who have been educated in North American classrooms during the latter half of the 20 th century have experienced lessons taught by teachers using overhead projectors. ![]()
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