Metamorphosis of U.S. Wireless Broadcasting: Past, Present, & Future

In communication history, we know who invented which technologies, however, undoubtedly forget how the technologies surpass suppression and rise to maturity. We overlook factors that initiate for newer innovations and development. One example is the U.S. wireless radio broadcasting, which has endured institutional social, political, and economic transformations in historical context. Throughout the twentieth century, the meaning of wireless radio broadcasting has evolved from three critical phases: beginning of the industry and its commercialization (1920-1934); the golden age of radio and development of networks (1935-1949); and the rise of local independent stations and the fall of national networks (1950-1965).

Each time period of the wireless radio broadcasting further penetrate extensive ideas for transformation with socioeconomic new development models and content by the twenty-first century. The power of wireless radio broadcasting in disseminating content for mass consumption is similar to what end-users see of establishment in podcasting in the year of 2001. Radio broadcasting have been used as a synchronous media channel for limited purposes in the past, such as enhance latest public awareness and news, live music, and mobile marine communication system.

Today, podcasting reveals similar concept of channeling content like radio broadcasting in the past, but in a asynchronous way. Furthermore, mobile wireless technology advances in education, particularly iPod, cell phones, and PDAs, are absolutely the recent trend in many academic institutions. Wireless companies and networks have piled huge invenstments to seamlessly made technology access convenient and compatible to every end-user’s busy, on-the-go lifestyle at work and at school.

Without a doubt, education is one of the most important sectors which the government does not isolate in the U.S. In the year of 1999, the U.S. government spent over $7 billion on school computers, internet access, software, and related items. Installing new technologies in classrooms and learning institutions benefit both the teachers and students from K-12 to universities. The dynamic of teacher-student relationship drastically have improved with better time-management, and focus of understanding the learners’ needs. By the year of 2001, more than 75% of U.S. households subscribe to wireless services, and majority of teachers use computers everyday in classroom and access the world-wide-web for instructional purposes (Altalib, 2002). Within the last two years, more dynamic technological changes have happened from K-12 schools with adoption of mobile wirless technlogies in daily curricular activities. As a consequence, many university professors must acknowledge that incoming freshmen are not the average book-smart students (since approximately the past five years). They are extremely technology-savvy with valid background in mobile learning (m-learning).

Case Study
Having a very late start in Spring of 2006, University of Washington is far behind other academic institutions to incorporate mobile wireless technologies in higher education. I hypothesize that mobile wireless technology advances give reasons to not only benefit building a sense of positive constructive academic community, but also the social necessity for all university professors to adopt in the future.

What do you think of all this? Just blog it!

Elina

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