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Educational Media and Technology Yearbook 42
Robert Maribe Branch

Hyewon Lee
Sheng Shiang Tseng Editors
Educational
Media and
Technology
Yearbook
Volume 42 (2019)
Special Section Guest Editors
V. J. McClendon
David R. Squires
Educational Media and Technology Yearbook
More information about this series at http://www.springer.com/series/8617

Robert Maribe Branch • Hyewon Lee
Sheng Shiang Tseng
Editors
Educational Media
and Technology Yearbook
Volume 42
Special Section Guest Editors:

V. J. McClendon and David R. Squires
Editors
Robert Maribe Branch Hyewon Lee
Learning, Design, and Technology Learning, Design, and Technology
University of Georgia University of Georgia
Athens, GA, USA Athens, GA, USA
Sheng Shiang Tseng

Graduate Institute of Curriculum
and Instruction
Tamkang University
New Taipei City, Taiwan
ISSN 8755-2094
Educational Media and Technology Yearbook
ISBN 978-3-030-27985-1 ISBN 978-3-030-27986-8 (eBook)
https://doi.org/10.1007/978-3-030-27986-8
© Springer Nature Switzerland AG 2019

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims
in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
Welcome to Volume 42 of the Educational Media and Technology Yearbook. The

audience for the yearbook typically consists of media and technology professionals
in K–12 schools, higher education, and business contexts. We, the editors, have
dedicated ourselves to providing a record of contemporary trends related to educa-
tional communications and technology. We also strive to highlight special move-
ments that have clearly influenced the educational technology field. Thus, this
edition contains a special section.
Volume 42 is the first volume of the yearbook in its 43-year history that includes
a special section. This special section focuses on virtual reality (VR) and augmented
reality (AR) research and was proposed and coordinated by the special section edi-
tors: V. J. McClendon and David R. Squires. The content focuses on AR, VR, and
mixed reality, defined as an immersive multi-platform experience reality (XR).
McClendon and Squires have arranged chapters that represent a sample of the broad
applicability of new XR technologies for educational uses.
This volume also continues the tradition of offering topics of interest to profes-
sionals practicing in other areas of educational media and technology, as the Table
of Contents demonstrates. All papers submitted to the yearbook are subject to rigor-
ous editorial review, and each set of authors is provided with multiple rounds of
feedback on the quality of their work and manuscripts. As in prior volumes, the
assumptions underlying the chapters are:
1. Technology represents tools that act as extensions of the educator.
2. Media serve as delivery systems for educational communications.
3. Technology can be interpreted as machines and hardware, but technology also
includes techniques and procedures derived from scientific research into ways to
promote change in human performance.
4. Educational media and technology should be used to:
(a) Achieve authentic learning outcomes
(b) Situate learning tasks
(c) Negotiate the complexities of guided learning
(d) Facilitate the construction of knowledge
v
vi Preface
(e) Aid in the assessment of learning

(f) Support skill acquisition
(g) Facilitate diversity
The Educational Media and Technology Yearbook has become a standard refer-
ence in many libraries and professional collections. Examined in relation to its com-
panion volumes of the past, it provides a valuable historical record of current ideas
and developments in the field of information and communication technology. Feel
free to share your perspectives about Educational Media and Technology Yearbook
at rbranch@uga.edu.
Athens, GA, USA Robert Maribe Branch

Acknowledgments
This book presents trends and issues in instructional technology and has been sup-
ported and encouraged in different ways by many to whom we owe a debt of grati-
tude. We would like to acknowledge their support and contributions to this book.
First, we are grateful to the special section editors, V. J. McClendon and David
R. Squires, for immersive multi-platform experience reality (XR) special issues.
They conducted rigorous reviews of each manuscript and provided each set of
authors with multiple rounds of feedback on the quality of their work and manu-
scripts. We greatly appreciate the work of the book editors for their outstanding
contributions. We are also thankful for the authors who submitted their manuscripts
to Educational Media and Technology Yearbook (Vol. 42): Jennifer A. Bennett,
Robert Bodily, Abbie Brown, Joshua P. Case, Robert G. Doyle, Timothy Green,
Brad Hokanson, Yu-Tien Huang, Lucas J. Jensen, Hyewon Lee, V. J. McClendon,
Kay Meseberg, Amie Norden, Domhnall OShaughnessy, Regina Kaplan-Rakowski,
James Riggall, Colin P. Saunders, Carrie Shaw, Shu-Min Shih, David R. Squires,
Sheng Shiang Tseng, Keri D. Valentine, Erin Washington, Rick West, and Scott
Wilson. This book would not have been possible without their generosity in sharing
their research.
vii
Contents
Part I Trends and Issues in Learning, Design, and Technology

1 Issues and Trends in Instructional Technology: Access to Mobile
Technologies, Digital Content, and Online Learning Opportunities
Continues as Spending on IT Remains Steady�� 3
Abbie Brown and Tim Green
2 Second Thoughts: Understanding the Impact and Appropriate
Use and Non-use of Technologies�� 13
Brad Hokanson and Amie Norden
3 Enhancing Student Critical Literacy Through
Social Annotations�� 19
Yu-Tien Huang, Shu-Min Shih, and Sheng Shiang Tseng
4 2019 Scholarship Rankings �� 29
Rick West and Robert Bodily
Part II Virtual Reality (VR) and Augmented Reality (AR)

5 Introduction�� 45
V. J. McClendon and David R. Squires
6 The Immersive Experience: How Virtual Reality Can
Support Student Learning�� 57
Colin P. Saunders and Jennifer A. Bennett
7 The Effects of a VR Intervention on Career Interest,
Empathy, Communication Skills, and Learning
with Second-Year Medical Students�� 67
Erin Washington and Carrie Shaw
ix
x Contents
8 Sensory Worlds: Emotional Geography and Human-Centered

Design in 360° VR Ethnographic Videos�� 81
R. Scott Wilson
9 Accessing the Pokélayer: Augmented Reality and Fantastical
Play in Pokémon Go�� 87
Lucas J. Jensen, Keri D. Valentine, and Joshua P. Case
10 Visualization of Molecular Structures Using
Augmented Reality�� 105
Domhnall OShaughnessy
11 Instructional Designs and Educational Technologies Within
Augmented Reality Transmedia Storytelling: IDET ARTS �� 121
David R. Squires
12 VR as Library Technology: Early Faculty and Student
Feedback on Educational Use of Immersive Technology �� 129
V. J. McClendon and James Riggall
13 Immersive Media and Their Future�� 143
Regina Kaplan-Rakowski and Kay Meseberg
Part III Leadership Profiles

14 Leadership Profiles�� 157
Robert G. Doyle
15 Prof. Ana Donaldson�� 161
Robert G. Doyle
16 Prof. Richard Cornell�� 167
Robert G. Doyle
Part IV Organizations and Associations in North America

18 Organizations and Associations in the United States
and Canada�� 177
Part V Graduate Programs

20 Graduate Programs in Learning, Design, Technology,
Information, or Libraries�� 265
Contents xi
Part VI Mediagraphy
Sheng Shiang Tseng
22 Mediagraphy�� 427
Sheng Shiang Tseng
Index�� 447
Contributors
Jennifer A. Bennett Department of Biology and Earth Science, Biochemistry and

Molecular Biology Program, Otterbein University, Westerville, OH, USA
Robert Bodily Lumen Learning, Portland, OR, USA
Robert Maribe Branch Learning, Design, and Technology, University of Georgia,
Athens, GA, USA
Abbie Brown Department of Mathematics, Science, and Instructional Technology
Education, East Carolina University, Greenville, NC, USA
Joshua P. Case West Virginia University, Morgantown, WV, USA
Robert G. Doyle Faculty of Arts and Sciences, Harvard University, Cambridge,
MA, USA
Tim Green Department of Elementary and Bilingual Education, California State
University, Fullerton, CA, USA
Brad Hokanson College of Design, The University of Minnesota, St. Paul, MN,
USA
Yu-Tien Huang Graduate Institute of Curriculum and Instruction, Tamkang
University, New Taipei City, Taiwan
Lucas J. Jensen Leadership, Technology, and Human Development, Georgia
Southern University, Statesboro, GA, USA
Regina Kaplan-Rakowski Valdosta State University, Valdosta, GA, USA
Hyewon Lee Learning, Design, and Technology, University of Georgia, Athens,
GA, USA
V. J. McClendon Library and eLearning, Bellevue College, Bellevue, WA, USA
Kay Meseberg Center for Collaborative Arts and Media, Yale University, New
Haven, CT, USA
xiii
xiv Contributors
Amie Norden University of Minnesota, Minneapolis, MN, USA

Domhnall OShaughnessy Department of Chemistry, Shenandoah University,
Winchester, VA, USA
James Riggall BitLink, Launceston, TAS, Australia
Colin P. Saunders Center for Teaching and Learning, Otterbein University,
Westerville, OH, USA
Carrie Shaw Department of Biomedical Visualization, University of Illinois at
Chicago, Chicago, IL, USA
Shu-Min Shih Graduate Institute of Curriculum and Instruction, Tamkang
David R. Squires Instructional Design and Educational Technology Program,
Texas A&M University-Corpus Christi, Corpu Christi, TX, USA
Sheng Shiang Tseng Graduate Institute of Curriculum and Instruction, Tamkang
Keri D. Valentine Department of Curriculum & Instruction/Literacy Studies, West
Virginia University, Morgantown, WV, USA
Erin Washington Spartanburg Methodist College, Greer, SC, USA
Rick West IPT Department, Brigham Young University, Provo, UT, USA
R. Scott Wilson Anthropology Department, California State University, Long
Beach, CA, USA
Part I
Trends and Issues in Learning,
Design, and Technology
Chapter 1
Issues and Trends in Instructional
Technology: Access to Mobile Technologies,
Digital Content, and Online Learning
Opportunities Continues as Spending
on IT Remains Steady
Abbie Brown and Tim Green
We continue the tradition of reporting the past year’s issues and trends that shape
attitudes and approaches to instructional technology. This chapter is comprises of
four sections: Overall Developments, Corporate Training and Development, Higher
Education, and K-12 Settings. The trends and issues described are based on major
annual reports sponsored and/or conducted by organizations including the
Association for Talent Development (ATD), EDUCAUSE, Gartner Incorporated,
The New Media Consortium, The Online Learning Consortium (formerly the Sloan
Consortium), and Project Tomorrow. These reports require time in terms of data
collection, interpretation, and publication, the shortest of which take a year to com-
plete, and therefore reflect the issues and trends of large groups over long periods of
time. For a more immediate review of trending topics in instructional technology,
please refer to the authors’ biweekly podcast, Trends & Issues in Instructional
Design, Educational Technology, & Learning Sciences (Brown & Green, 2017).
Overall Developments
The reports reviewed indicate that the integration of instructional technology

remains a priority in all three sectors. This is a similar theme of the past two reviews
(Brown & Green, 2015, 2016). The spending on instructional technology in the
A. Brown (*)
Department of Mathematics, Science, & Instructional Technology Education, East Carolina
University, Greenville, NC, USA
e-mail: brownab@ecu.edu
T. Green
Department of Elementary and Bilingual Education, California State University,
Fullerton, CA, USA
© Springer Nature Switzerland AG 2019 3

R. M. Branch et al. (eds.), Educational Media and Technology Yearbook,
Educational Media and Technology Yearbook 42,
https://doi.org/10.1007/978-3-030-27986-8_1
4 A. Brown and T. Green
three sectors had a slight increase over the previous year’s level despite continued
uncertainty of available funding in some sectors for technology purchases and train-
ing. The estimated spending for the year was $12 billion in K-12 and $11 billion in
higher education (Edtech Navigator, 2017). Over the year under review, the use of
instructional technology continued to provide opportunities for innovative instruc-
tional approaches to teaching and learning through the increased access to mobile
devices, digital content, and unique online educational settings.
Corporate Training and Development
As with previous issues and trends chapters of this yearbook (e.g., Brown & Green,
2015; Brown & Green, 2016), we continue to track corporate application of instruc-
tional technologies primarily by referring to the State of the Industry (Ho, 2016)
report published by the Association for Talent Development (ATD). The report is
based on data collected from organizations regularly submitting annual data, BEST
award winners (organizations recognized by ATD for their exceptional efforts in
support of learning within the enterprise) and a consolidated group of organizations
that submitted their data via an online survey. This represents data collected in 2015
from 310 business organizations; the average number of employees is 15,946 with
an average payroll of $1,273,000,000 (Ho, 2016). Additional sources used in this
section are the eLearning Guild’s report, 2017 eLearning Salary & Compensation
Report (Vipond & Smolen, 2017), and Gartner Incorporated’s annual predictions
for information technology organizations and users (Panetta, 2017).
Learning Expenditures
Among businesses responding to ATD’s State of the Industry Report survey, the
average learning expenditure per employee in 2015 was $1252 (Ho, 2016). This
represents a 1.9 percent increase over the previous year and continues the upward
trend from the previous year’s 1.7 percent increase. Organizations with less than
500 workers spent on average over $2000 per employee; those with between 500
and 9999 workers spent approximately $800; and organizations with at least 10,000
workers spent an average of $700. Overall, approximately 60 percent of direct
learning expenditures went to in-house development, delivery, and administration,
while 28 percent went to outsourced or external activities, with 11 percent spent on
tuition reimbursement (Ho, 2016).
Instructional Content
As with the previous year, approximately one-third of corporate instructional con-

tent focuses on management and supervision, mandatory and compliance training,
and professional or industry-specific training (Ho, 2016). Regulated industries
1 Issues and Trends in Instructional Technology: Access to Mobile Technologies… 5
(e.g., manufacturing) provide more mandatory and compliance content, while

management consulting firms and software publishers provided a greater amount of
sales content (Ho, 2016; Brown & Green, 2016).
The top emerging technology trends reported by Gartner (Panetta, 2017) are arti-
ficial intelligence (AI), also referred to as machine learning; “transparently immer-
sive experiences” that include virtual and augmented reality; and “digital platforms”
that include blockchain and internet of things (IoT) networking. Each of these rep-
resents a significant shift in workforce knowledge and behavior. The authors suspect
at least some portion of instruction will be devoted to each of these areas to prepare
organizations and their constituents for their integration into general business
practice.
Methods of Instructional Delivery
Although instructor-led, face-to-face classroom instruction continues once again to

be the delivery method for 51 percent of the instruction documented in ATD’s State
of the Industry report, 41 percent of learning hours were delivered using distance
and/or asynchronous technologies, a significant increase in recent years (Ho, 2016).
These technologies include mobile devices, live remote classrooms, and computer-
based instruction.
Instructional Designers’ Professional Prospects
The 2017 edition of CNN’s Best Jobs in America (CNN Money, 2017) has at least
four instructional design-related jobs in its top 100 list: E-Learning Specialist ranks
29th; IT Training Specialist ranks 35th; Education Program Manager ranks 68th;
and Training & Development Specialist ranks 71st. The 2017 US eLearning Salary
& Compensation Report (Vipond & Smolen, 2017) notes the average US-based sal-
ary for eLearning practitioners is $83,139, up 3.46 percent from the previous year.
Salaries for eLearning professionals are highest in the US West Coast metropolitan
areas, and in general, people with advanced degrees earn a significantly higher aver-
age salary than those with only bachelors or associate degrees (Vipond & Smolen,
2017). Following the trend of recent years, instructional design/technology posi-
tions continue to be an attractive and lucrative career choice.
Higher Education
We review higher education’s instructional technology application by referring pri-

marily to the NMC Horizon Report: 2017 Higher Education Edition (Adams
Becker, Cummins, Davis, Freeman, Hall Geisinger, & Ananthanarayanan, 2017);
The EDUCAUSE Almanac for Faculty and Technology Survey, 2017 (EDUCAUSE,
2017a); The EDUCAUSE Almanac for Undergraduate Student and Technology
Survey, 2017 (EDUCAUSE, 2017b); Digital Learning Compass: Distance
Education Enrollment Report 2017 (Allen & Seaman, 2017a); and Opening the
Textbook: Educational Resources in U.S. Higher Education, 2015–16 (Allen &
Seaman, 2017b). The EDUCAUSE data and reports presented by Allen and Seaman
are based on large-scale surveys and data sets. The Horizon Report, sponsored by
the New Media Consortium, is a synthesis of responses from an international panel
of experts.
ampus Technology Support and Use of Technology

C
for Instruction
Large-scale survey results (EDUCAUSE, 2017a) indicate the majority of faculty

rate their campus’s technology resources for working and learning as good or excel-
lent (EDUCUASE). Faculty generally express confidence in their institution’s abil-
ity to safeguard student information and research data, and over 75 percent of
faculty make use of a learning management system (LMS) to post their course syl-
labi, provide content information (e.g., handouts), and administer grades
(EDUCAUSE). Faculty report owning smartphones (97%), laptops (69%), tablets
(65%), and desktop (48%) computing devices (EDUCAUSE). Roughly half of fac-
ulty respondents feel they receive adequate information technology (IT) support for
research and scholarship.
Students continue to bring more Internet-capable device with them to campus;
98 percent of undergraduate survey respondents reported owning at least two or
three Internet-capable devices (EDUCAUSE, 2017b). Ninety-five percent of stu-
dents surveyed own a laptop, and 97 percent own a smartphone (EDUCAUSE).
About half of the students surveyed rate their school’s network performance as good
or excellent, giving mixed reviews for reliability of access to Wi-Fi in instructional
spaces, student housing, and outdoor spaces.
Learning Online Allen and Seaman (2017) report continued growth in online
learning. The growth rate in 2015 was 3.9 percent, higher than reported the previous
two years; over six million students took at least one distance course. Almost 30
percent of all students in higher education take at least one distance course; the vast
majority of these are undergraduates (Allen & Seaman). Public colleges and univer-
sities continue to provide the greatest amount of distance education. Private
non-profit institutions are providing an increased amount, while private for-profit
institutions are seeing declines in enrollment (Allen & Seaman, 2017).
While a significant majority of faculty feel online learning will make higher
education available to a larger population, roughly half do not support online degree
programs, and only 22% felt it helped students learn more effectively (EDUCAUSE,
2017a). The Horizon Report posits online, mobile, and blended learning as “foregone
conclusions” for which institutions will need integration strategies (Adams Becker
et al., 2017) to survive.
Blended Learning The combination of face-to-face instruction with online learn-
ing continues to increase in popularity. Seventy-one percent of faculty surveyed
prefer to teach using a blended learning approach (EDUCAUSE, 2017a), and 79
percent of undergraduate students surveyed prefer this approach (EDUCAUSE,
2017b).
Faculty Use of Technology for Instruction
Faculty continue to embrace digital technologies and modern classroom tools such
as LMSs and look for ways to teach using technology innovative and creative ways
(EDUCAUSE, 2017a). Most faculty respondents indicate they encourage the use of
tablets and laptops in the classroom, though it must be noted that 52 percent of the
respondents report they ban or discourage student use of smartphones in their class-
rooms (EDUCAUSE, 2017a).
Faculty are beginning to look more closely at open educational resources (OERs),
the vast majority of which are available through computer networks. Allen and
Seaman (2016) report that OER interest has increased but that it still remains low;
only around a quarter of faculty respondents indicated awareness of OERs. Barriers
to use of OERs are for the most part a lack of resources in the subject area and the
lack of a comprehensive list of possible resources (Allen & Seaman, 2016).
EDUCAUSE (2017a), however, reports that 64 percent of faculty respondents sup-
port OERs as an instructional approach.
Open educational resources have been in the news over the past year (Brown &
Green, 2017) with the US Department of Education advocating greater OER use
through its #GoOpen campaign (Office of Educational Technology, ND), which
addresses K-12 schools but has implications for all levels of public education. In the
US, OERs have become particularly interesting to faculty as they grapple with
assigning expensive, traditional textbooks. Faculty report dissatisfaction with the
high cost of textbooks, yet they are the most commonly used course resources
(Allen & Seaman, 2016). The authors continue to view OERs as promising instruc-
tional resources developed by both faculty and instructional design/technology sup-
port staff.
Student Use of Technology for Learning
As noted earlier in this section, students are bringing to campus a variety of net-
worked computing devices such as laptops and smartphones, and to a lesser extent
tablets (EDUCAUSE, 2017b). Seventy-eight percent of students surveyed are
connecting two or three devices to the campus network simultaneously

(EDUCAUSE).
Forty-one percent of undergraduate survey respondents report using a smart-
phone in most or all of their courses, and 47 percent of those students view smart-
phones as important to academic success (EDUCAUSE, 2017b). The most common
course-related uses for smartphones include communicating with other students,
communicating with instructors, taking photos of class activities and resources, and
checking grades (EDUCUASE).
Sixty-eight percent of students surveyed think their instructors use technology
adequately for course instruction. Students report that 35% of their instructors
encourage the use of student devices during class for learning purposes, and 62%
would like instructors to provide free, web-based course materials (EDUCAUSE,
2017b). Seventy-nine percent of students responding prefer blended learning envi-
ronments (EDUCAUSE).
Compared to previous years (e.g., Brown & Green, 2016), students are bringing
even more computing tools with them to campus and hoping for their greater use for
instruction. Undergraduate students, in particular, would like to see more use of
web-based resources and blended learning environments.
K-12 Education
We have primarily consulted the annual reports of Education Week, the New Media
Consortium, and Project Tomorrow as we did with previous issues and trends chap-
ters (e.g., Brown & Green, 2016; Brown & Green, 2015). The major reports we
accessed were Technology Counts 2017: Classroom Technology: Where Schools
Stand (Education Week, 2017a), The NMC/CoSN Horizon Report: 2017 K-12
Edition (Freeman, Adams Becker, Cummins, Davis, & Hall Giesinger, 2017), and
Trends in Digital Learning 2017 (Project Tomorrow & Blackboard, 2017).
Technology Counts 2017 is the 18th edition of the report published by Education
Week. The annual report focuses the use of educational technology in K-12 schools.
Although the report has shifted away from providing an overall state of educational
technology and funding of educational technology state-by-state, this year’s report
did report on the general state of classroom technology. The New Media Consortium
and the Consortium for School Networking’s (CoSN) Horizon Report examines
emerging technologies and practices in K-12 that are likely to gain use traction over
the next year to five years. The Project Tomorrow and Blackboard report is the most
recent published from the annual survey research conducted by Project Tomorrow
that focuses on students, parents, teachers, and administrator perceptions about and
use of educational technology. The 2017 Project Tomorrow and Blackboard (2017)
digital learning trends report was an analysis of data collected from 514,000 educa-
tors, students, parents, and community members in the United States. The report
focused on “the readiness of teachers to use digital tools to transform teaching and
learning” (p. 1). We outline the major findings from this report later in this section.
Funding for Technology
Determining specific levels of funding in K-12 is historically problematic because

of various reporting procedures of States and Federal agencies. It was estimated that
approximately $12 billion was spent on IT (specifically hardware, software, and
support) in K-12 during 2017 (Edtech Navigator, 2017). As of the writing of this
review, the proposed Federal budget (US Department of Education, 2017) included
requests for funding for twenty-first-century community learning centers ($1 billion
continued funding; although speculation is that this will be eliminated in 2018),
Computer Science for All ($200 million new funding), and Computer Science for
All Development Grants ($100 million new funding). These Federal programs were
in addition to the monies spent on instructional technology by the States.
Technology Availability and Use in Classrooms
Instructional technology continues to make its way into classrooms. As we reported

in last year’s review (Brown & Green, 2016), 44% of districts expected budget
increases for spending on hardware and 32% expected increases in software pur-
chases (EdNet Insights, 2016). According to EdNet Insight, the top-cited technol-
ogy initiative was wireless networks (71% of districts surveyed) followed by student
data security and privacy (65%), online assessment readiness (63%), data-driven
decision making (58%), Chromebooks (55%), and one-to-one computing (53%).
Mobile device purchase plans by grade level were laptops and Chromebooks (50%
districts surveyed) in grades 9–12, Chromebooks in grades 6–8 (56%), Chromebooks
in 3–5 (46%), and tablets in K-2 (54%). These data are corroborated by Education
Week (2017b) who reported that, “The number of laptops, tablets, netbooks, and
Chromebooks shipped annually to US K-12 schools grew by 363 percent over the
past seven years, from just over 3 million devices in 2010 to almost 14 million this
year” (para. 8). This growth is predicted to continue.
With increased access to classroom technology there has also been an increase in
use of this technology in classrooms. Education Week (2017a) cited a National
Assessment of Educational Progress Report that indicated an increase in the per-
centage of fourth and eighth grade students who indicated using a computer during
math class at least one time every few weeks. The increase was 19% for fourth grade
students and 26% for eighth grade students over the past decade. The same report
indicated that over this same decade, the use of computers in math by fourth graders
for critical thinking activities has decreased, while the use for drill and practice has
increased. This use is similar in other content areas.
In addition to increased access to hardware and software, more schools have
access to high-speed Internet connections. According to Education Superhighway
(2017), 88% of school districts have Internet connectivity of 100kps per student.
This is up from 30% of school districts in 2013. The report predicts that by 2020,
100% of districts will have 100kps per student access.
Teacher Use of Technology
Data from the Trends in Digital Learning (Project Tomorrow & Blackboard, 2017)
indicate that teachers’ use of digital content is on the rise. The report states that over
the past three years, the use of online videos for instruction has increased by 39%
(p. 4). There was a 14% increase in the use of online curriculum (p. 4). Over the past
three years, “teachers have embraced classroom cloud based tools such as G Suite
for Education and Office 365” (p. 4). In addition to using instructional technology
with students, teachers reported using technology for professional activities such as
using digital tools to create student investigations (30%), create videos or labs for
their students (18%), maintain a class blog or discussion board for their students to
share ideas (14%), and use Twitter as a professional learning tool (13%). Despite
increased access of instructional technology in classrooms, this has not necessarily
resulted in been better use (Education Week, 2017c). Education Week reported data
from the National Assessment of Educational Progress that indicated that eighth
grade math students “more commonly used classroom computers for ‘passive’
activities such as practice or review, than for ‘active’ purposes, such as researching
a math topic” (Education Week, 2017c, para. 1).
According to data from Technology Counts 2017 (Education Week, 2017b) and
results from Trends in Digital Learning (Project Tomorrow & Blackboard, 2017),
the percentage of teachers who indicate receiving formal training on effective use of
the technology has remained level over the past year. Increased numbers of teachers
reported engaging in their own professional development—especially through
online opportunities such as engaging in social media, participating in a MOOC,
watching online videos (e.g., TEDTalk), and taken an online/virtual course (Project
Tomorrow & Blackboard, 2017).
Emerging Trends to Watch in K-12
In last year’s review (Brown & Green, 2016), data from the reports we reviewed
highlighted two significant trends—online learning and personalized learning. We
reported that over 462,000 students engaged in semester-long courses during the
2014–2015 school year (Gemin, Pape, Vashaw, & Watson, 2015). We also reported
that, “Two-thirds of school principals who have implemented blended learning
models at their school say the learning process for each student is more personalized
because of that implementation” (Project Tomorrow & Blackboard, 2016, p. 3).
Reports we examined for this current review indicate that these two trends are likely
to continue. In addition to these trends, data from the reports we reviewed point to
emerging trends that are having an impact or should have an impact on K-12 teach-
ing and learning in the next five years. The trends to watch are makerspaces, com-
puter science (e.g., programming and coding), robotics, augmented reality, virtual
reality, artificial intelligence and deep learning, and the Internet of Things.
Conclusion
Over the review period, there was continued, ubiquitous use of instructional tech-
nology in corporate training, higher education, and K-12 settings. Digital content
(commercially created or instructor/teacher created) being used across all three set-
tings remained a trend as did the increased use of mobile devices. Online learning
opportunity during this review period was evident among corporate training, higher
education, and K-12. Spending on instructional technology in all three sectors
remained relatively steady despite historical uncertainties brought on by state and
federal budgets. Access to instructional technology remained high in all three sec-
tors. Online learning opportunities continued to trend in higher education and in
K-12.
All sectors examined, namely, corporate, higher education, and K-12 continue to
devote significant resources to instructional technology, and job prospects for
instructional designers, training and development specialists, and eLearning practi-
tioners remain positive.
References
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., & Ananthanarayanan,
V. (2017). NMC horizon report: 2017 higher education edition. Austin, TX: The New Media
Consortium. Retrieved from http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf.
Allen, I. E., & Seaman, J. (2016). Opening the textbook: Educational resources in U.S. higher
education, 2015–16. Babson Park, MA: Babson Survey Research Group.
Allen, I. E., & Seaman, J. (2017a). Digital learning compass: Distance education enrollment
report 2017. Babson Park, MA: Babson Survey Research Group.
Allen, I. E., & Seaman, J. (2017b). What we teach: K-12 school district curriculum adoption
process. Babson Park, MA: Babson Survey Research Group and Quahog Research Group,
LLC. Retrieve from https://www.onlinelearningsurvey.com/reports/k12oer2017/whatwe-
teach_2017.pdf
Brown, A., & Green, T. (2015). Issues and trends in instructional technology: Leveraging bud-
gets to provide increased access to digital content and learning opportunities. In M. Orey,
S. A. Jones & R. M. Branch (Eds.), Educational media and technology yearbook (Vol. 39).
New York, NY: Springer.
Brown, A., & Green, T. (2016). Issues and trends in instructional technology: Increased use of
mobile technologies and digital content to provide un-tethered access to training and learning
opportunities. In M. Orey, S. A. Jones, & R. M. Branch (Eds.), Educational media and technol-
ogy yearbook, 40. New York, NY: Springer.
Brown, A., & Green, T. (Producers). (2017). Trends and issues in instructional design, educational
technology, and learning sciences [Audio Podcast Series]. Retrieved from http://trendsandis-
sues.com/
CNN Money. (2017). Best jobs in America: CNNMoney/PayScale.com's top 100 careers with big
growth, great pay and satisfying work. Retrieved from http://money.cnn.com/pf/best-jobs/2017/
list/
Dahlstrom, E., Brooks, D. C., Grajek, S., & Reeves, J. (2015). ECAR study of students and infor-
mation technology, 2015. Louisville, CO: ECAR. Retrieved from http://net.educause.edu/ir/
library/pdf/ss15/ers1510ss.pdf
EdNet Insights. (2016). Technology landscape: Budgets, purchasing, and classroom technology.
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EdTech Navigator. (2017). 2017 education IT spend: K-12 vs. Higher ed. Retrieved from http://
www.centerdigitaled.com/navigator/numbers/2017-education-it-spend-k-12-vs-higher-ed_70.
html
Education Superhighway. (2017). Digital inequality is educational inequality. Retrieved from
https://stateofthestates.educationsuperhighway.org/2017/
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Education Week. (2017b). Data dive: Devices and software flooding into classrooms. Retrieved
from http://www.edweek.org/ew/tc/2017/data-dive-devices-and-software-flooding-into-
schools.html
Education Week. (2017c). State data: How do students actually use classroom computers?
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computers.html
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vey, 2017. Retrieved from https://library.educause.edu/~/media/files/library/2017/8/studental-
manac17.pdf
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CoSN horizon report: 2017 K–12 edition. Austin, TX: The New Media Consortium.
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ing: An annual review of policy and practice, twelfth edition. Durango, CO: Evergreen
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KeepingPace_2015.pdf.
Ho, M., (with Jones, M., Julien, T., & Brody, J.) (2016). 2016: State of the industry. Alexandria,
VA: Association for Talent Development (ATD).
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horizon report: 2016 Higher education edition. Austin, TX: The New Media Consortium.
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K-12 edition. Austin, TX: The New Media Consortium.
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open/
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gies, 2017. Gartner. Retrieved from http://www.gartner.com/smarterwithgartner/
top-trends-in-the-gartner-hype-cycle-for-emerging-technologies-2017/
Project Tomorrow & Blackboard. (2016). Trends in digital learning: How k-12 leaders are empow-
ering personalized learning in America’s schools. Speak Up 2015 Survey. Retrieved from
http://bbbb.blackboard.com/2016digitaltrendsreport
Project Tomorrow & Blackboard. (2017). Trends in digital learning: Building teachers’ capacity
and competency to create new learning experiences for students. Retrieved from http://www.
tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html
US Department of Education. (2017). Fiscal year 2017 budget summary and background
information. Retrieved from https://www2.ed.gov/about/overview/budget/budget17/
summary/17summary.pdf
Vipond, S., & Smolen, T. (2017). 2017 eLearning salary & compensation report. Santa Rosa, CA:
The eLearning Guild.
Chapter 2
Second Thoughts: Understanding
the Impact and Appropriate Use
and Non-use of Technologies
Brad Hokanson and Amie Norden
Introduction
Trends are often narrowly described in educational technology as those that directly
affect our domain, such as the use of hardware or software advances or the shift to
mobile computing. In a larger sense, trends also describe changes in how we live,
how society changes, and the resulting tides of human life. Trends are inclinations
or drifts in a particular direction, the winds of change in society. These large, subtle
trends are often illustrated or caused by our relationship with technology on a per-
sonal or societal level. They can and will have an impact on education, on educa-
tional technology, and on media use, and they must be addressed in our educational
efforts. Now the question becomes, what are you turning off? What is the value of
consciously “unplugging” from technologies? How is learning different away from
digital technology?
The Challenge
Over the last 10 years, technologies have transformed the learning landscape at a
pace and scale that make it nearly impossible to remember what learning was like
“before the Internet.” As Neil Postman wrote, “… new technologies change what
we mean by knowing and truth; they alter those deeply embedded habits of thought
B. Hokanson (*)
College of Design, University of Minnesota, St. Paul, MN, USA
e-mail: brad@umn.edu
A. Norden
University of Minnesota, Minneapolis, MN, USA
e-mail: anorden@umn.edu
© Springer Nature Switzerland AG 2019 13

R. M. Branch et al. (eds.), Educational Media and Technology Yearbook,
Educational Media and Technology Yearbook 42,
https://doi.org/10.1007/978-3-030-27986-8_2
14 B. Hokanson and A. Norden
which give to a culture its sense of what the world is like a sense of what is the
natural order of things, of what is reasonable, and of what is necessary, of what is
inevitable, of what is real” (1992).
During the last decade, online learning has experienced consistent and increasing
growth. The latest Babson survey reports that over 30 percent of higher education
students are taking at least one distance education course (2017). Online learning
and distance education are no longer curiosities but are firmly entrenched with their
technological “feet” firmly planted on the inner courtyard of higher education
institutions.
Presently, we have built and enthusiastically embraced a range of technologies
that shape our work, our communication, and our thinking. They are not merely
conveyors of information but change our thinking and habits. The predictions of
McLuhan regarding earlier technologies are still applicable and perhaps even more
evident: “The medium is the message because it is the medium that shapes and
controls the scale and form of human association and action” (McLuhan, 1964,
p. 9).
We find ourselves grappling with the unintended consequences of the creations
of Facebook, artificial intelligence, human genetic engineering, and the predomi-
nance of technology in education. The unforeseen impacts of mobile computing and
Internet access are being widely recognized. Technology has even been described,
in some instances, as an addiction: a monster of our own making. “The question is:
Will we sail through safely or will we, like Victor Frankenstein, witness ‘destruction
and infallible misery’?” (Biggle, 2017). Questions and doubts about the assumed
value of technology are like a rising tide.
For example, the shift to online shopping is being blamed for the decline of
brick-and-mortar stores and shopping malls. Is the same type of phenomenon occur-
ring in the case of universities? Clayton Christensen and Eyring (2011) of Harvard’s
Business School described how universities can reduce their infrastructure burden
through online learning, which is less dependent on brick-and-mortar buildings.
Very recently, the University of Maine announced plans to demolish some buildings
and reduce its brick-and-mortar footprint due to increased online courses. Per
Postman (1992): “New technologies compete with old ones--for time, for attention,
for money, for prestige, but mostly for dominance of their world view” (p. 16).
The newest trend in educational technology is not seen in the media coverage of
the newest and latest gadget or app, nor is it heavily marketed software or hardware.
Paradoxically enough, it may or may not have been observed at the most recent
Consumer Electronics Show, but it could have been present. It is not augmented
reality, big data, mobile learning, gamification, or personalized instruction. In fact,
it is not online at all: it is “non-line.” It is not the newest turn on, but rather the act
of turning off.
Individuals are reacting to the overabundance of technology in their lives by
turning things off, killing their social media accounts, or seeking live music. This
could be described as a generalized reaction to the over use of technology in our
lives. A recognition of this is evident in our own personal experiences: the proof is
in our actions.
2 Second Thoughts: Understanding the Impact and Appropriate Use and Non-use… 15
We all may have second thoughts about digital technologies in our own lives,
looking for more in-person conversations, for quiet time to read on airplane flights,
and going so far as installing software to block habitual use of browsers, email, and
social media. This trend may be a reaction to the over-selling of social media and
Internet technology. Social media growth has hesitated, privacy concerns, with peo-
ple leaving social media, and hacking/manipulation by digital agents in every corner
of the globe.
Mobile phones have had a most significant effect. The ubiquity of mobile technol-
ogy is being recognized as detrimental, bringing new rules, social norms, and inter-
personal connections. Phone-free family dinners are highlighted in television ads,
and movie theatres make announcements about silencing phones. Even undergradu-
ates have observed the social awkwardness of everyone in a small group pulling out
their phones when the conversation lags, a situation known as “phubbing” or the act
of snubbing someone in favor of your phone. This is a trend we see and live.
The art of conversation has suffered; as in-person has languished, verbally chat-
ting via mobile phone has flourished. Carrying on a conversation in person is an
unusual skill these days. This illustrates the de-skilling that has occurred in our-
selves and our students. In-person experiences are less real and more mediated.
They are not “real” unless posted on Instagram or Facebook.
People are actively making choices and limiting their interaction with media,
limiting use and activity. This will also affect the effectiveness of digital technology
in higher education. It can also be seen in the choices faculty and students make
with regard to learning.
Recent NMC Horizon Reports on technological trends are generally accurate,
but they deal mostly with hardware and not with some of the social issues of the
field. McLuhan’s contention was that new technologies themselves are not the most
important aspect of their adoption; the most important is the change in how we act
and think. They change what is possible and how it is done.
Education
Organizations, faculty, and students all weigh educational access choices in different
ways. Universities and colleges often make pragmatic choices regarding online
education with a focus on geographical access, facility limits, and tuition revenue.
For example, the University of Central Florida has cited online courses as a way to
alleviate campus parking problems (Zaragoza, 2010).
Choices for online education are often made on the basis of cost, convenience,
scale, and repeatability, but not on the basis of quality or engagement. The choices
organizations make to operate and in the choices of individuals are administrative
guiding the future use of digital technology. On the other hand, ensuring the qualita-
tive aspects of student learning is often vested with the faculty or instructional
designers. The premise is that online or hybrid courses should be comparable to
in-person sessions.
In 1999, Ertmer published an examination of how educational technology had

been adopted and used in education. They characterized two forms of impediments
to educational technology, termed first- and second-order obstacles. First-order
obstacles were objective: costs, hardware limitations, and the like. Second-order
obstacles were more subjective; many faculty chose not to teach online or to inte-
grate technology in their courses. An assumption was that as the faculty evolved,
there would be greater use of technology in teaching. It continues to be the human
choices that most strongly influence the use of educational technology, and not the
specific technologies.
The expression of agency continues to be evident in education in how faculty
chose to use, promote, and explore educational technology. Notably, in a recent
study by EDUCAUSE Center for Analysis and Research (Pomerantz & Brooks,
2017), even skilled and experienced faculty were choosing not to fully base their
teaching in the online world. They are preferring a balance between the classroom
and the virtual space, even while the use of online education continues to grow.
They are beginning to be mindful of the use of technology in teaching.
Most current faculty have the capability for online teaching, and many are choos-
ing to not teach online, but are selecting technology that is appropriate. There
remains a desire for in-person communication and engagement, a sentiment often
shared by our students. There remains a question among faculty: Would you hire a
candidate for a faculty position who has earned an online degree? Is that a consistent
choice even with equivalent qualifications? If online communication is so effective,
why is it that everyone still conducts face-to-face interviews?
Learning, of course, is more than the distribution and retention of information.
The learning process involves all sorts of affective components, not the least of
which is the social interactions that occur in-person and on campus. The social con-
tract of the classroom is known to be an effective incentive to improving learning.
Effectiveness
Unfortunately, in many cases, students take online classes for less than positive
reasons. They are making choices influenced by convenience, in not having to travel
to class and in having a more flexible schedule. They may also be selecting online
courses to avoid the structure and interaction of an in-person class, or they may
choose an online course because it seems an easier and less effortful option. By this
choice, certain affordances of face-to-face courses are lost: the engagement and
social contract of attending a class with others, the commitment to a given regimen,
and the richer information of a personal experience.
While many residential colleges tout the value of an on-campus and in-person
education, there are changes in the online world that illustrate some of the same
values. Other educational institutions are making the choice to not accept the axiom
“learning at any time, any place” by convening online classes at a specific time.
2 Second Thoughts: Understanding the Impact and Appropriate Use and Non-use… 17
Philosophically, this could mean a recognition of the value of a group engagement

at a common time, the useful pull of a social contract, and the immediate and rich
nature of the full class that is not met (literally or figuratively) through a chat room.
Colleges are placing more emphasis on the full college experience and on campus
life. They argue for face-to-face classes as having more presence. There is recogni-
tion of the value of real experiences in making, travel, and faculty-student
interaction.
In perhaps the most telling example, the Harvard Business School has begun to
hold its online courses in a synchronous manner. They have recognized the value of
holding class and discussion at a particular time, and the translation of their well-
known Socratic process necessitates a live performance. It is “learning at any time,
any place” but a more controlled and structured event called HBSX (Harvard
Business School, 2018).
Instructional faculty do recognize that online classes may not be as effective at
motivating and keeping students connected and engaged. There is a lack of connect-
edness with solely online offerings. Teaching online, faculty do not engage with
students as much; it is still a skill that needs developing in many instructors.
Assignments must be built to connect with them as a person and between learners,
and these assignments need to take advantage of the richness of physical interaction.
In the online class, it is just the learner and the screen, but it can be so much more.
Directions
What lessons can we learn from the new reticence toward online tools and ubiqui-
tous computing? There are efforts that those involved in educational technology can
make given the recognition that technology use is being challenged and restrained.
First, instructional design must be more mindful in the selection of technology in
education, as opposed to the “more is better” approach. The inherent affordances,
good and bad, between online, hybrid, and non-line must be recognized. Instructional
design must also avoid the tendency to use single media for learning and accept a
broader definition of “hybrid.”
Second, the value of synchronous education needs to be recognized, whether as
a broadcast model or for live, interactive learning. Newer technologies have the
capability to engage learners in both a synchronous and an asynchronous manner.
Finally, more focus must be on active, grounded and embodied education with
learners experiencing, engaging, and interacting in-person, with results uploaded
through technology. Digital images and videos can capture complex performances
and can present, for example, mold growth in remote student biology experiments.
Music or dance lessons can be synchronous around the world as they are business
meetings. And the exploration of the Arctic or the Amazon can be connected with
students elsewhere, or the students can do the traveling independently and report
their activities online as well.
How we choose to use and to not use the technologies at hand can create a richer
online educational experience, as well as a broad range of possible learning experi-
ences for our students.
References
Biggle, A. (2017). What can be done about our modern day Frankensteins? Retrieved January 3,
2018 from https://theconversation.com/
Christensen, C. M., & Eyring, H. J. (2011). The Innovative University: Changing the DNA of
higher education from the inside out. San Francisco, CA: Wiley.
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technol-
ogy integration. Educational Technology Research and Development, 47(4), 47–61.
Harvard Business School. (2018). Engage with global business leaders—In real time. Retrieved
from https://hbx.hbs.edu/learning-platforms/hbx-live
McLuhan, M. (1964). Understanding media, the extensions of man. Cambridge, MA: MIT Press.
Pomerantz, J., & Brooks, D. C. (2017). ECAR study of faculty and information technology, 2017.
Research report. Louisville, CO: Educause Center for Analysis and Research.
Postman, N. R. (1992). Technopoly: The surrender of culture to technology. New York: Vintage/
Random House.
Zaragoza, L. (2010, August 26). UCF online classes: Many students hardly need to set
foot on campus. Retrieved January 22, 2018 from https://today.ucf.edu/ucf-online-
classes-many-students-hardly-need-to-set-foot-on-campus/
Another random document with
no related content on Scribd:
llorar hasta el tintero. ¡Qué hubiera sido de mí sin la pensión que me
dio durante tres años el señor de Araceli, y sin el favor de personas
generosas como usted y otras, a quienes viviré eternamente
agradecido!... Pero me callo, positivamente me callo, porque s
hablando siguiera...
—Una persona de tantas tretas como usted —manifestó Jenara
poco atenta a las lamentaciones del curial— puede ingeniarse para
que yo vea satisfecho mi deseo. Estoy segura de no queda
descontenta.
—En estos tiempos, señora, ¿quién es el guapo que puede dar una
seguridad? ¿No ve usted que todo está sujeto al capricho?
Jenara, vagamente distraída, contemplaba el cefalópodo formado
por la humedad sobre el retrato del Monarca. De repente sonaron
golpes en la puerta, y una voz gritó:
—El señor presidente.
—Con perdón de usted, señora —dijo levantándose—. Ya está ah
ese Judas Iscariote. Tengo que ir al despacho.
El licenciado salió un momento como para curiosear, y al poco rato
volvió corriendo con su pasito menudo y vacilante.
—Señora —dijo a su amiga en tono de alarma—. Con Chaperón ha
entrado el señor Garrote, su digno esposo de usted.
—¡Jesús, María y José! —exclamó la dama llena de turbación—
Me voy, me voy... Señor Lobo, ¿por dónde salgo de modo que no
encuentre...?
—Por aquí, por aquí... —manifestó el curial guiándola fuera de la
pieza por oscuros pasillos, donde había alcarrazas, muebles viejos y
esteras sin uso...—. No es muy bueno el tránsito; pero saldrá usted a
la calle de los Autores sin tropezar con bestias cornúpetas grandes n
chicas.
—Ya, ya veo la salida... Adiós; gracias, señor Lobo. Vaya usted
luego por mi casa —dijo la señora recogiéndose la falda para anda
más ligera.
Al poner el pie en el callejón, pasaba por delante de ella, tocándola
una figura imponente y majestuosa.
Cruzáronse dos exclamaciones de sorpresa.
—¡Señora!
—¡Padre Alelí!...
Era un fraile de la Merced, alto, huesudo, muy viejo, de vacilante
paso, cuerpo no muy derecho, y una carilla regocijada y con visos de
haber sido muy graciosa, la cual resaltaba más sobre el hábito blanco
de elegantes pliegues. Apoyábase el caduco varón en un palo, y a
andar movía la cabeza, mejor dicho, se le movía la cabeza, cual si su
cuello fuera, más que cuello, una bisagra.
—¿A dónde va el viejecito? —le dijo la señora con bondad.
—¿Y usted de dónde viene? Sin duda de interceder por algún
desgraciado. ¡Qué excelente corazón!
—Precisamente de eso vengo.
—Pues yo voy a la cárcel a visitar a los pobres presos. Dicen que
han entrado muchos ayer. Ya sabe usted que auxilio a los condenados
a muerte.
—Pues a mí me ha entrado el antojo de visitar también a los presos
—¡Oh magnánimo espíritu!... Vamos, señora... Pero, tate, tate; no
mueva usted los piececillos con tanta presteza, que no puedo seguirla
Estoy tan gotoso, señora mía, que cada vez que auxilio a uno de estos
infelices, me parece que veo en él a un compañero de viaje.
Después de recorrer medio Madrid con la pausa que la andadura de
su paternidad exigía, entraron en la cárcel. Al subir por la inmunda
escalera, la dama ofreció su brazo al anciano, que lo aceptó
bondadosamente, diciendo:
—Gracias... Si estos escalones fueran los del cielo, no me costaría
más trabajo subirlos... Gracias; se reirán de esta pareja; ¿pero qué nos
importa? Yo bendigo este hermoso brazo que se presta a servir de
apoyo a la ancianidad.
XX
Chaperón entró en su despacho con las manos a la espalda, los

ojos fijos en el suelo, el ceño fruncido, el labio inferior montado sobre
su compañero, la tez pálida y muy apretadas las mandíbulas, cuyos
tendones se movían bajo la piel como las teclas de un piano. Detrás
de él entraron el coronel Garrote (de ejército) y el capitán de
voluntarios realistas Francisco Romo, ambos de uniforme. En e
despacho aguardaba, perezosamente recostado en un sofá de paja, e
diestro cortesano de 1815, Bragas de Pipaón.
A tiro de fusil se conocía que el insigne cuadrillero del absolutismo
estaba sofocadísimo por causa de reciente disgusto o altercado. ¡Ay
de los desgraciados presos! ¡Si los diablillos menores temblaban al ve
a su Lucifer, cómo temblarían los reos si le vieran!
Garrote y Romo no se sentaron. También hallábanse agitados.
—No volverá a pasar, yo juro que no volverá a pasar —dijo
Chaperón dando una gran patada—. ¡Por vida del Santísimo
Sacramento!..., vaya un pago que se da a los que lealmente sirven a
trono.
Hubiérase creído que la estera era el trono, a juzgar por la furia con
que la pisoteaba el gran esbirro.
—Todavía —añadió mirando con atónitos ojos a sus amigos— le
parece que no hago bastante, que dejo vivir y respirar demasiado a los
liberales. ¿Ha se visto injusticia semejante? «Señor Chaperón, usted
no hace nada; señor Chaperón, las conspiraciones crecen y usted no
acierta a sofocarlas. Los conspiradores le tiran de la nariz y usted no
los ve...». «Pero señor Calomarde, ¿me quiere usted decir cómo se
persigue a los liberales, a los comuneros, a los milicianos, a los
compradores de bienes nacionales, a los clérigos secularizados, a
toda la canalla, en fin? ¿Puede hacerse más de lo que yo hago?
¿Cree usted que esa polilla se extirpa en cuatro días?...». Pues que
no: que para arriba y para abajo, que yo soy tibio, que soy benigno
que dejo hacer, que no tengo ojos de lince, que se me escapan los
más gordos, que me trago los camellos y pongo a colar los mosquitos
Y vaya usted a sacarlos de ahí. Convénzales usted de que no es
posible hacer otra cosa, a menos que no salgamos a la calle con una
compañía y fusilemos a todo el que pase... Esta misma noche he de
procurar ver a Su Majestad y decirle que si encuentra otro que le sirva
mejor que yo en este puesto, le coloque en lugar mío. Francisco
Chaperón no consentirá otra vez que don Tadeo Calomarde le llame
zanguango.
—No hay que tomarlo tan por la tremenda —dijo Garrote con su
natural franqueza, apoyándose en el sable—. Si el ministro y el rey se
quejan de usted, me parece injusto... Ahora, si se quejan de la
organización que se ha dado a la Comisión militar, me parece que
están acertados.
—Eso, eso es —afirmó Romo sin variar su impasible semblante.
—No lo entiendo —dijo don Francisco.
—Es muy sencillo. Las Comisiones están organizadas de tal modo
que aquí se eternizan las causas. Papeles y más papeles... Los presos
se pudren en los calabozos... ¡Demonio de rutina! Para que esto
marchara bien, sería preciso que los procedimientos fueran más
ejecutivos, enteramente militares, como en un campo de batalla... ¿Me
entiende usted?... ¿Se quiere arrancar de cuajo la revolución? Pues no
hay más que un medio. (Al decir esto se puso en el centro de la sala
accionando como un jefe que da órdenes perentorias). A ver, tú: ¿has
conspirado contra el gobierno de Su Majestad? Pues ven acá... Ea
fusilarme a esta buena pieza. A ver, tú: ¿has gritado «Viva la
Constitución»? Ven acá, te vamos a apretar el gaznate para que no
vuelvas a gritar... Y tú, ¿qué has hecho? ¿Compraste bienes del clero?
Diez años de presidio... Y nada más. Entonces sí que se acababan
pronto las conspiraciones. Juro a usted que no se había de encontra
un revolucionario, aunque lo buscaran a siete estados bajo tierra.
Chaperón hundía la barba en el pecho, acariciándosela con su
derecha mano.
—Lo que dice el amigo Navarro —afirmó Romo— no tiene vuelta de
hoja. Nosotros los voluntarios realistas hemos salvado al rey. Los
franceses no habrían hecho nada sin nosotros. Somos el sostén de
trono, las columnas de la fe católica. Pues bien: dígase con franqueza
si tenemos las preeminencias que nos corresponden. Los liberales nos
insultan y no se les castiga.
Chaperón hizo un brusco movimiento. Iba a responder.
—Quiero decir que no se les castiga como merecen —añadió e
voluntario realista—. En vez de tener absoluta confianza en nosotros
se nos quiere sujetar a reglamentos como los de la Milicia nacional
Nos miran con desconfianza..., ¿y por qué? Porque no permitimos que
se falte al respeto a Su Majestad y a la fe católica; porque estamos
siempre en primera línea cuando se trata de sofocar una rebelión o de
precaverla. Nuestro criterio debiera ser el criterio del gobierno. ¿Y cuá
es nuestro criterio? Pues es ni más ni menos que exterminio absoluto
no perdonar a nadie, cortar toda cabeza que se levante un poco
aplacar todo chillido que sobresalga. ¡Ah, señores!, si así se hiciera
otro gallo nos cantara. Pero no se hace. Aunque el señor Chaperón se
enfade, yo repito que hay lenidad, mucha lenidad; que no se castiga a
nadie; que las causas se eternizan; que dentro de poco los negros han
de reírse en nuestras barbas; que así no podemos vivir; que peligra e
trono, la fe católica... Y no lo digo yo solo: lo dice todo el instituto de
voluntarios realistas, a que me glorio de pertenecer... Y estamos
trinando, sí, señor Chaperón, trinando porque usted no castiga como
debiera castigar.
El hombre oscuro emitió su opinión sin inmutarse, y las palabras
salían de su boca como salen de una cárcel los alaridos de dolor sin
que el edificio ría ni llore. Tan solo al fin, cuando más vehemente
estaba, viose que amarilleaba más el globo de sus ojos y que sus
violados labios se secaban un poco. Después pareció que seguía
mascullando, como en él era costumbre, el orujo amargo de que
alimentaba su bilis.
—Todo sea por Dios —dijo Chaperón, alzando del suelo los ojos y
dando un suspiro—. ¡Y de tantos males tengo yo la culpa!... Ya verán
quién es Calleja.
Diciendo esto se encaminó a la mesa. Ya el licenciado Lobo
ocupaba en ella su puesto.
—A ver, despachemos esas causas —dijo al leguleyo.
—Aquí tenemos algunas —repuso Lobo poniendo su mano sobre
un montón de infamia— a las que no falta sino que vuecencia falle.
—A ver, a ver. Con bonito humor me cogen. Vamos a prepararle su
trabajo al fiscal.
Lobo tomó el primer legajo y dijo:
—Número 241. Esta es la causa de aquel comunero que propuso
establecer la república.
—Horca —dijo Chaperón prontamente y con voz de mando, como
un oficial que a las tropas dice «¡fuego!»—. Sea condenado a la pena
ordinaria de horca.
—Número 242 —añadió Lobo tomando otro legajo—. Causa de
Simón Lozano por irreverencias a una imagen de la Virgen.
—Horca —gruñó Chaperón, cual si se le pudriera la palabra en e
cuerpo—. Adelante.
—Número 243. Causa de la mujer y de la hija de Simón Lozano
acusadas de no haber delatado a su marido.
—Diez años de galera.
—Número 244. Causa de Pedro Errazu, por expresiones
subversivas en estado de embriaguez.
—El estado de embriaguez no vale. ¡Horca! Añada usted que sea
descuartizado.
—Número 245. Causa de Gregorio Fernández Retamosa, por habe
besado el sitio donde estuvo la lápida de la Constitución.
—Diez años de presidio... No, doce, doce.
—Número 246. Causa de Andrés Rosado, por haber exclamado
«¡Muera el rey!».
—Horca.
—Número 247. Causa del sargento José Rodríguez, por habe
elogiado la Constitución.
—Horca.
—248. Causa de su compañero Vicente Ponce de León, por habe
permanecido en silencio cuando Rodríguez elogió la Constitución.
—Diez años de presidio, y que asista a la ejecución de Rodríguez
llevando al cuello el libro de la Constitución, que quemará el verdugo.
—249. Causa de don Benigno Cordero y de su hija Elena Cordero
por conspiración...
—¡Alto! —gritó una voz desde el otro extremo de la sala.
Era la de Pipaón, que se adelantó extendiendo su mano como una
divinidad protectora.
—Si es criminal perdonar al culpable, criminal es, criminalísimo
condenar al inocente —dijo con énfasis—. Yo me opongo, y mientras
tenga un hálito de vida alzaré mi voz en defensa de la inocencia.
—Vaya, recomendación habemos —observó Garrote riendo—. Eso
no puede faltar en España. Favorcillo, amistades, empeños... Mientras
tengamos eso, no habrá justicia en nuestro país... ¡Recomendación
Yo empezaría por ahorcar esa palabra. Me repugna.
—No se trata aquí de recomendar a un amigo a la generosidad de
don Francisco —dijo el cortesano poniéndose rojo de tanto énfasis—
Es que la inocencia de don Benigno está ya tan clara como la diáfana
luz del día. ¿Le consta a usted que no?
—A mí no me consta nada —repuso Navarro alzando los hombros
—. Si no le conozco... Pero me ha llamado la atención una cosa, y es
que se han sentenciado en este mismo momento varias causas po
desacato, por exclamaciones, por besos, por sacrilegio, sin que
hayamos oído una voz que se interese por los criminales; pero
aparece una causa de conspiración (al decir esto dio una gran
palmada), y en seguida vemos venir la recomendación. Si no hay
gente más feliz que los conspiradores... Yo no sé cómo se las
componen, que siempre encuentran amigos.
—Hablemos claro —dijo el cortesano tragando saliva—. Yo no
recomiendo a un conspirador: solamente afirmo que el señor Cordero
no ha conspirado jamás. ¿No está el señor Chaperón convencido de
ello? ¿No se ha demostrado que los verdaderos culpables son otros?
—Este es un caso extraño —afirmó don Francisco—. Cierto es que
los Cordero son inocentes.
—Bueno, si hay realmente inocencia, no digo nada —objetó
sonriendo Navarro—. Pero es particular que solo los que conspiran
resultan inocentes.
—Solo los que conspiran —añadió Romo en tono del más perfecto
asentimiento.
—¿Pues qué? —dijo Pipaón con mayor dosis de énfasis y
encarándose con el voluntario realista—. ¿No será usted capaz de
sostener que nuestro amigo don Benigno y su hija son inocentes de
crimen que les imputó un delator desconocido?
Romo miró a todos, uno tras otro, impasiblemente. Jamás había su
rostro aparecido más frío, más oscuro, de más difícil definición que en
aquel instante. Era como un papel blanco, en cuya superficie busca en
vano la observación una frase, una línea, un rasgo, un punto.
—Bien conocen todos —dijo con tranquilo tono— mi carácter leal
mi amor a la veracidad. Para mí la verdad está por encima de todos
los afectos, hasta de los más sagrados. Soy así y no lo puedo
remediar. ¿Por qué me llaman los compañeros el voluntario de
bronce? Porque soy como de bronce, señores: a mí no hay quien me
tuerza, ni me doble, ni me funda. ¿Se trata de una cosa que es
verdad? Pues verdad y nada más que verdad. (Romo hizo tal gesto
con el dedo índice, que parecía querer agujerear el suelo). Si mi padre
falta y me lo preguntan, digo que sí. No significa esto que sea
insensible, no. Yo también tengo mis blanduras. Soy de bronce, y
tengo mi cardenillo... (El hombre duro y lóbrego se conmovía). Yo
también sé sentir. Bien saben todos que quiero mucho a don Benigno
Cordero. Bien saben todos que trabajé porque volviera a Madrid. Pues
bien, supongamos que me preguntan ahora si creo que don Benigno
Cordero conspiraba. Yo responderé... que no lo sé.
Díjolo de tal modo, que dudando afirmaba. Lo que el hombre de
bronce llamaba su cardenillo, si para él era un afecto, para los demás
podía ser un veneno.
—¡Que no lo sabe! —exclamó Pipaón con ira—. Por fuerza usted ha
perdido el juicio.
—No lo sé —repitió el voluntario mirando al suelo—. Si no lo sé
¿por qué he de decir que lo sé, faltando a mi conciencia? ¿Qué
importan mis afectos ante la verdad? Yo cojo el corazón y lo cierro
como se cierra un libro prohibido, y no lo abro aunque me muera...
porque no tengo que fijar los ojos más que en la verdad..., y la verdad
es antes que nada, y maldito sea el corazón si sirve para apartarnos
de la verdad.
—El amigo Romo —dijo Navarro— nos da un ejemplo de honradez
que es muy raro y tendrá muy pocos imitadores.
—Pues yo —afirmó Pipaón subiendo todavía algunos puntos en la
escala de su énfasis— digo que si la verdad está sobre el corazón, la
caridad está sobre la verdad... Pero no necesitan los Cordero implora
la caridad, sino alegar su derecho, porque son inocentes. Señor don
Francisco Chaperón, ¿no cree usted que son inocentes?
—Yo creo que sí —replicó el presidente con acento de convicción
—. El delito que a ellos se imputaba ha sido cometido por otras
personas. Así consta por declaración de los mismos reos. La delación
ha sido equivocada.
—¿Lo ven ustedes? —dijo Bragas rompiéndose las manos una con
otra.
—Por lo que veo, el delito no desaparece —indicó Garrote—. Lo
que hay es un cambio de delincuente.
—Eso es, sustitución de delincuente.
—¿Y se castigará? —preguntó con incredulidad el coronel de
ejército de la fe.
—¡Bueno fuera que no!... ¿Estamos en Babia?... A fe que tengo hoy
humor de blanduras. Siga usted, Lobo.
—Causa de don Benigno Cordero...
Chaperón meditó un rato. Después, tomando un tonillo de
jurisconsulto que emite parecer muy docto, habló así:
—Absolución. Solamente les condeno a dos meses de cárcel, po
no haber denunciado las visitas de Seudoquis al piso segundo de su
misma casa.
—¡Qué bobería! —murmuró por lo bajo Pipaón, arqueando las
cejas.
—Número 251. Causa de don Ángel Seudoquis —cantó e
licenciado.
—Diez años de prisión y pena de degradación militar, por no habe
dado parte a la autoridad de la llegada de su hermano a Madrid... Las
cartas que se le han encontrado son amorosas... No hay la meno
alusión a cosas políticas. Adelante.
—Número 252. Causa de Soledad Gil de la Cuadra y de Patricio
Sarmiento.
—Es la más rara que se ha conocido en esta Comisión.
—Sí, la más rara —añadió Romo—, porque presenta un caso nunca
visto, señores; el caso más admirable de abnegación de que es capaz
el espíritu humano. Figúrense ustedes una joven inocente que po
salvar a dos personas que le han hecho favores se declara culpable..
Mentira pura..., una mentira sublime, pero mentira al fin.
—Abnegación —indicó Chaperón con cierto aturdimiento—. ¿Qué
entendemos nosotros de eso? Cosas del fuero interno, ¿no es verdad
Lobo? Al grano, digo yo; es decir, a los hechos y a la ley. El delito es
indudable. La prueba es indudable. Tenemos un reo convicto y
confeso. Caiga sobre él la espada inexorable de la justicia, ¿no es
verdad, Lobo?
El licenciado no decía nada.
—Pero aparecen ahí dos personas —dijo Navarro.
—Una joven y un viejo tonto. Ella parece la más culpable. De
mentecato de Sarmiento no debemos ocuparnos. Sería gran mengua
para este tribunal.
—Si tras de lo desacreditado que está —dijo Navarro con sorna—
da en la flor de soltar a los cuerdos y ajusticiar a los imbéciles...
—Nada, nada. Adelante —manifestó Chaperón con impaciencia—
Despachemos eso.
—Soledad Gil —cantó Lobo.
—Pena ordinaria de horca. Y sea conducido don Patricio a la casa
de locos de Toledo. Esto propondré a la Sala pasado mañana.
Miró a sus amigos con expresión de orgullo, semejante a la que
debió tener Salomón después de dictar su célebre fallo.
—Me parece bien —afirmó Garrote.
—Admirablemente —dijo Pipaón, tranquilizado ya respecto a la
suerte de sus amigos, y fiando en que le sería fácil después librarles
de los dos meses de cárcel.
—Y yo digo que habrá no poca ligereza en el tribunal si aprueba
eso —insinuó con hosca timidez Romo.
—¡Ligereza!
—Sí; averígüese bien si la de Gil de la Cuadra es culpable o no.
—Ella misma lo asegura.
—Pues yo la desmentiré, sí, señor, la desmentiré.
—Este es un hombre que no duerme si no ve ahorcados a sus
amigos.
—Aquí no se trata de amigos —afirmó Romo con cierto calor que se
podía tomar por rabia—. Yo no tengo amigos en estas cuestiones; yo
no soy amigo de nadie, más que del rey y de la sacratísima fe católica
Romo, el voluntario de bronce, solo tiene amistades con la justicia y
con la verdad. Y ya que hablamos del señor Cordero, digo que dejé de
frecuentar su casa desde que vi en ella ciertas cosas.
—¿Qué ha visto usted? —preguntó vivamente el cortesano, tan
sofocado por su enojo como por su collarín metálico, que le
condenaba elegantemente a garrote.
—No tengo para qué decirlo ahora —repuso el voluntario volviendo
la espalda—. Está sentenciada la causa; ¿para qué añadir una palabra
más?
—Me parece —dijo Bragas en tono de sarcasmo— que el amigo
Romo está durmiendo y ve visiones, como las veía el que delató a
nuestros amigos.
—¿Se sabe quién los ha delatado? —preguntó Navarro a
presidente de la Comisión—. ¿Es persona que merece crédito?
—Dos individuos de nuestra policía. Generalmente obran po
indicaciones de personas afectas a Su Majestad.
—Esas personas son entonces los verdaderos denunciadores.
—En efecto, esas son —dijo Romo—. A esas personas hay que
agradecer el expurgo que se está haciendo, y al cual deberá su
tranquilidad el reino. ¿Quién se atrevería a vituperar a los médicos
porque dijeran: «Córtese usted ese dedo que está gangrenado»?
—Pues si aquí no ha habido una mala inteligencia, ha habido una
infame intención —replicó Bragas firme en su puesto—. Mi amigo
Cordero ha sido víctima de una venganza.
—Usted no sabe lo que dice —afirmó Romo con desprecio—. En
las oficinas del Consejo y en los gabinetes de las damas se entenderá
de intrigar, de entorpecer la marcha de la justicia; pero de purificar e
reino, de hacer polvo a la revolución...
—¿Y cómo se purifica el reino? ¿Atropellando a la inocencia
condenando a un hombre de bien por la delación de cualquie
desconocido?
—Repito que usted no sabe lo que habla —dijo Romo, presentando
en su rostro creciente alteración, que le hacía desconocido—. Los que
pasan la vida enredando para poner en salvo a los mayores
delincuentes; los que se entretienen en escribir billetes de
recomendación para favorecer a todos los pillos, no entienden n
entenderán nunca la rectitud del súbdito leal que en silencio trabaja
por su rey y por la fe católica. Mírenme a la cara (el señor Romo
estaba horrible), para que se vea que sé afrontar con orgullo toda
clase de responsabilidades. Y para que no duden de la verdad de una
delación por suponerla oscura, se aclarará, sí, señores, se aclarará..
Mírenme a la cara (cada vez era más horrible); yo no oculto nada
Para que se vea si la delación de Cordero es una farsa, declaro que la
hice yo.
Al decir yo, diose un gran golpe en el pecho, que retumbó como una
caja vacía. Brillaban sus ojos con extraño fulgor desconocido; se había
transfigurado, y la cólera iluminaba sus facciones, antes oscuras. E
lóbrego edificio donde jamás se veía claridad, echaba por todos sus
huecos la lumbre amarillenta y sulfúrea de una cámara infernal
Haciendo un gesto de amenaza, se expresó así:
—El que sea guapo que me desmienta.
Y salió sin añadir una palabra. Pipaón, que era hombre de muy
pocos hígados, como se habrá podido observar en otras partes de
esta historia, se quedó perplejo; pero afectaba la indecisión de un
valiente que medita las atrocidades que ha de hacer. Chaperón dijo:
—No se decida nada sobre esas dos causas. Quédense para otro
día.
Un diablillo menor entró muy gozoso, diciendo a su jefe:
—Acabamos de recibir una gran noticia de la Superintendencia
Rafael Seudoquis ha sido preso en Valdemoro. Esta noche llegará a
Madrid.
—¡Suceso providencial! —exclamó don Francisco con júbilo—
Cayó el principal pez. Vea usted, señor Pipaón, de qué manera vamos
a salir pronto de dudas. Sobre ese sí que no habrá dimes y diretes
Apunte usted, Lobo... Horca, ¡tres veces horca!
—Saldremos de dudas —indicó Pipaón, decidiéndose a aflojar la
hebilla de su collarín metálico, cuya presión se le hacía insoportable—
Ese hombre es la providencia de mis amigos.
XXI
Decir cuánto padeció el magnánimo espíritu del presidente de la

Comisión militar en aquellos días, fuera imposible. Había en el fondo
muy en el fondo de su alma, perdido entre el légamo de abominables
sentimientos, un poco de equidad o rectitud. Verdad es que esta virtud
era un diminuto corpúsculo, un ser rudimentario, como las moneras de
que nos habla la ciencia; pero su pequeñez extraordinaria no
amenguaba la poderosa fuerza expansiva de aquel organismo, y a
veces se la veía extenderse tratando de luchar en las tinieblas con e
cieno que la oprimía, y de abrirse paso por entre la masa de hierbas
inmundas y groseras existencias que llenaban todo el vaso de la
conciencia chaperoniana.
Convencido de la inocencia de Cordero y de su hija, don Francisco
sentía que la monera de su alma le gritaba con vocecita cas
imperceptible que les pusiera en libertad. Sus compañeros de
Comisión, aunque generalmente deliberaban y votaban por fórmula
dejándole a él toda la gloria de la iniciativa (y reservándose solo los
sueldos), opinaban también que Cordero debía ser absuelto. Los
últimos escrúpulos de don Francisco se disiparon con las
declaraciones de Rafael Seudoquis, el cual, si al principio se mostró
reservado, después, por la virtud de un hábil interrogatorio capcioso
echó gran luz sobre el suceso de las cartas, dejando ver la
inculpabilidad absoluta del tendero de encajes y de su hija.
La declaración de Soledad, la de Seudoquis, la opinión de todos los
individuos de la Comisión militar, las gestiones del habilidoso Bragas y
su propia conciencia (guiada esta vez por el mísero corpúsculo que
crecía en el fondo de ella), decidieron a don Francisco a firmar la
orden de excarcelación, novedad inaudita en aquellas diabólicas
regiones, cuya semejanza con el infierno se completaba por la
imposibilidad de que salieran los que entraban.
Pero aquí comenzaron las tribulaciones del funcionario absolutista
(y no es forzoso ponernos de su parte), porque el mismo día en que
dictara la excarcelación recibió tales vejaciones y desaires de sus
amigos los voluntarios realistas, que estuvo a punto de reventar de
cólera, aunque la desahogaba con votos y ternos, asociando la vida
del Santísimo Sacramento a todas las picardías habidas y por haber
Al ir por la mañana al tribunal para oír misa, vio un pasquín infamante
en la esquina de la parroquia de San Nicolás, en el cual documento se
hablaba de las onzas de oro que percibía el brigadier tragamuertos por
cada preso que soltaba. Recibió diversos anónimos amenazándole
con descubrir sus artimañas, y supo que en el cuerpo de guardia
habían pintado los voluntarios su simpática imagen pendiente de la
horca, con amenos versículos al pie.
«Esos bergantes, a quienes se permite la honra de parecerse a los
soldados —decía para sí midiendo con las piernas, al modo de
compás, el suelo de su despacho—, se van a figurar que reinan con
Fernando VII... Sí..., como no les corten las alas, ya verán qué bonito
se va a poner esto... ¿Tenemos aquí otra vez la Milicia nacional?
Porque es lo mismo, llámese blanco, llámese negro, es exactamente lo
mismo. Miserables saltimbanquis, ¿de qué me acusáis? ¿De que no
castigo a los conspiradores? ¿Pues qué he de hacer, marmolejos con
fusil, sino castigarlos? ¿Entendéis vosotros de ley, borrachos? ¡Que no
castigo las conspiraciones!... ¡Que desde que sucedió lo de Almería y
Tarifa no ha sido condenado ningún conspirador! ¿Pues no está ah
Seudoquis? ¿No están también sus cómplices, sus infames
cómplices?... ¡Porque estos sí que son malos! Ahí les tenéis, presos
por conspiración. ¿Queréis más, ladrones de caminos? Ahí tenéis a
Seudoquis, a quien veréis en la horca; ahí tenéis a la muchachuela, a
quien veréis en la horca... ¿Queréis más carne muerta, cuervos? ¡Po
vida del Santísimo! ¿Queréis también al imbécil?...».
—Señor Lobo, a ver esa causa.
Lobo, que silenciosamente cortaba su pluma, diole las últimas
raspaduras, y hojeó después varios legajos.
—Al punto voy, excelentísimo señor —dijo melifluamente.
Aquel día se notaba en el licenciado un extraordinario
recrudecimiento de amabilidad y oficiosa condescendencia.
—Esa endiablada causa, excelentísimo señor..., aquí la tenemos
Abulta, abulta que es un primor. Ya se ve: como que está llena de
picardías... No vaya a creer vuecencia que consta de dos o tres
pliegos, como algunas. Esto es un archivo. Y que he trabajado poco en
gracia de Dios... No, no es tan fácil hinchar un perro.
—De Seudoquis no se hable —dijo Chaperón tomando asiento
frente a su asesor, e implantando los dos codos sobre la mesa para
unir las manos arriba, de modo que resultaba la perfecta imagen de
una horca—. Ese está juzgado. En cuanto a la joven, su culpabilidad
es indudable, y yo creo que debemos ahorcarla también. ¿Qué le
parece a usted, licenciado de todos los demonios?
—¿Quiere vuecencia que le hable como jurisconsulto o como
amigo? —preguntó Lobo con cierto misterio.
—Como usted quiera, hombre, como usted quiera, con tal que hable
claro.
—¿Como jurisconsulto?
—¡Dale...!
—Como asesor opino... Señor don Francisco, haga usted lo que
más le acomode. Ahora, si me consulta vuecencia como amigo..
¿Quiere que le hable con completa claridad y confianza?
—Sí.
—Pues, en confianza, si la Comisión ahorca a esa madamita, me
parece que hace una gran barbaridad.
—¿Eh?
—Una barbaridad de a folio.
—¿Por qué?
—Porque es inocente.
—¿Esas tenemos?... ¡Por vida del Santísimo! —exclamó con ira—
Como usted no tiene la responsabilidad de este delicado cargo; como
a usted no le acusan de tibieza, ni de benignidad, ni de venalidad... Ya
les echaré yo un lazo a mis detractores... Pero vamos al caso. ¿Dice
usted que es inocente?
—Sí, y lo pruebo —repuso Lobo tomando la más solemne expresión
de gravedad judicial.
—Lo prueba, lo prueba... —dijo Chaperón con sarcástica bufonería
—. Lo que usted probará será el aguardiente, si se lo dan. Grandísimo
borracho, escriba usted, escriba usted mi fallo.
—Escribiremos, excelentísimo señor —dijo Lobo resignadamente
como el que, habiendo recibido una coz, no se cree en el caso de
devolver otra.
Chaperón encendió un cigarro. Después de la primera chupada
dijo:
—La condeno a pena ordinaria de horca.
Luego se quedó un rato contemplando la primera bocanada de
humo que salía del horrendo cráter de sus labios.
XXII
La primera noche de su encierro, don Patricio y su compañera de

cárcel no durmieron. La prisión no pecaba ciertamente de estrecha
pero en luces competía con la noche absoluta, siendo difícil asegura
quién llevaba la ventaja, si bien al filo del mediodía parecía vencer la
cárcel a su rival, a causa de ciertas claridades que se entraban por e
enrejado ventanillo, temerosas y sobrecogidas de miedo, y embozadas
misteriosamente en espesas capas de telarañas. Dichas claridades
recorrían con pasos de ladrón el techo y las paredes, miraban con
cautela a los negros rincones y al piso, y a eso de las dos o las tres
volvían la espalda para retirarse, dejando la fúnebre pieza a oscuras
Dos sillas, una tarima pegada a la pared y una mesa constituían e
mísero ajuar. Los ladrillos del suelo respondían siempre a cada pisada
de los presos con un movimiento de balanza y un sonido seco, señales
ciertas de su disgusto por verse molestados en su posición horizontal
Seguramente ellos, como toda la casa, habrían vuelto con gozo a
poder de los padres del Salvador, sus antiguos dueños, hombres
pacíficos que jamás lloraban, ni hacían escándalos, ni pateaban
desesperadamente, ni pedían a gritos que les sacaran de allí.
La primera noche, como hemos dicho, Sarmiento y su amiga, no
muy bien avenidos con su residencia en tan ameno lugar, no
durmieron nada y hablaron poco. El viejo, como si su entusiasta
locuacidad delante del tribunal le hubiera agotado las fuerzas y secado
el rico manantial de sus ideas, estaba taciturno. Los excesos de
espontaneidad producían en él una reacción sobre sí mismo. Después
de divagar por el exterior, libre, sin freno, cual andante aventurero que
todo lo atropella, se metía en sí como cartujo. Soledad también sufría
la reacción correspondiente a una espontaneidad que sin duda le
estaba pareciendo excesiva. Pero su espíritu estaba tranquilo; su
pensamiento, pasada revista con cierto desdén a los sucesos
próximos, se remontaba orgulloso a las alturas desde donde pudiera
descubrir horizontes más gratos y personas más dignas de ocuparlo
Había llegado a adquirir la certidumbre de un trágico fin; pero lejos de
sentir el terror propio de tales casos, muy natural en una débi
muchacha inocente, se sobrepuso con ánimo grandioso a la situación
supo mirar desde tan alto su propia persona, su prisión, su proceso
sus verdugos, las causas e incidentes de aquella lamentable aventura
que fue creciendo, creciendo, y bien pronto cuanto la rodeaba, incluso
Madrid, la nación y el mundo entero, se quedó enano. ¡Admirable
resultado del espíritu religioso y de la elasticidad del corazón, cuya
magnitud, cuando él se decide a crecer, se pierde en lo infinito!
Al día siguiente, don Patricio, que había llegado ya al límite de su
tétrico silencio, y no podía permanecer más tiempo mudo, se expresó
así:
—Hija mía, me parece que esto es hecho.
—¿Por qué no te echas a ver si duermes un ratito? —le dijo Sola
con bondad—. La tarima no es como las camas de casa; pero a falta
de otra cosa...
—¡Dormir..., dormir yo! —exclamó Sarmiento con voz lastimera—
Ya el dormir profundo está cercano. Te digo que esto es hecho.
—Sí; esto no puede ser más hecho... Ya que no quieres levantarte
del suelo, al menos tiéndete de largo y recuesta esa pobre cabecita
sobre mis rodillas.
Sola, que estaba sentada en la silla, se puso en el suelo, dando
después una palmada sobre su falda para indicar que podía servir de
blanda almohada. Don Patricio, sentado contra la pared, con las
rodillas en alto, los brazos cruzados sobre aquellas y la barba sobre
los brazos, formando con su cuerpo dos ángulos opuestos y muy
agudos, no quiso dejar tan encantadora postura de zigzag.
—No, niña mía; aquí estoy bien. Lo que te digo es que esto es
hecho.
—Se me figura que estás cobarde, viejecillo tonto.
—¡Cobarde yo! —exclamó Sarmiento con un rugido—. No me lo
digas otra vez, porque creeré que me insultas..
—Como te he visto tan parlanchín delante de los jueces, y ahora
tan callado... —dijo la reo extendiendo su mano en la oscuridad para
palpar la cabeza del anciano.
—Es que el alma humana tiene grandes misterios, niña querida
Desde que entramos aquí estoy pensando una cosa.
—Con tal que no sea algún disparate, deseo saberla.
—Pues verás... Me ocurre que esto es hecho, quiero decir, que se
cumple al fin mi altísimo destino, que las misteriosas veredas trazadas
por el autor de todas las cosas y de todos los caminos, me traen al fin
a la excelsa meta a donde yo quiero ir. Pero...
—Veamos ese pero, abuelito Sarmiento. Hasta ahora no había
peros en ese negocio del destino.
—Pero... hay una cosa en la cual yo no había pensado bien hasta
que salimos de aquel endiablado tribunal. Respecto de mi suerte no
hay duda... Pero ¿y tú?
—No tengo yo dudas respecto a la mía —dijo Sola con seriedad—
Los dos moriremos.
—¡Tú..., tú también!
Oyose un bramido de horror y después largo silencio.
—Eso no puede ser, eso es monstruoso, inicuo —gritó el precepto
agitando en la oscuridad sus brazos.
—Ahora te espanta, viejecillo, y cuando estábamos en el tribunal te
parecía natural. ¿No decías: «moriremos los dos, somos mellizos de la
muerte...»? ¿No dijiste también: «vamos a la horca; mientras más alta
sea, mejor. Así alumbraremos más. Somos los fanales del género
humano»?
—Verdad que tales cosas dije; pero has de tener en cuenta que yo
me hallaba entonces en uno de esos momentos de inspiración, en los
cuales pronuncio las sorprendentes piezas de oratoria que me han
dado tanta fama. Yo no esperaba encontrarte allí... ¡Ay, cuando te v
presa y condenada por conspiradora..., porque tú has conspirado, niña
de mis ojos..., sentí una alegría tan grande...! Me pareció que Dios te
destinaba también al martirio; pero ahora veo que esto no debe ser
Calmada aquella estupenda exaltación, la voz de la naturaleza ha
resonado en mí, diciéndome que no debo asociar a mi muerte a
ningún otro ser. Tú eres una muchacha oscura, y tu sacrificio no puede
ser de gran beneficio a la causa santa.
—¡Ah! —dijo Soledad sonriendo, pero sin que nadie pudiera ver su
sonrisa, como no fueran las mismas tinieblas—, ya comprendo: tienes
envidia de que vaya a quitarte un poquito de esa gloria.
—Tonta, pero tonta —replicó el anciano muy expresivamente—, s
toda has de heredarla tú, toda, toda. Si no es preciso que tú mueras
como yo, ni eso viene al caso.
—Los jueces no creerán lo mismo.
—¡Pues son unos bribones, unos...! —exclamó Sarmiento ronco de
ira, moviendo sus piernas para levantarse—. Yo les diré que eso no
puede ser... Les convenceré, sí; pues no he de convencerles...
Soledad se echó a reír.
—Te ríes... Pues esto es muy serio. Yo no creo que te condenen
pero si te condenaran...
Oyose un chasquido que bien podía ser causado por una gran
manotada que el preceptor se dio en la cabeza.
—Sí, me condenarán —porque mi delito de recoger y repartir las
cartas está más que probado, y si no, con la declaración tuya...
—Yo declaré... ¿Qué declaré yo?
Soledad repitió a Sarmiento lo que él mismo había dicho respecto a
las cartas y a las personas que las recibieron.
—¡Yo declaré todo eso, yo! —dijo el patriota muy perplejo, como un
beodo que va poco a poco recobrando el sentido—. ¿Y por eso dices
que te condenarán?... Me parece que no estás en lo cierto. De ahí se
desprende que el delincuente, según ellos, soy yo, yo el conspirador
yo el apóstol y el agente secreto de la libertad; y como yo tengo
además la nota de Demóstenes constitucional, y de haber revuelto a
media España con mis conmovedoras arengas, de aquí que yo sea e
condenado y tú no.
—Me parece —dijo la huérfana tocando el hombro de Sarmiento—
que mi viejecito ve las cosas al revés. Yo seré condenada, y él irá a un
sitio donde se vive muy bien y tratan caritativamente a los pobres.
—¡Por vida de ochenta millones de chilindrainas! —gritó Sarmiento
poniéndose de un salto en pie—. No me digas que tú serás condenada
a muerte sin mí, porque me vuelvo loco, porque soy capaz de derriba
de un puñetazo esas férreas puertas, y hacer añicos a Chaperón y los
demás jueces, y demoler a puntapiés la cárcel y pegar fuego a Madrid
entero... ¡Tú condenada a muerte!
—Somos los fanales del género humano.
—No, no; esa es una figura de retórica, tonta —dijo el fanático
pasando del tono trágico al familiar—. Aquí no hay más fanal que yo
Tú me acompañas en mi última hora, me acompañas, ¿entiendes?...

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Educational Media and Technology

Yearbook Volume 42 Robert Maribe

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Carbohydrate Chemistry Volume 42 Amelia Pilar Rauter

Plant breeding reviews: Volume 42 1st Edition Irwin

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Media Now: Understanding Media, Culture, and Technology

Robert Maribe Branch

More information about this series at http://www.springer.com/series/8617

Special Section Guest Editors:

Sheng Shiang Tseng

© Springer Nature Switzerland AG 2019

Welcome to Volume 42 of the Educational Media and Technology Yearbook. The

(e) Aid in the assessment of learning

Athens, GA, USA Robert Maribe Branch

Part I Trends and Issues in Learning, Design, and Technology

Part II Virtual Reality (VR) and Augmented Reality (AR)

8 Sensory Worlds: Emotional Geography and Human-Centered

Part III Leadership Profiles

Part IV Organizations and Associations in North America

Part V Graduate Programs

Jennifer A. Bennett Department of Biology and Earth Science, Biochemistry and

Amie Norden University of Minnesota, Minneapolis, MN, USA

Abbie Brown and Tim Green

The reports reviewed indicate that the integration of instructional technology

© Springer Nature Switzerland AG 2019 3

Corporate Training and Development

As with the previous year, approximately one-third of corporate instructional con-

(e.g., manufacturing) provide more mandatory and compliance content, while

Methods of Instructional Delivery

Although instructor-led, face-to-face classroom instruction continues once again to

Instructional Designers’ Professional Prospects

We review higher education’s instructional technology application by referring pri-

 ampus Technology Support and Use of Technology

Large-scale survey results (EDUCAUSE, 2017a) indicate the majority of faculty

Faculty Use of Technology for Instruction

Student Use of Technology for Learning

connecting two or three devices to the campus network simultaneously

Funding for Technology

Determining specific levels of funding in K-12 is historically problematic because

Technology Availability and Use in Classrooms

Instructional technology continues to make its way into classrooms. As we reported

Teacher Use of Technology

Emerging Trends to Watch in K-12

Brad Hokanson and Amie Norden

© Springer Nature Switzerland AG 2019 13

In 1999, Ertmer published an examination of how educational technology had

Philosophically, this could mean a recognition of the value of a group engagement

Chaperón entró en su despacho con las manos a la espalda, los

Decir cuánto padeció el magnánimo espíritu del presidente de la

La primera noche de su encierro, don Patricio y su compañera de

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Athens, GA, USA Robert Maribe Branch

Part I Trends and Issues in Learning, Design, and Technology

Part II Virtual Reality (VR) and Augmented Reality (AR)

8 Sensory Worlds: Emotional Geography and Human-Centered

Part III Leadership Profiles

Part IV Organizations and Associations in North America

Part V Graduate Programs

Corporate Training and Development

Methods of Instructional Delivery

Instructional Designers’ Professional Prospects

ampus Technology Support and Use of Technology

Faculty Use of Technology for Instruction

Student Use of Technology for Learning

Funding for Technology

Technology Availability and Use in Classrooms

Teacher Use of Technology

Emerging Trends to Watch in K-12