Today’s children are growing up digital, in a world that is significantly different from that of yesterday and hence their view of the world is very different from that of adults, due to the unprecedented access to information, people and ideas across highly interactive media (Burkhardt, Monsour, Valdez, Gunn, Dawson, Lemke, Coughlin, Thadani & Martin, 2003). “New information and communications technologies (ICT) are changing the world we live in, and the way we learn to live” (Jenkins, 1999, p.1). Only a few decades ago, all telecommunication services were delivered over copper wires but more recently, the world has witnessed the exponential growth of ICT and in fact today, new technologies have led to a digital age in which access has become a key component of people’s lives while also, the convergence of technologies, its rapid rate of change and importance in the development of social, economic, financial and educational sectors, is opening new opportunities from e-business to tele-education and tele-medicine (Kainth & Kaur, 2008).
Schools are being charged with a growing range of responsibilities and their role is seen as central in helping societies adapt to profound social, economic and cultural changes but however, their capacity to fulfill these expectations depends crucially on their own ability to manage change and most importantly it depends, on whether teachers are able to develop positive and effective strategies in order to meet the needs of tomorrow’s schools (Organisation for Economic Co-Operation and Development, n.d). “As 21st-century societies are increasingly organized around knowledge and innovation, it is hard to imagine how school education will be able to keep pace without the incorporation of new technologies…To make an impact on learning, new technologies must be integrated into schools’ social practices, including curriculum, pedagogy, assessment and school leadership” (Roschelle, 2007,¶1). As Dede (2000) outlined, just as information technology has improved effectiveness in many sectors of society such as medicine, business and finance, similarly advanced computing and telecommunications have the potential to help students master complex 21st century skills. In addition, as Dede supported, since one basic goal of education is to prepare students for work and citizenship, schools must change their policies, practices, and curriculum in order to meet the challenge of making students ready for a future quite different than the immediate past. Consequently, the current essay provides a description of the author’s vision of schools in the future as well as the author’s position regarding the trends in technology and media that are expected to have the greatest impact on education and training. In addition, the current essay provides a report on the relationship between the impact of these trends on the present/future workplace skills and the advantages, limitations, and instructional applications of these technological trends.
Today, children are growing up in a world that has changed significantly over the past years and these changes that are going on today, create an opportunity and a necessity for a transformation in the education system and in the way children are taught and therefore, children must be prepared for a future of continued rapid change (Scheirer, 2000). As Cromwell (1998) stated, “What shape the school of the future will take is amorphous, but most educators and observers agree that the future school will go electronic with a capital E…Next century, schools as we know them will no longer exist…In their place will be community-style centers operating seven days a week, 24 hours a day. Computers will become an essential ingredient in the recipe for an effective school of the future” (¶1) As Lombardi and Ludlow (1997) outlined, “Education in general and special education in particular are undergoing rapid and dramatic changes, and a number of current trends offer implications for future policy and practice…As schools become more inclusive, attention is focused on accommodating student diversity, emphasizing the role of the learner in creating knowledge, and supporting individualized instruction and assessment” (p.1). It is the author’s belief and point of view that schools in the future will be very different compared to those of the past and those of today due to the impact of the various trends in technology and media on education and training. Schools in the future will dramatically change and will be impacted by trends such as: the shift from the traditional teaching methods to digital methods of instruction and hence, the transformation of the traditional teachers’ role to the digital teachers’ role; the shift from the students’ traditional role to the digital students’ role; the transition from the traditional classroom to the digital classroom; the changing role of media centers and libraries; distance education; changes in special education; increased opportunities for lifelong learning; and the digital divide. It is the author’s belief that these trends and emerging technologies will have the greatest impact on education and training and will significantly contribute to the change of schools in the future. As reported in Wikia.com (n.d), “Emerging technology is defined as a media that is coming into view, coming into existence, or coming to maturity. It is an innovative technology that is reshaping the nature of education. Computer and network based technologies now hold great potential for increasing the access to information as well as a means of promoting learning” (¶1)
To begin with, as Gabanatan (2001) supported, the realization of the potential of Information Communications Technology (ICT) for enhancing the teaching and learning outcomes depends largely on how the teacher uses the technology. As supported by the Organisation for Economic Co-Operation and Development (n.d), “How far schools are able to transform to become oriented towards lifelong learning will hinge to a large extent on the contribution of teachers. The quality of learning depends directly on the teacher in the classroom, and indirectly on the key part that teachers play in the organization of schools and school systems” (p.2) Therefore, teachers have no choice but to change, since the times require that schools change or become obsolete while also, just as doctors must abreast of the latest medical research, similarly teachers must stay current with practices that optimize and improve students’ learning (Burkhardt et al., 2003). Teacher education needs to be seen as an ongoing process and just as students will need to continue learning long after they have left school, teachers will also need to refine their skills throughout their careers and therefore, the provision of continuing professional learning will be crucial (Australian Council of Deans of Education Incorporated, 2005). Overall, the teachers’ role will always have the foundational responsibility of enabling students to learn but the difference now is on how teachers accomplish this goal (Smaldino, Heinich, Molenda & Russel, 2008). As Smaldino et al. supported, “the role of tomorrow’s teacher will still result in improved student learning, but will require the teacher to have broader capabilities than content knowledge and pedagogy skills. The teachers of tomorrow will need to be technologically competent and information literate” (p.346). The trend for today’s teachers is a shift from the traditional teaching methods and tools to digital approaches in order to better meet the students’ needs (Smaldino et al., 2008). As supported by the Australian Council of Deans of Education Incorporated (2005), the future changes will demand unprecedented professionalism and a complex range of knowledge and skills and the traditional view of teachers as carers and nurtures has never seemed so inadequate and therefore, in order for the goal of lifelong learning to be achieved and in order for today’s teachers to be able to deal with the rapid changes, high quality education must be delivered to them by professionals.
The teacher of schools in the future will need to take an approach that is relatively open, to seek to inspire, support and facilitate learning while also, there needs to be a balance between the use of technology and the traditional methods of teaching and learning (Jenkins, 1999). In addition to these, the teachers of tomorrow will need to understand and apply the new curricula and assessment policies as well as understand the investment in new information and communication technologies, in order for significant changes to be produced (Organisation for Economic Co-Operation and Development, n.d). As Longworth and Cocco (2007) outlined, “All educators, including administrators, will attain the 21st century skills and knowledge necessary to effectively integrate educational technology in order to enable students to achieve the goals of the core curriculum content standards and experience success in a global society” (p.10). The transition from traditional teaching methods will require teachers themselves to become knowledge workers with 21st century skills while also, all students should have the opportunity to attend dynamic, high-quality schools designed to meet the challenges of the Digital Age (Burkhardt et al., 2003). The trend of the shift from the traditional teaching methods to the digital approaches to teaching that will impact and transform the teachers’ role will also require that teachers make use of various kinds of digital tools. Digital tools expand and enhance the teachers’ capabilities to fulfill their various roles as well as their responsibilities as educators while they also enable the digital teachers to plan for and provide interactive instruction as well as participate in a global community of practice with fellow educators (Smaldino et al., 2008). In addition, as Smaldino et al. supported, digital tools can help today’s teachers to create, maintain, and report student individualized education programs (IEPs) as well as to provide overall management support for special education. As the Collins Consults (n.d) supported, “the best learning occurs when real world problems are paired with real world tools for problem solving. As technology is an integral part of 21st century students’ realities, these tools need to be digital in order to be relevant” (p.4). In addition, the instruction of the digital teacher of the future will include interactive and media-rich presentations while also, live digital videoconferences will offer the opportunity to bring historians or content experts into the classroom (Smaldino et al., 2008). The digital teachers in the future will use various kinds of handheld digital devices such as personal response systems. As Smaldino et al. (2008) stated, personal response systems allow teachers to collect and graphically display student answers to the teacher questions.
The technological trends will impact the ways that the digital teachers will use to record assessment data of student skills and in fact they will improve assessment of student learning. Teachers and students need assessment tools that connect to individual learning styles and provide key information to teachers that will help them guide instruction and allow students to connect with their unique learning style, and the future online assessment tools have the power to provide immediate individualized feedback for teachers and students as well (Abell, Bauder & Simmons, 2004). In addition, “advances in mobile computing enable teachers to record student assessment data directly into a handheld device that transfer the data to a computer for report generation” (Smaldino et al., 2008, p.334). The technological trend of the transformation of the teachers’ role will require that teachers of schools in the future to be information literate and attain technological competence. As Smaldino et al. (2008) supported, teachers need to go beyond computer literacy, to attain technological competence which means that teachers will need to know not only the basics of computers but also how and when to use technology to enhance learning. In addition, as Smaldino et al. outlined, teachers of tomorrow will need to possess the same information literacy skills as are recommended for their students while they also need to model and teach the information literacy skills to their students. And as Carr (2003) supported, teachers cannot prepare their students to be information literate unless they themselves understand how to find and use information and therefore, if teachers are to use information so that others can learn from them, then they must be information literate. Apart from these, digital teachers of schools in the future will participate in a community of practice. As Smaldino et al. (2008) noted a community of practice is “a group of teachers from across the nation and around the world who have common goals and share ideas and resources. These Internet-based interactions provide teachers the opportunity to collaborate and exchange ideas and materials” (p.335) Teachers in the future will have to acquire and become proficient in other important 21st century skills such as finding and managing resources, publishing on the Web, and connecting with students, parents, colleagues as well as local and global communities in order to model good practices for their students and to help their students include these skills for learning (Paille, 2009). In addition to these, as stated by theAustralian Council of Deans of Education Incorporated (2005), “Evidence also shows that a sophisticated range of skills and sensibilities are required for effective teaching. Pedagogy, and pedagogical content knowledge, are essential to maximize learning for an increasingly diverse student body” (p.59).
Another trend that will have a significant impact on education constitutes the transformation of the students’ role from traditional to digital. “The digital student uses one-to-one mobile wireless devices in a variety of ways and locations in and out of the school setting by taking technology where it is needed” (Smaldino et al., 2008, p.335). In the schools in the future, the “digital students learn in classrooms where technology is a seamless component of learning that expands the educational environment beyond the classroom walls and beyond the existing capabilities of learners” (Smaldino et al., 2008, p.335). The digital students of schools in the future will also make use of interactive digital tools in order to manage, gather, evaluate and synthesize information and these are skills that are also included in the National Educational Technology Standards (Collins Consults, n.d). Students of schools in the future will be visual learners as well. “Visual learning techniques include the use of digital technology to create diagrams, such as concept maps and webs, and use graphs, charts and images for analyzing and communicating information” (Collins Consults, n.d, p.5). As outlined by the Collins Consults, the combination of visual learning and digital tools contributes to the improvement of analytical skills and the management of data and information. Apart from these, the digital students of schools in the future will be making use of electronic game devices for learning. For instance, electronic game audio devices such as the PSP and iPod can be used for educational purposes, other than educational gaming (McGreal, 2005). Students of schools in the future apart from making use of digital tools they will also make use of interactive communication tools. As Smaldino et al. (2008) noted, student learning communities extend around the world through Web-based interactive communication tools such as blogs, Wikis, and podcasts. In addition to these, tomorrow’s students will have at their disposal various computing devices such as Personal Digital Assistants (PDAs). Personal Digital Assistants as well as handheld computers allow online assessment tools to become portable while they also offer sufficient technology access and lend themselves to individual customization and 24/7 use both at home and school (Abell, Bauder & Simmons, 2004).
Students of schools in the future will make extensive use of handheld digital devices. In contrast to desktop computers for which the typical ratio of students to computers is 5:1, handheld digital devices, which are relatively inexpensive, allow a student to device ratio of 1:1 (Roschelle, 2007). In addition, such devices offer more centralized control over a teacher-directed learning environment. As Fryer (2003) supported, technology tools enable students to get further engaged during teacher-directed lessons, since students can have their own handheld device to manipulate and provide input immediately visible to the teacher while also, teachers can receive immediate feedback on student performance. Apart from these, handheld devices are mobile and flexible and allow for easy use in and across classrooms and home environments (Roschelle, 2007). Going further, another important impact that the technological trends will have on education involves students’ information literacy.
Prior to the 21st century, a literate person was one that was able to read and write and this was something that separated the educated from the uneducated (Jones-Kavalier & Flannigan, 2006). But with the rapid technological changes, information literacy assumed a new different meaning. “Information Literacy includes accessing information efficiently and effectively, evaluating information critically and competently, and using information accurately and creatively” (Metiri Group, n.d, p.2). As Jones-Kavalier and Flannigan outlined, “Experts in the field suggest that the current generation of teenagers-sometimes referred to as the E-Generation-possesses digital competencies to effectively navigate the multidimensional and fast-paced digital environment” (¶1) In addition to these, students of tomorrow will need to acquire information literacy skills as well as other important skills such as critical thinking and problem solving skills because these skills will be necessary in the future economy. As Seppanen and Prince (2009) stated, “The future economy will need workers with key soft skills including information literacy, critical thinking and problem solving, cultural competency global perspective, workplace ethics, systems thinking related to green sustainability, business and technology literacy (p.1). The digital students of schools in the future will also have to acquire some other important and necessary skills apart from information literacy skills such as digital literacy, visual literacy, and technological literacy skills. “Digital literacy represents a person’s ability to perform tasks effectively in a digital environment, with digital meaning information represented in numeric form and primarily for use by a computer. Literacy includes the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments” (Jones-Kavalier & Flannigan, 2006, ¶10). “Visual literacy is the ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning” (Burkhardt et al., 2003, p.26). As supported by the Metiri Group (n.d), the graphic used interface of the World Wide Web as well as the convergence of voice, video, and data into a common digital format have dramatically increased and will increase more in the future, the use of visual imagery while also, advances such as digital cameras, graphics packages, and streaming video allow for the use of visual imagery to communicate ideas. Visualization tools enable students make their thinking visible in all curriculum areas.
With the use of visualization tools, students are able to “build interactive models to test theories in real time and use graphics to display results. Graphic organizers and visual mapping tools enable students to make a sense of complex subjects by exploring linkages, relationships, similarities, and differences between phenomena, and visually representing interplay among system components” (Burkhardt et al., 2003, p26). And as supported by the Metiri Group (n.d), “students need good visualization skills to be able to decipher, interpret, detect patterns, and communicate using imagery” (p.2) Moreover, “a visually literate person can communicate information in a variety of forms and appreciate the masterworks of visual communication. Visually literate individuals have a sense of design-the imaginative ability to create, amend, and reproduce images, digital or not, in a mutable way” (Jones-Kavalier & Flannigan, 2006, ¶11). Tomorrow’s students will also need technological literacy in addition to information and visual literacy. “Technological literacy is knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals” (Burkhardt et al., 2003, p.24). As society changes and will significantly change in the future, the skills that future citizens need in order to deal with and negotiate the complexities of life also change (Metiri Group, n.d). As Burkhardt et al. (2003) supported, “technological literacy is an essential component of job readiness, citizenry, and life skills. Students must not only become competent in the use of technology and associated applications they also must be able to apply their skills to practical situations” (p.24). Tomorrow’s students will need to have cultural literacy skills as well as a global awareness. The need for cultural literacy has increased and will be more increased in the future due to the fact that the world is rapidly becoming wired and also due to the globalization of commerce and trade and therefore, in such a global economy and with competition around the world, students need to know, understand, and appreciate other cultures including cultural formations established as norms in a technological society such as virtual realities (Metiri Group, n.d). The digital students of schools in the future will need to acquire critical thinking skills. “Thinking critically and making judgments are core important 21st century skills. With information everywhere, the ability to accurately interpret data is necessary to assure that students don’t just accept everything they are told or see in print” (Collins Consults, n.d, p.5). As Jones-Kavalier and Flannigan (2006) outlined, “The greatest challenge is moving beyond the glitz and pizzazz of the flashy technology to teach the literacy in this new mileu. Using the same skills used for centuries-analysis, synthesis, and evaluation-we must look at digital literacy as another realm within which to apply elements of critical thinking” (¶8).
Tomorrow’s students will need to master higher order thinking and sound reasoning skills. In particular, “sound reasoning enables students to plan, design, execute, and evaluate solutions-processes that are often carried out more efficiently and effectively using technological tools” (Metiri Group, n.d, p.2). Moreover, tomorrow’s students will need even more to collaborate and work as teams with others and therefore, teamwork and collaboration skills are important and necessary 21st century skills that can be enhanced from the use of technological tools. As supported by the Metiri Group (n.d), information technology plays a key role in the ease with which individuals collaborate while also, tools such as email, faxes, audio and video conferencing, chat rooms as well as voice mail can provide more timely and interactive collaborations. In addition, as reported by the Metiri Group (n.d), “in today’s wired and networked society it is imperative that students understand how to communicate using technology. This includes asynchronous and synchronous communication such as person-to-person email interactions, listservs, group interactions in virtual learning spaces, chat rooms, MOOS, MUDs, interactive videoconferencing, phone/audio interactions, and interactions through simulations and models” (p.3). Another trend that will significantly impact education in the future refers to the shift of the traditional classroom to the digital classroom. As Smaldino et al. (2008) stated, “The challenge for the schools of the future is to create educational environments that expand and enhance the ability of these digital natives while empowering them with the knowledge and skills needed for success in a global society” (p.344).
The changes and advances in technology will enable schools to make the shift from traditional to digital environment as well as impact the structure of classrooms (Smaldino et al., 2008). Future trends in technology and media will greatly impact the environments in which learning will occur. In particular, learning will occur in media-rich environments and in fact, new media will enable technology-savvy students to immerse themselves in content-rich settings, to express themselves individually as well as to connect to social groups for support (Seppanen & Prince, 2009). As Smaldino et al. (2008) noted, tomorrow’s schools will be high tech environments that are paperless, wireless, and embrace global connections while also, classrooms will no longer have definitive boundaries and walls will be moveable and the furniture will be transformable in order to meet the varied learning needs of students. Moreover, “access to world class broadband will revolutionize classroom education and enable students to engage more effectively with the resources from around the world” (Rudd, Smith & Conroy, 2007, p.7). Furthermore, “technologies are transforming [and will transform] classrooms into more engaging, collaborative and productive learning environments in which instruction can be customized to students’ specific needs, interests and learning styles. It is also redefining the way educators teach, as well as the role they serve-from being the sole source of information to being a guide, facilitator and coach in the learning process” (Wikia.com, n.d, ¶1).In addition to these, “in order to meet the expectations of students who will live in a technology-rich environment, the classroom must provide interactive opportunities which motivate and allow students to focus on learning the content rather than the task” (Collins Consults, n.d, p.4).
Tomorrow’s classrooms will be equipped with high speed broadband connections. As Rudd et al. (2007) outlined,The potential for high speed broadband connections is already clear with the development of: video conferencing for distance education which will provide better opportunities for students in regional and rural areas and give all students a greater range of subject choice; quality online content that enhances student learning, such as virtual tours of museums for art and science classes, e-books for those not available at the school or local library, and access to the latest news and current affairs; [and] online communication across great distances, such as interaction with overseas students for foreign language classes, and web chats with subject experts such as business people, academics and scientists (p.7). Apart from these, the digital classroom will enable students to learn from various resources such as textbooks, live videoconferences with people around the world while also the world will be opened to students through live streaming video (Smaldino et al., 2008). And as Fryer (2003) outlined, “The classroom of the twentieth century was defined predominantly by textbook learning. In the twenty-first century, sources of information are increasingly electronic and diverse. Use of handheld technology in the classroom offers potential for students to engage in learning activities with authentic content, using authentic tools, in communication with an authentic audience” (¶22). Another important trend in technology and media that will greatly impact education and training refers to the changing role of media centers and libraries. The digital teachers and digital students of schools in the future will have at their disposal materials for lifelong learning that will be available not only through libraries and information centers but also though online resources since, the trend will be towards more technology including subscriptions to online resources as well as use of free resources since school media centers will have a variety of technology available (Smaldino et al., 2008). In addition, in the schools in the future, “Educational technology will be accessible by students, teachers and administrators and utilized for instructional and administrative purposes in all learning environments, including classrooms, library media centers, and other educational settings such as community centers and libraries” (Longworth & Cocco, 2007, p.10). As Scheirer (2000) supported, the role of the librarians is becoming more important while also, in the past ten years, libraries have transformed from places where students go find books, into information centres of schools and it is a fact that new technologies will bring many opportunities and challenges to school libraries and librarians. In addition, “Librarians must become proficient in the use of the new technologies to promote them and instruct students and teachers in their use. As students become more self-directed learners, the librarian acts as a resource person in the students’ quest for supporting information and the development of appropriate presentation strategies” (Simpson, 2003, ¶4). In addition, “the school librarian in the electronic age expands the services available from the library to include computer-based data and sophisticated information-seeking strategies” (Simpson, 2003, ¶14).
Moreover, the “21st century school libraries make use of virtual collections while also giving students ample opportunities for enhancing their digital literacy, research, and collaboration skills which are essential in a globally connected world” (eschoolnews.com, 2009, ¶2). In addition, “librarians and media specialists provide opportunities to promote student information literacy, the ability to use a range of critical thinking and problem-solving skills to effectively participate in today’s society” (Smaldino et al., 2008, p.336). Another trend that will significantly impact education and training constitutes distance education. As Smaldino et al. (2008) noted, “students of tomorrow will have multiple distance education opportunities because online learning bridges the gap of distance, poverty, and limited course offerings in small schools for all students” (p.337). “There is clear direction towards using the internet to open education to students everywhere. The use of the Internet ranges from making course materials available on-line, to using the Internet as the communication tool for the course” (Gabanatan, 2001, p.1). As Castro stated, “[future] schools will cease to become like a mill where students undergo academic processing but will evolve into becoming community centers where students engage in a variety of activities and projects” (as cited in Deutsch, 2004, ¶5). In addition to these, distance education will greatly impact special education. As Ludlow outlined, “distance education is the future of rural special education…by the turn of the century, telecommunications will connect every teacher in every school, no matter how small, remote, or underfunded” (Lombardi & Ludlow, 1997, p.4). Furthermore, in the future, distance education will make a shift towards Mlearning. Mobile phones and personal digital assistants (PDAs) will enable Mlearning or education on the go to expand the boundaries of anytime and anywhere learning (McGreal, 2005). In addition, as Hamilton and O’Duffy (2009) supported, mobile technologies enable learning anytime and anywhere where learners can access resources and materials in a manner and place that is convenient to them, and by this way, learning at home or in any Wi-Fi location, enables more learning by providing learners with the structure and resources for anytime and anywhere learning. In the future, learning will take place anytime and everywhere since the Internet will expand the learning environment to include home, work, and anywhere (Smaldino et al., 2008). In addition to these, “Lifewide learning is about learning across life, not just in formal educational settings. This requires a new perception of education” (Australian Council of Deans of Education Incorporated, 2005, p.11).
As Deutsch (2004) supported, “the future of technology will enable people to be life-long learners…Learning will continue into the work place where there is a need to keep up with current information” (¶1). “Lifelong learning means that education is no longer located at a discrete time on your life, your one chance to learn, a time when you learn things that are sufficient for life. Specific skills and knowledge learnt today may be obsolete in twenty years time or even five years time, and we will increasingly need to retain and relearn throughout life” (Australian Council of Deans of Education Incorporated, 2005, p.10). This new frame of reference-lifewide and lifelong learning-also changes what formal educational institutions should be teaching. The new learning is less about imparting defined knowledge and skills and more about shaping a kind of person: somebody who knows what they don’t know; knows how to learn what they need to know; knows how to create knowledge through problem solving; knows how to create knowledge by drawing on informational and human resources around them; knows how to make knowledge collaboratively; knows how to nurture, mentor and teach others; and knows how to document and pass on personal knowledge. In sum, this kind of person is open to autonomous, assisted and collaborative learning (Australian Council of Deans of Education Incorporated, 2005, p.11). Going further, trends in technology and media will also greatly impact special education. “Although none can predict with accuracy what special education will look like in the next century, a number of current trends provide clear implications for future policy and practice” (Lombardi & Ludlow, 1997, p.2). One of those trends constitutes the change and development in technology and media. The Individuals with Disabilities Education Improvement Act of 2006 and the No Child Left Behind (NCLB) Act legislation mandate that students with disabilities be taught to the same high standards as students without disabilities and innovative advances in technology assist teachers to better meet the needs of students with disabilities (Smaldino et al., 2008). As Lombardi and Ludlow (1997) supported, advances in technology have particular significance for students with special needs, especially in the areas of assistive devices, multimedia instruction, and distance education. “Assistive technology enables students to control the rate of speech delivery, enlarge information on a computer screen so they can better read the results of a database search, use a voice synthesizer to have a printed page read to them, or take notes in class through an electronic storage device that will later print out the document in braille” (Smaldino et al., 2008, p.338).
Various kinds of assistive technology devices help meet the various needs of students with disabilities. As Lombardi and Ludlow (1997) supported, such devices include the following five: (a) Response systems and micro switches that help individuals with severe disabilities to respond to instruction and participation; (b) voice activated computer programs that allow students with motor impairments to dictate written assignments and improve their academic performance; (c) computer scanners and voice synthesizers that help children with visual disorders to read aloud a page from any book; (d) word processors with grammar and spelling checks that help students with specific learning disabilities to demonstrate their comprehension of key ideas without interference from information-processing problems; and (e) robotics and remote control devices that help individuals with multiple disabilities to operate a wide range of equipment in their environments for personal care, environmental control, employment opportunities and enhancement of their independence and self-esteem. Another important trend in technology and media that will also impact education and training refers to the digital divide. “In the 1990s, the digital divide was characterized as a gap in technology access that translated into inequities in educational, economic, social, and civic opportunities among sectors of the population” (Burkhardt et al., 2003, p.9). As Kainth and Kaur (2008) stated, the term digital divide describes the gap between those who have ever and those who have never accessed ICT devices while also, the digital divide is more alarming in the context of rural communities which face further marginalization and widening information gaps as compared to communities in urban or periurban areas. The digital divide of computer haves and have nots is rapidly diminishing and it is expected to diminish more in the future in the developed countries as more and more families purchase home computers and others have access through libraries, computer laboratories and community access centers while also, in the developing world, the growth to wireless telephony using mobile phones is a significant development (McGreal, 2005).
The trends in technology and media that were mentioned and discussed above relate to and impact the present and future workplace skills. “As society changes, the skills needed to negotiate the complexities of life also change…To achieve success in the 21st century, students also need to attain proficiency in science, technology, and culture, as well as gain a thorough understanding of information in all its forms” (Burkhardt et al., 2003, p.17). Teachers must prepare students to become technologically fluent workers and to be ready to work in jobs that do not even exist or have not been invented yet (Deutsch, 2004). Moreover, due to the fact that in the new economy in the future, finding, training, and keeping an educated workforce is crucial for the success of a business, the world economy demands highly skilled workers and therefore, the constant and accelerating need for knowledge workers is driving the development of new ways of learning (McGreal, 2005). The trends in technology and media will require that students acquire the future 21st century skills that will be necessary in the workplace and in fact, that will be necessary in order to increase students’ opportunities for employment as well as their readiness for citizenship. As outlined by the Collins Consults (n.d), “The Partnership for 21st Century skills has stated that all Americans, not just the elite few, need 21st century skills that will increase their marketability, employability and readiness for citizenship, such as: thinking critically and making judgments (in the face of information overload); solving complex, multidisciplinary, open-ended problems (after identifying the problem); communicating and collaborating; [and] making innovative use of knowledge, information and opportunities (to create new services, processes and products)” (p.2). As Hamilton and O’Duffy (2009) supported, “societies whose students and future workforce are learning in rich open-ended learning systems supported by technology and which foster the 21st century skills will advance and will have a significant competitive advantage over societies who do not move in these directions” (p.3). Today, technology should be a key component of any education program and children who are exposed to technology in the classroom have a clear advantage and are better prepared for the future and therefore, by offering technology education as well as programs tailored to students and applicable to real-life situations, prepares students for the opportunities of tomorrow (Morack, 2009).
In order to succeed and thrive in a digital economy, students will need digital age competencies and hence, it is important for the educational system to make parallel changes in order to fulfill its mission in society and that is to prepare students for the world beyond the classroom and therefore, the educational system must understand and embrace all the important and necessary 21st century skills within the context of rigorous academic standards (Metiri Group, n.d). And as Longworth and Cocco (2007) stated, “all students will be prepared to excel in the community, work place and in our global society using 21st century skills” (p.10) In addition, as Hamilton and O’Duffy (2009) supported, the “21st century skills are critically important to support the challenges of the modern work-place and the dynamic and rapidly changing knowledge society…[Therefore] more self-motivated, individualized, group and collaborative learning processes, supported by ICT will contribute significantly to the preparation of a more agile modern workforce” (p.6). Whichever industry, trade, skill, or profession they will work in, students will need to e equipped with computer applications and the basic 21st century skills that will gain from their school education and that will be invaluable to help them secure their future jobs (Rudd et al., 2007). In addition, as Rudd et al. outlined, “ICT skills are not just necessary for jobs in programming and systems maintenance-they are critical to well-paid jobs across all industries, in agriculture, mining, manufacturing and services” (p.7). “The school of the future will be different. The role of the teacher and the use of technology and media must change if schools are to prepare students who will contribute to and be successful in a technology-dependent society” (Smaldino et al., 2008, p.333). As supported by the Metiri Group (n.d), “educational decision makers must acknowledge that the academics of yesterday are not sufficient for today. To adequately prepare, students must learn content within the context of 21st century skills” (p.4) And as Thornburg outlined, “Schools that ignore the trends shaping tomorrow will cease to be relevant in the lives of their students and will disappear quickly” (as cited in Deutsch, 2004, ¶6).
In conclusion, the current essay provided a description of the author’s vision of schools in the future as well as the author’s support for the trends in technology and media that will have the greatest impact on education and training. In addition, the current essay provided a report on the relationship between the impact of the trends in technology and media on the present/future workplace skills and the advantages, limitations and instructional applications of these technological trends. In brief, the current essay outlined various technological trends that will have a significant impact on education and training such as: the shift from the traditional teaching methods to the digital approaches to instruction and hence the shift from the traditional to the digital teacher; the shift from the traditional role of students to the role of the digital students; the changing role of media centers; the transformation of the traditional classroom to the digital classroom; distance education; enhancement of and improvements in special education; the digital divide; and the greater and increased opportunities for lifelong learning, for learning anytime and anywhere. These trends are related to and can greatly impact the present/future workplace skills since their impact on education and training affects the opportunities that students will have in the future workplace. In addition, these trends and their positive educational impact will help students acquire the 21st century skills that will be necessary for employment in the future workplace. Closing up, as reported by Deutsch (2004) “If the rate of change inside an institution is less than the rate of change outside, the end is in sight…Technology is developing at a very fast pace. If education fails to keep up with the current trends, will it keep up with those of the future?” (¶2)
References
Abell, M., Bauder, D. & Simmons, T. (2004) Universally Designed Online Assessment: Implications for the Future. Retrieved November 10, 2009, from http://people.rit.edu/easi/itd/itdv10n1/abell.htm
Australian Council of Deans of Education Incorporated (2005) Teaching Tomorrow’s Teachers. Retrieved November 8, 2009, from http://www.acde.edu.au/docs/HouseReps%20submission%20Aug05.pdf
Burkhardt, G., Monsour, M., Valdez, G., Gunn, C., Dawson, M., Lemke, C., Coughlin, E., Thadani, V. & Martin, C. (2003) enGauge 21st Centrury Skills: Literacy in the Digital Age. Retrieved November 7, 2009, from http://www.grrec.ky.gov/SLC_grant/engauge21st_Century_Skills.pdf
Carr, J.A. (2003) Information Literacy and Teacher Education. Retrieved November 8, 2009, from http://www.libraryinstruction.com/information-lit.html
Collins Consults (n.d) How Digital Tools Prepare Students for the 21st Century. Retrieved November 9, 2009, from http://www.inspiration.com/sites/default/files/documents/How_Digital_Tools_Prepare_Students_for_the_21st_Century.pdf
Cromwell, S. (1998) The School of the Future. Retrieved November 6, 2009, fromhttp://www.education-world.com/a_curr/curr046.shtml
Dede, C. (2000) Emerging Influences of Information Technology on School Curriculum. Retrieved November 9, 2009,from http://www.virtual.gmu.edu/ss_pdf/DedeJCS.pdf
Deutsch, N. (2004) Future Trends in Educational Technology. Retrieved November 9, 2009, from http://www.nelliemuller.com/Future_Trends_in_Educational_%20Technology.htm
eschoolnews.com (2009) 21st Century Libraries. Retrieved November 102, 2009,from http://www.eschoolnews.com/resources/21st-century-library/
Fryer, W.A. (2003) Integrating Technology in the Classroom. Competing visions of Handheld Computer Use in the Classroom. Retrieved November 9, 2009, from http://www.wtvi.com/TEKS/03_04_articles/competing_visions.html
Gabanatan, P.G. (2001) ICT Trends in Teacher Training Curricula: An Asia-Pacific Perspective. Retrieved November 8, 2009, from http://gauge.u-gakugei.ac.jp/apeid/apeid01/FinalReport/Chapter2_3.pdf
Hamilton, P. & O’Duffy, E. (2009) Digital Education Usage Models for the Classroom of the Future. Retrieved November 8, 2009, from http://www.icvl.eu/2009/disc/icvl/documente/pdf/intel/ICVL_IntelEducation_paper01.pdf
Jenkins, J. (1999) Teaching for Tomorrow. The Changing Role of Teachers in the Connected Classroom. Retrieved November 8, 2009, from http://www.eden-online.org/papers/jenkins.pdf
Jones-Kavalier, B.R. & Flannigan, S.L. (2006) Connecting the Digital Dots: Literacy of the 21st Century. EDUCAUSE, 29(2). Retrieved November 7, 2009, from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ConnectingtheDigitalDotsLitera/157395
Kainth, S.G. & Kaur, K. (2008) Bridging the Rural Digital Divide: Status & Future Agenda. Retrieved November 7, 2009, from http://www.coolavenues.com/know/gm/gursharan-rural-1.php
Lombardi, T.P. & Ludlow, B.L. (1997) Special Education in the 21st CenturyRetrieved November 10, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/6f/0b.pdf
Longworth, J.W. & Cocco, L. (2007) Preparing Today for Tomorrow. The Educational Technology Plan for New Jersey. Retrieved November 9, 2009, from http://www.state.nj.us/education/techno/state_plan.pdf
McGreal, R. (2005) Mobile Devices and the Future of Free Education. Retrieved November 9, 2009, from http://auspace.athabascau.ca:8080/dspace/bitstream/2149/215/1/ICDE%20FreeFinal.doc
Metiri Group (n.d) Twenty-First Century Skills. Retrieved November 10, 2009, from http://www.metiri.com/21st%20Century%20Skills/PDFtwentyfirst%20century%20skills.pdf
Morack, J. (2009) Today’s Technology Education Trends. Retrieved November 7, 2009, from http://archive.constantcontact.com/fs017/1101613932422/archive/1102764238740.html
Organisation for Economic Co-Operation and Development (n.d) Teachers for Tomorrow’s Schools. Retrieved November 8, 2009, from http://www.oecd.org/dataoecd/39/57/1840205.pdf
Paille, Q. (2009) 21st Century Skills for Teachers. Retrieved November 8, 2009, from http://networkedteacher.wetpaint.com/
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Rudd, K.MP, Smith, S. & Conroy, S. (2007) A Digital Education Revolution. Retrieved November 8, 2009, from http://www.alp.org.au/download/now/labors_digital_education_revolution_campaign_launch.pdf
Scheirer, B. (2000) The Changing Role of the Teacher-Librarian in the Twenty-first Century. Retrieved November 8, 2009, from http://www.usask.ca/education/coursework/802papers/scheirer/sheirer.pdf
Seppanen, L. & Prince, D. (2009) Major Trends to Impact College in the Next 2 Decades. Retrieved November 9, 2009, from http://www.sbctc.ctc.edu/docs/groups/systemtaskforces/mission_study_tf/2009mar11-mjr_trends_to_impact_college_in_the_next_2_decades.pdf
Simpson, C. (2003) The School Librarian’s Role in the Electronic Age. Retrieved November 9, 2009, from http://www.libraryinstruction.com/school-librarians.html
Smaldino, S., Heinich, R., Molenda, M. & Russel, J. (2008) Instructional technology and media for learning. Upper Saddle River, New Jersey: Pearson Education, Inc.
Wikia.com (n.d) Emerging Technologies. Retrieved November 8, 2009, from http://schoolcomputing.wikia.com/wiki/Emerging_Technologies
Tuesday, July 17, 2012
Technology and Students
Technology integration and use has been achieved in almost every sector of society whether that is business, industry or medicine and contributed to bringing significant changes to the way these sectors work and in general, produced many positive outcomes. Consequently, technology is beginning to be integrated in the sector of education as well with the hope to bring major changes to the educational system and hence, to have positive effects on students learning and on the teaching process. As with any kind of innovation, similarly in the case of technology integration into schools, there are those who defend the innovation by outlining the positive effects that technology can have to the teaching and learning process and those who oppose to technology integration and use into schools by supporting the use of the traditional ways and means for carrying out the teaching and learning process. Based on these kinds of debates regarding the integration and use of technology into schools, the current essay provides a comprehensive discussion on the effects that technology has on student learning and the teaching process as well as a report on the kind of technology that should be available in all schools today in order to successfully prepare students for the future.
Technology plays an important role in our everyday lives and therefore, children should be educated in its use and in its principles of operation in order to get prepared for its encounter with it in the workplace and elsewhere (Underwood, 1990). Technology should be seen as a catalyst. Technology is important because it provides us with the means of producing significant changes to the teaching and learning process and helps improve children’s intellectual development. It allows teachers and students to access amounts of information that would otherwise be impossible for them to access (Seternus, 2008). To begin with, a distinction must be made between the two aspects of technology. Technology is classified into two forms and those are: Educational Technology and Instructional Technology. Educational technology is the practice of facilitating learning and improving performance by using appropriate technological processes and resources (Whitehead, 2005). Instructional technology, which is a part of Educational technology, refers to the use of a variety of technological means to support and improve learning as well as to improve the effectiveness of instruction such as cameras, PDA’s, CD-players, GPS devices, computers, calculators, interactive media as well as various electronic tools (Molenda, 2003). In addition, Instructional technology includes elements such as the design of instruction, the selection of delivery systems and the design of techniques, the conduct of evaluation as well as the managing of projects; elements that constitute in general the goal of Instructional technology and that aim to an understanding of how people learn and how to design instructional systems and materials in the best way in order to facilitate learning and improve the delivery of instruction (Williams, 2005).
It is apparent that teaching is changing and becoming a more difficult job due to the increasingly contradictory expectations and therefore, teachers must prepare for a technology-rich future and keep up with change by adopting effective strategies and teaching methods that provide technology-based lessons (Valdez, 2005). The concept of technology opens up new directions in education that challenge the roles of both teacher and student (Underwood, 1990). Technology can help achieve the important goals of education by promoting achievement in basic skills, growth in higher-level problem solving as well as by promoting positive attitudes towards learning and social development (Clements, 1985). Technology constitutes an effective motivator for students’ learning. When students make use of computers in the learning process, they are motivated and they are more willing to work in a specific subject area while, they are also motivated by and satisfied with the immediate feedback that is provided by the computer. In addition to the students’ increased motivation produced by the use of computers, students’ self-esteem is also enhanced. In particular, when students manage to complete a task that is based on technology they feel more competent and therefore, their sense of self worth is increased.Increased motivation and self-esteem were also found to be the effects of technology use in a study made by Singh and Means (n.d), who among others found based on the answers of the teachers that participated, that students were motivated when they worked in a subject area and showed greater willingness to write on computational skills while, other teachers outlined the students’ satisfaction with the immediate feedback provided by the computer and the sense of accomplishment and power that were gained when they worked with technology.
Moreover, the teachers that participated in the study denoted also an enhancement of the students’ self-esteem due to the increased competence they felt after mastering technology-based tasks and also due to their awareness of the value placed upon technology within our culture. Technology use in the teaching and learning process promotes collaboration among the students. Students working in collaborative learning environments appear to function better when the learning activities involve technology use (Valdez, 2005). In addition, as Honey, Culp and Spielvogel (2005) pointed out, a following consequence of the collaboration among students that is fostered by technology use is the positive effect that it has on student achievement. In particular, collaboration is fostered when students are assigned to work in pairs or small groups using computers. Students tend to show an increased inclination to work collaboratively in order to provide peer tutoring while, they also show an increased frequency of helping each other (Singh and Means, n.d). Another positive effect that technology use has on students’ learning is the promotion of creativity. Technology use facilitates creativity since it provides environments whereby creative learning can flourish (Mullan, 1984). In addition, technology use offers students the opportunity to explore areas of interest and express their work creatively (Machnaik, 2002). An important change that technology use has to the students’ learning is the shift of the students’ role. Students become active participants who take responsibility for their own learning, become more self-directed and abandon the role of the passive learners who are just spectators of the learning situation in a traditional classroom. In addition, as Mullan (1984) noted, the fact of students becoming active participants when using technology in the learning environment indicates that interactivity is also promoted. In particular, when students are using technology, they are in an active role rather than the passive role of the recipient of information transmitted by the teacher. Students are actively making choices about how to obtain, manipulate, process and present information, and they execute skills and actions that are absent in teacher-led traditional lessons (Singh and Means, n.d). In addition, students acting like this and hence being active participants are also able to define their goals, make design decisions as well as evaluate their progress. And as Machnaik (2002) pointed out, students that learn in technology-based environments become empowered and are more active self-directed learners.
The effective use of technology changes significantly the way students learn. In particular, technology in a constructivist learning environment engages students in constructing knowledge and provides them with tools that enable them to build their own interpretations by constructing knowledge and handling information (Machnaik, 2002). And as Machnaik supported, technology opens the real world to students where they can explore and construct knowledge since they are provided with real life experiences through the use of technology. The effective use of technology affects students’ attitudes towards learning. As Protheroe (2006) supported based on the results of a study made by Sivin-Kachala et al, the effective use of technology fosters the development of more positive student attitudes toward learning and toward themselves while, based on the results of the study made by Stratham and Torell, Protheroe indicated that students who participated in that study, and had computer-based classrooms demonstrated better behavior and had lower absentee rates than students from classrooms lacking computers. Except for these, the effective use of technology changes the learning process and contributes to making students accomplish more complex tasks and develop critical thinking skills. In particular, students are able to handle more complex assignments and tasks and they do more with higher-order skills because of the supports and capabilities provided by technology (Singh and Means, n.d). Technology use has effects not only on students’ learning but also on the teaching process. Because the effectiveness of technology use on student learning depends not only on what outcomes are achieved but also on how teachers assess students’ learning in the classroom and adjust instruction accordingly by making use of the broad array of tools that technology offers in order to collect and analyze data and to guide instructional decisions (Honey et. al, 2005). Effective use of technology brings changes to the teachers’ role that is shifted from that of a lecturer to that of a facilitator or coach (Gahala, 2001). The teacher is no longer the center of attention as the dispenser and transmitter of information but rather plays the role of the facilitator who provides guidelines and resources, provides suggestions and support to the students (Singh and Means, n.d). In other words, technology use brings a shift in the teacher’s role from the more teacher directed approach to one of being a guide, a facilitator, a coach and lifelong co-learner (Machnaik, 2002). As a consequence of the shift of the teacher’s and the student’s role, a closer relationship develops between the students and the teacher (Machnaik, 2002). Teacher-student and student-student discussion is encouraged (Valdez, 2005).
Teacher-student interactions are increased (Protheroe, 2006). In addition, technology use contributes to making teachers more successful and assists achieve many of their expectations. For instance, as Valdez noted, teachers are expected to meet the needs of all their students and help them fulfill their potential, to prepare them for maximum performance on assessment tests; technology can assist teachers fulfill this kind of expectations. The issues discussed above regarding the effects of technology use on student learning and on the teaching process undoubtedly indicate positive changes and improvements on the teaching and learning process. But now the following question occurs: “What kind of technology should be available in all schools today to successfully prepare students for the future?” An answer to this question in next provided with a report and discussion on the kind of technology that should be available today in all schools in order to successfully prepare students for the future and in order to produce the positive changes to the teaching process and student learning, that were mentioned and discussed previously in the current essay. Many different kinds of technology can be used to support and enhance learning and teaching and hence, to successfully prepare students for the future such as, video content, laptop computing, handheld devices, database and spreadsheet programs, email, word processing etc. Each kind of technology should be used to serve different purposes in the classroom. For instance, the use of word processing and email promote communication skills; database and spreadsheet programs promote organizational skills while, modeling software promotes the understanding of math and science concepts (Honey et. al, 2005).In particular, databases provide a flexible framework into which students can place their data while, they also provide search and sort statistical techniques, which allow students to handle more data than would be possible using pen and paper methods and hence, they encourage students to explore situations in full instead of coming to simple conclusions (Underwood, 1990). Moreover, as Underwood supported, the word processor can be used as a tool for developing reading skills and, as flexible, information handling device with which students can learn to think about the structure and purpose of language. Based on the fact that each kind of technology plays a different role in students’ learning, Honey et. al (2005) made two distinctions according to the purpose for which a kind of technology is used, and those are: (a) students learning from computers, where technology is used as a tutor in order to increase students’ skills and knowledge; and (b) students learning with computers, where technology is used as a tool and serves as a resource to help develop higher order thinking, research skills and creativity.
Another classification of the various types of technology was done by Means, Blando, Olson, Middleton, Morocco, Remz and Zorfass (1993) who classified technology into the following four categories: tutor, exploratory environment, tool, and communication media. As Means et. al supported, tutoring programs such as tutorials, are used to directly teach students by providing information and practice opportunities; exploratory programs such as microworlds (e.g. LOGO), simulations and hypertext-based or hypermedia-based learning environments are used to encourage active student exploration and discovery learning; tool programs and data-analysis such as word processing, spreadsheet software refer to the general purpose technological tools; communication media such as email, computer-references, computer supported-collaborative learning (CSCL) systems and the Internet, which allow teachers and students to communicate and share information electronically, to learn and to collaborate across distance. In conclusion, it can be denoted that technology has the possibility to bring major changes on student learning as well as on the teaching process. What is needed is that those holding the reins of education to understand that indeed technology can change the existing educational system and improve the teaching and learning process and therefore, they need to make the necessary moves and actions for technology’s effective integration and use into schools. The tremendous growth of information technologies is transforming the world and the way education is conducted. Electronic data processing, graphic designs, information systems and computer-mediated communication are making the computer an increasingly necessary tool in nearly every aspect of work and life. The computer is reshaping our social and economic systems as well as the traditional methods to teaching and learning (Provenzo, Brett & McCloskey, 2005). Students must be given the opportunity to use technology into schools to facilitate their learning in various subjects as well as to acquire technology knowledge and skills that will be necessary to them in their work life and elsewhere.
References
Clements, D.H. (1985) Computers in Early and Primary Education. New Jersey: Prentice-Hall, INC., Englewood Cliffs
Gahala, J. (2001) Promoting Technology Use in Schools, Retrieved May 6, 2009, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm
Honey, M., Culp, K.M., & Spielvogel, R. (2005) Critical Issue: Using Technology to Improve Student Achievement, Retrieved May 6, 2009, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#issue
Machnaik, J. (2002) Investigating the Effect(s) of Technology Integration on Teaching Practices that May Lead to the Development of a Community ofLearners, Retrieved May 7, 2009, from http://www.usask.ca/education/coursework/802papers/machnaik/index.htm
Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C.C., Remz, A.R., & Zorfass, J. (1993). Using technology to support education reform, Retrieved May 10, 2009, from http://www.ed.gov/pubs/EdReformStudies/TechReforms/index.html
Molenda, M. (2003) Instructional Technology, Retrieved May 8, 2009, from http://www.indiana.edu/~molpage/Instruc_Technol_Encyclo.pdf
Mullan, A.P. (1984) Children and Computers in The classroom. London: Castle House.
Protheroe, N. (2006) Technology and Student Achievement, Retrieved May 7, 2009, from http://www.learning.com/resources/NAESP-Technology-and-Student-Achievement.pdf
Provenzo, E. F., Brett, A., & McCloskey, G. N (2005) Computers, curriculum, and cultural change. Lawrence Erlbaum Associates
Seternus, D. (2008) Technology in the Classroom: How is Used on a Regular Basis, Retrieved May 9, 2009, from http://www.docstoc.com/docs/3935667/There-are-multiple-types-of-technology-that-can-be-used-in-a-classroom
Singh, R. & Means, B. (n.d.) Effects of Technology on Classrooms and Students, Retrieved May 7, 2009, from http://www.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
Underwood, J.D.M. and Underwood, G. (1990) Computers and Learning. Helping Children acquire thinking skills. United Kingdom: Basil Blackwell.
Valdez, G. (2005) Critical Issue: Technology: A Catalyst for Teaching and Learning in the Classroom, Retrieved May 6, 2009, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.pdf
Whitehead, B. (2005) Educational Technology allows for flexibility in learning and teaching, Retrieved May 8, 2009, from http://www.web-conferencing-zone.com/4030-educational-technology.htm
Williams, A. (2005) Task 1: Definition of Instructional Technology, Retrieved May 9, 2009,from http://arthurw.net/uga_portfolio/dependent_images/UGA%20Docs/EDIT%206100/Task%201/Task%201%20with%20research%20&%20reflection.ppt#267,11,Reflection
Technology plays an important role in our everyday lives and therefore, children should be educated in its use and in its principles of operation in order to get prepared for its encounter with it in the workplace and elsewhere (Underwood, 1990). Technology should be seen as a catalyst. Technology is important because it provides us with the means of producing significant changes to the teaching and learning process and helps improve children’s intellectual development. It allows teachers and students to access amounts of information that would otherwise be impossible for them to access (Seternus, 2008). To begin with, a distinction must be made between the two aspects of technology. Technology is classified into two forms and those are: Educational Technology and Instructional Technology. Educational technology is the practice of facilitating learning and improving performance by using appropriate technological processes and resources (Whitehead, 2005). Instructional technology, which is a part of Educational technology, refers to the use of a variety of technological means to support and improve learning as well as to improve the effectiveness of instruction such as cameras, PDA’s, CD-players, GPS devices, computers, calculators, interactive media as well as various electronic tools (Molenda, 2003). In addition, Instructional technology includes elements such as the design of instruction, the selection of delivery systems and the design of techniques, the conduct of evaluation as well as the managing of projects; elements that constitute in general the goal of Instructional technology and that aim to an understanding of how people learn and how to design instructional systems and materials in the best way in order to facilitate learning and improve the delivery of instruction (Williams, 2005).
It is apparent that teaching is changing and becoming a more difficult job due to the increasingly contradictory expectations and therefore, teachers must prepare for a technology-rich future and keep up with change by adopting effective strategies and teaching methods that provide technology-based lessons (Valdez, 2005). The concept of technology opens up new directions in education that challenge the roles of both teacher and student (Underwood, 1990). Technology can help achieve the important goals of education by promoting achievement in basic skills, growth in higher-level problem solving as well as by promoting positive attitudes towards learning and social development (Clements, 1985). Technology constitutes an effective motivator for students’ learning. When students make use of computers in the learning process, they are motivated and they are more willing to work in a specific subject area while, they are also motivated by and satisfied with the immediate feedback that is provided by the computer. In addition to the students’ increased motivation produced by the use of computers, students’ self-esteem is also enhanced. In particular, when students manage to complete a task that is based on technology they feel more competent and therefore, their sense of self worth is increased.Increased motivation and self-esteem were also found to be the effects of technology use in a study made by Singh and Means (n.d), who among others found based on the answers of the teachers that participated, that students were motivated when they worked in a subject area and showed greater willingness to write on computational skills while, other teachers outlined the students’ satisfaction with the immediate feedback provided by the computer and the sense of accomplishment and power that were gained when they worked with technology.
Moreover, the teachers that participated in the study denoted also an enhancement of the students’ self-esteem due to the increased competence they felt after mastering technology-based tasks and also due to their awareness of the value placed upon technology within our culture. Technology use in the teaching and learning process promotes collaboration among the students. Students working in collaborative learning environments appear to function better when the learning activities involve technology use (Valdez, 2005). In addition, as Honey, Culp and Spielvogel (2005) pointed out, a following consequence of the collaboration among students that is fostered by technology use is the positive effect that it has on student achievement. In particular, collaboration is fostered when students are assigned to work in pairs or small groups using computers. Students tend to show an increased inclination to work collaboratively in order to provide peer tutoring while, they also show an increased frequency of helping each other (Singh and Means, n.d). Another positive effect that technology use has on students’ learning is the promotion of creativity. Technology use facilitates creativity since it provides environments whereby creative learning can flourish (Mullan, 1984). In addition, technology use offers students the opportunity to explore areas of interest and express their work creatively (Machnaik, 2002). An important change that technology use has to the students’ learning is the shift of the students’ role. Students become active participants who take responsibility for their own learning, become more self-directed and abandon the role of the passive learners who are just spectators of the learning situation in a traditional classroom. In addition, as Mullan (1984) noted, the fact of students becoming active participants when using technology in the learning environment indicates that interactivity is also promoted. In particular, when students are using technology, they are in an active role rather than the passive role of the recipient of information transmitted by the teacher. Students are actively making choices about how to obtain, manipulate, process and present information, and they execute skills and actions that are absent in teacher-led traditional lessons (Singh and Means, n.d). In addition, students acting like this and hence being active participants are also able to define their goals, make design decisions as well as evaluate their progress. And as Machnaik (2002) pointed out, students that learn in technology-based environments become empowered and are more active self-directed learners.
The effective use of technology changes significantly the way students learn. In particular, technology in a constructivist learning environment engages students in constructing knowledge and provides them with tools that enable them to build their own interpretations by constructing knowledge and handling information (Machnaik, 2002). And as Machnaik supported, technology opens the real world to students where they can explore and construct knowledge since they are provided with real life experiences through the use of technology. The effective use of technology affects students’ attitudes towards learning. As Protheroe (2006) supported based on the results of a study made by Sivin-Kachala et al, the effective use of technology fosters the development of more positive student attitudes toward learning and toward themselves while, based on the results of the study made by Stratham and Torell, Protheroe indicated that students who participated in that study, and had computer-based classrooms demonstrated better behavior and had lower absentee rates than students from classrooms lacking computers. Except for these, the effective use of technology changes the learning process and contributes to making students accomplish more complex tasks and develop critical thinking skills. In particular, students are able to handle more complex assignments and tasks and they do more with higher-order skills because of the supports and capabilities provided by technology (Singh and Means, n.d). Technology use has effects not only on students’ learning but also on the teaching process. Because the effectiveness of technology use on student learning depends not only on what outcomes are achieved but also on how teachers assess students’ learning in the classroom and adjust instruction accordingly by making use of the broad array of tools that technology offers in order to collect and analyze data and to guide instructional decisions (Honey et. al, 2005). Effective use of technology brings changes to the teachers’ role that is shifted from that of a lecturer to that of a facilitator or coach (Gahala, 2001). The teacher is no longer the center of attention as the dispenser and transmitter of information but rather plays the role of the facilitator who provides guidelines and resources, provides suggestions and support to the students (Singh and Means, n.d). In other words, technology use brings a shift in the teacher’s role from the more teacher directed approach to one of being a guide, a facilitator, a coach and lifelong co-learner (Machnaik, 2002). As a consequence of the shift of the teacher’s and the student’s role, a closer relationship develops between the students and the teacher (Machnaik, 2002). Teacher-student and student-student discussion is encouraged (Valdez, 2005).
Teacher-student interactions are increased (Protheroe, 2006). In addition, technology use contributes to making teachers more successful and assists achieve many of their expectations. For instance, as Valdez noted, teachers are expected to meet the needs of all their students and help them fulfill their potential, to prepare them for maximum performance on assessment tests; technology can assist teachers fulfill this kind of expectations. The issues discussed above regarding the effects of technology use on student learning and on the teaching process undoubtedly indicate positive changes and improvements on the teaching and learning process. But now the following question occurs: “What kind of technology should be available in all schools today to successfully prepare students for the future?” An answer to this question in next provided with a report and discussion on the kind of technology that should be available today in all schools in order to successfully prepare students for the future and in order to produce the positive changes to the teaching process and student learning, that were mentioned and discussed previously in the current essay. Many different kinds of technology can be used to support and enhance learning and teaching and hence, to successfully prepare students for the future such as, video content, laptop computing, handheld devices, database and spreadsheet programs, email, word processing etc. Each kind of technology should be used to serve different purposes in the classroom. For instance, the use of word processing and email promote communication skills; database and spreadsheet programs promote organizational skills while, modeling software promotes the understanding of math and science concepts (Honey et. al, 2005).In particular, databases provide a flexible framework into which students can place their data while, they also provide search and sort statistical techniques, which allow students to handle more data than would be possible using pen and paper methods and hence, they encourage students to explore situations in full instead of coming to simple conclusions (Underwood, 1990). Moreover, as Underwood supported, the word processor can be used as a tool for developing reading skills and, as flexible, information handling device with which students can learn to think about the structure and purpose of language. Based on the fact that each kind of technology plays a different role in students’ learning, Honey et. al (2005) made two distinctions according to the purpose for which a kind of technology is used, and those are: (a) students learning from computers, where technology is used as a tutor in order to increase students’ skills and knowledge; and (b) students learning with computers, where technology is used as a tool and serves as a resource to help develop higher order thinking, research skills and creativity.
Another classification of the various types of technology was done by Means, Blando, Olson, Middleton, Morocco, Remz and Zorfass (1993) who classified technology into the following four categories: tutor, exploratory environment, tool, and communication media. As Means et. al supported, tutoring programs such as tutorials, are used to directly teach students by providing information and practice opportunities; exploratory programs such as microworlds (e.g. LOGO), simulations and hypertext-based or hypermedia-based learning environments are used to encourage active student exploration and discovery learning; tool programs and data-analysis such as word processing, spreadsheet software refer to the general purpose technological tools; communication media such as email, computer-references, computer supported-collaborative learning (CSCL) systems and the Internet, which allow teachers and students to communicate and share information electronically, to learn and to collaborate across distance. In conclusion, it can be denoted that technology has the possibility to bring major changes on student learning as well as on the teaching process. What is needed is that those holding the reins of education to understand that indeed technology can change the existing educational system and improve the teaching and learning process and therefore, they need to make the necessary moves and actions for technology’s effective integration and use into schools. The tremendous growth of information technologies is transforming the world and the way education is conducted. Electronic data processing, graphic designs, information systems and computer-mediated communication are making the computer an increasingly necessary tool in nearly every aspect of work and life. The computer is reshaping our social and economic systems as well as the traditional methods to teaching and learning (Provenzo, Brett & McCloskey, 2005). Students must be given the opportunity to use technology into schools to facilitate their learning in various subjects as well as to acquire technology knowledge and skills that will be necessary to them in their work life and elsewhere.
References
Clements, D.H. (1985) Computers in Early and Primary Education. New Jersey: Prentice-Hall, INC., Englewood Cliffs
Gahala, J. (2001) Promoting Technology Use in Schools, Retrieved May 6, 2009, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm
Honey, M., Culp, K.M., & Spielvogel, R. (2005) Critical Issue: Using Technology to Improve Student Achievement, Retrieved May 6, 2009, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#issue
Machnaik, J. (2002) Investigating the Effect(s) of Technology Integration on Teaching Practices that May Lead to the Development of a Community ofLearners, Retrieved May 7, 2009, from http://www.usask.ca/education/coursework/802papers/machnaik/index.htm
Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C.C., Remz, A.R., & Zorfass, J. (1993). Using technology to support education reform, Retrieved May 10, 2009, from http://www.ed.gov/pubs/EdReformStudies/TechReforms/index.html
Molenda, M. (2003) Instructional Technology, Retrieved May 8, 2009, from http://www.indiana.edu/~molpage/Instruc_Technol_Encyclo.pdf
Mullan, A.P. (1984) Children and Computers in The classroom. London: Castle House.
Protheroe, N. (2006) Technology and Student Achievement, Retrieved May 7, 2009, from http://www.learning.com/resources/NAESP-Technology-and-Student-Achievement.pdf
Provenzo, E. F., Brett, A., & McCloskey, G. N (2005) Computers, curriculum, and cultural change. Lawrence Erlbaum Associates
Seternus, D. (2008) Technology in the Classroom: How is Used on a Regular Basis, Retrieved May 9, 2009, from http://www.docstoc.com/docs/3935667/There-are-multiple-types-of-technology-that-can-be-used-in-a-classroom
Singh, R. & Means, B. (n.d.) Effects of Technology on Classrooms and Students, Retrieved May 7, 2009, from http://www.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
Underwood, J.D.M. and Underwood, G. (1990) Computers and Learning. Helping Children acquire thinking skills. United Kingdom: Basil Blackwell.
Valdez, G. (2005) Critical Issue: Technology: A Catalyst for Teaching and Learning in the Classroom, Retrieved May 6, 2009, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.pdf
Whitehead, B. (2005) Educational Technology allows for flexibility in learning and teaching, Retrieved May 8, 2009, from http://www.web-conferencing-zone.com/4030-educational-technology.htm
Williams, A. (2005) Task 1: Definition of Instructional Technology, Retrieved May 9, 2009,from http://arthurw.net/uga_portfolio/dependent_images/UGA%20Docs/EDIT%206100/Task%201/Task%201%20with%20research%20&%20reflection.ppt#267,11,Reflection
Teacher Technology Standards
Technology has become an integral part of the 21st century classroom providing teachers and students with dynamic learning tools (APTPLUS, n.d). Technology literacy is the ability to make responsible use of appropriate technology in order to solve problems, communicate, manage, integrate and create information to improve learning and to acquire lifelong knowledge and skills in the 21st century (JEFFCO, n.d). Technology standards give teachers and schools a framework for planning technology-based activities that support instructions and improve students’ technology skills as well (Burke, 2001). Having teacher technology standards is an important and crucial issue. Teachers need to be provided with professional development and training in order to make effective use of technology in the classroom. It is a requirement that those holding the reins of the educational system foresee the necessities for effective technology integration and use in schools and therefore, provide teachers with the appropriate and sufficient knowledge, background and training in order to be capable of meeting the technology standards and consequently, to make effective use of technology in the classroom. In consequence, the current essay provides an analysis of the importance of having teacher technology standards and related issues, as well as, a discussion on the issue of the need for professional development and training of teachers in the effective use of technology in the classroom. In addition, an answer is being provided to the question whether the training provided to teachers today in order to use technology effectively in the teaching and learning environment is sufficient or not, as well as an explanation and discussion about the undergraduate teacher training programs and the importance they address to the issue of technology use in the learning environment.
The 21st century is here and the literate citizen is expected to use technology to access, analyze and communicate information by knowing how to manage information from a broad array of resources and in a variety of ways (Connecticut Commission, 2003). Schools of education determine whether teachers walk into their classrooms prepared or are likely to drop out from the profession because they feel overwhelmed (Edutopia Staff, 2009). In order to have students adequately prepared for adult citizenship, technology must be used at schools and universities and therefore, new approaches to teacher education should be developed and utilized that should be based on some appropriate technology standards (Kadijevich, 2002). Teacher technology standards identify necessary skills that teachers need for effective use of technology in schools. Teaching is a process that uses diverse tools and methods, including technology and through the adoption of technology standards, expectations can be set for teachers and help direct pre-service and in-service training programs (Burke, 1998). In addition, as Burke supported, technology standards ensure that teachers who meet these standards have the training they need to integrate technology into their classroom that will result in improvement of students’ learning. As the world becomes increasingly digital and we experience the globalization of education the importance of these standards increases (Thomas and Knezek, 2008). Technology standards help teachers possess the technical competence that will enable them to enjoy the benefits of technology, understand its potential and look forward to new technological practices in order to improve the quality of students’ learning experiences (Connecticut Commission, 2003). According to ISTE (2008), the standards cover five categories: (a) facilitate and inspire student learning and creativity; (b) design and develop Digital-Age learning experiences and assessments; (c) model Digital-Age work and learning; (d) promote and model digital citizenship and responsibility; and (e) engage in professional growth and leadership. Each standard consists of specific competencies with levels of skills that grow in complexity as the teacher moves from the initial level to the proficient level (Connecticut Commission, 2003). To meet the standards of the first category (facilitate and inspire student learning and creativity), teachers among others must use their knowledge and technology to facilitate experiences that advance student learning; creativity; promote and support creative thinking; engage students in exploring real-world issues and in solving problems using digital tools and resources while they must also, model collaborative knowledge construction by engaging in learning with students and teachers as well (ISTE, 2008).
Teachers meet the standards included in the second category (design and develop Digital-Age experiences and assessments) when they plan and design effective learning environments and experiences supported by technology that apply also technology-enhanced instructional strategies to support the diverse needs of learners (Connecticut Commission, 2003). In addition, teachers design and facilitate learning experiences by integrating technologies that are responsible to diversity of learners, learning styles and social needs of all students (Alabama Board of Education, 2006). But teachers apply technology not only for designing and developing Digital-Age learning experiences but also for facilitating a variety of assessment and evaluation strategies (Greenville County, 2002). In particular, teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques while they also, use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning (Morrison and Jeffs, 2005). The standards of the third category (modeling Digital-age work and learning), refer to the teachers’ competency in demonstrating fluency in technology systems; collaborating with students, peers, and parents using digital tools and resources to support student success and in modeling and facilitating effective use of digital tools in order to locate, analyze, evaluate, and use information resources to support research and learning (ISTE, 2008). Moreover, teachers meet the standards of the fourth category (promote and model Digital citizenship and responsibility) when they understand the social, ethical, legal, and human issues and responsibilities relating to the use of technology. In particular, teachers model and teach legal and ethical practice related to the use of technology and digital information; apply technology resources to enable and empower students with diverse backgrounds and abilities; and promote safe and ethical use of technology resources (Greenville County, 2002). Teachers meet the standards of the fifth category (engage in professional growth and leadership) when they make use of technology for their own professional growth and productivity. Particularly, teachers use technology in communicating, conducting research and solving problems, planning and participating in activities that encourage lifelong learning (Burke, 1998). In addition, teachers contribute to the effectiveness and renewal of the teaching profession and of their school, participate in learning communities to explore creative applications and practices of technology to improve student learning and, exhibit leadership by demonstrating a vision of technology infusion and developing the leadership and technology skills of others (ISTE, 2008).
Moreover, teachers use technology to enhance professional growth through accessing web-based information, on-line collaboration with other educators and experts, and through on-line professional courses (Greenville County, 2002). Each of these standards is unique and has its own importance. All are necessary and crucial for helping teachers become competent in making effective use of technology. But comparing the standards in more depth, it can be denoted that the most critical are those that refer to the teachers’ promoting and modeling digital citizenship and responsibility and teachers’ engaging in professional growth and leadership. The reason lying behind the crucial importance of these two standards is the fact that if teachers meet the rest three standards that are concerned with facilitating and inspiring student learning and creativity, designing and developing Digital-Age learning experiences and assessments, and modeling Digital-Age work and learning, and they do not meet these two standards, then there is no point and use in meeting the other three standards as well. Because no teacher will ever become competent in making effective use of technology in classroom in order to improve students’ learning and enhance instruction, if all the actions and practices he achieves do not aim at promoting digital citizenship and responsibility and at being engaged in professional growth and leadership. There is no use in teachers making use of technology in the teaching and learning process if they do not model, advocate, and teach safe, ethical, and legal use of technology. Moreover, if teachers engage in professional growth and understand what it means to grow up professionally then they will do whatever it takes in order to achieve this goal and consequently, they will provide for meeting the rest three standards. Because teachers who do not aim at their professional growth and development, they do not deserve to possess a position in the teaching profession. A basic presupposition for teachers making effective use of technology in the classroom constitutes the professional development and training they are provided with. In other words, the need for professional development and training of teachers in the effective use of technology in the classroom is an imperative if teachers are going to meet technology standards and therefore, to actually make use of technology effectively in the classroom. But a question is raised here: “Who is going to provide teachers with the necessary training in the effective use of technology in the classroom?” The answer to this question as well as a discussion on related issues is next provided. Research has shown the importance of professional development emphasizing technology use (Rodriguez and Knuth, 2000). According to ERIC, professional development refers to activities to enhance professional career growth that may include individual development, continuing education, and inservice education, peer collaboration or mentoring (ncrl.org, n.d).
The purpose of these professional development experiences and activities is to improve teaching, learning, and leading and to enhance teachers’ skills (Alabama Board of Education, 2004). As supported by Rodriguez and Knuth, the ultimate goal of professional development is to improve student learning. Professional development and training of teachers in the effective use of technology in the classroom is necessary mainly for three reasons: (a) for making teachers competent in the effective use of technology; (b) it is a presupposition for making teachers competent enough to use it in the teaching and learning process in order to improve students’ learning; (c) for making teachers acquire the competencies needed for meeting the teacher technology standards. Training of teachers in the effective use of technology in the classroom is necessary because it will enable teachers to gain self-confidence in their abilities and become comfortable using technology in their classrooms (Oh and French, 2004). Teachers must cease fearing technology and get empowered by the many opportunities technology offers while they must also, become knowledgeable about technology and self-confident enough to integrate it effectively in the classroom (Rodriguez and Knuth, 2000). Technology use in classroom supports student-centered instruction, transforms the role of the teacher to the one being a coach or facilitator and supports teacher collaboration (Rodriguez and Knuth, 2000). As Rodriguez and Knuth noted, professional development for effective technology use provides opportunities for teachers to become comfortable and effective in these new roles technology encourages them to take on. Professional development and training of teachers in the effective use of technology in the classroom is necessary for making teachers capable of using it in their classrooms. In other words, if teachers are provided with the necessary training in technology use then they are more likely to make use of technology in their classrooms. As teachers become more skilled with computer equipment, they need training in applying these skills in the classroom (Burke, 1998). As Oh and French (2004) supported, in the digital age, schools will require teachers to be competent in technology skills and to be able to effectively implement technology in classrooms and, the success of technology infusion in schools depends on training both in-service and pre-service teachers. For teachers to implement technology in the classroom to increase learning and improve student achievement, a well-planned professional development program for technology use is essential (Rodriguez and Knuth, 2000). Representatives are the results of a study made by Morrison and Jeffs (2005) who found out that a positive experience with technology during the teachers’ pre-service training influenced their decision to use a particular technological device in their future classrooms.
A study conducted by Oh and French (2004), reported the pre- service teachers’ perceptions of an introductory instructional technology course. Particularly, the study revealed that pre-service teachers believed that: they were adequately prepared to implement technology in their teaching and learning practice; they had the basic skills and concepts to operate computers; they could design lessons utilizing technology for the need of diverse students; they could apply technology enhanced curriculum to support higher students’ thinking skills and creativity; and they also believed that technology use adds value to the curriculum and affects the quality of teaching practice. According to a National Center for Education Statistics report, almost two-thirds of all teachers reported feeling not at all prepared or only somewhat prepared to use technology in their teaching, compared to younger teachers who grew up with computers and were educated with them and who felt better prepared to use technology (Lonergan, 2001). In addition, the teachers who reported feeling better prepared to use technology were more likely to make use of it than those who reported they felt less prepared. Professional development and training of teachers in the effective use of technology in the classroom is necessary for improving students’ learning. Teachers are responsible for making wise use of technology in the classroom and in order for students to get the best use from technology they need teachers who are well prepared to use a variety of teaching methods (Burke, 2000). As research has found, teacher skill in using technology is a major factor in improving student learning with technology and therefore, teachers must know not only how to use technology but also when and why to use it (Burke, 1998). As Rodriguez and Knuth (2000) noted, professional development for teachers becomes the key issue in using technology to improve the quality of learning in the classroom since, teacher quality is the factor that matters most for student learning. Professional development and training of teachers in the effective use of technology in the classroom is necessary for making teachers competent in meeting the teacher technology standards. If teachers are expected to meet standards of technology competency, then quality professional development must be available to help them integrate technology into the classroom (Burke, 1998). As Oh and French (2004) noted, to assure that prospective teachers attain the technology standards, teacher education institutions will need substantial professional development in technology and prospective teachers will be need to have a fundamental understanding and necessary skills in using technology in the classroom. After identifying the need for professional development and training of teachers in the effective use of technology in the classroom, another issue is raised that refers both to the ways professional development and training can be provided to teachers and the persons or institutions that can and should provide such kind of professional development and training to teachers. Teacher education programs and institutions are responsible for preparing pre-service teachers for tomorrow’s classrooms (Oh and French, 2004).
The success and achievement of providing teachers with professional development and training in the effective use of technology in the classroom has two requirements: (a) professional development and training should be an integral part of the school technology plan, ensuring by this way that they are considered as essential factors in using technology to improve teaching and learning; and (b) professional development and training should contain the following necessary and important components: a connection to student learning, hands-on technology use, a variety of learning experiences, curriculum-specific applications, new roles for teachers, collegial learning, sufficient time, technical assistance and support, administrative support, adequate resources, continuous funding, and built-in evaluation (Rodriguez and Knuth, 2000). As Rodriguez and Knuth (2000) supported, professional development for effective technology use: (a) can come in a variety of forms such as mentoring, modeling, ongoing workshops, special courses, summer institutes since, research has indicated that teachers learn best when new information is presented over a long period of time instead of a single lesson; (b) should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content; (c) is conducted as an ongoing process not a one-shot approach because teachers need continued practice to become comfortable with and to implement change, especially in technology use; (d) provides sufficient time and support for teachers to master new content and strategies and to integrate them into their practice; (e) requires support from school administrators and leaders, who must have a clear vision of technology to support student learning and an understanding of the roles that all schools staff must play in achieving that vision; (f) cannot occur without a significant commitment of resources by the school district that must purchase the type of technical equipment necessary to meet the learning goals and provide for ongoing maintenance and upgrading; (g) requires funds to be available to provide teachers with technology while, a significant portion of the technology budget should be allocated for professional development; and (h) can be mandated either by motivating teachers to spend time and energy necessary to develop technology competency or by creating incentives for technology use such as use of contingency pay, bonuses, or a compensation system that rewards knowledge and skill along a career continuum. In general, a well-planned, ongoing professional development program that is tied to the school’s curriculum goals, designed with built-in evaluation, and is supported by adequate financial and staff support is necessary if teachers are going to use technology appropriately in the classroom to promote learning for students (Rodriguez and Knuth, 2000).
Despite the need for and the importance of having teachers provided with professional development and training in the effective use of technology in the classroom, today, teachers are not provided with sufficient training in order to get prepared to make use of technology effectively in the teaching and learning environment. Similarly, undergraduate teacher training programs are not sufficiently addressing the issue of the use of technology in the learning environment. Lack of professional development for technology use in the classroom constitutes one of the most serious obstacles in integrating technology into the classroom (Rodriguez and Knuth, 2000). When it comes to instructing teachers on technology integration, educational institutions are not always practicing what they preach (Cole, 2003). In addition, teachers have more resources available through technology than ever before but have not received sufficient training in the effective use of technology to enhance learning (U.S. Department of Education, 2006). As the U.S. Department of Education (1997) pointed out, teachers do not always receive good professional development and therefore, more attention is needed to provide teachers with the opportunity and time for acquiring the knowledge, skills, and professional development and training they actually need. Traditional sit-and-get training sessions or one-time-only workshops have not been effective in making teachers comfortable with using technology or integrating it into their lesson plans (Rodriguez and Knuth, 2000). As Rodriguez and Knuth supported, professional development in a technological age requires new definitions and resources and it cannot take the traditional forms of individual workshops or one-time training sessions but rather, it must be viewed as an ongoing and integral part of teachers’ professional lives. Many teachers do not have the technical knowledge or skills to recognize the potential for technology in teaching and learning and just knowing how to use a computer is not enough (Rodriguez and Knuth, 2000). As Rodriguez and Knuth supported, the best integration training for teachers does not simply show them how to add technology to what they are doing. Moreover, as the results of a study conducted by the Milken Exchange on Education Technology and the International Society for Technology in Education, revealed, in general, teacher training programs do not provide future teachers with the kinds of experiences needed to prepare them to make use of technology effectively in their classrooms (Lonergan, 2001).
In addition, as the U.S. Department of Education pointed out, today, schools spend an average of nine percent of their technology budgets in training and support but more than thirty percent of much larger technology budget should be invested in those areas (McKenzie, 2003). As Willis and Raines (2001) supported, although most teacher education programs provide some computer education for pre-service teachers, many do not have up-to-date equipment or faculty with technology expertise, that makes the situation no more promising for those just entering the teaching profession than for in-service teachers who report their technology training as being about computers, not learning with computers. Pre-service teacher education programs should not only teach how to use hardware and software but they should also emphasize teaching strategies and activities (Oh and French, 2004). Pre-service programs in teacher training colleges, need more attention than they presently get since, they are heavy on teaching the tools and emphasize on using the tools to teach and consequently, the low quality of technology integration in schools is the result of low quality of teachers’ professional preparation (Mallik, 2007). Therefore, it is important that colleges and other institutions of education widen their offerings to prepare pre-service teachers to make use of technology effectively, and begin modeling proper applications and practices of technology and teaching strategies in the learning process (Willis and Raines, 2001). Summing up, it can be denoted that it is very important to have teacher technology standards. All the five standards provided by ISTE (2008) are important but the most critical were found to be those relating to teachers’ promoting and modeling digital citizenship and responsibility and engaging in professional growth and leadership. These standards as well as the use of technology in classroom for improving among others students’ learning, constitute the main factors demonstrating the need for professional development and training of teachers in the effective use of technology in the classroom. Today, the training provided to pre-service and in-service teachers is not sufficient and therefore, teacher education institutions and programs must make the necessary steps that will address sufficiently the issue of the use of technology in the learning environment and consequently, will contribute to helping teachers become competent in making effective use of technology in the teaching and learning environment. Because as the Connecticut Commission (2003) noted, there is no turning back because the Technology Age is here with far-reaching implications especially for education and therefore, educational systems must open the doors and embrace technology instead of being intimidated by it, and for that to occur, teachers must accept and use the technologies that are available. Setting standards for teachers will affect teaching and learning only if teachers receive the support, preparation, professional development, and ongoing training they need to improve classroom practice (U.S. Department of Education, 1997). As the U.S. Department of Education pointed out, in every field demands are being placed on the workforce for higher levels of knowledge, skill, and performance than ever before, and teaching is no exception. Institutions that fail to educate teachers about technology integration and use inevitably fail the students of those teachers as well (Cole, 2003).
References
Alabama Board of Education (2004) Teacher Technology Standards. Retrieved July 14, 2009, from http://technologyinmotion.alsde.edu/Docs/TeacherTechnologyStandards-K-12.pdf
APTPLUS (n.d) Using the National Educational Standards for Students. Retrieved July 5, 2009, from http://www.aptv.org/APTPLUS/CLASSROOM/lesson.asp?LessonID=6&Name=Information%20Literacy&subjectID=800
Burke, J. (1998) Technology Standards for Teachers. Retrieved July 13, 2009, from http://www.sreb.org/programs/EdTech/pubs/techstandards.asp
Burke, J. (2000) New Directions-Teacher Technology Standards. Retrieved July 13, 2009, from http://www.sreb.org/programs/EdTech/pubs/NewDirections/NewDirections.pdf
Cole, G.K. (2003) Practicing What We Preach. The Educational Technology Journal,12 (6). Retrieved July 14, 2009, from http://www.fno.org/feb03/practicing.html
Connecticut Commission (2003) Connecticut Teacher Technology Competencies. Retrieved July 13, 2009, from http://www.ct.gov/ctedtech/cwp/view.asp?a=1186&Q=253104
Edutopia Staff (2009) Teacher Preparation: What Schools of Education Can Do. Retrieved July 14, 2009, from http://www.edutopia.org/what-schools-education-can-do
Greenville County (2002) Teacher Technology Standards. Instructional Technology. Retrieved July 14, 2009, from http://www.greenville.k12.sc.us/District/support/ets/instruct/docs/teacher.pdf
ISTE (2008) National Educational Technology Standards (NETS.T) and Performance Indicators for Teachers. Retrieved July 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
JEFFCO (n.d) Student Technology Standards. Retrieved July 4, 2009, from http://jeffcoweb.jeffco.k12.co.us/isu/itech/stuskills.htm
Kadijevich, D. (2002) Four Critical Issues of Applying Educational Technology Standards to Professional Development of Mathematics Teachers. Retrieved July 12, 2009, from http://www.math.uoc.gr/~ictm2/Proceedings/pap196.pdf
Lonergan, J.M. (2001) Preparing Urban Teachers to Use Technology for Instruction. ERIC Digest. Retrieved July 14, 2009, from http://www.ericdigests.org/2002-3/urban.htm
Mallik, U. (2007) Teacher Preparation for Technology in Education. Retrieved July 12, 2009, from http://www.digitallearning.in/articles/article-details.asp?articleid=1243&typ=COMMENTARY
McKenzie, J. (2003) Stories of Adult Learning. The Educational Technology Journal,12 (11). Retrieved July 14, 2009, from http://www.fno.org/sum03/adult.html Morrison,
W.F & Jeffs, T.L (2005) Outcomes of Preservice Teacher’s TechnologyUse. Retrieved July 13, 2009, from http://www.atia.org/files/public/atobv2n1articleSEVEN.pdf
ncrl.org (n.d) Professional Development for Teachers. Retrieved July 14, 2009, from http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2prof.htm
Oh, E. & French, R. (2004) Preservice Teachers’ Perceptions of an Introductory Instructional Technology Course. Retrieved July 13, 2009, from http://ejite.isu.edu/Volume3No1/Oh.htm
Rodriguez, G. & Knuth, R. (2000) Providing Professional Development for Effective Technology Use. Retrieved July 15, 2009, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm#over
Thomas, L.G & Knezek, D.G (2008) Information, Communications, and Educational Technology Standards for Students, Teachers, and School Leaders. Retrieved July 14, 2009, from http://www.springerlink.com/content/v067327183123223/
U.S. Department of Education (1997) Improving Schools: The Critical Role of Good Teachers and Good Teaching. Retrieved July 12, 2009, from http://www.ed.gov/pubs/ExcellAcctTeach/part-1.html
U.S. Department of Education (2006) National Education Technology Plan. Retrieved July 14, 2009, from http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/edlite-actionsteps.html#imp
Willis, E. & Raines, P. (2001) Technology and the Changing Face of Teacher Preparation. Contemporary Issues in Technology and Teacher Education, 1 (3). Retrieved July 13, 2009, from http://www.citejournal.org/vol1/iss3/currentpractice/article1.htm
The 21st century is here and the literate citizen is expected to use technology to access, analyze and communicate information by knowing how to manage information from a broad array of resources and in a variety of ways (Connecticut Commission, 2003). Schools of education determine whether teachers walk into their classrooms prepared or are likely to drop out from the profession because they feel overwhelmed (Edutopia Staff, 2009). In order to have students adequately prepared for adult citizenship, technology must be used at schools and universities and therefore, new approaches to teacher education should be developed and utilized that should be based on some appropriate technology standards (Kadijevich, 2002). Teacher technology standards identify necessary skills that teachers need for effective use of technology in schools. Teaching is a process that uses diverse tools and methods, including technology and through the adoption of technology standards, expectations can be set for teachers and help direct pre-service and in-service training programs (Burke, 1998). In addition, as Burke supported, technology standards ensure that teachers who meet these standards have the training they need to integrate technology into their classroom that will result in improvement of students’ learning. As the world becomes increasingly digital and we experience the globalization of education the importance of these standards increases (Thomas and Knezek, 2008). Technology standards help teachers possess the technical competence that will enable them to enjoy the benefits of technology, understand its potential and look forward to new technological practices in order to improve the quality of students’ learning experiences (Connecticut Commission, 2003). According to ISTE (2008), the standards cover five categories: (a) facilitate and inspire student learning and creativity; (b) design and develop Digital-Age learning experiences and assessments; (c) model Digital-Age work and learning; (d) promote and model digital citizenship and responsibility; and (e) engage in professional growth and leadership. Each standard consists of specific competencies with levels of skills that grow in complexity as the teacher moves from the initial level to the proficient level (Connecticut Commission, 2003). To meet the standards of the first category (facilitate and inspire student learning and creativity), teachers among others must use their knowledge and technology to facilitate experiences that advance student learning; creativity; promote and support creative thinking; engage students in exploring real-world issues and in solving problems using digital tools and resources while they must also, model collaborative knowledge construction by engaging in learning with students and teachers as well (ISTE, 2008).
Teachers meet the standards included in the second category (design and develop Digital-Age experiences and assessments) when they plan and design effective learning environments and experiences supported by technology that apply also technology-enhanced instructional strategies to support the diverse needs of learners (Connecticut Commission, 2003). In addition, teachers design and facilitate learning experiences by integrating technologies that are responsible to diversity of learners, learning styles and social needs of all students (Alabama Board of Education, 2006). But teachers apply technology not only for designing and developing Digital-Age learning experiences but also for facilitating a variety of assessment and evaluation strategies (Greenville County, 2002). In particular, teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques while they also, use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning (Morrison and Jeffs, 2005). The standards of the third category (modeling Digital-age work and learning), refer to the teachers’ competency in demonstrating fluency in technology systems; collaborating with students, peers, and parents using digital tools and resources to support student success and in modeling and facilitating effective use of digital tools in order to locate, analyze, evaluate, and use information resources to support research and learning (ISTE, 2008). Moreover, teachers meet the standards of the fourth category (promote and model Digital citizenship and responsibility) when they understand the social, ethical, legal, and human issues and responsibilities relating to the use of technology. In particular, teachers model and teach legal and ethical practice related to the use of technology and digital information; apply technology resources to enable and empower students with diverse backgrounds and abilities; and promote safe and ethical use of technology resources (Greenville County, 2002). Teachers meet the standards of the fifth category (engage in professional growth and leadership) when they make use of technology for their own professional growth and productivity. Particularly, teachers use technology in communicating, conducting research and solving problems, planning and participating in activities that encourage lifelong learning (Burke, 1998). In addition, teachers contribute to the effectiveness and renewal of the teaching profession and of their school, participate in learning communities to explore creative applications and practices of technology to improve student learning and, exhibit leadership by demonstrating a vision of technology infusion and developing the leadership and technology skills of others (ISTE, 2008).
Moreover, teachers use technology to enhance professional growth through accessing web-based information, on-line collaboration with other educators and experts, and through on-line professional courses (Greenville County, 2002). Each of these standards is unique and has its own importance. All are necessary and crucial for helping teachers become competent in making effective use of technology. But comparing the standards in more depth, it can be denoted that the most critical are those that refer to the teachers’ promoting and modeling digital citizenship and responsibility and teachers’ engaging in professional growth and leadership. The reason lying behind the crucial importance of these two standards is the fact that if teachers meet the rest three standards that are concerned with facilitating and inspiring student learning and creativity, designing and developing Digital-Age learning experiences and assessments, and modeling Digital-Age work and learning, and they do not meet these two standards, then there is no point and use in meeting the other three standards as well. Because no teacher will ever become competent in making effective use of technology in classroom in order to improve students’ learning and enhance instruction, if all the actions and practices he achieves do not aim at promoting digital citizenship and responsibility and at being engaged in professional growth and leadership. There is no use in teachers making use of technology in the teaching and learning process if they do not model, advocate, and teach safe, ethical, and legal use of technology. Moreover, if teachers engage in professional growth and understand what it means to grow up professionally then they will do whatever it takes in order to achieve this goal and consequently, they will provide for meeting the rest three standards. Because teachers who do not aim at their professional growth and development, they do not deserve to possess a position in the teaching profession. A basic presupposition for teachers making effective use of technology in the classroom constitutes the professional development and training they are provided with. In other words, the need for professional development and training of teachers in the effective use of technology in the classroom is an imperative if teachers are going to meet technology standards and therefore, to actually make use of technology effectively in the classroom. But a question is raised here: “Who is going to provide teachers with the necessary training in the effective use of technology in the classroom?” The answer to this question as well as a discussion on related issues is next provided. Research has shown the importance of professional development emphasizing technology use (Rodriguez and Knuth, 2000). According to ERIC, professional development refers to activities to enhance professional career growth that may include individual development, continuing education, and inservice education, peer collaboration or mentoring (ncrl.org, n.d).
The purpose of these professional development experiences and activities is to improve teaching, learning, and leading and to enhance teachers’ skills (Alabama Board of Education, 2004). As supported by Rodriguez and Knuth, the ultimate goal of professional development is to improve student learning. Professional development and training of teachers in the effective use of technology in the classroom is necessary mainly for three reasons: (a) for making teachers competent in the effective use of technology; (b) it is a presupposition for making teachers competent enough to use it in the teaching and learning process in order to improve students’ learning; (c) for making teachers acquire the competencies needed for meeting the teacher technology standards. Training of teachers in the effective use of technology in the classroom is necessary because it will enable teachers to gain self-confidence in their abilities and become comfortable using technology in their classrooms (Oh and French, 2004). Teachers must cease fearing technology and get empowered by the many opportunities technology offers while they must also, become knowledgeable about technology and self-confident enough to integrate it effectively in the classroom (Rodriguez and Knuth, 2000). Technology use in classroom supports student-centered instruction, transforms the role of the teacher to the one being a coach or facilitator and supports teacher collaboration (Rodriguez and Knuth, 2000). As Rodriguez and Knuth noted, professional development for effective technology use provides opportunities for teachers to become comfortable and effective in these new roles technology encourages them to take on. Professional development and training of teachers in the effective use of technology in the classroom is necessary for making teachers capable of using it in their classrooms. In other words, if teachers are provided with the necessary training in technology use then they are more likely to make use of technology in their classrooms. As teachers become more skilled with computer equipment, they need training in applying these skills in the classroom (Burke, 1998). As Oh and French (2004) supported, in the digital age, schools will require teachers to be competent in technology skills and to be able to effectively implement technology in classrooms and, the success of technology infusion in schools depends on training both in-service and pre-service teachers. For teachers to implement technology in the classroom to increase learning and improve student achievement, a well-planned professional development program for technology use is essential (Rodriguez and Knuth, 2000). Representatives are the results of a study made by Morrison and Jeffs (2005) who found out that a positive experience with technology during the teachers’ pre-service training influenced their decision to use a particular technological device in their future classrooms.
A study conducted by Oh and French (2004), reported the pre- service teachers’ perceptions of an introductory instructional technology course. Particularly, the study revealed that pre-service teachers believed that: they were adequately prepared to implement technology in their teaching and learning practice; they had the basic skills and concepts to operate computers; they could design lessons utilizing technology for the need of diverse students; they could apply technology enhanced curriculum to support higher students’ thinking skills and creativity; and they also believed that technology use adds value to the curriculum and affects the quality of teaching practice. According to a National Center for Education Statistics report, almost two-thirds of all teachers reported feeling not at all prepared or only somewhat prepared to use technology in their teaching, compared to younger teachers who grew up with computers and were educated with them and who felt better prepared to use technology (Lonergan, 2001). In addition, the teachers who reported feeling better prepared to use technology were more likely to make use of it than those who reported they felt less prepared. Professional development and training of teachers in the effective use of technology in the classroom is necessary for improving students’ learning. Teachers are responsible for making wise use of technology in the classroom and in order for students to get the best use from technology they need teachers who are well prepared to use a variety of teaching methods (Burke, 2000). As research has found, teacher skill in using technology is a major factor in improving student learning with technology and therefore, teachers must know not only how to use technology but also when and why to use it (Burke, 1998). As Rodriguez and Knuth (2000) noted, professional development for teachers becomes the key issue in using technology to improve the quality of learning in the classroom since, teacher quality is the factor that matters most for student learning. Professional development and training of teachers in the effective use of technology in the classroom is necessary for making teachers competent in meeting the teacher technology standards. If teachers are expected to meet standards of technology competency, then quality professional development must be available to help them integrate technology into the classroom (Burke, 1998). As Oh and French (2004) noted, to assure that prospective teachers attain the technology standards, teacher education institutions will need substantial professional development in technology and prospective teachers will be need to have a fundamental understanding and necessary skills in using technology in the classroom. After identifying the need for professional development and training of teachers in the effective use of technology in the classroom, another issue is raised that refers both to the ways professional development and training can be provided to teachers and the persons or institutions that can and should provide such kind of professional development and training to teachers. Teacher education programs and institutions are responsible for preparing pre-service teachers for tomorrow’s classrooms (Oh and French, 2004).
The success and achievement of providing teachers with professional development and training in the effective use of technology in the classroom has two requirements: (a) professional development and training should be an integral part of the school technology plan, ensuring by this way that they are considered as essential factors in using technology to improve teaching and learning; and (b) professional development and training should contain the following necessary and important components: a connection to student learning, hands-on technology use, a variety of learning experiences, curriculum-specific applications, new roles for teachers, collegial learning, sufficient time, technical assistance and support, administrative support, adequate resources, continuous funding, and built-in evaluation (Rodriguez and Knuth, 2000). As Rodriguez and Knuth (2000) supported, professional development for effective technology use: (a) can come in a variety of forms such as mentoring, modeling, ongoing workshops, special courses, summer institutes since, research has indicated that teachers learn best when new information is presented over a long period of time instead of a single lesson; (b) should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content; (c) is conducted as an ongoing process not a one-shot approach because teachers need continued practice to become comfortable with and to implement change, especially in technology use; (d) provides sufficient time and support for teachers to master new content and strategies and to integrate them into their practice; (e) requires support from school administrators and leaders, who must have a clear vision of technology to support student learning and an understanding of the roles that all schools staff must play in achieving that vision; (f) cannot occur without a significant commitment of resources by the school district that must purchase the type of technical equipment necessary to meet the learning goals and provide for ongoing maintenance and upgrading; (g) requires funds to be available to provide teachers with technology while, a significant portion of the technology budget should be allocated for professional development; and (h) can be mandated either by motivating teachers to spend time and energy necessary to develop technology competency or by creating incentives for technology use such as use of contingency pay, bonuses, or a compensation system that rewards knowledge and skill along a career continuum. In general, a well-planned, ongoing professional development program that is tied to the school’s curriculum goals, designed with built-in evaluation, and is supported by adequate financial and staff support is necessary if teachers are going to use technology appropriately in the classroom to promote learning for students (Rodriguez and Knuth, 2000).
Despite the need for and the importance of having teachers provided with professional development and training in the effective use of technology in the classroom, today, teachers are not provided with sufficient training in order to get prepared to make use of technology effectively in the teaching and learning environment. Similarly, undergraduate teacher training programs are not sufficiently addressing the issue of the use of technology in the learning environment. Lack of professional development for technology use in the classroom constitutes one of the most serious obstacles in integrating technology into the classroom (Rodriguez and Knuth, 2000). When it comes to instructing teachers on technology integration, educational institutions are not always practicing what they preach (Cole, 2003). In addition, teachers have more resources available through technology than ever before but have not received sufficient training in the effective use of technology to enhance learning (U.S. Department of Education, 2006). As the U.S. Department of Education (1997) pointed out, teachers do not always receive good professional development and therefore, more attention is needed to provide teachers with the opportunity and time for acquiring the knowledge, skills, and professional development and training they actually need. Traditional sit-and-get training sessions or one-time-only workshops have not been effective in making teachers comfortable with using technology or integrating it into their lesson plans (Rodriguez and Knuth, 2000). As Rodriguez and Knuth supported, professional development in a technological age requires new definitions and resources and it cannot take the traditional forms of individual workshops or one-time training sessions but rather, it must be viewed as an ongoing and integral part of teachers’ professional lives. Many teachers do not have the technical knowledge or skills to recognize the potential for technology in teaching and learning and just knowing how to use a computer is not enough (Rodriguez and Knuth, 2000). As Rodriguez and Knuth supported, the best integration training for teachers does not simply show them how to add technology to what they are doing. Moreover, as the results of a study conducted by the Milken Exchange on Education Technology and the International Society for Technology in Education, revealed, in general, teacher training programs do not provide future teachers with the kinds of experiences needed to prepare them to make use of technology effectively in their classrooms (Lonergan, 2001).
In addition, as the U.S. Department of Education pointed out, today, schools spend an average of nine percent of their technology budgets in training and support but more than thirty percent of much larger technology budget should be invested in those areas (McKenzie, 2003). As Willis and Raines (2001) supported, although most teacher education programs provide some computer education for pre-service teachers, many do not have up-to-date equipment or faculty with technology expertise, that makes the situation no more promising for those just entering the teaching profession than for in-service teachers who report their technology training as being about computers, not learning with computers. Pre-service teacher education programs should not only teach how to use hardware and software but they should also emphasize teaching strategies and activities (Oh and French, 2004). Pre-service programs in teacher training colleges, need more attention than they presently get since, they are heavy on teaching the tools and emphasize on using the tools to teach and consequently, the low quality of technology integration in schools is the result of low quality of teachers’ professional preparation (Mallik, 2007). Therefore, it is important that colleges and other institutions of education widen their offerings to prepare pre-service teachers to make use of technology effectively, and begin modeling proper applications and practices of technology and teaching strategies in the learning process (Willis and Raines, 2001). Summing up, it can be denoted that it is very important to have teacher technology standards. All the five standards provided by ISTE (2008) are important but the most critical were found to be those relating to teachers’ promoting and modeling digital citizenship and responsibility and engaging in professional growth and leadership. These standards as well as the use of technology in classroom for improving among others students’ learning, constitute the main factors demonstrating the need for professional development and training of teachers in the effective use of technology in the classroom. Today, the training provided to pre-service and in-service teachers is not sufficient and therefore, teacher education institutions and programs must make the necessary steps that will address sufficiently the issue of the use of technology in the learning environment and consequently, will contribute to helping teachers become competent in making effective use of technology in the teaching and learning environment. Because as the Connecticut Commission (2003) noted, there is no turning back because the Technology Age is here with far-reaching implications especially for education and therefore, educational systems must open the doors and embrace technology instead of being intimidated by it, and for that to occur, teachers must accept and use the technologies that are available. Setting standards for teachers will affect teaching and learning only if teachers receive the support, preparation, professional development, and ongoing training they need to improve classroom practice (U.S. Department of Education, 1997). As the U.S. Department of Education pointed out, in every field demands are being placed on the workforce for higher levels of knowledge, skill, and performance than ever before, and teaching is no exception. Institutions that fail to educate teachers about technology integration and use inevitably fail the students of those teachers as well (Cole, 2003).
References
Alabama Board of Education (2004) Teacher Technology Standards. Retrieved July 14, 2009, from http://technologyinmotion.alsde.edu/Docs/TeacherTechnologyStandards-K-12.pdf
APTPLUS (n.d) Using the National Educational Standards for Students. Retrieved July 5, 2009, from http://www.aptv.org/APTPLUS/CLASSROOM/lesson.asp?LessonID=6&Name=Information%20Literacy&subjectID=800
Burke, J. (1998) Technology Standards for Teachers. Retrieved July 13, 2009, from http://www.sreb.org/programs/EdTech/pubs/techstandards.asp
Burke, J. (2000) New Directions-Teacher Technology Standards. Retrieved July 13, 2009, from http://www.sreb.org/programs/EdTech/pubs/NewDirections/NewDirections.pdf
Cole, G.K. (2003) Practicing What We Preach. The Educational Technology Journal,12 (6). Retrieved July 14, 2009, from http://www.fno.org/feb03/practicing.html
Connecticut Commission (2003) Connecticut Teacher Technology Competencies. Retrieved July 13, 2009, from http://www.ct.gov/ctedtech/cwp/view.asp?a=1186&Q=253104
Edutopia Staff (2009) Teacher Preparation: What Schools of Education Can Do. Retrieved July 14, 2009, from http://www.edutopia.org/what-schools-education-can-do
Greenville County (2002) Teacher Technology Standards. Instructional Technology. Retrieved July 14, 2009, from http://www.greenville.k12.sc.us/District/support/ets/instruct/docs/teacher.pdf
ISTE (2008) National Educational Technology Standards (NETS.T) and Performance Indicators for Teachers. Retrieved July 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
JEFFCO (n.d) Student Technology Standards. Retrieved July 4, 2009, from http://jeffcoweb.jeffco.k12.co.us/isu/itech/stuskills.htm
Kadijevich, D. (2002) Four Critical Issues of Applying Educational Technology Standards to Professional Development of Mathematics Teachers. Retrieved July 12, 2009, from http://www.math.uoc.gr/~ictm2/Proceedings/pap196.pdf
Lonergan, J.M. (2001) Preparing Urban Teachers to Use Technology for Instruction. ERIC Digest. Retrieved July 14, 2009, from http://www.ericdigests.org/2002-3/urban.htm
Mallik, U. (2007) Teacher Preparation for Technology in Education. Retrieved July 12, 2009, from http://www.digitallearning.in/articles/article-details.asp?articleid=1243&typ=COMMENTARY
McKenzie, J. (2003) Stories of Adult Learning. The Educational Technology Journal,12 (11). Retrieved July 14, 2009, from http://www.fno.org/sum03/adult.html Morrison,
W.F & Jeffs, T.L (2005) Outcomes of Preservice Teacher’s TechnologyUse. Retrieved July 13, 2009, from http://www.atia.org/files/public/atobv2n1articleSEVEN.pdf
ncrl.org (n.d) Professional Development for Teachers. Retrieved July 14, 2009, from http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2prof.htm
Oh, E. & French, R. (2004) Preservice Teachers’ Perceptions of an Introductory Instructional Technology Course. Retrieved July 13, 2009, from http://ejite.isu.edu/Volume3No1/Oh.htm
Rodriguez, G. & Knuth, R. (2000) Providing Professional Development for Effective Technology Use. Retrieved July 15, 2009, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm#over
Thomas, L.G & Knezek, D.G (2008) Information, Communications, and Educational Technology Standards for Students, Teachers, and School Leaders. Retrieved July 14, 2009, from http://www.springerlink.com/content/v067327183123223/
U.S. Department of Education (1997) Improving Schools: The Critical Role of Good Teachers and Good Teaching. Retrieved July 12, 2009, from http://www.ed.gov/pubs/ExcellAcctTeach/part-1.html
U.S. Department of Education (2006) National Education Technology Plan. Retrieved July 14, 2009, from http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/edlite-actionsteps.html#imp
Willis, E. & Raines, P. (2001) Technology and the Changing Face of Teacher Preparation. Contemporary Issues in Technology and Teacher Education, 1 (3). Retrieved July 13, 2009, from http://www.citejournal.org/vol1/iss3/currentpractice/article1.htm
Electronic Payment Options in Education
Today, we have come to a point where almost all of our transactions are conducted utilizing various electronic payment methods such as electronic bill payments, paying with credit cards, etc. Similarly, electronic payment methods are preferred and are widely used in educational organizations due to many reasons such as convenience, speed, limited costs, etc. Nothing is more convenient than electronic payment since you do not have to handle any paper money, write a check or swipe and credit card but rather, all you have to do is enter some information into your web browser that includes your account information such as your credit card number and then click your mouse (Hord, 2005). In addition to these, convenience is also provided with electronic payments due to the fact that electronic payments can be carried out 24 hours a day, seven days a week (Is4profit Ltd, 2005).
Electronic payments can be conducted with the highest speed. Electronic payment methods can be carried out very quickly and immediately unlike other payment methods such as sending cash or cheques by post that is slow and has also security and currency conversion implications (Is4profit Ltd, 2005). Another benefit related to electronic payment methods involves reduced costs. As reported by the Is4profit Ltd, making electronic payments means that many banking processes become automatic.
The training that students of an educational organization need to acquire is very simple. The only thing that they need to know is how to enter their account information into their student account. Additional knowledge can also be provided to the students by the Student Accounts Office of the educational organization that is responsible for receiving and processing the payments to the students’ accounts and for applying the online payments to the students’ accounts.
But training in electronic payments is not the only issue that students should be aware of but also and most importantly the issue of privacy and security raised with electronic payment systems. When students make an electronic payment their credit card information is vulnerable to interception by network sniffers, software that easily recognizes credit card number formats and hence, security measures must be taken and used in order to prevent such kind of security problems (Sashenko, n.d).
With electronic payment methods there is also the possibility of identity theft. Students must ensure that there are safeguards available to protect their sensitive personal information from falling into the wrong hands while they must also defend themselves against identity theft by using virus protection software and a firewall on their computer and ensure also that their educational organization makes use of data encryption that codes their information in such a way that only the key holder can decode it (Hord, 2005). As Oak (2008) noted, it is important for students to carry out money transactions over a secure server.
In order to make secure online payments, students must ensure that the educational organization that hosts their account follows strict security policies because if passwords are susceptible to being hacked then there is a potential risk of their personal and account details to be stolen and this could mean a financial loss for students (Oak, 2008). Students must ensure that the educational organization is committed to offering a secure online account management system and that when they make an electronic payment and provide their username and password, they are securely passed for instance on the Nelnet Business Solutions system using a 128-bit MD5 encryption scheme (Rector and Visitors of the University of Virginia, 2001). Generally, for security, only encrypted credit cards should be used at the educational organization and credit card details can be encrypted by using various security methods such as the Secure Socket Layer (SSL), E-Wallets (or digital wallets), or Secure Electronic Transaction (SET) (Turban, Leidner, Mclean & Wetherbe, 2008). For instance, Secure Socket Layer (SSL), developed by Netscape, that is one of the most useful security schemes, automatically encrypts the data passing between the students’ web browser and the educational organization’s server (Sashenko, n.d). Confidentiality and security is offered at Northcentral University and in specific, its website makes use of the industry standard Secure Socket Layer (SSL) encryption when it collects students’ personal information while also, the website is hosted in a data center that makes use of multiple levels of redundant firewalls and database encryption in order to protect information (Northcentral.edu, n.d).
References
Hord, J. (2005) How Electronic Payment Works. Retrieved January 25, 2010, from http://www.nu.e-association.ca/cim/dbf/how_electronic_payment_works-english.pdf?im_id=68&si_id=305
is4profit Ltd (2005) Electronic Payments. Retrieved January 29, 2010, from http://www.is4profit.com/business-advice/it-telecoms/electronic-payments/the-benefits-of-electronic-payments.html
Northcentral.edu (n.d) Privacy Policy. Retrieved January 27, 2010, from http://www.northcentral.edu/content/privacy-policy?section=node/754
Oak, M. (2008) Disadvantages of Electronic Payment Systems. Retrieved January 24, 2010, from http://www.buzzle.com/articles/disadvantages-of-electronic-payment-systems.html
Rector and Visitors of the University of Virginia (2001) Student Payment Information. Retrieved January 25, 2010, from http://www.virginia.edu/studentaccounts/student_payment.html
Sashenko, A. (n.d) Electronic Commerce Systems. Retrieved January 28, 2010, from http://www.scribd.com/doc/396840/Electronic-Commerce-Systems
Turban, E., Leidner, D., Mclean, E., & Wetherbe, J. (2008) Information technology for management: Transforming organizations in the digital economy (6th ed.). New York, NY: John Wiley & Sons.
Electronic payments can be conducted with the highest speed. Electronic payment methods can be carried out very quickly and immediately unlike other payment methods such as sending cash or cheques by post that is slow and has also security and currency conversion implications (Is4profit Ltd, 2005). Another benefit related to electronic payment methods involves reduced costs. As reported by the Is4profit Ltd, making electronic payments means that many banking processes become automatic.
The training that students of an educational organization need to acquire is very simple. The only thing that they need to know is how to enter their account information into their student account. Additional knowledge can also be provided to the students by the Student Accounts Office of the educational organization that is responsible for receiving and processing the payments to the students’ accounts and for applying the online payments to the students’ accounts.
But training in electronic payments is not the only issue that students should be aware of but also and most importantly the issue of privacy and security raised with electronic payment systems. When students make an electronic payment their credit card information is vulnerable to interception by network sniffers, software that easily recognizes credit card number formats and hence, security measures must be taken and used in order to prevent such kind of security problems (Sashenko, n.d).
With electronic payment methods there is also the possibility of identity theft. Students must ensure that there are safeguards available to protect their sensitive personal information from falling into the wrong hands while they must also defend themselves against identity theft by using virus protection software and a firewall on their computer and ensure also that their educational organization makes use of data encryption that codes their information in such a way that only the key holder can decode it (Hord, 2005). As Oak (2008) noted, it is important for students to carry out money transactions over a secure server.
In order to make secure online payments, students must ensure that the educational organization that hosts their account follows strict security policies because if passwords are susceptible to being hacked then there is a potential risk of their personal and account details to be stolen and this could mean a financial loss for students (Oak, 2008). Students must ensure that the educational organization is committed to offering a secure online account management system and that when they make an electronic payment and provide their username and password, they are securely passed for instance on the Nelnet Business Solutions system using a 128-bit MD5 encryption scheme (Rector and Visitors of the University of Virginia, 2001). Generally, for security, only encrypted credit cards should be used at the educational organization and credit card details can be encrypted by using various security methods such as the Secure Socket Layer (SSL), E-Wallets (or digital wallets), or Secure Electronic Transaction (SET) (Turban, Leidner, Mclean & Wetherbe, 2008). For instance, Secure Socket Layer (SSL), developed by Netscape, that is one of the most useful security schemes, automatically encrypts the data passing between the students’ web browser and the educational organization’s server (Sashenko, n.d). Confidentiality and security is offered at Northcentral University and in specific, its website makes use of the industry standard Secure Socket Layer (SSL) encryption when it collects students’ personal information while also, the website is hosted in a data center that makes use of multiple levels of redundant firewalls and database encryption in order to protect information (Northcentral.edu, n.d).
References
Hord, J. (2005) How Electronic Payment Works. Retrieved January 25, 2010, from http://www.nu.e-association.ca/cim/dbf/how_electronic_payment_works-english.pdf?im_id=68&si_id=305
is4profit Ltd (2005) Electronic Payments. Retrieved January 29, 2010, from http://www.is4profit.com/business-advice/it-telecoms/electronic-payments/the-benefits-of-electronic-payments.html
Northcentral.edu (n.d) Privacy Policy. Retrieved January 27, 2010, from http://www.northcentral.edu/content/privacy-policy?section=node/754
Oak, M. (2008) Disadvantages of Electronic Payment Systems. Retrieved January 24, 2010, from http://www.buzzle.com/articles/disadvantages-of-electronic-payment-systems.html
Rector and Visitors of the University of Virginia (2001) Student Payment Information. Retrieved January 25, 2010, from http://www.virginia.edu/studentaccounts/student_payment.html
Sashenko, A. (n.d) Electronic Commerce Systems. Retrieved January 28, 2010, from http://www.scribd.com/doc/396840/Electronic-Commerce-Systems
Turban, E., Leidner, D., Mclean, E., & Wetherbe, J. (2008) Information technology for management: Transforming organizations in the digital economy (6th ed.). New York, NY: John Wiley & Sons.
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