Ed+Tech+501

=**media type="custom" key="6541211"   Experts Tout Virtual Education**= [] As someone who is interested in online teaching and learning, I found the article “Experts Tout Virtual Education” particularly intriguing. Virtual education is increasing at 30% yearly, with the typical brick-and-mortar classroom predicted to slowly change to include “blended and virtual learning models.” An emphasis on the U.S. remaining a world leader and the ability to individualize education while instituting cost-saving measures will act to propel virtual education into the mainstream, although government monopolization means that this change will occur more slowly in public schools than it will in private institutions. I anticipate that educators who are ready and poised to make the leap into virtual education will become leaders in education’s rapidly changing landscape. Perhaps public pressure to explore cost-saving measures will translate in a shift towards virtual education more quickly than the author postulates.page here.

The many advances made in media and technologies over the last century have failed to result in a significant impact in instruction despite their success in military and industry. Although schools may possess hardware such as computers, the impact from such technology on instruction is minimal (Reiser, 2001b); e//ven technology-savvy teachers do not integrate technology as much as one would expect, perhaps because teachers tend to instruct in the manner in which they were taught (Tan & Winslow, 2004). Although human factors such as time and training play a role, I feel the biggest reason technology use has not kept pace with technology availability is because technology not been tied to the curriculum, but instead has being viewed as a stand-alone// component of the classroom. The successful integration of technology into the classroom is contingent on the application of instructional design strategies; strategies that seamlessly bind technology to the curriculum. This can be accomplished through careful instructional planning that result in curriculum driving technology’s use (Reiser, 2001b, and Crader). Establishing an understanding of how technology supports the curriculum is critical if lessons from the past regarding media and its role in education are to be avoided; “Every trip to a computer lab ought to be accompanied by a //specific curriculum objective” (////Holland////, 2005).// Since teachers may lack the experience or comfort level required to design projects beyond simple word-processing or research, it is essential that they be provided with on-going support and training so that well-designed instructional activities that integrate technology into the curriculum can be created. Additionally, teachers need to be part of any decision-making process regarding technology if the expectation is that technology will be used to support the curriculum (Honey, Culp, & Spielvogel, 2005). Alena R. Treat, A., Wang, Y., Chadha, R. & Dixon, M. (2006). //Major Developments in Instructional Technology: During the 20th Century// Retrieved June 6, 2010 from [] Cradler, J. (n.d.). //Implementing Technology in Education: Recent Findings from Research and Evaluation Studies.// Retrieved June 6, 2010 from [] Honey, M., Culp, K., & Spielvogel, R. (2005). //Critical Issue: Using Technology to Improve Student// //Achievement// (2005). Retrieved June 6, 2010 from [] Fryer, W. (2010). //Why don’t teachers integrate technology more effectively?// Retrieved June 7, 2010 from [|http://www.speedofcreativity.org/2010/01/23/why-dont-more teachers-integrate-technology-more-effectively/] Holland, J. (2005). //When Teachers Don’t Get It: Myths, Misconceptions, and other Taradiddle//. Retrieved June 7, 2010 from [] Reiser, R. (2001a). A history of instructional design and technology: Part I: A history of instructional media. //Educational// //Technology, Research and Development,// //49//, (1), 53-64. Reiser, R. (2001b). A history of instructional design and technology: Part II: A history of instructional design. //Educational Technology, Research and Development,// //49// (2), 57-67. Tan, S. & Winslow, J. (2004). //Tech savvy teachers who don’t use technology in the classroom.// Retrieved June 7, 2010 from //[]// //*// //**The Debate over Digital Natives,** June 12, 2010// Prensky’s coining of the term “digital native,” someone who has grown up with technology and possesses confidence with the “digital language of computers, video games and the Internet,” has been made without sufficient empirical research necessary to support claims that today’s students “think and process information fundamentally different from their predecessors” (Prensky, 2001, p. 1). Other than Dr. Gary Small, who claims that daily exposure to technology can alter the brain (Ritter 2008), there is little research to support the digital native concept. McKenzie (2007) states Prensky’s claims are founded on “unsubstantiated evidence” with “no data or studies to back up the central thesis of his paper” while Bennett, Maton, & Kervin (2008) use the words “moral panic” to describe the digital native debate, the evidence of which is make up primarily of informal observations (Selwyn, 2009). Although students today are able to employ text, gaming, and social networking at a level that exceeds previous generations, it has been my experience that those skills do not translate into possessing advanced technological knowledge, particularly with productivity software. Margaryan & Littlejohn (2008) found that although students use social technologies recreationally, they lack familiarity with emerging technologies and do not create knowledge in a radically different way from their lecturers. College students are “not nearly as proficient when it comes to using digital tools in a classroom setting; this turns the myth that we’re dealing with a whole generation of digital natives on its head” (Rieders, as cited by Carter). Research supporting the concept of digital natives needs to be accumulated prior to educational systems radically altering teaching methods to accommodate the Net generation. Bennett, S., Maton, K., Kervin, L. (2008). //The ‘digital natives’debate: A critical review of the evidence.// Retrieved June 10, 2010 from [] Carter, D. (2010). //Survey: ‘Digital natives’ need more IT support.// Retrieved June 10, 2010 from [] Margaryan, A. & Littlejohn, A. (2008). //Are digital natives a myth or reality? Students’ use of technologies for learning.”// Retrieved June 10, 2010 from [] McKenzie, J. (2007). Digital Nativism, Digital Delusions and Digital Deprivation. //From Now On the Educational Technology Journal, 17(//2). Retrieved June 10, 2010, from []. Prensky, M. (2001). Digital natives, digital immigrants. //On the Horizon//, //9//(5), 1-6. Ritter, Malcolm (2008). //Scientists concerned about effect of technology on brain.// Retrieved June 10, 2010 from [] Selwyn, N. (2009). The digital native-myth and reality. //Aslib Proceedings (61)//4, 364-379. Until recently, the term “digital divide” referred to those without computer access or the ability to effectively use computers; its meaning has shifted to describe those without broadband network access (Wikipedia, 2010). Students who lack high speed Internet are at a distinct disadvantage over those who possess it. Jackson (as cited by Carvin, 2006) found a correlation existed between home Internet access and higher GPAs and standardized reading scores. To be able to fully take advantage of “any time, any place” learning, students should have a computer and Internet access at home (Lindeman, 2000). These issues become even more pressing when considering online schools; programs that require online access from home are not truly accessible to all students. “Any virtual education program that operates in a public school has a responsibility to make the program available to students who don’t have their own computers” (Rose & Bloymeyer, 2007, p. 3). Awareness of the digital divide is crucial for instructional technologists and instructional designers as it may affect the implementation of instruction dependent upon high speed Internet access. Although libraries and after school programs are vital resources in closing the digital divide, there is no solution for overcoming high speed Internet availability. Teachers need to avoid assuming students have the capability to conduct research from home, particularly students whose parents are of low socio-economic status, do not speak English, or who live in rural areas where high speed Internet is either not available or is prohibitively expensive. Teachers should accommodate students who lack high speed Internet by providing additional time to complete assignments, provide access of school computers outside the school day, or offer alternate assignments. Carvin, A. (2006). //Does Home Internet Access Improve Academic Achievement?// Retrieved June 13, 2010, from [|http://www.pbs.org/teachers/learning.now/2006/05/does_home_internet_access mpr_1.html] Digital Divide (2010, June 10). In //Wikipedia, the free encyclopedia.// Retrieved June 11, 2010, from [] Lindeman, M. (2000). //Free Internet Service-Get Your Students Connected.// Retrieved June 12, 2010, from University of Illinois, Online Network Web Site: [] Rose, R. & Bloymeyer, R. (2007). //Research committee Issues Brief: Access and Equity in Online Classes and// //Virtual// //Schools////.// Retrieved June 12, 2010 from []
 * Lessons Learned from 50 Years of Technology and Their Impact on Education June 7, 2010**
 * Reflection on the New Digital Inequities, June 13, 2010**
 * Reflection on the New Digital Inequities, June 13, 2010**

** Ed Tech Skills & Knowledge/Job Opportunities **

Educational technologists conduct a variety of tasks centered around enhancing learning outcomes through the use of technology (Instructional Technology Degree-Education Technology, n.d.) including designing instruction and instructional materials, managing learning resources collections, and assisting others with integrating technology into the curriculum (Richey & Fields as cited by Ely, 2000). Successful educational technologists at the K-12 setting are knowledgeable of both hardware and software (Foti, 2001), pedagogy, learning theory, and instructional design (wikipedia, ed tech). They working effectively with others and are able to clearly articulate their vision regarding technology (Utecht, 2010). They may be tasked with developing curriculum, assisting teachers with implementing technology, or acting as a technology resource for the district. Local, state, and federal education and training agencies, as well as //Instructional Technology Degree Programs//, n.d.). In addition to educational organizations, business, industry, government, military, and health organizations employ educational technologists.(Ely, 2000; //Instructional Technology Degree-EducationalTechnology, n.d.).// Job duties may involve producing instructional materials such as technical assistance manuals and training manuals ( and working to create efficient workplaces (Emerging career opportunities include employment as training managers, web designers, computer technologists, educational software consultants, multimedia designers, directors of distance education, corporate trainers, and curriculum developers. Salary varies depending on employment, with corporate trainers earning around $90,000 annually, teachers averaging $52,500 and those employed as educational administrators making $82,000 (//Instructional Technology Degree Programs// , n.d.). A number of universities offer online degrees in technology, generally at the graduate level, although there are a few two-year postsecondary programs (Ely, 2000). Typical courses include foundations of educational technology, learning theory, assessment, instructional design, applying computers in education, and usually a research course (Career, n.d.; Course List, n.d.; //Master of Science in Educational Technology//, n.d.).

1. This site is a great overview of educational technology []
 * Recommended Web Sites about Educational Technology as a Career **

2. This site goes into great detail describing the difference between instructional technology and educational technology []

4. This site gives a nice overview of the types of work someone with an instructional technology degree would conduct, along with the expected salary range. [] 5. This is the government site for the Office of Educational Technology. It contains the Draft National Educational Technology Plan []

About E-Learning. //Instructional Technology Degree Programs.// Retrieved June 11, 2010,from
 * Reference List **

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//Course List.// Retrieved June 15, 2010, from Penn State University Online DegreePrograms Web site: [] []

Education Center Online. //Instructional Technology Degree-EducationalTechnology.//Retrieved June 12, 2010, from []

Educational Technology (2010). In //Wikipedia.// Retrieved June 11, 2010, from [] Ely, D. (2000). //The Field of Educational Technology: Update 2000. A DozenFrequently Asked Questions.// Syracuse, NY: ERIC Clearinghouse on Informationand Technology. (ERIC Document Reproduction Service No. ED438807).

//Master of Science in Educational Technology.// Retrieved June 12, 2010 from BoiseState University Department of Educational Technology Web site: [] //Master of Science in Educational Technology.// Retrieved June 13, 2010, from Universityof Central Missouri Department of Career and Technology Education Web site: [] ,

McCrel. //Educational Technology.// Retrieved June 12, 2010, from