Technology should be integrated as a tool to promote and extend student learning on a daily basis. Technology use allows students to create, problem solve, research, collaborate, and interact globally. Students that use technology as a tool and or a support for communicating with others are in an active role rather than the passive role of recipient of information by a teacher or reading textbooks. Students have the ability to learn and express themselves in their individual learning style too.

When technology is introduced into a classroom, things change. Instruction through computers give students more control over their learning environments and access to a wider range of materials to use in the learning process.  For example, students are too confused or embarrassed to ask questions because they don’t want to show their ignorance but with individualized computer instruction, students can always immediately request help if something is unclear. Computers in classroom help to make it more interactive. They are extremely effective with the struggling learners because they have unlimited patience. The computer can also be used to educate the smarter students who easily get bored in a traditional classroom since they reach their goal faster. With computers, students that finish a unit can go to the next one immediately. For these bright students, the challenges that computers can offer encourage self-directed learning. Also, the use of technology fosters collaboration among student.

The teacher’s role changes as well. Teachers often find themselves acting more as coaches and less as lecturers. Teachers play the role of facilitator, setting project goals and spend more time individualizing their instruction. As a result, students are given much more individual attention due to the nature of some technologies.

There are many research studies validating the benefits of technology in the classrooms. Classrooms with the use of technology have students with positive attitudes, and a greater inclination to learn, and an increase in student achievement too. Many different types of technology and interactive learning process can be used to support and enhance learning:

Basic Skills Instruction

• Computer assisted instruction to drill
• Multi-media software – teach to a variety of learning styles
• Videodiscs – strengthen basic skills
• Video and audio technologies – bring material to life
• Distance learning – at least as effective as traditional methods of instruction
• All forms – develop new skills related to use of technology itself, necessary in workplace

Advanced Skills Instruction

• Interactive educational technologies, including:
• Computer-generated simulations
• Videodiscs
• Internet
• CD-ROM
• Students learn to: organize complex information, recognize patterns, draw inferences, communicate findings
• Learn better organizational and problem-solving skills

Assessment of Student Progress

• More comprehensive with multimedia
• Assessments which require student’s active participation
• Electronic portfolios

Student Motivation

• They like it better
• Increased family involvement
• Improved teachers’ skills
• Improved School Administration and Management

When students see their teacher incorporating new technology and trying new things, they become more engaged in the process. Technology allows students to see the whole world as a resource with themselves being in charge of their destiny. It also benefits students because they have choices and opportunities to explore and share information to a greater extent than available in a traditional classroom.

In conclusion, technology is a versatile and valuable tool for teaching and learning and becoming a way of life. Technology in the classroom is both beneficial to students and teachers. It creates new ways of obtaining and presenting information and gives students new ways of analyzing and understanding the world around them.

References:

D’Angelo, J. M., & Woosley, S. A. (2007). Technology in the classroom: friend or foe | Education | Find Articles at BNET. Reference Publications. Retrieved February 22, 2011, from http://findarticles.com/p/articles/mi_qa3673/is_4_127/ai_n29358572/
Department of Education 1995 forum: Technology’s Impact on Learning, Retrieved on May 8, 2011 from http://www.nsba.org/sbot/toolkit/tiol.html

North Central Regional Education Laboratory. (1999). Critical Issue: Using Technology to Improve Student Achievement. Retrieved on May 07, 2011 from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.html

Technology In the Classroom. (n.d.). . Retrieved March 1, 2011, from http://www.teach-nology.com/tutorials/techinclass/print.htm

A PLN is a Personal Learning Network. Having a PLN allows you to connect and share with other educators in your subject area.

This is a look at my current PLN.  I enjoyed this week’s assignment. I have not developed my professional network before and found this brainstorming technology to be wonderful. In developing my PLN, I realized my connections are made through the Boise State University Edtech program. My connections and useful tools I’ve learned are Google Docs, RSS reader, Zotero, and this blog site which help me develop networking and information sharing. My network has not branched out significantly into new directions yet but I see BSU as one area that will grow. I definitely see my PLN will grow gradually. EdTech 501 has prepared me for networking with other professionals and I am looking forward to adding onto my PLN in the future as my network grows.

To realize the benefits of technology, the school must develop a plan for integrating technology into the curriculum.

Technology is moving at a very fast pace and is being improved everyday. Reading John see’s article, he listed six main components to developing effective technology plans.

His first component claimed that these plans should be short term, not long term. I agree that technology in education is constantly changing and improving and is good to have short term technology use plans. Making plans too far ahead can be outdated within a few years. His second component was that effective technology plans focus on applications not technology. Technology should not be purchased in hopes that school will find a use for it. Technology should be purchased with a plan to use. Next, See states that technology plans should go beyond enhancing the curriculum. Although I do not work in a school setting, technology should be use within the lessons of other subjects. His fourth is integration of technology into the curriculum.  He makes a good point when he quotes Seymour Papert, “Do we have classes called ‘pencil’?” However, integration of technology should contribute to the teaching and learning in the classroom.  Technology such as computers shouldn’t be an add-on but a means for reaching the instructional objectives in the classroom. His fifth is pointing out that effective technology plans define technology as more than computers. It is important that computers can be used in every area of teaching. And his last component is effective technology plans are tied to staff development plans and I agree. Technology planning requires the assistance of educators who integrate technology into the curriculum, align it with student learning goals, and use it for engaged learning projects.

Education is vital to America’s individual and economic growth and prosperity.  Students need to be prepared to learn and work in the new 21st century environment. The introduction of the 2010 National Educational Technology Plan provides a vision for how information and communication technologies can help transform American education.

This National Education Technology Plan states the Obama administration’s directives at the beginning:

• We will raise the proportion of college graduates from where it now stands [39%] so that 60% of our population holds a 2-year or 4-year degree.

• We will close the achievement gap so that all students – regardless of race, income, or neighborhood – graduate from high school ready to succeed in college and careers.

The plan focuses and outlines a set of five goals that can inform state and local educational technology plans: Learning, Assessment, Teaching, Infrastructure, and Productivity. The plan clearly stated that technology is virtually every aspect of our daily lives and works and must also be leveraged to improve student learning. The plan calls for engaging and empowering learning experiences for all learners through more technology driven educational system. This National Education Technology Plan is a major step in moving away from the one size fits all and opening the door for a new and challenging resource to assist teachers and students to “21st century learning,” and competencies.

References

Anderson, L. (1996). Guidebook for Developing an Effective Instructional Technology Plan Version 2.0. Retrieved from http://www.nctp.com/guidebook.cfm

Office of Educational Technology U.S. Department of Education. (2010). Transforming American Education: Learning Powered by Technology. Retrieved from http://www.ed.gov/sites/default/files/NETP-2010-exec-summary.pdf

See, J. (1992). Developing effective technology plans. The Computing Teacher, 19(8). Retrieved from www.nctp.com/html/john_see.cfm

Having an effective teacher professional development is vital to school success and teacher satisfaction. TPD consists of three common models; standardized, site-based, and self-directed (Gaible & Burns, 2005).

Standardized TPD

Standardized TPD focus on rapid dissemination of specific skills and content such example is “train-the-trainer” approach. It gives teachers the opportunity to obtain broad and useful knowledge while interacting with other professionals. One type of standardized TPD is referred to as the Cascade model. In the Cascade model, teachers attend a centralized workshops or training and then have them train the rest of the staff.

Site-based TPD

Site-based TPD is a method that usually takes place at resources center within the school. It focuses on the specific or needs of the school that individual teachers encounter as they try to implement new techniques. Site-based is designed for teaching more difficult and important information and is the most effective, because it allows for the discussion to address the realities of the classroom in which the practices are to be implemented into the school.

However, a downside to site-base TPD approaches are time and labor-intensive, and can be a challenges. Site-based TPD also extends over a longer period and can takes place in many locations as well.

Self-directed TPD

In self-directed TPD model, it places all responsibility on the teacher and requires little of the school. Teachers are given more flexibility to learn the skills they need to improve the experience for their students.  Self-directed TPD focuses on the teachers’ individual needs for their development. To be effective using this model, teachers will have to participate in ongoing, self-motivated learning, and self-directed activities. This model is dependent upon the autonomy of the teachers and their ability to adapt their research to the specific needs of their classroom.

I do not work in a school, but I do hear from my sister who works for the local school district in the communication department that they use all three methods of professional development. As I asked for more information from my sister about her work and the local school district, and TPD models, I was informed every year, teachers and staffs are required to attend either a conference or training at various locations. The teacher’s conferences are for developing strategies and curriculum in the classroom and non-teaching staff’s training is to encourage the staffs about building of community as a whole staff.

She also informed me that the school district encourages self-directed professional development. They are told to list their professional and personal goals, their plan and expectation to complete them, and what resources are needed it to accomplish those goals. One skill that often request by teachers and staffs is to get more training in technology. Often teachers who have technology background request training so they can implement them into their lesson plans effectively. There are also technology workshops when new applications are implemented for teachers to simply their lessons plan and grading systems.

According to my sister, the schools benefit most from site-based TPD. There are usually training at the school sites for the teachers and staffs. The training is instructional. It usually work out better for the teachers because they like to ask questions and work in a hands on manner so they can directly experience what they are learning.

References
Gaible, E. & Burns, M.. (2005). Section 3:  Models and best practices in teacher professional development. Using technology to train teachers: Appropriate uses of ICT for teacher professional development in developing countries (pp. 15-24).  Retrieved from http://www.infodev.org/en/Publication.13.html

RSS is a simple way of getting news, blogs, forums and information updates from various websites into one place in an easy to access manner. You subscribe to the content that you want to receive and the fact that they simplify your life by bringing the complied content to your RSS reader. RSS is also a free way to promote a site and its content without the need to advertise or create complicated content sharing partnerships.

Link to my Google Reader Shared Items Page

Gardner, L., Sheridan, D., & White, D. (2002). A web-based learning and assessment system to support flexible education. Journal of Computer Assisted Learning, 18(2), 125-136. doi:10.1046/j.0266-4909.2001.00220.x
Keywords: Assessment, Business Education, Distance, Information Systems.

Means, B., Research, U. S. O. O. E., & Research, I. O. O. (1993). Using technology to support education reform. US Dept. of Education, Office of Educational Research and Improvement, Office of Research.
This article were sponsored by the U.S. Department of Education, Office of Educational Research and Improvement. It provide a basis for preliminary recommendations regarding the use of technology to support education reform.

Reeves, T. C. (2000). Socially Responsible Educational Technology Research. Educational Technology, 40(6), 19-28.
This article outlines  major types of educational technology research goals and research methods.There is also research goals and social responsibility; developmental research; and prospects for change.

Shim, J. P., Warkentin, M., Courtney, J. F., Power, D. J., Sharda, R., & Carlsson, C. (2002). Past, present, and future of decision support technology. Decision Support Systems, 33(2), 111-126. doi:10.1016/S0167-9236(01)00139-7
This article discusses the evolution of decision support systems (DSS) technologies and issues  related to DSS definition, application, and impact. It also mentions the four powerful decision support tools, including data warehouses, OLAP,  data mining, and Web-based DSS.

After reading and reviewing the 2010 Horizon Report, my focus discussion is on mobile computing. Mobile computing is one of the hottest market segments in the technology industry right now.  Mobile computing is the concept of being able to connect with family and friends at any time and anywhere. Mobiles are the access point not only for common tools and communications, but also for information of all kinds, training materials, and more.  From smartphones to iPads to netbooks and high-powered laptops, our mobile options have has risen dramatically. However, Smartphone ownership is a trend that’s on the rise.

There are many options for connection and access to information via the Internet but the fastest-growing segment belongs to smartphones.  Smartphone is a small, all-in-one device that is used for communication and computing functions.  Its features are above and beyond the simple ability to make telephone calls and have become more sophisticated.  Most smartphones have enough computing power to handle most of the functionality to conduct business. Smartphones make it easy to manage email, use text messages to communicate, check the latest posts on social networking sites, search for important business news items, and plan meetings.

“According to CTIA Wireless Association, over 80% of the U.S. population — more than 250 million — carry mobile phones. Nielsen reports that smartphones accounted for 25% of the mobile phone market in this country for the second quarter of 2010 and that they’re expected to account for a majority of phone sales by the end of next year. “

Mobile applications have been a major driver of the smartphone trend, enabling smartphone users to achieve virtually any task on their compact device. Applications such as language learning, e-learning games, instant messaging and word processing are all features that are appealing to smartphone users. The functionality of many smartphone apps now allows more aspects of learning than ever before.

Here are lists of examples of smartphone functionality and apps for learning are:

• Learning through audio- listening to audio broadcasting over the internet
• Learning through images- viewing of photos and the recording and viewing of videos
• Location-aware learning- with GPS capability to entails geographical know-how
• Learning by note-taking- recording information to assist comprehension and reflection

In addition to many more applications, another force that is driving the growth of the smartphone market is adding mobile broadband. By improving in speed, smartphone will increase more efficient transmission of data than previous networks. We are moving into a new era of mobile computing, with greater variety in applications, highly improved usability, and speedier networking.

Smartphones certainly represent one of the most attractive secular trends in technology. The table below shows a comparison of the most popular smartphones currently on the market.

Mobile computing is definitely a hot trend. There has been an upsurge in the use of smart phones and other mobile devices to access the Internet anywhere at any time.  With more people owning smartphones nowadays, trend of developing applications are soaring as well to  simplify functionality. Overall, thanks to widespread wireless connectivity and mobile devices, people are able to manage email, watch streaming video, listening to music, and posting text and images to various social media venues while following the posts in real time.

Resources

Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon Report.Austin, Texas: The New Media Consortium.

http://www.buzzle.com/articles/smartphones-a-smart-way-forward-for-learning.html, Retrieved February 13, 2011

Shinder, Debra Littlejohn  January 21, 2011, 11:30 AM PST, http://www.techrepublic.com/blog/smartphones/ways-to-improve-your-mobile-computing-experience/2151, Retrieved February 13, 2011

Technology has become the driving force of change in today’s world. Access to computers and the Internet are becoming increasingly important. As rapid information technology evolves, the concept of digital divide evolves into the concept of digital inequality.

The “Digital Divide” is a term that came into popularity in the 1990s as internet usage became widespread. It is defined as the gap between individuals that have and do not have access to modern information technology, such as the cell phone, television, or the Internet. The digital divide is an issue that has existed for a long time and has yet to be resolved. There is a need to close the digital divide because being connected is important in the digital information age. The digital divide exists between the educated and the uneducated, between economic classes, and, globally, between the more and less industrially developed nations. 

In recent years, more attention is being paid to “digital inequality” a term that describes how technology users access and learn their technical skills in their daily lives. Digital inequality is different from the Digital Divide because it focuses on how user uses the technology instead of the individual income level.  The digital inequality includes the following disparities:

• Technical means: the quality of connection such as lack of access to bandwidth, broadband, modem, software, hardware
• Autonomy:  individual’s independence to use technology at home, school or work
• Skill: individual’s ability to research and download information
• Purpose: individual’s ability for personal growth or to improve financial gain

Technology is now a strong presence in all schools. I believe public schools have done a good job by providing computers and internet access for the students. There are computers and Internet access for students regardless of their gender, ethnicity, disability, or family social status. According to the 2003 report from the National Center for Education Statistics, 83% of U.S. students have access to the Internet in schools, with little variation based on race, gender, parent education or income. However, the instant they return to their homes, the situation changes. The parents’ income levels, family structure, geographic location and employment pattern show heavy swings in Internet use at home. With computers and internet services getting cheaper and accessible, it’s still important that having meaningful support for using the technology an essential ingredient for getting connected to the internet. Technology is accessible but not every individual is naturally” skillful and persistent in their technology learning.

The 2003 report from the National Center for Education Statistics shows data regarding the breakdown of Internet accessibility in schools (Carvin, 2006). There are also various sources that provide glimpses of overall use patterns:

• Nearly 75% of Americans now have Internet access from home. (Nielsen//NetRatings, March 18, 2004)
• From October 2002 to October 2003, senior citizens were the fastest growing age group online, increasing by 25% and making up 7% of active Internet users. The second fastest growing age group was 55-64 years (15% increase), followed by those 18-24 years (13% increase). (Nielsen//NetRatings, November 20, 2003)
• 23% of adult U.S. Internet users have used the Internet at places other than home or work: at school (27%), others’ homes (26%), and libraries (26%). These users were of two types: those who try to connect from wherever they are and those who are relatively poor and depend on places other than work or home for access. (Pew Internet & American Life Project, March 3, 2004).  

Digital inequality exists. There are still measures to help narrow the gap caused by Digital Inequality. Providing socioeconomic communities access to technology is necessary. Access to computers and the Internet can only be useful if individuals have skills to use them effectively to meet their needs.  So, it’s important to educate and provide training programs to ensure effective use of technology tools. With investments of time, technology, and training, it can reduce the long-term digital inequality in the decades to come.

Resources:

Carvin, A. (2006). New Govt Report Exposes the School-Home Digital Divide.  Retrieved from http://www.pbs.org/teachers/learning.now/2006/09/new_report_exposes_the_schoolh.html

Computer and Internet Use by Students in 2003. (2006). Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006065

DiMaggio, P., & Hargittai, E. (2001). From the ‘digital divide’ to ‘digital inequality:’ Studying Internet use as penetration increases. Princeton University Center for Arts and Cultural Policy Studies, Working Paper Series number, 15. Retrieved from http://www.princeton.edu/~arts…gittai.pdf

ITU Country rankings. (2010). Retrieved from http://www.itu.int/net/itunews/issues/2010/03/26.aspx

Pew Internet & Life Project. (2004, March 3). PIP data memo: Use of the Internet in places other than home or work. Retrieved February 04, 2011, from www.pewinternet.org/reports/pdfs/PIP_Other_Places.pdf  

Nielsen//NetRatings. (2003, February 20). Global Internet population grows an average of four percent year-over-year. Retrieved February 04, 2011, from www.netratings.com/pr/pr_030220_hk.pdf

After reading this week reading assignment, Chapter 1 in Educational Technology: A Definition with Commentary, I have decided to provide my perspective of the following element: Learning

Technology is a part of our lives; particularly the internet is a tool well-suited to learning. Technology gives us a way to connect with each other and extend the learning experience. Technology is revolutionizing the way we think, work, and play.

Technology can be used to:

• bring exciting curricula based on real-world problems into the classroom;
• provide scaffolds and tools to enhance learning;
• give students and teachers more opportunities for feedback, reflection, and revision;
• build local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people; and
• expand opportunities for teacher learning.

Introducing technology into the learning environment is vital and vibrant part of the educational environment. Educational technology is the use of technology to support the learning process. “The purpose of educational technology is “facilitating learning and improving performance.”  Technology is changing the way we learn. Students retain their learning through a process of accommodation, assimilation, social interaction, reflection, and shared meaning. Integrating technology into classroom instruction means more than teaching basic computer skills and should include audio, streaming and visual technology as guide to enhance learning objectives. When there are a variety of learning tools such as interactive web elements and participation in video conferencing, students become more engaged in the learning process. Students take responsibility and become more independent in their learning. By integrating technology in the curriculum, it helps students’ use higher-order thinking, analysis, and problem solving abilities.

Having a computer in a classroom is a necessity because it encourages cooperative learning and student collaboration as well. The use of technology affects students positively in achievement and academic performance. Technology is an important tool to be utilized by students at all levels of education. Technology enrich students’ learning by using a variety of resources which help them gain understanding about their world.

Technology usage in classroom is also a benefit for teachers. Teachers become guides and facilitators and less of a presenter of information. Teacher can teach research skills, diversify lessons and prepare students for a rapidly changing, highly technological world. Teacher can also build confidence to become a leader in their classrooms.

Sources:

http://www.cjlt.ca/index.php/cjlt/article/viewArticle/527/260

http://www.pt3.org/technology/tech_learning.html

http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html

http://www.edutopia.org/teachingmodules/TI/pdf/DavidandLucilePackardFdn-FutureofChilren-ChildrenandComputerTechnology-ExecSummary.pdf

http://sites.google.com/site/thedigitallibrarian/benefits-of-technology