Education Technology
Technology in Education

An Brief Analysis of Methods that could work to improve access to Educational Technologies in both Rural and Urban Schools

Integrating technologies into classrooms general requires that a wide range of obstacles to be overcome. Not only do modern technologies have hefty price tag that can weigh heavily on school budgeting, but it also requires additional training for both the teachers as well as the students. Furthermore, it is often also the case that the school's culture is prohibitive of embracing new methods of class room education and teachers often have resistance to integrating new technologies into their lesson plans. However, in the modern environment, if technology is successful integrated into the classroom setting this can often not reduce some of the instructor's workload but also better prepare students to meet the challenges they will face in the twenty first century. The analysis will investigate different strategies that…...

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Works Cited

Estes, A. (2011, June 6). The U.N. Declares Internet Access a Human Right. Retrieved from The Alantic:  http://www.theatlanticwire.com/technology/2011/06/united-nations-wikileaks-internet-human-rights/38526/# 

Termin, P. (2003, June). Low Pay, Low Quality. Retrieved from Education Next:  http://educationnext.org/low-pay-low-quality/ 

Turner, R. (2009, July 24). Strengthening Community Opportunities through Rural Education . Retrieved from University of Virginia: http://lisa.sts.virginia.edu/WIP/docs/papers/Turner_09_r.pdf

Access to Educational Technology: Students With Special Needs
Students with Special Needs: Access to Educational Technology

Technology has literally changed the way we live our lives in the education sector, as well as in recreation and employment. esearch evidence, however, shows that a digital divide still exists between persons with disabilities and their nondisabled counterparts. This text presents the possible reasons for this, and identifies specific tools that teachers could use to maximize outcomes for specific learner groups.

Technology has impacted almost all areas of human life, including recreation, employment and education. However, research shows that students with special needs are largely underserved, with less access to educational technology. Empirical evidence indicates that persons with disabilities are less likely than their nondisabled counterparts to have computer and internet access. This text analyzes the potential reasons for this, and identifies specific tools that teachers could use to maximize outcomes for specific learner groups. It…...

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References

Bartsch R.A. & Coben K.M., (2003). Effectiveness of PowerPoint Presentations in Lectures, Computers and Education, 41, 77-86.

Burgstahler, S. (2002). Bridging the Digital Divide in Post-Secondary Education: Technology Access for Youth with Disabilities. Information Brief, 1(2), 1-4.

Butler-Kisber, L. (2013). Teaching and Learning in the Digital World: Possibilities and Challenges. Learning Landscapes, 6(2), 423-430.

Hasselbring, T. S. & Glaser, C. H. (2000). Use of Computer Technology to Help Students with Special Needs. Children and Computer Technology, 10(2), 102-122.

Education Administrator Standards
National Educational Technology Standards for Administrators (NETS*A)

The International Society for Technology in Education (ISTE) designed a set of standards by which they believe that students, teachers and administrators can better move forward in the digital age. The administrator standards provide a means for school and district executive staff to guide their progress as electronic technology becomes even more engrained in society and institutions of learning. The ISTE outlined five areas of need which will allow administrators to lead their specific programs during the digital revolution. These standards -- visionary leadership, digital age learning culture, excellence in professional practice, systemic improvement, digital citizenship -- all concern some aspect of how a digital age administrator can foster the continued understanding and proper use of the growing range of educationally available digital technology. This paper focuses on the standards and sub-standards associated with digital citizenship and provides a specific example…...

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References

Banoglu, K. (2011). School principals' technology leadership competency and technology coordinatorship. Kuram ve Uygulamada Egitim Bilimleri, 11(1), 208- 221.

Eren, E.S., & Kurt, A.A. (2011). Technological leadership behavior of elementary school principals in the process of supply and use of educational technologies. Education, 131(3), 113-123.

Hughes, J.E., McLeod, S., Dikkers, A.G., Brahier, B., & Whiteside, A. (2005). School technology leadership: Theory to practice. Academic Exchange Quarterly, 9(2), 51-60.

ISTE. (2009). NETS*A: Standards and sub-standards. Retrieved from  http://www.iste.org/docs/pdfs/nets-a-standards.pdf?sfvrsn=2

The computer is also helping the disabled learn more effectively and quickly, with programs specifically developed for the physically, visual and hearing impaired being acquired by school systems in addition to assistive devices for classroom use as directional microphones.

E-mail is almost as natural as breathing today. In the next three to five years, students will team together via desktop conferencing and groupware. Some distance learning language or other special instructional classes will also be viewed over the web and projected onto classroom TV monitors or individual laptops. Students are already teleconferencing real-time worldwide through the Internet with other classrooms, in addition to professionals and specialists in specific areas.

Another decade or so in the future, students will use information technology as learning devices through infrastructures such as knowledge webs, virtual communities, and shared synthetic environments with sensory immersion. The Internet will be used as a tutoring tool, online courses and virtual…...

EdTech Business PlanExecutive SummaryCompany OverviewOur EdTech startup aims to revolutionize the K-12 learning experience with a personalized, engaging, and accessible AI-powered educational platform. Targeting initially the U.S. market, our long-term vision includes global expansion to the United Kingdom, China, and India.Value PropositionOur primary value proposition is to deliver a tailored, enjoyable, and accessible K-12 educational experience through our AI-enabled platform. We blend academic rigor with gamification to promote learning motivation and engagement. Our focus on individualized learning paths, powered by AI, allows us to adapt to each student's pace, comprehension level, and learning style (Glessner & Johnson, 2020).Target MarketOur primary market is U.S. K-12 students, aged between 5 and 18 years, from diverse socio-economic backgrounds. We cater to both traditional and homeschooling students looking to supplement their education. Given the post-pandemic shift towards online learning and the increased parental involvement in education, we see a substantial opportunity to carve a…...

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References

Glessner, M. M., & Johnson, S. A. (2020). The experiences and perceptions of practicing special education teachers during the COVID-19 pandemic. The Interactive Journal of Global Leadership and Learning, 1(2), 4.

Jha, C. N., & Mishra, P. N. (2022). An analytical study of the important role played by modern technological tools in imparting education to generation z. A perspective of digital technologies in higher education, 173.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39.

There are varying educational backgrounds and levels in distance education and the delivery method must be in a way that is interactive using visuals, charts, graphs and other stimulating realia.
Conclusion

In conclusion, the Dick & Carey Model of Instructional Design and the Jerrold Kemp Model of Instructional design are both excellent models for developing both traditional and distance learning materials. However, the differences among the types of ISD Comparison 6 learners must be clearly identified and defined in order for either of these models to be successful. With technology changing the face of education, instructional design models will also need to change in order to best educate and meet the needs of the different types of learners.

eferences

Dick, Walter, & Carey, Lou. (1985) The Systematic Design of Instruction (2nd ed.) Glenview, IL: Scott, Foresman and Company.

Kemp, Jerrold E. (1977). Instructional Design. (2nd Ed.) Belmont, CA: Fearon Publishers, Inc.

Brown, Frederick G. (1981).…...

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References

Dick, Walter, & Carey, Lou. (1985) The Systematic Design of Instruction (2nd ed.) Glenview, IL: Scott, Foresman and Company.

Kemp, Jerrold E. (1977). Instructional Design. (2nd Ed.) Belmont, CA: Fearon Publishers, Inc.

Brown, Frederick G. (1981). Measuring Classroom Achievement. New York: Holt, Rinehart and Winston.

Dalton, William. Assessing Student Learning: It can be more than a survey. Retrieved May 25, 2006 at http://fie.engrng.pitt.edu/fie95/2c1/2c14/2c14.htm

Chapter 3 stresses the importance both fundamentally and ethically of representing information truthfully and honestly through visual and experiential means that are meaningful to the learner and respect the fact that the individual mind is rather limited and therefore needs human centered externals to help it learn and retain information. Chapter 4 stresses the importance of individuality in the development of technologies that teach and interact with people. The overall work is important as it stresses the fact that technologies, as a creation of man must be developed and manipulated to reflect the humanity of their purpose. The fallibility of the mind is stressed as is its limitations and the possibility of the development of greater tools to impart knowledge is the most important factor in the development of learning tools.
Norman, D. (1988). The Design of Everyday Things. New York: Doubleday/Currency. [chapters 1, 2, 3, 4]

In this work Norman…...

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Wittrock, M.C. (1992). Generative learning processes of the brain. Educational Psychologist, 27(4), 531-541.

Wittrock present a functional model of learning that pays close attention to four processes of learning; attention, motivation, knowledge or preconceptions and generation. The author's point-of-view is clearly one of biological i.e. neurological brain function and develops a schema in which knowledge or learning takes place, as interactive and fluid in the mind. Understanding each of these four aspects can give the educational developer an idea of the need to bring learners all the way in to a learning environment through attention, motivation and base knowledge to elicit generative principles of cognition, i.e. The assimilation of novel material, that will add to their base knowledge of understanding. Wittrock's model in fact stresses that in creation of interactive or even static instruction if one key aspect is lacking, the whole of the system is resistant to learning. This is important in that it makes clear that development of technologies that instruct must produce attention and elicit motivation as well as build from some existing knowledge base to be effective for any user to generate a set of new knowledge. Even the most simple instructions often build on a set of base knowledge, that is frequently taken for granted and many instructional environments lack the sort of stimulation that garners attention and motivates the learner.

Total 17 papers including 3 books. I'll send you the articles in PDF files except three books Saffer, D. (2007). Designing for Interaction. Berkeley: New Riders. Norman, D. (1988). The Design of Everyday Things. New York: Doubleday/Currency. Norman, D. (1993). Things that make us smart. New York: Doubleday/Currency. I think you can find these easiliy in libraries.

Technology in Education
Assessing Three Emerging Technologies' Contribution to Learning

There are a myriad of new technologies emerging that have the potential to completely re-order and increase the level of learning effectiveness and performance of students. With so many new technologies emerging as diverse as mobile-based learning systems on smartphones to the ability to tailor online learning systems and complete networks, the opportunities for educators to innovate has never been more full of potential. What unifies the highest performing technologies in the area of learner involvement and performance are those that allow for students to define the pace, depth and repetition possible for a given subject. All of these technologies share a common characteristic of being able to align and support learner's specific goals and objectives, creating a highly effective educational scaffolding platform in the process (Najjar, 2008). The best technologies can be quickly tailored to each individual student's needs, while also…...

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References

Bernoff, J., & Li, C. (2008). Harnessing the power of the oh-so-social web. MIT Sloan Management Review, 49(3), 36-42.

Custin, R., & Barkacs, L. (2010). Developing sustainable learning communities through blogging. Journal of Instructional Pedagogies, 4, 1-8.

Downes, S. (2004). Educational blogging. EDUCAUSE Review, 39(5), 14-26.

Fontana, A. (2011). Making an app. EDUCAUSE Review, 46(6), 108.

Purely from the healthcare educational perspective, technological innovations have greatly improved the ease with which quality education can be delivered. The more educational technology continues to evolve, the more it contributes to the corresponding development of systematic curriculum and instructional method design and Development. Ideally, the ever-increasing potential of computer technology will continue improving the manner in which the specific needs of modern healthcare can be incorporated into curriculum design and instructional methodology.
eferences:

Adams, D. And Hamm, M. (1994). New Designs for Teaching and Learning: Promoting

Active Learning in Tomorrow's Schools. San Francisco: Jossey-Bass.

Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests: The K-

12 Education That Every Child Deserves. New York: Penguin Putnam.

Michea, Y., Phelps, C., and Johnson, C. (2002). "Modular Design of Health

Education Interactive Multimedia" School of Health Information Sciences,

University of…...

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References:

Adams, D. And Hamm, M. (1994). New Designs for Teaching and Learning: Promoting

Active Learning in Tomorrow's Schools. San Francisco: Jossey-Bass.

Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests: The K-

12 Education That Every Child Deserves. New York: Penguin Putnam.

The efforts of the federal government have been thoroughly and extensively backed up by fiscal funds given by the numerous states, districts, businesses, and parents (NCES, 2000). However, the overall literacy and literature education of students with the incorporation of technology has been primarily negative and this needs to change with time as the overall long-term impact of this negative pattern will be very damaging to the mindset of students and the overall literacy activities that they engage in.
eferences

Anderson, .E., & onnkvist, A. (1999). The presence of computers in American schools. Center for esearch on Information Technology and Organizations.

Becker, H.J., & Sterling C.W. (1987). Equity in school computer use: National data and neglected considerations. Journal of Educational Computing esearch, 3, 289 -- 311.

Becker, H.J. (2000). Who's wired and who's not. University of California, Irvine. Available: http://www.gse.uci.edu/doehome/DeptInfo/Faculty/Becker/packard/text.html

Cuban, L. (1998). High-tech schools and low-tech teaching. Journal of Computing in Teacher Education,…...

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References

Anderson, R.E., & Ronnkvist, A. (1999). The presence of computers in American schools. Center for Research on Information Technology and Organizations.

Becker, H.J., & Sterling C.W. (1987). Equity in school computer use: National data and neglected considerations. Journal of Educational Computing Research, 3, 289 -- 311.

Becker, H.J. (2000). Who's wired and who's not. University of California, Irvine. Available: http://www.gse.uci.edu/doehome/DeptInfo/Faculty/Becker/packard/text.html

Cuban, L. (1998). High-tech schools and low-tech teaching. Journal of Computing in Teacher Education, 14(2), 6 -- 7.

"Numerous studies have shown that impressive results in student achievement have come from students in technology-rich learning environments. Additional benefits such as improved student attitude, enthusiasm and engagement have also been found." (Sebastian J.)
However technology is not a solution in itself but can be a useful and often powerful means of enhancing the educational process. In this process technology does not replace teaching as an essential function but is rather used to the advantage of the teacher and students. As one study succinctly summarizes the relationship between pedagogy and technology; "...the teacher is essential to the integration of the technological potential in education. Teachers need the access, training, ongoing support and time to become proficient, productive users of technology. This is crucial in order for teachers to fulfill their roles as facilitators of learning and information literacy." (Sebastian J.)

eferences

Building a Nation of Learners Key to U.S. Meeting Global Competition,…...

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References

Building a Nation of Learners Key to U.S. Meeting Global Competition, Report by Business-Higher Education Forum Concludes. (2003) Retrieved Sept 2, 2006, at  http://www.bhef.com/media/building_anation.cfm 

Ferris William R. Using Computers in Education National Endowment for the Humanities Preps Schools for New Millennium. Retrieved Sept 2, 2006, at  http://govinfo.library.unt.edu/accessamerica/docs/milleniumschool.html 

Ross S. Feature Article. Retrieved Sept 2, 2006, at  http://www.uky.edu/~casenet/RTD/newsletter/june98/june98.html#ross 

Sebastian J. (1996) Education Technology: The Teachers' Role. Retrieved Sept 2, 2006 at http://www.altp.org/SSP/TeachersRoleWhitePaper.htm

Technology in Edu
Technology has changed the ways schools operate, the ways teachers communicate, and the ways students learn. At every level of education, from kindergarten until graduate school, technology is being used as a means to develop and deliver course material. Technology is also being used in administrative offices, and also in the home as students have greater access to educational technologies. In traditional classroom environments, technology is being used not just in the most obvious ways such as computer terminals with Internet and library database access. While traditional technological tools such as computers have become indispensable, revolutionary changes to the learning environment itself are technology-dependent. For example, technology can be used to alter lighting and sounds in the classroom in ways that promote learning, cooperation, and concentration. With technology in education comes a great responsibility to monitor usage, upgrade systems, and remain continually mindful of issues such as privacy…...

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References

Anderson, T., Poellhuber, B., & McKerlich, R. (2010). Self-paced Learners Meet Social Software: An Exploration of Learners' Attitudes, Expectations and Experience. Retrieved online:  http://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mcKerlich133.html 

Economist Intelligence Unit. The Future of Higher Education: How Technology Will Shape Learning." The Economist. 2008. Retrieved online on GoogleDocs: www.nmc.org/pdf/Future-of-Higher-Ed-(NMC).pdf

Gray, L., Thomas, N., Lewis, L., & Tice, P. (2010). Teachers' Use of Educational Technology in U.S. Public Schools: 2009. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Huett, J.B., Huett, K.C., & Bennett, E. (2010). The Way of the Wiki: Using a Wiki as a Management Tool for Online Programs. Online Journal of Distance Learning Administration, Volume XIII, Number III, Fall 2010. Retrieved online:  http://www.westga.edu/~distance/ojdla/Fall133/huett133.html

he 1992 sessions, for example, consisted of approximately twenty-five pupils between 10 and 15 years of age who were mainly drawn from the Seattle area, plus about a dozen staff members.

he daily timetable was organized around activities such as computer graphics, electronic music, and VR itself. he end goal, however, was to build a virtual world. Pupils worked in small groups on the process of world-building and were encouraged to work as teams. (Schroeder, 1996, p. 70)

he technology for this system consisted of both the developmental tools, the PCs and special plug in technology and an immersive system, not afforded to all program trials but very useful here, as can be seen by the outcomes and the engaged student body of the program.

he equipment for building worlds was Swivel 3-D software (see Kalawsky 1993:211-212), and the immersive system consisted of a VPL system with a glove or hand-held 3-D mouse…...

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Technology the Journal (Technological Horizons in Education), 26(7), 61. Retrieved October 24, 2004, from Questia database,  http://www.questia.com .

US Department of Education website, 2004, "Educational Technology Fact

Sheet" at  http://www.ed.gov/about/offices/list/os/technology/facts.html .

Technology has had -- and will continue to have -- a significant impact on higher education." (week 5 outline)
a) The history of technology in education can be traced to the use of mathematical instruments like the abacus, or measuring sticks. However, technology in education now connotes information technology. Information technology has transformed the nature of how education is delivered and received. However, there are some barriers to adapting to the proliferation of academic technologies in all educational institutions. Cost is one of the great barriers to incorporating information technologies. Unequal access to education is already a significant social and humanitarian problem. Access to technology may be an even bigger problem because of the costs involved in implementing technological tools in places of learning.

b) Argument 1: Technology use should be maximized in educational institutions because it is crucial to expose students to technology throughout their education. The more students are…...

For the purposes of this review, Web-based instruction is considered to be any educational or training program distributed over the Internet or an intranet and conveyed through a browser, such as Internet Explorer or Netscape Navigator. Java applet-based instruction is a special form of Web-based instruction.

Although there is very little research on comparing the effectiveness of Java applet-based instruction to the traditional face-to-face offering. However Web-based instruction has received enough attention that many studies are now available in the research literature.

Comparing the learning effects of Web-based learning with traditional face-to-face teaching and learning is emphasized in the research on the Internet as a medium in higher education. However, these research studies always produce conflicting results. esearchers found significant differences, positive or negative, in using different Internet-based approaches to facilitate teaching and learning.

This literature review explores three dominant themes: impact on student performance, student attitude, and student satisfaction. While Statistics is…...

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References

Rajshree Agarwal, a Edward Day. (1998). The impact of the Internet on economic education. Journal of Economic Education, 29(2), 99. Retrieved November 14, 2008, from ABI/INFORM Global database. (Document ID: 28501331).

Al-Jarf, a. & Sado, R. (2002). Effect of online learning on struggling ESL college writers. San Antonio, TX: National Educational Computing Conference Proceedings. (ERIC Document Reproduction Service No. ED 475-920).

Anthony Basile, Jill M. D'Aquila. (2002). An experimental analysis of computer-mediated instruction and student attitudes in a principles of financial accounting course. Journal of Education for Business, 77(3), 137-143. Retrieved November 17, 2008, from ABI/INFORM Global database. (Document ID: 115217377).

Carey, J. (2001). Effective student outcomes: A comparison of online and face-to-face delivery modes. Retrieved November 14, 2008, at  http://www.ed.psu.edu/acsde/deos/deosnews/deosnews11_9.asp

Literature Review:
1. Gil-Flores, Javier., Rodríguez-Santero, Javier., & Gordillo, J. (2017)
The purpose of this study was to investigate the factors that contribute to the use of ICT in secondary-education classrooms, focusing on teacher characteristics and school infrastructure. The sample consisted of 624 secondary school teachers in Spain, and the sampling technique used was convenience sampling. Data was collected through questionnaires and interviews. The method of data analysis involved descriptive statistics and regression analysis. The major findings of the study revealed that teacher characteristics, such as age and experience, and school infrastructure, such as availability of devices and internet access, significantly influenced....

School Administrators' Perceptions of ICT in Secondary School Teaching
Information and communication technology (ICT) has revolutionized many aspects of modern life, including education. In recent years, there has been growing recognition of the potential of ICT to enhance teaching and learning in secondary schools. However, the effective integration of ICT into the classroom requires the support and buy-in of school administrators.
Perceived Benefits of ICT
School administrators generally acknowledge the numerous benefits of ICT in secondary school teaching. These include:
Improved student engagement: ICT tools can make learning more interactive, engaging, and enjoyable for students.
Increased access to information: Students can access a....

Educational technology plays a crucial role in modern pedagogy, providing educators and students with tools and resources to enhance teaching and learning experiences. In exploring the definition of educational technology, three recurring themes emerge that shape its significance and impact on the educational landscape. These themes include integration, innovation, and access, each contributing to the evolving nature of educational technology and its role in shaping the future of education. This essay will delve into these themes, examining their implications and significance in the context of educational technology.
Integration is a key theme that shapes the definition of educational technology. In today's....

Educational Technology: Recurring Themes in Its Definition
Educational technology (EdTech) has evolved over time, reflecting the dynamic nature of education and technological advancements. Several recurring themes have shaped its definition, providing a framework for understanding its scope and impact.
1. Integration of Technology into Teaching and Learning
EdTech emphasizes the purposeful integration of technology into pedagogical practices. It involves using digital tools, resources, and platforms to support and enhance the educational process, from curriculum delivery to assessment.
2. Enhancement of Learning Outcomes
A central theme in EdTech is its potential to improve student learning outcomes. By providing access to interactive and immersive experiences, personalized learning....