Technology in Education
Instructional Technology

The use of technology in instructional delivery

Technology has become an increasingly critical component of instruction in classrooms all over the nation at both purely online and also at brick-and-mortar institutions which offer a substantial online component to their courses. Even institutions like MIT, through its Open Course Ware service, is offering its elite instruction online for free, as a way of expanding the educational opportunities it can offer to the general public. At all institutions, instructors must be fluent in the basics of email and word processing and to be a truly effective instructor requires a deeper and more all-encompassing knowledge of how to use technology to enhance instruction. As well as using the designated course management systems (CMS), an effective, technologically-astute instructor in all disciplines "uses presentation software and Internet resources, where appropriate, to supplement his lectures, and has moved many of his courses entirely online"…...

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References

Hardware and software requirements for online courses. (2013). Elgin. Retrieved:

 http://instruction.elgin.edu/orientation/student_expectations/tech_skills.html 

MIT Open Course Ware. (2013). MIT. Retrieved:  http://ocw.mit.edu/index.htm 

Osika, E, Johnson, R., Buteau, R. (2009). Factors influencing faculty use of technology.

The four pillars that must be included in a technology plan are: Infrastructure, software, hardware and the professional development (Cradler, 2013).

There are two basic categories that the software instruction and curriculum can be divided into:

Teaching and Learning Software Tools: the use of technology to improve the quality of education for the students as well as the teachers. Subscription-based electronic learning resources have enabled the teachers as well as the students to access more reliable and vast sources of information like they were never before able to do (Cradler, 2013).

Productivity Software Tools: the basic technology tools that have increased the usage of technology to the extent that it has changed the landscape of how work was done in the past and how it is being done today. Student information systems and the electronic gradin systems are an example of such tools (Cradler, 2013).

Productivity Tools

The most important thing when it comes to…...

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References

Cradler, J. (n.d.). WestEd. Retrieved February, 2013, from Implementing Technology in Education: Recent Findings from Research and Evaluation Studies:  http://www.wested.org/techpolicy/recapproach.html 

Dexter, S. (2002). ETIPs -- Educational technology integration and implementation principles. In P. (Rogers, Designing instruction for technology-enhanced learning (pp. 56-70). Hershey: Idea Group Publishing.

International Society for Technology in Education. (2002). NETS for Teachers. Retrieved November 2007, from National Education Technology Standards Project:  http://cnets.iste.org/ 

Massachusetts Department of Education. (2007). Technology Self-Assessment Tool (TSAT). Retrieved February, 2013, from the Office of Instructional Technology:  http://www.doe.mass.edu/odl/

Note that this framework also includes support for Expert Network and Learning Management applications to also increase school employees, teachers, and students' productivity as well.

Figure 1: Electronic Education Record ystems Hierarchy

ource: Murphy and Columbus (2002)

chool it Continuity Plan

What is most critical is that the core business processes are not interrupted within the school, and that is the primary objective of the it Continuity Plan. These include the daily collaboration of employees, teachers, administrators, parents, teachers, service organizations and school district offices. The software platforms and applications relied on to support these processes include collaboration tools including e-mail, the website, the intranet portal and content management system, school supplier management and school procurement. To ensure these processes are not interrupted the systems and databases that contain these records need to be first replicated and then moved to an interim hosting center. It is imperative that the school and the broader district…...

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Sources:

Klein, Russ (2006) -. Achieving Collaboration Excellence: Content Management, Data Integration and the Enterprise Portal. Aberdeen Group Research Report. Aberdeen Group. August, 2006

Murphy, Jim and Columbus, Louis. Re-Orienting Your Content and Knowledge Management Strategies. AMR Research. Report. October 31, 2002. Boston, MA. Downloaded from the Internet on February 9, 2007 at  http://www.lwcresearch.com/filesfordownloads/ReorientingYourContentandKnowledgeMgmtStrategy.pdf 

Olsen, Florence. The Power of Portals. The Chronicle of Higher Education. Page A32. Downloaded from the Internet on February 9, 2007:

 http://www.buffalo.edu/aboutmyub/pdf/48a03201.pdf

teacher instructional technology literacy instruction improve elementary (K-5) student achievement reading vocabulary? Create a qualitative research scenario phenomenology approach.
Using phenomenology

Does the use of instructional technology improve elementary (K-5) student reading vocabulary?

In the era of high-stakes testing, student performance on reading has become increasingly important in determining school evaluations. eading is a fundamental skill necessary for future success in life. Students are reading in a paper-based format less frequently, at younger ages. This research study will attempt to asses the impact of using technology within the classroom to enhance vocabulary recognition. Previous research indicates that "teacher-made online learning resources provide course content anchored resources that focus on specific real world tasks in class, and a supportive authentic learning environment to learners" (Li 2011).

Using technology to teach reading has several apparent advantages. First of all, it can deploy a multimedia strategy to enhance student engagement. Students are often more 'tuned into'…...

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References

Introna, Lucas. (2011). Phenomenological approaches to ethics and information technology.

The Stanford Encyclopedia of Philosophy  http://plato.stanford.edu/archives/sum2011/entries/ethics-it-phenomenology 

Li, S., Price, D., & Fu, Y. (2011). The impact of the teacher-made online learning resources.

The Business Review, Cambridge, 18(1), 35-40.

teacher instructional technology with new literacy instruction to improve elementary (K-5) student achievement in reading vocabulary?
The alternative hypothesis would be that new literacy instruction does have th potential to improve elementary (K-5) student achievement in reading vocabulary. In other words that significant difference is found between classrooms that employ new literacy instructions and classrooms that do not use this method.

The null hypothesis would be that no significant difference is found between classrooms that employ new literacy instructions and classrooms that do not use this method.

The study will choose 2 different schools in a certain district with classes k-5 where one school has introduced new literacy techniques (namely technological strategies), and the other school is still employing traditional instruction.

The schools would be as closely matched as possible with students coming from a similar socio-economic background and with their parents generally sharing a similar educational niche (i.e. either largely college educated…...

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Sources

Babchuk, W. (1996). Glaser or Strauss? Grounded theory and adult education. Presented at the Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, University of Nebraska-Lincoln, Lincoln, Nebraska, October 17-19, 1996.

Glaser, B. (1993). Examples of grounded theory: a reader. Mill Valley, CA:

Sociology Press.

Glaser, B. (1998). Doing grounded theory. Mill Valley: Sociology Press.

Creativity is a necessary attribute for instructors using the Gardner method of instruction, precisely because it does not prescribe the use of any specific materials in particular at all.
A typical approach within the Gardner system might use an ice skating session to present lessons of Newtonian physics in a manner conducive to understanding by students with better kinesthetic awareness, for one example. Likewise, music might be used to present mathematical concepts such as ratio and scale, or scientific concepts such as the physics of mechanical waves. The Gardner method employs these materials in a manner designed to promote active learning by presenting the subject matter lesson directly through materials that lend themselves to absorption via all seven intelligences (Gardner, 1999).

Instructional Constructivist Technology in Active Learning Educational Methods:

One of the most comprehensive educational system emphasizing the constructivist method is the Full Option Science System (FOSS) program. The FOSS materials include…...

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References

Adams, D. & Hamm, M. (1994). New designs for teaching and learning: Promoting active learning in tomorrow's schools. San Francisco: Jossey-Bass.

Gardner, H. (1999). Intelligence reframed multiple intelligences for the 21st century. New York: Basic Books. Huber, R.A., & Moore, C.J. (2001). A model for extending hands-on science to be inquiry based. School Science and Mathematics, 101(1), 32. Schroeder, U. & Spannagel, C. (2006). Supporting the active learning process. International Journal on Elearning, 5(2), 245.

Shmaefsky, B. (2005). The critical elements of doing effective classroom demonstrations. Journal of College Science Teaching, 35(3), 44.

teacher instructional technology literacy instruction improve elementary (K-5) student achievement reading vocabulary? Create a qualitative research scenario phenomenology approach.
Coca-Cola

Coca-Cola is one of the largest companies in the world. It employs 146, 200 employees worldwide and sells beverages in more than 200 countries. Coca-Cola has given its shareholders increasing dividends for 50 consecutive years (Coca-Cola company information, 2012, Coca-Cola). Coca-Cola's flagship brand is the soda Coca-Cola, and it dominates the traditional soda market. However, its main competitor Pepsi-Cola dominates many other facets of the bottled drink industry, such as Gatorade (versus Coke's PowerAde) and Mountain Dew (versus Coke's Mellow Yellow). Cadbury-Schweppes currently produces two other popular soda brands, Dr. Pepper and 7-UP. Coke's rival product Sprite has yet to secure equal market advantage. Cadbury-Schweppes also owns the Snapple line of beverages, some of which have a slightly 'healthier' image than that of much-demonized soda.

Strengths

Coke has international brand recognition. It is…...

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References

Berk, Christiana Cheddar. (2011). Why Diet Coke's victory is bittersweet for Coca-Cola.

Retrieved:  http://www.cnbc.com/id/42132085/Why_Diet_Coke_s_Victory_Is_Bittersweet_for_Coca_Cola 

Brooker, Katrina. (2006). The Pepsi Machine. Fortune Magazine. Retrieved:

 http://money.cnn.com/magazines/fortune/fortune_archive/2006/02/06/8367964/index.htm

Technology has changed how we teach in the 21st century. Many diverse technologies surface every year, and educators find it difficult learning and integrating all the new technologies their institutions buy or identify. However, appropriate professional development and time to accomplish this is not their only concern. Educators are expected to use all these technologies in all course activities. This desire places much emphasis on technology (the medium) when educators are designing and implementing their courses and course activities.
As Cook and McDonald (2008) caution, frequently educators seek to use e-learning because it is a new technology, rather than because the technology enhances instruction. Educators, their supervisors, and stakeholders need to be reminded of the role of technology in the instructional design process, which should be used to enhance instructional delivery.

Technological Instructional Delivery

Educators at all levels have historically received enormous pressure to update their courses. In the last ten years, this…...

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References

Coffman, T. (2009). Getting to the heart of technology integration: Virginia's instructional technology resource teacher program. Learning & Leading with Technology, 36(7), 20-23.

Cook, D.A. & McDonald, F.S. (2008). E-learning, is there anything special about the "e"? Perspectives in Biology and Medicine, 51(1), 5-21.

Educause Center for Applied Research. (2006). Enriching student experience through blended learning, Research Bulletin, 12.

Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). Investigation of K-12 teachers' ICT competences and the contributing factors in acquiring these competences. New Educational Review, 17(1), 276-294.

"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

It should also be noted that adults are life, task or problem-centered in their course to learning. They want to see the applicability of what they are learning to their life, a task they need to perform, or to solving a problem. Technology-based instruction will be more effective if it encompasses real-life examples or circumstances that adult learners may come across in their life or on the job. While adult learners may respond to exterior motivators, internal priorities are more significant. Incentives such as improved job satisfaction, self-esteem and quality of life are vital in giving adults a purpose to learn. If any of these can be related as part of technology-based instruction adults will act in response more positively.
Challenges of technology

Adult learners can have need of specialized support, both on campus and at a distance. In the campus environment, they occasionally lack the technology skills and motivation necessary…...

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References

Knowles, M.S. (1980). The Modern Practice of Adult Education; From Andragogy to Pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.

Knowles, M.S. et al., (1998). The Adult Learner. Houston: Gulf Publishing.

Lawler, P.A. (1991). The Keys to Adult Learning: Theory and Practical Strategies. Philadelphia:

Research for Better Schools.

instructional design models, including elements defining ways traditional methods encourage learner involvement. eferences required. A peer reviewed journal article, textbooks, and current journal articles credible websites.
Discuss the various instructional design models, including elements defining ways in which traditional methods encourage learner involvement.

The foundational instructional design model is called the 'ADDIE' model: analysis, design, development, implementation, and evaluation. During the analysis (planning) phase, the designer identifies the "learning problem, the goals and objectives, the audience's needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project" (ADDIE Model, 2012, Learning Theories). During the design phase, learning objectives are further specified as the instructional plan takes shape. The development phase involves the actual creation of the content. The implementation phase is the execution of the instructional plan. During this execution phase, input is solicited from learners and…...

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References

ADDIE Model. (2012). Learning theories. Retrieved:

 http://www.learning-theories.com/addie-model.html 

Clark, Don. (2010). Why instructional system design? Retrieved:

 http://www.nwlink.com/~donclark/hrd/sat1.html

Distinguishing Characteristics of Instructional Technology and Distance EducationWhen most people think of instructional technology, they envision using computers or other devices to facilitate learning in a face-to-face setting. However, instructional technology can also be used to support distance education. In fact, there are several key characteristics that show how instructional technology plays a part in distance education. First, instructional technology generally refers to the use of technological tools to enhance teaching and learning in a traditional classroom setting, and with distance education it involves using technology to enable students to learn independently, without being physically present in a classroom (Jung, 2001). Second, instructional technology often relies on the use of multimedia resources, such as video and audio content, to engage students and support their learning, and in terms of distance education that means it may rely more heavily on text-based resources, such as readings and lectures. Finally, instructional technology is…...

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ReferencesAnderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distributed Learning, 12(3), 80-97.Jung, I. (2001). Building a theoretical framework of web?based instruction in the context of distance education. British Journal of Educational Technology, 32(5), 525-534.Van Straaten, D., Wilschut, A., & Oostdam, R. (2018). Exploring pedagogical approaches for connecting the past, the present and the future in history teaching. Historical Encounters, 5(1), 46-67.

Technology in Instructional Delivery: The Case of Capella University
The use of technology, particularly Internet technology, in instructional delivery in educational institutions has revolutionized the way people access and utilize educational information. Online instructional delivery, either in mixed (combination of traditional and online modes of instruction) or purely online formats, have made learning more interactive, not only between the learner and the tool, but also between the teacher and learner and among learners themselves. This increasing demand for an online mode of instruction delivery in educational institutions is a reflection of the need to not only adopt the new technology, but also to 'manipulate' this technology to suit the users' learning needs (oschmann, 1996:8). The following description of the technology of instructional delivery at Capella University demonstrates this point.

In addition to its traditional format of instructional delivery, which is face-to-face classroom setting, Capella University has an online learning system that is…...

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Koschmann, T. (1996). In CSCL: Theory and Practice of an Emerging Paradigm. NJ: Lawrence Erlbaum Associates.

Merrill, G. And C. Galbraith. (2010). "Learning outcomes and instructional delivery method in professional and business related courses: An empirical study controlling for course and instructor differences." Journal of Business and Behavioral Sciences, Vol. 21, No. 2.

Reiser, R. And J. Dempsey. (Eds.). (2007). Trends and Issues in Instructional Design and Technology. NJ: Pearson.

Instructional Practices for High Level Learners
hen it comes to the right curriculum (instructional practices) that teachers and administrators should be developing -- that are effective in helping students achieve a high level of learning -- this paper points to a standards-based system (combined with creative curricula) as the most effective. There are a number of ways in which teachers can implement those practices that lead to a high level of learning in students -- and this paper reviews those strategies.

Explain various instructional practices designed to achieve high-level learning for all students in a standards-based curriculum.

Instructional practices in schools rarely stay static, according to a peer-reviewed article in the journal Computers in the Schools. In fact, many schools over the past few years have been actively engaged with "fundamental restructuring efforts" because teachers appear willing in many instances to try "…a range of instructional practices" that will be beneficial to the…...

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Works Cited

Copeland, S.R., and Cosbey, J. (2008-2009). Making Progress in the General Curriculum:

Rethinking Effective Instructional Practices. Research & Practice for Persons with Severe

Disabilities, 33(4), 214-227.

Liu, L., Jones, P.E., and Sadera, W.A. (2010). An Investigation on Experienced Teachers'

Technology in Education
For purposes of completing this study of the use of technology in higher education, a local high school was visited, where the technology coordinator provided a demonstration of the learning systems used there. In addition, one senior-level course in Physics was attended where the advance imaging and learning technologies where shown. What was unique about this visit was how easily these technologies can be made to align with the student's specific learning needs and requirements. This technique is called scaffolding, and is attained through the use of personalized applications and portals of the teaching systems in use (Najjar, 2008). This analysis reviews the hardware, software and support considerations, as well as discussing the technology competency skills required by educators.

Analysis of Learning Technologies in Higher Education

In teaching advanced mathematics and science courses, the high school has found that enabling greater collaboration and repetition of concepts is leading to higher…...

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References

Adonis, A. (2006). Technology in schools. The British Journal of Administrative Management,, 14-15.

diFilipo, S. (2011). Connecting the dots to the future of technology in higher education. EDUCAUSE Review, 46(4), 58.

Najjar, M. (2008). On scaffolding adaptive teaching prompts within virtual labs. International Journal of Distance Education Technologies, 6(2), 35-54.

Pons, A.P. (2003). Database tuning and its role in information technology education. Journal of Information Systems Education, 14(4), 381-387.