Chap 1 Summary
There are four different perspectives that help define educational technology; technology as a media and AV communications, as instructional systems to improve productivity, as vocational training through hands-on experiences and as computer systems to test skill standards for teachers and students.
There are three eras in the history of educational technology, pre-microcomputer, microcomputer and internet. In the pre-microcomputer era, the computer literacy movement begins by the use of minicomputer systems to deliver instruction in schools. The microcomputer era marks the entrance of computers in schools and lastly, with the first web browser invention in the internet era.
The reasons for using technology in education are increased motivation in students, unique instructional capabilities, increased productivity, and acquiring the required skills in this day and age.
There are six trends in technological developments which include wireless connectivity, merging of technology such as voice and visual communication, developments in portable devices, i.e. laptops, high speed communications, full immersion systems, and intelligent applications.
Technology is constantly growing and advancing and it is important for teachers and students to keep up with the advancements. The International Society for Technology in Education (ISTE) established the National Educational Technology Skills (NETS) for students, teachers, and administrators. These standards need to be met in order to take advantage of emerging technological capabilities.
Rubric feedback
I think the rubric for the portfolios is fair. It will really show who has learned how to make a professional looking and easy to read portfolio.
ISTE National Educational Technology Standards and Technology Solutions
ISTE Technology Standards | Learning Problems | Technology Solutions |
| Facilitate and inspire Student Learning and Creativity | -students find practice boring-skills are “inert” i.e. students can do them but do not see where they apply | -drill-and-practice softrware, instructional games-simulations, problem-solving software, video based problem scenarios |
| Design and develop digital-age learning experiences and assessments | -students dislike preparing research reports, presentations-students need individual reviews of missed work-concepts are new, foreign-concepts are abstract, complex | -student development of desktop published and web-page/multimedia products-tutorial or multimedia software-graphic tools, simulations, video-based problmem scenarios-math tools, simulations, problem-solving software |
| Model digital-age work and learning | -Time consuming manual skills interfere w high level skills-students dislike preparing research reports, presentations | -tool software (e.g. word processor and spreadsheets)-development of desktop published products |
| Promote and model digital citizenship and responsibility | -students need skills in working collaboratively, opportunities to demonstrate learning in alternative ways | -development of desktop published and multimedia products |
| Engage in professional growth and leadership | -students need technological competence in preparation for the workplace-students cannot see relevance of concepts to their lives | -all software and productivity tools; all communications, presentation, and multimedia software-simulations, internet activities, video based problem scenarios |