Educational Technology - Literature review Example

Running header: Education Student’s name: Name of institution: Instructor’s name: Course code: Date of submission: Educational Technology Introduction The role that education plays in education at any level can never be overlooked (Mishra & Koehler, 2006). Reports indicate that the number of education institutions embracing technology to be used in teaching and learning is steadily increasing (Shurville, Browne & Whitaker, 2008). Educational technology may take many different forms ranging from online courses to the use of technological equipment in the traditional classroom, but it is generally aimed at enhancing the capacity of all those involved in the education process, even though more emphasis is placed on the learner (Garrison & Anderson, 2003). In reference to secondary education, more and more secondary schools are also integrating educational technology into their curriculums (Jonassen, 2006). Access to technology in secondary schools has grown rapidly during the last decade (Randolph, 2007). This has taken the most basic form which has seen the number of schools owning a computer and internet access increase (Monahan, 2005). Secondary school students are also embracing the use of computers in school more than ever before (Kumar, 1997). There has been controversy and questions surrounding the use of instructional technology in secondary schools, mostly about effectiveness (Scherer, 2004). Questions such as: can secondary schools improve their effectiveness and performance by investing more in technology or are schools performing better because of embracing technology and how can secondary schools best use technology have been very common (Soni, 2004). To answer these questions and many other that arise because of the use of technology in secondary schools, this paper will critically evaluate the concept of educational technology as it relates to the implementation of technology education in the context of secondary schools. The essay will draw on policy statements and syllabus documents from international, national and state sources. Meaning of Education Technology Educational technology can be described as the ethical practice and study of improving performance and facilitating learning through the creation, use and management of appropriate technological resources and processes (Januszewski, 2001). Educational technology embodies both learning theory and instructional theory. The definitions and terminology committee at the Association of Educational Communications and Technology (AECT) notes that educational technology includes all the systems that are used in the process of developing the capability of humans. The committee further notes that educational technology may include hardware, software and internet applications that are used in teaching and learning (Bednar & Sweeder, 2005). Therefore, educational technology is simply the use of technology in education with the overall aim of improving teaching and learning (Garrison & Anderson, 2003). In some contexts, it may also be referred to as learning technology or instructional technology (Shurville, Browne & Whitaker, 2008). New South Wales (NSW) Department of Education and Training (DET) New South Wales (NSW) is the most populous state in Australia. Founded in 1788, it is found south-east of the country, east of South Australia, south of Queensland and north of Victoria (Januszewski, 2001). The government of New South Wales (NSW) has the Department of Education and Training (DET) which is responsible for primary schools, secondary schools and Technical and Further Education (TAFE) colleges (Garrison & Anderson, 2003). The DET is also responsible for overseeing the provision of higher education, adult migrant education and pre-school education in the state (Bednar & Sweeder, 2005). Use of Educational Technology in New South Wales (NSW) Past studies indicate that different schools within NSW have different levels of use when it comes to technology. In NSW, ICT has been playing a significant role in ensuring that everyone has access to education, including those in very remote and rural communities (Shurville, Browne & Whitaker, 2008). Drawing from syllabus documents within the state, the use of technology in education is being promoted by the NSW Department of Education and Training (Garrison & Anderson, 2003). The syllabus incorporates various aspects of technology in the teaching and learning of almost every secondary school subject. Teachers are trained on the use of various technologies that they can use in the classroom and in any other teaching and learning context (Bednar & Sweeder, 2005). An example of such a way that technology is being embraced in secondary school education is through the electronic content allocation tool (ECAT). The ECAT is simply an excel spreadsheet that allows to conveniently allocate content across the course and ensure that the content of the syllabus is evenly and fully covered across a course unit, program or plan of work (Januszewski, 2001). There is also a design and technology syllabus that addresses the technologies that have evolved in the human environment and the need to embrace them so as to fully benefit from them (Bednar & Sweeder, 2005). Different sectors of the economy such as business and industry are now thriving because of technology (Januszewski, 2001). The syllabus is therefore created to foster and promote innovation and the use of technologies creatively (Jonassen, 2006). This should start from the earliest possible point in one’s education so that an individual can be familiar with certain technologies from an early age (Mishra & Koehler, 2006). The secondary school curriculum in NSW also promotes the use of technology in education through other ways such as by using integrated learning systems (ILS) (Mishra & Koehler, 2006). These are software programs that are used to provide sequential instructions for the students as they pass through several grades. These systems also keep very extensive and comprehensive records of the progress made by these students (Shurville, Browne & Whitaker, 2008). Most of these ILS programs make use of tutorial instructions which is the basic teaching methodology that they use (Randolph, 2007). Most of them also provide instructions in mathematics and the basic skills of reading (Monahan, 2005). Controlled studies taken over a period of three decades have however shown that integrated learning systems are not doing much in terms of improving the effectiveness of reading programs within the schools (Bednar & Sweeder, 2005). The secondary school curriculum has also provided for the use of computer simulations, especially for science students. These computer simulations provide students taking sciences with simplified or theoretical models or phenomena found in the real world (Shurville, Browne & Whitaker, 2008). For example, in subjects such as physics, biology and chemistry, students can be taught using computer simulations so that they understand and internalize what they are being taught about (Kumar, 1997). Science teachers are encouraged by the syllabus to use computer simulations to encourage students and to prepare them for future learning in more complex science subjects (Soni, 2004). These computer simulations have been useful in replacing or supplementing other expositions of a topic. They also help students to integrate principles, concepts and facts that they learned separately (Scherer, 2004). These simulation programs supported by the syllabus are very effective because they focus on higher level objectives of instructions (Monahan, 2005). As seen earlier in the essay, educational technology includes a variety of areas of activities. The most common use of technology that is widely promoted by the syllabus is the use of technical devices that support the process of teaching and learning (Scherer, 2004). These technical devices might include the use of visual projection apparatus, radio, television, tape recorders, reprographic equipment, photographing equipment, language laboratories, and other teaching machines that aid teaching and learning (Kumar, 1997). These technical aids are mostly used to convey learning material to the students but the teachers need to be well versed in the use of each device before making use of them (Soni, 2004). Mostly syllabi provide suggestions of which type of technology is most appropriate for different teaching and learning contexts (Monahan, 2005). It is therefore up to the teachers to decide which teaching devices to use depending on the availability of these devices in school and the teaching-learning context (Shurville, Browne & Whitaker, 2008). In NSW, the department of education has been collaborating with different stakeholders such as the Australian Trade Commission to develop strategies that will deliver initiatives meant to promote the country as one of the high quality education providers and encourage regional stakeholders to get more engaged in the promotion of technology in education (Shurville, Browne & Whitaker, 2008). In this respect, many projects have been launched such as the FutureGov Asia Pacific which has created more that 7,000 online curriculum materials since it was launched. Classrooms now have an enhanced learning experience thanks to such projects (Kumar, 1997). There has also been the introduction of e-learning within secondary school whereby students are not required to attend classes physically. They are provided with the contents of what they are supposed to learn via online means and they undertake studies on their own, after which they are examined like any other secondary school student. This is also another feature of technology that is allowed by the curriculum (Scherer, 2004). The syllabus also makes provision for the use of technology in promoting teaching and learning amongst students with special needs. Conclusion In conclusion, educational technology is a concept that is gaining international popularity. With the high levels of technological advancements being experienced in many countries, including third world countries, technology is being applied to different aspects of life. This is because of the ability of technology to make processes simpler and easier to execute. In education, technology has also been embraced in teaching and learning at different levels of education such as K-6, K-12, technology high schools and even in higher education. The use of technology has taken many different forms which are all aimed at bettering the standards of education and aiding in teaching and learning. That is why many curricula make provisions for the use of technology in education. References Bednar, M. R. & Sweeder, J. J. (2005). Defining and applying idea technologies: A systematic, conceptual framework for teachers. Computers in the Schools, 22(3/4). Garrison, D. R. & Anderson, T. (2003). E-Learning in the 21st Century: A Framework for Research and Practice. New York: Routledge. Januszewski, A. (2001). Educational Technology: The Development of a Concept. Chicago: Libraries Unlimited. Jonassen, D. H. (2006). Modeling with Technology: Mindtools for Conceptual Change. OH: Merrill/Prentice-Hall. Jonassen, D. H (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research & Development, 45, 65-94. Kumar, K. L. (1997). Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers. New Delhi: New Age International. Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108 (6), 1017-1054. Monahan, T. (2005). Globalization, Technological Change, and Public Education. New York: Routledge. Randolph, J. J. (2007). Multidisciplinary Methods in Educational Technology Research and Development. Hameenlinna, Finland: HAMK. Scherer, M. J. (2004). Connecting to learn: Educational and assistive technology for people with disabilities. Washington, DC: American Psychological Association (APA) Books. Shurville, S., Browne, H. & Whitaker, M. (2008). Employing Educational Technologists: A Call for Evidenced Change, In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. Soni, S. K (2004). An Information Resource on Educational Technology for: Technical & Vocational Education and Training (TVET). New Delhi: Sarup & Sons Publishers. Read More