The Future of Educational Technology:A World of Possibilities
The Future of Educational Technology: A World of Possibilities "Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important." -- Bill Gates Created by Tonia Edison Education 6620
<ul><li>The 21 st Century Student </li></ul><ul><li>-> 65% of students classify themselves as a “regular or occasional” player of video games (Jenkins, 2005) </li></ul><ul><li>-> 80% of students who use the internet are members of social networking websites, 70% of which use the networking for school related purposes (Richardson, 2008) </li></ul>
<ul><li>The 21 st Century Student (cont.) </li></ul><ul><li>-> Students author over 2 billion blogs online (Renard, 2005) </li></ul><ul><li>-> According to a study performed by Kaiser Family Foundation, “30% of young people say they either talk on the phone, watch TV, listen to music, or surf the net for fun while they are doing homework” (Mustacchi, 2008) </li></ul><ul><li> (Technology and the 21st century classroom, 2009, ¶ 4) </li></ul>
Prensky (2008) states; “ Thanks to technology, kids in developed countries grow up knowing about, or being able to find out about, pretty much anything from the past or present that interests them. Google, Wikipedia, and millions of reference sites stand at their beck and call” (p. 40).
<ul><li>“ The digital tools we use to access various parts of this world are increasingly pervasive, networked, and constantly changing, redefining the world and how we live in it in profound ways.” </li></ul><ul><li>(Van ‘t Hooft, 2008, p.12) </li></ul>
<ul><li>What effect then, does this have on education? </li></ul>
<ul><li>“ For education, learning is becoming more personal, yet collaborative and networked, portable and situated, ubiquitous and durable. It also means that learning and formal education are increasingly at odds, as more and different types of learning are happening outside of the classroom than in it.” </li></ul><ul><li> (van ‘t Hooft, 2008, p.12) </li></ul>
The Role of Educators (cont.) “… the need for educators who appreciate technology, have knowledge of technology, and are skilled in the art and practice of technology are required in all levels of the education process if we are to adequately address the issue of technological literacy.” (Hall, 2001, p. 103) “ More than ever before, students have the potential to their own learning-and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks.” (Richardson, 2008,p. 17)
<ul><li>- Botstein (2001) states that “the successful transmission of modes of thought and action and of knowledge by adults to children must continue. Children in school should see themselves in a stable historical continuum, not as a new breed in a new world in the past seems irrelevant” (p. 16). </li></ul>DIFFERING OPINIONS
DIFFERING OPINIONS (cont.) <ul><li>“ I believe that the whole DL movement was initiated to increase parent and student choice and to support and enhance rural educational opportunities, The intentions were good. Sometimes, however harm is an unintended byproduct of good intentions, particularly when you are the little guy” (Kenkel, 2009, p. 25). </li></ul><ul><li>“ … we need to view rural schools as the fragile ecosystem that they currently are. We need to defend classroom instruction against all threats, even those that are well intended. Our rural communities, as well as our schools, are at stake” (Kenkel, 2009, p. 25). </li></ul>
DIFFERING OPINIONS (cont.) “ Ask two students to look up the definition of a word and one will have barely logged on to dictionary.com when the other one has already taken out her Webster’s from her desk, located the word and moved on to the next task. Sometimes the old-fashioned way is the best way.” (Boylan, 2009, ¶ 3).
“ Teachers are mainly using computers for literacy, Internet research, and presentations. We want to get kids doing presentations to each other. We want kids to use Inspiration for reading and reporting skills.” (Lavin, 2006, p. 11)
Rego & Gregg (2009) pose this thought; <ul><li>“ while our students know about the tools, they may not know how to be competent, informed users of emerging technologies. Can we structure our schools, both brick and mortar and virtual, so that we engage our students with powerful electronic tools that enable them to become networked learners?” (p. 6). </li></ul>
<ul><li>Means (2001) points out that “despite great strides… we still fall short of providing a seamless, convenient, robust, and reliable technology support structure for all students and teachers” (p. 57). </li></ul>
<ul><li>“ Students could carry and use lightweight, low-cost learning appliances rugged enough to carry in their backpacks as they move from class to class, school to home, or between school-bases and community-based learning…. Computing and networking will be taken for granted as part of the school environment.” </li></ul><ul><ul><ul><ul><li>(Means, 2009, p. 59) </li></ul></ul></ul></ul>
<ul><li>No one knows for certain what the future can bring, but without vision, how can we achieve our dreams? </li></ul>Conclusion
Conclusion (cont.) <ul><li>“My vision for educational technology use is at least as dependent on improvements in teacher preparation and professional development around pedagogy, content, and assessment practices as it is on technological advancements. The question is whether our education system, and society in general, will support and promote the policies, resources, and practices needed to make it a reality.” </li></ul><ul><ul><ul><ul><li>(Means, 2009, p. 61) </li></ul></ul></ul></ul>
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