I currently work as Director of Educational Technology and Curricular Innovation at Linfield College. I’ve loved the promise of educational technology since the invention of the GUI web interface in 1992, when I snuck in to the University of Maryland library computer lab and found the Gutenberg Project (which was, appropriately, the first interesting thing on the web). I was instantly smitten – I quit my job and went to work for the Terrapins as a “Campus Computing Associate”, expecting to get a Master’s in Information Science. I found I was actually better suited to working with faculty on technology questions, so I chose to pursue a Doctorate in Education instead. Why I love educational technology so much has to do two competing forces – my love of learning and my frustration with the standard lecture mode of course delivery. To me, technology makes it more possible for shy, quiet students to have a voice in online discussions, for visual students to see what they need to learn rather than just hear it, and for students to become more actively engaged in their own learning at a pace that best suits them. We live in a time when it is becoming possible for students to have a custom learning environment that fits their individual needs – which would have been too expensive and resource intensive in the past. This promise of a personal learning environment (PLE) is what’s behind my passion for technology.
Where we are nowSchools, though chronically short of money and faced with strict requirements to protect children online, can take advantage of the many free or very low cost resources that are now available online. Canby high school professor uses iPads and Google Docs (spreadsheets) to deliver high quality learning activities to students that can be set to automatically grade submissions and to analyze student results.
Data visualization - many
The educational technology front in 2011<br />Jo Meyertons, EdD<br />