TechTrends

Published by Springer Verlag
Online ISSN: 1559-7075
Print ISSN: 8756-3894
Publications
Salem’s commitment to technology has not been without hard work, dedication, financial support, administrative leadership, and many hours of teacher staff development. Our commitment is beginning to reap rewards and results. This past February, the entire district staged a Technology Day, a day of multiple workshops in all the above technologies. Most of the workshop sessions were taught by our own teaching staff—teachers sharing their technical expertise with their colleagues. The district’s commitment to the importance of ongoing staff development is reflected in our strategic plan, which mandates the establishment of a Teacher Technology Training Team, whose title is self-explanatory. In fact, one of the mandates of the district’s strategic plan is to “infuse technology into every aspect of the learning process.” Salem is taking this mandate seriously.
 
If we were to describe the typical school as revealed through this survey, we would make the following points: 1. Schools housed media services mainly in academic divisions, with the result being that the emphasis was mainly on service to the classroom teacher. 2. Administration of media centers was often a one-person job, with the average school spending about 38.71 per student, or38.71 per student, or 225,000 for all non-print operations, a large portion of that on personnel. 3. Non-print operating personnel included 1.5 administrators, 1 clerical person, 2 people concerned with maintenance and media distribution, 1.5 people engaged in media production, and just over 9 student helpers. 4. The non-print media operation spent about 15% of its funding on commodities and equipment. Our mythical center had a static year in terms of personnel, but if changes were made, staff was added rather than eliminated. 5. A representative media center at the twoyear school level was housed within a main library operation and often shared staff with other functions of the library service. A fouryear school media center, on the other hand, was a separate operation, often headed by a director who reported to a central academic administrator. 6. Finally, the typical media center operation was found on a campus of 5,800 students, located in the Great Lakes or Rocky Mountain regions, and if it provided any services beyond the normal media distribution or production functions, most often maintained a regional film library which served nearby schools. If this portrait nearly describes your center, you might be able to use these figures to support some of your own requests for resources. If your school has a larger or smaller operation than the average mentioned here, adjust your figures accordingly. It seems that most operations are pretty similar, perhaps due to the fact that media administrators often get similar information on management techniques from articles like this.
 
The partnership that Bloomsburg University’s Institute for Interactive Technologies and Department of Instructional Technology have created with its CAC members provides current students with a rich and rewarding experience. The students are provided opportunities to hear from professionals in the field and are given the experience of preparing a realistic proposal, prototype and presentation. Their experience, in turn, prepares them to become contributing members in corporations as soon as they are hired. In fact, Nancy and her team from Workforce Interactive did an excellent job with their presentation. Nancy received many job many offers with various CAC member companies. She eventually took a position and has started a career as an instructional technologist. Almost immediately, she was made project manger of a major web-based training initiative. Now that her experience presenting to the CAC is finally over and she is gainfully employed, she can’t wait to return to Bloomsburg. Only this time, Nancy will be sitting on the other side of the table and armed with questions she has already been asked by clients.
 
So when that phone call comes from the Dean, don’t panic. Just remember that the curriculum folio is intended to be simple So when that phone call comes from the Dean, don’t panic. Just remember that the curriculum folio is intended to be simple and straightforward—a compilation of information about your program. Please feel free to contact the committee if you require and straightforward—a compilation of information about your program. Please feel free to contact the committee if you require additional assistance in your accreditation efforts additional assistance in your accreditation efforts
 
Technology advancement is shifting our education paradigm. The role of the instructor is changing from an information-giver to a facilitator. Students no longer passively receive information but may become instructional resources in class. Given opportunities, they may be self-learners and self-trainers. In a multimedia course, the instructor employed teaching methods allowing her to be a facilitator and her students to be self-learners. It was discovered that the course motivated students; fostered active, meaningful, and constructive learning; enhanced critical thinking skills; and increased students’ confidence. Class observations, interviews, and student feedback revealed that the new teaching methods and new role of the instructor had a positive impact on student learning. As a university professor in Instructional Technology, the author might have experienced the education paradigm shift and its impact on the role of an instructor earlier or faster than instructors of other subject areas might. However, the new paradigm is expected to spread widely in education. As NCATE stated in 1997, teachers need to develop a new understanding, new attitude, new approach, and new role. Every instructor should be open to the changes and explore the possibility of creating a learning community in which instructors, students, and community members may contribute, benefit, and generate meaningful learning experiences. One can only look forward to participating in the dynamic learning and expect its positive impact on our society.
 
The AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty. The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We welcome other teacher education institutions and professional associations as partners as we move ahead. For more information, please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu
 
The learning environment, physical and psychological, in distance education programs challenges our most basic ‘school schemata’ and requires a new perspective on what we know about teaching and learning processes. Traditional education isn’t necessarily better or worse than distance education, but students know how to ‘do’ traditional school. If designers begin to develop a broader, more holistic view of instructional planning to include affective considerations, learners will more easily deal with the unfamiliar and learn to ‘do’ distance education, too.
 
Although radio for children occupies only a small fraction of the national radio market, it is alive and on the air. According to the television news magazine,Entertainment Tonight, children’s music is a nine billion dollar business and growing. Much of that music is being aired on children’s programs. New technologies for the delivery of recorded material are opening new opportunities for those who want to produce for children. Material on tape cassette and compact disc is becoming popular. Satellite and digital radio provides selectivity. And computers with CD-ROM will open an age of interactive audio. The greatest influence that radio and audio recordings may have is to enrich a child’s imagination and to facilitate his or her development of effective listening skills. Tina Hubbs has described radio as the modern equivalent of the tribal campfire where children can sit, listen, and be transported anywhere, anytime, and any place, within the creative imagination of the mind.
 
Active participation is the foundation of learning through the media of games and simulations. The actual doing by the students is the important element. Games and simulations, if properly designed and applied, can meet a variety of classroom objectives. A vast array of educational games and simulations has been designed and many are available commercially. However, a skilled and innovative instructor can apply certain guidelines to custom design activities for the individual classroom. Involving students in the design and modification of games and simulations is recommended.
 
"What should one do in the learning environment to prepare people optimally for life in an ambiguous world?" A mbiguity. Why bother? Many people in the instructional design community may wonder why AECT should devote a special session during its most recent International Convention in Anaheim, CA, to the issue of ambiguity. Isn't the whole idea behind well-designed instruction that it should be ambiguity-free? If a debate on the issue of ambiguity is necessary at all, shouldn't such an exercise simply focus on possible ways to improve instructional design procedures so as to remove ambiguity to the maximum extent possible? Not so, was the idea of a group of people brought together by the Learning Development Institute (LDI - http://www.learndev.org). The group, representing a variety of disciplines and connected in different ways to the practice and theory of cognition, learning, teaching and design, met at a special LDI workshop organized and coordinated in the framework of AECT's 2003 International Convention. The question framing their deliberations was this: "What should one do in the learning environment to prepare people optimally for life in an ambiguous world?" The workshop participants subsequently served on the panel of a special discussion session open to the conference attendees at large. The following article highlights some of the concerns that emerged from the Anaheim debate, which involved panelists, discussants and attendees of the special session and may explain why, after all, one should bother about ambiguity.
 
The field of instructional technology is full of pragmatic instructional design models but short on descriptive models. The conceptual model we have presented classifies what we study or hear about in instructional design and technology courses into eight categories. This model does connects different content together, and also goes the next step in exploring how a practitioner’s lens affects his or her design. Any conceptual model constructed should be able to incorporate all the current knowledge as well as accommodate any developments that may occur in the future. To date, through discussion and comparison to other models, we have determined that our model is comprehensive. We recognize that very few descriptive models exist, and welcome the opportunity to discuss it and further develop it with practitioners and experts in the field. Give us your feedback and suggestions by sending an e-mail message to one of the authors (Stephanie Roberts,sroberts@hyperformer.com, Cynthia Conn,connister@aol.com, or Linda Lohr,linda.lohr@unco.edu).
 
The above discussion should make my position clear-that the issue of appropriate media is dependent on the quality of the personnel. Skilled personnel can perform a variety of tasks such as arguing the case for a more central role for media and technology in instruction, developing low-cost alternatives, giving support to the minority with “high tech”, selecting and adapting imported media and technology to fit local conditions, and exploring traditional non-technological options for the purpose of enhancing learning. In my view, the option of training personnel is a bottom-up approach to the question of media and technology. This approach gives the practitioners the knowledge which is required to make choices, to innovate, and to select. Given such power, the practitioners are in a position to argue the case for more media resources; they are able to generate effective and responsive learning environments, using the available media and technology. Such effectiveness and responsiveness is surely what cultural appropriateness of media and technology is about. The program of teacher education that we are developing at the University of Zimbabwe is intended to produce competent media producers and users. By offering courses in media and technology to prospective teachers, and offering training to key media personnel working in other training colleges, we hope to develop the skills of our teachers to a point where they can be innovators in the process of developing culturally appropriate media and technology.
 
One of the most important curricular areas that provides a foundation for critical, logical, and creative thinking is chemistry. This statement is also true, if when repeated verbatim, the word art is substituted for the word chemistry (Waltz, 1992). Certainly, the two disciplines are considered fundamentally different by the vast majority of students and scholars. While the DaVinci Project did not dispel this long-standing perception about the differences between Art and Chemistry, it serves as a model and a prototype for reform and change. The DaVinci Project produced concrete, observable, and measurable products — long the goal of both artists and scientists — that pay testimony to the project’s purpose, the bridging of the artificial gulf between the worlds of the artist and the chemist. On the far wall of the laboratory there is a note:the measurement is a poem if properly expressed.
 
Communicating and collaborating online are becoming common requirements in education. The specialized notations and symbols necessary for some content areas where mathematical expressions are part of the conversation require that users select appropriate communication tools. The purpose of this article is to describe tools that can be used for online, asynchronous or synchronous communication involving mathematical expressions. KeywordsWeb 2.0–Mathematical Expressions–Online Mathematics
 
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