unit 5 Educational Technology Issues

Technology Trends

there are many technological issues and trends in education, which are 

Technological devices are becoming more versatile and ubiquitous

One of the most apparent trends affecting distance education is the advancement of technology. Infrastructures are growing stronger as computers double in speed while decreasing in cost, and high-speed network connections continue to expand. Computer, fax, picture phone, duplication, and other modalities are merging and becoming available at ever cheaper prices (Cetron, 2003). Further, IT functionalities not imagined ten years ago are being realized. By 2018, computers will be able to routinely translate languages in real-time with the accuracy and speed necessary for effective communications (Cetron, 2003). New technology will transform higher education as we know it today (Oblinger et al.).  One example being the changes caused by broader use of e-texts and PDAs (Chick et al., 2002). By the year 2012, schools and colleges will routinely use computerized teaching programs and interactive television lectures and seminars, as well as traditional methods (Emerging, 2003). Videoconferencing and other technologies will also help enrich distance media and provide many benefits of face-to-face instruction.

There is a huge growth in Internet usage.

Not only is technology becoming more ubiquitous, it is being used more competently by more people from all nationalities, age groups, and socioeconomic levels (Murray, 2003). There has been a 59% increase in the number of children accessing the Internet since 2000 (Murray, 2003). As Cetron (2003) reports, the number of current Internet users is approximately 500 million worldwide and will almost double by 2005. One reason for the growth is a growing percentage of users outside the US; Americans have dropped from 42% to 37% of the total Net-using population within the last three years. However, this decrease does not reflect a decline in American users. By 2002, 83 percent of all American family households reportedly owned computers and 78 percent of children live in a home where they or their parents have access to the Internet. That represents a 70-percent growth rate from 2000 (Murray, 2003).

Technological fluency is becoming a graduation requirement.

Ubiquitous technology may continue to increase the options available for distributing distance education to more people in a scalable fashion, especially if it is accompanied by technological fluency. The increase in Internet usage includes competence as well as sheer numbers and by 2005 computer competence will approach 100% in U.S. urban areas (Cetron, 2003). The networked world is dominating the economy, increasing the power of the individual, and changing business models. No one can afford to be without computer competence (Oblinger, 2000). Accordingly, universities are beginning to list the fluent use of technology as an outcome skill, encourage students to take online courses, and even requiring students to take at least one online course before they graduate  (Young, 2003).

The Internet is becoming dominant among other distance-education media.

Today,  distance education focus has dramatically shifted toward network-based technologies (in general) and Internet-based delivery (more specifically)” (Kinley, 2001, p. 7). Today, the Internet is being used more than other continuing education delivery strategies, such as Interactive Television (ITV), correspondence, and live-remote location combinations. Not only is online learning more common now, but it increases 40% annually. One reason for the growth is the fact that digital media are transferable, storable, and widely accessible.

The UCEA Distance Learning Community of Practice (2002) recently collected a baseline survey of distance enrollments by medium. The average enrollment in university-level independent study courses was 4,725, with 56% of course credits delivered in print, 25% online, and 19% granted by passing waiver exams. In 2002, Brigham Young University Independent Study had 24,351 university-level enrollments. Of those, 32% were delivered online and 68% on paper—an increase in web-delivered courses since 1998, when only 15% were online.

Increasing need for teaching strategies that exploit the capabilities of technology

Technological advancements have naturally caused distance educators to ask how “new technologies such as wireless, mobile laptop computing, personal digital assistants (PDAs), videoconferencing, videostreaming, virtual reality, and gaming environments enhance distributed learning” (Crawford et al., 2003). While many studies have shown no significant difference when comparing online with traditional courses, applying traditional teaching strategies at a distance often causes frustration (Dasher-Alston & Patton, 1998). Developing distributed learning and teaching strategies for online education was ranked number eight on the EDUCAUSE list of IT strategic concerns (Crawford et al., 2003). Distance learning research should focus on delivery strategies that help solve the capacity constraints, economic concerns, and higher-education consumer needs outlined in this article.

References

Cetron, M. J., & Daview, O. (2003). 50 trends shaping the future. Special Report Published by the World Future Society.

Chick, S., Day, R., Hook, R., Owston, R., Warkentin, J., Cooper, P. M., Hahn, J., and Saundercook, J. (2002). Technology and student success in higher education: A research study on faculty perceptions of technology and student success. McGraw-Hill Ryerson Limited: Toronto, Ontario.

Crawford, G., Rudy, J. A., & the EDUCAUSE Current Issues Committee. (2003, November). Fourth annual EDUCAUSE survey identifies current IT issues. 12-26.

Dasher-Alston, R. M., & Patton, G. W. (1998). Evaluation Criteria for Distance Learning. Planning for Higher Education. 11-17.

Murray, C. (2003). Study reveals shifts in digital divide for students. eSchool News, 36-37.

Oblinger, D., Barone, C.A., & Hawkins, B.L. (2001) Distributed education and its challenges: An overview. American Council on Education (ACE). Retrieved June, 2003:http://www.acenet.edu/bookstore/pdf/distributed-learning/distributed-learning-01.pdf

University Continuing Education Association (UCEA) Distance Learning Community of Practice. (2002, February). Independent study program profiles 1999-00.

Fantastic and Free Google App!!

I discovered a Google app called Movenote, which allows you to record audio (and video!) over a Google Slides presentation, much like PowerPoint Narration, or using Camtasia or Jing.

The app is FREE and EASY to use.  You just go to Movenote.com, login with your Google account, pick the slides you want to record over, and record.  It gives you a URL when you are done that you (or your students!) can put into an email, a discussion board post, an announcement, etc.

I've tried to anticipate and answer some questions you might have about it:

Q: How much does it cost?

A: Free

Q: Are my recordings saved, and for how long?

A: Your recordings are saved in an archive and remain until you delete them.

Q: Is there a time limit on how long I can record?

A: There doesn't seem to be.  I was able to successfully record a 27-minute presentation with no problem.  I doubt most people would want to record longer than that (nor would I recommend doing so).

Q: Can students use this for a presentation assignment?

A: Yes, students, faculty, anyone with a Google account can use this.  Since it's free (unlike Camtasia) and does not have a time limit (unlike Jing) and allows for easy sharing (unlike PPT Narration), it is a great option for students.  It's also a great option for faculty as an alternative to Camtasia Relay.

Q: Does it just record audio over slides, or can it do video as well?

A: You can record audio with or without video.

Q: Can I record anything else besides a Google Slides presentation?

A: This works with any GOOGLE document (sheets, docs, slides) but does not screen-capture outside of that.  So you can't use it to record a tour of your course or a visit to a website.

Q: Can I edit within Movenote?

A: No, there are no editing features.  You just have the option to start over if you mess up.  This is similar to Jing or Camtasia Relay.

Q: How do I share my Movenotes?

A: Just take the link provided when you are done recording and place that link in an email, a discussion board, an announcement etc. to share.  Anywhere you can place a link, you can share a movenote.

Did you see this post on "Rethinking Direct Instruction in Online Learning"

By Kristi Bronkey

Direct Instruction has a bad reputation. It is often associated in higher education with long lectures and passive learners. “Passivity isn’t wrong because it’s boring; it’s wrong because it doesn’t work” (Daniel and Bizer, 2005, p. 103). Direct Instruction is an instructional model that consists of three main components: modeling, guided practice with formative feedback, and independent practice. When utilized correctly, the Direct Instruction model is anything but boring, and students should never be passive recipients of learning.

Beyond the scope of a traditional classroom, there are ways to incorporate Direct Instruction in an online format. The I Do, We Do, You Do structure of Direct Instruction can be utilized to present new material, guide students through the learning process using constructive feedback, and allow space for students to feel part of a larger community of learners as they work in collaboration with peers to demonstrate their understanding. This takes intentionality and effort on behalf of the professor, but this is a worthwhile endeavor as we strive to educate our online learners.

1. I Do - Utilizing screencasts to teach effectively
Direct Instruction starts with the presentation of new material. In an online format, professors carefully select material for students to read or view, and we divide it into manageable-size modules for them to work through. However, we often leave students on their own to draw meaning from the material. By using screencasts, professors are able to demonstrate procedures, solve problems, and help students see how their reading assignments connect. Utilizing a think-aloud strategy during the screencast enables students to hear our thought processes as we analyze difficulties within our field or engage with concepts that may be new to students. Screencasts also allow us to show students how to correctly apply new information to a given situation. If we are active participants in the presentation of new material rather than just selecting appropriate readings or videos for students to passively absorb, we can use this first step of Direct Instruction as an opportunity to establish a clear learning goal for the block of learning.

2. We Do - Effectively guiding the learning process
The key element of this Direct Instruction phase is providing frequent feedback. Bocchi, Eastman, and Swift (2004) found that faculty contact and responsiveness were top expectations students had for online education. Guiding the learning process online is more difficult due to the lack of face-to-face contact we have with our students, especially in asynchronous courses, and it requires a more concerted effort on our part. Feedback throughout the learning process need not be long and detailed, unless we need to offer corrective feedback, but it ought to be substantial enough to communicate to students that they are correctly applying the newly learned material. Midweek check-ins with students allow us to determine whether we need to clarify material for a small group of students by providing an additional tutorial screencast, or arrange for synchronous meetings with individual students to reteach material or help them make appropriate connections to prior learning. We should not wait until students have submitted an assignment before offering feedback on their progress. Guided feedback corrects students during the learning process before incorrect understandings become ingrained patterns of thinking.

3. You Do - Independent does not have to be done in isolation
The final phase of Direct Instruction is independent practice. In the online classroom, students often feel as if everything in the course is independent learning because they are given few opportunities to collaborate with their peers. Online attrition rates are always a concern, and feelings of isolation are a leading cause for students to drop out of a course or fail to register for subsequent online classes (Park, Perry & Edwards, 2011). Having students work together to produce an authentic summative assessment piece is a powerful way to increase their feelings of support and connectedness in an online course. Afterwards, students can complete an independent reflection in which they discuss their contribution to the project and reflect on their own learning. This metacognitive activity allows us to assess their level of understanding without them feeling isolated and lacking support from the online community of learners.

Direct Instruction should be an ongoing exchange between professor and students. With effort, creativity, and the intentional use of the I Do, We Do, You Do structure, we can present new information in engaging ways, provide guided feedback as students strive to draw meaning from their new learning, and allow students the opportunity to collaborate with colleagues before independently reflecting on their own learning. The Direct Instruction model does not need to have the bad reputation that it does in education. We can use this model to revitalize our online courses so that student passivity becomes a thing of the past.

References:
Daniels, H., and Bizar, M. (2005). Teaching the best practice way: Methods that matter. Portland, OR: Stenhouse.

Bocchi, J., Eastman, J. K., & Swift, C. O. (2004). Retaining the online learner: Profile of students in an online MBA program and implications for teaching them. Journal of Education for Business, 79(4), 245–253. http://doi.org/10.3200/JOEB.79.4.245-253

Park, C. L., Perry, B., & Edwards, M. (2011). Minimizing attrition: Strategies for assisting students who are at risk of withdrawal. Innovations in Education and Teaching International, 48(1), 37–47. http://doi.org/10.1080/14703297.2010.543769 

Unit 5: Imagining the Future

Unit 5: Imagining the Future

       Strong competition, sever financial crises, increase demand and expectations of customers are examples of modern organizational challenging trends (Manion, 2009).  Education industry is no exception.  Higher education administrators and faculty members are expected to manage all the previous challenges effectively in order to enhance their organization survival in such locally and globally rapid changing environment.  One of the most significant challenging trends that the higher education sector is facing in the current stage is the unprecedented increase of demand on higher education. According to the US Department of Labor (2012) in the time frame between 2010 and 2020 jobs requiring a

•   Master’s degree are expected to grow the fastest, at a rate close to 22%,
•  Doctoral or professional degree are expected to grow by about 20%,
• Associate’s degree by 18%,
• Bachelor’s  degree by 17%.

       Both governmental and private educational institutions must be ready to deal effectively with this challenging trend.  Educational technology can be very helpful in terms of addressing this challenging trend.  E-learning is the ultimate educational choice to address this issue.

Segal et al (2013) highlighted that due to the unique capacity of e-learning educational courses in terms of producing self-motivated and independent practitioners and at the same time able to address the chronic faculty members’ shortage, this educational methodology is being used extensively, especially in health-related specialties such as nursing.  Morgan and Hart (2013) draw our attention to the new educational dynamic by stating that “students can obtain associate through doctoral degrees without ever setting foot on a college campus” (p. 240).  This practical and adaptable educational pathway has the potential to satisfy the specific demands of a considerable percentage of students who are employed and at the same time have the desire to develop their capacities by seeking quality education.  Therefore, a well-structured online or hybrid educational setting can be a valid and reliable educational space through “providing a cost effective option for both institutions and students, enabling many students who may not have access to traditional academic settings to pursue a baccalaureate degree” (Smith, Passmore, & Faught, 2009, p. 98).

My final statement in this post is that let us be open to unlimited space of  advanced educational technology and let us always remember “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” This is about re-structuring educational systems to be more open to non-traditional educational methodologies. let us be ready to robotics-managed education as it will reshape our entire educational systems as it did in health care sector.

Enjoy the video!

https://www.youtube.com/watch?v=bE4DnQ5GlTc

References

Manion, J. (2009).  The engaged workforce: Proven strategies to build a positive health care.  (1st ed., p. 36).  Chicago: AHA press.

Morgan, L., & Hart, L. (2013). Promoting academic integrity in an online RN-BSN program. Nursing Education Perspectives, 34(4), 240-243.

Segal, G., Balik, C., Hovav, B., Mayer, A., Rozani, V., Damary, I., & ... Khaikin, R. (2013). Online nephrology course replacing a face to face course in nursing schools' bachelor's program: A prospective, controlled trial, in four Israeli nursing schools. Nurse Education Today, 33(12), 1587-1591. doi:10.1016/j.nedt.2012.12.009

Smith, G. G., Passmore, D., & Faught, T. (2009). The challenges of online nursing education. The Internet and Higher Education, 12(2), 98-103.

US Department of Labor (2012).Occupational outlook handbook. Retrieved from http://www.bls.gov/ooh/About/Projections-Overview.htm#educationandtraining

Key Trends

Key Trends

There are many key trends that will likely affect the use of educational technology in the near future.  I reviewed an article, 10 Major Technology Trends in Education.  The first is personal access to mobile devices.  A majority of students have access to personal mobile devices.  An astounding 89% of high school students have access to internet-connected smart phones.  In addition to personal access, the survey that was conducted found that 1/3 of students have access to a device in the school.

Internet connectivity is important and a changing trend.  Everyone wants a faster connection speed.  About 64% of college students have access to 3G or 4G enabled handheld devices as the primary means of connecting to the internet with others connecting through a TV or WII console. 

Video is another tool that is on the rise.  Around 46% of higher education teachers are using video in the classroom to teach students.  About 1/3 of students search for additional learning videos outside of the classroom, and many are finding these videos on YouTube.

Mobile devices are being used for schoolwork and research.  The learning is literally at the students’ fingertips.  Students are even using these devices to text questions to faculty and to access email.

Students are aware of the multitude of platforms that are available to assist in the learning process.  Students are using video, social media, and cell phones for communications.  They use e-readers for reading texts and articles.  They write and take notes on their laptops.  Students usually have a multitude of technological tools on hand to fit the specific learning activity.

Another trend is the concept of leaving a digital footprint.  A majority of students are aware that they should be careful about the things that are posted online.  Many students believe that they need a positive digital profile and that this is an important part of their future.

Students also have an increased interest in online learning.  The student has more control over his learning in this environment and believes that he will get more support from an online teacher. 

Gaming is another student area of interest and is on the rise.  Many students can access gaming from cell phone and laptops.  This makes faculty wonder how engaged the student is in the classroom.

One of the most explosive areas in technology is the use of social media to stay connected.  You can connect with anyone around the world, and today’s students are very savvy at using social media. Most students access more than one type of social media platform.

Students expect to have technology integrated into the classroom.  The trouble with all of the technology is that faculty members need to be educated and understand the new ways to engage the learner in the classroom. 

Next, I reviewed the article, 5 Trends in Education Technology Leadership.  The report identified five key trends that emerged through the Enhancing Education Through Technology conference.  The first trend is scaling up success.  This trend focuses on identifying and expanding programs that will have a positive impact on education through technology.  The second trend was enhancing teacher effectiveness through professional development.  This trend focuses on making effective use of federal technology funding.  The third trend is using data to inform learning, teaching, and leadership.  Formative and summative uses of data should be used and integrated into the classroom.  Next is increasing academic achievement to develop 21^st century skills in students through differentiation, personalization, and real-world application for learning.  The last trend is driving innovation and new education models.  Schools should integrate a comprehensive model to launch them successfully into technology-rich learning environments and produce schools that offer technology-rich, internet-ready learning environments staffed by faculty who are ready to translate those opportunities into deeper, more authentic academic learning.

The importance of integrating technology in the classroom is obvious.  There is a need to increase the presence of technology, but, at the same time, to find a balance between engaging students and the students’ being engaged in technology activities in the classroom that are not associated with the current content being discussed. Faculty and students must work together to find a balance of technology in the classroom and to find ways to integrate technology outside of the classroom to improve connections and communications.

Reference

Riedel, C. (2014). 10 major technology trends in education. The Journal Transforming Education Through Technology.  http://thejournal.com/Articles/2014/02/03/10-Major-Technology-Trends-in-Education.aspx?Page=1

Nagel, D. (2010). 5 trends in education technology leadership. The Journal Transforming Education Through Technology.  http://thejournal.com/Articles/2010/04/23/5-Trends-in-Education-Technology-Leadership.aspx?Page=1

Unit 5: Educational Technology in the Near Future

Holograms: Three-Dimensional Hologram Technology (3DHT)

            Hologram is an educational tool that has been proven for its positive impacts on students learning and knowledge retention. However, it has not been fully utilized by different disciplines, such as nursing. Three-Dimensional Hologram Technology (3DHT) affects the way the educators use to develop their instructional activities that are related to course content. Walker (2013) reported that “emergent hologram technology can represent diverse interactive educational platforms far different from traditional learning settings in conceptual context, time and space.  Holography is the only technique that can record the full tri-dimensional quality of an object, and allow the observer to easily see this as an image that is truly 3-D” (p. 2).

Nursing students can get great benefit from this type of educational technology tool if it is appropriately used in classroom. For example, holograms of human organs and body system can provide the same benefit or even greater than the benefit that simulation lab can have, because holograms of human organs and body system can have animations that show how these organs work with real-time and full color.  It also addresses the issues associated with anatomy course, because human anatomy is illustrated correctly using 3-D animations, meaning that nursing students no more required to do autopsy to learn about human body if the holograms of human organs incorporated in the nursing education, especially the advanced technology that most nursing students involved in (smart phones) have the holography 3-D apps, which allow for students to access the learning materials anytime anywhere.

This video shows an advanced version of holograms used in the field of medicine. 

Virtual Nursing Simulation Lab

Virtual nursing simulation lab (VNSL) is the second interesting technology revolution that will affect the use of educational technology in the nursing education.  Physical simulation lab provide the opportunity for nursing students to experience the clinical setting through a safe educational environment, because it simulate the real world in an environment that allow for mistakes without affecting the health of human.  Virtual nursing simulation lab is a similar idea, but not limited by time, space, or number of students, because students can access to the lab anytime through their computers. Students who learn through this type of technology will move to the role of an independently functioning caregiver in a short time without the need apply nursing care on live patients.  In addition, according to the Institute for Digital Intermedia Arts (2015), “the simulator allows for interdisciplinary immersion – providing a context for student nurses to role-play scenarios alongside doctors, health insurance representatives, administrators and other professionals” (Para. 1). They also mentioned that new versions are in developments for desktop and tablet, which will make it easy for utilization.

 Here is a short video explains how the virtual nursing simulation lab works.

References:

Dominican University of California (2006). Virtual nursing simulation lab will give students real world clinical experience. Retrieved from http://www.dominican.edu/dominicannews/simlab

The Institute for Digital Intermedia Arts (2015). Virtual nursing simulator. Retrieved from http://idialab.org/virtual-nursing-simulator/

Walker, R. A. (2013, February). Holograms as Teaching Agents. In Journal of Physics: Conference Series 415(1). doi:10.1088/1742-6596/415/1/012076

Useful Apps for the Classroom

We live in an age of technology.  I use several useful apps on a regular basis.  The first app is Medscape.  This very popular app provides healthcare professionals, healthcare providers, and students a robust amount of information and educational tools.  This free app must be registered once before the user can access the information.  After registration is complete, Medscape will deliver a personalized specialty site that best matches your profile. The content contains review articles, journal commentary, book reviews, and patient education articles. Free comprehensive conference coverage is included that summarizes key data from the medical community and presentations from major medical conferences. The app also provides the user access the web’s first primary-source medical journal.

Another app that I find very useful is Davis’s Laboratory and Diagnostic Tests.  The user must pay a one-time fee of $49.99 to access the information in this app, but I have found it very helpful.  The user, usually a healthcare provider, can access hundreds of detailed test descriptions to increase the quality of care provided to the patient.  The app includes directions that describe how to prepare for certain tests, which test is best to order, and how to properly collect a specimen.  Differential diagnoses are also included for abnormal test results.

The app that I use most frequently in practice and in the classroom is the Epocrates app.   It is well worth the yearly investment of $174.99 to have Epocrates Plus readily available.  The desktop version is also accessible when you purchase Epocrates Plus.  A free version is available, but has very limited access.  With Epocrates Plus, the user has access to clinical practice guidelines, disease information, alternative medicine, ICD-9 and CPT codes, infectious disease treatment, labs, drug information, interaction check, pill ID, formulary, athenaText, and tables.  It is an invaluable resource in the clinical setting.

The last app that I would like to discuss is Nursing Central.  This is yet another great investment at$169.95 for a yearly subscription.  Nursing Central is the premier source of disease, drug, and test information for nurses.  The user can access a vast database to find drug information or to search a wide variety of journal articles.  The app contains practical guidelines for nursing diagnoses and patient care.  The app includes pictures, illustrations, videos, tables, and dictionary pronunciations.