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.