Technology In Education Use and impact.ppt

Describe impact of technology on education

1. Technology: Its Impact on Technology: Its Impact on
the Future Leaders of the Future Leaders of
TomorrowTomorrow
Planning for Technology Project Planning for Technology Project
Spring 2004Spring 2004
Elyse Belanger
Mark Karadimos
Dawn Nielsen
Barbara Poetzsch

2. BackgroundBackground
Technological innovations Technological innovations
affect all aspects of our lives, affect all aspects of our lives,
personal and professional.personal and professional.
The children of today are the The children of today are the
leaders of tomorrowleaders of tomorrow

3. Audience CompositionAudience Composition
The target audience for this presentation is the community. It includes The target audience for this presentation is the community. It includes
teachers, parents, local board of education, superintendent of the district, and teachers, parents, local board of education, superintendent of the district, and
local community businesses. It may also be used as a tool to assist grant local community businesses. It may also be used as a tool to assist grant
acquisition (if necessary) for obtaining monies for a technology center.acquisition (if necessary) for obtaining monies for a technology center.
•Local business & community members for financial backingLocal business & community members for financial backing
•Administrative officials who control the funding for new programsAdministrative officials who control the funding for new programs
•Administrative officials who are contemplating severe budget cutsAdministrative officials who are contemplating severe budget cuts
•Administrative officials who control the funding of teacher professional Administrative officials who control the funding of teacher professional
developmentdevelopment
•PTA board of officers who sponsor school fund drivesPTA board of officers who sponsor school fund drives
•School administrators who control capitol improvement fundsSchool administrators who control capitol improvement funds

4. Main IssueMain Issue
How can we best prepare our How can we best prepare our
students to be informed, students to be informed,
conscientious leaders in a conscientious leaders in a
technologically advanced technologically advanced
society?society?

5. Key Issues - PoliticalKey Issues - Political
•What effect will educational standards have What effect will educational standards have
on student achievement?on student achievement?
•Will regulations determine what technology Will regulations determine what technology
will be available to deliver educationwill be available to deliver education
•How will the No Child Left Behind How will the No Child Left Behind
legislation affect how technology is utilized legislation affect how technology is utilized
in the classroom?in the classroom?

6. Key Issues - SocialKey Issues - Social
•How does technology affect the “at How does technology affect the “at
risk” population of students?risk” population of students?
•Are children in lower socio- Are children in lower socio-
economic strata at a potential economic strata at a potential
disadvantage regarding technological disadvantage regarding technological
advances?advances?

7. Key Issues - TechnologicalKey Issues - Technological
•What qualifications will be required of What qualifications will be required of
teachers in a technologically teachers in a technologically
advanced classroom?advanced classroom?
•How can we ensure adequate teacher How can we ensure adequate teacher
preparation?preparation?

8. Key Issues - EnvironmentalKey Issues - Environmental
•How will rising education costs affect How will rising education costs affect
lifelong learning?lifelong learning?
•How will changes in delivery of education How will changes in delivery of education
impact the preparation of leaders of impact the preparation of leaders of
tomorrow?tomorrow?
•Will technological advances make Will technological advances make
distance learning the new paradigm?distance learning the new paradigm?

9. Key FactorsKey Factors
High UncertaintyLow Uncertainty
High Importance
Low Importance
Uncertainties
1. Student access to technology
2. Teacher qualifications
Predetermined
1. NCLB
2. Rising education costs
3. Technological advances

10. Axes of UncertaintyAxes of Uncertainty
Scenario 1:
Highly qualified teachers,
unlimited access for all
Scenario 2:
Highly qualified teachers, some
students technologically
handicapped
Predetermined Predetermined
1. NCLB 1. NCLB
2. Rising college costs 2. Rising college costs
3. Technological advances 3. Technological advances
Uncertainties Uncertainties
1. Highly qualified teachers 1. Highly qualified teachers
2. All students have access 2. Restricted access to some students
Scenario 3:
Poorly qualified teachers,
unlimited access for all
Scenario 4:
Poorly qualified teachers, some
students technologically
handicapped
Predetermined Predetermined
1. NCLB 1. NCLB
2. Rising college costs 2. Rising college costs
3. Technological advances 3. Technological advances
Uncertainties Uncertainties
1. Low qualified teachers 1. Low qualified teachers
2. All students have access 2. Restricted access to some students

11. ScenariosScenarios

12. Scenario 1: Highly qualified Scenario 1: Highly qualified
teachers, unlimited access for allteachers, unlimited access for all
•Technology affords teachers and learners Technology affords teachers and learners
the opportunity to enhance their the opportunity to enhance their
knowledge and computer skills.knowledge and computer skills.
•Every home will be equipped with a Every home will be equipped with a
computer and internet access and we will computer and internet access and we will
have students staying at home to get their have students staying at home to get their
education, even in kindergarten. education, even in kindergarten.

13. Scenario 2: Highly qualified Scenario 2: Highly qualified
teachers, some students teachers, some students
technologically handicappedtechnologically handicapped
•A student without the access to the latest A student without the access to the latest
technology skills classes will not be employable in technology skills classes will not be employable in
future markets.future markets.
•Schools & communities must provide technology Schools & communities must provide technology
hardware in sufficient quantities and of advanced hardware in sufficient quantities and of advanced
quality so that highly qualified teachers may quality so that highly qualified teachers may
educate their students.educate their students.
•Schools must provide resources in order that Schools must provide resources in order that
teachers may pursue continuing professional teachers may pursue continuing professional
development in the area of technology skills and development in the area of technology skills and
instruction.instruction.

14. Scenario 3: Poorly qualified Scenario 3: Poorly qualified
teachers, unlimited access for allteachers, unlimited access for all
•A minimum standard will be expected from A minimum standard will be expected from
professionals expecting to teach at the professionals expecting to teach at the
elementary, middle and high-school levels elementary, middle and high-school levels
•Competencies in subject matter that will be Competencies in subject matter that will be
taught will be essential to avoid failure resulting taught will be essential to avoid failure resulting
from from students receiving education from less than students receiving education from less than
qualified teachers.qualified teachers.
•Technology and Scientific-research will facilitate Technology and Scientific-research will facilitate
future teaching, learning, and monitoring of the future teaching, learning, and monitoring of the
the student’s academic achievement.the student’s academic achievement.

15. Scenario 4: Poorly qualified Scenario 4: Poorly qualified
teachers, some students teachers, some students
technologically handicappedtechnologically handicapped
•Abandon 'Lone Wolf' Spending Tactics to Afford Abandon 'Lone Wolf' Spending Tactics to Afford
TechnologyTechnology
•Begin Educating Teachers on Technology Usage and Begin Educating Teachers on Technology Usage and
Integration into CurriculumIntegration into Curriculum
•Begin Educating Students on Technology Through Begin Educating Students on Technology Through
Specific Courses and/or Personal, Individualized Specific Courses and/or Personal, Individualized
DiscoveryDiscovery
•Provide Students with Access to Technology Centers Provide Students with Access to Technology Centers
Beyond School DayBeyond School Day

16. Concluding RemarksConcluding Remarks
•Technological advances impact every part Technological advances impact every part
of our lives.of our lives.
•Schools must plan for and arrange Schools must plan for and arrange
adequate training of faculty.adequate training of faculty.
•Schools must anticipate and accommodate Schools must anticipate and accommodate
for the needs of all students.for the needs of all students.

17. Desirable Scenario: Desirable Scenario:
A Vision for the FutureA Vision for the Future
•Teachers will be trained to effectively operate modern word processors Teachers will be trained to effectively operate modern word processors
(word), spreadsheets (excel), presentation devices (PowerPoint), and (word), spreadsheets (excel), presentation devices (PowerPoint), and
various software packages geared toward teaching aids.various software packages geared toward teaching aids.
•Higher order technology will be imparted on teachers as well. Website Higher order technology will be imparted on teachers as well. Website
development software, methods of searching/evaluating websites, graphing development software, methods of searching/evaluating websites, graphing
calculator usage, and other specific technological devices will be calculator usage, and other specific technological devices will be
addressed. Teachers will be made proficient with these tools.addressed. Teachers will be made proficient with these tools.
•The education process will shift toward students. Students will use The education process will shift toward students. Students will use
technology centers for either specific classes or the integration of their technology centers for either specific classes or the integration of their
usage in existing classes.usage in existing classes.
• A system will be developed to allow student use of technology centers. A system will be developed to allow student use of technology centers.
Students will be allowed access to these centers after school and on Students will be allowed access to these centers after school and on
weekends, so long as staffing during these times can be procured. weekends, so long as staffing during these times can be procured.

18. ReferencesReferences

19. •Department of Education: Retrieved May 9, 2004 from http://www.ed.gov/admins/tchrqual/learn/hqt/edlite-Department of Education: Retrieved May 9, 2004 from http://www.ed.gov/admins/tchrqual/learn/hqt/edlite-
index.htmlindex.html
•Reddy, M. N. & Challa, J. (2004). Reddy, M. N. & Challa, J. (2004). 22
ndnd
faculty development programme in advances in educational faculty development programme in advances in educational
technology.technology. Paper presented at the meeting of the National Academy of Agricultural Research Paper presented at the meeting of the National Academy of Agricultural Research
Management, Cleveland, OH. Retrieved May 10, 2004 from Management, Cleveland, OH. Retrieved May 10, 2004 from http://icar.naarm.ernet.in
•Rice, J. K. (2001). Rice, J. K. (2001). Cost framework for teacher preparation and professional development.Cost framework for teacher preparation and professional development. Washington, DC: Washington, DC:
The Financial Project. Retrieved May 10, 2004 from The Financial Project. Retrieved May 10, 2004 from www.financeprojectinfo.org/
•Technology Briefs for NCLB Planners (2004). Retrieved May 10, 2004 from Technology Briefs for NCLB Planners (2004). Retrieved May 10, 2004 from http://
www.neirtec.org/products/techbriefs/default.asp
•U.S. Department of Education (2003). Meeting the Highly Qualified Teachers U.S. Department of Education (2003). Meeting the Highly Qualified Teachers
Challenge, The Secretary's Second Annual Report on Teacher Quality. Challenge, The Secretary's Second Annual Report on Teacher Quality.
Washington, D.C.Washington, D.C.
•The Achiever (2003). No Child Left Behind, The Achiever. December 15, 2003, The Achiever (2003). No Child Left Behind, The Achiever. December 15, 2003,
Vol. 2, No. 18. Ed Pubs, Jessup, MD.Vol. 2, No. 18. Ed Pubs, Jessup, MD.
•U.S. Department of Education (1996). Getting America's Students Ready for U.S. Department of Education (1996). Getting America's Students Ready for
the 21st Century, Meeting the Technology Literacy Challenge. Washington, the 21st Century, Meeting the Technology Literacy Challenge. Washington,
D.C.D.C.
•Weingand, D.E. (1995, August). Futures Research Methodologies: Linking Today's Decisions With Weingand, D.E. (1995, August). Futures Research Methodologies: Linking Today's Decisions With
Tomorrow's Possibilities. Paper presented at the meeting of the International Federation of Library Tomorrow's Possibilities. Paper presented at the meeting of the International Federation of Library
Associations in Istanbul, Turkey. Retrieved May 12, 2004 from Associations in Istanbul, Turkey. Retrieved May 12, 2004 from http://www.ifla.org/IV/ifla61/61-weid.htm
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