In the twenty first century, almost everything we come in acquaintance with deals
with technology. Growing up as adolescents in the mid- 90’s, we weren’t exposed to
technology, and technology wasn’t prominent as it is today. Today, extraordinary
alterations are taking over the educational system. Scholars utilize the internet on daily
basis, because of this phenomenon, as pedagogues, it is essential for us to educate our
students in contemporary and promising technology systems, in spite of inadequate
financial support from the education system. As future educators, it is our duty to stay in
conjunction with this technology phase.
As pedagogues, we should establish standards that correlate to the innovative
features of today’s technology. In order for this to convey in the classroom, we have to
rapidly gain knowledge and become highly skilled in these new-fangled hi-tech
developments. Thus it is critical for professors to model/embed asynchronous and
synchronous technologies into their course curricula so teachers and teacher candidates
can produce globally competitive citizens who are competent in new and emerging
technologies (O’Connor, 2010).
Currently, more computer savvy professors are generated to institute technical
skills to teacher candidates and educators who are knowledgeable and promote the
doctrine of diversity, social justice, and reflection; attributes that is mandated for
lucrative globalization. Associated with this is online education. As we mentioned before,
we all grew up in the 90’s, although the internet existed, we weren’t introduced to it, until
high school. For the duration of the twenty first century, the fascination and command for
the internet have proliferated in great numbers. As the technological advances progress,
so was the need of technological awareness by both student and teacher. Despite a
persistent vein of criticism from faculty and students, is online education. Within this
realm, community colleges are seeing the highest growth with approximately 11%
enrolled in some form of on-line courses, (Ruth, 2010).
Electronic learning also known as e-learning, is altering how educators implement
and acquire. Hence it is extremely essential that university lecturers execute
asynchronous and synchronous in technologies into the prospectus, so that way teachers
and student teachers can become inclusively proficient in up-and-coming technologies.
As a group, we can candidly say, we have never been introduced to a higher level of
technology. This course, integrated wiki space (something we never heard of!)
blackboard, employing excel, power point, and other technologies that was never utilized
in any of our courses. We believe that it is exceptionally imperative that technology is
encompassed in institutions and most importantly in primary and secondary schools.
CMS and LMS like Blackboard and Wiki should open a portal for free flowing
information giving students personal feedback directly from their professors (O’Connor,
2010).
Web-enhanced and fully online courses are now a habitual constituent of higher
learning. Course management system (CMS) systematizes and introduces the course
taken through a digital standpoint. Others CMS that are now in the market are
Blackboard, WebCT, ANGEL, and Desire2Learn, these artifacts have govern the CMS
market, but are now contending with free, open-source series like Moodle and Sakai.
Blackboard is predominantly used in Brooklyn College, although it is prevalent with
students and teachers, most educators disparage that blackboard is too pricey and not
comprehensible. The comprehensiveness of Moodle is premeditated to correlate the
standards of constructivism, which combines the aspects of reflective learning. Moodle
also provides point of views, to its consumers, within its learning society. Finally,
Moodle has been able to accommodate the “ever changing social habits of web users,”
(Ruth, 2010).
In conclusion as scholars continue to depend on technology, educators need to
make certain they are advancing in a productive way. The bearing of the internet, Web
2.0 tools and souceware had dramatically changed in the 21st century. As educators it is
our duty to educate, implement, and stimulate our students to acquire the innovative
attributes of technology that is used immensely in our society today.
References
O’Connor-Petruso, S.A. (2010). From Globilization Text: Embedding Sychronous
Technologies & Sourceware into Curricula.
Ruth, J. S. (2010). Beyond Blackboard: An Update on Course Management Systems. In
F. Girelli-Carasi, & S. A. O'Connor-Petruso, Globalization: Technology, Literacy,
& Curriculum (pp. 91-119). New York: Custom Publishing.