A Look at Educational Technology
Presenter: Leonard H. Elovitz, Ed.D.

“If you don’t have a destination…
…then any route will get you there.”
Anonymous

… where
…students take responsibility for their own learning.

… where
…students are constantly engaged in higher-order thinking activities.

… where
…students are working collaboratively to solve problems that have never been solved before.

… where
PERIOD 1 Math
PERIOD 2 Language Arts
PERIOD 3 Physical
Education
Lunch PERIOD 4
…learning is not bound to a schedule.

… where
…classrooms utilize space in meaningful ways.

… where

… where
…the possibilities are endless!

DO WE NEED TO CHANGE?
•
Did You Know?

Trend # 1
Moore’s Law

EVERY 18 MONTHS

COMPUTER POWER DOUBLES

PRICE IS CUT IN HALF

Trend # 1
Moore’s Law

Trend # 1
Moore’s Law
“…computer chip complexity is continuing to advance at a rate predicted by Moore’s
Law…who observed that the capabilities of silicon chips were doubling every 18 months…the result is that the small chip inside today’s throwaway musical greeting card has more computing power in it than existed in the entire world prior to
1950.”
David D. Thornburg, The Future Isn’t What it Used to Be
(1997)

GATE’S LAW
"The speed of software halves every 18 months."

1975
FIRST PC
$7,000

Trend # 2
The Internet
Creating The First Global Colony

Trend # 2
The Internet
“…the World Wide Web is doubling in size every few months.”
David D. Thornburg, The Future Isn’t What it Used to Be
(1997)

Trend # 2
The Internet
•
New York Times – 2001
–
Estimates that between 325 – 375 million people on line
–
Grow to 450 M – 500 M by 2002
750 M by 2005
–
US and Canada 40 % of this number today
–
2005 – decrease to 25-30%

Trend # 2
The Internet
•
680,000,000 users (9/03)
•
150,000 new users a day
•
555 B files on the www
•
55% homes on online
•
38% 5 hrs.week

World Use
Percent of Use by Country

Languages on The Internet
Use By Language

Trend # 3
Bandwidth – Fast and Cheap
• Gilden’s Law of Photon: Bandwidth will triple every three months.
• Soon speeds of 1000 CDROMS/sec.
• Will increase by 1 Million times in next 20 years.

Trend # 3
“This is the first time in history that the student, teacher, and content do not have to be in the same place at the same time.”
David D. Thornburg, The Future Isn’t What it Used to Be
(1997)

Trend # 4
Age of Information

Trend # 4
Age of Information
•
Infoglut
• infowhelm
•
540,000 words today
• 5 X more than Shakespeare’s time

Trend # 4
Age of Information
•
New York Times gives more information to most people than a person in 1900 knew in a lifetime.
•
1.5 exabytes of new information a year (1 plus 18 zeros)

Age of Information
•
George Gilder said we are in the age of disposable information - in a
4 year program by the beginning of the third year, information learned as a freshman is either wrong or outdated.

Trend # 4
Age of Information
“The educational models of the past operate on the assumption that content was king. In fact, content is free and overwhelming in size. In a world of rapid information growth, it is context that matters. Context is king. This means that learners at all ages need to master two very important skills: 1 – the ability to locate information specifically related to the question they are exploring; and 2 – to establish the veracity and utility of this information.”
David D. Thornburg, The Future Isn’t What it Used to Be
(1997)

Trend # 5

Technology fusion
•
Mainframe - desktop-laptoppalmtop-celleputer that will access web, email, point at
ATM for money, digital camera, mp3 music, GPS access. Speech to text.

One Hand Keyboard & Pen Styles

Write in pad it goes to PDA

We will soon be wearing a digital tool belt. Our
PC will be referred to as our docking station for the digital camera, scanner, PDA, phone.

Today’s cell phones are now integrating Global Positioning so you can be located and tracked. Imagine as you drive by McDonalds, getting a coupon emailed to you so you can swing right in.

The time to transform is…
“Students are still being taught a lot of information without any need to apply this information in a meaningful way. They are taught the things just in case they will need them later. For example, when is the last time you needed to take the square root of a large number by hand? Consider the shift to just-in-time learning where context is ever present.
Something is learned because it is needed to answer a larger question. This transformation has already taken place in a few schools, but needs to become more widespread if our schools are to remain relevant to their students.”

“When the rate of change inside an institution is less than the rate of change outside, the end is in sight.”
Jack Welch, CEO General Electric

The Trends
• Moore’s Law
•
The Internet
•
Bandwidth
• Information
• Infusion

•
Micro
•
Electronic Crimes/Viruses
•
Medical Implications
•
Home Instruction

st
Warren Bennis

www.ed.gov/pubs/edpubs.html

National Educational Goals
• All students and teachers will have access to information technology in their classrooms, schools, communities, and homes
• All teachers will use technology effectively to help students achieve high academic standards

National Educational Goals
Continued:
• All students will have technology and information literacy skills.
• Research and evaluation will improve the next generation of technology applications for teaching and learning.
• Digital content and networked applications will transform teaching and learning.

Teacher Proficiency In Technology as reported in NJDOE Tech survey
Beginner
Intermediate
Advanced
Instructor
1999
37%
41%
18%
6%
2002
21.5%
49.9%
24.0%
7.1%

Anytime there is a change, there is opportunity. So it is paramount that an organization gets energized rather than paralyzed.
Jack Welch, CEO, GE

The International Society for Technology in Education

The primary goal of the ISTE NETS Project is to enable stakeholders in PreK-12 education to develop national standards for educational uses of technology that facilitate school improvement in the United States. The NETS
Project will work to define standards for students, integrating curriculum technology, technology support, and standards for student assessment and evaluation of technology use.

Technology Capable Kids
•
Capable information technology users
• Information seekers, analyzers, and evaluators
• Problem solvers and decision makers
• Creative and effective users of productivity tools
• Communicators, collaborators, publishers, and producers
• Informed, responsible, and contributing citizens

Parents want it!
•
Parents want their children to graduate with skills that prepare them to either get a job in today's marketplace or advance to higher levels of education and training.

Employers want it!
•
Employers want to hire employees who are honest, reliable, literate, and able to reason, communicate, make decisions, and learn.

Communities want it!
•
Communities want schools to prepare their children to become good citizens and productive members of society in an increasingly technological and informationbased world.

The nation wants it!
•
National leaders, the U.S. Department of
Education, and other federal agencies recognize the essential role of technology in 21st century education.

AND MOST OF ALL . . . KIDS
NEED IT!!!

National Educational Technology
Standards for Teachers:
• a national consensus on what teachers should know about and be able to do with technology.

Indicator Categories
• Technology Operations and Concepts
•
Planning and Designing Learning Environments and Experiences
•
Teaching, Learning, and Curriculum
•
Assessment and Evaluation
• Productivity and Professional Practice
•
Social, Ethical, Legal, and Human Issues

Te chn ol o g y
fo r
Tea c h e r P r e pa r a t ion

Profiles
•
General Preparation Performance Profile
•
Professional Education Performance Profile
•
Student Teaching/Internship Performance
Profile
•
First-Year Teacher Performance Profile

General Preparation
•
GE 2022 Research & Technology

Professional Education
•
ID 2950 The Child & Technology or
•
IEL 3122 The Computer in Education
–
Technology Skills
–
Technology Evaluation
–
Integration of Technology into Lesson Planning
–
Electronic Portfolio

Student Teaching
•
IEL 4800 Professional Internship
–
Required Technology Rich Lesson
–
Evaluation Rubric
–
Field Supervisor Training

Correct Level of Difficulty
•
Do the students have the skills to use the technology?
•
Does the technology assist the students in getting the desired results?
• Do the students already know what is being taught?
• Was the technology adequate for the task?

TEACH TO THE OBJECTIVE

Was the activity involving technology relevant to the objective?

MONITOR & ADJUST
•
Did the teacher actively observe the technology activity and check for understanding?
•
Did the teacher interpret the student behavior?
•
Did the teacher act on the interpretation?
– Proceed
–
Practice
– Reteach
–
Abandon ship

Some Post-Observation Questions
How did the use of technology in this lesson support student learning?
How did the use of technology in this lesson connect to district and/or state standards?
Why did you choose the technology you did to support this lesson?
How do you think the use of technology will make a difference in student learning ?

•
School District Responsibility
First Year

Educational Leadership
•
National ELCC Standards
•
NETS for Administrators
•
Computer Applications in Educational
Administration
•
Electronic Portfolios

Technology Standards for
School Administrators
• “This material was originally produced as a project of the Technology
Standards for School Administrators
Collaborative.”

• I. Leadership and Vision:
• Educational leaders inspire a shared vision for comprehensive integration of technology of the district technology plan.

• II. Learning and Teaching
:
• Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.

• III. Productivity and
Professional Practice:
• Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others.

•
• Educational leaders ensure the integration of technology to support productive systems for learning and administration.

•
• Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation.

•
• Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues.

I.
Leadership and Vision
1.
participate in an inclusive district process through which stakeholders formulate a shared vision that clearly defines expectations for technology use.
2.
develop a collaborative, technology-rich school improvement plan, grounded in research and aligned with the district strategic plan.
3.
promote highly effective practices in technology integration among faculty and other staff.

II.
Learning and Teaching
4.
assist teachers in using technology to access, analyze, and interpret student performance data, and in using results to appropriately design, assess, and modify student instruction.
5.
collaboratively design, implement, support, and participate in professional development for all instructional staff that institutionalizes effective integration of technology for improved student learning .

III. Productivity and Professional Practice
6.
use current technology-based management systems to access and maintain personnel and student records.
7.
use a variety of media and formats, including telecommunications and the school website, to communicate, interact, and collaborate with peers, experts, and other education stakeholders.

IV.
Support, Management, and Operations
8.
provide campus-wide staff development for sharing work and resources across commonly used formats and platforms.
9.
allocate campus discretionary funds and other resources to advance implementation of the technology plan.
10.
advocate for adequate, timely, and high-quality technology support services.

V.
Assessment and Evaluation
11.
promote and model the use of technology to access, analyze, and interpret campus data to focus efforts for improving student learning and productivity.
12.
implement evaluation procedures for teachers that assess individual growth toward established technology standards and guide professional development planning.
13.
include effectiveness of technology use in the learning and teaching process as one criteria in assessing performance of instructional staff.

VI. Social, Legal, and Ethical Issues
14.
secure and allocate technology resources to enable teachers to better meet the needs of all learners on campus.
15.
adhere to and enforce among staff and students the districts acceptable use policy and other policies and procedures related to security, copyright, and technology use.
16.
participate in the development of facility plans that support and focus on health and environmentally safe practices related to the use of technology .