Education Educational Technology
by
Pearl Sims, Steven Stone
  • LAST REVIEWED: 15 December 2011
  • LAST MODIFIED: 15 December 2011
  • DOI: 10.1093/obo/9780199756810-0011

Introduction

The theoretical foundations for modern-day educational technology were laid by the early Greeks, arguably the creators of the world’s first computer. The emerging field of educational technology has been intimately intertwined with the growth of learning and human development theories and research throughout the 19th and 20th centuries. The rapid creation and field deployment of military and industrial technology during the world wars marked the marriage of technology and education. Throughout the 1950s and 1960s, research and development regarding the use of technology to develop skills and competencies was driven by businesses and industries seeking higher productivity. In more recent years, the boom in communication and collaborative and social media has propelled and responded to contemporary problems of human learning. Educational technology as an academic domain is relatively new, and much debate exists as to how to clearly define the discipline (see Lowenthal and Wilson 2010, cited in Definitions and Overviews). The debate, at its core, is a discussion about how to incorporate studies regarding the ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (Richey 2008), cited in Definitions and Overviews) with the ongoing and constantly changing development of software, hardware, and Internet applications that can be used to improve teaching and learning. The selections of citations for this topic were determined partially in response to Walter B. Waetjen’s paper, “Shaping the Future of a Profession” (Waetjen 1992, cited in Definitions and Overviews), which has challenged technology educators who have been helping to shape this emerging field to remember the four core elements common to all disciplines: domain, history, mode of inquiry, and instructive capability. The section Definitions and Overviews recommends articles related to the difficulty of defining educational technology as a domain. This section includes prominent journals, textbooks, and associations related to both education and technology. History and Pioneers offers a brief history of educational technology and of the early pioneers of technology in education and training. The Research and Methodologies section presents sources of quality information regarding models of inquiry into the field and introduces some of the researchers that have significantly influenced this evolving field. The sections on Teaching and Learning address how technology is currently being used in education to enhance teaching and learning. The section on Assessment puts forward a few examples of articles pertaining to the tools and the infrastructure necessary to use technology in the service of teaching and learning. The Educational Tools, Implementation and Integration, International Perspectives and Impact of Educational Technology in the Future sections provide glimpses, from international and futuristic viewpoints, of the potential impact of educational technology.

Definitions and Overviews

Defining the robust and emerging field of educational technology is still very much in flux, as attested to in Czerniewicz 2008 and Januszewski and Molenda 2008. Waetjen 1992 challenges researchers and scholars of educational technology to take the necessary steps in helping to shape their studies into an accepted academic field of study. Although the respected professional organization Association for Education Communications and Technology (AECT) puts forth working definitions for what this domain could encompass, Richey 2008 and Lowenthal and Wilson 2010 argue that even what to include and exclude from such definitive statements about the field must still be strongly debated. Three of the works chosen in this section contextualize the nature and complexity of defining education technology as a domain by offering overviews of the current and emerging technologies (Office of Educational Technology 2010), of the impact of the technologies on human learning (Means and Roschelle 2010), and of the issues and challenges related to using technology in educational settings (Spector 2010).

Textbooks

Especially for those teaching in the field of educational technology, textbooks on educational technology are a valuable and complete resource. The textbooks listed in this section cover important content related to educational technology in a coherent and comprehensive way. In addition, the textbooks were chosen because they divide content regarding often-complex technology and education issues into comparatively small and manageable chunks while maintaining a sound pedagogy approach to the topics being explored. Bates 2005, Schrum and Levin 2009, and Smaldino and Lowther 2008 all provide complete overviews of the uses of technology in learning and education. These resources are valuable because they detail a breadth of topics including theory, practice, and implementation. The other books were chosen because they are authoritative reviews of specific topics in the field. Boss and Krauss 2007 covers all of the important issues concerning project-based learning in educational and training applications. Clark and Mayer 2007 focuses more on the proven guidelines concerning the implementation of technology in educational settings. Collins and Halverson 2009 and Reiser and Dempsey 2007 provide evaluations of the current trends and issues as well as offer prognostications on future developments and challenges in the field. For a more critical perspective, Robins and Webster 2002 focuses on the implications that technology has on the entire field of education.

  • Bates, Tony. 2005. Technology, e-learning and distance education. 2d ed. London and New York: Routledge.

    Save Citation »Export Citation » Share Citation »

    A comprehensive guide that explores the strengths and weaknesses of current and emerging technologies in the field of education. This book also discusses challenges and barriers to technology implementation and provides models to manage these issues.

    Find this resource:

  • Boss, Suzie, and Jane Krauss. 2007. Reinventing project-based learning: Your field guide to real-world projects in the digital age. Eugene, OR: International Society for Technology in Education.

    Save Citation »Export Citation » Share Citation »

    This book focuses on topics concerning the utilization of technology in project-based learning, including integration, training, and design. Offers guided learning activities and features classroom examples and teacher interviews that provide an international perspective.

    Find this resource:

  • Clark, Ruth Colvin, and Richard E. Mayer. 2007. E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Jossey-Bass.

    Save Citation »Export Citation » Share Citation »

    This book presents guidelines for technology-based instructional design that are backed up by empirical data. Referencing well-researched findings, the authors discuss the usefulness of many design issues and make recommendations on how to maximize effectiveness in the classroom.

    Find this resource:

  • Collins, Allan, and Richard Halverson. 2009. Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

    Save Citation »Export Citation » Share Citation »

    Explores the effects that technological advances have had on the educational system as compared to on other areas of society. Also prognosticates on the future of education and presents competing viewpoints from supporters and skeptics to provide a more thorough perspective.

    Find this resource:

  • Reiser, Robert A., and John V. Dempsey, eds. 2007. Trends and issues in instructional design and technology. 2d ed. Upper Saddle River, NJ: Prentice Hall.

    Save Citation »Export Citation » Share Citation »

    Using the writings of a number of leading figures in the field of instructional design and technology, this book offers a good overview of the field of educational technology. The authors focus on the convergence of instructional design, instructional technology, and performance technology and the implications of that convergence.

    Find this resource:

  • Robins, Kevin, and Frank Webster, eds. 2002. The virtual university? Knowledge, markets, and management. Oxford and New York: Oxford Univ. Press.

    Save Citation »Export Citation » Share Citation »

    This book provides a more diverse perspective on the current changes occurring in higher education. In addition to technological issues, the book studies the array of complex issues that are transforming the academic system.

    Find this resource:

  • Schrum, Lynne, and Barbara B. Levin. 2009. Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin.

    Save Citation »Export Citation » Share Citation »

    A good overview of instructional technology that is best-suited for newcomers to the field. The intended audience is primarily the administrators and decision makers who are responsible for technology implementation in schools.

    Find this resource:

  • Smaldino, Sharon E., Deborah L. Lowther, and James D. Russell. 2008. Instructional technology and media for learning. 9th ed. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Save Citation »Export Citation » Share Citation »

    This instructor-focused book provides an overview of educational technologies and a methodology for implementing them in the classroom. Focus is placed more on entry-level practice and lesson planning than on emerging technologies.

    Find this resource:

Organizations

Numerous professional associations and organizations have played a significant role in developing the field of educational technology. At this time, no single organization is entrusted with maintaining control or oversight of legitimate practices or certification standards within this fledgling field. Thus, the organizations cited below were selected based primarily on their viability and vitality and on their history of successfully providing high-quality resources to inform or engage the field. The Association for Education Communications and Technology (AECT) is generally viewed as the “father” of professional organizations in this field and continues to play a significant role in the development and promotion of sound public policies and ethical practices related to the use of technology in education. The IEEE Technical Committee on Learning Technology and the Society for Applied Learning Technology (SALT) focus on matters related to the professional development and information sharing among those interested in researching and using technology in the service of learning. Another well respected organization, the Association for the Advancement of Computing in Education (AACE) focuses primarily on promoting the use of technology in education. The Consortium for School Networking (COSN) takes a closer look at the challenges and promises of implementing technology in K–12 education primarily in the United States, while The International Society for Technology in Education (ISTE) seeks to bring the international community of P-12 educators together to learn from one another. Although not a professional association, the Office of Educational Technology serves as a clearinghouse for organizing and disseminating materials, models, strategies, and research that can inform educators from K–12 and higher education settings regarding the use of technology in the service to teaching and learning.

Journals

The field of educational technology is constantly evolving, and peer-reviewed journals provide the most up-to-date and high-quality information and research. The use of journals for academic research in the field is absolutely necessary for complete and current findings and perspectives. The journals chosen in this section were evaluated primarily on the quality of articles, their reputation in the academic community, and the focus of research. For journals that cover the entire field of educational technology, Computers and Education is rated by Thompson-Reuters as the highest-impact journal in the field. The Journal of Computer Assisted Learning, the Journal of Computing in Higher Education, and the Journal of Research on Technology in Education all provide high-quality articles that cover a wide range of topics dealing with both theory and practice. Educational Technology Research and Development is narrower in scope, featuring articles that concentrate primarily on the research concerning the emerging technologies in the field. The Journal of Educational Computing Research focuses more on the empirical research in the field, and it also provides some perspectives from the industrial applications. The British Journal of Educational Technology and the International Journal of Computer-Supported Collaborative Learning are both high-quality journals with a broad focus and also provide an international perspective.

History and Pioneers

The works in this section were chosen because they are good representations of the hundreds of works of individuals that have transformed the world’s thinking about the use of technology to improve education. As early as 1884, Edwin Abbot understood that the world would be shaped in multidimensional ways that few could imagine at the time. Two early pioneers took up the banner of Abbot’s original challenge in Abbott 1998: B. F. Skinner and Alan Turing. Skinner 1985, which concerns his now-famous “teaching machines,” and Turing 1950, which concerns artificial intelligence, were watershed pieces of work for understanding the power of education technology. In addition, Weiser 1991 (the author’s introduction to ubiquitous computing) and Negroponte 1995 (an article about the emerging digital age) are included because they helped lay the groundwork for the prevalence and acceptance of technology in our everyday lives. Three other works offer quality overviews and historical perspectives of education technology. The first, Saettler 2004, looks back across the decades to trace the evolution of education theories and their impact on the use of technology in education. The second, Stahl and Koschmann 2006, looks back on how computers have fostered and deepened our understanding of collaborative learning through technology. The third, Culp, et al. 2005, offers a twenty-year chronology of the major US public policies that have shaped our understanding of the role of technology in education.

Research and Methodologies

Research studies in the field of education and technology are plentiful. A good place to start in understanding the research and methodology for the field of educational technology is with Resta and Laferriere 2007, a comprehensive review of the research and literature on the technology-supported collaborative learning that has been put forth over the last twenty years. In addition, two well-respected handbooks offer relevant, critical, and practical overviews. The first, Kidd and Song 2008, offers a comprehensive view of the research related to a wide spectrum of issues related to the field of education technology. The second, Mayer 2005, takes a closer look at research that seeks to understand the impact of technology on classroom instructional design. Other texts in this section were chosen because they do a thorough job of both describing and modeling methods used to study the education technology field, including the research design, the population studied, and the research instruments, or tools. Spector, et al. 2008 offers an overview of research methodologies that are appropriate to employ to better understand the impact of technology on teaching and learning. This is also done by Randolph 2007, which offers practical suggestions on multidisciplinary research methods for studying education technology. Three additional citations were selected because of their current relevance and application in the field. Tallent-Runnels, et al. 2006 reviews research regarding teaching courses online. Mikropoulos and Natsis 2011 offers a ten-year review of empirical research regarding the use of virtual environments for educational purposes. Pollard and Pollard 2004 suggests education technology research priorities for the future.

Teaching

All selections in this section put forth well-researched tools, models, and/or strategies for using technology to improve classroom teaching across various settings and with a variety of student populations. Two of the works cited were chosen because they seek to deepen our understanding of the role of teachers in meeting the social and psychological underpinnings of today’s students. Bransford, et al. 2008 explains the needs of digital age learners, whereas Alonso, et al. 2005 offers an instructional model for developing web-based blended learning for the classroom that can meet the needs of students. However, if and how well technology is integrated into the curriculum depends a great deal on the classroom teacher’s preexisting beliefs about how learning occurs, as explored in Ertmer 2005 and Hartley 2007. Scardamalia and Bereiter 2006 offers examples of how teachers’ views of themselves as facilitators of knowledge influences their use of technology. The research in Windschitl and Sahl 2002 offers insight from the teachers’ perspectives about the problems (and the promises) of integrating technology into the curriculum. Lawless and Pellegrino 2007 maintains that the way to have teachers better understand and use technology to meet learners’ needs is through the provision of targeted, well-evaluated teacher professional development. Mishra and Koehler 2006 offers examples of professional development that resulted in teachers who integrated technology in the service of learning.

  • Alonso, Fernando, Genoveva López, Daniel Manrique, and José M. Vines 2005. An instructional model for web based e-learning education with a blended learning process approach. British Journal of Educational Technology 36.2 (March): 217–235.

    DOI: 10.1111/j.1467-8535.2005.00454.xSave Citation »Export Citation » Share Citation »

    This article researches the learning challenges that accompany e-learning and proposes a content-based psychopedagogical instructional model to deal with them. This model is characterized by an approach that blends psychology and social constructivism.

    Find this resource:

  • Bransford, John, Mary Slowinski, Nancy Vye, and Nancy Mosborg. 2008. The learning sciences, technology and designs for educational systems: Some thoughts about change. In Learners in a changing learning landscape: Reflections from a dialogue on new roles and expectations. Edited by Jan Visser and Muriel Visser-Valfrey, 37–67. Dordrecht, The Netherlands: Springer.

    Save Citation »Export Citation » Share Citation »

    In this article, Bransford and colleagues focus on the idea that technology can be used to create new models of instruction, rather than just assimilating technological advances into existing ones.

    Find this resource:

  • Ertmer, Peggy A. 2005. Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development 53.4: 25–39.

    DOI: 10.1007/BF02504683Save Citation »Export Citation » Share Citation »

    This article explores the idea that the primary factor holding back technological integration in schools is teachers’ preexisting beliefs about learning, since the necessary infrastructure already exists. Ertmer details how these beliefs affect practice and the implications for the future. Available online by subscription.

    Find this resource:

  • Hartley, James. 2007. Teaching, learning and new technology: A review for teachers. British Journal of Educational Technology 38.1 (January): 42–62.

    DOI: 10.1111/j.1467-8535.2006.00634.xSave Citation »Export Citation » Share Citation »

    This article studies the influences that new technology has on teaching by observing five teaching situations in five different contexts. The author gains perspective by looking at multiple instructional realms and seeks to inform teachers on how to best utilize technology. Available online by subscription.

    Find this resource:

  • Lawless, Kimberly A., and James W. Pellegrino. 2007. Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research 77.4 (December): 575–614.

    DOI: 10.3102/0034654307309921Save Citation »Export Citation » Share Citation »

    This article explores the challenges and implications of professional teacher development in regard to implementing technology. The author reviews the literature on this topic and offers a systematic evaluation plan to deal with it. Available online by subscription.

    Find this resource:

  • Mishra, Punra, and Matthew J. Koehler. 2006. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 108.6 (June): 1017–1054.

    DOI: 10.1111/j.1467-9620.2006.00684.xSave Citation »Export Citation » Share Citation »

    By researching teacher and faculty development, the authors attempt to synthesize a new situated form of knowledge that is intended to act as a theoretical grounding for research in educational technology. They detail this framework and provide teaching examples.

    Find this resource:

  • Scardamalia, Marlene, and Carl Bereiter. 2006. Knowledge building: Theory, pedagogy, and technology. In Cambridge handbook of the learning sciences. Edited by R. Keith Sawyer, 97–118. New York: Cambridge Univ. Press.

    Save Citation »Export Citation » Share Citation »

    A comprehensive article describing the process of teaching as facilitating knowledge building. The author details the underlying theoretical framework and also provides real-world examples of practice.

    Find this resource:

  • Windschitl, Mark, and Kurt Sahl. 2002. Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal 39.1 (Spring): 165–205.

    DOI: 10.3102/00028312039001165Save Citation »Export Citation » Share Citation »

    Presents a two-year research project that observed teachers who were learning to use technology in the classroom and the barriers they faced in implementation. The author gives insight into the entire process of integrating more technology into schools from the teachers’ perspective. Available online by subscription.

    Find this resource:

Learning

The selections in this section put forth well-researched tools, models, and/or strategies for using technology to improve student learning. One of the most significant works is How People Learn: Brain, Mind, Experience (Bransford, et al. 2000). Published by the National Academy of Sciences, this book remains a seminal work about how people learn and the construction of technology environments that promote the building of knowledge. Four articles were chosen because they offer examples of how specific technology applications can be used in the service of student learning. Although the examples of technology used in the article are outdated, Jonassen, et al. 1999, discussing the interplay between the construction of knowledge and technology, remains an important article in the field. Anderson 2008 looks at online learning’s impact on students’ learning, whereas Sharples, et al. 2007 details methods for using mobile technology in educational settings. Dede 2005 offers a provocative look at how virtual worlds and augmented realities can propel student learning. Brown and Adler 2008 cautions us that learning in the future will be more “open, collaborative, and participatory”; thus, educators must grow comfortable with the use of instructional technology. Siemens 2005 states that the use of technology in the classroom is not adequate without an undergirding theory of learning. The author puts forth an emerging learning theory of connectivism, a theory in which student learning is dependent on access to and the use of information technology. Bennett, et al. 2008 offers a thoughtful debate regarding how well our current education system meets the needs of digital-age learners.

Assessment

The selections in this section represent well-researched tools, models, and strategies for using technology to formatively and/or summatively assess students’ learning. The works are of two major types: The first type offers broad overviews of the use of technology for student assessment, whereas the second type takes a closer look at practical applications of the use of technology for assessment within the classroom and/or subject area. The selections end with a challenge issued in Clarke-Midura and Dede 2010 to educators to more fully explore and adopt the use of technology for student assessment. One of the few comprehensive handbooks on a broad spectrum of issues concerning computer-based testing is Hricko and Howell 2006. The Pellegrino and Quellmalz 2010 article supplements this handbook by presenting case studies, examples, strategies, and an evaluation of the current and future potential of technology-based student assessment. In addition, Tucker 2009 delves into the history and offers an overview of the current state of technology-based assessment, and Scalise and Gifford 2006 proposes a taxonomy for computer-based assessment to provide a practical resource for the development and discussion of assessment tools. At the classroom level, Beatty and Gerace 2009 presents a pedagogical theory based on classroom response systems (CRS) that is intended to help teachers connect educational research and practical strategies in the science classroom. The National Assessment of Educational Progress (NAEP) Technology-Based Assessment Project, sponsored by the US Department of Education and conducted in the Bennett, et al. 2007 study, measures eighth-grade students’ ability to use technology in problem-solving situations. This study demonstrates and explores the use of computers for developing, administering, scoring, and analyzing the results of NAEP assessments. Gaytan and McEwen 2007 looks at multiple types of learning and assessment used in online learning environments.

Achievement and Productivity

The following texts were chosen because they offer objective insight into the possibilities and challenges related to using technology to improve student achievement and/or teacher productivity (effectiveness) in K–12 and/or higher education settings. There continues to be much conflicting information about if and how the use of technology impacts student achievement and teacher productivity. This debate is reflected in the selections chosen for this section. Gulek and Demirtas 2005, a three-year longitudinal study, indicates that the use of laptops had a significant beneficial effect on student performance. Likewise, both an analysis of the data from a National Assessment of Educational Progress (NAEP) study of twelfth-grade students (Wenglinsky 2006) and a two-year study of the academic achievement of teenage students (Chandra and Lloyd 2008) suggest a positive correlation between test scores and technology use. However, Dynarski, et al. 2007, a US government sponsored-empirical study, found no significant improvement in achievement by students who use computer-based educational tools. Balancing this debate, Lei and Zhao 2007 describes a longitudinal study on the effects that using technology has on students’ GPAs and found that how technology is used in the classroom is more important than how much it is used. Taking this line of thought a little deeper, Herrington, et al. 2003 reports that the potential benefits of using technology for student achievement are correlated with how well authentic activities in online environments are constructed by the teachers. Turning attention toward the use of technology by the teachers, Xu and Meyer 2007 suggests that there is a positive correlation between Internet usage and teaching effectiveness. Laurillard 2007 posits that the ongoing struggle to more fully measure the efficiency and usefulness of computers to improve student achievement will be resolved only if another lens for studying this impact is used, and the author recommends that a forward-looking “benefits-oriented cost model” be adopted.

Training and Development

There is a significant increase in the use of technology to create and deliver learning opportunities to workers seeking professional development and growth. The articles in this section offer insight into the rapidly growing field of workplace training and development. That this is one of the fastest-growing fields related to employees’ growth and development in the workplace is evident by the rapid expansion of learning management (the tools to track learning progression through content) and knowledge management (content) software applications. Chatti, et al. 2007 and Dagger, et al. 2007 underscore that the future of workplace learning will see deeper interconnections between learning management and knowledge management technology-based tools. Mack, et al. 2010 takes this thinking a step further and suggests that learning management and knowledge management systems can and should be used to facilitate workplace collaboration, allowing workers to access one another’s knowledge. Knowing how to use these tools effectively in the service of teaching and learning is increasingly becoming an important skill. Indeed, the results of a study reported in Fallery, et al. 2010 indicate that today’s workers prefer virtual training to learning in a traditional classroom. For those desiring to use learning management and knowledge management tools in the workplace, Maier 2007 is a comprehensive guide that discusses a breadth of issues concerning the implementation of knowledge management systems. Likewise, the most important aspects of selecting a learning management system for schools or business are well articulated in Siemens 2006. Of course, knowledge management systems are only as good as the training for workplace skills they deliver, as put forth in Driscoll and Carliner 2005. This article offers models and frameworks for using web-based training in the workplace. Of equal importance in the provision of technology-delivered workplace training and development efforts is the empirical evaluation of the effectiveness of such training. Wang, et al. 2007 explores one model of an empirically validated evaluation instrument for such purposes.

  • Chatti, Mohamed Amine, Matthias Jarke, and Dirk Frosch-Wilke. 2007. The future of e-learning: A shift to knowledge networking and social software. International Journal of Knowledge and Learning 3.4: 404–420.

    DOI: 10.1504/IJKL.2007.016702Save Citation »Export Citation » Share Citation »

    The authors of this article claim that knowledge management and learning management are completely interconnected by the same ultimate goal. They claim that the use of emerging technology is the best way to unify these separate yet similar functions. Available online by subscription.

    Find this resource:

  • Dagger, Declan, Alexander O’Connor, Seamus Lawless, Eddie Walsh, and Vincent P. Wade. 2007. Service-oriented e-learning platforms: From monolithic systems to flexible services. Internet Computing, IEEE 11.3 (May–June): 28–35.

    DOI: 10.1109/MIC.2007.70Save Citation »Export Citation » Share Citation »

    This article describes the current change from learning management system–based education to more service-oriented learning platforms. The authors explore the future of these service-learning applications. Available online by subscription.

    Find this resource:

  • Driscoll, Margaret, and Saul Carliner. 2005. Advanced web-based training: Adapting real world strategies in your online learning. San Francisco: Pfeiffer.

    Save Citation »Export Citation » Share Citation »

    Focuses on the best-demonstrated practices for implemented web-based training in the workplace. Provides models and frameworks for those in the learning management field.

    Find this resource:

  • Fallery, Bernard, Roxana Ologeanu-Taddei, and Sylvie Gerbaix. 2010. Acceptance and appropriation of videoconferencing for e-training: An empirical investigation. International Journal of Technology and Human Interaction 6.3 (July–September): 37–52.

    DOI: 10.4018/jthi.2010070103Save Citation »Export Citation » Share Citation »

    This article observes real-life training situations to determine employee acceptance of videoconferencing training systems. The results indicate that workers prefer the virtual training to a traditional class. Available online by subscription.

    Find this resource:

  • Mack, Robert L., Yael Ravin, and Roy J. Byrd. 2010. Knowledge portals and the emerging digital knowledge workplace. IBM Systems Journal 40.4: 925–955.

    DOI: 10.1147/sj.404.0925Save Citation »Export Citation » Share Citation »

    A key aspect of knowledge management in business organizations is collaboration and knowledge sharing. This report describes the growing role of knowledge portals as facilitators of collaboration.

    Find this resource:

  • Maier, Ronald 2007. Knowledge management systems: Information and communication technologies for knowledge management. 3d ed. Berlin and New York: Springer-Verlag.

    Save Citation »Export Citation » Share Citation »

    A comprehensive guide to a breadth of issues concerning the implementation of knowledge management systems that are technology based. The authors provide strategy and examples but also explore organizational and system contexts.

    Find this resource:

  • Siemens, George. 2006. Learning or management system? A review of learning management system reviews. Manitoba, Winnipeg: Learning Technologies Centre.

    Save Citation »Export Citation » Share Citation »

    This article explores the most important criteria for schools and businesses that are selecting an enterprise learning management system. It also addresses the current state of learning management systems (LMS) and implies where they might be headed in the future.

    Find this resource:

  • Wang, Yi-Shun, Hsiu-Yuan Wang, and Daniel Y. Shee. 2007. Measuring e-learning systems success in an organizational context: Scale development and validation. Computers in Human Behavior 23.4 (July): 1792–1808.

    DOI: 10.1016/j.chb.2005.10.006Save Citation »Export Citation » Share Citation »

    Based on prior research, this article creates an empirically validated evaluation instrument for the effectiveness of e-learning programs. It is useful for human resources and knowledge management workers. Available online by subscription.

    Find this resource:

Educational Tools

This section provides definitions of key technology components and relevant examples of technology tools being used in educational settings. The selections exemplify the myriad tools that may enhance administrative, teacher, and student capabilities and performance. Because technology applications are changing faster than they can be empirically researched, some of the articles included in this section were chosen based on the relevance of the findings rather than on the implications of using the tools themselves. Two of the works offer a broader view of the tools available to educators. The first, Richardson 2010, attempts to tie many of the tools discussed by other scholars into a broad introduction to most of the current web-based tools being used in education. The second, Beldarrain 2006, reviews the effectiveness of the most common tools currently used for distance learning, as well as the implications. The rest of the selections in this section take a closer look at particular tools being used in today’s classrooms. Fernandez, et al. 2009 implies that podcasting may have many benefits as a supplementary form of instruction. Kim 2008 reviews the research concerning blogs in educational settings and offers both the challenges and the promises of using them effectively in educational settings. Kolb 2008 details how K–12 educators can innovatively use cell phones in the classroom as instructional tools. Parker and Chao 2007 looks at how wikis can be used in educational settings to support a constructivist approach to learning. Smith, et al. 2005 presents a critical literature review on specific topics and issues concerning interactive whiteboard technology. In Moreno and Mayer 2007, the authors put forth a cognitive-affective theory of learning with media by reviewing multiple experimental studies. Their review finds empirical support for five instructional design principles for using technology tools in education: guided activity, reflection, feedback, control, and pretraining.

  • Beldarrain, Yoany. 2006. Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education 27.2 (August): 139–153.

    DOI: 10.1080/01587910600789498Save Citation »Export Citation » Share Citation »

    Reviews the effectiveness of the most common tools currently used for distance learning, as well as the implications they may have on educational infrastructure and theory. Available online by subscription.

    Find this resource:

  • Fernandez, Vicenc, Pep Simo, and Jose M. Sallan. 2009. Podcasting: A new technological tool to facilitate good practice in higher education. Computers and Education 53.2 (September): 385–392.

    DOI: 10.1016/j.compedu.2009.02.014Save Citation »Export Citation » Share Citation »

    A research study that summarizes the subject of podcasting and then attempts to connect empirical studies of the effectiveness of podcasting with theories of good practice in higher education. The research implies podcasting has many benefits as a supplementary form of instruction.

    Find this resource:

  • Kim, Hyung Nam. 2008. The phenomenon of blogs and theoretical model of blog use in educational contexts. Computers and Education 51.3 (November): 1342–1352.

    DOI: 10.1016/j.compedu.2007.12.005Save Citation »Export Citation » Share Citation »

    This article reviews the research concerning blogs in educational settings in order to develop a model of effective implementation. Explores the strengths and shortcomings of the technology and suggests implications for the future.

    Find this resource:

  • Kolb, Liz. 2008. Toys to tools: Connecting student cell phones to education. Eugene, OR: International Society for Technology in Education.

    Save Citation »Export Citation » Share Citation »

    Cell phone usage by students is already near ubiquitous; this book details how K–12 educators can capitalize on this trend. Details innovative applications of the technology and offers implementation strategies.

    Find this resource:

  • Moreno, Roxana, and Richard Mayer. 2007. Interactive multimodal learning environments. Educational Psychology Review 19.3 (September): 309–326.

    DOI: 10.1007/s10648-007-9047-2Save Citation »Export Citation » Share Citation »

    This article presents an overview of interactive learning environments and details the five most important design issues. The authors offer a theory of learning in these environments and directions for future research. Available online by subscription.

    Find this resource:

  • Parker, Kevin R., and Joseph T. Chao. 2007. Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects 3:57–72.

    Save Citation »Export Citation » Share Citation »

    Explores the current uses of wikis in education and learning, and compares them to other technologies like blogging. Also identifies how wikis fit into a constructivist learning theory.

    Find this resource:

  • Richardson, Will. 2010. Blogs, wikis, podcasts, and other powerful web tools for classrooms. 3d ed. Thousand Oaks, CA: Corwin.

    Save Citation »Export Citation » Share Citation »

    A broad introduction to most of the current web-based tools being used in education. Presents a number of both practical and theoretical examples of concepts and educates about how to best utilize these tools.

    Find this resource:

  • Smith, Heather J., Steve Higgins, Kate Wall, and Jen Miller. 2005. Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning 21.2: 91–101.

    DOI: 10.1111/j.1365-2729.2005.00117.xSave Citation »Export Citation » Share Citation »

    This article presents a critical literature review of specific topics and issues concerning interactive whiteboard technology. The research indicates that there is support for their use by teachers and policy makers in spite of some inherent problems.

    Find this resource:

Implementation and Integration

Because computer-based communications technologies are continually evolving and because their distribution throughout the education system is continually changing, this section responds to the demand for information regarding implementation and integration in education settings. The materials in this section present essential implementation and infrastructure considerations that decision makers should think about when implementing or integrating technology in educational settings. As Bielaczyc 2006 exhorts, these considerations are important for educators in broadly understanding some of the critical factors affecting the successful integration of technology in US schools, if the tools available are to be used well in the service of teaching and learning. Gülbahar 2007 builds on this exhortation and explores the people and processes that must be involved in technology integration in US schools. Hew and Brush 2007 and Law, et al. 2008 explore these same issues from an international perspective. Another two works were selected because they take a deeper look at implementation issues within specific and relevant contexts—in the workplace and in higher education: Selim 2007 attempts to identify the most important factors in successfully implementing e-learning and distance learning in education and training programs; Selwyn 2007 takes a critical look at computer-based educational technology in university classrooms. Cuban, et al. 2001 and Penuel 2006 discuss evidence that both accessibility to technology and the level of use and knowledge of teachers and faculty are important to obtaining quality implementation and integration of technology in schools. These articles emphasize that the use of technology to propel student learning depends on the teachers’ ability to use the tools well in classrooms.

  • Bielaczyc, Katerine. 2006. Designing social infrastructure: Critical issues in creating learning environments with technology. Journal of the Learning Sciences 15.3: 301–329.

    DOI: 10.1207/s15327809jls1503_1Save Citation »Export Citation » Share Citation »

    In this article, the author creates a “social infrastructure framework” to frame the critical social factors affecting technology integration in schools. The article details implementation design issues and describes how to utilize the framework most effectively.

    Find this resource:

  • Cuban, Larry, Heather Kirkpatrick, and Craig Peck. 2001. High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal 38.4: 813–834.

    DOI: 10.3102/00028312038004813Save Citation »Export Citation » Share Citation »

    This article presents evidence that accessibility is not the only factor to obtaining high levels of technological use in schools. The level of use and knowledge of teachers and faculty are also significant factors affecting the use of technology by students.

    Find this resource:

  • Gülbahar, Yasemin. 2007. Technology planning: A roadmap to successful technology integration in schools. Computers and Education 49.4: 943–956.

    DOI: 10.1016/j.compedu.2005.12.002Save Citation »Export Citation » Share Citation »

    Explores all of the pertinent people and entities involved in technology integration and schools and proposes some effective practices for successful implementation. Available online by subscription.

    Find this resource:

  • Hew, Khe Foon, and Thomas Brush. 2007. Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development 55.3: 223–252.

    DOI: 10.1007/s11423-006-9022-5Save Citation »Export Citation » Share Citation »

    In this article, the authors identify the most common barriers to technology implementation in schools around the world. The authors also identify related knowledge gaps and make recommendations for the future.

    Find this resource:

  • Law, Nancy, Willem J. Pelgrum, and Tjeerd Plomp, eds. 2008. Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. CERC Studies in Comparative Education 23. New York: Springer-Verlag.

    Save Citation »Export Citation » Share Citation »

    Provides an international perspective on the barriers and obstacles facing educators and administrators in the integration of educational technology. This is a comprehensive report on many issues affecting implementation based on a 2006 worldwide study.

    Find this resource:

  • Penuel, William R. 2006. Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education 38.3 (Spring): 329–348.

    Save Citation »Export Citation » Share Citation »

    This research study looks at the effect that teacher knowledge and skill has on the implementation of instructional technology. Penuel finds that adequate time and support were the most important factors in the implementation.

    Find this resource:

  • Selim, Hassan M. 2007. Critical success factors for e-learning acceptance: Confirmatory factor models. Computers and Education 49.2 (September): 396–413.

    DOI: 10.1016/j.compedu.2005.09Save Citation »Export Citation » Share Citation »

    This article seeks to identify the most important factors to success in implementing e-learning and distance learning in higher education programs. The factors found are presented and ranked. Available online by subscription.

    Find this resource:

  • Selwyn, N. 2007. The use of computer technology in university teaching and learning: A critical perspective. Journal of Computer Assisted Learning 23.2: 83–94.

    DOI: 10.1111/j.1365-2729.2006.00204.xSave Citation »Export Citation » Share Citation »

    The article takes a critical look at computer-based educational technology in universities to identify the most significant challenges and setbacks it faces. It also identifies the ways in which technology is not being used effectively for instruction. Available online by subscription.

    Find this resource:

Accessibility and Inclusiveness

Since the passage of laws such as the Americans with Disabilities Act of 1990, educators have been increasingly required to provide access to information technology resources for people with disabilities. The studies in this section offer insight into the critical issues related to using technology to create inclusive environments for all students. Also included in this section is a look at the impact of student socialization and motivation on the use of technology as an instructional tool. Bechard, et al. 2010 offers a broad overview of the critical issues facing inclusive design and suggests future research that will help educators know how to use technology well in inclusive settings. Plowing a little deeper into these issues, Edyburn, et al. 2005 looks at specific technologies, instructional design, and current trends and issues for those educators and instruction designers who seek to meet the needs of children with special needs. Dini, et al. 2007 and Kelly, et al. 2007 present effective models, approaches, best-demonstrated practices, and evaluation guidelines for the use of technology in inclusive settings. Seale and Cooper 2010 implies, on the other hand, that the best approach may be to blend a variety of accessibility tools and methods into the general education curriculum. Two additional works included in this section move beyond the tools to take a look at motivation and socialization as factors affecting the use of technology in inclusive settings. The first, Heemskerk, et al. 2005, questions if the use of technology has the same motivating effects on all student achievement, especially those with learning disabilities. The second, Vekiri and Chronaki 2008, takes a closer look at gender as a socialization factor impacting the use of technology in the classroom. Drawing on case studies, Warschauer 2004 concludes that the lack of technology usage in inclusive schools is not a case of imbalanced resources but rather a case of educators’ inability to facilitate a meaningful use of technology for student achievement.

International Perspectives

The resources in this section discuss, compare, and/or contrast the use of education technology in various international settings. The selections offer examples of issues related to the use of technology to support teaching and learning in diverse settings. Edmundson 2007 establishes a good framework for understanding some of the unique cultural challenges that accompany the globalization of instructional technology. In addition, Bonk and Graham 2006 highlights some of the issues, particularly within academic, workplace, and military settings, from a global viewpoint. Other researchers focus on various aspects of using technology in the service of teaching and learning. For example, Law, et al. 2009 offers perspectives on technology research, instructional design, and pedagogical practices from around the world, and Kozma 2003 details research and analysis from twenty-eight countries regarding trends and best practices in the implementation of technology. Zhang, et al. 2010 takes a closer look at these issues from one country’s viewpoint—China. Hawkins 2002 and Olaniran 2010 detail the most important issues related to using technology, specifically in e-learning, in the developing world. Wright, et al. 2009 offers more detail regarding some of the economic, cultural, and social issues that educators and administrators face in using technology within the developing world.

  • Bonk, Curtis Jay, and Charles Ray Graham, eds. 2006. The handbook of blended learning: Global perspectives, local designs. San Francisco: Pfeiffer.

    Save Citation »Export Citation » Share Citation »

    A comprehensive book that highlights current trends in blended e-learning from a global viewpoint. The scope and audience of the book is very broad; it covers academic, workplace, and military applications of blended learning.

    Find this resource:

  • Edmundson, Andrea, ed. 2007. Globalized e-learning cultural challenges. Hershey, PA: Information Science Publishing.

    Save Citation »Export Citation » Share Citation »

    A collection of articles that detail the unique cultural challenges that accompany the globalization of e-learning. Provides theoretical framework and cultural perspectives.

    Find this resource:

  • Hawkins, Robert J. 2002. Ten lessons for ICT and education in the developing world. In The global information technology report 2001–2002: Readiness for the networked world. Edited by Geoffrey Kirkman, Peter K. Cornelius, Jeffrey D. Sachs, and Klaus Schwab, 38–43. Oxford: Oxford Univ. Press.

    Save Citation »Export Citation » Share Citation »

    This pilot study succinctly details the ten most-important issues related to using technology in the developing world. Lessons and recommendations are offered.

    Find this resource:

  • Kozma, Robert B., ed. 2003. Technology, innovation, and educational change: A global perspective. Eugene, OR: International Society for Technology in Education.

    Save Citation »Export Citation » Share Citation »

    This book provides detailed research and analysis from twenty-eight countries to identify trends and best practices in the implementation of technology in education around the world.

    Find this resource:

  • Law, Nancy, Tjeerd Plomp, and Willem J. Pelgrum, eds. 2009. Pedagogical practices and ICT use in schools around the world: Findings from the IEA SITES study 2006. Hong Kong: Springer.

    Save Citation »Export Citation » Share Citation »

    A summary of the SITES 2006 study, which focused on international perspectives on research design, pedagogy, and secondary support systems. Also offers a comparative analysis of nation-specific case studies from South Africa, Denmark, and Hong Kong.

    Find this resource:

  • Olaniran, Bolanle A., ed. 2010. Cases on successful e-learning practices in the developed and developing world: Methods for the global information economy. Hershey, PA: Information Science Publishing.

    Save Citation »Export Citation » Share Citation »

    A professionally focused collection of case studies that presents successful implementations of e-learning in developing countries. Covers a broad array of topics and is intended for practitioners and executives of knowledge management.

    Find this resource:

  • Wright, Clayton R., Gajaraj Dhanarajan, and Sunday A. Reju. 2009. Recurring issues encountered by distance educators in developing and emerging nations. International Review of Research in Open and Distance Learning 10.1.

    Save Citation »Export Citation » Share Citation »

    This article takes a holistic approach at looking beyond just technological infrastructure in developing nations. Details the economic, cultural, and social issues that educators and administrators face.

    Find this resource:

  • Zhang Jingtao, Fang Yuanyuan, and Ma Xiaoling. 2010. The latest progress report on ICT application in Chinese basic education. British Journal of Educational Technology 41.4 (July): 567–573.

    DOI: 10.1111/j.1467-8535.2010.01083.xSave Citation »Export Citation » Share Citation »

    China is one of the fastest growing countries in the world. This article assesses whether technology use in education in the country has kept up with other developments. It concludes that strides have been made but not in rural communities. Available online by subscription.

    Find this resource:

Impact of Educational Technology in the Future

Educators need to understand the possible impacts of emerging technologies on teaching and learning. Toward this end, Kurzweil 2005 posits a coming technology singularity that will consist of an ability to augment our bodies and minds with technology. The author’s perspective underscores the ubiquitous nature of technology in the future. Cannon-Bowers and Bowers 2009 discusses the ubiquitous nature of emerging leadership from the perspectives of instructional designers and technology administrators within the training and development fields. Most of the selections chosen for this section explore specific emerging technology applications and their impact on teaching and learning. For instance, Dunleavy, et al. 2009 studies the potential and barriers involved with using augmented reality (AR) in educational settings, and Warburton 2009 considers the benefits and barriers of virtual worlds as an instructional tool. Kiili 2005 offers a theoretical framework for using gaming-based applications for student learning, and Sharples, et al. 2009 discusses the implications of mobile technology on the contexts of learning. Moving away from specific technology applications, Johnson, et al. 2010 highlights some of these emerging technologies, their importance to education, and their “time-to-adoption horizon.” Likewise, Siemens and Tittenberger 2009 discusses some of the issues related to integrating and implementing these kind of emerging technologies into educational settings.

back to top

Article

Up

Down