Ely, D. P. (2002). Trends in educational technology: Fifth edition. Department of Education: Washington, DC. ERIC document ED 477 511
Please select the chapter you want to summarize and add your name below the trend after the word "by." This will be the chapter you are assigned to summarize.
Chapter Assignments below:
Introduction:
Trend 1: Computer Access and Use
TREND 1: There is near saturation of computers in K-12 schools, while higher education institutions report moderate saturation. Students and teachers have almost universal access to computers, many of which are connected to the internet.
by: Billy Edgerton
In Chapter One of “Trends in Educational Technology”, Donald Ely discusses the amount of saturation that has occurred in regards to computers in schools. According to the study, there is a range of 3.1 to 25.3 students per computer in K-12 schools. The study does warn that these figures are based on access to computers and not actually how many computers per student. The use of these computers in K-12 classes was mainly relegated to word processing and spreadsheet creation. Other uses mentioned in the study were internet use, practicing drills, and problem solving or analyzing data. With the student to computer ratios and the lack of utilization of the computers shows that in the K-12 sector there is a state of computer saturation. This does not include the computers used by students outside of the school.
When looking into the higher education sector, the use of computers for instruction is significant. To illustrate this point, 64% of the four-year colleges and universities use instructional software. Another use of computers in the higher education community is offering classes online. Online course registration has increased from 21% in 1998 and 43% in 2000. Colleges and universities report that course management systems, i.e. Blackboard, Web CT, etc., have become an integral part of online courses at the very least. Even with all the instructional use of computers in higher education, the buying of computers by institutions of higher learning is leveling off due to budget constraints. Because of this leveling off, the higher education sector has not reached the same point of saturation as K-12.
College students own computers in a ratio of three computers to every four students. The increasing availability of wireless services is an encouragement to students to purchase laptop/notebook computers.
Once the wide availability and use of computers is defined by students at all levels of education then it is easy to see how people tend to replace the concept of educational technology with the physical computer. This is an educational nightmare according to Ely. Ely stresses to remember not only the hardware and software but also the sound pedagogy and evaluation techniques involved in the effective use of educational technology.
Trend 2: Internet Access and Use
by Leticia Cantu
This chapter discusses that the internet has not only become a major source of information for students and teachers, but that its use in higher education institutions has been growing as well (Ely, 2002). According to the author, the convergence of personal computers, networks and the World Wide Web (WWW) is what has made this trend so powerful. He writes that networking describes a multiplicity of internet activities that serve many purposes which include commerce, hobbies, personal correspondence, research and education. According to the author, 73% of youth ages 12-17 have internet access either at home or at school. Part of the reason for this is that the internet connects students with vast resources such as e-mail, threaded discussions and other communication modes. Statistics from the National Center for Educational Statistics show that both elementary and secondary schools that have access have increased in number and Ely writes these statistics show that internet access in American schools is almost universal. Results from a study done by Pew Internet and American Life project indicated that secondary students who have internet access use it for school research or Websites specifically set up for use in their school or particular class. For this reason, he notes that educational technologists are faced with the challenge of focusing on integrating new technologies into existing teaching and learning environments that also incorporate sound teaching and learning principles. A 2000 study by the Campus Computing Project also revealed an increase in the use of email and WWW resources by all colleges. However, one of the barriers identified was that professors hesitate to change from traditional approaches partially due to the fact that they do not have the skills needed to use technology and are not particularly eager to learn. Additionally, he notes that reluctance from institutions on providing sufficient personnel and financial assistance to facilitate the use of networking is another barrier. Ely writes that the shift toward learner-centered education is are evidenced by new approaches in colleges and universities to include incorporation of centers for the support of teaching and learning. He writes that they are not only growing on campuses, but are helping to remove some of these barriers and are creating a stimulus for change.
Trend 3: Television and Video
by: Claudia Salinas
In the article Trends in Educational Technology by Ely (2001), the universal availability of television and videos in the educational setting have become synchronous circuits of teaching and learning. The author mentions the variety of delivery systems such as video streaming and video conferencing becoming widely used in classroom settings and in distance education. Ely believes that video streaming and video conferencing will decline as technology advances. Cable in the Classroom is an agency that allots private and public schools withaccfess to educational television via free cable connections. The author also mentions the Coorporation for Public Broadcasting (CPB) as a study that was conducted on the use of television and video in the classroom in US public schools. The study accordign to Ely concluded that 98% of teachers have access to television and videos in their schools. Teachers mentioned in the study that having a television in the classroom acutally increased with the availability of computers. The author without a doubt recognized that televsion is an active participant in the world of distance education and how technology impacts the learning environment.
Trend 4: Advocacy
More than ever, community organizations are promoting greater use of learning technology in schools and colleges. A big concern is access to technology. Teacher organizations (AFT, NEA) have expressed concern about remaining in control of content. Additionally, teachers have some concerns that technology may replace jobs. Most everyone agrees that more educational technology research and programs will improve the education experience.
By: Steve DeWees
Trend 5: Home Use and Distance Education
Trend 5: The home has become a classroom for children and adults. Distance education has become a significant provider of instruction through the use of technological media.
Chapter five begins quoting an article from the USA today which explains that internet usage at schools has boomed. We find figures such as 49% internet access in 1996 and increases of up to 97% internet access by 2001 at public schools (Ely, 2002, p.23). Although internet access is increasing, the instructional part is actually slowing down. Some colleges and universities have reached a point in which their online instruction is no longer a strength mainly because of traditional approches preferred by professors. Change is difficult for all educators as explained by the author Donal P. Ely, "Some instructors do not have the skills to use information technology and are not especially eager to learn" (Ely, 2002, p. 24). Another main factor why online instruction is struggling is the increase in resources that have to be allocated for this new teaching process. Not all is dark for this new type of teaching as many campuses have created technology centers to provide assistance for technology applications (Ely, 2002, p. 25).
By: Fabian Salcedo
Trend 6: New Delivery Systems
Trend 6: New delivery systems have stimulated the development and use of technological applications for teaching and learning. Foremost among them are wireless devices, such as laptop and handheld computers.
The growth of wireless connectivity and its associated wireless devices has been phenomenal. Terminal mobility, personal mobility, and service portability are the functions that enable universal wireless communications. Wireless or handheld devices include the use of Personal Digital Assistants (PDAs), local area networks, wide area data systems, cellular mobile radio systems, cordless phones, paging systems, and satellite-based mobile systems. Graphing calculators and handheld PDAs are often used in educational settings (Ely, 2002, p 27).
To appreciate the rapid growth and development of wireless technology, one has only to look back at 1991. In 1991, personal computers were without sound cards, modems ran slow, the World Wide Web was non-existent, and the Internet was not accessible to the average user. Cell phones had limited use, no handhelds would “synch” with a PC, and digital cameras were being introduced. Digital music players, digital camcorders, and DVD players did not exist. In 2001, Walter S. Mossberg believed new products would be those that interacted with the personal computer and that wireless networking and phone companies would be the foundations of the next wave of digital equipment (Syracuse (NY) Post-Standard, 27 October 2001).
Laptop computers are another example of a rapidly growing wireless device. Examples of school pilot programs and integration of laptops into the technology infrastructure of schools and universities are numerous (Ely, 2002, p.29).
Research has shown the learning benefits of mobile computing include increased student motivation and the creation of more student-centered classrooms (Belanger, 2000), but the spread of mobile computing could be slowed by issues of technical support, security, equitable access, and cost. Further research must continue (Ely, 2002, p.29).
By: Lynda Cannedy
Trend 7: Professional Development for Teachers
Trend 7: Opportunities for teachers to become competentin the use of technology for teaching and learning have increased substancially, resulting in greater and improved use in education
In summary of Chapter 7 (Professional Development for Teachers) of Mr. Ely's published article entitled: Trends in Educational Technology. 5th edition ISBN/0/937597/54/6 PUB DATE 2002/00/00, I have found that this article, in my opinion, appears to be an excellent selection by our instructor for this reading assignment simply because and if for no other reason, it was published in 2002.
In assigning a journal article published in 2002 the instructor is allowing all students participating in this reading assignment to be able to focus on changes in educational technology as well as “professional development for teachers” (Chapter 7) that have occurred since the article was published.
Having said that, within chapter 7 the author notes the importance of requiring and implementing training as a means of successful use of advanced technology within the classroom. The author also mentions the importance of in service training programs for teachers who otherwise haven’t received prior training in integration of these technologies within the classroom. The author also mentions and sights his sources for stimulating the desire of teachers in seeking the training necessary to implement these resources.
By: Ray Kiser
Trend 8: Education Reform
TREND 8: More than ever, reputable organizations perceive the use of instructional technology in schools, colleges and the public sector as a vehicle for educational reform.
By: Aglhaen Nieto-Cruz
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