A Reflection on learning Educational Technology Integration

Most of the posts I have made thus far to this blog have been as a result of requisite prompts for my Boise State University EDTECH 541: Integrating Technology into the Classroom Curriculum. I've learned a lot in this course, and it's nearing an end, but this blog is not. I strongly believe that, although educational technology has existed for decades, we are only now beginning to realize how ubiquitous it can -- and should -- be, but also the value and importance of applying technology in purposeful ways. To that end, I intend to continue this blog with a critical-but-hopeful eye on how to effectively and efficiently use educational technology... not technology for technology's sake, but technology for the sake of learning and forging a better future.

Over the past few months in this course, I have learned quite a bit. A central part of this course has been exposure to the multitude of free or easily-accessible resources out there, many focused on leveraging the Web for production, communication, and collaboration -- accounting for half of the key components of ISTE's National Educational Technology Standards (NETS) for Students. It is truly mind-blowing how many useful and innovative tools are now available online, and perhaps even more staggering is the rate at which they are emerging and expanding.

However, the aspect I appreciate the most and feel is critically important is the idea of critically analyzing when and how to technology can provide a "Relative Advantage" over traditional methods of learning, and how to best incorporate such technology through use of the Technology Integration Planning (TIP) Model. (Roblyer, 2006, p. )

I strongly believe in the value of empirical research and research-based decision-making. As such, I am pursuing a Master's of Science in Educational Technology rather than the M.E.T degree offered by Boise State University; this means that, in lieu of an M.E.T. standards-based portfolio, I will be writing a Master's Thesis. As such, it was refreshing to note the thorough theoretical foundations of Roblyer's (2006) recommendations and conclusions regarding suggested educational technology use. In addition, my own research into studies regarding multimedia yielded very interesting and scientifically-supported evidence of its beneficial value:


However, this does not mean that I do not value the practical importance of the M.E.T. standards set defined by the AECT. After all, what good is theory and research if it does not get applied in a practical way? (Hence the title of my blog) This EDTECH 541 course has been extremely beneficial in addressing these standard needs set forth by AECT. Perhaps its most significant contribution has been in the realm of Standard 3: "Utilization" (Earle, 2000, p.22 ):

“Utilization is the act of using processes and resources for learning” (Seels & Richey, 1994, p. 46). This domain involves matching learners with specific materials and activities, preparing learners for interacting with those materials, providing guidance during engagement, providing assessment of the results, and incorporating this usage into the continuing procedures of the organization.

3.1 Media Utilization
“Media utilization is the systematic use of resources for learning” (Seels & Richey, 1994, p. 46). Utilization is the decision-making process of implementation based on instructional design specifications.

3.2 Diffusion of Innovations
“Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption” (Seels & Richey, 1994, p. 46). With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.


These standards directly relate to the idea of "technology integration planning," and I would say that idea is the area in which I have grown most professionally. It's true that I learned and used many new tools in this course, and I have in fact already held peer-training professional development sessions to teach other teachers at my school about these tools and how they can be used. But for the most part ideas like the TIP model and AECT standard 3 simply resonate with what I have already felt strongly and tried to express in the workplace -- but Roblyer and this course have given me the means to eloquently express the value of such planning, organize a systemic way of implementing it, and showing examples of the TIP model in action. After all, tools and technologies will change over time (now more rapidly than ever!) but wise planning and systematic, purposeful decision-making will likely always be en vogue.


References

Earle, R. S. (Ed.) (2000). Standards for the Accreditation of School Media Specialist and Educational Technology Specialist Programs. Bloomington, IN: Association for Educational Communications and Technology.

Roblyer, M. D. (2006). Integrating Educational Technology Into Teaching (4th Ed.) Upper Saddle River, NJ: Pearson.