Technology has always been part of the way we define and transmit our culture.
However, technology is also a part of the economy that seeks its own ends. For example, the computer industry has targeted education as a market for technology since the 1960s (Oettinger, 1966) and is constantly pushing a new stream of services and devices as the next big thing in education. In more recent times, the high tech industry has lobbied for educational reform, arguing that technology defines the 21st century and students need new skills that will maintain economic competitiveness (Trilling & Fadel, 2009). In March 2010 the U.S. Department of Education released its National Educational Technology Plan entitled "Transforming American Education: Learning Powered by Technology." Of course, education has been assailed by other educational technology movements like the audio/visual media onslaught of the 1960s only to find that little advantage was gained for jumping on the bandwagon. Similarly, in the previous administration's No Child Left Behind program accountability was implemented through extensive assessment, but was criticized for providing insufficient new resources to create change. Thus, before examining the use of technology for distance education it is important to examine the general education environment and movements for curriculum reform for a more technological society.
The goal of Module 1 is to create an awareness of current K12 curriculum reform movements such as 21st Century Skills.
Objectives:
1.1
1.2
Learning Activities
Gathering information
Sharing and Discussion
Reporting Back
Open References (Found on the internet.)
Culp, K. M., Honey, M., & Mandinach, E. (2003). A Retrospective on Twenty Years of Education Technology Policy. Retrieved 15 Oct 2010 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.170.3777&rep=rep1&type=pdf.
Fullan, M. (1999). Technology and the Problem of Change. Available at www.michaelfullan.ca/Articles_98-99/12_99.pdf
Fullan, M. (2010 unpublished chapter proof). Positive Pressure. Available at http://www.michaelfullan.ca/home_articles/Positive_Pressure.pdf
Note: OISE's Michael Fullan is probably the foremost Canadian authority on school change.
Re$tricted References (You may have to buy these if you can't get them through the library.)
Oettinger, A. G. (1969). Run Computer Run: The mythology of educational innovation. Cambridge, MA: Harvard University Press.
Note 1. An interesting and rather hostile review of this book can be accessed on JSTOR
Kurland, N.D. (1969) AV Communication Review, Vol. 17, No. 4 (Winter, 1969), pp. 452-454
Stable URL: http://www.jstor.org/stable/30217544 (You will have to be logged in through your library to access this article.)
However, technology is also a part of the economy that seeks its own ends. For example, the computer industry has targeted education as a market for technology since the 1960s (Oettinger, 1966) and is constantly pushing a new stream of services and devices as the next big thing in education. In more recent times, the high tech industry has lobbied for educational reform, arguing that technology defines the 21st century and students need new skills that will maintain economic competitiveness (Trilling & Fadel, 2009). In March 2010 the U.S. Department of Education released its National Educational Technology Plan entitled "Transforming American Education: Learning Powered by Technology." Of course, education has been assailed by other educational technology movements like the audio/visual media onslaught of the 1960s only to find that little advantage was gained for jumping on the bandwagon. Similarly, in the previous administration's No Child Left Behind program accountability was implemented through extensive assessment, but was criticized for providing insufficient new resources to create change. Thus, before examining the use of technology for distance education it is important to examine the general education environment and movements for curriculum reform for a more technological society.
The goal of Module 1 is to create an awareness of current K12 curriculum reform movements such as 21st Century Skills.
Objectives:
1.1
1.2
Learning Activities
Gathering information
Sharing and Discussion
Reporting Back
Open References (Found on the internet.)
Culp, K. M., Honey, M., & Mandinach, E. (2003). A Retrospective on Twenty Years of Education Technology Policy. Retrieved 15 Oct 2010 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.170.3777&rep=rep1&type=pdf.
Fullan, M. (1999). Technology and the Problem of Change. Available at www.michaelfullan.ca/Articles_98-99/12_99.pdf
Fullan, M. (2010 unpublished chapter proof). Positive Pressure. Available at http://www.michaelfullan.ca/home_articles/Positive_Pressure.pdf
Note: OISE's Michael Fullan is probably the foremost Canadian authority on school change.
Re$tricted References (You may have to buy these if you can't get them through the library.)
Oettinger, A. G. (1969). Run Computer Run: The mythology of educational innovation. Cambridge, MA: Harvard University Press.
Note 1. An interesting and rather hostile review of this book can be accessed on JSTOR
Kurland, N.D. (1969) AV Communication Review, Vol. 17, No. 4 (Winter, 1969), pp. 452-454
Stable URL: http://www.jstor.org/stable/30217544 (You will have to be logged in through your library to access this article.)
Note 2. A brief 2002 biography of Anthony Oettinger can be found at http://www.pirp.harvard.edu/people.shtml.
Trilling, B. & Fadel, C. (2009). 21st Century Skills: Learning for life in our times. San Francisco, CA: John Wiley & Sons.