PRELIM EXAMINATION IN EDTECH2

1.How to integrate technology in educational instructions according to the video?
   Answer :
        Nowadays and especially in the 21st century education , Technology is highly needed to impart knowledge and information to the 21st century learners.According to the video,the new learner prefer and wants drawing , talk , listen , verbal instructions , self-talk , reading , writing , view images , written instructions, body language ,doing,movement,touchy,hands-on , and model instruction.So it's a challenge for the educators and as well as the school to integrate technology for a better education.
         Integrating technology in educational instructions can be primarily achieve through School implementation ,State standard , county initiatives ,and also the teachers or educators  must possess technology skills,rigor, relevance and know how to relate and use technology for teaching.There are many ways wherein technology can be helpful in educational instructions just like using projector in a lesson presentations,  making Teacher Web Pages which give instructions,history about a certain topic, contact info, voice mail ,and ,homework hotline to guide the students and expose them in using technology to learn many things much easier and faster.Another one , teacher can also share links to the students  that provide examples , worksheets , quizzes and test questions.There are also FCAT practice problems and answer sheets available to check and master student's knowledge skills.
         For higher part of integrating technology in educational instructions we have a lots of  Google sites template : Project wiki , it could be contains definition , introduction ,purpose , the team and it's different functions such as controllers , developers and etc.Next, is the Google Docs which can be use in projects, reports , research papers , presentations , student portfolios.Wiki Pages and Google Docs are both important because they fits the 4 aspects of Cooperative Learning (individual accountability,equal participation,simultaneous interaction,positive interdependence.These Technology innovation and implementation can greatly contribute to the learning for the 21st century learners because by the time they are very kinesthetic , digital auditory ,multiple intelligences ,collaborator , and visual learner.That's why it is a big challenge for the teachers to be equip with technology skills.

15) Thornburg, D. (1997). The future isn't what is used to be. The Thornburg Center [On-line].
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18) Wagar, W. (1993). Tomorrow and tomorrow and tomorrow. Technology review. 96, 52.

19) Weik, M. (1961). The ENIAC story. ORDANCE: The Journal of the Army ordnance 

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21) World Information Technology and Service Alliance (WISTA). (1998). Digital planet: the 

Global information economy (executive summary).

                                                     References

References: 
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4) Gentry, G., & Csete, J. (1990). Educational Technology in the 1990s. In G. Anglin (Ed.),
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flexibility to adopt to change. Vital speeches of the day, 64. 98-101.

8) Jukes, I., & McCain, T. (1997). Living on the Future Edge The Thornburg Center Available: http://tcpd.org/tcpd/handouts.html [October 1, 1998].

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http://tecweb.org/eddevel/trends.html [December 1, 1998].

11) Molitor, G. (1998). Trends and forecasts for the new millenium. Futurist, 31(1). 53-59.

12) Ray, B. (1997). Strengths of their own-home schoolers across America: Academic 

achievement, family characteristics, and longitudinal traits. The Home School Legal 

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[December 1, 1998].

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The effects of Moore's Law, Metcalfe's Law, and technology fusion will produce a variety of hand held and wearable computers that will be connected to a worldwide digital network. Technology  fusion and a changing world economy will place new demands upon education. The teacher's  fusion and a changing world economy will place new demands upon education. The teacher's 

role will shift from that of the transmitter of facts, to a facilitator, coaching students in how to find and use facts specific to a particular context.   

I could continue with some loftier predictions, but to do so would only trivialize what I have predicted. As mentioned earlier, knowing exactly what happens in our future is not important. It is 

important that educators have a sense of where the world is headed. Only then will they be able to adequately prepare current and future students to thrive in this ever-changing world. We must 

always keep in mind that a good driver doesn't watch the car's hood while they are motoring down the road. Instead, a good driver carefully watches the road ahead, looking for the obstacles 

and challenges that lie before them. It is time that education quit watching its hood and start looking at the road ahead.

Conclusion: The Author's Views

Experts from all fields, including education, business, and government agree that we have moved into the information age. As much as 97% of the world's knowledge will be accumulated over one person's lifetime (Molitor, 1998). Against statistics like this, teaching students a host of facts "just in case" they need them later on in life is a fruitless effort. The ability to find and use facts as they are needed becomes the skill that will enable students to become lifelong learners. The roll of education is no longer to provide educational opportunities through early adulthood, but to provide the scaffolding necessary to support individuals and families from all walks of life, throughout their entire lives. In order to prevent a further widening between the upper and lower classes, it will become increasingly important for educational institutions to provide this support by providing weeknight and weekend adult classes focused on emerging technologies. 

Very soon we can look for interactive video technologies to allow parents to play a more active role in their children's education (e.g. watching a class presentation via online video). Schools that actively pursue such avenues will be in great demand. School days will grow to seven hours in length to provide more instruction and to meet the needs of dual income families. As more states pass school voucher initiatives, a greater dependency upon private education will result. 
Schools will compete to hire teachers, raising teacher salaries. Dissatisfaction with public 
education and national and statewide acceptance of school vouchers will cause the private and home schooling markets to grow well into the next century.

A 1997 study performed by the National Home Education Research Institute showed that there are approximately 1.23 million American children being taught at home. Home school students 
collectively outnumber the individual statewide public school enrollments in each of 41 states. On average, home schoolers out perform their public school counterparts by a minimum of 30 
percentile points across all subjects. The study further shows that family income, parental education, gender and minority differences have no impact on the success of home school student performance. Also, the amount spent per student is staggeringly different: $546/student for home school versus $5,325/student for public schools. The study shows that nearly 84% of home school children use a computer in their education, compared to the national average of 26% (Ray, 1997).
School vouchers appear to be another factor that might create a larger private market for education. Initiatives in California and Florida have already shown that vouchers are gaining 
support among the American public. 

Gentry and Csete (1990) have also written that pressures from business, industry, and government will "force the educational establishment to better prepare graduates for the workplace" (pg. 27). Several of the points they mentioned were that:
 Increased access to electronically delivered instruction will provide new channels of 
instruction developed independently of traditional educational systems. 
 Artificial intelligence will have an increased role in education; as technology becomes 
easier to use, more educators will become adopters. 
 Technology-capable students will demand the adoption of technology; independent 
learning skills (lifelong learning) will need to be supported. 
 People conforming to technology will shift to technology fitting the diversity of the people 
using it. 

  

Jukes and McCain (1997) of the Thornbur Center offer insight into the future of technology and education. Both see education's role as being similar to that of a quarterback on a football team: 

"A quarterback must be a futurist -- throwing the ball not to where the receiver is, but to where the receiver is going to be. It's much the same with technology. We need to be looking ahead 3, 4, 

even 5 generations down the road." Jukes, McCain, and David Thornburg advocate a new educational paradigm that shifts curriculum from content-based to process-based. Juke's and 

McCain's message is that educators need to change their mindset quickly, "or the market will find its educational experiences elsewhere" (1997). These experiences found elsewhere are already 

evidenced in increased home school numbers and support for school vouchers.