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Brett's Summary:




Price and Oliver (date), attempt to deconstruct the current process implementation of technology in higher education in their article “Technology on Teaching and Learning. Educational Technology & Society, (2007)”, the research questions the assumptions and technological implementations currently being practiced. Currently, there is no consistent framsework or guideliens for researches to follow.  The writers research the impact of technology, the roles of teachers and higher education.



“In the current educational climate new promises of technology for education or teaching and learning are widespread. Such prospects can lead to policy decisions about technology adoption being based on rhetoric or assumptions about the effectiveness of technology. In addition the rapid advancement and changing potential of technology further complicates the value of such assumptions. Such policy decisions have far reaching implications but we know little about the actual impact of this on teaching and learning in higher education (Conole, 2002). “



Oliver et al suggest a greater understanding of technology-based education is required, which in turn allows more informed decisions and a more comprehensive understanding of the future repercussions. The researches also recommend a more ‘educated’ (emphasis mine) use of technology in higher education “Since the adoption of any given technology will be influenced by how it disrupts existing practices, it is important to understand how technology changes teaching roles and practices in order to ensure that we make wise use of technology (Lea, 2001) by: (i) informing educational policy, (ii) informing staff development, (iii) understanding the best to way to integrate technology into teaching, and (iv) informing technology design. “ (16)



Oliver et al note that currently that currently there is no methodological aspect to structuring a technological classroom and that the development of this process is vital. The researches believe there is no clear-cut approach to researching this technological advancement and various approaches are required. Hence, a research strategy has been recommended which is to group the research issues into Anticipatory, Ongoing, and Achieved, “The underlying nature of each of these ‘positions of technology’ differs and suggests the employment of different methodologies. For example, anticipated impact might be studied using discourse analytic approaches; to understand the impact of processes of integrating technology a longitudinal method may be appropriate, perhaps involving sequential case studies; to understand achieved impact might require retrospective evaluation or the identification of the practices that rely upon a particular technology” (18)




In conclusion, Price and Oliver believe the process for studying the implications of modern technology is vital. Oliver et al suggest the current process for implementation is based on assumptions and rhetoric, and as a society we are not aware of the future consequences of these actions.




Works Cited


Price, S., & Oliver, M. (2007). A Framework for Conceptualising the Impact of Technology on Teaching and Learning. Educational Technology & Society, 10 (1), 16-27.


Conole, G. (2002). The evolving landscape of learning technology research. ALT-J, 10 (3), 4-18.


Lea, L., Clayton, M., Draude, B., & Barlow, S. (2001). Revisiting the Impact of Technology on Teaching and Learning at Middle Tennessee State University: A Comparative Case Study. In Proceedings of the 6th Annual Mid- South Instructional Technology Conference, April 8-10, 2001, Murfreesboro, TN, retrieved December 16, 2006, from http://www.mtsu.edu/~itconf/proceed01/25.pdf.





Nebojsa's Summary:


In “The Use of Information Technology to Enhance Management School Education: A Theoretical View”, Dorothy E. Leidner and Sirkka L. Jarvenpaa (1995) focus on key elements of “information technology” (265) that are needed for the success and validity of the “learning processes” in the educational system. Throughout the article, different modes of learning are established and by so doing, “surfaces assumptions of electronic teaching technology” (265), which are either used to strengthen their argument for ‘digital learning’ or used to refute it. These modes of learning, as argued by Leidner and Jarvenpaa, “follow a classic story of automating (implementing the into the current educational system) rather than transforming (changing the educational system)” (265). The next step for incorporating a ‘digital learning’ based society in the educational system is to find the appropriate technologies that will therefore be used to assist teacher’s in their lesson plans “and ultimately transform the educational environment and processes” (265). In conclusion, Leidner and Jarvenpaa argue that the fundamental need for change in the current educational system, from one which does not implement ‘digital learning’ to one that does, is a key proponent for a better and more efficient form of educational enhancement.


Works Cited:


Leidner, Dorothy E., & Jarvenpaa, Sirkka L. (1995). The Use of Information Technology to Enhance Management School Education: A Theoretical View, 265.






Louise's Summary:


Networking to Enhance

    In "A New Culture of Teaching for the 21st Century", Martha Stone Wiske's (2002) concern is "[maximizing] the benefits of technological innovation[s]" in the classroom. Wiske writes that supporters of technology see the "the internet as instant remedies for dry curriculum" while "alarmist worry that computer will replace teachers" and "the World Wide Web will poison the minds of young people"(69). Wiske argues the two contrasting views (supporters vs. alarmist) "place too much emphasis on the technology itself", when it is the educators, such as teachers, who "shape" how technology affect the students. When technology is used by "knowledgeable teachers in a supportive education context" the pedagogy of the classroom can be "significantly enhanced" (69). Graphing calculators are one form of technology that is widely used in the classroom, the low cost allow many schools "to buy whole sets for their classes"(70). As a result, students "spend less time doing routine calculations [...] and more time [...] making sense of representations of mathematical data" (69). The impact of graphing calculators have taught us that for technology to be effective it must "afford significant educational advantage", as with the calculators, "traditional tools" such as "pencil and paper or chalk and blackboard" was eliminated as calculations and graphs can be done directly on the calculator (70). Secondly, "the technology must be readily affordable, networked, and portable" for it to be used with ease in the classroom. A classroom can not solely rely on the technology to "change school practice". In addition, "curriculum goals" and "teacher development" must also move forward with the added technology(70). Wiske notes in order for technology to have the greatest advantage in the classroom, "concurrent changes in educational goals" and material taught must change to keep up with upcoming technology(71). Teachers must be able to share their ideas of curriculum and one way of doing so is that internet, which "offers a more interactive means of connecting teachers"(75) so that they can collaborate and discuss with other colleagues.  At Harvard, the Educational Technology Centre provides educators an "online environment" that offers sharing of ideas for an effective curriculum, "reflection by teachers and students" and "online courses" (75). At this online metaphorical village, teachers are taught "integrating new technologies" do not necessarily require a "radical change" in methods already used, instead they can manipulate technology to adjust to personal methods (75). In conclusion, new technology enables teachers to network and develop the "professional culture among teachers" in order to maintain and share an effective curriculum using "new educational technology" so that students in turn receive the maximum benefits of technological innovations (76).

Work Cited:

Wiske, Martha Stone (2002). A New Culture of teaching for the 21st Century, 69-75. Retrieved from http://learnweb.harvard.edu/ent/library/teaching_culture_article.pdf.



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