Technology and Performance

In order to establish and realize the integration of technology, one must take many factors into consideration. The two most important components of technology are hardware and software, and one cannot function without the other, neither should more importance be placed on one component over the other.  It has been common practice to emphasize hardware over software. Many organizations and individuals alike have often focused on the acquisition of the hardware and hope that the software will fall into place. I have to confess that I am one such individual. When purchasing a computer or other hardware I usually give no thought to the software until it is time to use it, although not deliberately.  If a store clerk or salesperson is involved at the time of purchase, he/she will remind me of the need for software at which time the transaction may be completed, but sometimes there is just enough money to pay for the hardware, since prior thought was not given to the software.  

While it is true that the hardware usually comes with a minimum of software for basic functioning, a computer and most other hardware is hardly able to fully function without additional software. The purchase of hardware and software calls for much decision-making, especially when if they are for large-scale use. The purchaser or organization should consider a number of factors before settling for a particular hardware type. Factors such as manufacturer, length and ease of use, durability, and purpose for use of the hardware should be taken into account. Most importantly, a school or other organization should consider whether it is more practical to purchase new equipment, or to continue using the existing hardware.  The brand or manufacturer of the equipment should be considered also, since certain manufacturers have proven to be more reliable than others.

Even after software has been identified, decision-making comes into play. The purpose for which the software will be used, as well as its compatibility to hardware, among other things should be considered diligently. Other factors should include ease of use and life of the product: how long will it be used before needing to be changed or upgraded. The cost and the manufacturer should also be evaluated in determining the practicality of the purchase.

It goes without saying that the matter of performance involves more than hardware and software. According to Hall (2008), it is important for leaders to monitor and manage the performance of their staff, and help them to excel. Evaluation should include more than a surface pass or fail grade. It should allow time for reflection and self-assessment. In order to build a strong and effective team, every leader should encourage growth in his/her organization. But even more important, a leader should maintain an awareness of his/her own performance and should display exemplary leadership.  He/she should be just as willing to be held accountable by team members as he/she is to demand accountability. He/she should set higher standards and expectations and be a visionary with a clear direction to where and how he/she wants to command the team. Leadership is not self-exaltation, but authority under control (Eph. 6:9 - And, ye masters, do the same things unto them, forbearing threatening: knowing that your Master also is in heaven; neither is there respect of persons with him.)

References

Hall, D. (2008). The technology director's guide to leadership: The power of great   questions. Washington,  

      DC: International Society foe Technology in Education.

Picciano, A. G. (2011). Educational leadership and planning for technology. New York: Pearson.    

Effective Approaches to Distance Education

The internet has been called by many names, one of which is most commonly used and known as the World Wide Web. Access and use of the Web requires knowledge of certain components such as URLs and software applications. For educational purposes the World Wide Web can now be merged with multimedia technology to make teaching and learning possible and effective.

Picciano (2011) has outlined five levels of digital media that are essential to the use of multimedia for instructional purposes: text, still images, animations, digital audio and sound files without images, and full-motion video. In my experience as a homeschooler I have been privileged to use or to handle most of these digital elements to educate my children. They really do make a tremendous contribution toward the enhancement of instruction. We have had distance instructions via satellite, DVD, and online, with text included. The satellite and DVD approach usually include lots of animation and full-motion instruction, with role-playing and experiments to demonstrate various concepts and factual information.

In Chapter five of the technology director’s guide, Hall (2008) discusses in detail the steps to building a great team. His guidelines include four stages: forming, storming, norming, and performing. Teamwork is a valuable approach to instruction, whether online or on site. It helps to establish a sense of community among students and between students and instructor. In our current class of online instruction, although we have not met face to face, our live meet and collaborative group approaches help to establish that sense of community as groups get together to discuss rules and roles, in an effort to present successful team assignments. Success is the result of good leadership and group cooperation, both of which have been evident within our group presentations. Unity is the key to building a great team (Psalm 133:1)

References

Hall, D. (2008). The technology director's guide to leadership: The power of great questions.Washington,    

      DC: International Society of Technology in Education.

Picciano, A. G. (2011). Educational leadership and planning for technology. New York: Pearson.

Is Computer Integration Effective?

Computer technology in the classroom has taken quite a leap of progress between 1983 and 2004. However, despite the fact that computers are now much more prevalent, and despite the many purchases of hardware and software, development of technological infrastructure, computer labs and centers, etc. by many school districts, there has been hardly any progress made to decrease the lingering ratio(4:1) of students to computers since 2004 or to show a definite yield in academic benefits (Picciano, 2011). Although a significant amount of money is invested yearly on technology, many teachers still admit to being occasional users and nonusers, and even among those who claim to be regular users of technology, there has not been full integration into basic instruction. The question therefore remains: Why do schools continue to spend so outrageously on technology? The reason is partly that such expenditure may be regarded as current research activity that will eventually lead to future benefits. It was interesting to discover from the chapter that computer-assisted instruction has been around for such a long time, and that it was specially developed for teaching basic skills such as reading, writing, and arithmetic. The first instructional software was developed in 1959 by Patrick Suppes, one of the founders of what is today one of the largest text book publishers, Pearson Education Technologies. That was followed a few years later by the development of discovery learning software by Seymour Pappert, in the late 1960s. Although both these software types were applauded and appreciated by technology educators, according to the author, there is still no clear evidence that instruction has been positively affected by the introduction of technology (Picciano, 2011, pp 94-95). Today, after many years of computer access in the classroom, combined with more sophisticated software and instructional tools, internet/World Wide Web access and an increasing number of technologically-trained teachers, the successful integration of curriculum and technology remains a challenge. Many classroom computers, particularly in the primary setting, continue to be used as incentives for student performance, ‘center’ activities, or as an additional ‘tool’ for special students. There are a few cases of integrated learning systems: a combination of hardware, software, curriculum and management systems packaged together and marketed by a single supplier. However, because of cost it impossible for schools and school districts to acquire these systems. We continue to await with great anticipation the bright and fascinating future of ‘total integration’. In the meantime educators should do the best that they can with the tools that that they have now at their disposal. Technology can be used for enhanced instructional delivery. Also, when merged with proper classroom management, it can add significant value to the instructional process (Hall, 2008). A few of many approaches that may be implemented for improving teaching and learning include anchored inquiry, project-based learning, and brain-based learning. Anchored inquiry teaches students to use technology as a basis for problem-solving, which is critical for developing well-learned and independent students. Project-based learning not only enables students to take theory and change it into a practical outcome, but instruction is often student-directed and involves hands-on student engagement: a key to student motivation and success. The newer and less familiar method of brain-based learning involves determining how the brain works in order to access the student’s ability to acquire knowledge. The brain-based method is also likely to be most effective because it functions on a per individual basis, making it possible for each student to be evaluated on the basis of his/her abilities; or strengths and weaknesses, and that could result in a more accurate, more appropriate instructional planning that will be most likely to meet the educational needs of each child. References Hall, D. (2008). The technology director's guide to leadership: The power of great questions. Washington, DC: International Society for Technology in Education. Picciano, A. G. (2011).Educational leadership and planning for technology. New York: Pearson.