As an educational technologist, it is almost an oath to stay aware of technology changes and assist other people received and use the new technology entering the market. In a progressively more and internationally spirited world, education is the key to advancement and people without high school diplomas are not likely to do well.
I see these as two distinct but tightly related professional dynamics. Instructional technology means the hardware, the software, and the systems that either have been created specifically for an educational purpose or have been adapted to an educational purpose. There are clear implication for training. Age group X and Y instructors have to be open to indulgent of their environment and knowledge of the boomers and late boomers, will pick up the wisdom of the boomer experience. Likewise the boomers might have to make further use of the experience and skills of new teachers in the adoption of learning technologies and accept that the application of these learning technologies is not part of another cycle of education and become more involved. Moving beyond the generation gap in the application of learning technologies is not easy. Some educators even admit to professional jealously because their student’s are having a different, perhaps even easier, educational experience (Plüss 2003).
How many times have you purchased a new computer or manuals only to find out it is out of date quite quickly. I learnt early on, with the purchasing and using of hardware and software and the 5 relevant manuals, to treat them all like the new car that immediately loses value as you drive out the yard, is superseded usually within a month or so and just accept the fact that you have to spend the money on service and repairs until you replace it. If you treat technology this way you will become more tolerant and adaptable.
The technology needs to be used in an appropriate manner to maximize the communication of the message. We need “articulate, self assured speakers” (Hewett: 2003) who can strike a balance between being themselves and not going as far as forgetting “high tech gadgets when you are making a presentation” (Robinson: 2003). Reaching everyone that is interested is the instructor goal. Technology does not know or display discrimination against sociable background, gender, cultural, or socioeconomic sensitivity. I think that’s one reason why technology has taken off and so many people are willing to accept the changes.
Reference
Hewett, J. (2003) “ Creativity’s precious, but good English is beyond value”Sydney Morning Herald 31 January
Plüss M (2003) Beyond the Generation Gap” Education Review/Campus retrieved November 17, 2010 from http://plu.wikispaces.com/file/view/leadership_06.pdf
Robinson, O. (2003) “Speak Easy” Sydney Morning Herald July 19 2003.
Digital Divide can be interpreted in different ways. You implied one that is of interest to me in your reference that "Some educators even admit to professional jealously because their student’s are having a different, perhaps even easier, educational experience."
ReplyDeleteWhat educators are missing out on is the ability that their students are developing for exploring their technologies (devices). If you've ever witnessed someone exploring their new telephone or the functioning of a gaming device you'll understand what I mean.
If educators did the same with the educational technologies that they are presented with, the technologies would not become obsolete to them as quickly as they do.
In this regard, your mention of manuals is important. In the general case, educators don't bother with them, instead relying on limited knowledge and the support of techies. What a waste.