Educational+Reform

=Literature Review = =Designing Learning and Technology for Educational Reform = Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994) by Mary Railey Widespread access to technology and the Internet continues to have a major impact on society, the workplace, and education. In 1994 Beau Fly Jones, et al of the North Regional Education Laboratory (NCREL), examined the complex relationship between learning and educational technology. In response to the Goals 2000: Educate America Act, schools across the country were grappling with education reform based on improving student performance in measurable ways. They were also trying to determine the role technology would have on this reform. NCREL developed the “Technology Effectiveness Framework” to provide guidance to policy makers, administrators, and teachers as they develop goals and evaluate technologies to promote “engaged learning.” Engaged learning was a central focus of the “Technology Effectiveness Framework.” The concept of “engaged learning” was a key component of Goals 2000. Technology was also deemed a significant component. The challenge then, as it is now, was determining how to select and apply technology to achieve federal, state, and/or local standards. While the variables used by the framework to indicate learning patterns are logical, other variables that impact the patterns must be equitable before high performance technology can maximize engaged learning experiences.
 * Designing Learning and Technology for Educational Reform **

Technologies can “significantly redefine opportunities to learn for students who are poor and lack local resources and for students who are at academically at risk”. Recent studies have shown that in addition to technology enhanced engaged learning, the environment must promote student engagement overall to overcome risk factors that technology cannot address. According the Education Commission of the States, “Schools can provide support to students, particularly those at risk, through resilience-building experiences that focus on five themes: Competency (feeling successful); Belonging (feeling valued); Usefulness (feeling needed); Potency (feeling empowered) ;Optimism (feeling encouraged and hopeful).” Studies have shown this to be true at all levels of education.

The [|No Child Left Behind Act] signed into law in 2002 included the primary technology goal of  improving student academic achievement through the use of technology in K-12 schools. The education policy makers at the highest levels promoted the concepts supported by Jones et al. Educators line their curriculums up with National Technology standards. Although schools and teachers do not all have the same goals, most have been able to successfully develop visions of learning and select some technologies to support enhance learning. Some have even created environments remarkably similar to the ones described.

When this study was completed there were teachers and administrators who had not used the Internet or other technologies now taken for granted in most schools in the United States. Internet phone services were not main stream. Multimedia and two way video via the Internet was not a reality for anyone with an internet capable device and a connection. The authors had vision which we are realizing today.

New distance learning opportunities and Internet based educational programs become available frequently. Many of these are made available to the public without cost. The Interoperability between many platforms has made it accessible to more students. Collaborative tools such as wikis and discussion boards encourage teachers and instructional designers to create situations for digital natives to learn according to a generative model. Public libraries provide free access to computers and a wealth of web based resources in an effort to foster the concept of equitable access outside of schools. We are moving in the direction NCREL authors encouraged.

Along with the availability of these opportunities comes the task of determining which of the learning programs and of and Web applications have actually succeeded in creating engaged learning. The U.S. Department of Education, Office of Innovation and Improvement along with others with vested interest are attempting to develop criteria for evaluating the success of online learning. “Understandably, funders and policymakers—not to mention students and their parents—want data that show whether online learning can be as effective as traditional educational approaches and which online models are the best. These stakeholders may or may not think about evaluation in technical terms, but all of them are interested in how students perform in these new programs.” Many of the indicators for high technology performance are applicable, but evaluating successful is challenging because program leaders, technology support, students, and policy makers from different programs may have different visions for learning.

NCREL became High Point Associates in 2004. They have been providing educational research under the umbrella of American Institute for Research since 2010. For more than 20 years their mission has been “to use their skills to make sure children reach their learning point faster and attain their fullest potential.” I don’t agree with every point in the paper under review, but find that Jones, Valdez, Nawakowski, and Rasmussen have been major contributors to doing just that. Without innovators with vision, major advances in technology in education would not be accomplished.

Bibliography
 * 1) "Archived: GOALS 2000: EDUCATE AMERICA ACT." The U.S. Department of Education, 8/23/2003. Web. 5 Sep 2011. <1. http://www2.ed.gov/legislation/GOALS2000/TheAct/index.html >
 * 2) "Understanding the No Child Left Behind Act of 2001: Technolgy Integration." //unctv.org//. North Central Regional Educational Laboratory, 2002. Web. 5 Sep 2011. .

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 * 1) The Education Commission of the States, The Progress of Education Reform 2007,// Student Engagement, //Vol. 8, No. 3, September 2007


 * 1) United States. //Evaluating Online Learning: Challenges and Strategies for Success//. Washington, DC: Prepared by WestEd With Edvance Research, Inc., 2008. Print. .