Elements of Educational Technology

Managing

“Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (Januszewski & Molenda, Ed., 2008, pg. 1).

Managing Learning

The element of managing continually assess the resources and processes of educational technology.

In reviewing the element of managing within the definition of educational technology, I began to see how the role of managing impacts the entire educational culture.  In short, managers within an educational organization must face numerous challenges on a daily basis.  These challenges range from improving educational effectiveness to identifying and selecting leaders.  Furthermore, managers must perform these challenges, by optimizing performance and transferring knowledge, across a culturally diverse landscape.  Ultimately, the diversity inherently existent within education is why managing is so important.

Within my organization, the element of managing is one of the single most important functions.  Essentially, managing of my organization involves setting goals and standards within an organizational environment, clearly communicating performance expectations, storing and processing important information, assisting individuals in accomplishing deadlines, and evaluating the overall results (Ivancevich, 2010, p. 251).  Basically, our managing is accomplished day-by-day and in response to the changing organizational environment, assignments, and responsibilities of the job.  Ultimately, our management process is designed to encourage effective leadership, while providing a framework that supports quality control and assurance (Ivancevich, 2010, p. 253).  In short, I believe our management process is very similar to the managing action referred to in the educational technology definition.

Overall, I believe the element of managing within the educational technology definition focuses on the organizational aspects of the various processes and resources involved in educational technology.  In short, the act of managing continually assesses the value and effectiveness of each process and resource used in facilitating learning.  Additionally, managing also considers the  instructor’s competence in a particular area so that the appropriate and ethical studies remain intact.  Obviuosly, this method is vital to continual performance improvement.  Thus, you can definitely see how important managing is in maximizing educational technology’s effectiveness.

Finally, to have an encompassing understanding of how managing impacts process and resources within an organization, you must examine the challenges modern-day education faces.  In the end, these challenges manifest themselves in a variety of things like: finding suitable teachers, intercultural understanding, career management, and student retention (Ivancevich, 2007, p. 98).  Ultimately, in identifying these challenges, researchers are able to see the overall affect educational globalization has on managing.  Subsequently, in solving these challenges, future managers might be able to provide the glue that defines educational technology for the next generation.

References:

Ely, D.P. (1963). The changing role of the audiovisual process: A definition and glossary of related terms. Audiovisual Communication Review, 11(1), Supplement 6.

Galbraith, J.K. (1967).  The new industrial state. Boston: Houghton Mifflin.

Ivancevich, J. (2007). Effective resource management. (10th edition). Boston: McGraw-Hill Irwin.

Januszewski, A., & Molenda, M. (2008). Chapter 1: Definition. In Educational technology: A definition with commentary (pp. 1 – 14). NY: Lawrence Erlbaum, Inc.

Perkins, D.N. (1992). Technology meets constructivism: Do they make a marriage? In. T. M. Duffy, & D.H. Jonassen (Eds.), Constructivism and the technology of education: A conversation. Hillisdale, NJ: Lawrence Erlbaum Associates.

Pershing, J.A. (Ed.) (2006). Handbook of Human Performance technology (3rd ed.) San Francisco: Pfeiffer.

Schon: D.A. (1990). Educating the reflective practicioner. San Francisco: Jossey-Bass.

Schumacher, E.F. (1975). Small is beautiful: Economics as if people mattered. New York: Harper & Row.

Seels, B., & Richey, R. (1994). Instructional technology: The definition and domains of the field.  Washington, D.C.: Association for Educational Communications and Technology.

Weigel, V.B. (2001). Deep learning for a digital age. Technology’s untapped potential to enrich higher education.  San Francisco: Jossey-Boss

Welliver, P.W. (Ed.). (2001). A code of professional ethics: A guide to professional conduct in the field of educational communications and technology. Bloomington, IN: Association for Educational Communications and Technology.

Whitehead, A.N. (1929). The aims of education and other essays. New York: The Free Press.

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About heidismith3

My name is Heidi Smith, and I am looking forward to continuing my education at Boise State University. Currently, I work for the Brotherhood of Locomotive Engineers and Trainmen in Texas, where I am a Special Projects Coordinator. In short, I am a consultant and trainer to engineers needing appeals for arbitrations between the railroad companies and the railroad union. We are presently trying to integrate more technology into this process to speed up our current workload. I know that having a Masters degree in Educational Technology will aid me in teaching and training our staff more effectively.
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