This hilarious video is poking fun at the idea of traditional learning (i.e.
from a book) versus online learning.  The students are viewing their lesson in a
textbook and are trying to enlarge photos, click on images, search for blue
hyperlinks on items they'd like more information about and a host of other
options that would not be available offline.

 The students make the exaggerated point of how online research tools are
simply much more useful.  This is an interesting thought to consider for schools
and instituions of higher learning.  Eventually, it may not be effective nor
necessary to purchase hard back books for the classroom.  The dollars saved
could be re-directed to other, more cost-effective plans. 

And just think. . .parents may never again pay for a lost text book.

I am a Training and Curriculum Specialist with the Department of
Human Services. In this capacity, I am responsible for reviewing curriculum,
providing ad-hoc training and overseeing website content for the training
department.

A few years ago I made the decision to pursue a Master of Arts in Educational
Technology through the Central Michigan University online program. I chose this
program as a precursor for establishing a career in online instruction. This
interest seemed like a logical progression from the work that I currently perform
- and I realized that the advanced degree was a step in the direction of
preparing myself for this new challenge.

 So. . .after enrolling I had a conversation with my boss about my plans and the work that the
MA program would require. I also mentioned the areas I was interested in moving
forward in. She was very receptive to the idea of continuing my education. In a
deliberate act of support, she created an opportunity to for me begin 
providing online instruction to State of Georgia employees.

I remember being excited to have a Supervisor committed to encouraging staff and providing opportunities
for them to reach their work related goals.

Do you have the support needed to take your work experience to the next level? 

Technology in the classroom is here to stay.  National, State and Local mandates
have all declared that K-12 instruction will include opportunities for
innovative use of technology. As you can imagine, this new insurgence of policy
related to classroom operation leaves room for varied interpretation.
In the worst case scenario, the educator has no
technical skill and no interest in developing or learning new ideas.  Strangely,
though, this person may be a wealth of knowledge and experience – what we would
call a subject matter expert.  You would have to beg the question of whether
this person would sufficiently serve the student population without embedding
technology into daily lesson plans.

On the other end of the spectrum, you may find an
educator who is quite tech savvy, but does not have enough content knowledge or
experience in the classroom as his or her colleagues.  Will this person be more
or less effective in getting the message across to students? 

In the very middle are the educators highly sought
after. . .those who can combine a complete understanding of the subject matter
along with skills they have obtained to effectively use technology to present
information in a format that is easily understood. 

If the very middle is the ideal, how do we
encourage teachers to reach this plateau?  What incentives should be offered, if
any?   In a recent article developed by Jan Gahala, M.A., technical specialist
in North Central Regional Educational Laboratory’s Communications department,
ideas of offering incentive programs were outlined.  According to Jan, the
following are strongly suggested as possible measures for increasing overall
effectiveness in the classroom:

1. Providing time for ongoing professional
   development
   
2. Coaching teachers at different skill
   levels
   
3. Offering paid release time for planning
   and independent practice
   
4. Providing classroom-embedded mentoring,
   tutoring, or follow-up activities
   
5. Adding technological competence to the
   teacher evaluation instrument
   
6. Requiring teachers to earn a specified
   number of technology-related inservice credits to ensure continued
   employment
   

 For a complete list of incentives or to review the
full article, “Critical Issue:  Promoting Technology Use in Schools”  log on to
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm