Annotated Bibliography: The Future Of Learning

In recent years, with the fast paced working environments, technological advancements have gained momentum. Employees are heavily relying on these technologies for their mundane tasks such as emails to analytical tasks such as creating reports. Therefore, the implementation of information technology (IT) into education sector is transforming learning, teaching, organizing, and managing in significant ways. Similarly, the Clarion School for Boys-Milwaukee Division adapted IT primarily to increase staff productivity, however its full application was yet to be implemented (CSU-Global, 2015).

One of the aspirations of New Jersey Board of Education is to “integrate and advance the use of education based technology to enhance student learning and assessment of student.” If this goal is to be achieved, schools will have to start incorporating technology into curriculums. Nowadays there are many ways teachers can embody technology into the classroom. For example, students attending Manual Arts School

Standard 5.1 states that candidates will be able to conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. In this artifact, I was able to address this standard by assessing and coaching a colleague in integrating instructional technology. In order to assess my colleague’s level of technology use and attitudes towards change, I administered a Loti Questionnaire and a six-point Likert Scale. The responses on the scale ranged from “Strongly Agree” to “Strongly Disagree” with an additional response for “Other”. Mrs. Smith answered a majority of the questions with either “Strongly Agree” or “Agree” with the exception of one question in which she answered “Disagree”. According to her responses, Mrs. Smith is proficient in web tools that maximize student learning. She

Consequently, knowledge is power; higher education’s primary role and contribution to economic development remains in its traditional obligation: creating an educated society. In addition to that, the current economy has caused the conventional academic mission to be extremely significant (Rockefeller Institute of Government, 2010). The paradigm shift in the twenty-first century is more knowledge

As has been known, today’s workforce is evolving, hence it is a must for teachers implement the technology-based

Although teachers have been the key persons who have played the most crucial role of introducing technology into learning, school administrators who serve as instructional leaders indirectly impact students’ learning environment. The administrators could enhance the instructional technology advancement by collaborating with teachers, providing training and resources,

After meeting with the team of instructional coaches in my district, the tech integration specialists, the building principal, and the building leadership team (there have been a lot of meeting – I’m sensing a trend), I have begun to formulate my thoughts on what it means to be an instructional technology coach and how I can best serve my school. As I start my journey with this role, I consider myself

In the article, How do we value universities? The author, Tamson Pietsch, aims to direct the reader's thoughts toward contemplating the positive and negative effects of the relationship between a higher education, and the socio-economic by-products that this brings, (i.e. increase in idiosyncratic value, and increase in societal value; not to mention profound economic growth). In the article, Pietsch also contemplates whether society is in concurrence to the fact that, the only advantages that come from a higher education is the gradual growth in the economy. Pietsch discloses that most Australian universities promote the idea that an advanced education is a way of creating a higher quality of workers and improved ways of research, ultimately

This effort will be the gateway to develop individualized training for teachers to meet and master goals and fashion the school’s technology data action plan. The technology data action plan (TDAP) will be constructed to chart the growth of educators to reach particular implementation goals throughout the school

Spencer, K. (2011). “The difference between online and distance learning”. Retrieved 4 January 2016 from

As an educator, the idea of the ICT model is useful in all classrooms. So much time is wasted with students leaving the classroom and often the transition creates behaviors. This method of push-in with a specialist would help to create a bond between the specialist and the teacher. This article doesn’t attempt to dilute the data and gives the reader a clear picture of a school that is succeeding at common core standardized

• an enabling mechanism to support the professional development of staff engaged in supporting learning

There are many questions still trying to be answered about the future of online learning. “Considering current trends, it is safe to assume that the number of schools and programs that provide distance education courses will increase in the foreseeable future (Vernon, Pittman-Munke, Vakalahi, Adkins, Pierce, 2009).” Even though education is primarily about the student, and what they are learning, one of the most important factors of education is the educator. The educator is one of the key points that various institutions are focusing on, ongoing education for the teacher is immensely important. There have been various recent reports about online enrollments for higher education and distance learning, the results have exceeded projections with little to no decreases expected for the future. Using the Learning on Demand report:

Good and clear introduction “Research states that although there is a positive correlation between technology utilization and student achievement (Shapley, Sheehan, Maloney, & Caranikas-Walker, 2010)” and training opportunities in the use of technology have become increasingly available, educators still do not effectively incorporate technology into instruction (Chickasanda, Otrel-Cass, Williams, & Jones, 2013; Li & Choi, 2014). According to studies conducted by Petko (2012) and Mama and Hennessy (2013), teachers’ personal values and beliefs play a part in effective technology integration. The statement “Teachers are the stakeholders primarily responsible for the integration of technology into the curriculum…” addressed the relationship

difficult to achieve these objectives effectively without scrutinizing our approach to teaching and learning processes. Our essentially 19th century model of academic institutions does not measure up to the needs of a twenty-first century community. In spite of their ability to contribute to reconsider, digital education technologies have always been used in a technology-driven path to upgrade our present educational models. There is an alternative education-driven methodology to the use of digital education technologies to achieve our ambitions for E-learning education.