EDER 677 - Telecommunications in Education
Issues in Online Learning
Social - "The Digital Divide"
The digital divide is sometimes referred to as the haves and the have not. As simple as this sounds though, the it is a serious issue that should be in the limelight. As Bracey (2000) concurs "a child growing up without access, knowledge, or understanding of the use of technology and its importance in today's world is handicapped." To be on the less fortunate side of the digital divide means that there is less opportunity to take part in our new information-based economy, in which many more jobs will be related to computers. It also means that there is less opportunity to take part in the education, training, shopping, entertainment and communications opportunities that are available online (Bracey, 2000). Even the United Nations has ratified an agreement that focuses on "Seven Goals to Bring About a Global Information Society":
  1. Set up telecommunications and computer networks.
  2. Focus on group access, not individual ownership.
  3. Build human skills.
  4. Put local views, news, and culture on the web.
  5. Adapt technology to local needs and constraints.
  6. Devise Internet governance for diverse needs around the world.
  7. Find innovative ways to fund communication projects
There are many places that can bridge this divide. First and foremost is at school; however, telecenters, community centers, and libraries are likely places where technology can be introduced and experimented with. As an educator in the field of technology, I have a special role to see to it that all my students especially girls that I meet in grade 8 have the knowledge base to work from when they finish my course. Grade 8 Exploratory at my school is a required course that introduces students to information technology, power and technology, sewing, foods, and guitar. My goal in information technology is to show these students that "technology represents a powerful force which can make a huge difference in their lives." This difference materializes when they understand how technology is used and how it is used well.
 
Administrative - "Justifying Costs"
Schools are always in need of funding. When technology is the focus of the funding, there will always be debates of such transactions. If there is support from the administration, this process is easy. Without administration support and know-how often results in confusion and indecisions. Some administrators may not be very knowledgeable in this area and as a result may not have a plan in place. However this is only the beginning. Justifying the costs of such an endeavour is the most grueling task of all when the process is at a stalemate.

Schools do not need to be in the cutting edge of technology. Basic technology requirements such as Internet with a computer and a network connection, word processing, distributed printing, and copying is adequate. The only requirement that a school has is to provide the faculty and the students with the tools which allow exploration of the world of information out there. The up-front cost of purchasing computer is only the start. Maintaining and up keeping these machines is an ongoing battle that requires time and money. Expensive or not, value-added or not, technology is an indispensable element of teaching, research and administration on our campuses today (McClure, 1996). To pay for it, planners and managers, at all levels, must engage in the unpalatable exercise of budget reallocation. A cost benefit analysis must be a part of this exercise and should be completed to show measurable outcomes for the purchases.

As an advocate of technology, it is my duty to educate my colleagues and the administration that technology makes sense. The allocation of funds to this area will not only benefit the students, but the school as well. A growing number of faculty and students already recognize that electronic mail, instructional uses of multimedia, access to electronic resources on the Internet, classroom projection of digital images, etc., are as much a part of their environment as chalk, blackboards or telephones (Ringle, 1996). The catch now is to sell them on other technologies that makes sense to the growth and development of the school.
 
Pedagogical - "Teacher Transformation - Technology Integration"
Just as some students do not see the value of technology. Many teachers are also in that same predicament. We tend to value careful planning and, perhaps, to be overly critical of unsuccessful initiatives. Technology is a threat to these cherished values and habits. Moreover, we continue to have individuals in decision-making positions who are not at ease with the technology. This is not merely a skill-set deficiency; it is a mind set discordance (Barone, 1996). Transforming teachers to embrace technology is difficult. Change is a difficult process which can be help along with right information. According to the transformation learning theory, it involves a change in assumptions, perspective, behaviour, and self. Transformational learning theory explains the process whereby adult learners critically examine their beliefs, assumptions, and values as they acquire new knowledge and experience, a re-framing of their perspective circumstances, issues, and subsequent actions (Dias, 2001).

My role as an information technology teacher is to continue providing professional development for my colleagues in this area. Updating them on the current literature and showing them the value technology has on the workplace is a good starting point for this transformation. Currently, the best practice as suggested by Dias (2001) is to include student centered instruction, experiential and holistic learning, authentic experiences, reflective exercises, social interactions that scaffold learning, collaborative grouping, problem-oriented activities, and integrated thematic units. Using these best practice as they relate to technology integration allows for success. As we all know, success breeds confidence and allows for re-framing of perspectives.