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Some of" /> <title>(PDF) The Technological Landscape: An Overview of Instructional Technology and the Support it Needs | Kevin Kvalvik - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/620421/The_Technological_Landscape_An_Overview_of_Instructional_Technology_and_the_Support_it_Needs" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732519775000); window.Aedu.timeDifference = new Date().getTime() - 1732519775000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Technology is driving change in our culture and in education. Some of this is budgetbased as campuses across the country are asking faculty to take on distance courses to increase headcount, while not using up the limited seating on site. Some of this is due to the clip culture spawned by YouTube and Twitter. Tools employed within college distance ed programs and within K12 classrooms as well as a raft of new instructional technologies on the horizon will continue not only to blur the lines between methods of delivery, but even their target audiences. The distinctions between distance education methods and the traditional classroom techniques have rightly been fading for some time. Courses are set up to focus on creating useful resources and powerful student interactions more than focusing first on circumstance of delivery. This is not a trend or fad, but is the new reality. Delivery/interaction methods will shift and vary to address learner abilities and preferences more than learner locale. Within this paper the goals of a mature technology adoption plan, tech training and support, and pedagological integration include both secondary and college instruction. While there are often distinctions in the challenges and solutions of these two groups, many of the trends and solutions apply to both. This document will describe current uses, barriers, and directions to the ongoing adoption of new technologies and techniques in education, and will conclude with a description of the type of support instructors will need to meet these new demands. Instructor training must enable these content experts to create and adopt new tools and resources. Because for the first time, instructors are expected not only to be gifted speakers but also expected to be experts in mixedmedia. As the sophistication of each of the tools increases, the job description for teachers will require greater technical sophistication as well.","author":[{"@context":"https://schema.org","@type":"Person","name":"Kevin Kvalvik"}],"contributor":[],"dateCreated":"2011-05-27","dateModified":null,"datePublished":null,"headline":"The Technological Landscape: An Overview of Instructional Technology and the Support it Needs","inLanguage":"en","keywords":[],"locationCreated":null,"publication":null,"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/620421/The_Technological_Landscape_An_Overview_of_Instructional_Technology_and_the_Support_it_Needs","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"harvard"}]}</script><link rel="stylesheet" media="all" 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F620421%2FThe_Technological_Landscape_An_Overview_of_Instructional_Technology_and_the_Support_it_Needs%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F620421%2FThe_Technological_Landscape_An_Overview_of_Instructional_Technology_and_the_Support_it_Needs%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":118266638,"identifier":"Attachment_118266638","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":620421,"created_at":"2011-05-27T00:20:15.597-07:00","from_world_paper_id":null,"updated_at":"2024-09-17T08:32:26.989-07:00","_data":{"abstract":"Technology is driving change in our culture and in education. Some of this is budgetbased as campuses across the\ncountry are asking faculty to take on distance courses to increase headcount, while not using up the limited seating \non site. Some of this is due to the clip culture spawned by YouTube and Twitter. Tools employed within college\ndistance ed programs and within K12 classrooms as well as a raft of new instructional technologies on the horizon \nwill continue not only to blur the lines between methods of delivery, but even their target audiences.\nThe distinctions between distance education methods and the traditional classroom techniques have rightly been \nfading for some time. Courses are set up to focus on creating useful resources and powerful student interactions\nmore than focusing first on circumstance of delivery. This is not a trend or fad, but is the new reality.\nDelivery/interaction methods will shift and vary to address learner abilities and preferences more than learner locale.\nWithin this paper the goals of a mature technology adoption plan, tech training and support, and pedagological\nintegration include both secondary and college instruction. While there are often distinctions in the challenges and \nsolutions of these two groups, many of the trends and solutions apply to both.\nThis document will describe current uses, barriers, and directions to the ongoing adoption of new technologies and \ntechniques in education, and will conclude with a description of the type of support instructors will need to meet\nthese new demands.\nInstructor training must enable these content experts to create and adopt new tools and resources. Because for the\nfirst time, instructors are expected not only to be gifted speakers but also expected to be experts in mixedmedia. As\nthe sophistication of each of the tools increases, the job description for teachers will require greater technical\nsophistication as well.","more_info":"Presentation at conference"},"document_type":"paper","pre_hit_view_count_baseline":0,"quality":"high","language":"en","title":"The Technological Landscape: An Overview of Instructional Technology and the Support it Needs","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [341379]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":118266638,"attachmentType":"pdf"}"><img alt="First page of “The Technological Landscape: An Overview of Instructional Technology and the Support it Needs”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/118266638/mini_magick20240917-1-bid8ao.png?1726585926" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">The Technological Landscape: An Overview of Instructional Technology and the Support it Needs</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="341379" href="https://harvard.academia.edu/k"><img alt="Profile image of Kevin Kvalvik" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/341379/93507/103999/s65_kevin.kvalvik.jpg" />Kevin Kvalvik</a></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Technology is driving change in our culture and in education. Some of this is budgetbased as campuses across the country are asking faculty to take on distance courses to increase headcount, while not using up the limited seating on site. Some of this is due to the clip culture spawned by YouTube and Twitter. Tools employed within college distance ed programs and within K12 classrooms as well as a raft of new instructional technologies on the horizon will continue not only to blur the lines between methods of delivery, but even their target audiences. The distinctions between distance education methods and the traditional classroom techniques have rightly been fading for some time. Courses are set up to focus on creating useful resources and powerful student interactions more than focusing first on circumstance of delivery. This is not a trend or fad, but is the new reality. Delivery/interaction methods will shift and vary to address learner abilities and preferences more than learner locale. Within this paper the goals of a mature technology adoption plan, tech training and support, and pedagological integration include both secondary and college instruction. While there are often distinctions in the challenges and solutions of these two groups, many of the trends and solutions apply to both. This document will describe current uses, barriers, and directions to the ongoing adoption of new technologies and techniques in education, and will conclude with a description of the type of support instructors will need to meet these new demands. Instructor training must enable these content experts to create and adopt new tools and resources. Because for the first time, instructors are expected not only to be gifted speakers but also expected to be experts in mixedmedia. As the sophistication of each of the tools increases, the job description for teachers will require greater technical sophistication as well.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":118266638,"attachmentType":"pdf","workUrl":"https://www.academia.edu/620421/The_Technological_Landscape_An_Overview_of_Instructional_Technology_and_the_Support_it_Needs"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":118266638,"attachmentType":"pdf","workUrl":"https://www.academia.edu/620421/The_Technological_Landscape_An_Overview_of_Instructional_Technology_and_the_Support_it_Needs"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="118266638" data-landing_url="https://www.academia.edu/620421/The_Technological_Landscape_An_Overview_of_Instructional_Technology_and_the_Support_it_Needs" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="53778766" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/53778766/Issues_and_Trends_in_Instructional_Technology">Issues and Trends in Instructional Technology</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="98932760" href="https://indiana.academia.edu/MMolenda">Michael Molenda</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Educational Media and Technology Yearbook, 2001</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Issues and Trends in Instructional Technology","attachmentId":70461120,"attachmentType":"pdf","work_url":"https://www.academia.edu/53778766/Issues_and_Trends_in_Instructional_Technology","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/53778766/Issues_and_Trends_in_Instructional_Technology"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="110639124" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/110639124/Technology_Enhanced_Teacher_Education_for_21st_Century_Challenges_and_Possibilities">Technology-Enhanced Teacher Education for 21st Century: Challenges and Possibilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="15973424" href="https://ubc.academia.edu/MarinaMilnerBolotin">Marina Milner-Bolotin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Springer eBooks, 2015</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Technology-Enhanced Teacher Education for 21st Century: Challenges and Possibilities","attachmentId":108394671,"attachmentType":"pdf","work_url":"https://www.academia.edu/110639124/Technology_Enhanced_Teacher_Education_for_21st_Century_Challenges_and_Possibilities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/110639124/Technology_Enhanced_Teacher_Education_for_21st_Century_Challenges_and_Possibilities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="23073892" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23073892/TEACHING_AND_TECHNOLOGY">TEACHING AND TECHNOLOGY</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8212964" href="https://pwr-wroc.academia.edu/HalinaOstankowiczBazan">Halina Ostankowicz-Bazan</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5118798" href="https://pwr-wroc.academia.edu/HalinaOsta%C5%84kowiczBazan">Halina Ostańkowicz-Bazan</a></div><p class="ds-related-work--abstract ds2-5-body-sm">After over thirty years of teaching, I felt bored with my traditional technics and wanted to find some inspiration, as well as improvement. My motivation, to search for the updated coaching methods, was an eagerness to get my classes more challenging and more exciting. Determining how to teach with technology has assisted me to make progress as an instructor and a scholar. Educational activity with technology can deepen student learning by supporting instructional objectives. Nevertheless, it can be challenging to choose the “best” tech tools while not losing sight of your destinations for student scholarship. In the classroom, technology can encompass all sorts of tools from low-tech pencil, newspaper publisher, and chalkboard, to the utilization of presentation software, or high-tech tablets, online collaboration, and conferencing tools, and more. The new technologies allow us to try things in physical and virtual classrooms that were not possible before. What you use depends fundamentally on what you are attempting to reach.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TEACHING AND TECHNOLOGY","attachmentId":43576340,"attachmentType":"pdf","work_url":"https://www.academia.edu/23073892/TEACHING_AND_TECHNOLOGY","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23073892/TEACHING_AND_TECHNOLOGY"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="17039088" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17039088/Teacher_Technology_Change">Teacher Technology Change</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="186882" href="https://purdue.academia.edu/PeggyAErtmer">Peggy A Ertmer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Research on Technology in Education, 2010</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teacher Technology Change","attachmentId":42349673,"attachmentType":"pdf","work_url":"https://www.academia.edu/17039088/Teacher_Technology_Change","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17039088/Teacher_Technology_Change"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="36636754" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36636754/Technology_as_a_Tool_in_Pedagogy">Technology as a Tool in Pedagogy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="660434" href="https://calorx.academia.edu/JavedHussainKhan">Javed Hussain Khan</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The phrase " Technology in ELT " is simply a reference to the use of technology – audio, video, and multi-media – more of multi-media in modern times with computer and electronic technology recording several advances. However, it also relates to issues arising out of the use of such technology in an ELT class. It is a development that can be seen as correlated to what has come to be called e-learning, which began to be defined in the early years of this millennium. By all accounts, e-learning is a learner-friendly and learner-centred development that focuses on the learners' needs. Cross (2000) as " the convergence of learning and networks and the new Economy " , and Masie (2000) as " the use of network technology to design, deliver, select, administer, and extend learning ". Goodyear (2000) chooses to call it " the systematic use of networked multimedia computer technologies " for (a) the empowerment of the learners, (b) ensuring improvement in learning, (c) fulfilling the learners' needs by putting them in touch with human and other resources, and (d) putting together learning, learner performance, personal and institutional goals into a unified whole by bringing about their integration. Support for this is available in Egbert, Paulus and Nakamichi (2002), who cite from research reported by Lee (2000) and Warshauer & Healey (1998) which we have been able to access and confirm. 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Curriculum","attachmentId":35735254,"attachmentType":"pdf","work_url":"https://www.academia.edu/9507650/Complexities_and_Challenges_of_Integrating_Technology_Into_the_Curriculum","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/9507650/Complexities_and_Challenges_of_Integrating_Technology_Into_the_Curriculum"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="81542634" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" 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href="https://www.academia.edu/81542634/Evolving_Use_of_Educational_Technologies"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="116497269" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/116497269/New_technologies_and_pedagogical_profession">New technologies and pedagogical profession</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="186944418" href="https://independent.academia.edu/%D0%9E%D0%BA%D1%81%D0%B0%D0%BD%D0%B0%D0%A1%D0%B2%D1%96%D0%B4%D0%B5%D1%80%D1%81%D1%8C%D0%BA%D0%B0">Оксана Свідерська</a></div><p class="ds-related-work--metadata ds2-5-body-xs">LAPLAGE EM REVISTA</p><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of the study is the analysis of best practices in the implementation of new technologies in the system of university education and their impact on the development of the teaching profession. Research tasks: - to conduct a sociological survey of teachers of higher educational institutions on the impact of new technologies on the teaching profession in order to identify problematic and positive aspects of the introduction of new educational technologies; - to analyze the best practices of introduction of new educational technologies in the leading universities of the world for the purpose of formation of the generalized algorithm of adaptation of new technologies to educational process and development of a pedagogical profession; - formulation of recommendations for ensuring high quality of online education and development of the pedagogical profession in the conditions of online learning. we note that new technologies will certainly improve the skills of teachers, but pro...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"New 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