Research ShowCase Post

http://www.youtube.com/watch?v=9n0L-nn3aB0

Wiki Reflection Blog

What was my contribution? What I contributed to the Wiki was by adding my portion of the assignment that was required.  At first I really did not know what a wiki was, therefore I went to the website: http://wiki.org/wiki.cgi?WhatIsWiki, from my findings, Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has simple text syntax for creating new pages and crosslink’s between internal pages on the fly. Wiki is unusual among group communication mechanisms in that it allows the organization of contributions to be edited in addition to the content itself. How did working on the wiki contribute to or to hinder my learning or knowledge development? Working on the wiki, explained my knowledge about websites and on how group communication to edit the content itself. In the Wiki, I was a part of the creation of the content, where I was able to change and create new pages in the wiki.  How did working on the wiki contribute to or to hinder my attitude toward the subject matter? Working on the wiki, broaden my knowledge of design, crating and editing on the Wiki. The first page, which is the front page, was very odd, looking at it, therefore, as the journey of learning resumed, it became of interest and I want to learn more about the wiki. How did working on the wiki contribute to or hinder my ability to perform in my future career (i.e. skill development)? From working on the wiki, gives me much interest as become future students. I will allow my students to us the wiki itself to create pages and join in communications with other groups. How did working on the wiki contribute or hinder my sense of reciprocity and cooperation among students in my class? At this time, I am not currently a teacher, but I really believe it will be very beneficial to my future students.

References

Wiki (2002). WhatIsWiki. Retrieved August 04, 2013, from http://wiki.org/wiki.cgi?

 

 

 

Muddiest Point

Muddiest Point

On reviewing the video by Dr. David Brown, was at a point came very unclear to me. He stated about Metadata, became very unclear to me. He stated that when you are using Microsoft when doing your discussion boards, that information can be tracked.  This information became of interest and also, it was very confusion to me. Dr. Brown said it was possible to limit the amount of data and how to personally track the information that you are using. The direction of how to go to this information was clear.  Also, the video was very good, but was skipping at one point, which caused the information to become choppy.

However, when doing my interview, one of the questions I asked the interviewer is about ethic in technology even in the classroom, such as plagiarism and even identity theft and respect on the computer itself. Even Dr. Brown stated about plagiarism. Students are held accountable for the wrongful act of plagiarism, by using software such as: Turnitin, and Safeassign to name a few to track plagiarism.

Blessings

Eric

Reference

Brown, D. (Performer) (2012). Presentation: Ask the expert- dr. david brown [Web]. Retrieved

from
      http://bb7.liberty.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/black
      board/execute/launcher?type=Course&id=_1980527_1&url=

 

Most Important "Theory" Blog

Spiro et al (1999) writes that Cognitive flexibility theory is a learning theory that enables teachers to promote the use of educational technologies in the learning process as well as allowing students to delve deeper into the complexities associated with the middle school curriculum. Learning theories shape how teachers design educational environments for their students. For example, constructivist learning theories encourage lessons that allow students to relate new information to prior knowledge, recognize the complexity of concepts, and create new knowledge structures. However, content is often presented in a relatively simplistic manner and the depth of knowledge inherent in the intended learning objectives is not recognized nor understood by students. The importance of the Cognitive flexibility learning theory, is that it builds on constructivism and work done in media and learning interaction, can assist teachers in structuring activities that avoid oversimplification of complex concepts (Spiro et al 1999).

This theory did not change your views or ideas about educational technology or distance education research, due to the fact Cognitive flexibility is a learning theory that “focuses on the nature of learning in complex and ill-structured domains” (Kearsley, 2000) and separates itself from many theories because it deals with the acquisition of advanced knowledge. Therefore I would use this theory in future research, due to Spiro (1999) state, that cognitive flexibility, is the ability to spontaneously restructure one’s knowledge, in many ways, in adaptive response to radically changing situational demands… this is a function of both the way knowledge is represented (e.g., along multiple rather than conceptual dimensions) and the processes that operate on those mental representations (e.g., processes of schema assembly rather than intact (schema retrieval) (p. 165). When teaching varies lesson, you are structuring that person way of thinking, especially teaching Math. In Math class many students learning to solve math problems, and is concreted with one method, however, there are other methods that can be used. By using cognitive flexibility theory, can restructure the students’ way of thinking of how to use other methods of solving Math problems.

 

Reference(s)

Spiro, R.J., Feltovich, P.J., Jacobson, M.L., & Coulson, R.L. (1999).Cognitive flexibility,     

     constructivism, and hypertext: Random access instruction for advanced knowledge

     acquisition in ill-structureddomains. [On-line]. Available:

     http://www.ilt.columbia.edu/ilt/papers/Spiro.html

Kearsley, G. (2000). Cognitive flexibility theory. [On-line]. Available:

     http://www.gwu.edu/~tip/spiro.html

EDU 639 - Most Important Point Blog

According to my interview the important issue that I discovered in educational technology is funding. Due to funding education is not receiving the full funding that is very much needed for the advancement of technology and its students. As a result, many states have made many cuts to education funding since the start of the recession and, in many states those cuts will even deepened. Also, due to little funding many computers and software is not up to date and need to be updated even varies labs that the computers are in. With little fund, many schools try to keep much of the software and computers up to date.

During the interview it was stated because states rely heavily on spending, reductions in response to the recession, rather than on a more balanced mix of spending cuts and revenue increases, funding for schools and other public services fell sharply. Because funds are so important to educational technology, many students will not be able to learn the necessary skills for technology as of today. Even so, this will even cause teacher shortages, due to funding. Addition, when doing this interview funding gave me a different view about educational technology, but I am very sure, up the road head things will change, because our future professors are important.  

EDU 639- Social Networking

http://www.youtube.com/watch?v=PR3DehZmizU

Best Practices Blog

Krathwohl, (1998) writes that rapid developments in technology are leading many teachers and students to experiment with distance education. Best Practices are meant to assist schools in planning distance education activities regarding the electronically offered courses, and to provide a self-assessment framework for those already involved. For the accrediting agencies they constitute a common understanding of those elements which reflect quality of technologically mediated instruction offered at a distance. As such they are intended to inform and facilitate the evaluation policies and processes of each agency.  

Best Practices have been developed by the NCPSA Commission on Technology and Distance Education, in cooperation with CITA, in response to the emergence of technologically mediated instruction offered at a distance as an important and growing component of K-12 education. Expressing in detail what currently constitutes best practice in distance education, specifically electronically offered courses, they seek to address concerns that regional accreditation standards are not relevant to the new distributed learning environments, especially when those environments are experienced by off-campus students.

The Best Practices, however, are not new evaluative criteria. Rather they explicate how the well-established essentials of school quality found in regional accreditation standards are applicable to the emergent forms of learning; much of the detail of their content would find application in any learning environment. Taken together those essentials reflect the values which the accrediting agencies foster among their affiliated schools.

The U.S. Department of Education, 2004) support the continued expansion of distance learning opportunities aimed at elementary- and secondary-school students. As pressure on decision-makers to implement distance learning opportunities for K–12 students continues to grow, so do questions concerning the effectiveness and scalability of existing programs, and the costs, needs, and barriers in creating new programs (Freedman, Darrow,& Watson, 2002).

 

 

Reference:

Blackmar, L (1998) Best Practices For Distance Education in K-12 Schools

http://www.ncpsa.org/client_data/files/2011/57_bestpracticesfinalrevisedinteractive.pdf

Freedman, G., Darrow, R., & Watson, J., (2002). The California virtual school report: A national    

survey of virtual education practice and policy with recommendations for the state of
California. Santa Cruz, CA: University of California.

 

Krathwohl, D. R. (1998). Methods of educational and social science research: An integrated

approach. Long Grove, IL: Waveland Press.

U.S. Department of Education. (2004). Toward a new golden age in American education: How

the internet, the law and today’s students are revolutionizing expectations. Washington DC:
National Educational Technology Plan 2004.

 

Webibliography Blog

          It is evidence-based practice simply means that the principles being used in course design are based upon what research has shown to be effective.  This can apply to various situations, not simply instructional methods.  In chapter 3 of the textbook, e-Learning and the Science of Instruction, the authors deal with what research has to say in regards to evidence-based practice in e-learning and design.  Also, in chapter 4 of e-Learning and the Science of Instruction written by Clark and Mayer discuss the Cognitive Theory and research evidence.  Research conducted in e-learning courses has shown that students prefer when graphics are included in instruction rather than words alone. 

          The cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world as well as the material at hand. Even though students prefer when pictures are included, they are more likely to understand graphical material when they engage in active learning.  When active learners engage in relevant cognitive processing, such as attending to the content in the lesson, mental organizing of the information goes into material coherent cognitive representation.

          Instead of presenting words alone, it has been recommended to present words along with graphics in order for active learners to understand the material. Clark and Mayer (2011) write that there is evidence that students learn better when words and pictures are used together rather than words alone.  In addition, multimedia presentation can encourage learners to engage in active learning by mentally representing the material in words and in picture as well making connections mentally between pictures and words (p. 71).

          The authors believe that there are three approaches to research on instructional effectiveness.  The three opinions are:  what works, when does it work, and how does it work.  What works refers to how or if a certain instructional method causes learning when it is used effectively.  The question when does it work is in reference to whether or not an instructional method is more beneficial to some students than others.  How does it work is the final question which answers what learning processes decide if a particular instructional method will be successful. 

          When trying to find good research there are a couple of steps which should be followed.  First of all, one must make sure that the research was conducted under similar circumstances.  Secondly, one must select research gathered using sound research methods and one which uses experimental comparisons.  Experimental comparisons should consist of three main components:  experimental control, random assignment, and appropriate measures.  There must be a control group in order for the experiment to gather valid findings.  It is important to have experimental control because if there are too many variables within a study, than the conclusions will not be valid.  The sampling of study participants must be random in order to ensure a wide variety of participants are represented.  When examining the study’s findings, the report needs to include the mean, standard deviation, and sample size of each group.  This data, if included in the report, is referred to as appropriate measures. 

If a research study has come to the conclusion that the findings for both the control group as well as the experimental groups are the same there is no effect between the two groups. There are six reasons why a study might conclude that the control was not affected by the particular circumstance.  Clark and Mayer list the reasons as: ineffective treatment of the control, inadequate sample size, insensitive dependent measure, inadequate treatment implementation, insensitivity to learners, and confounding variables.  One of these six reasons could be why researchers could not see a difference between the sample groups if the findings are the same.  After finding a research study that fits all the appropriate criteria, the research statistics must be interpreted.  Averages, or means, are used to show how most participants did, while the standard of deviation is used to show how spread out the scores are.

          A study is found to have statistical significance when there is a probability less than .05.  When a study is said to have statistical significance the study has a less than 5% chance of being wrong and a 95% of being right.  A study is found to have practical significance when the effect size, that is how strong the effect is, is greater than .5.  To find the effect size, a researcher would subtract one mean score from the other and then take the difference and divide that by the standard deviation of the control group.  This number will show how many more standard deviations one group has over the others, also known as effect size.  An effect size of .2 is too small to study, .5 is considered moderate, and .8 or higher is considered a large effect size.  Clark and Mayer found that effect sizes greater than .5 should be studied further as these have demonstrated that they increase learning scores beyond half of a standard deviation.

It can be difficult to select relevant research.  There are five questions to contemplate while searching.  First, determine the similarities between the learners in the research and the learners in one’s study.  Typically, relevant studies are focused on college or adult age learners.  Next, investigate as to whether or not the research results are experimental based.   The study should have control groups as well as randomly assigned test groups.   The third question to ask is whether or not the experimental results are replicated.  Relevant research will show study conclusions from a variety of sources and studies that have been replicated.  The fourth question to ask is whether or not the study has tests that evaluate application.  Finally, ask whether or not data analysis displays practical significance as well as statistical significance.  Statistical significance should be .05 or less while practical significance should have an effect size of .5 or greater.

Reflection:

          Based on the reading, of Chapter 3 and 4, I truly agree with the authors of this book, due to me as an active learning.  When growing up, many of the pictorial, versus text, I could not get an understanding of the material until; I started looking at the pictures, and the media of the contents.  Also, to add, I have seen my nephew at the age of one year old, and he is learning by graphics and how to identify them.  In my nephews active learning, I see Cognitive theory is in operational, due to the fact in how his development of his thoughts about learning.

          I agree that three opinions are:  what works, when does it work, and how does it work.  According to my nephew, the instructional method that we are using such as pictorial is causing him how to learn. Even though he is 1 years old, though this mean of learning, he is grasping the contents.

Reference

Clark, R. C., & Mayer, R. E. (2012). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco: Pfeiffer

EDU 633: Assessment Blog

As noted by Walvoord & Anderson (1998), evolution of mobile and online education has revolutionized and introduced challenges for assessment, therefore, new technology and the exponential growth of information are creating alternative paths to learning and are thus, bringing a revolution, such as cusp of cloud computing (or networked services) in the educational sphere. Cloud computing simply means documents and data are not physically stored on your own device. They are stored on servers that can be accessed by all of your devices and platforms (iPad, Android, laptop, desktop, etc.)

Another is Apple’s iCloud Photo Stream which allows instant image sharing to multiple devices and platforms. A nice feature for families and educators is the ability to add comments and have a private discussion around any image — with no additional effort or cost.  Also, blogs that  encourage learners to reflect, communicate, write and critically analyze information while building a resource for others to follow. Evernote provides access to all of your documents from many different devices. Its uses are limited only by your imagination! As a class resource, it is an example of how new technology can make the development of a class blog as easy as creating an email address. Any teacher or student given the unique Evernote email address can email items directly to the shared “blog.” (Walvoord & Anderson ,1998).

However, the current online and mobile assessment methods being used and what is there effectiveness, are cloud applications such as Evernote, that can build in conversations, connectivity and collaboration, and create a real sense of community in our courses. Notebooks can be shared between users, offered as RSS feeds and remain available forever. All students can contribute expertise, reflections, links, images, webpage’s, documents, media and files to shared Evernote spaces. All posts, images and documents can be shared, searched and tagged. More importantly, student participation can continue long after graduation. Imagine starting a course and having access to professional minds and different points of view from all of those who went before you and who are now in the workplace (Walvoord & Anderson ,1998).

How should online learners be assessed? The online instructional delivery method should be used to facilitate teaching and promote learning. Online assessment must be used to measure both learning objectives and application of knowledge. The online educator should use assessment techniques to strategically reflect the pedagogy. As noted by Walvoord & Anderson (1998), "assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time" (p. 189). Therefore there are challenges, which includes much of the assessment is not dependable and the motivating of many students. Therefore we should make sure all assesements are dependable as well as motivating the students that are at work.

References

Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College

     Teachers, 2Ed. San Francisco: Jossey-Bass Publishers.

 Walvoord, B.E., & Anderson, V. J. (1998). Effective Grading: A Tool for Learning and

     Assessment. San Francisco: Jossey-Bass, Inc.

EDUC 633: Theory Blog

          In order to understand Instructional Design Theory, we first must explore what this theory is. In my findings, according to (Schuman, 1996), an instructional-design theory offers explicitly guidance on how to better help people learn and develop, which include cognitivism development. However, there are some weakness and strength of Cognitivism development of instructional design theory.  The weakness is when the learner learns a way to accomplish a task, but it may not be the best way, or suited to the learner or the situation. Many users logging onto the internet on one computer may not be the same as logging in on another computer. The strength is the goal is to train learners to do a task the same way to enable consistency.  Logging onto and off of a workplace computer is the same for all employees; it may be important do an exact routine to avoid problems (Schuman, 1996).

          Furthermore, Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence, first developed by Jean Piaget. To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. It starts when children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.

          Moreover, instructional –design theory focuses on means to attain given goals for learning and development. Also, it is a design oriented goal learning development that focus on the result of given events. Therefore the goal is to enhance learning for any performance we want to teach. Being design oriented make a theory more directly useful to educators, because it provides direct guidance on how to achieve their goals.

 

References

Piaget, J. (1967/1971). Biologie et connaissance: Essai sur les relations entre les régulations

    organiques et les processus cognitifs. Gallimard: Paris — Biology and Knowledge. Chicago
    University Press; and Edinburgh University Press.

Schuman, L. (1996). Perspectives on instruction Retrieved March 27,2013, from

   http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html

RePost EDUC 633, Introductory Video

http://www.youtube.com/watch?v=MBXyaU1PtzY&sns=em

Week #6: A Look At Software

According to Picciano (2011), the nature of software has not changed over the past several decades, its acquisition, people interface formats, and implementation have changed radically.  Throughout history all computer installations required a well-trained software staff to develop application programs using different levels of language. Software is a collection of instructions that enables a user to interact with the computer or have the computer perform specific tasks for them. Without any software the computer would be useless. For example, you wouldn't be able to interact with the computer without a software operating system.

 An operating system or OS is a software program that enables the computer hardware to communicate and operate with the computer software. Without a computer operating system, a computer and software programs would be useless. Once major software applications such as database management system or a course management system are established in a school district, users such as administrators and teacher become dependent on the programming staff for support, documentation, maintenance, and modification of the software. A major application such as a student record-keeping system or a financial management system can have a useful life cycle.  As a result, users and programmers must have good working relationship and procedures for regularly maintaining and upgrading these systems (Picciano,2011).

Hall (2008), a good relationship with a colleague, boss or employee to have a good working relationship if people have a good working relationship, they are on good terms, and can work effectively together.

Therefore discerning a Christian view of technology leads to (Genesis 1:28), that God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish of the sea and the birds of the air and over every living creature that moves on the ground.” God created the universe and established laws and norms for the world. These laws and norms have also been discovered for different aspects of computation. To a Christian scholar, the laws of computing are recognized as being part of God’s creation and ought to be explored. Through the creation story we are also introduced to the cultural mandate (Wolters, 1985).

At the time of creation, God gave us a job to be stewards of His world. God created the world with laws and resources that could be explored and put to good use to help fulfill this cultural mandate. Unfortunately, this mandate has sometimes been misused to justify exploiting and plundering the world and its resources. We are called to be faithful stewards of the world and care for it and all its creatures. It is the job of a Christian to investigate responsible ways to unfold the latent potential of technology in creation (Wolters, 1985).

Reference

Hall, Don (2008). The technology director’s guide to leadership: The power of great questions. International Society for Technology in Education (ISTE): Washington, DC.

Picciano, Anthony G. (2011). Educational leadership and planning for technology (5^thed). Pearson Education, Inc.: Upper Saddle River, NJ.

Wolters, A. Creation Regained. Eerdmans, 1985.

Week #5 -EDU 638 - The Internet and Education

The Internet and Education

According to Picciano (2011), that the Web is still evolving and can require substantial resources, particularly in the time it takes to script, develop, and edit quality instructional multimedia.  Nonetheless, the potential of multimedia for web-based learning activities cannot be ignored and needs to be considered.  However, the author stated that in developing multimedia for web-based learning applications, teachers, and technical assistants should start by considering student access to the Internet.  The effective transmission of sound animation and full-motion video on the Internet depends on computer hardware and communications capabilities’.

The goal of the application is to provide learning  opportunities to students in their homes, then teachers should carefully consider the extent to which multimedia can be effectively used, because not all students have access to the Internet in their homes and some of those who do are using a slow speed modem connections. As connection speeds increase and the ubiquity of the Internet pervades, digital content reigns. And in this era, free education has never been so accessible (Picciano, 2011, p.148).

The author states that therefore in developing Internet applications for education, administrators should consider how to integrate the Internet with other data communications facilities in a school district.  Although, many school districts rely on the Internet exclusively for their data communications systems, it does not necessarily have to replace existing facilities such as LANS and WANs but can be used to enhance them.  Given the issues of student’s access to technology, technical support requirements, and difficulties involved in producing or obtaining high quality multimedia materials, teachers should consider providing substantive Web based animalization, audio, or video material only if it in fact adds to the instructional value of an activity (Picciano, 2011).

In order to become effective, with the Internet, many teachers should form a team with the IT support team, according to (Hall, 2011), called norming.  They should set the guidelines of what the students should and should not do. Also, teachers should have the best ways for the team to share their knowledge through tutorial videos and multimedia applications.

Reference

Hall, Don (2008). The technology director’s guide to leadership: The power of great questions.

     International Society for Technology in Education (ISTE): Washington, DC.

Picciano, Anthony G. (2011). Educational leadership and planning for technology (5^th

     ed). Pearson Education, Inc.: Upper Saddle River, NJ.

Weel #4-Teaching and Learning

According to (Picciano, 2011, p. 102), that learning tool are software programs that have been designed to provide instruction on a specific, topic or subject area.  Generally, the computer presents some information or subject matter, the student responds, the computer evaluates the response and presents additional or new information, and the cycle repeats itself.  Therefore, the more the version you use the more sophisticated these programs can also maintain student assessments and can report the same to a teacher.  Among the most popular of these types of programs are drill and practice, tutorial, simulations, and instructional gaming.

However, integrated learning systems, (ILSs) are integrated systems of hardware, software, curriculum, and management components that are generally marketed by a single supplier. Also referred to as integrated instructional systems. Curriculum integration is a sample concept but is proving difficult to realize with instructional technology applications.  Picciano (2011), that integrating computer tools into the classroom is conceptually similar to integrating other tools such as chalkboards, overhead projectors, or paints and crayon.  Teachers’ and student have few problems, however, using these others, more familiar, tools in teaching and learning. Furthermore, these tools have limited application, so mastering them is an easy task. The curriculum can range from kindergarten through 12^th grade subjects, although many of the most popular ILSs are used for basic skills instruction in various subjects (Picciano, 2011).

Also, (Hall, 2008, p. 73), that technology should be used in the classroom as a tool to support instruction, and curriculum integration. In educational theory one of the three legs of the stool is curriculum instruction which is actually taught in classroom assessment that is tested. Curriculum is the formal guideline or standards for what should be taught. However, curriculum selection provides a high degree of control over what changes in instructional practice that can and cannot occur.  Teachers are generally held accountable for teaching prescribed curriculum and using its adopted materials.

Reference

Hall, Don (2008). The technology director’s guide to leadership: The power of great questions.
  
     International Society for Technology in Education (ISTE): Washington, DC.

Picciano, Anthony G. (2011). Educational leadership and planning for technology (5^th ed). 

    Pearson Education, Inc.: Upper Saddle River, NJ.

Week #2- EDU 638 Blog

Technology and Leadership

 

In Educational Leadership and Planning for Technology fifth edition, Picciano (2011), that throughout our society and school system, technology has evolved our world, through the predominance of the internet and World Wide Web.  In addition, K-12 education has evolved into a much more outcomes-driven enterprise that depends upon technology and data to perform many of its basic functions.  Picciano (2011), that both the theoretical and the practical considerations for planning and implementing technology in today’s schools, with an emphasis on the total application of technology including both administrative and instructional uses.

 

Therefore in order to provide informed leadership and become agents for realizing the powerful potential of technology in their schools, a great technology leader must be in place.  According to Hall (2008), that a key responsibility of any leader is the development, management and characteristic of an organization’s team leader’s vision.  The vision becomes a powerful vision by allowing the organization to reach its goal.  One of the characteristics, Hall (2008), that one of a great leader is a sensei, which represents the dual role of mentor and facilitator.  They focus on assisting individuals to growth and help solve problems.

 

Worldview it is defined as the means through which one interprets the world around them through the foundations of their beliefs.  In a Christian worldview, man was created with the talents and abilities to produce a variety of tools to assist God in his work on earth. In Genesis, Chapter 4, we read how men were producing tools out of iron and bronze. As technology continues to find ways to enhance our lives, we must continue to find ways to equip our students with the knowledge (Brummelen, 1988) and technology that is required to succeed. Technology is a design from God, in which man crafted.  God in his awesome wisdom gave insights to individuals on how to create a computer such as Englishman Charles Babbage in 1822, known as the father of the computer. Charles Babbage received the insights from God, and he crafted a machine that used the decimal number system that was empowered by a cranking handle (Marshall, 2012). Technology is here to stay, and it is forever advancing in our society, and will continue to grow and advance.  We should prepare our students with these present advancements and future advancements. Therefore, in order for these advancements to be implemented a great leader must be in placed that projects great management and have great characteristics in their leadership skills and Christian worldviews.

 

References

Hall, Don (2008). The technology director’s guide to leadership: The power of great questions. International Society for

     Technology in Education (ISTE): Washington, DC.

Picciano, Anthony G. (2011). Educational leadership and planning for technology (5^th ed).  Pearson Education, Inc.:   

     Upper Saddle River, NJ.

Brummelen, H. V. (1988). Walking with God in the classroom: Christian approaches to teaching  and learning. (3^rd
     ed.). Colorado Springs, CO: Purposeful Design Publications.

Marshall, J. (2012) Computer engines". Retrieved July 08, 2012.
     http://www.allsands.com/history/objects/history/objects/babbagecomputer_yy_gn.htm