engleski

Choosing educational technology : the reform's framework for incorporating "Collaborative learning" activities

The majority of school reforms' effects are often realized without any contribution from technology in the main content of school "production" process. Technological solution is not necessarily related to the reform's activities.The educational technologies used in curriculum are categorized into four basic uses: tutorial, exploratory, application, and communication. Categories of educational technology are designed to highlight differences in the learning activities and (technological) applications. The "educational technology" means different tools for learning, student/teacher collaboration possibilities, but also a range of curriculum development, and incorporation of "collaborative" activities in the school organization. Financial support for implementing technology in our public schools is a crucial problem for their market orientation in present circumstances. Almost any of the technologies can support changes of teaching and learning environment. The purpose is very clear: incorporating new directions in the mostly traditional learning process. But, access to technology and technology-enhanced programs must be equitable, and not extend differences in educational quality among schools, especially among those in dual educational systems. This paper details with the indicators for measuring the effectiveness of technologies used in education. Studies of classroom implementations of technology have demostrated that we can use "technology effectiveness framework" to measure the extent to which individual technologies and technology-enhanced programs are effective. Decision makers can use it as they select and work toward specific curricular goals to promote engaged learning (Fly Jones, at al., 1995.). Reform-oriented ways of implementing (collaborative, engaged) learning include importance of connectionsto curricular goals and policy frameworks. Each educational policy decision-maker must recognize the importance of the match between technology-based materials and the existing curriculum practice. On the other side, implementation studies argue that education reform requires the involment of the school as a whole (principals, teachers, and pupils/students). Some results of educational technology percpeptions will be presented.

educational technology; educational reform; organization; curriculum; educational indicators

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