Technology Gap

Tay McEdwards
Western Oregon University
ED 633



















Introduction
The use of technology in education spans across the world globally influencing a
broad range of diverse cultures and economies. As the influence of technology increases
many students desire more technological knowledge to meet cultural demands to succeed
in the world of tomorrow. Education across the globe is being revitalized with the use
technological advancements. Inside the United States, education is going through a
process of reform to ensure no child is left behind. International rankings of education
clearly demonstrate a wide gap in the United States between K-12 and higher education
performance, (Miller, 2012). The U.S. currently ranks number one for higher education
while Spires (2008) notes, kids are training themselves in the absence of anyone doing it
for them to be ready for the world of the twenty first century (p.12).
The declining rank of K-12 education in the United States is a focus throughout
the country. A variety of differences between K-12 and higher education influence this
performance gap. Administrators, legislators, and educators argue that a variety of
bureaucratic policies, pedagogical approaches, and psychological theories cause the gap
in education performance. Undeniably, innovative technology use in higher education
continues to increase as our culture demands adaptable Information Technology (IT)
skills for successful future generations. According to Spires (2008), K-12 students
understand the importance of academic engagement through the use of technologies and
express a clear interest in having more technology in their classrooms especially laptops.
Yet, they encounter limited technological education in classrooms hindering their future
success and the performance level of K-12 education.
The structure of K-12 and higher education in the United State are vastly
different. These differences influence the performance gap in international education
rankings. The importance of technology to modern day culture is increasing on a global
scale. For the United States to effectively educate future generations K-12 must integrate
more innovative technology in its curriculum. By replicating a majority of the technology
used in higher education in K-12 the educational needs of future generations would be
met thus, closing the gap of international education rankings. The focus of this literature
review is to: 1) Identify the influence of innovative technology on students 2) address
how to bridge the performance gap between K-12 and higher education with technology
3) discuss the benefits of professional development for integrating technology into
curriculum.

Review of the Research
On a global scale the United States of America ranks number one in higher
education while steadily declining to rank seventh in K-12 education. Research indicates
a vast difference between the utilization of technology between K-12 and Higher
education throughout the United States. On a global scale, the effective use of technology
in education has been established in several foreign countries for many years. This
difference indicates that the effective use of innovative technology could be a leading
factor to the decline of the United States K-12 global rank. The literature selected for this
review present specific factors that indicate the use of technology influenced the United
States rank decline effective use of innovative technology, international distance
education, and the technology gap between K-12 and higher education.

Utilizing innovative technology for distance education effectively
Several research studies look at the influence of innovative technology among
students of all ages. Sardone (2011) conducted a research study to determine the
difference in pedagogical approach to create an effective learning environment for
Information Technology (IT). The study examines the constructivist theory and
transmission model theory to determine an effective way to teach students IT skills.
According to Sardone (2011), teachers in traditional and constructivist learning
environments share general attributes of context, construction, and collaboration but
differ in centeredness. The designs of traditional environments are primarily teacher
centered whereas constructivist environments are primarily student centered. The
constructivist theory converts the direct delivery of knowledge implications by creating
the conditions for the construction on implications by the students; it translates the
teacher's understandings to the personal creation of understandings by the student
(Bouhnik & Carmi, p. 202). Within this theory the teacher is not the main source of
knowledge. Their job is to guide and enhance the students motivation and ability through
discussion and support. According to Sardone (2011), the purpose is to model the
intention of instructions for students allowing them to observe and reflect through sharing
ideas and considering alternative perspectives. The student is the constructor of his own
knowledge in different ways. The student constructs this knowledge by asking questions,
collecting information, and activating skills on connecting all the components.
Distance education is often at the forefront of utilizing innovative technology
effectively. As Bouhnik & Carmi (2012) note, it is clear that taking part in online courses
requires new technological, behavioral, and thinking skills, in order to best handle and
even successfully finish the course. Technological skills are a must for taking part in an
online course. The majority of students participating in these kinds of courses have
arrived thus far without suitable prior computer experience or background,
internetworking skills, and internet based studies skills. In part, this is why a pedagogy
designed for distance education is extremely important to create an effective learning
environment with innovative technology. In e-environments there are three basic
components from which derive the pedagogical justification of combining the internet in
the teaching and learning processes: digital technological tools for expression and
creation, communication tool for forming relationships, and tools for managing
information and content (Bouhnik & Carmi, p. 202). Pedagogical processes in courses
that are taught in an online environment have characteristics that have an effect on the
studying and teaching process. Research indicates, pedagogical processes such as
building, encouraging, supporting and escorting, matching a suitable pedagogical model,
providing challenging interactive tasks, constructing knowledge through cooperative
learning, giving detailed information, using various learning aids and materials, feedback
to the point, and mutual help greatly contribute to the efficiency of the teaching process
and the success of the students in the e-course (Bouhnik & Carmi, p. 202).

International use of innovative technology for distance education
Research shows that many countries utilize of innovative technology for distance
education thus leaving the United State with the need to catch up on a global scale.
According to Richter & Kourotchkina (2012), throughout the western world, particularly
among Anglo-American and European scientists, only little is known about the use of
technology in education in the formerly known Soviet Union. One reason might be the
language barrier; Russian scientists rarely publish papers written in English and thus
remain internationally isolated. Within the past ten years no articles dealing with the
Russian distance educational system was published in the Anglo-American sphere. With
less focus on publishing papers and more focus on implementing technology for distance
education they were accomplished establishing a distance education program in 1992.
Richter & Kourotchkina (2012) note, one of the biggest higher distance education
institutions has approximately 110,000 students. Due to isolated geographical locations,
distance education has assisted many people to acquire an education that otherwise may
not have been available. A study by Kenny & Zhang (2010) notes, in contrast to face-to-
face instruction, online learning environments allow geographically dispersed students to
enroll in courses; thus, online learners are more likely to be exposed to a greater variety
of learning experiences, including those that reflect different cultural conditions and
expectations.
The construction of distance education required a method of measurement to
compare programs internationally. According to Okazaki & Santos (2012), the
technology acceptance model (TAM) is one of the most widely used behavioral models.
It was specifically developed to predict individual adoption and use of new information
technology or information systems. Research indicates, to establish any new form of
education through the use of innovative technology, a new approach toward learning
must accompany it to be effective. A study by Bouhnik & Carmi (2012) notes, a new
thinking paradigm should be developed, according to which the computer expands the
persons thinking abilities and helps him create new and substantial information. In
addition, e-learning isnt just about technical change but is also a cultural and social
change, in collaboration with a transformation in the way of thinking. In addition to
cultural transformations a study by Okazaki & Santos (2012) notes, individualized
responses occur after comparison with the schema. The new information is encoded and
assimilated into gender-linked associations that itemize appropriate gender-based
behaviors. These behaviors become a gender schema against which individuals evaluate
their own behaviors in order to regulate their attitudes and behaviors. Additional research
by Angelaki & Mavroidis (2013) notes, the role of emotions is critical in adult learning as
they are closely linked with the construction of meaning and knowledge. They can be a
motivating or an inhibiting factor concerning the learning process. This demonstrates the
importance of cultural change to create a successful distance education program with
successful individualized learning outcomes. As research and global education rankings
indicate this process has been adopted successfully in many countries although the United
States appears to struggle with implementing this cultural change toward K-12 education.

Technology gap between higher education and K-12 in the United States
The basis of K-12 education in the United States focuses on a variety of
psychological approaches that have been outdated and often proved incorrect. A mix of
Behaviorist theories with standardized testing methods constructed an industrialized work
force that may have been needed in the early 1900s but causes the current generation to
fall behind their peers globally. A variety of studies indicate that new approaches to
advance students learning in the K-12 educational system are often attempted, but
quickly fail. This is largely in part due to the lack of culture change that is required to
successfully implement educational change. Cost appears to be one of the main
prohibiting factors creating reluctance toward integrating innovate technology in K-12
education. Research shows that a large number of children are learning how to use
innovative technology in a variety of locations except in school. Students understand the
importance of understanding practical application of technology so most teach
themselves outside of the classroom. The Zone of Proximal Development (ZPD), is an
important concept that relates to the difference between what a child can achieve
independently and what a child can achieve with guidance and encouragement from a
skilled partner (McLeod, 2013). Research indicates that little focus is placed on learning
practical applications of technology in K-12 thus creating a technology gap between K-12
and higher education in the United States
A study by Bouhnik & Carmi (2012) notes, around two decades have passed since
higher education institutions began incorporating the internet as an alternative studying
environment, together with frontal class teaching and learning. Educators and researchers
believe a lot of potential exists in e-technologies advancing student's thinking and
intellectual abilities. Synchronous and asynchronous hypermedia technologies that
represent the information in different ways allow new interactions that affect the learning
process and its products. Computer features, in general, and the use of multimedia
technologies, specifically, allow the fulfillment of brain functions and encourage
activities that include partnership and intellectual creation. The ways the information is
presented and represented on the computer reflect in fact the ways the brain is
represented and the students thinking processes. This early integration of technology in
higher education directly influences the United States number one rank in higher
education internationally.
Most higher education institutions invest in student learning through a variety of
professional development opportunities for faculty and staff to stay current on best
practices for utilizing innovative technology. Research clearly demonstrates a gap
between utilizing technology in K-12 and higher education in the United States. This gap
includes student centered instruction for practical application and professional
development for effective instruction methods to facilitate technology education.
International studies indicate both are vital to the success of future generations.

Conclusion
In conclusion, the technology gap between K-12 and higher education in the
United States continues to influence the decline in K-12 education ranking
internationally. As research demonstrates, there is clearly a different approach to
incorporating innovative technology into education in higher education versus K-12
education in the United States. According to Kenny & Zhang (2010), an online learning
environment has many benefits for learners, such as flexibility, the quantity and quality
of participation, open and accessible communication, and archived postings from
participants for reference (p. 20). This requires revitalizing approaches toward
instruction in K-12 to reflect more of the educational psychology utilized in higher
education. Cognitive skills must be taken into consideration when creating an approach to
implementing instruction for innovative technology however cultural needs must be
considered as well. To meet the needs of students and prepare them for future success
their education must include cultural trends of technology. Research shows that to
achieve this teacher must receive professional development to gain the knowledge of how
to effectively incorporate innovative skills of the future into lesson plans of today.
References
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