ERIC ED499272: Decreasing the Digital Divide: Technology Use for College Preparation Programs

2006·0.16 MB·English

by  ERIC

Decreasing the Digital Divide: Technology Use for College Preparation Programs

Center for Higher Education Policy Analysis

Rossier School of Education

University of Southern California
Executive Summary
This paper examines the use of instructional technology for college preparation
programs. Over the last decade, the proliferation of personal computers and internet
access has led to the widespread adoption of instructional technology in all educational
sectors. In this paper, we provide a typology of instructional technology specific to
college preparation programs and include examples of how technology can be harnessed
to compliment and supplement current initiatives designed to promote college going.
Distance learning technology, video games, and networking websites can offer new ways
to provide college-going support to students of all ages. General areas that may benefit
from further use of technology include: academic support, college knowledge, social
support, and family education and support.
The adoption of instructional technology in college preparation programs requires
several considerations. We offer five recommendations when considering technology for
college preparation programs:
• Technology is expensive and takes time.
• Technology requires access.
• Cultural differences and learning styles are factors.
• Technology must be purposeful.
• Structure and media does matter.
College preparation programs would be remiss if they did not carefully consider each of
these recommendations when adopting various media technologies. The adoption of
technology to aid in college going has the potential to help students succeed, but should
be carefully considered and purposefully implemented.
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Introduction
Computer access and usage in educational settings have increased dramatically
over the past twenty years. Instructors in secondary and postsecondary educational
settings regularly use instructional technologies. Students are often required to be
computer proficient and socialized in learning from technologies. Furthermore, students
are now using technology to create social networks and enhance academic involvement.
In this paper, we address the following questions: How can technology both inside and
outside the classroom be useful to promote college going? How can college preparation
programs benefit from the increased usage of these internet networking sites?
We present a typology of instructional technology that outlines the various ways
in which it has been adopted in educational settings. At one end of the spectrum is
instruction that is fully in-class and on the other is instruction taught fully online (i.e.
distance learning). This typology is extended to consider non-classroom based tutoring
common among college preparation programs. Technology can be adopted to aid in the
college socialization process, understanding financial aid, networking, exposure to
instructional technology, college applications, and developing mentoring over vast
geographic areas. In addition to the typology, emerging computer-mediated
communication and video games can be adapted to promote college going.
The adoption of technologies to promote and support college going requires
careful consideration. We suggest that college preparation programs consider cultural
differences and learning styles, the expense and time required to develop instructional
technologies, structure, types of media, purpose, and access to technology.

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With the advent of the Internet and the proliferation of computer use across the
educational landscape, technology has become a widely adopted instructional strategy. In
classrooms ranging from secondary school through college, students regularly encounter
subjects that are taught using technology. Elementary school teachers often turn to videos
and computer programs to aid students in spelling, reading, and mathematics. College
students regularly sit in classrooms while professors lecture from PowerPoint
presentations and present video clips to illustrate abstract concepts. Technology has been
seen as beneficial in terms of expense. It delivers education to vast numbers of
individuals, reducing the cost of having students and instructors travel to one location.
The underlying belief is that instructional technology is equal to or better than in-person
learning. However, does the use of technology have a positive impact on student learning
over more traditional methods? What types of media are found to be more effective than
others? How can college preparation programs use instructional technologies to assist
students academically? In addition, pre-college and college students are regularly using
internet-aided technologies as communication devices. The popular Face Book,
Friendster, and My Space provide individuals with web pages that link them to an ever-
growing network of peers. These web pages often facilitate the sharing of experiences
and information. How can technology both inside and outside the classroom be useful to
promote college going? How can college preparation programs benefit from the increased
usage of these internet networking sites?
In this paper, we examine the impact of technology on student learning and
explore how college preparation programs can continue to use emerging technology to
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promote college going and aid students in the transition to college. We begin by defining
the parameters of instructional technology and computer-mediated communication
devices. Then we outline the types of media available to facilitate student learning and
the emerging technologies that can assist college preparation. We discuss the benefits of
learning broadly for college preparation and include implications for its practice.
Defining Instructional Technology and Computer-Mediated Communication
In this section, we define instructional technology and computer-mediated
communication. Instructional technology is a broad concept that attempts to encompass
the ever-changing availability of technologies. According to Seels and Richey (1994)
instructional technology is the theory and practice of design, development, and evaluation
of processes and resources of learning. Instructional technology comes in many forms
and uses several different types of media. Applications include writing to read, integrated
leaning systems, and multimedia. As a widely examined form of instructional technology,
multimedia is “the presentation of material using both words and pictures” (Mayer, 2001,
p. 64). Multimedia, according to Mayer, relies on how messages are presented and sense
modalities using two or more senses (i.e. visual pictures and auditory sounds).
Instructional technologies are typically examined for instructional purposes.
Researchers focus on the extent of the usefulness, appropriateness, and benefits of using
instructional technology to aid in student learning. However, instructional technology is
not exclusive to the traditional classroom. College preparation programs possessing an
instructional component and other academically based programs can consider how
instructional technology most usefully facilitates student academic progress. In addition,
the increased focus on technology in college classrooms provides an increased emphasis
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on adopting technology early while preparing students for college. After all, students will
be learning from instructional technology in the college classroom and required to use
technology to produce classroom assignments. Finally, many institutions of higher
education are focusing on computer technologies for basic processes, such as registering
for courses. Exposing students to instructional technology early on will only benefit their
transition to college.
The second important concept to define is computer-medicated communication
(CMC), which is the process of using computers and networks to communicate with
people. While instructional technology specifically refers to instruction, CMC refers to
all technologies that facilitate communication across great distances and in different time
zones. The most common form of CMC is email, but other forms of CMC are available,
such as instant messenger and web logs. Certain forms of CMC can also be found in
instructional technology including websites that students can access for course materials
and information. One popular instructional CMC is Blackboard. Students have access to
course syllabi, assignments, and email capabilities and messaging devices that both
provide internet based communication with the instructor and other students. Computer-
mediated communication will continue to be used for instructional and non-instructional
purposes and, therefore, deserves attention in addition to instructional technology.
Exposing students to these devices and using them to promote college going have great
potential. Therefore, this paper focuses not only on the tradition of examining
instructional technology and student learning, but also on the potential for using
computer-mediated communication in college preparation programs.

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Typology of Educational Technology
In order to use technology effectively in a college preparation program, it is
important to understand the range and types of potential technologies. The definition of
instructional technology covers a wide range of practices, different forms of media, and
the multiple methods for adopting technology for instruction. Instructors may choose to
use picture slides, presentation slides with just words, clips from movies, music, or web
pages to facilitate the explanation of a concept and enhance student learning. Other
instructors may deliver course curriculum via websites or video and never physically sit
in a classroom with a group of students. Sugrue and Clark (2000) suggest that media, as
an instructional resource, has a broad range of attributes and capabilities. Each method of
instructional technology differs in the process, usage, and potential student outcomes.
Bonk, Cumming, Hara, Fischler and Lee (2000) present a typology of online
instruction based on the extent that web-based technology is utilized in instruction. On
one end of the spectrum is instruction that fully takes place in the classroom and on the
other end is instruction taught completely online (i.e. distance learning). Although this
typology is intended for classroom based instructional technology, it can easily be
adapted to consider non-classroom based tutoring that is common among college
preparation programs. Technology can also be adopted to aid in the college socialization
process, understanding financial aid, and developing mentoring over vast geographic
areas.
Table 1: Instructional Technology Typology
Fully In-class Web Web Enhanced Web Hybrid Fully Online
Supplemented

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This typology provides a useful method to examine the wide range of educational
technologies and how the adoption (and the extent of adoption) of technology impacts
student learning. Below, we present a typology of educational technology based on the
extent to which media is adopted for instructional purposes, both inside and outside the
classroom. The typology presented below is not intended to be web-based, as presented
in Table 1. Rather, we use this framework to present a typology of instructional
technology more generally and include descriptions of how technology can be adopted
for instruction in regards to college preparation programs.
Fully in-class.
Some of the first ways in which education technology was adopted for
instructional purposes is the use of visual aids. At one point, the blackboard was
considered a new technology. Today, educational technology uses other forms of media,
such as slides, videos, and internet sites to aid in classroom based instruction. This form
of instructional technology is based on a full in-class model where instruction is only
delivered in-person with visual aids sparsely used as secondary to traditional instruction.
Mayer (2001) suggests that visual forms of instructional technology are effective when
developed under certain guidelines. For example, aligning words and pictures on a single
visual aid contributes to better transfer and retention for students.
A fully in-class model for college preparation programs refers to instruction that
is delivered in person with technology that is sparsely used. This may include after school
tutoring with one or a group of students and an instructor who uses technology to
illustrate a difficult concept but does not rely on technology to deliver the curriculum. In
addition, college preparation programs may consider programs that do not rely on
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technology but individual contact to facilitate the college-going process. Individuals
tutoring on how to complete financial aid forms rather than using videos or slides that
explain the process is one fully in-class programming model.

Technology supplemented and enhanced.
Many courses that have adopted some form of media are technology
supplemented or enhanced. With the increased use of computers and the availability of
technology integrated classrooms, instructors are adopting more complex visual aids
including interactive videos and presentations. Mayer (2001) suggests that the attributes
of multimedia do not differ according to the media used for instruction. Using auditory
text, for example, also enhances student learning. Other uses of technology include
Blackboard, a website that allows instructors to post materials and communicate with
students in one location.
In college preparation programs, technology enhanced instruction could adopt
technologies that supplement in-person instruction or provide additional instructional
material using web-based services. A technology-supplemented model also has vast
potential for assisting other aspects of college going. College preparation programs could
provide in-person instruction to students regarding the financial aid process and also
video based guides for parents who will be involved in completing financial aid forms. In
this regard, the college preparation program would target both students and parents and
provide additional support as financial aid forms are being completed. Parents could use
the video as they fill out the forms.
Technology hybrid.
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A course using technology for instruction 50 percent of the time is considered a
hybrid course. Students are instructed half of the time in a classroom using more
traditional or technology enhanced instruction and the other half of the course via
technology (i.e. use of video or the internet). Although less common, this form of
instructional technology is effective when students are not available in-person over
multiple week semesters. Mentoring relationships may also benefit from a hybrid model.
In a study of long distance mentoring relationships, Burgstahler and Cronheim (2001)
found that adult mentoring relationships require some in-person contact to develop trust.
Therefore, a hybrid model could allow for mentoring relationships over vast distances but
provide more beneficial relationships by also supporting in-person contact.
Fully online: distance learning.
One of the most widely studied forms of instructional technology is distance
learning defined as instruction that is primarily, but not completely, mediated by
technology with little to no physical contact with instruction. Popular, it has been widely
adopted across many higher education institutions. Distance learning has three major
hallmarks: 1) separation of teacher and student in time or space; 2) purposeful and
conscious control of learning by the student; and 3) noncontiguous and mediated
communication between the student and teacher (Garrison & Shale, 1987; Jonassen,
1992; Keegan, 1986; Perraton, 1988). Distance learning has several formats. Student may
enroll in a web-based course that is conducted over a website (i.e. Blackboard) where
they receive email messages, posted assignments, and occasionally use chat rooms to
communicate with instructors in real time. Other distance learning programs have web or
television mediated one-way video where students are able to view lectures conducted by
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