Concise Summary
The article of James W. Guthrie entitled “Instructional Technology and Education Policy” tackles two issues. The first issue is the discussion of the conventional K-12 schools and the exploration of hypotheses that such are reluctant in the adoption of instructional technology. The term ‘techno-phobia’ is justified. There is a misguidance in both current advocates and critics of technology. The existing excessive ‘supply’ of educational technology is also discussed as well as the teachers’ views.
The second issue is the exploration of the viewpoint of modern instructional technology empowering a set of providers who might compete with conventional K-12 public schools. The competition that is based in technology may result to development among providers. The creation of a ‘demand’ side of the technology equation is pointed out. Similarly, the role of policy makers is identified.
In the conclusion, Guthrie identified the need for change, gave answers or solutions to questions or problems, and presented recommendations that are deemed essential in the issues discussed. The important roles of various people involved are recognized. Research and development is wanted.
Evaluation
The article is well written as it addresses all issues surrounding technology adoption in K-12 schools. Readers of the said article are guided with the existing issues about the subject. In terms of objectivity, Guthrie’s analysis is free from biases. It is highly recommended as and useful for reference purposes.
Application
Today, technology is an integral area of study in higher education (e.g. the New Liberal Arts, Science/ Technology/Society, and Industrial and Engineering Technology). With this, it seemed logical that the concepts as well as applications of technology should also be studied in high schools in order to prepare students with the educational base requisite for success in college or plainly for the knowledge on technology and its role in people and society (Erekson and Shumway 2002). It is needed that they must possess extensive technological literacy.
Students who gain a level of technological literacy will have the ability to use, manage, assess, and understand technology. Even though technology education is an elective course in many schools (Berry III and Ritz 2004), there are other careers and technical education components of the school curriculum that necessitates the skills obtained form this course. This will serve as an advantage compared to others who did not take the course.
If students take up technonolgy-based education, they are expected to have information literacy skills that will be frequently used as they gather input to solve technical problems (Mccade 2001). Additionally, students who are active and take advantage of the many opportunities of technology education develop leadership skills and are encouraged to become technology education teachers in the future (Busby and Howell 2002). A lush employment is waiting for them in the future.
References
Berry III, RQ & Ritz, RQ 2004, “Technology Education-A Resource for Teaching Mathematics,” The Technology Teacher, vol. 63, no. 8, pp. 20+.
Busby, JR & Howell, RT 2002, “Student Organizations: How Important Are They to Technology Education? Students Must Develop a Broader Understanding of Their Role in This Changing, Intensely Technological Culture,” The Technology Teacher, vol. 62, no. 1, pp. 24+.
Erekson, T & Shumway, S 2002, “Technology Education as College Prep as Long as [Negative] Perceptions Exist, College-Bound Students Will Be Less Likely to Enroll in Technology Education Classes,” The Technology Teacher, vol. 61, no. 6, pp. 10+.
Mccade, JM 2001, “Technology Education and Computer Literacy,” The Technology Teacher, vol. 61, no. 2, pp. 9.
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