Easy Ozzy Database
1.5 Rules and Standards
Technology has pervaded nearly every aspect of the world. It is broadly a set of tools designed to make life easier for everyone as well as more efficient. We embrace this technology and to the point of information overload, have learned to love communication and transacting in the fast paced world of technology today. Educational technology, especially computers and computer-related peripherals, have increased their growth exponentially. It is aimed in facilitating growth and learning as well as improving performance. According to Moore (2001), “we are on the cusp of a breakout in technological acceleration, a discontinuity in human history” (p. 4).
Assumptions about the database’s technology start with their technology strategy to employ and invest in new technologies. Currently, there is no software present that can cater to the needs of whom the database is for, therefore a solution must be presented which can enable the users to search for information in a quick and easy way. The characteristics of certain existing software can be used, including the following:
1. The Dewey Decimal Classification (DDC) system is a highly recognizable and familiar form of classification used around the world. Generally DDC is found in school libraries. The database contains use the DDC because the system in an international system and ESL students are from all over the world. The chances are high that the students will be familiar with DDC.
2. The Library of Congress Sub Headings (LCSH) is designed to give the least amount of necessary in order to find references and information on the subject the librarian or user would like. In other words the LCSH does not contain a great deal of descriptive detail but of all knowledge available in the world. Instead it has grown from the Library of Congress collections.
3. The International Standard Bibliographic Description (ISBD) is another classification system used internationally. The ISBD has been purposely designed and regularly revised in order to mean the needs of an international user base. Therefore the data and descriptions of the bibliographic records must be compatible with cataloguing procedures around the world.
It is recommended that a Software as a Service (SaaS) product be purchased for this database tool. The recommendation is based on a comprehensive cost benefit analysis that demonstrates the overall benefits and the long-term return-on-investment that is expected. With this type of service the creator develops and operates the application and the user accesses the application via the internet. The service also provides integrated solutions with existing systems and allows the users to subscribe to the services rather than building an IT infrastructure. As a result, this type of service is becoming a preferred technological learning solution.
4. Database Evaluation
Through the investigation into the effectiveness of the database, the implementation and ongoing practice of the technology skills acquired during training, and the identification of what educators or instructors identify as needs in this area, it can be anticipated that the results and recommendations related to the data would enable the database creators to insure it's professional development training in this area is effective. Data on what is being utilized by the instructors, and what is not, should also assist the users to maximize the monies spent on technology related purchases in the future.
The key benefits associated with SaaS and are said to be quicker implementation periods, lower initial costs, and the ease of upgrading, modifying and enhancing the system. Other benefits include user adaptation to the system because it’s web-based and most users are familiar with using the Internet. Thus, reducing training costs which might hinder the development or improvement of such a database. Also SaaS solutions can also be customized depending upon the users’ needs and can be integrated with existing programs. Additionally, SaaS programs are also becoming more popular with IT staff for non-mission critical programs that include information management (Crompton, 2013).
Although there are mutual benefits to implementing SaaS solutions, it is necessary to have a clear understanding of the benefits derived from the solution and the costs involved to implement and sustain the program. Considerations should include user support for the product, ability to scale or reduce services, integration with current systems and monitoring and maintaining the service. Additionally, training costs, contract renewal costs, and backup and recovery costs should be taken into consideration.
It is advisable to get IT involved in the early stages of the project to ensure there is a comprehensive evaluation of the feasibility of implementing a SaaS product. Typically users, who are the adult ESL learners or even the instructors, do not have the technical expertise necessary to select, purchase, and implement technology. Having IT staff involved early in the planning phase will be an important factor for success. In addition, IT can ensure security issues are addressed and the appropriate level of security is build into the system.
Overall, the research shows that SaaS offers multiple benefits for many companies. It is predicted that organizations will spend 22 Billion on SaaS systems in 2015, including educational institutions (Crompton, 2013). Business decisions to implement SaaS include cloud technology, globalization, the use of virtual teams by many organizations, the emergence of a more technology savvy end-user.
5. Strengths and Limitations
Despite these resources in technology which have great potential to help those in need, it was reported in a National Study of School Evaluation (2006) survey that, on average, only 5% of adult learners were comfortable with technology. These numbers indicated a discontinuity between the acquisition and use of new classroom technology. Most organizations trained their adult learners on the use of new technology. However, many times, this training was ineffective and it results in frustration. Although the database management software can be implemented, the training for such a management system is limited, especially for those who do not use English as their first language. Instructions for such a database will have to be made available in multiple languages.
Teaching mechanisms that are digital by design and used for teaching or learning are only as good as the person who uses them. Machines should never replace the human element that must accompany problem-solving experiences or the presentation of new information. The technological geniuses of the digital world have yet to confer on a computer a human soul. Therefore, in order to garner an appreciation for the use of technology or computers in public education, this paper on database management which involves new technologies presented a format for the research investigation. Information collected and evaluated helped to provide future guidelines and recommendations for computer and database use in public computer systems.
Evaluation of any educational training program is essential. In the last 25 years, training professional development programs have undergone various types of evaluation. Program evaluators dealt with problems that ranged from lack of agreement on the purposes of evaluating to the disagreement on appropriate performance measurement models (Guskey, 1986). Adult learners can, by the click of a mouse, venture into a world of information previously inaccessible. They can, by the way of computer and Internet, search for new information, learn to solve problems more efficiently, and become involved in a more collaborative learning situation. This is the ultimate aim of the Easy Ozzy Database management tool.
This type of technology, however, does not provide the facilitator, the human voice of encouragement, or the conveyor of the emotion that should accompany learning.
Technology development for the trainers who are familiar with this type of software predicted the student learners’ abilities to meet goals and objectives for both instructors and students. According to Cross, Davenport, and Cantrell (2003), teachers need 3 to 5 years of training and experience in order to progress from the learning technology to integrating and applying it for this database management software. This may be of concern to some teachers who have no background at all in the new ways of technology especially for the adult learners who have never used a computer in the past, although this should not be any means to bring a negative attitude towards the development. Institutes would also have to change their criteria in hiring, and may have to do a lot of adjusting in their faculty. Most educational institutions do not respect this time line.
The development of citizens who are prepared to be active and engaged in their communities, both local and global, and the development of individuals who have a strong sense of their personal identity are significant goals in education (Cope & Kalantzis, n.d.). Technology would make these goals easier as well as faster to reach. With the ease of communication through the internet, people globally are more connected and can interact, transact and communicate much easier, no matter where they are in the globe.
Organizations who are aware of the developments of technology and how it is coming about in a fast-paced manner will be terrified by the whole idea of the accelerated growth in this aspect, fearing that they will not be able to keep up with the times; however, they are more likely to succeed than those who remain blind to the subject and have not accepted that technology will be continuing its rapid development (More, 2001).
What is most critical for the integration of technology into a classroom environment for the purposes of better educating adult students and equipping them with needed insights for their academic and professional careers is a fundamental redefinition of the role and mindset of the instructor. The teacher or instructor should be readily equipped with the right knowledge and teaching equipment to prepare them for integrating technology in to the classroom. If a teacher or instructor is not open to the idea of technology being used in the classroom to better the learning environment, progression in this area may become stagnant. Each teacher has a personal and unique teaching style, and, in integrating technologies into a classroom, their needs to be room enough in the delivery of technologies to allow for these core strengths of teachers to come through. Teachers need to be able to prepare themselves adequately for the new teaching styles and methods for technology to be properly accepted in the classroom. Clearly technology for technology’s sake is not the answer but, taking a process-centric view to ways that technologies could be used to strengthen a teacher’s teaching style, was needed (Trucano, 2005). There may be resistance towards teacher’s attitudes with schools using technology for instruction, and it is not only in age or generational divide. Most teachers would have to re-learn some teaching methods to be able to keep up themselves with technology, and it would require them to adjust to some styles in giving instruction.
Because school administrators and the Local Education Agency know the actual value of the changes and accompanying professional development that they introduce, they must ensure that an effective, efficient evaluation program is in place Tenbusch (2002) reported that preparing technology-proficient educators to meet the requirements for teaching students in the 21st century is a critical challenge to the nation’s academic institutions.
Any school’s long-term survival depends on the achievement of mission goals, one of which is to encourage learning that is relevant and authentic through the use of technology. A school that fails to meet its goals risks being placed on academic deficiency lists, and losing its funding and other reprisals. It is, therefore, important for school administrators to ensure that staff and faculty are well equipped and well trained to perform their tasks and contribute to the educational goals of the organization (Laird, Holton, & Naquin, 2000). Computers (Archer, 2000; Kulik, 2002; Waxman, Connell, & Gray, 2002) can raise student achievement and even improve a school’s climate. According to Jacobsen (2002), classroom teachers are at forehand to student success with technology usage. It is of urgency that teachers are knowledgeable of technology and are provided with ongoing professional development.
6. Reflective Discussion
Inclusion does not cover only children with special education needs. It is a universal right of every human being, irrespective of their gender, sex, race, disability, medical needs and any other condition that affects their ability to be completely integrated into society. It focuses on giving people equal access to education and other opportunities that are available for them to make use of in their communities. It stands clearly against discrimination and can help children and adults alike improve their confidence and lifestyle by enforcing an early and optimal integration into the educational system as well as the community. This means that the only way to achieve this type of inclusion is by embracing those who come from different backgrounds. The goal of Easy Ozzy is to help refugees or immigrants learn more about the Australian Culture. Although there are some limitations to the software database tool, it can assist a lot of adult ESL learners know how to communicate better using English.
Technological development does not necessarily work for all adult ESL learners because they do not understand how to use the technology. Without a vision of what technology can do for these learners by making their task easier, many cited time constraints and the lack of training as the reasons they resisted technology. Ironically, the availability of high-quality training can interfere with an effective technology usage program because simply having more and better technology does not guarantee the best technology program. What does make such a program is the ability to provide intensive training for the teachers (Brooks, 2000).
Education for the 21st century will bring with it a multitude of new problems, new innovation, new debates, new political advocates, and new scientific and pedagogical developments. One very important issue is sure to be that of curriculum innovation in learning and technology with respect to learner attitudes. However, before there can exist any intelligent discussion with regard to this issue, one must first garner an understanding as to what constitutes being a teacher in the 21st century as well as the importance of cultural diversity and cultural responsive teaching. Only then can one truly appreciate the coming innovative learning and technology advancement and its impact of and upon teacher attitudes (Dyche, 2002).
Without the right Facilitator, teacher or instructor, this type of database might be difficult for some adult students to grasp. Therefore, one of the main components for successful implementation is dedicated instructors who can assist the end-users.
References
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