Wiki Response
When developing new technologies one must consider their long term effect. How will these technologies be incorporated into our lives or into curricula? What will these technologies make obsolete? What will they retrieve? What will they extend? What will happen if they are overextended? This is what Marshal McLuhan had in mind as he began to explicate the effects, positive or negative, of technology in the future. He envisioned a world where information would be sent via electronic devices, among other innovations (McLuhan, 1970). Today there are many project initiatives revolving around technology. The possibilities are endless. As we discussed The 2006 Horizon Report and its implementation of the new forthcoming technologies, I couldn’t help but think the impact that these technologies will have on Millennials. They are surrounded by technology and the demand for its use is incommensurable.
As of April 2006, the Insurance Information Institute (2006) reported that over 212 million people in the United States used cell phones. Since this device is so inexpensive and people use it, why not build additional features and create a portable device that has the power to explore new avenues? This is what some of the new initiatives from the Horizon Report has outlined. There are some good aspects of this new technology and at the same time there are some drawbacks. When referring to positive reinforcement, one might suggest that all of the innovative technologies outlined by the Report will make learning more productive. I will further say that these initiatives will make learning more accessible. In order to achieve a level of equity in the reform of American education system, access to education becomes an essential component. As the technologies outlined in the Report become more of the norm, I also forecast human communication and contact, as we know it today, becoming more obsolete. It is important to recognize that human communication is essential in successful interactions (Oosterhoff, 2001). Each of the technology mentioned in the Report alluded to some level of miscommunication or isolation. The devastating effect of lack of human interaction will cause anomalies as emphasis is given to problem solving in the schools.

Therefore, as we move towards a more provocative, innovative development of new technologies, let’s keep reminding ourselves that our existence as human beings cannot be obsolete; that first impressions are still everlasting; that we must take time to reflect and communicate the good old fashion way, face-to-face.


[References]
Cell phones and driving (2006, May). Retrieved September 25, 2006, from http://www.iii.org/media/hottopics/insurance/cellphones/

McLuhan, M. (1970). Education in the electronic age. Interchange, 1, 1-12.

Oosterhoff, R. (2001, August). Meyrowitz, McLuhan , medium theory and me: Why medium theory needs to be taught alongside techniques for new communication technologies. Paper presented at the meeting of the Association for Education in Journalism and Mass Communication, Washington, D.C.

Media Influence in Education
Will media influence learning? If some one would have asked me last week this question, I would undoubtedly have answered, of course. Clark (1994) made a case, for what I thought to be the obvious, that media does influence learning. Kozma (1994), on the contrary, made a case, for what I now think to be possible, that media will never influence learning. I believe that media, along with other technology, provides for an environment conducive to learning. We live in a technologically driven society. Millennials are plugged to the latest gadgets, and we as educators need to satisfy their desire (Howe & Strauss). The traditional delivery methods applied to these students are not going to encompass their realm of reality.
Creative ways to introduce a topic or to keep students motivated is essential to their academic success. Technology then plays a very important role in creating an environment that is welcoming as well as exciting. However, technology is only as good as the person who is using it. Having the latest and best technology does not impact on student’s learning, unless the person who is incorporating it really uses it to its full potential. Think of it as going to get your car fixed to a mechanic who does not know how to use his tools, but they are the best and the latest. I wouldn’t trust my car to that person, would you? The question that we need to explore is the following: Is it necessary to incorporate media in order to influence learning? Clark’s point of view is quite straight forward…”only the use of adequate instructional methods will influence learning” (1994). Furthermore, he claims that “…any necessary teaching method can be delivered to students by many media or a variety of mixture of media attributes—with similar results” (1994). Kozma challenges us to think of media as a “complimentary process within which representations are constructed and procedures performed, sometimes by the learner and sometimes by the medium (1991). I tend to agree with both, to certain extent. I believe that media will only influence learning if used as a tool for teaching complex concepts and not as the medium to deliver content. We need to remind ourselves that in order to have an inclusive classroom, consideration must be given to all types of learners: auditory, tactile, and visual learners.
Let’s consider the topic of fractions in an elementary mathematics classroom. Some students need to see how fractions are applied; hence real-world applications must be presented in order to gain their attention. Others benefit if they can use manipulatives to create their own understanding of fractions. However, there are some students who find it very simple to understand fractions and they do not need to see or apply them in order to understand. Therefore accommodating the needs of all learners is vital in having a comprehensive and inclusive classroom whether or not media is used to deliver the content or assist with context.
In conclusion, I am not sure anymore how to answer the fundamental question, Will media influence learning? One thing I know for sure, media or any other type of technology alone cannot be the sole responsible medium to deliver content. We, as educators and as future instructional technologist, must decide where media is necessary and when it is sufficient to achieve learning.

[Reference]
Clark, R.E. (1994). Media will never influence learning. Educational Technology
Research and Development, 42, 21-29.
Howe, N., & Strauss, W. (2003) Millennials go to college. Washington, DC: American
Association of Collegiate Registrars and Admissions Office (AACRAO).
Kozma, R.B. (1994). Will media influence learning? Reframing the debate. Educational
Technology Research and Development, 42, 7-19.

The evolution of technology and its implementation into curricula has permeated all aspects of education. As many struggle to keep up with new technologies other benefit from such rapid changes. The latter group is often referred to as educational technologists. It is vital to the understanding of the role of educational technologists, to differentiate between instructional design and technologies and instructional technology. (Reiser, 2001) Instructional technology is viewed many times as the use of software and hardware employed to aid with instruction. Therefore most individuals equate the term instructional technology with the term instructional media. (Reiser, 2001) Because of this misrepresentation, the term instructional design and technology is more applicable for which it includes all types of technologies (software and hardware) as well as the varied delivery methods (e.g. distance education and hybrid courses).

Computers have been the most successful in making a significant impact in education. There is, however, no positive correlation between the number of computers in a classroom and the meaningful, on-task, educational time spent using them. (Reiser, 2001) Research throughout the years revealed that students learned equally well regardless of the delivery method. (Clark, 1983, 1994) Therefore it is up to the instructor to make sure that the technology is utilized to its full potential and in meaningful ways. A constructivist perspective to teaching with technology makes the learning experience more stimulating while presenting authentic and real-world applications to theoretical approaches.

[Reference]
Clark, R.E. (1983). Reconsidering research on learning from media. Review of
Educational Research, 53, 445-459
Clark, R.E. (1994). Media will never influence learning. Educational Technology
Research and Development, 420, 21-29.
Reiser, R.A. (2001). A history of instructional design and technology: Part 1: A history of
instructional media. Educational Technology Research and Development, 49, 53-65.