A Digital Library - Part One

A Digital Library for Education – What and Why?

Given the increased acceptance of online education, having access to electronic versions of library materials and services facilitates the learning process and addresses the mobile needs of learners. A digital library provides a central access point for those resources that are similar to ones found in a traditional library such as books, papers, journals, magazines, audio sources, video productions, and web-based materials. With the variety and volume of content, the digital resources are often locally managed through a common interface such as a custom website, but are delivered from an assortment of cloud-based services. Because these are available through the Internet, the electronic resources are available through devices such as personal computers, laptops, tablets, and smartphones. 

Traditional Library

With this occurring within the realm of electronic networks, new approaches beyond the traditional library can be integrated into the fabric of the educational environment. Connections can be created between digital libraries, other digital repositories, and learning management systems. This online storehouse is capable of distributing educational information to a great number of primary, secondary and higher education students across geographic, economic, and cultural boundaries.

For the digital learner, social media can be tied in with the library to create an engaging and enriching social aspect. This and other educational technologies can be used to create sharing and collaborative efforts between students, which is one of the cornerstones of 21st Century Learning. It also enables the teacher to have multiple students make simultaneous use of a single resource such as a publication or video. 

e-Reader

On the logistical front, digital libraries can allow services to be made available to a greater number of individuals at a lower per patron cost than traditional libraries. The preservation and storage of existing and future acquisitions becomes more easily and readily possible. An electronic system also tackles issues concerning the collection and retrieval of the exponentially increasing global knowledge base. Digital libraries remove the concerns and expense of non-returned materials, damaged books, checking-out /checking-in, theft, and following up with patrons.

A Digital Library for Education, Part II will outline what is involved in creating a digital library. 

Reflection Point: The very existence of libraries affords the best evidence that we may yet have hope for the future of man. ~T.S. Eliot

Educational Technology Defined

Why I Selected Educational Technology

Having worked over 25 years with technologies used for instruction and education and now having completed a doctorate with a specialization in instructional systems technology, I felt the need to reflect upon my experiences and to recalibrate myself within this field. The question is, what IS this field?

After reading through multitudes of definitions and perspectives on educational technology and related terms such as instructional technology and instructional systems technology, I've come to an overarching conclusion. In this age of information overload, with much information coming from well-intended individuals who are likely to not be subject matter experts, I firmly believe it is essential to have reputable organizations setting standards that serve as reference points. In the case of educational technology, I turned my attention to the Association for Educational Communications and Technology (AECT). The AECT, which had its beginning in 1923, is the most widely recognized international educational technology professional organization and one that had been maintaining terminology and definitions for decades.

So to define the field of educational technology, I defer to the definition given by the AECT (2008):

“Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”

From my perspective, I see some crucial elements in this definition that fit my personal beliefs and interests:

·         Study. The desire to add solid theory and research-based scaffolding to my work was the primary driving force in seeking my doctorate. The act of study should be an integral component in any educational pursuits that involve change or adaptation.

·         Ethical Practice. I consider this phrase in the sense of following accepted rules or standards of conduct when seeking intended outcomes. This doesn't mean to discard creativity and innovation by following rigid guidelines, but rather to be prudent, cautious, and responsible in the implementation of technology. I've seen too many cases where technology was used in education because it was a desirable current trend, rather than because a well-documented need existed and a well-informed decision was made to use it.

·         Appropriate Technological Processes and Resources. Even with a recognized need as a driver, carrying out the application of a technology has often not been strategically and completely planned. This results in a lack of buy-in, teaching and learning issues, improper or insufficient support, and funding shortfalls. From my experience, I recommend using a project approach such as agile project management.

In the end, I see educational technology as an instance of technology being selected and used based upon educational theory, research, and practice, with the intention of integrating technology practice and technological literacy into the curriculum and learning. I view instructional technology (technology as a teaching and learning tool) and instructional systems technology (designing, developing, and managing technology-related processes, policy, infrastructure, organization systems, and services in an educational environment) as subsets of educational technology.

Reference: 

Association for Educational Communications and Technology (2008). Definition. In A. Januszewski and M. Molenda (Eds.), EducationalTechnology: A definition with commentary. New York: Lawrence Erlbaum Associates.