Mesut Duran - Learning Technologies: Research, Trends, and Issues in the U.S. Education System

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Digital technology resources such as computers, mobile devices, educational apps, the World Wide Web, and broadband Internet are readily available for educational use. The literature includes multiple terms to describe digital technology use in education. For instance, learning technologies , educational technology, instructional technology, and information communication technology (ICT) are among them. Even though there might be some nuances in details, these terms are used interchangeably for the present book, describing digital technology applications to enhance teaching, learning, and creative inquiry.

A prevailing expectation of contemporary education in the USA is that digital technologies should enrich the nations schools. Yet, the rapid rate and pace of technological advancement in education have been highly debated. Moreover, given the remote learning challenges and opportunities that the COVID-19 pandemic has recently brought to the worlds attention, interest in educational technology discussion is at its peak.

Addressing a comprehensive list of topics and issues, the author of the present book aims to contribute to the discussion and provide guidance to educators, education leaders, researchers, and policy makers, as they navigate school technology initiatives. Commonly, schools have considered particular components of technology enterprise but have not regarded them as part of a more comprehensive, interconnected system. This oversight limits the ability to address pressing technology issues. Therefore, it is vital to understand various components and how they interact within a more extensive systema learning technology ecosystem .

In particular, with a historical context covering the past 20 years, the book addresses the research, trends, and issues related to learning technologies in (a) K-12 schools, (b) higher education , and (c) educational administration in the US education system . It is important to note that the US education system is highly decentralized, and policies and practices may vary in different states and school districts. Therefore, the discussions presented in this book address general patterns of educational technology practices.

Three primary resources guided the discussions in the book. First is an extensive literature review related to the books central focus learning technologies in the US education system . Second, the authors discussion informs the books content on over 20 years of professional teaching, research, and scholarship experiences on educational technology at a major US research university. And third, the viewpoints and comments of students in the graduate-level educational technology courses that the author regularly teaches and collects data from present the vital viewpoint of practicing teachers and educational leaders regarding how learning technologies affect their schools and their work.

The present book consists of 11 different but interrelated chapters. In the introductory chapter (Chap. ), the author first describes the books purpose around the central themeresearch, trends, and issues related to learning technologies in the US education system . The author next provides an overview of the education system in the USA, which gives the context for the discussions presented in the book. Finally, the chapter ends by describing the organization of the book.

After the introduction, the book presents a wide range of developments in learning technologies impacting K-12 education in the USA. This section first provides a theoretical and historical perspective on technology integration (Chap. ) as an umbrella topic for the K-12 area recaps earlier discussions and adds new dimensions.

Following the discussion on K-12 education, the focus moves to the higher education sector, addressing various learning technologies and related developments in post-secondary institutions (Chap. ). This section first describes US universities common learning technology practices, including classroom technology, blended learning, online instruction, and massive open online courses (MOOCs). Next, the chapter discusses technology integration into teacher-preparation programs. Subsequently, the chapter addresses emerging technologies in higher education . Then, the author writes about the current trends and developments in higher education as they impact technology initiatives. Finally, writing in this particular chapter ends with discussions on critical issues related to higher education learning technology practices and their implications for policy and practice.

In the final section, the book presents the research, trends, and issues related to technology for administrators and educational leaders as they guide digital age learning (Chap. ). Within this context, the writing first focuses on effective technology leadership practices such as establishing a vision and strategic planning for learning technologies , creating digital age learning cultures, promoting continuous improvement and professional growth, building systematic improvements, and promoting equity, inclusion, and digital citizenship . The chapter then discusses current trends and issues in guiding digital age learning and the challenges school administrators have recently faced with the surge of COVID-19.