The next view originated with post-World War II military and industrial trainers who were faced with the problem of preparing large numbers of personnel quickly. known as instructional systems and instructional design this perspective was based on efficiency studies and learning theories from educational psychology, they advocated using more planned, systematic approaches to developing uniform, effective materials and training procedures. Their view was based on the belief that both human (teachers) and nonhuman (media) resources could be part of an efficient system for addressing any instructional need. Therefore, they equated "educational technology" with "educational problem solutions." As these training personnel began to work with both university research and development projects and K-12 schools, they also influenced practices in both of these areas. Behaviorist theories initially dominated and cognitive theories later gained precedence. In the 1990s, popular learning theories criticized systems approaches as being too rigid to foster some kinds of learning, particularly higher order ones (Robler A., 2010) . Thus, the current view of educational technology as instructional systems is continually evolving.
Now we get to Perspective #3: Educational technology as vocational training which is also known as technology education, this perspective originated with industry trainers and vocational educators in the 1980s. They believed (1) that an important function of school learning is to prepare students for the world of work in which they will use technology and (2) that vocational training can be a practical means of teaching all content areas such as math, science, and language. This view brought about a major paradigm shift in vocational training in K-12 schools away from industrial arts curricula centered in woodworking/metals and graphics/printing shops toward technology education courses taught in labs equipped with high-technology stations such as desktop publishing, computer-assisted design (CAD), and robotics systems (Robler A., 2010) .
As computers began to transform business and industry practices, both trainers and teachers began to see that computers also had the potential to aid instruction. This is when perspective #4: Educational technology as computer systems (a.k.a. educational computing and instructional computing) came to be. From the time computers came into classrooms in the 1960s until about 1990, this perspective was known as educational computing and encompassed both instructional and administrative support applications. At first, programmers and systems analysts created all applications. But by the 1970s, many of the same educators involved with media, AV communications, and instructional systems also were researching and developing computer applications. By the 1990s, educators began to see computers as part of a combination of technology resources, including media, instructional systems, and computer-based support systems. At that point, educational computing became known as educational technology (Robler A., 2010) .
As Teachers we are responsible for integrating technology into the curriculum and instructional program in order to enhance student achievement. In my opinion, traditional testing methods are inadequate for measuring student achievement and knowledge. Teachers need to assess all aspects of a student, not just their testing ability. Alternative assessment is defined as "a process of gathering evidence and documenting a student's learning and growth in an alternative context." These assessments can be used in a formative manner, to guide student learning during the lesson, as well as in a summative manner to assess learning at the end of a lesson. More advanced students could develop a portfolio, electronic or paper, to display their knowledge of a particular topic or lesson. Teachers can also use rubrics to assess students' work. Rubrics can be used to assess the majority of students' work, such as, word processing assignments, spread sheets, power point presentations, and educational software assignments.
The integration of technology into the curriculum and the classroom allows for the development of real-life skills and knowledge on the students' behalf. For students to be successful in all aspects of their education, as well as in their future teachers need to facilitate and encourage this development. With this change, teachers need to be educated on how best to utilize this technology. Most importantly, computers and other software and hardware should complement a teacher's lesson and not be the lesson. Presently, computers are used most often for drill-and-practice activities, tutorials, and educational games instead of as a learning tool that complements the teacher's lesson. Placing computers in the classroom, where they are readily available, allows students to use them as a tool. This experience allows the student to become technologically competent. The computer is used as a tool to enhance learning by relating it to real-world data in order to solve problems. The lesson is student-centered and authentic while the classroom environment includes a variety of resource-rich activities.
The teacher can assign group Internet research reports instead of individual ones so every student can experience the computer. A projection device could be hooked up to the computer so students can watch the teacher as she models computer use either through Internet searches, Power Point presentations, or to create and display data in spread sheets. The computer should not be used as a reward station for the students who finish their work early because it punishes those students who are the most likely to benefit from computer use.
Using technology in the classroom also increases parent involvement and encourages communication. The teacher could develop a class web site where students and parents could go to read postings or discussions, ask questions, and find homework assignments. Computer technology allows the students to extend their learning beyond the classroom by becoming connected with their community, other schools, and people and sites from around the globe. Students can research the community through email and through investigating local newsgroups, and local businesses' web sites. The teacher should provide the students with the opportunity to connect with students from other schools, either local or distant. Students can learn about each other's culture and geographical location, and can share their work with one another. Certain Internet sites provide teachers with the resources they need to contact authors, illustrators, or other important people through email so students can interact with them.
Robler A., M. D. (2010, july 20). education.com. Retrieved from education.com: http://www.education.com/reference/article/what-educational-technology/
Saettler, Paul (1968). History of Instructional Technology. New York: McGraw-Hill.
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