Are We Ready for Year 2001 ?

A Survey of Student Perceptions

By Fatemeh Olia and Judith Wakefield

T he field of educational technology is filled with pride and anxiety. The amazing leaps in applica- tion of new educational technologies however,

have not relieved educators of perpetual concerns about learner outcomes and job competencies. The realities of the job market influenced by a lean economy and the revolutionary applications of technology are setting higher standards of excellence for educational technol- ogy graduates. Students in the field are asking questions about their level of preparation and readiness to meet job requirements for the year 2001.

Professional educators forecast that at the begin- ning of the next century there will be stunning changes in the delivery format of instruction. Classrooms will include wall-sized screens and telephones. Every student will have a computer. The instructional format will be more individualized through hypermedia, interactive video and holographic TV. Distance education will con- tinue to be achieved via satellite, computer networks, and other innovative technologies that are envisioned for the future.

Last year the authors conducted a nationwide sur- vey to determine pre- and post-1992 graduating students' perceived level of preparation for the job mar- ket. The survey focused on job activities in computer uti- lization, library media education, educational video pro- grams and distance education. The specific areas in each job activity category follow:

Computer Utilization , / Use of word processing packages

, / Knowledge of computer mediated networking

Dr. Fatemeh Nezhat Olia is an associate professor ql" Educational Technology at Gallaudet University in Washington, D.C. Dr. Judith McDonald Wakefield is an associate professor and coordinator o f Libra o" Media Education in Curriculum and Instruction at the Universi O, o f Central Oklahoma, Edmond, Oklahoma.

r Application of authoring systems

, / Knowledge of desktop publishing

/ Knowledge of digitized print, image and sound

/ Knowledge of expert systems

, / General computer programming

Library Media Education , / Selection and evaluation of instructional materials

r Ordering procedures and serials check-in

, / Cataloging and circulation

r Electronic information searching

r Electronic distribution of publications

r Cost-effectiveness analysis

, / Systems analysis

/ Operational research and statistics

, / Experimental design

, / Management of learning resource centers

Educational Video Programs , / Script writing and storyboarding

, / Lighting

r Audio recording

r Video tape editing

r Video system technology

, / Management of video production

r Multimedia design

Distance Education , / Course deveh)pment lk)r general population

, / Course development for culturally diverse learners

, / Teleconferencing

, / Electronic distribution systems

r Teletext

,/ Videotext

/ Management of distance learning programs

The student responses were viewed for perceived Continued on pctge 30

September 1993 27

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September 1993 29

levels of preparation in the four job activity categories combined with the proficiencies in each student's major area of concentration; instructional design, media produc- tion, or media management.

The specific tasks in each major area of concentra- tion include:

Instructional Design , / Evaluation of computer software

, / Selection and evaluation of instructional materials

/ Instructional system analysis

, / Operational research and statistics

, / Experimental design

, / Multimedia design

/ Course development for general population

, / Course development for culturally diverse learners

/ Expert systems

Media Production , / Application of authoring systems

/ General computer programming

, / Knowledge of digitized print, image, and sound

, / Lighting technique in video production

/ Audio recording

4' Video tape editing

r Management of video production

, / Expert systems

Media Management / Use of word processing packages

/ Ordering procedures

/ Cataloging and circulating

/ Electronic information searching

, / Management of learning resource centers

/ Electronic distributions of publications

/ Teleconferencing

/ Cost effectiveness analysis

, / Systems analysis

, / Operational research and statistics

, / Experimental design

/ Computer mediated networking

The five charts accompanying this article illustrate the findings .of the survey. Some survey results show:

�9 There was a significant difference between the area of concentration and perception of adequate prepara- tion in the future.

�9 The media production group had a significantly lower perception of preparation for the job market than did the instructional design group.

�9 There were significant differences between the areas of concentration and the level of perceived prepara- tion in the job activity categories.

�9 There were no significant differences between the students in the three major areas of concentration and their perceived level of preparation in computer utili- zation and distance education.

Summary There appears to be a need for recruitment in the

field of educational technology in the area of media pro- duction. Individuals coming into the area need more knowledge and instruction involving expert systems; digi- tized print, image and sound; application of authoring systems and general computer programming skills. Instructional design is more evenly distributed in levels of perception on preparation for the future. However, there appears to be a need to increase preparation in evaluation of computer software, systems analysis, and knowledge of expert systems.

Media management is the students' most popular area of study, and according to the trends in the field, skills and knowledge of media management will be of great value to industry in the future. Media managers perceive to be adequately prepared for the traditional responsibilities, but their preparation in the trend areas will present a challenge to the changing nature of their responsibilities. Special attention can be given to the spe- cific areas of "cost effectiveness analysis" and "use of word processing packages" in order to further secure the level of preparation of media managers.

The prospective professionals in instructional design, media production and media management can benefit from a broader base of similar preparatory experi- ences. Students will benefit more if additional informa- tion on expert systems, cost-effectiveness analysis, sys- tems analysis, and the other trend areas occur.

For more information, call Fatemeh Olia at (202) 651-5368 or fax (202) 651-5463 or Judith Wakefield at (405) 341-2980 or fax (405) 341-4964. �9

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