Both graduates from four-year colleges and those who did not attend college believe that, on average, a bachelor's degree makes a difference of $20,000 in yearly earnings, according to a 2011 Pew Research Center survey on whether college is worth the cost. U.S. Census Bureau data shows these estimates are pretty accurate--the median earning gap between a high school grad and a college grad in 2010 was $19,500.

The Bureau of Labor Statistics confirms that college pays off, reporting that as the level of education increases, earnings increase and the unemployment rate decreases. Workers with high school diplomas earned 2010 median weekly wages of $626. Those with associate degrees earned 22 percent more; bachelor's degree holders netted 66 percent more; and workers with master's degrees earned more than twice as much as those with high school diplomas.

By 2018, research from the Georgetown University Center on Education and the Workforce (CEW) predicts the U.S. will need 22 million new college degree holders to fill available jobs. The CEW predicts we will miss the mark by at least 3 million post-secondary degrees, associate or higher. Why? The percentage of Americans who have a post-secondary degree has remained relatively unchanged for the last 40 years, says the Lumina Foundation, a private foundation dedicated to positive post-secondary educational outcomes.

If education does pay off and the country desperately needs an educated workforce, what seems to be the problem? Cost, says the Pew survey; in the 18 to 34 age group, two-thirds of those not attending college identified having to support a family as the main reason, with 48 percent saying they can't afford to go to college.

Between 1985 and 2010, inflation in the U.S. increased by 107.05 percent while college tuition increased by 466.8 percent, according to Gordon H. Wadsworth, author of Cost Effective College. How are students paying for education? They take out student education loans--to the tune of nearly $1 trillion nationally, according to an MSNBC article in December 2010.

"Online education presents a financially viable solution to increasing access to post-secondary education" reports the Center for College Affordability and Productivity in 25 Ways to Reduce the Cost of College. According to the report, online education can help improve post-secondary education in three main ways:

According to a 2009 report by The Sloan Consortium, "online enrollments have continued to grow at rates far in excess of the total higher education student population, with the most recent data demonstrating no signs of slowing." Look into the opportunities available to you through the online college education revolution.

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Online Schools & Colleges - Online - Online-Education.net

Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.[1][2]

Educational technology is not restricted to high technology.[3] Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches, components and delivery methods.[4] For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.[5]

Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.[6]

Theoretical perspectives and scientific testing influence instructional design. The application of theories of human behavior to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology and human performance technology.

Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings.

Richey defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources".[1] The Association for Educational Communications and Technology (AECT) denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning."[2][7][8] As such, educational technology refers to all valid and reliable applied education science, such as equipment, as well as processes and procedures, that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology.

Educational technology refers to the use of both physical hardware and educational theoretics. It encompasses several domains, including learning theory, computer-based training, online learning, and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:

Educational technology is an inclusive term for the tools and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology.[3]

However, modern electronic educational technology is an important part of society today.[4] Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI),[9] internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital education.

Each of these numerous terms has had its advocates, who point up particular potential distinctions. However, these descriptive terms individually emphasize a particular digitization approach, component or delivery method.[5] For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology. In practice, as technology has advanced, the particular "narrowly defined" aspect that was initially emphasized by name has blended into the general field of educational technology.[5] For example, "virtual learning" in a narrowly defined semantic sense implies entering the environmental simulation within a virtual world,[10][11] for example in treating posttraumatic stress disorder (PTSD).[12][13] In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.[14]

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Educational technology - Wikipedia, the free encyclopedia

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Education & Research Government & Public Sector Business Deans, Directors and Researchers from Schools and the Higher Education Sector Senior Staff from National, International, Regional and European Agencies and Government Departments Leaders of Professional Associations, Expertise Centres, Trade Unions and Continuing Education Centres Directors and Managers,Programme Managers and Education Administrators,Chief Learning Officers (CLO),Organisational Development Directors Organisational Development Directors Corporate University Managers,Corporate Training & Development Executives,Business Development Professionals,Organisational Development Directors Teachers and Researchers Chief Learning Officers (CLO) Performance & Talent Management Officers,HR Directors/Managers,Chief Learning Officers (CLO) Educational Technologists, Instructional Designers, Content Providers, E-Learning Developers,Curriculum Designers HR Directors/Managers, IT Professionals Software and Hardware Developers and Providers, Game Developers, User Experience Designers,Technology and Service Providers HR Directors/Managers, IT Professionals Policy Advisors Training Consultants, Educational Entrepreneurs In the past three years, OEB welcomed participants from such institutions as Red Ilumno - Sistema Universitario de las Americas, Argentina, Brasil, Chile, Colombia, Costa Rica, Panama, Paraguay Governments of Algeria, Australia, Bahrain, Belgium, Benin, Bosnia/Herzegovina, Botswana, Cameroon, Canada, Cape Verde, Cyprus, Denmark, Egypt, Estonia, Finland, Gambia, Germany, Kenya, Liberia, Mali, Morocco, Mozambique, Namibia, Republic of Congo, Romania, Saudi Arabia, Singapore, The Netherlands, Turkey, Uganda, UK, United Arab Emirates Adidas Group, Germany Swinburne University of Technology, Australia African Development Bank Air Canada Medical University Graz, Austria African Medical and Research Foundation (AMREF), Kenya Airbus, France Qafqaz University, Baku, Azerbaijan Aga Khan Foundation Amazon University of Botswana, Botswana Air Forces, Guinea, West Africa ArcelorMittal, Luxembourg Federal University of Rio de Janeiro, Brasil Association Initiatives pour le Dveloppement Durable et Prospectives (IDDP), Togo Bayer AG, Germany Canadian Education Association (CEA), Canada BIBB: Federal Institute for Vocational Education and Training, Germany BBC Worldwide, UK University of Chile British Council, UK Bertelsmann, Germany The Open University of China CEDEP (European Centre for Executive Development), France Bombardier Transportation, Canada University of Zagreb, Croatia Charit, Germany CaixaBank, Spain Masaryk University, Czech Republic Correos, Spain Casio Europe GmbH, Germany University of Copenhagen, Denmark CoZa Cares Foundation, South Africa Chevrolet Europe GmbH, Switzerland Cairo University, Egypt ECOWAS Commission Cisco, USA University of the South Pacific, Fiji EDEN (European Distance Education and E-Learning Network), Hungary Coca-Cola, USA Helsinki Metropolia University of Applied Sciences, Finland EFQUEL (European Foundation for Quality in e-Learning), Belgium Confederation of Danish Industries (DI ITEK), Denmark Centre National de la Recherche Scientifique (CNRS), France ELIG (European Learning Industry Group) Credit Suisse, Switzerland HEC Paris, France Estonian Defence Forces, Estonia Daimler AG, Germany Universit Omar Bongo, Gabon European Centre for Disease Prevention and Control (ECDC), Sweden Deutsche Welle, Germany Georgian Technical University, Georgia European Central Bank eBay, USA Fraunhofer-Gesellschaft, Germany European Commission European Patent Office (EPO) ECCO, Denmark Goethe-Institut, Germany European Parliament Ericsson, Sweden Centre for Research and Technology Thessaly (CE.RE.TE.TH), Greece Flemish Association for Development Cooperation and Technical Assistance (VVOB), Belgium Euronews The Open University of Hong Kong GDLN Regional Association for Africa: Association of African Distance Learning Centers - AADLC Finnish Broadcasting Company, Finland University of Mumbai, India GESCI (Global E-Schools and Communities Initiative), Kenya GNSE Group, Egypt Yogyakarta State University, Indonesia Ghana Water Company Limited, Ghana Goodyear, USA Islamic Azad University of Iran, Iran GIZ (Deutsche Gesellschaft fr Internationale Zusammenarbeit), Germany Google National University of Ireland, Galway Good Health Organisation (goho), Nigeria H&M, Sweden Tel Aviv University, Israel Information Technology Industry Development Agency - ITIDA, Egypt IKEA, Sweden Fondazione Politecnico di Milano (METID), Italy Institute of Tropical Medicine, Belgium Kaspersky Lab, Russia Reitaku University, Japan International Labour Organization KLM Royal Dutch Airlines, The Netherlands Kazakh National Medical University, Kazachstan INTERPOL LEGO Education, Denmark Strathmore University, Kenya KISA (Korea Internet & Security Agency), South Korea Lufthansa AG, Germany University of Latvia Medical Research Council, UK Mazda Motor Europe GmbH, Germany University Ss. Cyril and Methodius, Macedonia Ministry of Defence, Singapore Novartis International AG, Switzerland University of Namibia National Defence Ministry, Romania Philip Morris International Obafemi Awolowo University, Nigeria NCeL (National Center for E-Learning & Distance Learning), Saudi Arabia Porsche AG, Germany Norwegian Digital Learning Arena (NDLA), Norway NHS Education for Scotland, UK Qatar Airways University of Warsaw, Poland Norwegian Armed Forces, Norway Raiffeisen Bank International AG, Austria University of Porto, Portugal Omar Dengo Foundation, Costa Rica RFI - Radio France Internationale, France Moscow State University of Economics, Statistics and Informatics (MESI), Russia Organisation Internationale de la Francophonie, France Samsung Electronics GmbH, Germany National University of Rwanda Portuguese Army, Portugal CODA AUTO, Czech Republic King Abdulaziz University, Saudi Arabia Red Cross Royal Air Force, UK SHARP Electronics GmbH, Germany Hybrid Reality Institute, Singapore Royal Oman Police, Oman Shell, The Netherlands Jozef Stefan Institute, Slovenia Swedish Armed Forces, Sweden Siemens AG, Germany University of South Africa (UNISA) Swedish Customs, Sweden SIVECO, Romania Open University of Catalonia (UOC) Swiss Tropical & Public Health Institute, Switzerland Talal Abu-Ghazaleh Organization (TAGorg), Jordan Universidad Complutense de Madrid, Spain Tanzania Global Development Learning Centre, Tanzania Telecom Italia, Italy Delft University of Technology, The Netherlands Tanzanian Training Centre for International Health, Tanzania Tetra Pak, Sweden International Baccalaureate, The Netherlands The Finnish Defence Forces, Finland Thomson Reuters, USA Koc University, Turkey United Nations Toyota Motor Europe, Belgium Makerere University, Uganda World Bank Vodafone Group Services, UK Oxford University, UK World Health Organization (WHO) Volkswagen AG, Germany Hamdan Bin Mohammed e-University, United Arab Emirates WWF (World Wide Fund for Nature) Volvo Car Group, Belgium

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ONLINE EDUCA 2013 - OEB Audience