Running head: FINAL REPORT ON CET CLINICAL PRACTICE

The Final Report on CET Clinical Practice: Theory into Practice

Mohammed Al-Abdulatef
P100101358
Dhaifallah Alsuhaymi
P100102147

Ohio University

FINAL REPORT ON CET CLINICAL PRACTICE

Integrating technology into higher education classes

The educational system is considered the backbone of a country. Therefore, governments
prioritize it and invest money to enhance it; this, in turn, contributes to the development of
society. For example, colleges and universities in the United States spend around $21 billion on
adopting technology (Jackson, 2012). An effective way to develop the education sector is to take
advantage of technology, especially considering the widespread use of technology among
students. According to Berryhill and Durrington (2009), most current college students use
technology; computer use reaches its peak among students ages 16 to 18 for educational
purposes (Berryhill and Durrington 2009). Information technology has become a powerful
productivity tool to increase the efficiency of media delivered in higher education instruction.
Several universities and colleges around the world have used technology in their
classromms. Higher education has been positively affected by technological force (Glenn &
DAgostino, 2008). According to Lindbeck and Fodrey (2011), using technology in classrooms
has a positive impact on the performance of the students. Technology in education could be used
for different purposes (Lindbeck & Fodrey, 2011). For instance, it could be used as a tool for
sharing information and enhancing teaching efficiency (Lindbeck & Fodrey, 2011). It could also
be used to encourage working with another student or group to achieve the class objectives
(Lindbeck & Fodrey, 2011). Specific programs such as wikis help students and teachers share
their information, ideas, and thoughts online (Lindbeck & Fodrey, 2011). Moreover, students and
teachers can use technology to facilitate their individual tasks, such as using a laptop for their
projects and assignments (Lindbeck & Fodrey, 2011). Technology can have educational value if
it is employed in educationally sound ways (Johnston & McCormack, 1996).

FINAL REPORT ON CET CLINICAL PRACTICE

Adopting technology in pedagogy could lead to many benefits such as encouraging

students critical thinking, helping teachers convey knowledge and information, improving the
curriculum, and improving learning (Ololube, Eke, Uzorka, Ekpenyong, & Nte, 2009). Ololube
et al., (2009) concluded that there is a positive and important relationship between instructional
technology and enhancing the educational process in higher education (Ololube et al., 2009). In
addition, accessibility and flexibility are considered significant characteristics of integrating
technology into education (Hoque & Alam, 2010). Students and teachers can access information
anytime and anywhere, such as in distance education (Hoque & Alam, 2010). Technology offers
many choices for delivering information to students, in contrast to the limited options in
traditional education (Hoque & Alam, 2010). Furthermore, the use of technology in teaching and
learning individualizes learning in the classroom (Hoque & Alam, 2010). Each student learns
based on his/her abilities (Hoque & Alam, 2010). Technology helps students develop their skills
and achieve better understanding (Hoque & Alam, 2010).
Despite the importance of using technology in the educational process, many faculties in
universities and colleges still do not use technology in teaching, or they use technology in a
limited way. Many factors prevent faculties from integrating diverse technologies into their
teaching. According to Bingimlas (2009), the lack of self-confidence and the lack of knowledge
and skills in using technology may cause difficulties in accessing technology resources. Teachers
feel less confident when they use new technologies because they fear failure Bingimlas (2009).
Moreover, new technologies cannot provide benefits when faculty members do not know how to
use them. Therefore, as Georgina and Olson (2008) stated, training in the use of technology must
be provided to faculties.

FINAL REPORT ON CET CLINICAL PRACTICE

To sum up, technology plays an effective role in improving the learning and teaching
processes in higher education. To integrate technology into education successfully, colleges and
universities should provide technology infrastructure (Georgina & Olson, 2008). Faculties should
be educated and equipped with the skills to use technology effectively (Georgina & Olson,
2008). Students should be able to access the new technology (Georgina & Olson, 2008). In
addition, instructional technology that meets adults requirements based on adult learning
theories should be used (Lindbeck & Fodrey, 2011). Finally, faculties should be able to help their
students use the new technology (Georgina & Olson, 2008).

Learning theory and technology-based learning

Computers can be an effective tool for students to increase and enhance their
performance in project-based learning practices (Sabzian, Gilakjani, & Sodouri, 2013).
Therefore, by using technology in places like the CTC Lab, students can be engaged in a variety
of skills that are useful in the age of technology such as collaborating, problem solving, critical
thinking, and communicating. According to Sabzian et al. (2013), learning theory is necessary to
support the methodology for technology-based learning. Thus, combining pedagogy and learning
theory, such as combining technology with constructivism, would be an ideal approach to
enhance learning outcomes (Muniandy, Mohammad, & Fong, 2007).
During our work in the CTC Lab, we were involved in a meaningful learning
environment. According to Paily (2013), the constructivist environment can be defined as a
climate where students can collaborate as they utilize tools and knowledge to achieve their
learning objectives and carry out problem-solving practices.

FINAL REPORT ON CET CLINICAL PRACTICE

The use of technology in the Patton College of Education

Utilizing technology effectively will enhance students learning outcomes. Therefore, the
Patton College of Education aims to create an interactive community that can make a difference
in education. The academic mission of the college is to promote collaboration and enhance the
performance of students and staff (Ohio University, 2013).
In places like the CTC Lab, the students and staff can use a tremendous amount of
resources and technologies to enhance their educational efforts. Developing the CTC Lab and
equipping it with new programs and technologies will make educational efforts easier and more
effective. Therefore, during our work in the CTC Lab, we were eager to support the CTC Lab
staff in updating and maintaining the devices there.

Our work in the CTC Lab

When we started our work in the Curriculum and Technology Center lab, we were very
enthusiastic and eager to apply what we have learned in Ohio University. We have acquired new
skills from the CTC Lab that will help us in our academic lives. Although we are computer
education and technology students, we believe that it is necessary to understand the principles of
software and hardware maintenance.
The most important thing we learned during our work in the CTC Lab is how to work
with employees and students. We also helped solve the problems of the students who usually
visit the CTC Lab.
We performed many tasks during our work in the CTC Lab. The first task was setting up
a workshop area consisting of two iMacs and two PCs. These devices were used for educational
technology classes. In addition, we helped Mr. Weekley, who is the technology administrator, set

FINAL REPORT ON CET CLINICAL PRACTICE

up the network connection setting for these devices. We also installed a video editing program,
downloaded all the necessary updates on these devices, and connected them to printers. We
learned how to use Time Machine, which is the built-in backup feature of OS X that works with
your Mac and an external drive (sold separately) or AirPort Time Capsule (Apple, 2013), to
install a new operating system image in these devices. These tasks played a significant role in
preparing us for the next tasks.
After we built the workshop area, Mr. Weekley sat with us and explained how to update
the PCs in lab A. He taught us how to use the Deep Freeze system, which is a program that
restores a computer to its original settings each time the computer restarts. To update the PCs
successfully, we had to disable the Deep Freeze system and then restart the computer. The
updating included many programs such as Windows, Fairfax, Adobe, and Java. After we finished
the updating process, we checked the performance of all the PCs to make sure they worked
properly. Through this updating process, we acquired many skills and experiences that helped us
overcome the problems that we faced during our work at the CTC Lab.
When we finished updating the PCs, we realized that the cables, computers, and
connection cables were placed randomly in the CTC Lab. Thus, we suggested to Mr. Weekley
that they should be reorganized, and he gave us permission to do so. We started organizing these
cables, computers, and connection cables, and we put them in a locker according to their type
and specifications for easy access.
Since the CTC Lab had many iMacs that were not updated, Mr. Weekley assigned us to
install and update the necessary programs on these devices. While updating them, we noticed
that the operating systems of these devices had not been updated for two years. Thus, we updated
the operating systems of the iMacs to meet the requirements of modern software. Although we

FINAL REPORT ON CET CLINICAL PRACTICE

have enough experience to deal with the Windows boot mode, we faced some problems with the
Mac boot mode. We looked on the Internet for solutions to these problems, but some of the
issues were too complex for us to solve. Consequently, we contact with the experts, and they
helped us solve these problems.
After we finished updating the iMacs, Mr.Weekley asked us to check, update, delete any
unnecessary files, and install important programs on the laptops. These laptops had been
neglected for a while, so the CTC staff decided to allow the students and teachers to use them.
In general, our work in the CTC Lab was a rich experience; it allowed us to gain many
skills and build relationships with new people.

Recommendations
Professional development. The CTC staff should nurture the professional development of the
faculty and students of the College of Education and enhance their abilities to use new
technologies for teaching and learning. The staff could work with other disciplines in the College
of Education to increase the level of effectiveness of the CTC Lab. In addition, the CTC staff
should work with other departments in Ohio University, such as Information Technology, to
benefit from their experience in the field of technology.

Improving effectiveness and efficiency in the CTC Lab. Although the CTC Lab contains a lot of
equipment and has much potential, some aspects still need to be developed. Most of the
computers are not updated, because it is hard to update them separately. However, we found that
this system takes time and effort. Using new software would improve the CTC Lab performance.
For example, the Group Policy Microsoft Management Console (MMC) could be the optimal

FINAL REPORT ON CET CLINICAL PRACTICE

solution to increase innovation in the CTC. MMC can effectively manage and control the
workstation by providing security, ensuring application availability, providing software updates,
and reducing costs to do these tasks (Microsoft, 2013). The Group Policy can also control
domain settings for the following: registry-based policies, security options, software installation
and maintenance options, script options, and folder redirection options (Microsoft, 2013). In
addition, (SUS) Software Update Services enable system and network administrators to update
Windows servers and Windows-based workstations from a single location through the network
(Microsoft, 2013).
Besides finding an appropriate system to manage the work in the CTC Lab, organizing
and categorizing the tools will make the work more efficient. During our work in the CTC Lab,
we found many cables, adapters, and equipment placed randomly. Preparing designated places
for the equipment will make them easily accessible when needed.

FINAL REPORT ON CET CLINICAL PRACTICE

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