Critically evaluate your understanding of one key concept

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Introduction
Educational technology is the use of hardware and software resources to facilitate the learning programs and application of ethical practice in the learning process (Dore, 2010). A syllabus that supports the use of technology in an academic institution provides for implementation of various computer systems that are customized to meet the education needs of students and staff. The NSW Department of Education and Training (DET) Board of Studies secondary syllabi are developed under a K-10 Curriculum framework. This curriculum addresses relevant information and communication technology (ICT) skills and applications that should be provided to students within years 7-10 (Board of Studies NSW, 2003). The ICT skills and applications provided within the K-10 Curriculum will be the area of focus of this essay which gives a critical analysis of Education Technology as provided by various syllabi within and outside Australia.
The applications and skills that have been addressed by the K-10 Curriculum include databases, word-processing, multimedia presentations, spreadsheets, graphics, hardware and software management, electronic communication and research. The application of educational technology in schools must provide a syllabus that enables the students to apply software application packages within the various subjects that they undertake in during the course of their academic programs (Pratt, 2000). As a result the K-10 curriculum framework provides for a Software Technology Years 7-10 syllabus that helps students to learn on the application of various software packages. The packages are to be applied by the students during their studies and prepare them for practical application of the skills in tertiary education and later during their work experiences. Notable is the elimination of the hardware part of a computer technology or system from the software technology or syllabus. Since software acts to support hardware in order to make a computer system to function, the software technology syllabus should provide for learning of basic hardware applications and management by the students. The learning process of computer system should integrate both hardware and software because of the interrelatedness of these two major aspects of computing technology and its application in the learning process (Raymond, 2000).
The K-10m framework includes hardware and software management modules within the curriculum. This would provide an opportunity for the secondary school students to learn the management of the various components of computer hardware such as processor, memory and their importance in the learning process. The system and application software management as provided by the K-10 curriculum will enhance the understanding of their use within computing environments. There are a wide range of software applications that students should be aware of and therefore a curriculum should specify the list of software application that should be taught in schools (Stephens & O'Hara, 2001). The expected learning outcomes in software applications by students should also be specified so that the software that is relevant to secondary education is taught within the institutions. This will eliminate coverage of the application software such as those of programming which are applicable at tertiary level of learning.
Word processing is one of the applications that the K-10 framework provides within the curriculum. The word processing package is basic in all computing applications within learning institutions and business organizations and its inclusion within syllabi is important so that students are adequately prepared for its application in the modern world which has automated most of the industrial, institutional and business processes (Lee, 2005). The educational technology syllabi should accommodate the issue of security within the learning process. This is because security issues are common in the application of technology such as networking and the internet. Security breaches are common in many computing systems that threaten privacy and security of information. In the U.S for example school curriculum is organized in a way that student learning outcomes are expected to demonstrate an understanding of the cyber crimes and the strategies that need to be put in place in order to mitigate the technology crimes (Dore, 2010).
Some applications covered by the K-10 framework such as databases would be described as a little too advanced for students at secondary level. The design of the syllabus to include database management should be preserved for tertiary education where students who pursue an IT related course learn aspects of database such as design, security, outsourcing and administration. An education technology curriculum should provide a syllabus whose scope is parallel to the level of education of the learners (Tuell, 2011). On the other hand it would be argued that the secondary school students would be provided with basic knowledge on databases so that they would be prepared for a detailed study in their tertiary education later in the academic program whether in college or university.
The education opportunities provided within the design of the Board of Studies secondary syllabi challenges students so that they would make optimal use of their talents and hence prepare them for positive participation within the society. A proper educational technology syllabus must provide opportunities for students to apply their unique capabilities to facilitate their understanding and application of all forms of technology in the real life situations (Turner, 2005). This shows that the design of the Software Technology Years 7-10 syllabus is suitable for the students through the role it plays in nurturing talent among students at an e...