To grasp the impact that technology is creating in education and training, society must consider how technology has revolutionized America’s culture. In barely five years, electronic technology has dramatically penetrated into every area of society. All of society can reflected on how some aspect of the new information age is changing their job, family life, community, or patterns of commerce. As the nation enter into the new millennium, the most fundamental shift will reflect a redefinition of training itself. To retain key talent, remain competitive, and ensure long-term profitability, organizations are making dramatic changes in the way they develop the knowable and skills of their workforce. Training as something provided for employees will be replaced by learning that employees initiate themselves. Training, when available, will be replaced by learning when needed. Training for the masses will be replaced by highly customized, just-for-me learning.

It is abundantly clear that the Information Technology (IT) industry’s employment needs and its impact on the American economy necessitate a more basic understanding of the IT workforce and its future role. According to

Of growing concern with technology are its various ethical dimensions, including the impact of telecommunications on freedom of expression (Collins, 1999, p. 13). One of the unique aspects of the traditional higher education classroom is a shelter environment in which future teachers can broach a topic, test an idea, or ask questions without fear their naiveté will be exposed. The same classroom is a lace where faculty can respond to question openly and sincerely. With the advent of technology, many higher education classroom discussions and faculty-student interactions are becoming electronic or recorded, primarily because of e-mail. Television distanced education courses, videotapes, and networked interactive computer programs. Such technologies, despite many advantages, can result in curtailment of communication. Will students ask questions they consider sensitive or “elementary” if they know questions are being broadcast or recorded as e-mail? Likewise, will faculty present information and answer students’ questions in a completely open manner, if part or all of what is said is electronically preserved for others to see for posterity?

Technology is advancing on businesses at an intense pace, and it is leaving a trail of “Techno Stress” at every level of the organization (Eckerson, 2001, p. 33). From the employees at the lowest ladder rung to the chief executive office at the top, corporate workers are felling the pangs of rapidly changing technology and its effect on shaping jobs and expectations. Every day bring yet another new communication device, software program or piece of computer hardware that worker have to know, need to use, or must have to do their job. Steven Jobs, the founder of Apple Computer, dreamed of a computer on ever desk. His dream has become, for many workers, a nightmare. Half of the executives, managers and clerical workers describe themselves as ‘Techno Stressed”

Without a doubt, much confusion and misinformation exists regarding technology’s place within colleges and universities, as well as its role in the preparation of future educators. Several fundamental issues regarding technology and its place have yet to be fully addressed. This paper outlines five levels of debates followed by a discussion of their problematic status.

There is slight evidence that preparation of future teachers is better because of technology’s influx into higher education. The U.S. Department of Education and U.S. Congress stated “Teachers graduating from programs with a heavy emphasis on technology can produce significantly better academic results with students”. There is no reliable judgment which can be made about the impact of technology on teacher preparation because little agreement exist as to the outcome measures needed to assess the impact of technology on schooling (Butler, 2001, p. 19).

An important shift in the workplace social practice and relations is evident by telecommuting. Telecommuting is becoming he predominant workplace trend. By 2002, at least twenty-five percent of the American workforce will be telecommuter or home office workers (Ruhling, 2000, p. 54-60 & Nie, 1999, p. 50-2). This includes full-time, part time workers, self-employed and those who work for wages and salaries, operating primarily out of their home. People work at home as part of virtual organizations or offices on the other side of the globe, in the next room or on a screen world away, accessible in seconds. Portable laptops computers, cell phones, pages, and wireless Internet connections allow people to work anywhere at any time, so they have more control over their schedules. For those with childcare responsibilities and for people with limited physical mobility, telecommuting offers huge opportunities for new ways of workplace participation. Challenger (as cited by USA Today), “This relocation of work is beginning to erode the old distinctions between the public sp

Some topics in this essay:
Green Paper, Department Education, Microchips Microchips, Sandholtz Dwyer, Education Congress, Stress Wimmer, Labor Statistics, Western Ontario, Web Atkinson, Education Training, information technology, liberal arts, teacher preparation, impact technology, distance education, skilled workers, education training, technology workforce, future educators, shortage skilled, information technology workforce, shortage skilled workers, ratio students computers, wimmer 2000 407-18, bureau labor statistics,