I believe that continuing research is vital to ensure access and quality of education for all within the new global online education environment. Media replication studies have thus far furthered our understanding of distance education strategies (Clark, 2012). Such promise can be used to further influence discussion and consideration of what quality education means today, and in the near future.
What does this mean for the field of educational media? Do media in education really matter? The field of educational media not only matters, but is critical to meeting the increasing needs of a diverse audience. The technology of education has not yet been fully developed, and will likely continue to evolve making it critical that we experts in the field find ways to encourage increased attention on a wider definition of education technology. Educational media are not limited by classroom walls and make no judgement about a student’s ability, socioeconomic status, race, or ethnicity; thereby allowing the playing field to be more level. Media are more in tune with how students learn and retrieve information, and it is a part of the real-world, allowing learners to compete. For me, questioning the relevancy of educational media is akin to questioning the relevancy of our very future. It matters because we matter.
Clark, R.E. (2012). New directions: Evaluating distance education technologies. In Clark, R. E. (Ed.). Learning from media: Arguments, analysis, and evidence (2nd ed.; pp. 209-228). Charlotte, NC: Information Age.