Technology can be used in a variety of different contexts and with many different overall instructional paradigms in place, and as long as it is effectively integrated into existing teaching plans and styles -- or if new overall instructional methods are built with a technological focus -- a high degree of efficacy has been found from most technological applications (Hartley 2007). By rooting all learning in direct interaction with media and peers rather than relying on the largely passive instructional methods of traditional education, it inherently and almost automatically becomes more effective as true learning only occurs with interaction in the constructivist perspective (Hartley 2007). As students engage in repeated learning activities that require critical thinking skills in the locating and selection of information, they will also become better able to express themselves in a manner that is academically rigorous and critically convincing. Such interactions also provide a broader avenue for instructor evaluations of learners, as the learning process itself will become more explicitly identifiable and permanent through the use of search functions and even a cursory analysis of information links that were followed and/or overlooked. Again, this enables instructors to determine actual the efficacy of educational activities not only in terms of the absorption of information, but also the degree to which processes are understood and effectively utilized and integrated by students.

Conclusion

There is truly no discernible limit to the ways in which current and developing technologies can impact education. Instructors have a greater responsibility to their students to ensure that critical thinking abilities are well honed in this information age, and there is no better way to accomplish this then plugging into the Internet and engaging in a hands-on and interactive learning experience. Methods of selecting, analyzing, organizaing, and presenting information as well as engaging in critical discussion are all facilitated by current technologies, and should be utilized by instructors.

References

Cain, J. (2008). Online Social Networking Issues Within Academia and Pharmacy Education. American...

(2007). Teaching, learning and new technology: a review for teachers. British Journal of Educational Technology 38(1): 42-62.
Subrahmanyam, K., Reich, S., Waechter, N. & Espinoza, G. (2008). Online and offline social networks: Use of social networking sites by emerging adults. Journal of Applied Developmental Psychology 29(6): 420-33.

Woo, Y. & Reeves, T. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education 10(1): 15-25.

Criterion #3: Job Sites

http://www.schoolspring.com/

This site provides a method for teachers and administrators at all levels of the educational system and at all types of institutions to post jobs, create online profiles and resumes, and communicate with each other regarding employment positions. The site is free for job seekers, meaning an eligible teacher can become a member, create a profile, view job listings, and email administrators with employment positions offered at no charge. The site will only make money if it is effective, then, making it a solid choice.

http://k12jobs.com/

A very similar free profile and contacting service is provided to educators by this company, though higher education positions and institutions are not facilitated by this website. Its focus on kindergarten through 12-th grade education has made it the most popular web-based service for posting and seeking jobs in these age groups, which is both a blessing and a curse. While there are generally more available jobs on this site, there is also fiercer competition for these jobs. Early response and follow-ups are key.

http://www.educationamerica.net/

Rather than primarily facilitating standard or "traditional" teaching jobs, this site seems to specialize in alternative, temporary, or special needs positions (ESL, academic coaching, after school tutoring, etc.). While this is not the type of position immediately being sought, should finding an appropriate position prove difficult this site is less frequented, and the jobs facilitated would provide invaluable experience as an educator.