Trends and Issues in Instructional Technology and School Library Media Educator Preparation Programs: A Roundtable Discussion Kelly Paynter Jimmy Barnes Wendy Stephens Jacksonville State University United States kpaynter@jsu.edu jbarnes@jsu.edu wstephens@jsu.edu Abstract: Educational preparation programs at colleges and universities must evolve constantly to meet industry, student, and technological demands. Two fields of study that have seen remarkable change since their inception include Instructional (Educational) Technology and School Library Media. Although two separate programs of study (and in some states, fields of certification), these interest groups often overlap in regards to topics and candidate pools. Participants at this roundtable will discuss trends, issues, and opportunities for these fields. Topics will include ideal educator preparation program components; what students hope to obtain from these degrees; and the future of these professions, all viewed through a lens of current research in the field. Introduction Institutions of higher education are charged with preparing students adequately for changing roles in an uncertain world. Two fields of study, Instructional Technology and School Library Media, have evolved considerably in the past few years and are subject to frequent updates, revision, and realignment with industry trends and student needs. The purpose of this roundtable is to conduct productive conversations among interested parties who can help to guide the future in these arenas. Viewing each program through the lens of current research, productive discussions about the implementation of theory into practice will be conducted to help shape and mold the vision of these programs at applicable institutions. Instructional Technology Integrating technology into instruction is not a new concept, yet for many school districts and teachers, its potential remains untapped. Administrators struggle with the placement and integration of technology personnel—should they create separate school- or district-based positions or equip individual teachers with the needed skills? In an attempt to define the field of instructional technology, Donaldson (2012) offers the following: “The study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (p. 4). How, then, can colleges and universities provide this training effectively when the model of implementation varies across schools, districts, and states? Several researchers have investigated the domains that an instructional technologist should master. Ritzhaupt (2014) developed a multimedia competency survey for educational technology professionals. Expertise in Knowledge (Educational authoring and utility software; Graphics, web, audio, and video software; Theories and methods of instruction; Programming/scripting languages; Office production software; Course management software; Accessibility and copyright; and Computer hardware and networks), Skills (Multimedia production; Soft skills; Managerial and technical skills; and Supporting skills), and Abilities (Team-oriented; Instructional design; Teaching, multitasking, and prioritizing; and Working with technology and assessment) can be assessed by this instrument. These competencies will vary in scope, however, depending on the current role of the person applying the instructional technology in his or her job. A classroom-based individual might place a higher priority on the development of Preview version of this paper. Content and pagination may change prior to final publication. SITE 2016 - Savannah, GA, United States, March 21-26, 2016