Gary Karlsen

Director - Western Canada
Magic Lantern Communications Ltd.

E-mail: mlcwest.sfu.ca

In addition to his position as the Director for Magic Lantern, Gary Karlsen is the President of the Association of Media and Technology of Education in Canada (AMTEC) which will be hosting the annual conference in Vancouver in June of 1996. As you can imagine, Mr. Karlsen was extremely busy preparing for this major event. He was gracious enough to answer Jan Boone's questions and to provide his thoughts about the field of Educational Technology.

Topics

Current Position and Duties
Important Aspects; Highs and Lows
Professional Background
ET Defined
ET and Future Trends
Interviewer's Comments


Current Position and Duties

I am the Director of Western Canada for Magic Lantern Communications, Ltd. My responsibilities include sales and marketing of educational media to all sectors of education and training including government, educational broadcasters and the private sector.

My duties include the following:


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Important Aspects of Current Position

As Director, there are many important areas to be considered. However the areas that are most important include:

Highs and Lows

Any organization and any position within an organization experiences peaks and valleys. The greatest satisfaction in this position is our ability to improve teaching and learning through the distribution of quality media resources. The downside is encountering cynics who denigrate the important role of educational media.

Even with the ups and downs, it is still the most interesting field I know. I have been empowered by it, in it, through it, and have helped others become empowered too. There are still many questions to be answered, but it's the greatest industry in the world.

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Professional Background

For most of my career, I have worked at the college level in educational media. In 1993, government funding cut-backs in British Columbia caused the downsizing of my department. After several job offers from the private sector, I joined Magic Lantern Communications.

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Definition of Educational Technology

I am going to duck the yet-another-request-to-define educational technology question. I have written several over the years, which are buried somewhere, but which are probably only variations of what you are using for yourself. There is the key. Grab onto what you like and make the best use of it. I give that advise only to those whom I trust are intelligent and educated enough to avoid self-fulfilling prophecies and obfuscating jargon.

I admit that technology for me has always been both product and process. You know, don't get too excited about the hardware. It's how it's used ... right?

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ET and Future Trends

Where do I see the field heading? Well, I don't know where it's going, but I see some clear pathways. These include:

I have a problem answer the question: do I agree with these directions? Instead, I will say that the digital developments could be very good. Why? They are faster, cheaper and more democratic, e.g. more people will be able to communication and educate more people. But then, will content, design and display features suffer as the masses get their hands on the means of production? I'm certain these comments raise a lot of questions for debate. These will be the discussions of the future.

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Interviewer's Comments

I appreciate the time Mr. Karlsen was able to devote to answering my questions for this project. Unfortunately this caught him at an extremely busy time during preparation for the upcoming AMTEC Conference in Vancouver in June 1996. The planning and preparation for this major event alone would be enough to consume anyone's time, without the additional duties as Director for Magic Lantern. Therefore, I wish to thank him for the amount of time he was able to steal away from these other commitments to graciously answer some difficult questions. I wish Mr. Karlsen and the representatives of AMTEC all the best for a successful conference and look forward to meeting him in person when Saskatoon hosts this event next year.

Jan Boone

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