Ruth.pdf (application/pdf Object) v3p057-072Parker284.pdf (application/pdf Object) LMS. Future-of-Higher-Ed-(NMC).pdf (application/pdf Object) The chasm. The following is the next section for the People component of the Ps Framework for chapter 2 of my thesis. It starts the trend away from specific roles/groups within e-learning to some more abstract descriptions of the people involved.
This one talks about the chasm. Remember, this is a cut down version for the thesis that is in rough first draft stage. I think the idea of the “chasm” has a great deal of applicability to say about the current practice of e-learning within universities. Apologies for the “insert cross reference” place holders. The chasm The creation and early adoption of technologies to address major educational problems, rather than being the greatest challenge, is the easiest stages to negotiate with the slow, difficult and time-consuming road to mainstreaming being considerably more difficult (Holt & Thompson, 1998).
Moore (2002) draws on the work of Rogers (1995) on the diffusion of innovations to offer insights into the marketing of innovative technology projects. Nov09_article04. Editor’s Note: In her October 2009 article, Ms Kok showed how Wikis relate to and expand upon Piaget’s theories and their application in knowledge acquisition. In this article she explores the value of Wikis for knowledge development and sharing in collaborative partnerships for local and distant communities. Ayse Kok Turkey/UK Abstract The development of new technologies is giving rise to new models of collaboration.
One of these models is “Mass Collaboration” that is based on Web 2.0 technologies and services. Within this context, wikis offer new possibilities to exploit in a more effective way the entire potential of the collaborative work coming from the active participation of all the individuals that are present in dispersed locations. Background Due to the rapid proliferation of information and communication technologies (ICTs), complexity - which is the nature of things today - has been greatly increased.
Definition Table 1 Purpose of Research Research Strategy Data Collection Findings. ALT_C_2008_rp_samarawickremag_bensonr_brackc.pdf (application/pdf Object) Has Web 2.0 Reached the Educated Top? Technology Integration: Essential Questions (Page 1 of 2) Technology Integration is a four part series on essential questions, technology integration resources, web page design, and multimedia in projects. Sections contain relevant opening essays and resources. Part 1: Essential Questions Essential Questions (Page 1): Essential Questions (Page 2): How should technology be used? What are courseware and digital content types for mathematics?
What principles should guide your approach for integrating technology into instruction? When can you expect technology to be effective? How is educational technology defined? Historically, there have been numerous definitions and statements concerning the nature and function of educational technology, according to Saettler (2004). Definitions, and resulting mindset of the educational technologist, have been influenced by the nature of technology of the time and what could be done with it. Do you know some key people who have influenced or are presently influencing educational technology? Back to top. Shaping Tech for the Classroom. 21st-century schools need 21st-century technology. Credit: Bill Duke The biggest question about technology and schools in the 21st century is not so much "What can it do? " but, rather, "When will it get to do it? " We all know life will be much different by 2100. Will school?
How close will we be to Edutopia? First, it helps to look at the typical process of technology adoption (keeping in mind, of course, that schools are not typical of anything.) Dabbling.Doing old things in old ways.Doing old things in new ways.Doing new things in new ways. Until recently, we have mostly been dabbling with technology in our schools: A few Apples here. Old Things in Old Ways When a new technology appears, our first instinct is always to continue doing things within the technology the way we've always done it. That is almost exclusively what we now do with educational technology.
People certainly are putting courses, curricula, and lesson plans online. Old Things in New Ways The Big Tech Barrier: One-to-One. Evaluating Technology Use in the Classroom. Evaluating the use of technology in a classroom environment is not something most administrators are trained to do. It is easy to walk into a classroom and see that every student is using a computer, but how do you really assess if and what type of learning is taking place? In the past, I have had administrators tell me “I walked into the teacher’s room and all the students were on laptops.” As though just the site of students working on laptops meant they were engaged in the learning process.
I have been trying to wrap my head around a simple way for administrators to evaluate the use of technology in the classroom (a thank you to Dennis Harter who got me thinking about this). When most administrators evaluate teachers during the evaluation process, they have some sort of check sheet they are working from either mental or as part of a school’s evaluation process. I remembered a Marc Prensky article in Edutopia in which he talks about the typical process of technology adoption: Faculty Adoption of Educational Technology (EDUCAUSE Quarterly. Research in Brief Faculty Adoption of Educational Technology Educational technology support plays a critical role in helping faculty add technology to their teaching By Franziska Zellweger Moser Roughly 10 years into the e-learning age, educational technology has made only modest inroads into changing teaching in universities.1 In Europe, and in Switzerland in particular, governmental programs implemented in the late 1990s aimed to exploit the potential of educational technology and keep pace with developments in Anglo-Saxon countries.
An early lesson from these programs was the lack of sustainability of a pure project-funding approach and the need for institutional strategies regarding educational technology.2 The search for such strategies at U.S. research universities was the starting point for my doctoral dissertation. Thus, I selected three highly interesting but very different universities—MIT, Tufts, and Northeastern—for in-depth case studies into this issue. Implications 1. 2. 3. 4.