Contributed by Organizations or Campuses; Articles, Papers, and Reports; Instructional Technologies; and Learning
Learning 2.0
| Title: | Learning 2.0 (ID: CSD5231) | | Author(s): | Andrew Guess (Inside Higher Ed) | | Origin: | Contributed by Organizations or Campuses (11/13/2007) | | Type: | Articles, Papers, and Reports | | Abstract: | "As online tools become more ubiquitous inside and outside the classroom, and the growth of distance learning continues, education researchers have begun to focus on how best to harness new technologies. Advocates for the classical lecture experience still exist, of course, but the general trend has been toward incorporating various technologies into the classroom, from course management software to digital photography. One approach, called “blended learning,” mixes traditional “face to face” techniques with cutting-edge developments in theory and technology." | | View this resource: | |
Faculty Integration of Technology into Instruction and Students' Perceptions of Computer Technology to Improve Student Learning
| Title: | Faculty Integration of Technology into Instruction and Students' Perceptions of Computer Technology to Improve Student Learning (ID: CSD5189) | | Author(s): | Jared Keengwe (University of North Dakota) | | Source: | Journal of Information Technology Education | | Origin: | Contributed by Organizations or Campuses (10/11/2007) | | Type: | Articles, Papers, and Reports | | Abstract: | There has been a remarkable improvement in access and rate of adoption of technology in higher
education. Even so, reports indicate that faculty members are not integrating technology into instruction
in ways that make a difference in student learning (Cuban, 2001; McCannon & Crews,
2000). To help faculty make informed decisions on student learning, there is need for current
knowledge of faculty integration practices. Therefore, the purpose of this study was to examine
the nature of the relationship between faculty integration of technology into classroom instruction
and students' perceptions of the effect of computer technology to improve their learning.
A sample of at least 800 undergraduate students at a participating medium-sized midwest public
university was selected using a stratified random sampling technique. The researcher delivered
and administered the surveys to the participating students and collected them after completion.
98% of the questionnaires were complete and retained for analysis. Two major statistical techniques | | View this resource: | |
Using Discussion Webs to Develop an Academic Community of Learner
| Title: | Using Discussion Webs to Develop an Academic Community of Learner (ID: CSD3930) | | Author(s): | Eugene Matusov (University of Delaware), Renee Hayes (University of Delaware), and Mary Jane Pluta (University of Delaware) | | Source: | Journal of Education Technology & Society | | Origin: | Contributed by Organizations or Campuses (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | The World Wide Web has made possible an entirely new form of communication in the classroom: asynchronous, public, non-sequential, and selective (Windschitl, 1998). However, it is unclear how discussion webs can contribute to educational processes. Our research investigates the role of instructional interactive webs in promoting among preservice teachers an "academic community of learners," defined as an academic community that grounds inquiries and dilemmas emerging in their practice in an academic discourse based on considering alternatives and providing argumentation and evidence for their claims (Wells, Chang, & Maher, 1990). Based on this definition of a community of learners and concerns raised by fellow instructors, we created categories and analyzed one class discussion web, coding a total of 1,124 web entries of undergraduate students and their instructor to examine references they used, topics, genres, and relationships with other messages. Our findings suggest that students' web postings were mostly very sophisticated in that students were able to integrate outside references with new and enriching discussion topics, thereby providing viewpoints alternative to and sometimes critical of those expressed by the instructor and other students. These findings suggest that instructional interactive webs can be a useful tool for promoting and building an academic community of learners. | | View this resource: | |
What Have We Learned From 15 Years of Supporting the Development of Innovative Teaching Technology?
| Title: | What Have We Learned From 15 Years of Supporting the Development of Innovative Teaching Technology? (ID: CSD3879) | | Author(s): | Myles Boylan (National Science Foundation) | | Origin: | Contributed by Organizations or Campuses (2004) | | Type: | Articles, Papers, and Reports | | Abstract: | In those disciplines, departments, and institutions that have been investing significantly in technology, there is growing evidence that this is now paying off in the form of better retention of underrepresented groups of students and better student learning. Investment in education technology across disciplines and institutions is uneven. In no single discipline has a majority of the national faculty begun to use teaching methods that rely strongly on education technology. Economics is clearly laggard when compared to disciplines in the physical sciences, engineering, and mathematics, yet on the innovation frontier, there are highly promising technologies that have been created and are being tested. Assessment is receiving growing attention, and there is high promise of large advances. | | View this resource: | |
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