Contributed by Organizations or Campuses; Articles, Papers, and Reports; Instructional Technologies; and IT Integration
Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation
| Title: | Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation (ID: CSD5476) | | Origin: | Contributed by Organizations or Campuses (08/11/2008) | | Type: | Articles, Papers, and Reports | | Abstract: | The National Science Foundation defines "cyberlearning" as "the use of networked computing and communications technologies to support learning." The report of the NSF Task Force on Cyberlearning, Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation, identifies cyberlearning as having "…the potential to transform education throughout a lifetime, enabling customized interaction with diverse learning materials on any topic..." The task force report identifies potential ways in which advanced computing and communications technologies might be leveraged to support learning, highlighting opportunities for further research. In it, the task force offers 5 recommendations for the NSF to pursue: | | 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: | |
Student Expectations Study
| Title: | Student Expectations Study (ID: CSD5190) | | Source: | JISC | | Origin: | Contributed by Organizations or Campuses (07/25/2007) | | Type: | Articles, Papers, and Reports | | Abstract: | These are key findings from online research and discussion evenings held in June 2007 for the Joint Information Systems Committee. The Joint Information Systems Committee (JISC) commissioned Ipsos MORI to undertake research among prospective university students to understand a number of issues: - current levels of ICT (Information and Communications Technology) provision at school/college
- expectations of ICT provision at university
- any difference between expectation of ICT provision and that which is provided by HE institutions
These objectives helped to explore the hypothesis that there is a mismatch between student expectations of what they will be able to do and what Higher Education (HE) institutions can and do offer in terms of ICT. This study will form part of an overarching piece of research being undertaken by JISC to examine this hypothesis and inform HE institutions of student expectations of ICT provision. | | View this resource: | |
The Encyclopedia of Educational Technology
| Title: | The Encyclopedia of Educational Technology (ID: CSD4489) | | Author(s): | Robert Hoffman (University of Rochester) | | Origin: | Contributed by Organizations or Campuses (2006) | | Type: | Articles, Papers, and Reports | | Abstract: | The Encyclopedia of Educational Technology (EET) is a collection of short multimedia articles on a variety of topics related to the fields of instructional design and education and training. The primary audiences for the EET are students and novice to intermediate practitioners in these fields, who need a brief overview as a starting point to further research on specific topics. Authors are graduate students, professors, and others who contribute voluntarily. Articles are short and use multimedia to enrich learning rather than merely decorate the pages. | | 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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