Contributed by Organizations or Campuses; Articles, Papers, and Reports; and Electronic Classrooms
Revisiting the Classroom
| Title: | Revisiting the Classroom (ID: CSD3965) | | Origin: | Contributed by Organizations or Campuses (2003) | | Type: | Articles, Papers, and Reports | | Abstract: | For all of the interest in enhancing classrooms with IT equipment, the hardest problem today is that the stock of rooms has to cover both traditional and newer teaching methods. Designs and equipment choices that allow the new uses without compromising the old ones are the best approach and are becoming more possible. | | View this resource: | |
Teaching as Performance in the Electronic Classroom
| Title: | Teaching as Performance in the Electronic Classroom (ID: CSD3839) | | Author(s): | Doug Brent (University of Calgary) | | Source: | First Monday | | Origin: | Contributed by Organizations or Campuses (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | New developments in online educational technology have a profound effect on notions of intellectual property. Theories of the social construction of technology explain the extremely unstable nature of new technologies. Walter Ong's theory of the alphabet effect provides insight into the ways in which knowledge changes as media of communication change. Shoshana Zuboff's ideas on how managerial knowledge is transformed by technology help us understand how certain kinds of knowledge resist being textualized. These ideas help us understand the effects of new teaching technologies in terms of a long–standing struggle between two views of knowledge: knowledge as performance and knowledge as thing. | | View this resource: | |
The Costs of Incorporating Information Technology in Education
| Title: | The Costs of Incorporating Information Technology in Education (ID: CSD2617) | | Author(s): | Brian M. Morgan (Virginia Tech) | | Origin: | Contributed by Organizations or Campuses (1997) | | Type: | Articles, Papers, and Reports | | Abstract: | The purpose of this paper is to stimulate discussions concerning the costs and benefits of incorporating computer and network technology in science education. Some costs are obvious, such as the initial price of hardware and software, and the continual costs of upgrades, maintenance, and technical support. Other costs are less obvious. Some examples include an increasing percentage of instructor time spent on remaining adept at using information technology; changes in the use of classroom and laboratory space; and shifts in the use of classroom, laboratory, and student study time as students learn technology skills rather than science concepts. This paper discusses the cost of using information technology in education as one aspect of a continuing escalation in the cost of education and educational tools. This upward price spiral is analogous to the cost of scientific research, which continually increases due to the need for more and more specialized and expensive laboratory space and instrumentation. The challenge for science educators is to provide a high-quality education in ever-expanding fields, in a regime in which funding for science and education has reached a steady-state condition. | | View this resource: | |
|
