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An
Internet Analysis
"I think
we put too much emphasis on technology skills instead of learning problem-solving,
thinking skills, and solving complex tasks in group situations using the
available technology."
Chris Moersch, Director of the National Business Education Alliance
The Columbia Journalism Review has pulled
together some "hard numbers" on
Internet use and size <http://www.cjr.org/year/00/2/hardnumbers2.asp>;.
Learn how to go about STREAMLINING CLASSROOM MANAGEMENT http://www.iste.org/L&L/archive/vol28/no2/featuredarticle/mcnally/index..html
in the first part of a series from the International Society for Technology
in Education. This article suggests taking the first step toward integrating
computers into the classroom by using technological tools to manage classroom
tasks and encouraging students to do the same.
Beware the Shallow Waters!: The Dangers of
Ignoring History and the Research on Change in Schools: http://fno.org/jun99/teach.html
by Jamie McKenzie
Even though we have been trying to change schools for a very long time,
many of the leaders of the recent drive to network classrooms appear unaware
of that history. They show by their actions, their promises and their
strategies that they have little understanding of the failures and mishaps
that accompanied many earlier school change efforts. They appear unaware
of educational research that outlines the elements of successful innovations.
They seem headed for shallow waters as they emphasize the purchase and
installation of equipment while underfunding organizational development
and ignoring the lessons of the past.
Making Online Education Work from Copernicus
Education Gateway: http://www.EdGate.com,
August 29, 2000.
For at least a decade now, online education has been regarded as another
practical and viable means to education. This is particularly true when
local colleges do not offer the courses required, or when professionals
want to add to their academic qualifications without disrupting their
careers and family lives.
For students in areas where traditional classrooms are long distances
away, online education is possibly the only practical method. It is more
viable and certainly less
expensive than relocating. Yet for all its advantages, there are also
some pitfalls that are especially relevant to educators involved in the
creation of online course material.
Some of the disadvantages of online education reported by students taking
online courses are:
1. The lack of face-to-face human interaction;
2. Technical problems with the computer and course materials; and
3. The evaluation of tests and exams.
Many online students claim to miss the warmth of face-to-face human contact:
the facial expressions, body language, and spur-of-the-moment stories
and examples contributed by both teachers and students. They also believe
that live teachers are in a better position to clarify a point or sort
out any confusion or misunderstanding about the course material.
Apart from student-teacher interaction, online students also seem to miss
student-student interaction. They feel that students working together
in groups teach each other, fill in communication gaps, and help raise
each other's understanding of the subject. Apart from academic learning,
human interaction teaches students valuable social interaction skills.
Many students feel that the technical problems they encounter are because
not all students and teachers are equally computer savvy. Many experience
problems with the course material itself. They feel that courses are often
poorly designed and unimaginative. Online
education is better suited to subjects like history, sociology, and philosophy
-- subjects that don't require demonstration and experimentation like
science or fine arts.
What about exams and grades? A very real concern for many students is
the evaluation and assessment of their performance. It is easy to cheat
on the Net; books could be opened and knowledgeable persons are just a
phone call away. The need for self-regulation can be viewed as a clear
disadvantage.
Here's what you can do to address some of these concerns:
1. Hold an online orientation program that helps students understand technical
requirements. Group students according to their skill levels. Ensure that
everyone is on the same wavelength, especially students from non-English
speaking backgrounds.
2. Carefully plan online courses. Some courses lend themselves well to
online education; others do not.
3. Adapt the teaching method to the computer or Internet environment.
Work closely with professionals and learn to use interactive tools and
the medium creatively and imaginatively.
4. Design tests and exams in a way that individual performances can be
assessed, e.g. essay writing.
5. Make a commitment to make the medium work. Get the same commitment
from students so that they discipline themselves based on the requirements
of the online environment.
6. Last but not least, stay approachable. Students need more support in
cyberspace.
Striking a Balance Between Traditional Teaching
and New Media
Alternate methods of teaching and learning are now making inroads into
our existing education system.
Teachers and education boards must decide whether any or all of the new
opportunities are relevant, and if so, how to incorporate them into existing
teaching methods.
Striking a balance between traditional and new media learning is not easy.
You must first have a thorough understanding of the benefits and applications
of both methods. Obviously, each has its own virtues and shortcomings.
Teachers as well as students should be encouraged to make their own unique
assessments of both types of learning. Only then can you decide how and
when to best incorporate new media into the classroom. As much as possible,
any such integration should be seamless and natural.
The traditional classroom approach, in which teachers and students interact
on a one-on-one basis, has the advantage of allowing for a teacher's own
experiences and knowledge to enrich the learning process. This method
can also be invaluable in addressing questions that require a degree of
personal insight and understanding. In situations in which the explanation
of a concept requires associations and metaphorical examples, students
may benefit most from simple discussion and debate. In fact, you may find
that when it comes to understanding complex concepts, many students might
actually prefer a student-teacher dialogue to interaction with a new media
device.
Yet the different aptitudes and learning curves of individual students
can make new media an effective learning and teaching "reinforcer."
Try using traditional media for primary instruction of concepts, and then
supplementing the lessons with CD-ROMs and the Internet, both of which
give students the opportunity to select their own levels of interaction.
The initial learning process can be effectively reinforced by allowing
students to tailor the amount and duration of new media learning to their
own unique needs. Students who are otherwise shy might find this an easier
way to seek answers to their questions, since the new media option allows
them to learn and gain confidence at their own pace.
For teachers to assess traditional learning methods, they need an objective
way of evaluating their own existing teaching practices. Educators also
need to analyze where and how new media can be employed to enhance the
classroom experience and add value to students' learning experiences.
You should also consider how students like best to be taught. Their preferences
can often provide interesting and useful insights into your efforts to
use technology in education, and help you achieve a balance between traditional
and new media education.
At the end of the day, you must find your own balance for traditional
and new media teaching tools. Based on your class size and composition,
you alone can determine how much of each component your students need
for each lesson. It is important to maintain traditional teaching,
but also to benefit from the advantages that new media offers. New media
education is not intended to dispense with teachers and the more traditional
methods of education; it is intended to enhance their efforts and give
them their due.
Schools Click On to Technology; Critics Say
Computers Siphon Money Away from Traditional Learning Areas: http://www.bostonherald.com/news/local_regional/comp06042000.htm
Even as more schools are tuning in to technology, critics claim that the
big spending is just another fad, and that splurging on technology takes
funds away from traditional teaching efforts. They contend that there
is not enough evidence that children learn more effectively on computers
than they do sitting in traditional classrooms.
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