Location
Daytona Beach, Florida
Description
This paper describes a systematic process for implementing effective use of new technology tools in the modem college classroom. It provides a workable method for insuring that specific necessary conditions have been met for each teacher and each classroom--not a "silver bullet" that will work everywhere for everyone, but a case-by-case way of assessing and implementing.
The paper begins by recognizing the changing educational environment and the emergence of the "cyberschools" --the electronic classrooms that distribute training via video tapes, the internet and cable television. Although these media are becoming more prolific, they do not provide the interactive learning environment of the formal college classroom. Traditional academe has already updated most classrooms with video tape recorders and overhead projectors, but these do not constitute "new technology tools" such as state-of-the-art high-definition video projectors, computers, interactive computer simulation software and distance learning tools that link classrooms. Many students now use personal computers to access oceans of data via the WorldWide Web--"new tools" from the student's perspective, but teachers do not always insure that students use them effectively. The problem is not the capability of these new tools, but in the teacher's inability or reticence to use them effectively, or worse: allowing the tools to push the teacher out of the learning process and the student to substitute "search" for research.
A Systematic Methodology for: Keeping the Teacher in the Leaming Process While Utilizing New Technology Tools
Daytona Beach, Florida
This paper describes a systematic process for implementing effective use of new technology tools in the modem college classroom. It provides a workable method for insuring that specific necessary conditions have been met for each teacher and each classroom--not a "silver bullet" that will work everywhere for everyone, but a case-by-case way of assessing and implementing.
The paper begins by recognizing the changing educational environment and the emergence of the "cyberschools" --the electronic classrooms that distribute training via video tapes, the internet and cable television. Although these media are becoming more prolific, they do not provide the interactive learning environment of the formal college classroom. Traditional academe has already updated most classrooms with video tape recorders and overhead projectors, but these do not constitute "new technology tools" such as state-of-the-art high-definition video projectors, computers, interactive computer simulation software and distance learning tools that link classrooms. Many students now use personal computers to access oceans of data via the WorldWide Web--"new tools" from the student's perspective, but teachers do not always insure that students use them effectively. The problem is not the capability of these new tools, but in the teacher's inability or reticence to use them effectively, or worse: allowing the tools to push the teacher out of the learning process and the student to substitute "search" for research.