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Unformatted text preview: How Has Technology Changed Learning and Instruction? 02:31 Historical/Philosophical Background • Technology: All types of tools that humans have created to serve them in their work and play o Can range from a simple device to rather sophisticated mechanisms o Each generation is shaped by the technologies it develops • Educational Technology o Instructional purpose Commonplace in schools and classrooms • Computer-Based Technologies o The peripheral or related devices used with computers o Not new to education Computers have become increasingly more common educational tools in the last 2 decades o Today’s educators have no choice but to become familiar with new, computer-based technologies Technology lacks the power to transform ineffective teachers into effective ones or vice versa Technology can amplify or intensify whatever fundamental traits and patterns already exist in the learning environment • Multimedia to Hypermedia o Multimedia: Learning in environments where multiple media are used in combination to enhance students understanding o Hypermedia: The full integration of multiple media forms by means of networked systems that allow the users to select representations they prefer Hot words: Highlighted vocabulary words that are pronounced and defined for them Components of Effective Computer-Based Instruction • Technology o Many schools and classrooms still have little or no up-to-date computer technology Digital divide: The extensive gap between the technology haves and have nots o Computer-based technologies are too often underutilized • Learning Theories o All educators have a conception of learning that affects the way they approach teaching o A richness in human and nonhuman resources within the classroom stimulates or prompts deeper processing among participants Technology becomes a way to off-load cognitive demands o Computer-based technology can complement any theoretical view of learning and development • Educational Practices o Choices include the model of classroom interaction teachers will pursue, the specific content they will target, and the type of assessment they will employ They should decide ho much time they want to devote to a particular task or lesson and whether the use of computer-based technologies will fit within that time frame Perplexing Questions and Potential Solutions • Students often have more computer knowledge and expertise than their teachers do • Educational researchers and practitioners have had only limited opportunity to study concerns and to pose workable solutions • Virtual Reality/Virtual Learning...
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- Spring '08
- ComputerBased Technologies, computerbased technologies Technology, Technology Gap Students