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Exploring Current Issues in Educational Technology / Tiene & Ingram | |||||
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Exploring Current Issues in Educational Technology / Tiene & Ingram | |||||
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Preface: Why This Book Is Different xv
Introduction 1
Selecting Your Scenarios: Chapter Overviews 3
From Video to Virtual Reality: Technology and Its Instructional Potential 15
From Conditioning to Constructivism: Learning Theories and Their Impact on How We Teach 25
SECTION 1
Curricular Concerns: Strategies and Skills 37
1. The Role of Research: Asking the Right Questions About Educational Technology 39
Introduction 39
Examining a Critical Issue: The Role of Technology in Instruction 40
Challenges Involved in Researching 41
Guidelines for Good Experimental Design 44
Descriptive Research 45
The Role of the Researcher 48
Which Type of Research Is Best? 49
Recommended Reading 50
Other References 50
Scenario 50
Issues Inquiry 51
2. Surviving the Information Explosion: Researching on the World Wide Web 53
Introduction 54
Search Engines 54
How to Take Advantage of the Vast Resources on the Web 56
Levels of Cognitive Awareness 58
Recommended Reading 60
Other References 61
Scenario 61
Issues Inquiry 62
3. Deconstructing Constructivism: The Paradox of Planning Unstructured Units 63
Introduction 64
Constructivist Approaches to Teaching 64
Getting Situated 66
Successful Constructivist Projects 67
Planning Your Constructivist Lessons 69
Recommended Reading 72
Other References 72
Scenario 73
Issues Inquiry 74
4. How Can Technology Facilitate Constructivist Units? 75
Introduction 76
Information Access Through Communications Technologies 76
Creative Projects with Technology 78
A Sample Unit: Ancient Egypt 80
Deconstructing Pop Culture Images 82
Recommended Reading 84
Other References 84
Scenario 85
Issues Inquiry 86
SECTION 2
Difficult Decisions: Crucial Yet Complicated 87
5. TV or Not TV? That Is the Question: Commercialization of the Classroom 89
Introduction 89
Opposition to the Channel One Project 89
The Potential Advantages of Subscribing to Channel One 91
The Nationwide Proliferation of Channel One Schools 92
Research into the Effects of the Channel One Project 93
Commercialism in the Schools 94
Recommended Reading 95
Other References 95
Scenario 96
Issues Inquiry 97
6. Is a Computer’s Place in the Lab or in the Classroom? 99
Introduction 100
Advantages of a Computer Laboratory 100
Teaching in a Lab 101
Potential of Computers in Classrooms 102
Curriculum Integration of Computers 103
Computer Placement in Different Types of Schools 104
Other Factors Influencing Computer Location 106
Recommended Reading 108
Other References 108
Scenario 108
Issues Inquiry 110
7. Replacing Books with "Notebooks": Hard Copy Versus Software 111
Introduction 112
Can Schools Afford It? 112
The Book As an Instructional Medium 114
Advantages of Electronic Text 115
Compact Discs or Networking? 117
Access to Other Electronic Resources 118
Mere Replacement or Significant Shift? 119
Recommended Reading 120
Other References 120
Scenario 120
Issues Inquiry 121
8. Is Educational Technology Sometimes Just Too Expensive? 122
Introduction 123
Cost Categories 123
Estimating Cost 125
So, Is It All Worth It? 127
Recommended Reading 131
Other References 131
Scenario 131
Issues Inquiry 132
SECTION 3
Social Issues: Rights and Responsibilities 135
9. Internet Indiscretions: The Limits of Free Expression in Cyberspace 137
Introduction 137
What About Standards for the Internet? 138
Educational Examples 139
Major Controversy at Northwestern University 140
What Can People Place on the Web? 141
Acceptable Use Policies 142
Spamming 143
Filtering the Internet 144
Recommended Reading 146
Other References 146
Scenario 146
Issues Inquiry 148
10. It Takes a Global Village: Multicultural Studies Through Telecommunications 149
Introduction 150
Why Is Intercultural Awareness Important? 151
Incorporating Intercultural Experiences into the Curriculum 152
Culture Through the Lens 153
Culture on Compact Disc 155
Culture on the World Wide Web 156
Electronic Exchanges with Other Cultures 157
Beyond Text: Graphic Interfaces and Video-Based Exchanges 159
Making Connections 160
Recommended Reading 160
Other References 161
Scenario 161
Issues Inquiry 162
11. Coming to Conclusions About Inclusion: What Role for Assistive Technologies? 164
Introduction 165
Some Background About Educating Students with Disabilities 165
Physical Disabilities Encountered in the Classroom 166
Sensory Impairment: Blindness and Deafness 167
Cognitive Disabilities Faced by Young Learners 168
Assistive Devices for the Physically Impaired 170
Overcoming Sensory Impairments with Technology 171
Software and the Learning Disabled 173
Developing the Individualized Education Program 174
Approaches to Selecting Devices and Applications 175
Recommended Reading 176
Other References 177
Scenario 177
Issues Inquiry 179
12. Fair Use: Copyright or Copywrong? 180
Introduction 181
What Constitutes Fair Use? 182
Questions of Interpretation 183
Permission or Paying Can Be Problematic 185
The Question of Enforcement 186
New Technologies Raise New Questions About Copyright 187
Online Issues: Are Hyperlinks a Copyright Violation? 188
Distance Education and Copyright: Issues of Scale 189
Future Issues 191
Recommended Reading 192
Other References 192
Scenario 193
Issues Inquiry 195
SECTION 4
New Opportunities: Engaging or Enraging? 197
13. Is Hypermedia Worth the Hype? 199
Introduction 200
A Hyperattenuated History of Hypermedia 200
How Hypermedia Helps 201
Linking and Associative Learning 202
Hypermedia and Constructivism 203
Getting Lost in Hyperspace 204
Issues in Hypermedia Design 206
Recommended Reading 207
Other References 207
Scenario 208
Issues Inquiry 209
14. Digital Developments: Television’s Technological Transformation 210
Introduction 211
Improvements in Television Quality 211
Sending Signals 213
Television Becomes Video 214
Shooting in a Gallery (or Museum, Craft Fair, Garage Sale, Etc.) 215
Editing Goes Digital 217
Television as a Presentation Device 218
Video as an Archival Medium 219
Telecommunicating Educational Experiences 220
No Big Production 222
Recommended Reading 223
Other References 223
Scenario 224
Issues Inquiry 225
15. Distance Education: So Far, So Good? 226
Introduction 227
A Brief History of Distance Education 227
Teleconferencing Technologies 228
Online Instruction 230
Distance Education Issues 232
Recommended Reading 233
Other References 233
Scenario 234
Issues Inquiry 236
16. Conceptual Connections: Establishing Online Learning Communities 238
Introduction 239
Electronic Mail 239
Mailing Lists 241
Newsgroups 242
Bulletin Boards 243
"Chat" Services 243
Applications of Computer-Mediated Communications in Education 245
Limitations of Computer-Mediated Communications 247
Recommended Reading 247
Other References 248
Scenario 248
Issues Inquiry 249
SECTION 5
Future Possibilities: Virtually No Limitations? 251
17. Teacher Training in Technology: The Trials and Tribulations of the Technophobes 253
Introduction 254
Keeping Up with the Latest and Greatest 254
Beyond the Basics with Technology 255
Integrating Technology into Classroom Instruction 257
Technology and Active Learning 258
Hands-on, Not Hands-off 259
Knowing It, Hands Down 261
Recommended Reading 261
Other References 261
Scenario 262
Issues Inquiry 263
18. Is Artificial Intelligence Better Than Authentic Stupidity? 264
Introduction 265
Expert Systems: Smart but Specialized 265
Pattern Recognition: Making Machines More Perceptive 267
Speech Recognition: My Machine Just Doesn’t Understand Me 269
Intelligent Computer-Assisted Instruction: How Smart? 270
Deep Blue and Beyond 273
Recommended Reading 274
Other References 274
Scenario 275
Issues Inquiry 277
19. That’s Virtually Impossible! (or Is It?): Virtual Reality in the Classroom 278
Introduction 279
How VR Became a Reality 279
Real World Applications of VR 281
Multiuser VR on the Web 282
Experience Is the Best Teacher: VR in the Schools 283
From Pacman to Holodeck 285
Recommended Reading 286
Other References 286
Scenario 287
Issues Inquiry 288
20. The Third Millennium School: From Industrial to Information Society 289
Introduction 290
Schools in a Changing Society 290
The New Curriculum 291
Information-Processing Skills 293
Instructional Technology in the Schools of the Future 294
From the Student’s Perspective 297
New Roles for Teachers 298
New Approaches to Evaluation of Student Progress 299
Changes in School Structure 300
Recommended Reading 301
Other References 301
Scenario 302
Issues Inquiry 303
Glossary 305
