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Evaluation And Implementation Of Distance Learning: Technologies Tools And Techniques

Classrooms need multimedia technology in each classroom. Teachers need access to teaching computers, LCD projectors, scanners, and other equipment in the classroom. Teachers need to be able to quickly use this equipment and access software when needed. Teachers need to be able to access and display the Internet and know how to utilize the Internet, software programs, presentation software, videotapes, and so on, in their teaching methods.

Classrooms also need software and equipment available to their students. How to use it, how to set up discussion groups for students, how to post assignments and readings, and how to use it for students to post their assignments. Teachers need to understand how and why this technology can affect their teaching approach. How to create web pages, how to use them in their teaching, and why they should use them.

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Web pages can have many functions for displaying information and creating student interaction. Web pages can also be used for helping students be more independent learners. Teachers need to know how to search for information, how to critically analyze and evaluate this information, how to use FTP file transfer protocol , telnet, email, mailing lists, and newsgroups. Teachers need to know how this powerful system can affect what is learned and how learning can best occur. How to select appropriate software for specific grade levels and content areas, how to evaluate the effectiveness of this software, and what types of software are available.

Teachers need to be thoroughly familiar with many of the software options available and understand when and how to use them in the classroom. Teachers need to understand the three technological configurations available — additive, integrated, and independent. They need to understand which configuration that they would like to implement, why this one is best for them and their students, and how to implement this method of integration.

Teachers need to know how, when, and why to use any technology in the classroom. Teachers need to be able to modify how they teach in order to incorporate this technology. How to design and create various instructional materials for learners. Teachers need to understand design principles, how to create instructionally effective materials, what types of materials to create to best meet the learner needs, and how they can utilize these materials in their teaching. Instructional materials that teachers need to know how to create range from bulletin boards and transparencies to PowerPoint, HyperStudio, and web-based materials.

Teachers need to understand these issues and how they might affect what and how they teach. These issues might be copyright and fair use issues to issues involving access to information. Teachers need to keep up with what types of instructional materials and tools that are being developed and how these new materials might be useful to them as teachers.

They need to learn how to use these new materials and how to incorporate them into their teaching.

Hardcover Evaluation and Implementation of Distance Learning: Technologies, Tools and Techniques

What is the role of technology in education? How should technology be used for teaching and learning? When should it be used? What types of learners learning styles, ages, ability levels, gender, etc. How does technology affect what and how we teach?

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How does technology affect our lifestyles and our whole educational system? Should we reconstruct education because of technology? What should the educational system look like in the next few years because of these advancements in technology? Learn the latest developments in instructional design for online education and employ a variety of multimedia technology tools to design, create and evaluate engaging learning experiences. View Course. Instructional Design Models Certificate Fully Online In this online course, you will explore traditional instructional design models and the progression of the learning design approach to creating online learning experiences.

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Cite this article as: Kurt, S. International Society for Educational Technology. Connect With Us Facebook Twitter. Student academic success did not reliably differ as a function of learning environment selection. Implications of these results are discussed in terms of learning style characteristics of computer science students, learning styles and gender differences and implications of student academic success in on-line vs face-to-face environments. Unable to display preview. Download preview PDF.

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Childers, C. Streaming media for web based training. Council for Higher Education Accreditation. Accreditation and assuring quality. Dutton, J. Do online students perform as well as lecture students?

Evaluation And Implementation Of Distance Learning: Technologies, Tools And Techniques

Journal of Engineering Education , 90 1 , — Ely, E. The non-traditional student. ED Google Scholar. Fraser, B. Science learning environments: Assessment, effects and determinants. Tobin Eds. Dordrecht, The Netherlands: Kluwer. Educational environments: Evaluation, antecedents and consequences. London: Pergamon. Gadt-Johnson, C. Comparing students with high and low preference for tactile learning. Education , , — Galbraith, M. Assessment of dominant perceptual learning styles of older adults. Educational Gerontology , 10 , — Garner, I.

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The nature and importance of interaction in distance education credit class at technical institutes. Herring, S. The rhetorical dynamics of gender harassment online. The Information Society , 15 , — Hickson, J. Learning style patterns of middle school pupils. School Psychology International , 17 , 59— Jegede, O.