Transcript Linking to Learn: Using Technology to People and Resources

Linking to Learn: Using
Technology to Connect
People and Resources
Integrating Educational
Technology into Teaching
Reaching Out to a World of
Resources
Our society’s recognition of the
importance of ready access to
people and resources is the
revolution in communications.
Reaching Out to a World of
Resources
As Francis Bacon said: “Knowledge
is power”, then communication is
freedom. The freedom for people to
reach information and acquire
knowledge that empowers them.
Communication Technologies
that Assist Learning Through:
Course delivery systems
Communication among teachers,
students, and others
Locating and consulting people and
information resources
Linking to Learn
All linking activities have one thing
in common: the use of some kind of
network to communicate.
A link may enable one to take a
college course or transmit a
message.
Terms
Distance education, remote
learning, and distance learning
all refer to learning situations
where the instructor and learner
are separated over distance/time.
Telecommunications facilitates
communication among teachers,
& students, and permits users to
locate & use people & resources.
Terms
Distance learning activities
(course delivery systems)
usually replace classroom
instruction and involve costly
resources, implementation
strategies, and changes to the
traditional classroom structure.
The Effectiveness of Linking
Activities
Research has consistently found
no significant difference between
instruction delivered through
traditional classroom methods
and instruction delivered over
remote technologies in distance
learning from 1954 through 1994.
The Effectiveness of Linking
Activities (cont.)
However, existing research,
anecdotal evidence, and project
evaluations support distance
learning as an effective means for
delivering formal instruction
(Lane, 1993).
How Linking can Change the
Nature of Education
Provides ready access to a variety
of people and information
resources.
Creates opportunities for
collaboration between classrooms.
Supports leaner-initiated study.
How Linking can Change the
Nature of Education (cont.)
Offers advanced or otherwise
unavailable courses.
Delivers staff development
programs with minimal restrictions
on time and place.
Hypothesized Structural
Changes in Educational Systems
Changes related to curriculum
Teaching students how to locate,
access, and apply information is
education’s most important goal.
Changes in the physical environment
Virtual Learning Communities
Changes in Teacher & Student Roles
The Conceptual Background for
Linking
Networks:
Any linking activity needs three
basic components:
1. People who seek information.
2. A source of information.
3. A transmission technology
that links the two.
(Emulation modes, parameters,
protocols)
The Conceptual Background
for Linking (cont.)
Linking configurations.
Microcomputer with modem,
communications software, and
telephone line.
Audio-Based Systems
One-way audio.
Teachers speak to distant
students, who cannot respond
directly in real time, by using
Audio programming. Audio
Programming may be delivered to
individuals or classrooms via
radio broadcasts or through
telephone service.
Audio-Based Systems (cont.)
Audioconferencing.
Audioconferencing or two-way
audio allows multiple users to
interact in real time. Users may
converse over a simple telephone
link.
Audiographics.
It is an advanced form of
computer networking.
One-Way Video Systems
Anyone with necessary hardware
and connections can receive openair or encrypted broadcasts.
Transmissions occur via satellite,
Instructional Television Fixed
Service, cable telecasts, microwave
or a public broadcasting system.
One-Way Video Systems (cont.)
Student-Teacher interaction
occurs through:
– Telephone lines
– Special response systems
– E-mail
One-Way Video, Two-Way
Audio
Completely interactive, real-time
instructional course delivery
Benefit: increased access to
courses and expert resources
available remotely
Interactive Two-Way Audio and
Video
Teachers and students can see each
others reactions and respond. This
two-way remote learning system is
much like that in a traditional
classroom environment.
These learning systems are the
most complex and most expensive
to manage.
Top-Level Policy/Planning
The involvement of federal,
state, and local governments;
local school districts and
schools; and the private sector
will be required to develop
policies for distance learning.
Distance Learning Considerations
Training teachers to use
telecommunications
Technical/Support Issues- limited
visual interaction & classroom
management, timeliness of material,
available facilitators, equipment
malfunctions, copyright issues, cost
Assessment
The implementation of distance
learning in local classrooms
is complicated:
1. Accountability for student
achievement becomes split
between the tele-teacher or
facilitator.
Assessment
2. Educators must define an
assessment system appropriate for
the non-traditional learning that
occurs.
Administrative Support
A Teacher’s ability is
unquestionably important to the
success of a computer network, but
administrative support for
technology is critical.
Interoperablility
As educators begin to use
networked technologies, schools
encounter a fundamental problem
with the lack of uniform standards
for interconnection.
Today, transmission technologies
vary considerably in availability and
cost.
Interoperablility
Many current systems for receiving
information are proprietary in
nature, restricting reception to the
same or technologically compatible
equipment or systems.
Standards for interoperability must
cover more than a single standard
for data delivery, voice, video.
Obtaining Required Resources
Teachers who want to do modembased linking activities complain
most often about:
– Telephone lines.
– Computers.
– Modems.
Logistical Problems
Teachers have to make sure that
students have access to modems
and telephone lines.
–Time frames
–Time zones
–Real-time “chats” impossible
Planning a Successful
Telecommunications-Based
Curriculum
Instructionally significant in
terms of established state or
district curriculum.
Appropriate for the medium so
to “ take advantage of
instructional features that only
telecommunications can
provide”.
Ethical Issues
The content of messages and
databases are not always
monitored.
Some content may not be
appropriate for minors.
Equity and Cultural Issues
Technology’s built-in cultural bias.
Access to information technology.
Technology’s role in multicultural
education.
Popular Online Information
Sources
ERIC
National Geographic
Kids Network
AT&T Learning
Network
Internet
The International Network
The major benefit of the Internet is
the comprehensive nature of the
information and services it
provides:
– FTP
– Email
– Gopher
– Usenet
– Telnet
Internet
The earliest version of the Internet
was developed by the U.S. D.O.D.
and funded by its Advanced
Research Project Agency.
The Internet allow users to share
resources and exchange
information easily.
Internet Protocol or IP makes
Internet exchanges possible.
Types of Teaching and Learning
Activities with
Telecommunications
Electronic penpals
Cooperative research
projects
Electronic mentoring
Parallel problem solving
Electronic field trips
Simulated activities
Social action projects
The End--------