Employing Interactive Technologies for Education and Learning: Learning-Oriented

Employing Interactive Technologies for Education and Learning: Learning-Oriented

Jeffrey Hsu (Fairleigh Dickinson University, USA)
DOI: 10.4018/978-1-60566-150-6.ch017
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A number of new communications technologies have emerged in recent years which were originally used primarily for personal and recreational purposes. The emphasis of these is on social networking and communications. However, these “conversational, constructivist Web 2.0 learning tools”, coupled with the power and reach of the Internet, have been identified and employed effectively for both educational learning and knowledge-oriented applications. In particular, the technologies given attention in this paper include Instant Messaging (IM), weblogs (blogs), wikis, and podcasts. A discussion of these technologies and their uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications for education, as well as areas for future research are also explored.
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In any current discussion of educational methods and techniques, the influence of technology is ever present. While the impact and perseverance of mainstream methods have still maintained their hold on many in the educational realm, it is without a doubt that technology is now an important component of the teaching and learning in the 21st century. The concept of “teaching with technology” is now an accepted part of the educational literature (Goffe and Sosin, 2005).

While for many years the mediums employed for education have remained fairly constant and traditional, including tried and true methods such as the blackboard and chalk, whiteboards, flipcharts, and overhead projectors, the employment of computing technologies has resulted in the usage use of PowerPoint, e-mail, and web-based course portals/enhancements such as Blackboard and WebCT. These have remained in widespread use in education for a wide variety of courses and programs.

In connection with this, there have been numerous studies done, and papers written, about the use of technology in the classroom, together with work on the related areas of e-learning, web-based learning, and online learning. The usage of computing technologies in education has been examined widely, and there is a sizable body of work on web and online learning, including the studies by Ahn et al. (2005), Liu and Chen (2005), and Beck et al. (2004) and numerous others.

In particular, some of the relatively newer technologies have been recognized as being particularly useful in the classroom, and have been engaged in innovative ways. These technologies of particular interest, are referred to as “conversational technologies,” which allow for more effective creation and sharing of information (Wagner, 2004; KPMG, 2003). Another term often used to describe these technologies is the concept of “constructivist learning tools,” which encourage, and are focused on, users creating, or constructing, their own content (Seitzinger, 2006).

The interest in employing these kinds of technologies stems not only from the unique pedagogical benefits gained, but also from the basic need to stay in tune with the focus and strengths of today’s students. Prensky (2001) suggests that the students being taught today are “no longer the people our educational system was designed to teach” and that while the students of today can be termed “digital natives”, many educators could be regarded as newcomers and relative novices, perhaps termed as “digital immigrants.” Yet another way to look at this is to view earlier educational approaches as “print-based” while those of the current environment can be called “digitally-based, secondly-oral” (Ferris and Wilder, 2006).

Another key benefit of these kinds of technologies is that they can help to support what is called “collective cognition.” This concerns thought processes and insights which are the product of the combined efforts of two or more people, and which did not arise from the ideas of one individual alone (Stahl, 2006; Giere, 2002). A way of viewing this is that this kind of work is designed to solve problems which are “beyond the capabilities of any individual member (Lund and Smordal, 2006; Hutchins, 1995). This concept is related to “communities of practice” (Lave and Wenger, 1991), and also a more unstructured, but insight and activity oriented, “collectivities of practice” (Lindkvist, 2005)

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Table of Contents
Chapter 1
Mara H. Washburn
Many Western nations face a critical shortage of skilled professionals in science, technology, engineering, and mathematics (STEM). However, despite... Sample PDF
Media and Women in Technology
Chapter 2
David Gefen, Nitza Geri, Narasimha Paravastu
Threaded discussions are one of the central tools of online education. These tools enhance student learning and compensate for the lack of social... Sample PDF
The Gender Communication Gap in Online Threaded Discussions
Chapter 3
Princely Ifinedo
In this study, we investigate the influence of two external influences i.e., Ease of finding and Computer anxiety on the technology acceptance model... Sample PDF
The Technology Acceptance Model (TAM) and the Continuance Intention
Chapter 4
Thanakorn Wangpipatwong
In this article, the study of how a constructivist e-learning system affects students’ learning outcomes was explored and a two-phase study was... Sample PDF
The Influence of Constructivist E-Learning System on Student Learning Outcomes
Chapter 5
Andreas Wiesner-Steiner, Heike Wiesner, Heidi Schelhowe, Petra Luck
This article presents substantial results from two projects that deal with teaching and learning with digital media in basic and higher education... Sample PDF
The Didactical Agency of Information Communication Technologies for Enhanced Education and Learning
Chapter 6
Daniel J. Shelley
E-learning and e-pedagogy continues to grow in importance in the delivery of higher education, due in part to the cost of higher education, a... Sample PDF
Comparative Analyses of Online and Traditional Undergraduate Business Law Classes: How Effective is E-Pedagogy?
Chapter 7
Ido Millet
Data Flow Diagrams and Use Cases are two popular methodologies in teaching as well as in practice. For the last 4 years, we have been using both... Sample PDF
Student Perceptions of Data Flow Diagrams vs. Use Cases
Chapter 8
Hong Lin
Agent-oriented design has become one of the most active areas in the field of software engineering. The agent concept provides a focal point for... Sample PDF
Promoting Undergraduate Education with Agent Based Laboratory
Chapter 9
Tony Jewels, Rozz Albon
For optimum workplace effectiveness in knowledge-intensive industries in which principles of knowledge management need to be applied, it is... Sample PDF
Supporting Arguments for Including the Teaching of Team Competency Principles in Higher Education
Chapter 10
Lawrence Tomei
This article helps classroom teachers create an “Interactive Lesson,” a self-paced, student-controlled, individualized learning opportunity embedded... Sample PDF
Creating an Interactive PowerPoint Lesson for the Lesson
Chapter 11
Chris Thompson, Zane L. Berge
This chapter briefly profiles three virtual schools, each at a different stage of development, yet each dependent upon a successful and sustained... Sample PDF
Planning Staff Training for Virtual High Schools
Chapter 12
MarySue Cicciarelli
Research shows that training prospective online instructors in an online learning environment is advantageous. One effective training topic is on... Sample PDF
Training Prospective Online Instructors: Theories Utilized by Current Online Instructors
Chapter 13
Michael Fedisson, Silvia Braidic
Seventh grade students were tested on their knowledge of sentences and nouns in a language arts classroom. This study was conducted over a two-year... Sample PDF
The Impact of PowerPoint Presentations on Student Achievement and Student Attitudes
Chapter 14
Henry H. Emurian
Information systems students in a graduate section and an undergraduate section of an introductory Java graphical user interface course completed... Sample PDF
Teaching Java™: Managing Instructional Tactics to Optimize Student Learning
Chapter 15
John DiMarco
This research project investigated the existence of web portfolios on academic websites in New York State. It cites disappointing results when... Sample PDF
Toward an Increase in Student Web Portfolios in New York Colleges and Universities
Chapter 16
Marianne Döös, Eva R Fåhræus, Karin Alvemark, Lena Wihelmson
Conducting a dialogue on the Web is a matter of linking thoughts in digital conversations. Dialogue differs from discussion by not being aimed at... Sample PDF
Competent Web Dialogues: Text-Based Linking of Thoughts
Chapter 17
Jeffrey Hsu
A number of new communications technologies have emerged in recent years which were originally used primarily for personal and recreational... Sample PDF
Employing Interactive Technologies for Education and Learning: Learning-Oriented
Chapter 18
Matthew Shaul
As a socially constructive learning tool, discussion forums remain central to online education. They have continued to evolve in functionality... Sample PDF
Assessing Online Discussion Forum Participation
Chapter 19
Solomon Negash, Michelle Emerson, John Vandegrieft
An empirical analysis was conducted to compare synchronous hybrid e-Learning environment with traditional classrooms. Empirical study with 165... Sample PDF
Synchronous Hybrid E-Learning: Empirical Comparison with Asynchronous and Traditional Classrooms
Chapter 20
Diane Hui, Donna L. Russell
Effectiveness of professional development is affected by the quality of social interaction. This study examines how online collaborative dialogues... Sample PDF
Understanding the Effectiveness of Collaborative Activity in Online Professional Development with Innovative Educators through Intersubjectivity
Chapter 21
Silvia Braidic
Teaching is a complex activity that involves careful preparation, delivery and reflection. As an educator, it is essential to create a sense of... Sample PDF
Effective Questioning to Facilitate Dynamic Online Learning
Chapter 22
Cindy S. York
This article briefly reviews two important goals in online education: interaction and presence. These are important goals in online education... Sample PDF
Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class
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