Learning Management Technology and Preservice Teachers

Learning Management Technology and Preservice Teachers

Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/978-1-4666-5888-2.ch247
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Background

Technology has been introduced into education but the results of technology integration in the classroom needs improvement (Fluemerfelt, 2013). Instructors are compelled to incorporate educational technology in the classroom, but often these technologies are used as tools for information delivery rather than as means that enhances cognitive learning (Juniu, 2006). Vallance and Towndrow (2007) suggested that educators are not always able to decide what is pedagogically desirable in teaching and learning in terms of technology integration and effective use of technology. In other words, educators need help in building their capacity to integrate technology in education and to practice informed use of technology in the classroom.

The gaps between technology integration and informed use of the technology were obvious in literature. Lim, Zhao, Tondeur, and Tsai (2013) revealed two significant gaps in educational uses of technology: first, usage gap-compared to how and how much today's students’ use technology outside school, in-school technology usage is much less intensive and extensive; second, outcome gap-compared with the outcomes achieved through investment in technology in sectors outside education, the gains in terms reduced costs and increased productivity achieved by schools is significantly smaller. To maximize technology integration and informed use of technology in teaching and learning, Vallance and Towndrow (2007) recommended four areas of examination: activities, training, collaboration, and shared space. To be successful in integrating technology in education, purposeful reconfiguration of the curriculum to incorporate productive new technologies and to engage forward-looking attitude is necessary (Corbett, 2013; Schrum & Levin, 2013).

In addition, literature suggests the integration of technology be addressed at the pedagogical level (Okejie & Olinzock, 2006; Payne & Reinhart, 2008). Powell and Kalina (2009) discussed the impact of constructivism in effective classroom. Essentially, there is no difference in effectiveness in the classroom vs. online learning environment. Teachers’ understanding of constructivism and instructional strategies in online environment promotes best practices to differentiate learning in the meanwhile to encourage interaction and collaboration among learners (D’Agustino, 2012).

Key Terms in this Chapter

Pedagogy: Systematic theories of conceptual knowledge about teaching and learning.

Technology Integration: To use technology in teaching and learning. The range of integration varies from 0% to 100% as fashioned in 100% traditional classroom based teaching and learning to 100% technology supported online teaching and learning.

Learning Management System (LMS): A type of web-based technology that offers space for instructors and students to interact online and to access course content, assignments, and course performance. Featured functions include thread discussions, chat, tests/ quizzes, and grades.

Technological Skills: Skills learners develop as a result of the use of the computer and technologies.

Blended Learning: A type of teaching and learning that encompasses some face to face component and some online delivery component. Generally speaking, the degree of blending could be somewhere from as little as 10% to 90% of technology in delivery.

Teaching and Learning: What instructors and students do to carry out experiences and activities for information processing and knowledge building.

Constructivism: A perspective on learning that emphasizes learners’ active engagement and adaptation to construct new knowledge through educational learning experiences.

Behaviorism: A perspective on learning that emphasizes the use the stimulus and response to intervene and impact learning and learners through behavior modification.

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