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Fundamentals of Educational Technology
Educational technology refers to the preparation and use of electronic resources, computer applications, and audio-visual aids which are used in the teaching and learning process. For administrators, the term also includes the planning, organization validation, evaluation, and implementation of all kinds of educational programs. Educational technology is now important for the selection of appropriate teaching media as well as the development, and application of curricula. Fundamentals of Educational Technology work explains the basic facts about educational technology to inform teachers and students. The book includes 6 chapters which cover the subject in a simple manner suitable for learner...
Cyberpsychology in the Tech-Fed Virtual World
For a wide variety of reasons, colleges and universities have increased their online course offerings. These programs, including both formal degree programs as well as non-credit and leisure learning options, rely on students to engage with their faculty members as well as other learners to maximize their class experiences. Virtual learning, however, can be a difficult space to create community and resulted in the need to explore how community and culture can be constructed in the virtual, tech-fed world. The model presented here consists of five key elements that program administrators, instructional designers, and teaching faculty must all take into consideration as they develop their courses.
E-Pedagogy for the Digital Age
Adult learners have more options for enrolling in postsecondary education than ever before, and they are able to use their learning style preference in deciding which program best meets their needs. For some of these students, those programs are fully online, and for others, there is minimal use of technology. As technology grows and become more integrated into individual lives, the unique learning styles and preferences of adults need to learn to be incorporated into instructional design. Drawing on a regional sample of US colleges, 545 adult learners in a graduate programs were surveyed about how to effectively build community in their online classes. Results indicated some agreement with these instructional tools. Mature adult learners, however, were found to have stronger agreement with strategies that included work outside of the formal online class. These results suggest perhaps a greater comfort for adults in working in spaces where there is less likelihood of being judged or graded, and that they might value relational work with other students in different ways than younger adults.
