Effective Use of Virtual Technology
ABSTRACT
This report explores recent literature in the fields of E-Learning, Technology in the classroom and modern theories in learning strategies and recent developments in virtual classrooms in order to inform the research question:
How effective is the use of a virtual technology to improve the learning of key educational groups?
Although there has been much debate into the positive and negative aspects of the use of technology in the classroom and the effect on students, there seems to be little into the impact on key educational groups. It was concluded that a controlled study into the effects on students was need to ascertain if technology can improve learning for different groups of students. INTRODUCTION
How effective is the use of a virtual technology to improve the learning of key educational groups?
There is an increased use of information technology in today’s classrooms and a growing trend amongst some educational theorists that education should be reflective of the students’ underlying social environments, (Downes, 2012). There is also a fear amongst some educationalists that tech-free classrooms are not the most engaging learning environment, (The Chronicle of Higher Education, 2013). Educationalist have hotly debated the merits of a virtual environment for education where there is a reduced personal interaction inherent in an online learning system. (Elearning-companion.com, 2013).
There is little literature and evidence which is directly related to the question of the effectiveness of a virtual environment in education. However, there is a considerable amount of material on the topics of ICT within the classroom and also current educational theories about the changes in learning paradigms and the use of virtual worlds. These areas can be investigated further to establish an academic background to qualify the future research which can be more specific. This report therefore looks at recent literature from leading authorities
This report explores recent literature in the fields of E-Learning, Technology in the classroom and modern theories in learning strategies and recent developments in virtual classrooms in order to inform the research question:
How effective is the use of a virtual technology to improve the learning of key educational groups?
Although there has been much debate into the positive and negative aspects of the use of technology in the classroom and the effect on students, there seems to be little into the impact on key educational groups. It was concluded that a controlled study into the effects on students was need to ascertain if technology can improve learning for different groups of students. INTRODUCTION
How effective is the use of a virtual technology to improve the learning of key educational groups?
There is an increased use of information technology in today’s classrooms and a growing trend amongst some educational theorists that education should be reflective of the students’ underlying social environments, (Downes, 2012). There is also a fear amongst some educationalists that tech-free classrooms are not the most engaging learning environment, (The Chronicle of Higher Education, 2013). Educationalist have hotly debated the merits of a virtual environment for education where there is a reduced personal interaction inherent in an online learning system. (Elearning-companion.com, 2013).
There is little literature and evidence which is directly related to the question of the effectiveness of a virtual environment in education. However, there is a considerable amount of material on the topics of ICT within the classroom and also current educational theories about the changes in learning paradigms and the use of virtual worlds. These areas can be investigated further to establish an academic background to qualify the future research which can be more specific. This report therefore looks at recent literature from leading authorities
References: Bennett, S., Maton, K. and Kervin, L. 2008. The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39 (5), pp. 775--786. Berry, B. 2001. Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently? By Marc Prensky From On the Horizon (NCB University Press, Vol. 6, December 2001) l. 9 No. Brady, J. 2010. The Disadvantages of the Virtual Classroom. [online] Available at: http://www.articlesfactory.com/articles/education/the-disadvantages-of-the-virtual-classroom.html [Accessed: 9 Dec 2013]. Chukwunonso, F., Binti Ibrahim, R., Bin Selamat, A., Idama, A. and A. Gadzama, W. 2013. The Eighth International Multi-Conference on Computing in the Global Information Technology. Conference: IARIA. Driscoll, M. and Driscoll, M. 2005. Psychology of learning for instruction. Allyn and Bacon Boston. Epper, R. and Bates, A. (2001). Teaching Faculty How to Use Technology. American Council on Education Hannon, V. 2013. Why 'chalk and talk ' is finished - Ethos. [online] Available at: http://www.ethosjournal.com/topics/education/item/469-why-chalk-and-talk-is-finished [Accessed: 08 Dec 2013]. Hiltz, S. 1986. The “virtual classroom”: Using computer-mediated communication for university teaching. Journal of communication, 36 (2), pp. 95--104. Khan, S. 2011. Let 's use video to reinvent education. [video online] Available at: http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html [Accessed: 9 Dec 2013]. Laurillard, D. (2002). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (2nd ed.) Lavin, A., Korte, L. and Davies, T. 2011. The impact of classroom technology on student behavior. Journal of Technology Research, 2 (1). Luskin, B. 2010. Think ‘Exciting’: E-Learning and the Big ‘E’ (EDUCAUSE Quarterly) | EDUCAUSE.edu. [online] Available at: http://www.educause.edu/ero/article/think-exciting-e-learning-and-big-e [Accessed: 9 Dec 2013]. 9-10, 2007 Martin, A McCombs, B. (2000). Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centred Perspective. The Secretary’s Conference on Educational Technology 2000 Nolen, J Oblinger, D. and Oblinger, J. 2005. Educating the net generation. Boulder, CO: EDUCAUSE.. Papert, S. and Caperton, G. 1999. The Caperton-Papert Platform. [online] Available at: http://www.papert.org/articles/Vision_for_education.html [Accessed: 7 Dec 2013]. Pearson, M. 2012. Multiple intelligences, eclecticism and the therapeutic alliance: New possibilities in integrative counsellor education. Society of Counselling and Psychotherapy Educators. Prensky, M. 2001. Digital natives, digital immigrants part 1. On the horizon, 9 (5), pp. 1--6. Rouse, M. 2010. What is virtual classroom? - Definition from WhatIs.com. [online] Available at: http://whatis.techtarget.com/definition/virtual-classroom [Accessed: 9 Dec 2013]. Siemens, G. 2005. Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2 (1), pp. 3--10. Smith, M. 2013. Howard Gardner, multiple intelligences and education. [online] Available at: http://www.infed.org/thinkers/gardner.htm. [Accessed: 1 Dec 2013]. The Chronicle of Higher Education. 2013. 'Teach Naked ' Effort Strips Computers From Classrooms. [online] Available at: http://chronicle.com/article/Teach-Naked-Effort-Strips/47398/ [Accessed: 30 Nov 2013]. The framework for school inspection. 2013. [e-book] OfSTED. [Accessed: 30 Nov 2013].