Technology In the Classroom: New Designs for Learning
Gerald Burgess, Albany State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
New learning technology implies a "new" way of learning. Yet, the reality is that much of what is taught using technology is being done in the same "old" way. Making a paradigm shift regarding learning processes is not easy (Kahn, 1993). Conventional classroom instruction may require teachers and training developers to rethink their approach to instruction. The traditional practice of teaching and its corresponding views of learning may have been useful at an earlier time. The 21st century information technology explosion and increasing demands for accountability for teaching results, are changing the way 1) schools are responding to learners and 2) preservice teachers and school leaders are being prepared for the classroom. New millennium teachers and school leaders must have sufficient technology expertise to integrate technology into meaningful learning paradigms. The impact of technology on teaching, instructional delivery and school reform will require knowledge of technology as a cognitive tool which when used skillfully can bring diverse learners to higher levels of academic achievement and significantly change the way learning communities are developed. This paper revisits the instructional design process as a tool for integrating technology into the classroom.
Burgess, G. (2002). Technology In the Classroom: New Designs for Learning. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 936-941). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).