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Integrating Emerging Technologies into Traditional Classrooms: A Pedagogic Approach
ARTICLE

International Journal of Instructional Media Volume 32, Number 3, ISSN 0092-1815

Abstract

E-learning and Internet-based distance learning are the latest revolution in higher education. The combination of reasonably priced hardware, readily available bandwidth, and the perception that traditional face-to-face education is not cost effective have driven many educators and administrators to incorporate web-based components into their curriculum. A large number of colleges are even going so far as to offer full degrees on-line. As proof that this is not merely a passing fad, consider that in 1999 one-third of U.S. colleges offered some sort of accredited degree on-line and nearly one million of the total fourteen million U.S. students took some sort of on-line course (Huffstuter and Fields, 2000). Clearly, the academic world has embraced the concept of Internet-enhanced education whole heartedly. This paper will discuss those technology components that are best suited to augment courses originally designed for traditional face-to-face delivery. Following that, it will describe the results of incorporating these technology components into an actual classroom setting. The intent is to show that web enhanced education and high quality education are not mutually exclusive concepts. On the contrary, by carefully incorporating electronic components where they are best suited, a tremendous educational synergy can be achieved. The result is a learning environment that is better than either a traditional lecture-based course or a fully on-line course. This research is relevant and somewhat unique because it bypasses the mundane question of "can we do it?" to answer the truly important question of "how best can it be done?".

Citation

Lightfoot, J.M. (2005). Integrating Emerging Technologies into Traditional Classrooms: A Pedagogic Approach. International Journal of Instructional Media, 32(3),. Retrieved August 11, 2020 from .

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