Educational Technology: Searching for the Value Added

Abstract

ucano \ t the end of the twentiethcentury. thoseofus in the education world have been exploring the potential oftechnology. One important aspect of this is the growth of educational opportunities available tothose who might not beable to otherwise partake, due toinconvenientlocation and time. orcompeting demands ofjob and family. Si milarly. we have expected that technology might have a positive impact on the educational process itself, whether through custorruzed tutoring systems that respond tothe learner'sneeds. or through enhanced and enriched instructional activities thatpromote higher quality learning. Penodically ItIS useful tostand back and reflect on ifand howwe are moving toward achieving [:"S(; goals Certa: .11" if w, mside r SImple access to information asa basis for informal, self-directed.andself-managed learning, then we have been verv successful. Computer technology and the commitment ofindividuals andorganizations to make information available electroni-call~h<lh. made it possible for people tohave Jibraries at their fingertips" and tofind their questions, explore 111.'\\ ideas, qr inform their decision-making with only a ouse Indeed. OI1( need on" find :.n Internet connection at an increasing nurn-allons~. Ich as local libraries, communin centers. or other public access points to unon highway.[" 'jolt. hi ;\"t [r. need ordesi repartiupation 111 more traditional, structured educa tiona' I, 'n11ats such ascredit or non-credit higher education courses. workplace r.nnmg, or adult litem" and(iED classes Via distance education. Distanc-educauon has been a reality for many decades. I remember that in the lan-lq')Os myfather, whoworked and hada famil ], took distance educauon courses (then called correspondence

E‐learning: a nutrition and HIV/AIDS information tool

“…While providing relevant and reliable content, the degree programme (including the nutrition and HIV and AIDS course) also aimed at guiding students in developing skills and competencies to engage in independent lifelong learning. Such skills and competencies include (Ginsburg, 1999;Mutula, 2002):…”

“…These skills cannot be learned in isolation; they have to be learned in a context where the skills concerned are valued, modelled and assessed (Ginsburg, 1999;Smart and Cappel, 2006). Therefore the course and assignments were structured to support outcomes-based education and authentic learning while engaging students actively in their learning.…”

Integration of Boyer's Theory of Teaching and Learning into Undergraduate Education: Application to Resident Instruction and Distance Education

“…Instruction fails when expectations focus on the systematic delivery and retrieval of information. Reasons may include: • failing to incorporate objectives at the beginning of lesson • requiring students to memorize massive amounts of lecture notes for an exam without requiring them to understand how concepts relate to one another and to themselves • omitting the use of a theory or • failing to reassess the progresses and make changes to the learning environment if results are less than optimum (Ginsburg, 1999).…”

Computers in Adult Literacy: The Need for Curriculum Deliberation

“…The use of computers to support adult literacy programs administratively is not at issue among practitioners. Rather, it is their incorporation into teaching and learning that raises questions(Amos, 1998; Ginsburg, 1999; Hopey, 1998; Hopey, Harvey‐Morgan & Rethemeyer, 1996; Sabatini & Ginsburg, 1999; Stites, 1999; Stites, Hopey & Ginsburg, 1998; Turner, 1999; Wagner & Hopey, 1998; Wilson, 1998). Concerns center around three main intertwined themes:…”

“…A second theme regards the place of technology within teaching and learning, and questions about the nature of being literate. Ginsburg (1999), for example, proposes that because technology is inextricably integrated into society already, the field of literacy must necessarily adapt. “We all acknowledge that the information age has had a profound impact on the world around us; thus it is not unreasonable to posit that the information age should also affect the form and function of adult education.” Those on the opposite side of this argument propose that technology is not inevitable unless we allow it to be, and that educators should not get caught up in thinking they must incorporate technology in order to be effective and relevant (Postman, 1993; Robertson, 1998).…”