Taxonomy for the Technology Domain

Abstract

Many educators accept teaching with technology as perhaps the most important instructional strategy to impact the classroom since the textbook. The Taxonomy for the Technology Domain offers an equivalent view for using technology to enhance student learning. Of course, the very nature of a taxonomy reduces in scope whatever is being categorized because of its tendency to artificially place items into all too convenient “pockets.” However, the benefits for teachers who understand the advantages of classifications greatly outweigh the limitations.

A Theoretical Analysis of Factors Influencing the Decision of Faculty to Use Educational Technologies in the Context of Institutions of Higher Education

“…In response to such trends and tendencies our schools and universities are expected to reorganize and reorient their educational programs and services including curriculum and pedagogical strategies. The gap between teaching and learning must be bridged through an effective adoption of the advances in the educational technologies in order to provide learners with knowledge of specific subject areas, to promote meaningful learning and to enhance professional productivity (Tomei, 2005). One must consider the potential benefits of the use of educational technologies to support pedagogical strategies as listed by Becta, (2004): Increased academic achievements; encourages student's collaboration; improves student's communication and interpersonal skills (e.g., ability to be a group member); increase the competency among other academic staff; give the teachers the opportunity to be learning facilitators instead of information providers.…”

The Emergence of Educational Technology

“…It is heavily influenced by Dewey's ideas of self-directed learning (Strijbos et al 2004). Constructivism perceives learning from the locus of learners rather than educators (Tomei 2005). Constructivism holds that the creation of knowledge is based on the learner reflecting on his own experiences (Driscoll & Carliner 2005).…”

“…These tools are known simply as CAI and were the most used application in schools in the 1990s (Schunk 2004). It provides drill and practice programs which reinforce lessons for students, simulation activities for them to improve their decision-making or problemsolving skills and tutorials to teach new subject materials (Tomei 2005). CAI that is developed with behaviorist principles is able to command learners' attention, provide immediate feedback, and improve their learning (Schunk 2004).…”

“…The higher costs of production and problems of Anderson 2003). E-learning based on the cognitive model of learning imitated the way the brain thinks, i.e., cognitive development through the layout, presentation, sequencing, and delivery of new knowledge (Tomei 2005). Programs also proceed deductively from the general to the specific.…”

Innovative strategies on teaching plane geometry using Geogebra software in secondary schools in Delta state

“…With the technology potentials, educational institutions are now seeking for new paradigms to reform their educational curricula and classroom facilities to bridge the existing technology gap in education. This process however requires effective adoption of technologies into existing environment, in order to provide learners with the required knowledge to promote meaningful learning (Tomei, 2005 The word 'Geo' is taken from Geometry and 'Gebra' derived from Algebra. GeoGebra is a Dynamic Mathematics Software (DMS) for teaching and learning mathematics that combines many aspects of different mathematical packages which can be download from www.geogebra.org (Hohenwarter and Lavicza, 2007).…”