IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Contemporary Issues in Teaching and Learning with Technology

Contemporary Issues in Teaching and Learning with Technology
View Sample PDF
Author(s): Jerry P. Galloway (Texas Wesleyan University, USA and University of Texas at Arlington, USA)
Copyright: 2009
Pages: 5
Source title: Encyclopedia of Information Science and Technology, Second Edition
Source Author(s)/Editor(s): Mehdi Khosrow-Pour (Information Resources Management Association, USA)
DOI: 10.4018/978-1-60566-026-4.ch119
ISBN13: 9781605660264
ISBN10: 1605660264
EISBN13: 9781605660271

Purchase

View Contemporary Issues in Teaching and Learning with Technology on the publisher's website for pricing and purchasing information.

Abstract

To speak of contemporary issues in instructional technology is like counting wave crests in a stormy ocean: they are changing quickly all the time. New technologies and new issues present themselves daily. Educators struggle with both the instructional integration of computing and developing the skills and knowledge necessary to use technology effectively (Lipscomb & Doppen, 2005). Why, after over 30 years of having computers in schools, are educators still having such difficulties? Today’s population is much more accustom to electronics, yet knowledge is weak, concepts are misunderstood, and the difficulties of teaching with technology seem as serious and convoluted today as ever before. The great physicist and thinker, Richard Feynman, offered some critical comments about the challenges of educators. “What happens is that you get all kinds of statements of fact about education, about sociology, even psychology — all kinds of things which are, I’d say, pseudoscience” (Feynman, 1999, p. 242). Today, we understand “more about education [but] the test scores are going down…we just don’t understand it at all. It just isn’t working” (p. 243). Being critical of how the scientific method is applied to education, Feynman’s comments highlight how the study of teaching and learning yields limited or questionable results. Teacher trainers take their best guess on how to prepare teachers to use technology.

Related Content

Implementing Information Technology to Effectively Utilize Enterprise Information Resources
Yousif Mustafa and Clara Maingi (2002). Annals of Cases on Information Technology: Volume 4 (pp. 84-102).
View Details View Details PDF Full Text View Sample PDF
Ethics and Morality
Bernd Carsten Stahl (2004). Responsible Management of Information Systems (pp. 9-25).
View Details View Details PDF Full Text View Sample PDF
Enabling the Virtual Organization with Agent Technology
Tor Guimaraes (2010). Information Resources Management: Concepts, Methodologies, Tools and Applications (pp. 766-783).
View Details View Details PDF Full Text View Sample PDF
Intelligent Business Portals
Xue Li (2005). Encyclopedia of Information Science and Technology (pp. 1584-1590).
View Details View Details PDF Full Text View Sample PDF
Genetic Algorithms in Multimodal Search Space
Marcos Gestal and Julián Dorado (2009). Encyclopedia of Information Science and Technology, Second Edition (pp. 1621-1629).
View Details View Details PDF Full Text View Sample PDF
Body Bottom