Technology Based Learning: Myth or Reality? PROCEEDINGS
Michael Young, Cornerstone University, United States ; Michel Plaisent, Universite du Quebec, Canada ; Prosper Bernard, University Consortium of the Americas, 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
This paper questions the robustness of empirical evidence regarding technology's ability to promote increased learning. The use of a new technology, by itself, does not seem to increase student learning. Most evaluation research has found that learning can take place with any technology-based medium. However, the literature has shown a significant interaction between instructional approach and student learning style. The introduction of educational technology into the classroom likely affects the patterns in the relationships among variables associated with teaching and learning.
Young, M., Plaisent, M. & Bernard, P. (2002). Technology Based Learning: Myth or Reality?. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 1169-1170). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2002 AACE