Transforming the Graduate Learner from Traditional to Web-based Instruction: Integrating Internet Technologies to Enable the Paradigm Shift

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Reynolds, C. & Morgan, B. (2000). Transforming the Graduate Learner from Traditional to Web-based Instruction: Integrating Internet Technologies to Enable the Paradigm Shift. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2000 (pp. 2197-2202). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/15959.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2000
2000
ISBN 1-880094-37-1
  Dee Anna Willis, Jerry Price & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

Carl Reynolds, Bruce Morgan, University of Wyoming, USA

Abstract

With the primary goal to facilitate change and a paradigm shift in students' thinking about distance communication , a distance delivered course was taught in seminar format on information and communication technologies. By using traditional and methods to introduce the technologies and practices, the paradigm shift was enabled. Several strategies were employed to facilitate this change: namely, scheduling two face-to-face meetings, using an instructor team approach, empowering students to establish their own rules of "netequette," establishing controversial topics for debate, encouraging teamwork activities, promoting highly--creative web page development as term projects. The effort was successful as observed by students' interaction through their newly-learned computer technologies.

Keywords

• Change
• Communication
• Students
• Information Communication Technologies

Also Read

• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Mathematics Teacher TPACK Standards and Development Model
• Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences
• Key Design Factors in Durable Instructional Technology Professional Development
• Integrating Technology to Foster Inquiry in an Elementary Science Methods Course: A Case Study of One Teacher Educator’s Initiatives in a PT3 Project
• From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions of Technology Infusion
• Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology

Tags