Do “Real World” Learning Objects Make a Difference?

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

McKay, M., McGrath, B. & Lowes, S. (2006). Do “Real World” Learning Objects Make a Difference?. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2975-2980). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22537.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Mercedes McKay, Beth McGrath, CIESE, Stevens Institute of Technology, USA; Susan Lowes, Institute for Learning Technologies/Columbia University, USA

Abstract

Community colleges are uniquely poised to prepare tomorrow's teachers to use Internet-based tools and curriculum resources to enhance learning. Through the integration of Internet-based real world data in the form of Real World Learning Objects, community college math, science, language arts and educational technology courses can be strengthened, while modeling best practices for pre-service teachers. With an emphasis on constructivist and problem-based learning, Real World Learning Objects provide a catalyst for improved teaching and learning in content courses at community colleges, transforming them into an exciting vehicle for the future of education.

Keywords

• Community
• Teachers
• Educational Technology
• Learning Objects
• Internet

Also Read

• Globalization of E-Learning: Issues and Opportunities for International Collaboration
• Evaluating the Effectiveness of Online Instructional and Delivery Technologies for Deaf and Hearing Students
• Towards Guidelines for the Design of Interactive Multimedia Instruction: Fostering the Reflective Decision-Making of Preservice Teachers
• Deaf and Hard of Hearing Students’ Satisfaction with On-Line Learning
• Blending Electronic and Classroom Teaching to Support Deaf and Hard of Hearing College Students
• Object-Oriented Thinking for Mental Model Development
• Online Course Accessibility: A Call for Responsibility and Necessity
• Building a College of Education Electronic Assessment System: From the LiveText Beginning to the NCATE Ending
• Methods for Evaluating Learner Activities with New Technologies: Guidelines for the Lab@Future Project
• Assessment in Online Programs: Use in Strategic Planning for Faculty/Adjunct Development and Course Instruction to Improve Faculty and Student Engagement

Tags