Because of this, creating a web site for a particular instructor and his or her particular classes will be relatively easy. Most universities already have allocated this type of space to each faculty member and even adjunct professors often have space for Web sites for distance learning classes. These are usually not overly fancy, but this is irrelevant based on the fact that any type of web site which provides the necessary information clearly and correctly will be sufficient to do what is needed for a class to learn and understand (Cornell, 1999).
This type of simple web site and an e-mail address are really all the faculty needs for a very basic course, but distance learning courses are somewhat more difficult. They usually involve the use of chat rooms or other online get-togethers where individuals can share their thoughts and feelings. Some of the more simplistic distance learning courses offer message boards where individuals must read something for the class or perform some action and then go on a message board by a specified date and time to post a message as to how their project came out or what they thought about what they read. Students who do these things are graded on what they have to say about what they did or read and the depth of understanding that they show in the comments that they make. They are free to respond to other students' comment, and other students are free to respond to theirs. The instructor is able to monitor the message board so that he or she can respond to whatever is necessary and also ensure that there is no verbal abuse or harassment going on between any of the students online.
As has been mentioned, and assessment of whether the technological skills are effective and what impact they have is basically a qualitative analysis. It is important when studying this type of measure to realize that there are many thoughts and feelings that are involved in this type of issue, and the emotions of many individuals are affected. In other words, the impact of the technological skills that a particular instructor has or the effectiveness of these skills cannot easily be measured in a concrete, numerical, or statistical fashion. Some parts of it can be measured this way, as in whether the professor has created a web site, whether they can use e-mail, and so on. These are yes or no questions that can be measured quantitatively. However, the largest majority of the issue must be measured in a qualitative fashion due to the fact that it relates to feelings and perceptions about how well someone is capable of performing an action. The impact of the technology skills that a particular professor has can best be determined not by the professor himself or herself but by the students that he or she teaches.
This is due to the fact that when one creates something of one's own, one often has a different perception about how it really looks than do their students. A professor who is very unhappy with the way a web site looks because it is not fancy, for example, will likely find that his or her students...
This then helps the teacher to appropriately adjust their approach and teaching skills to address the particular weak points that the students or particular student might have. There is need to incorporate computers in class as well particularly in some particular topics in teaching second language. This applies especially when it comes to the use of language in creating formal documents or such like formal types of writing which can
In order to get the valid and complete feedback, the writer should have included both the experienced as well as novice students in this study. The reason is that experienced students may not be able to point out the real problems as compared to novice students, who are much more aware of their surrounding and notice things more. The correct approach would have been to take feedback from both
As a result, there is greater flexibility in creating individualized learning plans and isolating the contribution this specific interactive technology allows for increasing student retention and long-term learning. The bottom line is that interactive technologies such as the smart board can deliver statistically significant increases in student performance when their scores are compared before and after the introduction of scaffolding and interactive instruction (Halden, 258, 259). Summary At the intersection of
While commenting on the works of Baldwin & Ford, Detterman (Detterman & Sternberg, 1993) observed that the American enterprises were more likely to lose in case of teaching employers as they diverted lump sum of $100 billion annually to tutor employees. The loss is experienced because whatever is learned in an adult learning session is not practiced at the workplaces. This problem is indicative of the dire need for combining
Wardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (Wardhaugh, p. 21) The linguistic theorist rejects this principle as failing
Evidently, the teachers who have been subjected to the survey have already stayed considerably long enough at Vista High school. This just shows that these teachers find this school appropriate for their credentials as a teacher. It is also very clear that not all teachers have served this school since the very beginning of their teaching career. Some of them may consider this school as their second institution of
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now