ED-MEDIA 1999 Proceedings Book - Association for the ...

course materials make commitments and predictions try out ideas, and get response to those ideas—all of which may be
fostered through the use of technology—have the greatest chance of overall retention and integration of learning” (Berger,
1998, p. 20). “Using computer, An instructor has been able to go beyond the traditional linear regression curriculum to
cover cluster analysis and the rudiments of factor analysis.” Get rid of linear learning mode but take up to complex and selfpaced
learning.
Learning and teaching with technology encourages active inquiry, making learning complex but making possible learning
events taking place at anytime, anyplace. Students construct knowledge at pace needed by individual student while
accelerating learning capabilities in negotiation and team efforts. Participating in on-line discussion asynchronously as well
synchronously, students are compelled to think critically and learn from others, which creates contextual learning
experiences and making learners “go beyond traditional memorization of facts and fundamentals”. This learning approach
broadens the students’ concepts but also enhance their acquisition of learning skills, such as electronic learning skills that
may be used in their future courses or later personal and professional growth (Bazillion & Braun, 1998, p. 37).
Reference
Bazillion, R. & Braun, C. (1998). Teaching on the web and in the studio classroom. Syllabus, Vol. 11(8), 37-39.
Berger, C. (1998). Ann Jackson and the four myths of integrating technology into teaching. Syllabus, Vol. 11(7), 18-20.
Kelly, J. T., & Leckbee, R. (1998). Reality check: What do we really know about technology, and how do we know about
it Syllabus, Vol. 12(1), 24-26.
Graves, W. (1998). Learning as an expedition, technology as a unifying tool. Syllabus,Vol. 12(1), 20-22.
Grossman, S. (1999). Introduction Speech in Democratic National Committee Meeting. Democratic National Committee
Meeting, Mar. 20, 1999.
McCandless, G. (1998). Creating a level playing field for campus computing: Universal access. Syllabus, Vol. 11(6), 12-14
and 29.
Raschke, C. (1998). Digital culture, the third knowledge revolution, and the coming of the hyperuniversity. Syllabus, Vol.
11(7), 14-16.