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This 6 page paper provides an overview of this issue.Computer technologies are being utilized in every aspect of higher education. Increasingly, professors are asking students to access information from technological sources, participate in discussion groups in chatrooms and on blackboards, and require students to hand in work via computer. These new technologies require an understanding of a variety of different materials and equipment, including the use of CD-Rom, hypertext cards, the Internet, the World Wide Web, defining the need for instruction, both for educators and students. Bibliography lists 6 sources.
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6 pages (~225 words per page)
File: MH11_MHEdTech7.rtf
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on blackboards, and require students to hand in work via computer. These new technologies require an understanding of a variety of different materials and equipment, including the use
of CD-Rom, hypertext cards, the Internet, the World Wide Web, defining the need for instruction, both for educators and students (Gousie, 1998).
These new technologies now complement the once standard instructional formats (Gousie, 1998). Educators have recognized this as a means of enhancing their capacity and increasing the body of
information available to students. Because students in general have made considerable gains in regards to the use and application of technology, access to these computer-based systems increase access to
learning tools and improves the process of interaction necessary for effective learning (Gousie, 1998). Educators, then, play a major role in determining the benefits and scope of educational change
brought on by technological advancement. Implicit in the introduction of the use of blackboards, including discussion boards, as a part of classroom expectations is the need to implement implicit pedagogical
principles, including determining access and availability of resources to all students; defining a method for content management; and integrating a learner support mechanism (Kasper, 2001). In addition, meeting the
needs of a constantly changing and always challenging new student population and maintaining a method for flexibility inherent in instructional strategies that are based on the use of computer-based discussion
boards are two central issues. Computer-based discussion boards define a new role for students as well. Students who often depend on the direct interaction with other students to
support their learning process may find it difficult to transition towards a technology-based form of communication. In addition, students who lack skills in computer technology or have limited access
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