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Essay / Research Paper Abstract
A 4 page paper discussing problem-based, project-based and inquiry-based learning in terms of increasingly electronic environments. All three types of learning are suitable in the learning environment that is not fully electronic, but can be adapted to the totally electronic environment. Technological applications can range from simply using a word processor program to complete assignments to conducting fully-online literature reviews. Interactive multimedia can provide a middle ground between no technological influence and fully online lessons. Bibliography lists 7 sources.
Page Count:
4 pages (~225 words per page)
File: CC6_KSeduTechRich.rtf
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Unformatted sample text from the term paper:
pamphlet originally published in 1949 titled How to Study Physics encourages learners to continue to learn. The author writes in defense of understanding concepts, "most of the technological information
you have when you leave college gradually will become obsolete. If all you have learned in college is the end result, you, too, will become obsolete" (Chapman, 1996 [1955]).
The only caveat that needs to be added for this to be relevant today is that technological information change no longer happens gradually.
These statements are here to support agreement with Merriam and Caffarellas (1999) second position "that a systematically collected knowledge base illuminates practice" (p. 402). In education, individual teachers and
researchers devise new approaches and synthesize new insights in teaching old subjects in environments that continually change to populations in flux in abilities, motivation and cultural composition. Literature Review
Project-based learning. Calderon (1991) addresses the use of journal writing as an exercise in cooperative learning among Hispanic students for whom English is
a second language. The author states that "cooperative learning has been found to be effective for promoting the academic achievement, language acquisition, and social development of English language learners"
(Calderon, 1991). McGrath and Sands (2004) describe the process that a North Carolina school system undertook in deciding to adopt project-based learning across
the entire district. Constructivism is "a guiding principle of PBL" (McGrath and Sands, 2004; p. 34), and the role of the teacher is that of manager or facilitator, rather
than the holder of all knowledge who disseminates that knowledge to students. Problem-based learning. Mathematics and business education provide classic examples of
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