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Essay / Research Paper Abstract
3 pages in length. The writer briefly discusses one positive and one negative aspect of Massachusetts' VES program. Bibliography lists 2 sources.
Page Count:
3 pages (~225 words per page)
File: LM1_TLCMassVES.rtf
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Unformatted sample text from the term paper:
curriculum with a winning approach to expanding access to learning materials outside of the classroom (Struck, 2002). School reform and/or restructuring efforts have been significantly impacted by the integration
of technology if for no other reason than affording schools the opportunity to enhance the fundamental approach to learning beyond conventional boundaries, as well as the extent to which students
are retaining the information these alternative options are imparting. Massachusetts VES program reflects one of the best examples of this ever-growing trend.
Students are under tremendous pressure to reach certain benchmarks in their educational status that often presents quite a challenge when these standards are expected to be realized by virtue of
conventional time frames. The coupling of technology and learning has given students the opportunity to reach these benchmarks with round-the-clock access to materials and greater understanding of the lesson.
Todays student is not like his counterpart of fifty years ago, inasmuch as contemporary society finds students with a number of responsibilities inherent to the twenty-first century socioeconomic dynamic;
as such, learning that was once structured to a schedule of 8am-3pm Monday through Friday has given way to incorporating expanded opportunities for students to access and absorb the material.
There are a number of advantages to utilizing telecommunications technology within the educational environment, there are several primary reasons for its success, not the least of which includes the
ability to provide: o Project-based learning in an in-formation-rich, tool-rich environment o Collaborative learning when communication can be synchronous and asynchronous o Learning at paces and times of students
choosing o Learning marked by continuous improvement of a piece of work o Improved student-faculty and student-student interaction, and enhanced feedback" (Ehrman, 1995, p. 20).
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