IntegratingTechnology-HelpOrHindrance

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Integrating Technology into the Classroom 1

INTEGRATING TECHNOLOGY INTO THE CLASSROOM

Integrating technology into the classroom – a help or a hinrance!

"aniel S# Christian

Cal$in College




A%stract

Some say that technology oes not %elong in the classroom# Others s&ggest that technology

sho&l e'initely an enth&siastically %e &se an is %ene'icial 'or teaching an learning# The

ieal is some(here in %et(een) that is* there nees to %e a %alance %et(een these ichotomo&s

positions# The goal sho&l %e to ta+e an enhance the positi$es o' &tili,ing $ario&s technologies

in the classroom* (hile t(ea+ing or remo$ing the negati$es# Also incl&e herein is a isc&ssion

o' (hy this topic is rele$ant#




Some say that technology sho&l not %e &se in the classroom – (hat -&r%&les an Callister

./000* p# /1/2 call 3re4ectionism5# Others s&ggest that technology sho&l e'initely an

enth&siastically %e &se an is %ene'icial 'or teaching an learning p&rposes – (hat -&%&les an

Callister ./000* p# /1/2 call 3%oosterism5# The ieal is some(here in %et(een) that is* there

nees to %e a %alance %et(een these ichotomo&s positions# The goal sho&l %e to ta+e an

enhance the positi$es o' &tili,ing $ario&s technologies in the classroom* (hile t(ea+ing or

remo$ing the negati$es# Some technologies are %ene'icial* an sho&l %e integrate into the

classroom) others* ho(e$er* are not as %ene'icial an o not merit the in$estment#

-&t (hy sho&l instit&tions o' higher e&cation e$en loo+ at this 6&estion o' (hether or not

they sho&l integrate technology into the classrooms! 7hy is it signi'icant! It8s signi'icant 'or

$ario&s reasons#

7hy consier technology!

Accoring to "8Angelo 9 7oosley ./001* p# :;/2* 3Technology has e$ol$e an %ecome

more central to teaching an learning5 an %y citing the (or+s o' $ario&s researchers* they

ill&strate that technology is %eing &se across isciplines# Mole%ash ./000* p# /:<=2 s&ggests that

3As technology plays a larger role in e&cation* any preictions concerning the '&t&re o'

e&cation m&st incl&e an analysis o' technological trens5 an goes on to say that* 3Trens in

technology are creating a '&t&re that is arri$ing 'aster than e&cation is preparing 'or it5 .p#

/:<=2#

The topic o' technology is also rele$ant &e to the 'act that a signi'icant amo&nt o' reso&rces

contin&e to %e po&re into $ario&s technologies as (ell as into the personnel re6&ire to plan*

research* select* implement* s&pport* maintain* an e$al&ate these technologies# >incent ?iernan

in an article 'rom The Chronicle of Higher Education 'rom March @0* /00;* notes that accoring




to Mar+et "ata Retrie$al .M"R2* in the year /00;* technology spening (ithin instit&tions o'

higher e&cation (as pro4ecte to %e nearly 1 %illion an M"R8s College Technology Re$ie(

Report /00; state that the a$erage technology %&get at colleges o$er all is @#: million#

The matter o' technology integration is also pertinent %eca&se* as "8Angelo 9 7oosley

./0012 point o&t* there is not agreement amongst those in$ol$e (ith teaching an learning

regaring the &se o' technology (ithin the classroom# So they assert that it8s (orth re$ie(ing the

$ario&s perspecti$es in$ol$e#

Then there8s the (or+ o' Brieman ./00* /00;2* (ho asserts that nations 'in themsel$es in

a glo%al economy* (here the (orl has %ecome 3'lat5 an connecte# This 'lattening is mae

possi%le %y $ario&s in'ormation an comm&nication technologies# -&r%&les an Callister ./000*

p#/1@2 also stress this $ie(point* stating that glo%ali,ation is one o' the 3t(o o$erarching

conitions Dthat are trans'orming the str&ct&res an practices o' higher e&cation#5

Integrating technology is also an important topic %eca&se o' ho( technology acts as a change

catalyst# George Siemens* in his presentation at E&ca&se on Fan&ary /1* /00=* sai* 3C&rrent

e$elopments (ith technology an social so't(are are signi'icantly altering a2 ho( learners

access in'ormation an +no(lege* an %2 ho( learners ialog (ith the instr&ctor an (ith each

other#5 7e% /#0 technologies s&ch as %logs* (i+is* social %oo+mar+ing* etc# (ill contin&e to

impact ho( in'ormation is create an istri%&te#

Then there8s the changing ynamic o' (ho has access to +no(lege# -&r%&les an Callister

./000* p# /1<2 as+* 37hat happens to the college or &ni$ersity (hen ne( clients an ne(

constit&encies epect an perhaps eman access to intellect&al reso&rces an pri$ileges that

ha$e traitionally %een relati$ely ecl&si$e* scarce* an costly! The implications o' these shi'ts




cannot %e o$erramati,e#5 Technological changes are impacting – an (ill contin&e to impact –

this sit&ation#

So 'or these an other reasons* this topic is rele$ant an signi'icant# E''ecti$e teaching an

learning is the 3%rea an %&tter5 o' (hat colleges an &ni$ersities o''er# There'ore* it8s critical to

the '&t&re o' instit&tions o' higher e&cation to as+ the 'ollo(ing 6&estions#

&estions

Is the integration o' technologies strengthening or (ea+ening the en res&ltJpro&ct! "o

technologies engage or istract 'rom the learning process! Is all o' this in$estment in technology

(ithin the (orl o' higher e&cation (orth it! 7hat are the a$antages o' &sing technology in

the classroom! 7hat are the isa$antages o' integrating technology into the classroom!

The arg&ments liste %elo( – 'or an against the &se o' technology in the higher e&cation

classroom – attempt to aress these 6&estions#

The technological lanscape

Birst o' all* to %etter e'ine the types o' technologies that are %eing isc&sse here*

'ollo(ing is a list o' the technologies that ha$e %een – or are c&rrently %eing – &se in the

3classroom5 .'rom oler ones to more recent ones2 pens* pencils* an paper) chal+s an

chal+%oars) ryKerase mar+ers an .static (hite%oars2) %oo+s .'irst on paper* then $ia eK%oo+

'ormats2) o$erhea transparencies) slies an slie pro4ectors) photographs) instr&ctional raio)

instr&ctional tele$ision) e&cational 'ilms) e&cational T>) meia pro4ectors) interacti$e

(hite%oars an presentation technologies) comp&ters an comp&terKrelate technologies .s&ch

as laptops* (or+stations* ser$ers) o(eroint* %logs) (i+is* social %oo+mar+ing) pocasts*

m&ltimeiaK%ase learning o%4ects* m&ltimeiaK%ase presentations* sim&lations* InternetK%ase

applications an systems* o''ice pro&cti$ity so't(are2) net(or+K%ase technologies .s&ch as the




Internet* LAN8sJ7AN8s* an (ireless net(or+s2) systems in$ol$e (ith eli$ering (e%K%ase

learningJistance learningJonline learning) test %an+s) online li%rary ata%ases) electronic mail)

li$e chatJtet messaging) isc&ssion %oars) (e%K%ase $ieocon'erencing) classroom

per'ormance systems – i#e# 3clic+ers5) classroom recoring systems an associate ser$ices s&ch

as iT&nes ) comm&nityK%&iling applications an other ingreients o' 7e% /#0K%ase learning#

.This list oesn8t get into all o' the technologies that are %eing &se in higher e&cation o&tsie

o' the classroom) (hich represent other signi'icant in$estments#2

In terms o' the =0*000K'oot technological pict&re* c&rrently (e are in the mile o' a massi$e

amo&nt o' con$ergence# Se$eral technologies an in&stries are in the mist o' this con$ergence*

incl&ing the telecomm&nications in&stry* the m&sic an entertainment in&stries* an the

comp&ting an net(or+ing in&stries# Altho&gh the topic o' con$ergence is %eyon the scope o'

this paper* it8s (orth mentioning it %rie'ly here %eca&se this con$ergence (ill in'l&ence the types

o' e$ices that (ill arri$e an ho( they (ill %e &se in the higher e&cation classrooms an in

the orm rooms o' the '&t&re#

The main arg&ments against integrating technology

3There are those (ho 6&estion (hether the &se o' moern technology increases a st&ent8s

a%ility to learn an retain more in'ormation#5 .Mines* Fr#* /000) Neal* @= as cite on page :;/

o' "8Angelo 9 7oosley* /0012 "8Angelo 9 7oosley* ./001* p# :;/2 go on to mention the 'ears

an concerns o' these people* (hich incl&e the creation o' %arriers %et(een the st&ent an

pro'essor) the 'ear that the st&ents (ill %ecome passi$e an t&ne o&t the pro'essors an th&s 'ail

to learn the necessary in'ormation) an* 'or those pro'essors (ho ahere to the %elie' in 3learnerK

centere teaching5 as the %est metho to enhance st&ents learning* there are the 'ears that those




(ho t&rn to(ar the &se o' a$ance technology (ill 'ail to &se it e''ecti$ely an there%y

ecrease st&ent8s learning#

To aress this arg&ment* there are many tools that can %e &se in the online (orl to 'oster

relationships an e$elop comm&nity# 7oos an E%ersole ./00<2 point o&t that instr&ctors

teaching in an online en$ironment can ta+e a$antage o' a $ariety o' tools to achie$e s&ch ens

personal isc&ssion 'olers) personal pro'ilesJco&rseK%ase (e%sites 'or each st&ent to intro&ce

themsel$es) gro&p isc&ssion %oars) li$e chat) igitalKa&io an $ieo) personali,e email)

reg&lar &pates an 'ee%ac+) an pri$ate isc&ssion places#

To aress the item a%o&t passi$ity* "8Angelo 9 7oosley ./001* p# :;<2 point o&t that

3ro'essors (ho employ $ario&s methos o' teaching s&ch as a o(eroint* $ieo segments an

o$erhea pro4ectors &ring one co&rse lect&re are a%le to %etter +eep st&ents8 attention* there%y

re&cing %oreom (ith the lect&re an* conse6&ently impro$ing the o$erall learning eperience#5

So the &se o' technology* (hen &se properly* can act&ally engage st&ents an p&t the st&ents

in a position o' greater control o' their learning# -&r%&les an Callister ./000* p# /1:2 %elie$e

that online teaching* 'or eample* o''er 3eciting possi%ilities 'or increase st&ent interaction

an peagogical eperimentation an $ariety#5 Also consier the &se o' many eKlearning mo&les

that are m&ltimeiaK%ase# These mo&les allo( the st&ents to 3'astK'or(ar5 an 4&mpKahea

thro&gh the material they alreay +no( an 3pa&seJre(inJplay5 the in'ormation (ith (hich

they nee '&rther assistance#

Also* the arg&ment is (ea+ 'or those (ho 'ear that st&ents (ill 'ail to &se technology

properly# Not that this co&ln8t occ&r* %&t rather* training an e&cation can aress those 'ears

an concerns# Bac&lty an st&ents can %e ta&ght ho( to &se the technologies properly#




Others say that technology changes too 'ast – there%y ma+ing it epensi$e to s&pport# hilip

Mole%ash ./000* p# /:<=2 (rites in his paper* What Tomorrow May Bring: Trends in Technology

and Education

Since the pop&lari,ation o' the es+top comp&ter in the @=08s* (e ha$e %ecome

pain'&lly a(are o' ho( 6&ic+ly comp&ters %ecome o&tate# A tren o' increase po(er

at lo(er cost that is li+ely to contin&e (ell into the net cent&ry an has %een pop&larly

%ecome +no(n as Moore8s La(* a'ter Goron Moore* the co'o&n o' Intel Corporation#

In @; he post&late that technology o&%le in processing po(er approimately e$ery

@= months# (Note: this has happened, and een to a greater degree than Moore

predicted!"

Then* there8s ?&r,(eil8s ./00@2 La( o' Accelerating Ret&rns (hich s&ggests that

An analysis o' the history o' technology sho(s that technological change is eponential*

contrary to the commonKsense 3int&iti$e linear5 $ie(# So (e (ont eperience @00 years

o' progress in the /@st cent&ry – it (ill %e more li+e /0*000 years o' progress .at toays

rate2# The 3ret&rns5* s&ch as chip spee an costKe''ecti$eness* also increase

eponentially# Theres e$en eponential gro(th in the rate o' eponential gro(th# 7ithin

a 'e( ecaes* machine intelligence (ill s&rpass h&man intelligence* leaing to The

Sing&larity – technological change so rapi an pro'o&n it represents a r&pt&re in the

'a%ric o' h&man history#

To comment on these arg&ments* it sho&l %e mentione that these arg&ments are as soli as

any arg&ment that eists toay concerning the &se o' technology in the higher e&cation

classroom# They present a $ery $ali challenge to all &ni$ersities an colleges (ho (ant to %e

aro&n in the years ahea# Essentially* the 6&estions are the 'ollo(ing# Ho( oes one rin+ 'rom




a 'ire hose! That is* ho( oes one plan 'or s&ch an onsla&ght o' ne( technologies (hen it can

ta+e years to rollo&t 4&st one technology! Ho( many reso&rces o &ni$ersities nee to p&t into

aressing this pro%lemJopport&nity in orer to remain competiti$e an rele$ant! Ho( oes a

&ni$ersity eal (ith this 6&ote 'rom Mole%ash ./000* p# /::<2

7e m&st al(ays +eep in min that a goo ri$er oesn8t (atch the car8s hoo (hile they

are motoring o(n the roa# Instea* a goo ri$er care'&lly (atches the roa ahea*

loo+ing 'or the o%stacle an challenges that lie %e'ore them# It is time that e&cation 6&it

(atching its hoo an start loo+ing at the roa ahea#

The pro%lem isP(hat oes the roa ahea loo+ li+e! Can an instit&tion e$en 'in one epert

(ho (ill are to sta+e their rep&tation on (hat things (ill loo+ li+e more than <K years o&t!

.That is* (ith any le$el o' certainty!2 The 3roa ahea*5 in this case* is impossi%le to etermine

(ith 'orces li+e Moore8s La(* Metcal'8s la(* an ?&r,(eil8s La( o' Accelerating Ret&rns#

Then there are concerns a%o&t instr&ctional 6&ality# Manso&r an M&pinga ./0012 state

that

As many instr&ctors contin&e to epan their traitional eli$ery methosPiss&es o'

instr&ctional 6&ality contin&e to %e o' concern .Terry* /0002# Many e&cators 6&estion

(hether st&ents in online classes learn as m&ch or recei$e the same 6&ality o' instr&ction

as st&ents in the 'aceKtoK'ace classroom .Cooper* /00@2# Altho&gh st&ents (ho enroll in

online classes generally li+e the 'lei%ility an con$enience o''ere* they may not %e

%ene'icial to them# It %ecomes important to esta%lish the st&ents eperiences in the

eli$ery 'ormats to +eep the positi$e components or ma+e a4&stments to the &nesira%le

aspects#




-&t instr&ctional 6&ality is an iss&e no matter (hether the co&rse is o''ere online* 'aceK

toK'ace* in a la%* or $ia some com%ination o' these methos# Reso&rces nee to %e applie to

ins&re a high le$el o' 6&ality eists in any eli$ery metho# That is not a reason to precl&e &sing

technology# One co&l arg&e that in the online (orl* at least there are 3recorings5 o' (hat

act&ally transpire in a class .an co&l there'ore %e re$ie(e %y a panel o' peers* 'or eample2#

7hereas achie$ing this in the more traitional classrooms (o&l %e more la%or intensi$e#

One o' the %iggest &proars in this isc&ssion came in the =08s an 08s 'rom Richar Clar+

.@=<* @=* @@2 (hen he state that* 3Meia o not in'l&ence learning or moti$ation5# This

assertion ca&se s&ch a stir that the eitor o' Educational Technology as+e Clar+ to isc&ss the

$ario&s isagreements raise %y his $ie(points# So Clar+ (rote a%o&t this sit&ation in the

Be%r&ary @@ iss&e o' that 4o&rnal# In that article* Clar+ o&tlines t(o types o' relate

technologies here .p# <2

@# Instr&ctional or training technologies that ra( on the psychological an socialK

psychological research to select necessary in'ormation an o%4ecti$es an to esign

instr&ctional methos an en$ironments that enhance achie$ement#

/# "eli$ery technology – (hich is necessary to pro$ie e''icient an timely access to those

methos an en$ironments#

Clar+ arg&es that the 'irst item a''ects instr&ctional methos an content* an is th&s 'ar more

important than the eli$ery technologies# Clar+ $ie(s s&ch eli$ery technologies as

pipesJcontainers

DThey are similar to the i''erent (ays pharmacists ha$e e$elope to pro$ie &s (ith the

acti$e ingreient in a meicine# Those 3meia5 incl&e a $ariety o' ta%lets* li6&i

s&spensions* s&ppositories* or in4ections# All o' these i''erent meia ser$er to eli$er the




same 3acti$e5 ingreient (ith i''erent le$els o' e''iciency* %&t (ith e6&al e''ects on o&r

physical symptoms# DThe meia are Qmere $ehicles that eli$er instr&ction %&t o not

in'l&ence st&ent achie$ement any more than the tr&c+ that eli$ers o&r groceries ca&ses

changes in o&r n&trition5 .Clar+ @=<* p# :: as cite on p# <: in Clar+ @@2

To aress Clar+8s perspecti$es* one m&st loo+ no '&rther than the po(er inherent in

m&ltimeia applications* (hich can sim&ltaneo&sly harness the po(er o' $ario&s meia – a&io*

$ieo* tet* graphics* an animations# -y s+ill'&lly integrating these technologies* one can create

a po(er'&l learning eperience – an eperience that the en &ser can control* %y the (ay# Not

only is each o' these meia po(er'&l in an o' themsel$es* %&t the synergy that8s create %y

p&tting them together is etremely potent# -y com%ining the meia* the res&lt is greater than the

s&m o' its parts#

Ho( (o&l Clar+ e'en his arg&ment against the $al&e o' m&ltimeia mo&les that

ma+e &se o' graphics an animations to help ma+e in$isi%le things $isi%le .s&ch as molec&les in

chemical reactions or cell&lar acti$ity in micro%iology2! It8s the technologies that ena%le these

instr&ctional methos to ta+e place# They ma+e 'or a clearer pict&re o' (hat8s act&ally happening

– 'ar more e''ecti$e than a static pict&re in a %oo+ or than a $er%al eplanation#

Amittely* the content* peagogy* an instr&ctional methos are the most important

things here# -&t to claim that meia on8t play a part in the learning process is a gross

o$erstatement) an one that8s &nerstana%le 'rom an article ate (ay %ac+ .in Internet years at

least2 to @@# Ha$ing seen the e$elopments o' the last @1 years* (o&l Clar+ (rite this same

article toay! I' so* it8s not in the online ata%ases# Also* it8s interesting to note that Richar

Clar+ is currently the Chair o' the E&cational sychology an Technology "epartment at the

ni$ersity o' So&thern Cali'ornia an resient o' Atlantic Training* Inc# an that Clar+ .@@2




amitte that his claims .that it8s instr&ctional methos that acco&nt 'or learning gains2 is a

hypothesis* not a concl&sion#

Then there are those (ho assert that there is not a s&''icient ret&rn on in$estment .ROI2 to

procee (ith integrating technologies into the classroom# In 'act* can one e$en etermine the

ROI 'or $ario&s technologies!

Again* this is a $ali concern as it is i''ic&lt to o%tain soli* acc&rate 'ig&res 'or ROI on

many technologies# It8s not as i''ic&lt to (or+ o&t the in$ol$e costs* %&t the %ene'itsP(ho can

acc&rately meas&re them! No* instea* it ta+es $isionaries to implement technologies# To ri$e

home the point* (hat8s the ROI o' &sing telephones in colleges! Or in &sing electronic mail!

Ho( a%o&t in the &se o' co&rse management systems! I' an aministration (ere to (ait 'or

acc&rate ROI8s to %e calc&late on $ario&s technologies an chose not to implement any

technology (itho&t 'irst ha$ing s&ch acc&rate ROI8s – that instit&tion (o&l soon %ecome

irrele$ant an (o&l li+ely go o&t o' %&siness#

Still others point o&t that too m&ch money an time is spent trying to integrate an

s&pport the technologies in the classroom – (itho&t eno&gh e$ience to merit their &se# -&t the

gro(th o' online learning ma+es this arg&ment appear to %e $ery (ea+# There is a gro(ing nee

an eman 'or li'elong learning an technology ena%les that li'elong learning to occ&r in a

con$enient* 'lei%le manner that st&ents m&st 'in help'&l – %eca&se the eman 'or that

eli$ery metho contin&es to gro(# Also* technology ena%les pro'essors to %etter aress the

$ario&s learning styles o' their st&ents %y &sing m&ltimeiaK%ase technologies .as co$ere

a%o$e2#

To '&rther aress the ROI concerns* (hat a%o&t loo+ing at the sa$ings an income that

technologies ena%le! Ho( a%o&t the sa$ings in h&man e''ort an time .an there'ore* money2




that8s possi%le $ia technologies! 7hat8s it (orth to %e a%le to reach ne( st&ents 'rom all o$er

the (orl!

Ho(e$er* some might then as+ (hy aren8t more instr&ctors &sing these technologies i'

they are so great! Accoring to Sel(yn ./0012* 3"espite h&ge e''orts to position in'ormation an

comm&nication technology .ICT2 as a central tenet o' &ni$ersity teaching an learning* the 'act

remains that many &ni$ersity st&ents an 'ac&lty ma+e only limite 'ormal acaemic &se o'

comp&ter technology5# So (hy is this!

There are se$eral reasons 'or this# Technology can %e epensi$e* it can come (ith some

learning c&r$es* an it most li+ely (ill re6&ire someone to s&pport it# The (orl o' technology is

'&ll o' acronyms an has a lang&age all its o(n# Many teachers an pro'essors o not thin+ along

these lines an i not gro( &p &sing s&ch technologies#

So it ta+es time to change# F&+es an McCain .@12 all&e to this same phenomenon as

they escri%e 3Pparaigm paralysis* the elay or limit in o&r a%ility to &nerstan an &se ne(

technology &e to pre$io&s eperiences# It ta+es ne( eperiences to replace ol ones* an this

simply ta+es time#5

To a to these iss&es* o'ten there are not eno&gh reso&rces to mar+et technologies to

'ac&lty mem%ers* then train the 'ac&lty on these items* then ae6&ately s&pport 'ac&lty on the

proper integration o' technology into the classrooms# It is reso&rce intensi$e to research e$ery

accepte technology8s %est peagogical applications – e$en 'or one iscipline* let alone trying to

ienti'y an relay the %est practices 'or a partic&lar technology thro&gho&t all o' the isciplines

that are o''ere %y a partic&lar &ni$ersity#

B&rthermore* the training in$ol$e comes (ith a cost# 7hether it is 'aceKtoK'ace training*

onlineK%ase training* or the p&rchase o' eternal training* there are epenit&res that in$ol$e




time* e''ort an money# 7hen tal+ing a%o&t time* e''ort an money* incenti$es %ecome rele$ant#

An (hat eactly are the incenti$es %eing o''ere to 'ac&lty to ta+e the time to research ne(

technologies an then 'ig&re o&t ho( to integrate them into their classrooms! Bac&lty 4o% plates

are o'ten o$er'lo(ing an there are 'e( incenti$es 'or 'ac&lty mem%ers to ma+e this sort o'

e''ort#

So incenti$e systems nee to change i' instit&tions o' higher e&cation (ant to %e

competiti$e an s&r$i$e in the years ahea# Re(ar systems nee to %e create an implemente#

Time m&st %e gi$en 'or 'ac&lty to learn ne( technologies* to re$ie( the electronicallyK%ase

learning materials o&t there 'or their isciplines* an then ha$e some time to 'ig&re o&t ho( to

integrate those materials into their classrooms#

Ass&ming one ma+es it thro&gh the o%stacles as liste a%o$e* one still nees to aress

'ac&lty perspecti$es on the &se o' technology in the classroom# That is* many on8t see any

%ene'it to &sing technology in the classroom# A'ter all* (hy change a (inning game! Traitional

classroomK%ase methos ha$e %een (or+ing 'or the last @00 years#

Any 'ac&lty mem%er holing to s&ch a perspecti$e nees to come to terms (ith a (orl

that8s %een rapily changing – one that they can8t control# Their st&ents no( come into their

classrooms (ith i''erent epectations* st&y ha%its* comm&nication styles* etc# an they nee to

change their game i' they (ant to still engage their st&ents# Also* li+e it or not* one person can8t

o it all anymore# Instr&ctors (ho (ant to %e s&ccess'&l (ill e$ent&ally nee access to teams o'

people that can help them %&il their co&rse materials# So it may (ell t&rn o&t to %e that 'ac&lty

mem%ers are 'orce to change their games# As in %&siness* aapt or perish#

As an eample o' this changing en$ironment* st&ents no( ha$e a lot more access to

in'ormation than they e$er i %e'ore# I' there8s any o&%t a%o&t this* chec+ o&t the (or+ o'




Michael 7esch* Assistant ro'essor o' C&lt&ral Anthropology at ?ansas State ni$ersity*

especially in his (or+ aro&n ans(ering the 6&estion* 3I' these (alls co&l spea+* (hat (o&l

they say!5 His presentation at E&ca&se Learning Initiati$e /00= Ann&al Meeting* entitle

3H&man B&t&res 'or Technology an E&cation5* is a po(er'&l commentary on the changing 'ace

o' e&cation# Also* his st&ents mae a 'ilm that8s poste on Yo&T&%e calle* # $ision of

%tudents Today) this short 'ilm (ill sha+e &p any 'ac&lty mem%er (ho hols to the $ie(point that

technology is irrele$ant#

-&t (hat a%o&t the perspecti$es o' the 'ac&lty mem%ers (ho %elie$e that a partic&lar

piece o' technology is e''ecti$e* %&t asserts that it 4&st isn8t 'easi%le to p&t that technology into

e$ery single classroom .as it (o&l %e too epensi$e to o so2!

"epening &pon (hat har(are* so't(are* e6&ipment an other peripherals are in$ol$e* this

is a $ery legitimate concern# Bor eample* e6&ipping a '&lly 3smart5 classroom can r&n into the

tens o' tho&sans o' ollars# -&t again* that8s not a $ali arg&ment to sh&t the oor on the &se o'

all technologies# There are creati$e (ays to aress this iss&e* incl&ing pooling or p&lling

'&ns 'rom $ario&s epartments8 %&gets) creating consorti&ms (ith other instit&tions an

sharing 'acilities as (ell as the costs) only setting &p one s&per smart classroom per epartment*

an perhaps spacing these enhancements o&t o$er $ario&s years#

Still others* (hen loo+ing at technologies in$ol$e (ith istance e&cation* ta+e the

$ie(point similar to that o' -o% Fensen* a ro'essor o' -&siness Aministration at Trinity

ni$ersity* (ho %elie$es*

Pthe (ay istance e&cation is %eing organi,e an con&cte o'ten poses serio&s

6&estions an can %e pro%lematical to some %eca&se it8s %&ilt on corporate ieas a%o&t

cons&mer 'oc&s* pro&ct stanari,ation* tight personnel control an cost e''ecti$eness




.maimi,ing co&rse ta+ing (hile minimi,ing the Qinp&ts8 o' 'ac&lty an e$elopment

time2# 3Pthese concepts are contrary to the traitional moel o' higher e&cation

ecisionKma+ing (hich emphasi,es 'ac&lty inepenence in teaching an research*

acaemic control o' the c&rric&l&m* acaemic 'reeom in the classroom an collegial

ecisionKma+ing#

-&t the iss&e isn8t a%o&t technology# In 'act* hope'&lly technology can help aress the

rising costs o' an e&cation toay# Accoring to sa$ing'orcollege#com* many &ni$ersities are

alreay charging @00*000 'or a :Kyear egree# In @0 years* this (ill %e /00*000# At s&ch

prices* on8t the st&ents – an those '&ning those st&ents – ha$e a right to a s&%stantial ret&rn

on in$estment! Sho&ln8t there %e some acco&nta%ility at s&ch prices! -&r%&les* N#* 9 Callister

./0002 also aress this topic* stating that similar 3press&res D'or a ROI come 'rom legislat&res*

'rom tr&stees an onors* an .perhaps most signi'icant o' all2 'rom those paying rising rates o'

t&ition 'or the pri$ilege o' attening college or &ni$ersity#5 The price o' an e&cation has gro(n

to s&ch a signi'icant amo&nt that acco&nta%ility is no( $ery important an no longer can most

people a$oi ROI concerns# Can online e&cation help re&ce the rele$ant costs here! Hope'&lly*

the ans(er (ill %e yes#

Also* onlineJistance e&cation is not to %lame here# In 'act* G&ernsey .@= as cite in

-&r%&les 9 Callister* /000* p# /1;2 mentions 3Pthat (hen online co&rses an programs are

esta%lishe* a ma4or i''ic&lty t&rns o&t to %e onKcamp&s st&ents clamoring 'or incl&sion* an

their perception that o''Kcamp&s st&ents are pri$ilege to ha$e 'irst access to ta+e these

opport&nities#5 -&r%&les 9 Callister ./000* p#/1;2 then as+* 3I' onKcamp&s* realKtime* 'aceKtoK

'ace teaching is so emonstra%ly %etter an more satis'ying* ho( oes one acco&nt 'or s&ch

complaints!5




In oing a literat&re re$ie( 'or this paper* it8s interesting to note that e$en (hen a

researcherJa&thor ha some concerns a%o&t &sing technologies* many times they (ere still

s&pporti$e o' the &se o' technology as a (hole# They recogni,e that challenges eist (ith

integrating technologies* %&t assert that (e sho&l still &se them# As an eample o' this* consier

the comments 'rom New &or' Times personalKtechnology col&mnist "a$i og&e* 'rom his

recent presentation at the TCEA /00= con'erence# At that con'erence* og&e state that the

shi'ting technological lanscape ha$e no( presente ne( challenges to e&cators s&ch as the

esire 'or instant comm&nication .thin+ instant messaging2 an the 3splintering5 o' +is

attentions# 37e alreay ha$e so m&ch in'ormation to eal (ith* an its only getting (orse*5

og&e (arns# 3Its going to %e a challenge 'or this generation to 'ig&re o&t ho( to i$ie their

attention#5

Yet e$en here* most o' (hat og&e isc&sse (as $ery m&ch proKtechnology* as he spo+e

a%o&t the con$ergence o' phones an the internet* &%i6&ito&s (ireless an 7e% /#0 technologies*

>oice O$er I .>OI2 J S+ype* &serKcreate content an interacti$ity* an ser$ices that con$ert

$oice messages to tet an $ice $ersa# The article concl&es* 3An tho&gh a$ancements in

technology are %ringing changes at 6&ite a rapi pace* things ha$e a (ay o' (or+ing themsel$es

o&t* he ass&re con'erence attenees# ntil they o* he .og&e2 a$ise* Qen4oy the possi%ilities8

that technology a''ors#5

-ac+ing &p a %it* the splintering o' st&ents8 attentions is a $ali concern) ho(e$er* the

elimination o' technologies in the classroom (ill harly stop that 'rom occ&rring# I' anything* it

may %e one o' the most e''ecti$e (ays to com%at that pro%lem# The other concerns og&e

mentione at that con'erence can %e* are* an (ill %e ta+en care o' $ia the e$erKincreasing si,e o'




the comm&nication pipes* as (ell as (ith '&rther technological enhancements an e&cating

st&ents on in'ormation an comp&ter literacy#

A$antages o' Integrating Technology

No( it8s time to loo+ at the a$antages o' integrating technology into the higher e&cation

classroom# Technologies can %e po(er'&l* ena%ling* empo(ering* compelling* engaging*

e''ecti$e* &se'&l* %ene'icial* seamless* in$isi%le* en4oya%le* a competiti$e a$antage* a

competiti$e necessity* an a li'eKsa$er# To ma+e the case 'or these a$antages* 'ollo(ing are

some res&lts 'rom research* as (ell as some arg&ments an $ie(points to consier#

Accoring to a Septem%er /00; # S# "epartment o' E&cation Report entitle* 3 # Test of

eadership: Charting the )uture of *! %! Higher Education* e''ecti$e &se o' in'ormation

technology can impro$e st&ent learning* re&ce instr&ctional costs* an meet critical (or+'orce

nees# Educause +uarterly ./00=2 states that this same report cites the importance o' technology

in strengthening acaemic programs* increasing access* an pro$iing ne( an impro$e moels

'or c&rric&l&m e$elopment an eli$ery# 3Inee5* states the report* 3instr&ctional technology

has ne$er ha more (iesprea acceptance or stronger national interest than it oes no(#5

Technologies ena%le ne( opport&nities 'or presenting e&cational materials# As eamples

consier classroomKrecoring technologies that ena%le the st&ents to %e more cogniti$ely

acti$eJpresent &ring classroom lect&res# These technologies 'ree them &p 'rom ha$ing to

scri%%le their notes o(n %e'ore the pro'essor erases the %oar# Then there are the technologies

in$ol$e (ith creating m&ltimeiaK%ase learning o%4ects# .M&ltimeia %eing e'ine* in this

case* as integrating igital a&io* igital $ieo* tet* graphics* an animations an &sing the

Internet 'or a %iK or m&ltiKirectional* interacti$e eperience#2 S&ch eperiences can %e po(er'&l*

e''ecti$e tools 'or teaching an learning an can ena%le 'ac&lty mem%ers to aress the $ario&s




learning styles o' their st&ents# S&ch eperiences also allo( the st&ents to %etter control their

learning eperiences#

In terms o' shi'ting control to the st&ent* Annan ./001 as 6&ote in Siemens* /00=2 asserts

that technology can ena%le learning to %e increasingly 3a&tonomo&s an sel'Kirecte#5 St&ents

can %e more pro&cti$e an more in control as they can no( 'astK'or(ar* re(in* pa&se* stop

an re$ie( materials at their o(n pace#

"8Angelo an 7oosley ./001* p# :;<2 also s&pport &sing technology in the classroom %y

aressing the (or+ o' a&( ./00/2 an others to state that* 3On the other sie o' the arg&ment

are those (ho conten that &sing moern technology s&ch as o(eroint pro$ies %oth str&ct&re

to an clari'ication o' materials to a lect&re an these are important to the learning process#5

They point to the $al&e %eing o''ere %y the &se o' $is&al ais to the st&ents* especially to those

st&ents (ho are $is&al learners) they spea+ o' the $ariety o' eli$ery mechanisms that

o(eroint can %ring to the ta%le#

George Siemens* in his presentation to the IT Bor&m on Fan&ary /1* /00=* also all&e to this

$ariety (hen he pointe to the $al&e o' comm&nication technologies in the higher e&cation

space# Siemens claims that 3Pongoing e$elopment o' comm&nication technologies .email*

S+ype* instant messaging2 an igiti,ation o' c&rric&lar reso&rces creates ne( opport&nities 'or

learners#5

In aition to aing $ariety* creating ne( opport&nities 'or learners* an %eing a%le to %etter

aress learning styles* technologies also allo( people to %ecome li'elong learners# "&haney

./00* p#12 comments on this* noting that

7ith this gro(ing nee 'or contin&o&s pro'essional e$elopment comes a eman 'or

li'elong learning opport&nities# Ho(e$er* the increasing limitations on ini$i&als8 time*




'inancial reso&rces* an the responsi%ilities o' home an (or+ ha$e mae it i''ic&lt* an

at times impossi%le* 'or many (ho (ish to engage in '&rther training an e&cational

acti$ities to o so# The emergence o' ne( technologies is $ie(e %y many as an

appropriate means to aress a myria o' iss&es enco&ntere %y higher e&cation

instit&tions in their eli$ery o' e&cation to ini$i&als see+ing to p&rs&e '&rther training

an e&cation#

Technology not only helps the li'elong learner* %&t it can assist those nonKtraitional st&ents

(ho are (or+ing* anJor ha$e 'amilies* an yet (ant to '&rther their e&cations# El Manso&r 9

M&pinga ./001* p# /:/2 s&ggest that*

Pas higher e&cation instit&tions str&ggle to meet the gro(ing eman 'or e&cation 'rom

nonKtraitional st&ents* many are t&rning to hy%ri an online co&rses# These co&rses* 'ree

&p classroom space* allo( 'ac&lty to reach a (ier a&ience &sing technology) an are

there'ore cost e''ecti$e#

Technologies can also ai in comm&nication an colla%oration# Mole%ash ./000* p# /:<2

tal+s o' Metcal'8s La(

-o% Metcal'* the creator o' Ethernet* s&ggeste that the po(er o' a net(or+ increases

proportionally %y the s6&are o' the n&m%er o' &sers# O$er time this has %ecome +no(n as

Metcal'8s La(# Simply p&t* Metcal'8s La( states that the more people that are connecte to a

net(or+* the more po(er'&l that net(or+ %ecomes#

Ho( tr&e F&st loo+ at the po(er o' the Internet toay – (hich is completely t&rning n&mero&s

in&stries on their heas .The Internet may (ell t&rn higher e&cation on its hea too2

Technologies can also help %&il the e&cational systems o' the /@st cent&ry# In Maimi-ing

the .mpact: The piotal role of technology in a /0 st century educational system* the State




E&cational Technology "irectors Association .SET"A2 states that 3no organi,ation can achie$e

res&lts (itho&t incorporating technology into e$ery aspect o' its e$eryay practices# It8s time 'or

schools to maimi,e the impact o' technology as (ell#5 That report goes on to state that a /@st

cent&ry e&cation system re6&ires intensi$e &se o' technology as (ell as a soli technology

in'rastr&ct&re# 3Schools cannot possi%ly prepare st&ents to participate in a glo%al economy

(itho&t ma+ing intensi$e &se o' technology#5

Technologies can help aress the shrin+ing (orl that (e are li$ing in# That is* there is

no( a glo%al economy an the (orl is $ery connecte# The topic o' a glo%al economy is one o'

the +ey elements in Brieman8s (or+ ./00* /00;2# Brieman asserts that the (orl is %ecoming

a 'latter* more connecte place all the time an he %elie$es that (e are no( li$ing in a glo%al

economy that is %eing shape %y technological changes# Mole%ash ./000* p# /::02 also

maintains that* 37ith the (orl economy so intricately tie to in'ormation an comm&nications

technologies* the careers o' toay an tomorro( are irectly relate to these technologies#5

Charles Bael* a artnership 'or /@st Cent&ry S+ills ./@2 %oar mem%er an glo%al

e&cation leaer 'or Cisco Systems Inc#* agrees (ith Brieman* maintaining that*

P(e li$e an (or+ in a technologyK an meiaKri$en en$ironment* mar+e %y access to

an a%&nance o' in'ormation* rapi changes in technology tools* an the a%ility to

colla%orate an ma+e ini$i&al contri%&tions on an &npreceente scale# To %e e''ecti$e

in the /@st cent&ry* toays st&ents m&st %e a%le to ehi%it a range o' '&nctional an

criticalKthin+ing s+ills relate to in'ormation* meia* an technology#

Technology can also positi$ely a''ect learning methos# -arton ?&nstler* the "irector o'

E&cational Ser$ices at the Glo%al Management Consorti&m* (rites in an article 'rom /00;




entitle* The Millennial *niersity, Then and Now: )rom ate Medieal 1rigins to 2adical

Transformation

Technology is creating a re$ol&tion in learning methos# Interacti$e tets* instant

messaging* sophisticate so't(are applications* the a%ility to control the 're6&ency o'

%rain (a$es* $irt&al reality programs – (e alreay can create immersi$e learning la%s that

(ill o''er learning that is %etter* 'aster* eeper* an more en&ring than anything (e can

e$elop no(# Yet the coming re$ol&tion in learning (ill %e spearheae %y creati$e &ses

o' technology %eyon the +en o' most IT epartments an o'ten resiste %y 'ac&lty* (ho

see technology as someho( eh&mani,ing the learning process# se imaginati$ely*

ho(e$er* IT act&ally enhances the h&man 6&alities o' learning %y calling into play more

o' o&r nati$e h&man senses an a%ilities#

Technologies can %e %ene'icial an e''ecti$e as teaching an learning tools# Clar+ 9

Mayer ./00<2 emonstrate that technological approaches to relaying in'ormation – s&ch as

m&ltimeiaK%ase learning o%4ects – can help mo$e presente content 'rom short term memory

to long term memory# Clar+ 9 Mayer ./00<2 as (ell as Manso&r 9 M&pinga ./0012 sho( that

technology can help create compelling* engaging learning materials# St&ents are more engage

(hen appropriate* e''ecti$e* rele$ant technologies are &se#

To s&mmari,e the a%o$e points* some say that technology sho&l not %e &se in the

classroom (hile others s&ggest that technology sho&l %e &se an is %ene'icial 'or the p&rposes

o' teaching an learning# The ieal is some(here in %et(een these ichotomo&s positions# The

goal sho&l %e to ta+e a reasone* %alance* logical approach) to enhance the positi$es o'

&tili,ing $ario&s technologies in the classroom* (hile aressing anJor remo$ing the negati$es#




Some technologies are %ene'icial* an sho&l %e integrate into the classroom) others* ho(e$er*

are not as %ene'icial an o not merit the in$estment an the &se#

The iea is not to get a(ay 'rom &sing technology* %&t to &se the %est* most e''ecti$e

technologies that ai in the learning process an to learn ho( to &se these technologies to their

'&llest potential# Technologies sho&l not %e &se 'or technologies8 sa+e) %&t rather they sho&l

%e &se to %etter aress peagogical nees an concerns#

Bor eample* Chi,mar an 7illiams ./00@ as cite in "8Angelo an 7oosley* /001* p#

:;:2 'o&n in a st&y a%o&t 'ac&lty nees* 3peagogical concerns sho&l ri$e instr&ctional

technology ecisions#5 In their concl&sion* "8Angelo an 7oosley ./001* p# :102 state that*

3Instr&ctors (ho (ish to in$ol$e st&ents may nee to rethin+ ho( an (hy they are &sing

technology# They may also nee to ma+e these ecisions more clear to st&ents in their co&rses#5

"&haney ./00* p# @@2 %ac+s this same perspecti$e &p %y asserting that 3the &se o' i''erent

technologies in the instr&ctional process sho&l %e ri$en %y speci'ic o%4ecti$es relate to

instr&ction an learning (ith irect lin+ages to the c&rric&l&m to %e co$ere#5

Richar Clar+ o''ers some soli a$ice in his Educational Technology article 'rom Be%r&ary

@@ in (hich he &rges all rele$ant parties to not get so enamore (ith a technology that those

in$ol$e (ith promoting it can8t say (hether it sho&l %e &se or not# Clar+ (o&l arg&e that

instr&ctional technologists* 'or eample* sho&ln8t %egin (ith a sol&tion an then go o&t loo+ing

'or a pro%lem .it sho&l %e the other (ay aro&n2#

Spea+ing o' instr&ctional technologists an instr&ctional esigners* s&ch personnel nee to %e

traine in $ario&s technologies as (ell as ha$e a soli %&siness sense o' (hat their colleges an

&ni$ersities nee# They nee to %e in close contact (ith the 'ac&lty mem%ers an instr&ctors to

ascertain their nees an re6&irements# To ma+e this happen* $ehicles nee to %e in place in




orer to shareJo%tainJre'ine these nees – (hether those $ehicles are h&manK%ase .committees*

acaemic eans* etc#2 or toolK%ase .(i+is* %logs* isc&ssion %oars* (e%sites* etc#2#

As the years go %y* '&rther research an %est practices nee to %e e$elope an share as to

(hich technologies are the most e''ecti$e an ho( %est to integrate those technologies into the

classroom# Ieas nee to %e o''ere* lin+s to speci'ic eamples nee to %e mae a$aila%le#

B&rther research nees to %e one on (hich technologies are e''ecti$e an (hich ones are not

e''ecti$e# The iss&e is that the rate o' technological change is increasing* ma+ing inKepth st&ies

har to +eep &p (ith the pace#

Instr&ctional esigners* m&ltimeia e$elopers* li%rary personnel* an other personnel in

charge o' selecting an implementing technologyK%ase learning materials nee to ta+e steps to

ins&re that the tools are easy to &seJint&iti$e* easy to install an access* transparent an seamless

as possi%le* easy to maintain* easy to learn* an reasona%ly price# -&t to ma+e matters e$en

tric+ier* these personnel are (or+ing (ith constantly mo$ing targets) as one thing is 'or certain*

change is no( the norm# Al%right an N(orie ./00=2 s&ggest that*

D7ith Moore8s La(* Metcal'8s La(* the con$ergence o' $ario&s technologies* the epansion

o' the comm&nication pipes* the contin&e gro(th o' the Internet* the gro(ing rele$ance an

po(er o' the Internet* the increase &sage o' m&ltimeia* the tren to(ars net(or+eJsocial

learning* an the constant e$elopment o' ne( technologies mean that change (ill %e a

constant in instit&tions o' higher e&cation# S&ch change necessitates some position.s2

o$erloo+ing all o' this change#

They %elie$e .p# @12 that this position is the Senior Acaemic Technology O''icer .SATO2 – a

position 3that is in charge o' pro$iing leaership across instr&ctional technology initiati$es5#

This is also a recommenation 'rom the reaings 'or this paper#




Concl&sion

As the years go %y* '&rther research an %est practices nee to %e e$elope an share as to

(hich technologies are the most e''ecti$e an ho( %est to integrate those technologies into the

classroom# Ieas nee to %e o''ere* lin+s to speci'ic eamples nee to %e mae a$aila%le#

B&rther research nees to %e one on (hich technologies are e''ecti$e an (hich ones are not

e''ecti$e# The iss&e is that the rate o' technological change is increasing* ma+ing inKepth st&ies

har to +eep &p (ith the pace# So 'acilities (here 'ac&lty can 3+ic+ the tires5 on $ario&s

technologies are %ecoming more %ene'icial an necessary) so are incenti$e systems#

E''ecti$e* rele$ant technologies – that meet a peagogical nee – sho&l %e integrate into

the classroom# They can help aress the $ario&s learning styles o&t there# -&t the content nees

to %e instr&ctionallyKso&n an ehi%it soli peagogy# Technology* (hen implemente

appropriately* can e'initely ha$e a positi$e impact on the higher e&cation classroom# In 'act* it

co&l %e arg&e that only the tip o' the ice%erg is $isi%le in terms o' (hat8s coming o(n the

pi+e (ithin higher e&cation# Time (ill tell#

The %ottom line is that the leaership o' higher e&cation instit&tions m&st reali,e that the

instit&tions that &se technology (ill s&r$i$e an thri$e* (hile those (ho on8t* (on8t# S&ch

instit&tions that re'&se to integrate technology into their classrooms (ill simply %ecome

irrele$ant an (on8t %e a%le to compete in the e$eloping glo%al economy an (ithin a

net(or+e* connecte* an constantly changing (orl#




Re'erences

Al%right* M#* 9 N(orie* F# ./00=2# Rethin+ing acaemic technology leaership in an era o'

change# Educause +uarterly* >ol# <@* No# @ .Fan&ary–March /00=2* pp# @:–/<#

-rei$i+* # S#* an E# G# Gee# /00;# Higher education in the .nternet age# 7estport* CKT

American Co&ncil on E&cation an raeger &%lishers#

-&r%&les* N#* 9 Callister* Fr* T# ./0002# ni$ersities in transition The promise an the challenge

o' ne( technologies# Teachers College 2ecord * 03/./2* /1@K/<#

-&rt* C# .@0J/J/0012# Snapshot Aministrati$e comp&ting spening in higher e&cation ,

Campus Technology* httpJJ(((#camp&stechnology#comJarticle#asp!ai/::#

Clar+* R# .@@2# 7hen researchers s(im &pstream Re'lections on an &npop&lar arg&ment

a%o&t learning 'rom meia# Educational Technology* 40./2* <:K:0#

Clar+* R# E# .@:2# Meia (ill ne$er in'l&ence learning# Educational Technology 2esearch and

5eelopment * :/./2* /@K/#

Clar+* R# Mayer* R# ./00<2# E6earning and the science of instruction: 7roen guidelines for

consumers and designers of multimedia learning # San Brancisco Fohn 7iley 9 Sons#

"Angelo* F#* 9 7oosley* S# ./0012# Technology in the classroom Brien or 'oe#

Education* 0/8 .:2* :;/K:1@# Retrie$e Fan&ary /;* /00=* 'rom ro&est E&cation

Fo&rnals ata%ase# ."oc&ment I" @</<1=:@2#

"&haney* "e$on# ./002# Technology an higher e&cation Challenges in the halls o'

acaeme# .nternational 9ournal of .nstructional Media* 4/.@2* 1K@# Retrie$e Be%r&ary

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Brieman* T# ./00* re$ise eition in /00;2# The World is flat # Ne( Yor+ Barrar# Stra&s an

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httpJJ(((#&ni$ersity%&siness#comJ$ie(article#asp!articlei;/9p/U0#

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this year# The Chronicle of Higher Education* /./12* A<0# Retrie$e Be%r&ary @;* /00=*

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?&nstler* -# ./00;2# The millennial &ni$ersity* then an no( 'rom late meie$al origins to

raical trans'ormation# 1n the Hori-on: The post6industrial uniersity* 0;./2* ;/K;#

Retrie$e Be%r&ary @;* /00=* 'rom ro&est E&cation Fo&rnals ata%ase# ."oc&ment

I" @01://:;@2#

?&r,(eil* R# ./00@* March 12# The law of accelerating returns# Retrie$e Be%r&ary @;* /00=*

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Be%r&ary /* /00=* 'rom ro&est E&cation Fo&rnals ata%ase# ."oc&ment I" /;01;<:@2#

Manso&r* -#* M&pinga* "# ./0012# St&ents8 positi$e an negati$e eperiences in hy%ri an

online classes# College %tudent 9ournal * ;0.@2* /:/K/:=# Retrie$e Be%r&ary @;* /00=*

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esigners# E&ca&se* San Antonio# /= Fan# /00=#

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technology art I A history o' instr&ctional meia DElectronic $ersion# Educational

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