WHAT'S NEW - MAY 2003

EDUCATIONAL TECHNOLOGY, LEARNING STYLES, AND TEACHING METHODS

Welcome to the website for the Council on Alberta Teaching Standards (COATS). This area of the website changes monthly. The theme for this month will be of interest to teachers, administrators, and parents who are exploring the many facets of educational technology, particularly with regard to learning styles and teaching methods. The information below identifies several weblinks related to the topic. We hope that you find this website to be a valuable resource. For quick reference bookmark http://www.teachingquality.ab.ca today!

WEBSITES AND ARTICLES RELATED TO EDUCATIONAL TECHNOLOGY, LEARNING STYLES, AND TEACHING METHODS

Addressing the Special Needs Student Through Technology
2003
Barfield, D. F.
http://www.techlearning.com/db_area/archives/WCE/archives/dianesn1.html

This article addresses some aspects of what is generically termed assistive technology. The article provides an impression of the many ways in which electronic technologies can be utilized to support the learning efforts of students with various disabilities. Particular technologies can be used to help handicapped students complete assignments, gain confidence as learners, and acquire social skills. Barfield presents specific examples of such technologies corresponding to a variety of special needs arising from conditions that range from attention deficit/hyperactivity disorder to behavior disorder, autism, deafness and blindness. The article contains references for further study.

Alberta SuperNet
2003
http://www.albertasupernet.ca/

As a high-capacity network, Alberta's SuperNet promises benefits to many Alberta schools by extending access to online learning into many rural communities. There are implications for enhancing teaching and learning throughout rural Alberta with the provision of learning resources electronically. The Alberta SuperNet offers the possibility of teaching and learning in a high-speed, broadband environment thereby providing rural schools opportunities for creativity and innovation in their programs. The SuperNet is still under construction and is scheduled for completion in 2004. This portal is an indicator of the advanced infrastructure fast becoming available for rural educators in Alberta.

Cognition and Learning
Encyclopedia of Educational Technology
San Diego State University
2003
http://coe.sdsu.edu/eet/Admin/TOC/

This online encyclopedia offers valuable definitions and descriptions to clarify the meanings of a large numbers of terms in use at the junction of learning and educational technology. The terms are presented in a user-friendly table of contents, which groups the various terms into sets. The terms range, for example, from learning styles under the heading of cognition and learning to blended learning under the title of instructional strategies. One set of terms falls under the caption of object orientation. Many other terms are presented, under the rubrics of graphic design, multimedia development, using color, and visualization.

How People Learn (and What Technology Might Have to Do with It)
2002
Driscoll, M. P.
http://www.ericit.org/digests/EDO-IR-2002-05.shtml

This ERIC digest addresses the junction of technology integration and learning in schools. Driscoll identifies and expands on four key principles that are associated with a constructivist approach to learning: Learning occurs (1) in context. Learning is also (2) active, (3) social, and (4) reflective. With mention of specific software programs, she presents the position that: (1) technology can provide learners with realistic contexts; (2) that technology can enable learners to interact with ideas; (3) that networked technology supports social learning; and that (4) technology can facilitate the attainment of higher level learning objectives by promoting discussion. The digest also contains hardcopy and electronic references for further study.

LearnAlberta.ca
2003
http://learnalberta.ca/

This recently inaugurated portal, maintained by Alberta Learning, contains a host of electronic resources for students, teachers and parents. Formerly known as the Online Curriculum Repository, the portal presents online web-based resources to be used by Alberta teachers and students in the digital learning environment. Along with informative FAQs (Frequently Asked Questions), the portal features a glossary of terms that are used in the online learning environment. A prominent theme, on the breaking edge of educational technology, centers on learning objects. These are digital assets that are used to provide learning experiences to students-"video clips, animations, interactive applets, and more." This portal with many licensed resources contains a search engine for easy navigation. For an overview, a guided tour is available at http://www.learnalberta.ca/GuidedTour.asp.

Learning-Style, Oriented Web-Based Support Modules for K-12 Education
Mattox, D. M. & Ghahramani, B.
American Society for Engineering Education
2003
http://www.asee.org/conferences/search/20397.pdf

This conference paper offers insights into the capacity of computers to deal with the various learning styles of students with special regard to mathematics and science education. The authors display portions of web-based modules under development, with features corresponding to various learning styles. Four categories of learning styles are used: innovative learner, analytic learner, common-sense learner, and dynamic learner. Basically, the modules under development are intended to augment teachers' lessons plans by making available supplements that address multiple learning styles. The online modules can also serve as resources for students' self-study. The article includes a short bibliography.

Multiple Learning Styles in Web-Based Courses
2000
Summers, L.
University of Colorado
http://www.colorado.edu/cewww/Fac101/success3.htm

Summers declares that online courses can be successfully designed to address the needs of a variety of learners. In this interview, Summers deals with learners having audio, visual, and kinesthetic preferences. Audio learners, for instance, benefit through the opportunities for discussion offered by chat rooms, list servers and bulletin boards. Visual learners, for example, profit by the inclusion of suitable graphics. Kinesthetic learners retain information more easily when given the opportunity to manipulate course content. This interview focuses directly on the potential of online courses to deal simultaneously with the divergent preferences of learners. L. Summers is a doctoral candidate in educational technology at the University of Colorado.

New Technologies in the Classroom
Industry Canada
2003
http://www.schoolnet.ca/nis-rei/e/ict/new_technology/web_cams.asp

This webpage reports successful projects undertaken in innovative schools across Canada to enhance learning and teaching. The webpage is part of a website that provides descriptions of the many forms of new educational technology in the classroom. The 13 new technologies reported include, for example, computer simulations, digital music, robotics, virtual reality, and web cams. A glance at this website provides the impression that new classroom technologies are tools that have the potential to address the diverse needs of students of varying ages with excitement and creativity.

Preparing Urban Teachers to Use Technology for Instruction
2001
Lonergan, J. M.
http://www.ericfacility.net/databases/ERIC_Digests/ed460190.html

This ERIC digest (ED460190) focuses on the challenges faced by teachers in schools where computer facilities and services are less than optimal. While the context of the review is American, many points of potential comparison exist. The digest acknowledges the challenges facing beginning teachers who intend to integrate technology into their approach to teaching. Lonergan assumes that technology can help students learn, and that students can use computers, not only for drill and practice, but also to attain higher-order comprehension. The digest also advances recommendations for teacher preparation in the use of computers for teaching as well as for ongoing professional development. References for further study are included.

School Based Program
The Galileo Educational Network
2003
http://www.galileo.org/school.html

The website demonstrates one possible shape that teaching and learning can take with the implementation of educational technologies. Posted by the Galileo Educational Network in Calgary, this website describes the distinguishing features of a school program that combines characteristics of both onsite and online programs. In this school-based program, teaching and learning depend on such features as inquiry-based learning, the infusion of digital technology, and high quality assessment, all in an environment of collaboration and teamwork. The program emphasizes ongoing professional development for teachers. The Galileo Educational Network is a not-for-profit educational organization.

Technologies
Center for Teaching and Learning
University of Maryland University College
2003
http://www.umuc.edu/virtualteaching/module1/media.html

This webpage presents a valuable overview of 15 technologies used in the web environment. The resource is aimed at educators who, while not expert in educational technology, are interested in becoming familiar with the variety of tools now available to enhance teaching and learning. The various technologies are described and indications are made of their relative complexity. The technologies are ranked as easy (e.g., PowerPoint), moderate (e.g., websites), and hard (e.g., animations). Examples are given of the application of the various technologies, and comments are offered on the adoption of the technologies in the classroom. The viewpoint assumed in this website acknowledges that the implementation of many of the new teaching and learning technologies will involve a team of educators and support personnel.

The Telus Learning Connection
2003
http://www.2learn.ca/

This portal, sponsored by an alliance of Alberta's educational stakeholders, can be considered one indicator of the state of the art with regard to educational technology in Alberta. The portal contains electronic resources for a variety of educational players. The targeted audiences include educators and administrators as well as students at the elementary, junior and senior high school levels. For teachers there are, for instance, curriculum and professional development resources. School administrators, whether English- or French-speaking, will find links to important provincial and national organizations. This portal also includes a section with resources in French aimed at assisting students in the acquisition of French as a second language. Overall, the portal demonstrates the web environment's capacity to present information and resources seamlessly to a variety of educational audiences.

The Web: Design for Active Learning
1999
Campbell, K.
University of Alberta, Academic Technologies for Learning
http://www.atl.ualberta.ca/articles/idesign/activel.cfm

This is a valuable resource for the instructional designer. As the title of this online handbook suggests, teaching on the web often employs an active learning and instructional strategy. The handbook contains resource materials related to the design elements and principles that are used, under optimal circumstances, to construct the active online learning environment. The 10 themes described begin with hypermedia and the constructivist approach. The handbook deals with cognitive strategies and cognitive theory suited to the online domain. Samples of exemplary well-designed websites are offered as well. The materials presented are all linked to a user-friendly table of contents. References to further hardcopy resources are also included.