Lawrence Tomei

In February 2000, three seemingly unrelated events came together to present a unique challenge at one mid-Atlantic university—a challenge that is being experienced more and more by colleges and universities across the country. First, the faculty approved a new undergraduate teacher preparation curriculum that would include instructional technology in both the first two semesters of the freshman year and three semesters in their junior and senior years—12 new sections of technology- based training. Second, a graduate degree in instructional technology was growing beyond even its most optimistic predictions. In less than four semesters, enrollment increased from 24 to 140 students. Third, funds, staffing support, and classroom space had not been programmed for yet another much-needed computer facility and renovations to available space were cost-prohibitive. To meet the demands for more technology resources, a new multimedia classroom was proposed. Estimated to cost over $200,000, the...

Comprend des références bibliographiques et un index.Integrating Teaching and Technology: A Matrix for Professional Faculty Development provides college faculty and administrators with the foundations for a new model for integrating the two most critical dimensions of teaching and learning, pedagogy and technology: the Integrated Readiness Matrix (IRM). Integrating Teaching and Technology began as dialogue among the authors and their university peers focusing on how best to integrate technology into instruction. Achieving this goal requires all faculty to be conversant with the theories of learning, the taxonomies and domains of learning, and a new methodology for preparing and developing college faculty for a career of classroom teaching. Only by building on a foundation of educational theories can we meet students where they are while designing instruction that fosters student growth and achievement.

Technologies in the classroom are now the norm in schools equipped with multimedia, graphics and animation, access to the Internet, and handheld and remote devices. Students use these technologies as once they used pencils, books, and manipulatives to learn content in all subject areas. Learning is surpassing mere skills and facts; students are thinking and solving problems using these new skills. Literally, the world has become their classroom. Technologies help students master content aided by the fastest Internet connections at home as well as school. Technologies are the norm rather than the exception as tools for learning and content to be taught and mastered in school. Technologies are transforming how teachers teach and how their students learn, making it possible for both to attain the demands of ever-increasing standards. To meet these demands, educators have come to consider technology as a content area to be learned and as tools to be mastered.

Traditional evaluations methodologies are not always sufficient to properly assess effective online instruction. There is a need for student evaluations specifically designed to provide online instructors with feedback about the effectiveness of their technology-based teaching practices. As more instructors move their courses into the online environment, the one consistent question remains, “How do I know that my distance students are learning?” Techniques to assess learner mastery of content material are as diverse as the various formats of distance courses. The traditional assessment strategies (e.g., multiple choice, true/false, essays, etc.) continue to remain an option in a virtual learning environment. They are easily administered through the various learning management systems (LMS) and nearly every LMS has a test module that supports online examinations. Once created, these objective tests can incorporate multimedia (i.e., video, audio) for a more visual assessment. Other as...

Since 1996, the K-A-RPE Model has served to differentiate teaching and learning of technology. It is offered here as an archetype for other institutions seeking to develop their own comprehensive technology program. Knowledge, Application, Research, Practice, and Evaluation (K-A-RPE) offer the necessary dichotomy among instructional technology programs for undergraduates, graduates, and doctoral candidates. Similar to other more well-known taxonomies, the K-A-RPE Model is progressive and assumes mastery and competency at previous levels. Readers are exposed to the ISTE technology standards for teachers as well as how particular institutions implement the set of competencies in their individual programs of study. By establishing how technology skills are addressed in higher education, readers will be able to transfer the KARPE Model to new initiates at all levels of instructional technology education, business, and corporate as well as traditional education.

This chapter establishes the domains of teaching as one of two “pillars of instructional technology” and offers the necessary grounding in the history and evolution of cognitive, affective, and psychomotor teaching. The cognitive domain encompasses intellectual objectives that deal with “the recall or recognition of knowledge and the development of intellectual abilities and skills.” The affective domain takes in individual “changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment.” Finally, the psychomotor domain embraces physical skills and the performance of actions involved in learning described as “the manipulative or motor-skill area” (Bloom, 1956).

Objective I: Using a personal computer and Web address list (condition), students will: navigate the Internet (behavior) locating two specific educational Websites (criterion); explore selected sites (behavior) using two search engines (criterion); and, locate, ...

Not many things in life are certainties. Death -- for sure. Taxes -- almost a guarantee. But for those in the field of education, there is another certainty -- the approaching Third Millennium and its growing population of older adults, more than at any other point in the history of the world. ...

OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understand the importance of orientation materials to successfully completing an online course taken from another institution. The review of the literature revealed several factors of teaching online that supported the position that pro-active development of orientation materials is essential to the growth and development of online learning and results in additional revenue to participating institutions.

Duquesne University's School of Education graduate students are learning to use available classroom technologies to teach. The curriculum for the Program in Instructional Technology integrates the tools that most schools provide in their own computer labs and classrooms. If students use technology to learn, teachers should use the same technology to teach. The foundation for much of the technology being used in today's classrooms is the Microsoft Office suite. It is fast becoming the integrated software package of choice for many schools and school districts. Word, PowerPoint, Excel, and Access are the staples of many students and teachers. Complementing these tools, Internet Explorer and Netscape Communicator are the tools of choice for accessing the Web. Why not help teachers utilize these same tools to develop text, visual, and Web-based materials for the classroom, and leave the more complex and costly packages to multi-media designers and commercial artists? The success of this philosophy has been borne out by a blistering growth in applications from K-12 classroom teachers, technology coordinators, and corporate trainers to join Duquesne's cohort. Interactive Lesson Defined Students in the Program use Microsoft Word to create text-based class handouts, lesson study guides and student workbooks based on their own classroom learning objectives. They use Microsoft Front Page and Netscape Composer to produce online Web-based Virtual Tours. And they use Microsoft's PowerPoint to create an "Interactive Lesson." Interactive lessons take the form of self-paced, student-controlled, individualized learning opportunities embedded with assessment events along the way. In practice, these lessons are offered to students who need individualized instruction, corrective instruction, additional practice, or topical enrichment activities. Specifically, an interactive lesson: * Is a visually-based, behavior-oriented teaching strategy appropriate for learners of all ages who benefit from the concrete learning experiences that graphic presentations offer. * Contains self-paced instructional content appropriate for students who learn best when instructed at their own pace, or who need the benefits provided by remedial instruction outside the classroom. * Offers specific, logical, systematic lessons that foster individualized instruction and sequential learning. * Is student-initiated and student-controlled learning that places a good deal of the responsibility for mastering the material directly in the hands of the learner. * Embraces all phases of the Mastery Learning instructional technique. It suggests alternatives for presenting the initial mastery objectives, corrective instruction, and enrichment activities. The instructional system design model offered by Jerrold Kemp (See Figure 1) is used to create the interactive lesson. Figure 1. The Kemp ISD Model For each of Kemp's Nine Elements, a practical, hands-on task is completed as evidence that the skill has been mastered. Here's how it goes: Step 1: The Instructional Problem Task: Select a topic for an interactive lesson Step 2: Learner Characteristics Task: Identify target learners for the lesson Step 3: Subject Content Task: Identify the specific behavior-based elements that students must master during this lesson Step 4: Instructional Objectives Task: Prepare the behavioral learning objectives providing the specific behavior, condition, and criteria for success Step 5: Sequence the content of the instruction Task: Lay out the instructional progression of your proposed lesson Step 6: Instructional Strategies Task: Create your assessment tools Step 7: Delivery Task: Create and prototype your PowerPoint interactive lesson Step 8: Evaluation Instruments Task: Conduct the assessment for your lesson Step 9: Resources Task: Locate additional resources for the lesson Lesson design by the numbers: seems fairly simple, right? …

Many educators accept teaching with technology as perhaps the most important instructional strategy to impact the classroom since the textbook. The Taxonomy for the Technology Domain offers an equivalent view for using technology to enhance student learning. Of course, the very nature of a taxonomy reduces in scope whatever is being categorized because of its tendency to artificially place items into all too convenient “pockets.” However, the benefits for teachers who understand the advantages of classifications greatly outweigh the limitations.

... Citations identified as educational terms are generic to the discipline and can apply to traditional as well as online learning. For purposes of the lexicon, those education-related terms that have application to learning at a distance have been chosen for this text. ...

Since 1996, the K-A-RPE Model has served to differentiate teaching and learning of technology. It is offered here as an archetype for other institutions seeking to develop their own comprehensive technology program. Knowledge, Application, Research, Practice, and Evaluation (K-A-RPE) offer the necessary dichotomy among instructional technology programs for undergraduates, graduates, and doctoral candidates. Similar to other more well-known taxonomies, the K-A-RPE Model is progressive and assumes mastery and competency at previous levels. Readers are exposed to the ISTE technology standards for teachers as well as how particular institutions implement the set of competencies in their individual programs of study. By establishing how technology skills are addressed in higher education, readers will be able to transfer the KARPE Model to new initiatives at all levels of instructional technology education, business, and corporate as well as traditional education. At the outset, it shoul...

This chapter provides an overview of the foundational components of teaching and learning with technology. The pillars of instructional technology include the philosophy of technology (What are we teaching about IT?), the psychology of technology (How are we teaching with IT?), the sociology of technology (Who are we teaching with IT?), the history of technology, and technology leadership. Each “pillar” offers a venue for creating a program of instructional technology at the higher education level. In addition, a new model for implementing an instructional technology program is introduced: the K-A-RPE Model of Instructional Technology provides the infrastructure for any institution of higher learning to infuse technology into its undergraduate, graduate, and post-graduate teacher curriculum.

In 2006, The Impact of Online Teaching on Faculty Load: Computing the Ideal Class Size for Online Courses, shared the results of early research into the ideal class sizes for traditional (i.e., face-to-face) and online courses based on faculty load. The research was limited to a single instructional technology class taught at the graduate level in both formats. The initial study analyzed the impact of distance learning demands on faculty teaching load and computed the ideal class size for both traditional and online courses. It determined that the ideal class size for graduate courses in technology was 17 students for traditional and 12 students for the distance learning format. This article expands the initial research by examining two universities and their: (1) undergraduate, graduate (i.e., master's), and doctoral-level courses; (2) traditional, online, and hybrid formats; (3) both 8- and 15-week terms; and, (4) three academic disciplines of general psychology, education, an...

There is little doubt that the most dominant form of instruction is pedagogy, also referred to as didactic, traditional, or teacher-guided instruction. The pedagogical model of instruction has been around for centuries. Young boys were received into schools (most often schools with religious purposes) that required them to be obedient, faithful, and efficient servants of the church (Knowles, 1984). From these beginning developed the practice of pedagogy which remains the dominant form of instruction for the traditional learner. Pedagogy is derived from the Greek word “peda,” meaning child and “agogos,” meaning “the study of.” Thus, pedagogy has been defined as the art and science of teaching children. In a pedagogical model, the teacher has responsibility for making decisions about the content to be learned, the methodology for delivering the instruction, the sequencing and presentation (i.e., when it will be learned), and ultimately, an assessment of whether or not the material has...

The effective use of technology includes written communication, the professional exchange of information, and interpersonal collaboration. As the second level of the Taxonomy for the Technology Domain, Technology Collaboration (Level 2.0) is defined as “the ability to employ technology for effective interpersonal interaction.”

When discussing emerging educational technologies, the complaint around the globe is common enough: we may be outfitting schools with classrooms of the future, but teaching methods remain mired in the past. In this special issue of the International Journal of Information and Communication Technology Education, fresh perspectives for choosing and applying emerging educational technologies are presented as a result of the efforts of this investigation. Many well-respected experts have addressed the need for new methodologies. Instead, we have chosen to focus on the process of choosing the technologies themselves. We set out to determine how to evaluate the individual promise an educational technology may hold and to provide guidelines to those who choose and use the technologies for teaching and learning.

Faculties at all levels of education continue to ask, “How does technology fit into my teaching?” How can I teach my students to become technologically literate?” For some, the answers seem quite simple. Technology should be integrated into as many levels of the curriculum as possible. If we aspire to prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. The key is to know what works best in each classroom situation. Podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others are the latest in instructional technologies. Teachers use these tools to address the growing inventory of requisite 21st century skills that include: global awareness, self-directed learning, ICT literacy, problem solving skills, time management and personal responsibility, lifelong learning, financial, economic, business and entrepreneurial literacies, communications, collaborat...

The phenomenon of distance-based learning has dramatically changed the direction and delivery of education in the past decade. Course Web sites, whether used as supplemental resources for face-to-face courses or as essential materials in an online course, have exploded since the mid-1990s. By the end of the millennium, higher education institution world-wide were racing to establish dominance on the distance education bandwagon.

The Dark Web is its own clandestine network of thousands of websites that most of us do not even know exist, much less how to access. The Dark Web uses its own tools to keep users anonymous and their activities hidden. The Dark Web is so well concealed that the full extent of its use remains largely the topic of hushed conversations. From black market drug sales to child pornography, the Dark Web operates at two extremes of the Internet, from venues for anonymous whistleblowing on one end to unguarded censorship on the other. This article provides a primer for those interested in learning more about the “known unknowns” of the Dark Web. Readers will find an excellent opening manuscript for the newly launched International Journal of Cyber Research and Education as it sets the stage for future research in cyber security and law enforcement. The paper will examine three foundational questions for the reader: What constitutes the ‘deep/dark/underground' web and keeps it obscure and...