Document Type
Introduction
Abstract
Educational technology may be a "fairy godmother" or the "boogy man" depending upon individual teacher understanding of its potential and skill in utilization of new models of teaching and learning. In reality it may be neither. Rather it is an excellent learning tool that holds great promise for expanding the walls of the learning community and meeting the changing needs of future generations.
If we believe information is valuable, and it is, students have access to seemingly limitless information through the World Wide Web and linkages with experts in a variety of fields via e-mail. Some certainly see this technology as information overload with little control over what students access. They argue that countless hours are lost as students sit transfixed sifting through information that may have questionable value. Likewise, "virtual teaching (using technology) may result in virtual learning-a situation in which the instruction nor the learning connects with reality" (Hurst, 1995, p. 12). Others "translate access to vast archives of information into personal knowledge . . . " (Dede in O'Neil, 1995a, p. 8). Information accessed through technology can stimulate further investigation, learner collaboration, and knowledge construction (O'Neil).
Journal Title
Institute for Educational Leadership Monograph Series
Volume
6
Issue
1
First Page
1
Last Page
11
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1996 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Else, Dave
(1996)
"Executive Summary,"
Institute for Educational Leadership Monograph Series: Vol. 6:
No.
1, Article 4.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol6/iss1/4
