Tsuchi Jones's List: ETEC 565

• Any given instructional strategy can be supported by a number  of contrasting technologies (old and new), just as any given technology might support  different instructional strategies. But for any given instructional strategy, some  technologies are better than others:
• computer conferencing
• students from different cultures opening up  in and out of class when email became available.
• computer-based tools encourage  spontaneous student collaboration
• Many fall into one of three categories: tools and resources for learning by  doing, time-delayed exchange, and real-time conversation.
• research libraries, laboratories, art and architectural studios,  athletic fields
• Simulating techniques
• Helping students develop insight.
• email for supporting person-to-person feedback, for example, and the feedback inherent  in simulations
• Faculty (or other students) can react to a writer’s draft  using the “hidden text” option available in word processors: Turned on, the  “hidden” comments spring up; turned off, the comments recede and the  writer’s prized work is again free of “red ink.”
• portfolio evaluation strategies
• making studying more efficient.
• computers can record student participation and interaction
• Significant real-life problems, conflicting perspectives, or paradoxical  data sets
• stimulated by knowing  their finished work will be “published” on the World Wide Web
• criteria for evaluating products and performances can be more clearly articulated by the  teacher, or generated collaboratively with stu- dents
• samples of excellent, average, mediocre, and faulty performance.
• echnological resources can ask for different methods of  learning through powerful visuals and well-organized print; through direct, vicarious, and  virtual experiences; and through tasks requiring analysis, synthesis, and evaluation, with  applications to real-life situations.
• They can supply structure for students who need it and leave assignments more  open-ended for students who don’t.
• Fast, bright students can move quickly through  materials they master easily and go on to more difficult tasks; slower students can take  more time and get more feedback and direct help from teache
• http://www.tltgroup.org/programs/flashlight.html]
• Students need to become familiar with the Principles and be more assertive with  respect to their own learning.
• search instead for those that are interactive, problem  oriented, relevant to real-world issues, and that evoke student motivation.
• Institutional policies concerning learning resources and  technology support need to give high priority to user-friendly hardware, software, and  communication vehicles that help faculty and students use technologies efficiently and  effectively.
• it is appropriate for legislators and other  benefactors to ask whether institutions are striving to improve educational practice  consistent with the Seven Principles

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