Lawrence A. Tomei

Challenges of teaching with technology across the curriculum: issues and solutions

Introduction to Technology Across the Curriculum Major Applications of Instructional Technology Technology in the Science Classroom Technology in the Math Classroom Technology in the Social Studies Classroom Technology in the Language Arts Classroom Technology in the Foreign Languages Classroom Technology in the Fine Arts Classroom Technology in the Technology Classroom Technologies for Students With Disabilities Integrating Technology Into Classroom Instruction

Top Technologies for Integrating Online Instruction

Online learning is the epitome of applied technology and should be integrated into as many levels of online curriculum as possible. To prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. Most importantly, teachers must know what works best in an online classroom situation, i.e., podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others. In this regard, this paper reviews specific technology-based tools that have demonstrated a rapid implementation in higher education in general and online learning specifically. In addition, it explores best practices that lead to the best use of these tools in the virtual classroom. Links to online videos demonstrating each technology are provided and an emphasis is placed on many real-world examples of how technology has already improved student learning. This paper calls for greater inclusion of specific technologies by teachers in the online classroom.

Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-based Teaching

Adult students demand a wider variety of instructional strategies that encompass real-world, interactive, cooperative, and discovery learning experiences. Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching explores how technology impacts the process of devising instructional plans as well as learning itself in adult students. Containing research from leading international experts, this publication proposes realistic and accurate archetypes to assist educators in incorporating state-of-the-art technologies into online instruction.

Do Orientation Materials Help Students Successfully Complete Online Courses

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.

ICTs for modern educational and instructional advancement : new approaches to teaching

Adult learner Content management delivery Designing online education Distance learner Education applications Focus on the learner Instructional advancement through ICTs Modern teaching approaches Text-based resources Traditional learner Visual-based resources Web-based resources

Why Choose an Online Course

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 why students choose to take courses through the consortium as well as why students opt for online learning instead of traditional face to face instruction. The research was limited courses that were completed in the Fall 2006, Spring 2007, and Fall 2007. The review of the literature revealed several factors of teaching online that affect why member schools recommend an OCICU course to their students and why these students succeed or fail in an online environment. The response rate of 25% diminishes the ability of this investigation to generalize to this population of 64 institutions.

The Classroom of the Future and Emerging Educational Technologies: Introduction to the Special Issue

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.

The KARPE Model for Differentiating Teaching and Learning with Technology

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 should be made clear that the focus of this study is on the more restricted domain of instructional technology — the use of technology for teaching and learning.