Annotated Bibliography
Teaching in an Online Enviroment
Davies, David., Sandelands, Eric., and Teare, Richard. (1998) The Virtual University: Chapter 1. Britain: MCB University Press, ISBN 0304703273
Chapter One of "The Virtual University" written by Davies is an interesting and useful chapter that introduces contrasting perspectives on teaching and learning in light of the growth of the education system and virtual education. Davies seems to push two main points the first being the introduction of an open learning system to today’s society and the second being the difference between andrayogy “adult learning�? and pedagogy “child focused learning�?. He states that knowledge has changed to be open and flexible and that many of its competencies are now sort and acquired at different sites of learning. This change to a modular education has proven to be very useful when teaching adults who unlike children have strong needs to be self directed. Overall this chapter is well written and easy to follow due to its well headed paragraphs which clearly outline the topics debated. It also supplies a good background to teaching and its theories which help you to establish a good understanding of learning systems and the requirements of adults, children and the teachers themselves.
Barnett, Liz., Brunner, David., Maier, Pat., and Warren, Adam. (1998)Technology in Teaching and Learning: An Introductory Guide : Chapter 5. Britain: Interactive Learning Center, ISBN 0749425156
“Technology in teaching and Learning�? is a little different to other resources because it not only provides general information but is an instruction manual on how to actually use technologies such as the internet within teaching. Of this book chapter 5 is a good resource because it is focused on the World Wide Web. The chapter goes on to describe what the Web is and what it is comprised as. It is helpful because it simply explains every aspect of the web such as the fact that HTML coding and URL’s are the factors that give the web it’s flexibility and power. This resource is also helpful because it establishes the relationships between the browser, internet and server. The chapter is filled with diagrams used as examples and teaching aid and step by step notes are found to aid you in operation a browser and other such tools. While it this chapter does not give great depth onto the subject of teaching in an online environment it does give you an outline on the technology and how it can be used in the simplest form.
Bowles, Marcus. (2004) Relearning to E-Learn: Chapter 1. Melbourne: Melbourne UniversityPress, ISBN 0522851266
“Relearning to E-Learn�? Chapter 1 defines outlines and explores all issues concerning electronic leaning and the virtual classroom. E-Learning is seen as the merger of many academic perspectives such as training and education, learning and knowledge and technology and investigation in an online environment. These factors which combine to form “online learning�? can be participated in either one of two ways as stated by Bowles to be synchronous or asynchronous. Synchronous learning is where teachers and students are online at the same scheduled times in what is know as a virtual classroom. While asynchronous is where information from a teacher is posted and students can access and learn from it in their own scheduled time. This chapter is an excellent resource because it clearly points out everything you kneed to know about electronic leaning form its definition to, how it was developed, what it is mainly used for and the pros and cons of electronic communication. This chapter also explores the growth of the global online population and how new trends and technologies have to be accommodated for if electronic learning is to be develop further. The chapter also features a range of diagrams and tables that help illustrate and demonstrate the points made in the text and because the book itself was written in 2004 all example of technology are up to date and reliable. Overall this chapter features a lot of elements that help to understand the online environment and the restrictions to a virtual classroom proving to be a valuable resource.
Cashman, Thomas., Gunter , Glenda., Gunter, Randolph., and Shelly., Gary. (2004)Teachers Discovering Computers: Intergrating Technology in the Classroom : Chapter 6, USA : Thomson Course Technology ISBN 0619201800
Chapter 6 is a brilliant resource which outlines and defines what a curriculum is and how technology on a whole should be integrated in today’s schooling system appropriately. This chapter also show the importance of introducing children to basic computer concepts and operations through creative and engaging lesson plans. Teachers are described as facilitator of learning who motivate and direct students to ultimately have authentic learning experience. The importance of and authentic learning experience is it allows a child to establish real life connections by association to life situations which in turn help them to become active learners who engage in inquiring, investigating, problem solving, formulating and answering their own questions. The most helpful things I found about this chapter where its lay out which was bold colourful and easy to read, that and the many examples, diagrams and models evident in the text. Wellive’s Instructional Model for example show that if teachers are integrate technology into today curriculum successfully they have to Familiarise, Utilize, Integrate, Reorientate and Revolutionise the learning process. I loved this recourse because it helped me to understand the requirements of a school curriculum in connection with teaching and technology. It stressed the importance of a well evaluated lesson plan whose technological content was well evaluated and proved to benefit the child’s experience. It outline of productive and effective learning strategies proved that students could have fun and maximise both the teaching and learning experience. The examples throughout the text were wonderful and relevant because the book itself was written in 2004. Overall "Intergrating Technology Into The Classroom" a great resource which I highly recommend to anyone researching theaching in an online environment.
Kendall. Jill., Ponting, Jane. (1997) Passport to the Internet in the Australian Classroom: Chapter 1, Sydney: Hodder Education ISBN 0733606849
Kendall and Ponting in Chapter 1 state that the internet has become the most dynamic and useful curriculum tool since audiovisual media introduced in the 1970’s. This means that is teachers have to be proactive and adventurous when it comes to introducing school children to E-Learning. The two push the point that if young students are to gain skills in online communication and learning beyond the province of the school yard than it is the teacher’s duty to create enthusiasm through creative and fun lesson plans. While the chapter is not the greatest resource it does provide helpful information on both the role of students as interactive learners and teachers as leaders. This chapter ask has extracts and quotes from student views, lists of other references and helpful readings and finally example websites suitable for children. Overall I found this resource easy to read but with simple and interesting information but on the whole it lack depth and content.
Wiske, Stone. (2001) The Digital Classroom: How Technology is Changing the way we Learn: Chapter 8. Cambridge: Harved Press. ISBN 188343307
Wiske speaks of the cultural expectations of teaching in the 21st centaury. In chapter 8 it is explained that people have put to much emphases on technology itself and have forgotten that it is the people and teachers themselves who shape and plan learning. It is believed that technology will merely help to enforce traditional teaching styles unless teachers change curriculum goals, materials, assessment plans and style. A good comparison of teaching styles evident currently in Japan and America is very helpful in demonstrating this point. There are two major styles of teaching in today's society and these are to teach by repetition of a sustained message and picture and teaching through independent think and problem solving through stimulus. Where technology is involved the internet will be able to connect teachers to multimedia resources, peers and professional development leaders. This resources provided good examples and case studies which successfully prove the point that if teaching can only be a "true profession" when it changes the view and practice of professional collaboration. This book also has a list of further information sites and resources which enable you to follow up on topics and case studies evident in the text. Overall I found this resource to contain many valid and interesting point to which i totally agree with making it a good resource on teaching in an online environment.
Fox, Bob. (2001) Online Learning and Teaching With Technology: Case Studies, experiences and Practices: Chapter 6. Britian : Binddles LTD, Guildford nad King's Lynn. ISBN 0749435208
Foxe's case study "Teaching online....Relunctly" explors the issues concering the approipiraite us of online dissucs groups. If accedemic staff asr directed to use tehnology without truely understandig its concepts and requirements the there will be negitive effects on the students and other staff menmbers. The study is based on a university lecturer named john who teaches a third year unit on contract law. He is directed to intorduce online technology to his subject material in the form of an onlie discussion forum. I find this case study to be a geat resource eacue it not only explors but ges into great depth of the problem and issues faceed by a teacher introducing a new technology. From this study it was concluded that the key issue tio intergraing a technology into th cirruculm is to havea strick guide line and criteara to follow. A good feature to this case study is the case repoters dission that highlights that maost trchers are unexperienced in online learnignand due to this the student will suffer. Another helpful feature to this case study is the stimulation questions found under each part which alloed independant thought and reflection. I found this case stud to be very helpful that fully addressed and reslvoed the isses concerned when intergarteng a new mediu of technology into a unit or cirriuclum.
Goodfellow, Robin. (2001) Online Learning and Teaching With Technology: CAse Studies, experiences and Practices: Chapter 8. Britian : Binddles LTD, Guildford nad King's Lynn. ISBN 0749435208
The study raised by Goodfellow explores the problems faced by teachers when assessing student involvement in online collaboration learning. The main problems faced by students where that there was no real outline or criteria for students to follow when it came to assessment. Basically student had to participate in an online debate over a period of time and then present an document containing 5 "Messages" the had posted. Problems immediately began to arise with tutors being bombarded with questions and uncertainties from student on the correct way to approach the assignment. While online collaborative learning can prove to be beneficial to students it is only when they are interested in the process of learning rather than a goal for an overall grade that it is most affective. It was also found that students who did not rely on face to face interaction with a teacher also excelled in this form of education due to their own personal learning style. Like the pervious case study by Fox there were stimulation questions after each part which proved to be very helpful. I found this study to be an excellent resource because once again it is a true life study whose results showed how difficult it is to truly teach in an online environment.
