How Can an Evaluation Rubric Promote Interactive Qualities?
Malone, Malm, Loren, Nay, Oliver, Saunders, and Thompson,
(1997, October) point out that both students and faculty have
additional responsibilities in a distance environment. Faculty
must alter both course design and teaching strategies to take
advantage of technologies and assure maximum interaction. But
they say that students must assume more responsibility for their
learning taking the initiative for requesting clarification and
feedback to make up for the immediacy offered by face-to-face
formats. Malone et al., cite the need for well-researched criteria
to help faculty know what they are aiming for when they evaluate
the effectiveness of their distance courses.
valtlc11 on 16 Feb 17Making A Difference: Using Emerging Technologies and Teaching Strategies to Restructure an Undergraduate Technology Course for Pre-service Teachers To prepare educators for the twenty-first century, colleges of education must be leaders of change by providing pre-service teachers with a technology-enriched curriculum. Many pre-service teachers continue to enter institutions of higher learning lacking positive attitudes, proper skills, and knowledge of the use of computers. The purpose of this study was to evaluate both quantitatively and qualitatively the effectiveness of a completely redesigned introduction to technology course for pre-service teachers. The intent of this article is to share information, provide guidance for faculty considering upgrading or beginning an introduction to technology course for pre-service teachers, and to
