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If you believe that technology is a distraction and not a way to enhance educational practices, you're probably not using it correctly.

When we were kids, did we leave school every day thinking that we had to go home and do research. Homework was something that got in the way of our play. We wanted to go outside and play games or stay inside and play video games. As we grew older we wanted to connect with our friends by playing sports or talking on the phone. Suddenly, we became adults and expect all students to want to go home and do research.

Our job as educators is to build a bridge between what they use it for and what we want them to use it for.

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.