This paper takes a pragmatic stance that the key to successful application of technology in education is good teaching: using technology only when it is a cost‐effective servant of pedagogy. The paper discusses some fundamental issues in the production of computer‐based materials, and considers them in the context of an on‐going evaluation of an Internet courseware project

Carswell, Linda

English

ALT Open Access Repository

79Linda Carswell Possible versus desirable in instructional systems: who's driving?

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An Internet-based collaborative distance-learning system: CODILESS',

Appropriate use of the Internet in Computer Science courses',

Levels and types of mediation in instructional systems: an individual differences approach',

New ways to learn',

Possible versus desirable in instructional systems: who's driving?

Styles and strategies of learning',

Technological support for teaching and learning: computer-mediated communications in higher education',

the Internet for knowledge acquisition in expert systems development: a case study',

The nature of cognitive styles: problems and promise in educational practice',

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Possible versus desirable in instructional systems: Who's driving?

Name not available

The popularity of the Internet has infected education, particularly distance education, with technological opportunism. Educators feel the 'technology pull' of Web applications and want to experiment. I have talked to colleagues from around the world, and their stories about new developments usually start with the technology, for example: 'We wanted to see what we could do with Java.' Reinhardt (1995, 55) predicts an optimistic future with improved educational productivity and qualitatively changing learning profiles - he predicts an improvement in learning due to technology alone. But do simple Internet translations of existing materials offer anything more to the student, or do we need other strategies for the effective exploitation of the Internet for teaching

Linda Carswell

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Research in Learning Technology

The popularity of the Internet has infected education, particularly distance education, with technological opportunism. Educators feel the 'technology pull' of Web applications and want to experiment. I have talked to colleagues from around the world, and their stories about new developments usually start with the technology, for example: 'We wanted to see what we could do with Java.' Reinhardt (1995, 55) predicts an optimistic future with improved educational productivity and qualitatively changing learning profiles - he predicts an improvement in learning due to technology alone. But do simple Internet translations of existing materials offer anything more to the student, or do we need other strategies for the effective exploitation of the Internet for teaching?DOI:10.1080/0968776980060111</jats:p

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Possible versus desirable in instructional systems: Who's driving?

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