Literaturnachweis - Detailanzeige
| Autor/in | French, Donald P. |
|---|---|
| Titel | iPods: Informative or Invasive? |
| Quelle | In: Journal of College Science Teaching, 36 (2006) 1, S.58-59 (2 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Faculty; Constructivism (Learning); Lecture Method; Audio Equipment; Educational Environment; Technological Advancement; Technology Uses in Education; Teaching Methods; College Students |
| Abstract | In this article, the author discusses how iPods are being used in a variety of teacher-centered and student-centered ways. Since today's students are characterized as social, highly competent multitaskers, who expect immediate results and feedback and seek stimulation and interaction, iPod and podcasting are seen as tools for teaching such students. The most widely promoted use of iPods is to produce audio recordings of lectures, although the new iPods make video recordings another attractive possibility. With current software, producing and distributing podcasts might take only a few minutes of the faculty member's time. However, with efforts being made to engage students by replacing traditional lectures with active-learning techniques, the idea that students will learn effectively from unedited recordings of lectures seems questionable and incompatible with constructivist theory. Here, the author points to the need for research on the use and effectiveness of iPods, and suggests well-designed studies that investigate not just whether students use or like it, but how podcasting can be used to increase learning. (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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