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Online Education Technology
Educational technology is defined by the Association for Educational Communications and Technology as “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”[1]
Educational technology refers to the use of both physical hardware and educational theoretics. It encompasses several domains, including learning theory, computer-based training, online learning, and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:
- educational technology as the theory and practice of educational approaches to learning
- educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange
- educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS)
- educational technology itself as an educational subject; such courses may be called “Computer Studies” or “Information and communications technology (ICT)”.
Given this definition, educational technology is an inclusive term for both the material tools and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology.[6]
However, modern electronic educational technology is an important part of society today.[7] Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI),[8] internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, ubiquitous learning and digital education.
Each of these numerous terms has had its advocates, who point up potential distinctive features.[9] However, many terms and concepts in educational technology have been defined nebulously; for example, Fiedler’s review of the literature found a complete lack agreement of the components of a personal learning environment.[10] Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components or delivery methods rather than being fundamentally dissimilar in concept or principle.[9] For example, m-learning emphasizes mobility, which allows for altered timing, location, accessibility and context of learning;[11] nevertheless, its purpose and conceptual principles are those of educational technology.[9]
In practice, as technology has advanced, the particular “narrowly defined” terminological aspect that was initially emphasized by name has blended into the general field of educational technology.[9] Initially, “virtual learning” as narrowly defined in a semantic sense implied entering an environmental simulation within avirtual world,[12][13] for example in treating posttraumatic stress disorder (PTSD).[14][15] In practice, a “virtual education course” refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. “Virtual” is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated “virtually” with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.[16]
As a further example, ubiquitous learning emphasizes an omnipresent learning milieu.[17] Educational content, pervasively embedded in objects, is all around the learner, who may not even be conscious of the learning process: students may not have to do anything in order to learn, they just have to be there.[17][18] The combination of adaptive learning, using an individualized interface and materials, which accommodate to an individual, who thus receives personally differentiated instruction, with ubiquitous access to digital resources and learning opportunities in a range of places and at various times, has been termed smart learning.[19][20][21] Smart learning is a component of the smart city concept.[22][23]
Bernard Luskin, an educational technology pioneer, advocated that the “e” of e-learning should be interpreted to mean “exciting, energetic, enthusiastic, emotional, extended, excellent, and educational” in addition to “electronic.”[24] Parks suggested that the “e” should refer to “everything, everyone, engaging, easy”.[25] These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.[24]
Norman
Norman /ˈnɔːrmən/ is a city in the U.S. state of Oklahoma 20 miles (30 km) south of downtown Oklahoma City in its metropolitan area. The population was 110,925 at the 2010 census.[1] Norman’s estimated population of 120,284 in 2015 makes it the third-largest city in Oklahoma, and the city serves as the county seat of Cleveland County.
Norman was settled during the Land Run of 1889, which opened the former Unassigned Lands of Indian Territory to American pioneer settlement. The city was named in honor of Abner Norman, the area’s initial land surveyor, and was formally incorporated on May 13, 1891. Economically the city has prominent higher education and related research industries, as it is the home to the University of Oklahoma, the largest university in the state, with approximately 30,000 students enrolled. The university is well known for its sporting events by teams under the banner of the nickname “Sooners,” with over 80,000 people routinely attending football games. The university is home to several museums, including the Fred Jones Jr. Museum of Art, which contains the largest collection of French Impressionist art ever given to an American university, as well as the Sam Noble Oklahoma Museum of Natural History.
The National Weather Center, located in Norman, houses a unique collection of university, state, federal, and private sector organizations that work together to improve the understanding of events related to the Earth’s atmosphere. Norman lies within Tornado Alley, a geographic region where tornadic activity is particularly frequent and intense. The Oklahoma City metropolitan area, including Norman, is the most tornado-prone area in the world. The Storm Prediction Center (SPC), a branch of the National Oceanic and Atmospheric Administration (NOAA) is located at the NWC. SPC forecasts severe storm and tornado outbreaks nationwide. Additionally, research is conducted at the co-located National Severe Storms Laboratory (NSSL), which includes field research and operates various experimental weather radars.
In 2008, CNN‘s Money Magazine ranked Norman as the sixth best small city within the United States to live in.