Live Darshan- Shree Dwarkadhish Temple Dwarka Gujarat
Hi Friends,
Should universities recruit online technology teachers? Should they specifically offer training in “how to teach technology education online”? Should technology teachers provide online K-12 education? A variety of views emerged concerning online learning needs. While some people indicated a need for individual courses, others preferred continuing education credits, or entire degree programs.
Although the greatest job-related educational need was for continuing education credit, a higher level of interest was expressed for online programs in technology education and at the master’s level than in other alternatives.
Interest was evident in courses and workshops covering a variety of topics, including activities to teach about technology, new and emerging technologies, technology education curriculum, and using the Internet to teach about technology. Teaching methods and student management were also of interest, but more among those who had not yet completed a bachelor’s degree.
Furthermore, interest was expressed in topics related to the ITEA content standards. Of these areas, the most interest was expressed for “information and communication” and for “technological design.” “Medical technologies” and “agricultural and biotechnologies” were of least interest. Several barriers to meeting online learning needs emerged.
Among these were a lack of perception of need, a lack of awareness of online opportunities, a perception that online education is too impersonal, and a perception that online education is of inferior quality. Yet, universities can help overcome some of these barriers if they advertise online offerings that have been designed to ensure both high quality and personal interaction.
A number of preconceptions emerged that may not accurately describe online education. For example, a perceived lack of inter-student contact in online courses seems to be contrary to the use of collaborative online strategies and technologies (See Mason, 1999; Verdejo and Cerri, 1993.)
Other preconceptions that should be scrutinized include a perceived lack of contact with the instructor, a self-paced calendar for an online class, and lower quality of online education compared to traditional education.
