Educational Best Practices: Technology Current Thesis

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Enforcing a balance is necessary by limiting the amount of purely online learning a student can embark upon over the course of his or her career. Enforcing rules about the method of access (for example, insisting that online courses have 'real time' meetings), setting guidelines about the types of technology used, and creating online courses that are only one part of a more comprehensive educational degree's requirements is essential.

Completing some course requirements through online class work may be acceptable, provided it is of a demanding quality, and uses Blackboards and chat rooms to mimic the interactive environment of the classroom. But a purely online degree has questionable value, even when conferred by a legitimate institution. Certain types of subjects, such as the life sciences, require an intensive laboratory component to be truly effective.

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And learning 'hands on' has value in most of the disciplines even beyond the sciences.

The best use of technology is ideally in an interactive and hands-on environment, in a real-world classroom. When students from real-life classrooms use the Web to create web pages that showcase their research or students band together to create presentations through PowerPoint or formulate other research projects, the Internet can offer unprecedented multimedia access to information and scholarship all over the world. It engages other forms of learning, and other types of learners who excel in nonverbal types of communication. But technology must never be used for technology's sake, and technology must be used to make education more comprehensive and rigorous in the skills that it reinforces, rather than more distant, easier, and socially fragmented.

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