Fostering Pedagogical Soundness of Multimedia Learning Materials

Ahola-Sidaway, Janice; McKinnon, Margaret C.

doi:10.21432/t22c8f

Cited by 2 publications

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“…These conditions leave teachers susceptible to commercially produced materials that have bias and inaccuracy (Bigelow, 1996). While traditional instruction methods provide venues for controlling content interpretation, four (equitable learning environments, critical literacy skills, learner control and choice, and inter‐dependent learning) of Ahola‐Sidaway and Mckinnon's (1999) ten technology practice principles represent tenets for empowering students' pursuit of accurate content understandings. Facilitating cooperative processes enable learners to discuss various content perspectives and analyze related meanings.…”

Section: Mason and Peace's And Harzel's Five Ethical Themesmentioning

confidence: 99%

Ethical issues in instructional technology: an exploratory framework

Lucey

Grant

2009

Multicultural Education &Amp; Technology Journal

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Purpose-The purpose of this paper is to explore a framework for considering moral K-12 instructional technology. It seeks to examine the extent that development of technology policies consider and respect affected parties' interests. Design/methodology/approach-Interpreting morality as an economic concept that involves a reconciliation of societal members' diverse needs and wants, the authors describe moral instruction technology use as a negotiation of administrative, teaching and learning needs along five continua defined by Mason, in 1986 and Peace and Hartzel in 2002: property, freedom of speech, privacy, accessibility, and accountability. The paper commences with observations concerning research into technology-based empowerment and associated ethical issues. It then describes the five continua of ethical instructional technology challenges within the contexts of K-12 settings. Findings-The authors encourage research through observational and survey studies to clarify understandings of these continua. Although presented separately, they acknowledge that these dimensions overlap and interact to comprise a mesh of moral dilemmas. If morality represents a concept designed to balance societal powers, then implementation of moral instructional technology processes respects the views of all educators. The authors argue that how educators interpret technology's placements along these moral continua have important consequences for practice. They encourage research that interprets these relationships and how they may best support classroom processes. Originality/value-The paper presents an exploratory framework, offering insights into ethical issues in instructional technology.

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Section: Mason and Peace's And Harzel's Five Ethical Themesmentioning

confidence: 99%

Ethical issues in instructional technology: an exploratory framework

Lucey

Grant

2009

Multicultural Education &Amp; Technology Journal

View full text Add to dashboard Cite

show abstract

“…Although the learning environment continues to evolve, educators need to remember to adhere to sound pedagogical principles (Ahola-Sidaway and McKinnon, 1999;Grasha and Yangarber-Hicks, 2000). With the increased use of instructional technologies such as chalkboard, websites, PowerPoint, discussion forums, and other online and technological resources, educators may find themselves focusing more on the "bells and whistles" as opposed to the final goal of helping students learn.…”

Section: Discussion and Findings On Students' Attitude Towards Technomentioning

confidence: 99%

Improving standards in Bahamian High Schools: using geographic information system as a pedagogical tool

Miah¹

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Fostering Pedagogical Soundness of Multimedia Learning Materials

Cited by 2 publications

References 0 publications

Ethical issues in instructional technology: an exploratory framework

Ethical issues in instructional technology: an exploratory framework

Improving standards in Bahamian High Schools: using geographic information system as a pedagogical tool

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