Subject: [IFETS-Discuss]
From: Muhammad Betz (mbetz@sosu.edu)
Date: Wed 21 Jun 2000 - 00:02:38 MEST
From: Muhammad Betz <mbetz@sosu.edu> Subject: [IFETS-Discuss] Date: Tue, 20 Jun 2000 15:02:38 -0700
List address to send message to everyone: ifets-discuss@topica.com
Details of current discussion: http://ifets.ieee.org/discussions/discuss.html
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"I disagree with Betz's comments regarding "a timid stance towards
technology...". Rather, we should focus our efforts on designing effective
instructional strategies that will shape learning and affect achievement. It
is the effective strategies that are transferable and usable in many
different forms." Gary Morrison
Of course G. Morrison is right in his rebuttal to my "off the cuff" comments
related to the Clark premise. The point to be made however is not that we
should abandon our focus on designing effective instructional strategies to
shape the learning environment. The point is that the Clark premise works
against technology, because educators get hung up on the horns of the
dilemma that technology might not increase achievement.
I do not suggest a blind imperative to use technology, nor would I suggest
that educational technologists aid and abet the technologically recalcitrant
in the purported interest of logical-positivist research findings. It is
worth noting that Donald T. Campbell, who along with Julian Stanley, gets
much credit for establishing the L-P research model in education
(Experimental and Quasi-Experimental Designs for Research, 1963) changed his
views significantly in 1986 in an article, "Relabeling internal and external
validity for applied social scientists."
Yet another friend, an engineer at Nortel Networks, emailed me this morning
about attending a seminar yesterday called, STRESS HARDY. His said this,
"One thing I learned from this class among many other things (relates to)
what the instructor said about insanity:'When some one keeps doing the same
thing the same way and expects different outcomes.' Final question: what is
the box and how does one get out of it?
Later,
Muhammad B.
Muhammad Betz, Ph.D.
Graduate Coordinator & Associate Professor
Educational Instruction & Leadership
Southeastern Oklahoma State University
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