The improvement of teaching and learning through technology by blended learning in secondary schools - Dissertation Example

Table of Contents Introduction 2 2. Blended Learning 2 Concept of blended learning 2 2.2 Reasons of blended learning 5 3. Technology and blended learning 3.1 ICT 7 3.2 Intranet 10 3.3 Learning through digital video 10 3.4 Teaching and learning with images 12 3.5 Television 13 4. Training the teachers 14 5. Future of blended learning 16 6. Drawbacks 18 7. Conclusion 18 References 21 1. Introduction Technology has permeated practically every field of life and education is no exception. Today children are exposed to technology from a very early age. Technology plays a critical role in various fields of learning which includes planning. Powerful technologies are now available to significantly augment the skills necessary to convert data into information and transform information into knowledge (Cradler, Mcnabb, Freeman, & Burchett, 2002). Digital technology has revolutionized learning. UNESCO, the United Nations Education, Social and Cultural Organization, defines technology as: "...the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems and to enhance control over the natural and made environment in an endeavor to improve the human condition" (UNESCO, 1985 cited by TEFA, 1999). Thus technology is a purposeful application of knowledge, experience and resources to create processes and products that meet human needs. In the field of education, technology helps children to be productive, innovative and enterprising. At the secondary school level it encourages them to employ resources, equipments and techniques to enhance the knowledge assimilation process. This paper will discuss how there has been improvement of teaching and learning through technology by blended learning in secondary schools. 2. Blended learning 2.1 Concept of blended learning Blended learning combines e-learning in its various forms with traditional types of teaching and learning (Hielesen & Neilsen, n.d.). it is a way to educate form a distance that is through email, learning management systems and video. Blended learning allows the students to combine materials teaching forms and technologies to provide the maximum support in his style of learning. A teacher too can combine technology, materials and teaching forms to present a subject which would help to achieve a learning goal in a proper and effective way. Blended learning is an instrument which makes teaching and learning more efficient. Since there are no set standards to determine the most effective method of training, it is usually need-based. Virtual schools are now able to open up a world of new courses that challenge students intellectually and open up new avenues educationally and professionally. Even people with health issues, remote areas or family constraints can keep up with education. Blended learning combines the mix modes of web-based technology (like virtual classroom, self-paced instruction, collaborative learning, streaming video, audio and text) to accomplish an educational goal (Driscoll, n.d.). It combines various pedagogical approaches like constructivism, behaviorism and cognitivism to produce an optimal learning outcome. Blended learning combines any form of instructional technology like video-tape, CD-Rom or web-based training with face-to-face instructor-led training. The behaviorist approach according to Alonso, Lopez, Manrique & Vines (2005) concentrates on the study of overt behaviors that can be observed and measured. It is based on the assumption that response to stimulus can be measured quantitatively totally ignoring that thought processes can occur in the mind. Since this approach had limitations in the understanding of learning, the cognitive approach emerged. This approach is based on the assumption that learning involves acquisition or reorganization of the cognitive structures through which human process and store information. Learning takes place because of a process activated within the working memory or the short-term memory for which purpose it uses knowledge and skills retrieved from the long-term memory. Constructivism accepts multiple perspectives and maintains that learning is a personal interpretation of the world. It assumes that learners construct or at least interpret their own reality based on their perception of their experiences. Instructional technology is based on problem-solving. Learners engage in exploration and discovery learning. The instructional model views knowledge as something to be acquired. It provides the instructors with the capability of generating personalized e-learning processes focused on some educational objectives and on the characteristics and on the needs of the learners. Blended learning is the process which mixes various event-based activities: self-paced learning, live e-learning and face-to-face classrooms. These days it is not enough to have access to knowledge but to have access to relevant and interesting knowledge in time. Self-paced learning can reach everyone at anytime and anywhere at the same time provide the learner with the right skills at the right time. Live e-learning takes place in a class room at a scheduled time where the learners get an opportunity to collaborate and exchange ideas. It is good for sharing information and each student selects his or her activities from a personal menu of learning opportunities most relevant to his or her background. Traditional classroom training cannot be done away with for secondary education because face-to-face communication is essential. This is an essential tool to learn certain management, leadership and other highly collaborative skills. An efficient blend of all the three learning types has certain characteristics like an instructor that directs learning. In the classroom training the instructor explains specific learning subjects which are then open for questions and discussions. Interaction takes place between the learners and the instructors to enhance the learning process. 2.2 Reasons for adopting the blended learning approach The goal of blended learning is to use technology as a tool for learning and to promote a discovery-based approach to online learning. It is also intended to make the students anywhere anytime learners. According to teachers, blended learning encourages the students to use the internet for research or retrieve resources from a CD or use online materials (Field, 2003). A teacher may initially feet lost while combining online learning with face-to-face learning and professional development is essential to do this. The teacher needs some training in the online platform. Without the confidence of the teacher, such efforts only lead to frustration. Teachers need to participate in a range of structured courses and events. It helps to empathize with the students and understand their frustration. There are several advantages of integrating the internet and other forms of technology into learning and teaching. The internet has become the pr5eferred tool for learning and by using the Web the instructor is tapping in to the student’s current context for exploring the world. Secondly, the Web provides flexible learning as the student can explore at his convenience. Web learning leads to the development of skills like critical thinking, problem-solving, writing and working collaboratively. Boyle, Bradley, Chalk, Jones and Pickard, (2003) contend that when the problem is multi-faceted, tackling some problems and leaving others unattended, will not lead to the success of the project or the learning process. A blended approach helps to identify each of the problem areas and develop methods and resources to tackle these problems. Achacoso (2003) emphasizes that the effective use of technology is what matters and not merely the presence of technology in schools. Technology like computers do not have any predetermined impact or outcomes. It is the way they are used that influences the outcomes. Technology in the classroom helps improve access to information of types of information. Technology helps to make faster decisions. Technology can help facilitate the learning process. The document camera can be used to show many types of visual aids and learning would depend on how it is used. The impact of technology requires the use of cognitive process. For instance, encoding through visualization can be done through the help of technology. Research suggests that students who are involved in online during the middle years are more likely to keep their academic grades higher than those who are not exposed to online learning. The student’s ability to perform better increases with blended learning. Blended learning is research based and is a viable method for providing live events such as online homework help (Wikibooks). This could come from the teacher or from other students in a cooperative learning environment. Students can learn at their own pace because each one’s capability differs. Students can use chat room, IM or email to work together on any project. Testing can also tale place online along with the completion of the curriculum. Students can take assessments whenever they feel they are ready. Quick feedback enables students to know where they stand in respect to their grade. Dictionaries, encyclopedias and research are some of the valuable information available to the students at just a click of the mouse. Thus with a blend of these ingredients, students can derive the best educational experience. Their mistakes are not dealt with publicly which may lead to lack of self-confidence. Secondary students have the maturity and self-discipline to work independently and succeed in online coursework (Wikibooks1). Asynchronous Learning Networks (ALN) has been found to be as effective as classroom learning (Hilz et al, 2004 cited in Wikibooks1). Some high schools have found that providing hybrid courses or blended learning experiences that provide more face-to-face support have higher completion rates. Blended learning provides more structured time for student work while the teachers are always available to monitor progress. They are also able to provide encouragement and support to those who lag behind. Blended learning provides physical resources and the need for text books are diminished. Material presented is timely and relevant and the student progress is self-paced. According to Oblender (2002) students’ learning environment is extended to organizations, people and facilities not available in classroom (cited by Wikibooks1). They even gain advanced technological competencies. Peer to peer interactions or joining a study group enhances the learning experience. 3. Technology and blended learning 3.1 Use of ICT Information and communications technology has changed the way we write, visualize, make calculations, communicate, store and search for information. This ITC features can be integrated into the entire learning environment. The conventional education system focused on transmitting the teacher’s knowledge to students. It did not pay attention to the other aspect of education, namely learning (Alonso, Lopez, Manrique & Vines, 2005). Learning is the acquisition of new knowledge and skills which can be used to solve the problems more successfully. The learning process is optimum when it is assisted and personalized. Computers offer personalized learning. They can design the learning according to the knowledge and needs, record the progress and indicate where the student may be going wrong. Though information and communications technology (ICT) has facilitated changes in education, especially in work-based learning, any new vision of teaching and learning are slow to be realized (Pittard, 2004). ICT in schools is at a critical stage because the government has invested heavily in infrastructure to support these systems. The impact can be seen in the pupil: computer ratios, increased use of software and increasing teacher confidence and competence in using ICT. Despite these, researchers agree that there has been little change in the ways education is delivered. ICT enhances the educational practice but it is limited. E-learning is an alternative way to teach and learn. It employs new multimedia technologies and the internet to improve the quality of learning by facilitating access to resources and services, s well as remote exchange and collaboration. Although the benefits of e-learning are known, no guidelines for implementing, designing, developing, supplying and managing e-materials are available (Alonso, Lopez, Manrique & Vines, 2005). Computer-based instructions can individualize the learning process as it can accommodate individual needs, interest, current knowledge, and the learning styles of each student (Kulik, 1994 cited by Schacter, 1999). Research suggests that students learn more in less time when they receive computer based instructions. Students remain more interested in the class and develop a positive attitude when their class includes computer-based instruction. At the same time, computers did not have positive effects in every area that was studied. Computer games help to develop cognitive skills. Games are spatial, iconic, and dynamic, and have things going on at different locations (Subrahmanyama, Greenfieldb, Krautc & Gross, 2001). Children develop skills by playing such games. It also helps to prepare them for science and technology. Thompson et al. (1991) stress the significance of the development of formal and informal networks. Computer networks create new forms and channels of communication, shaping the life and being shaped by life at the same time. The era of computers has imprinted influential effects on social contact and more importantly it is a media of research and an invaluable tool for information and learning. The twenty first century and information technology has created a means of breaking down barriers providing flexible learning through short programmes at varied levels in non confrontational environments, better still information able to be accessed from home. Innovative methods of teaching encourage greater numbers of individuals to participate and learning in turn can be tailored and projected over a period of time to meet specific skill objectives. (Lave, 1998) maintains learning is best achieved when learning tasks are encountered, practiced and applied in the real world context. A chemistry instructor can use a computer to display three-dimensional usage of molecules while explaining a chemical reaction. This visualization is much more effective than the traditional use of the chalk-board. Hence technology can make it easier for the learner to remember (Achacoso, 2003). Technology can provide safe experiential learning not possible through simply reading a book. Technology teaches students how to handle problems. 3.2 Intranet The function of intranet is the same as internet but without public access. An intranet is an application of internet technology within an organization for the purpose of information dissemination, communication, integration and collaboration (cited by Duane & Finnegan, 2003). Intranet empowers the users but it must also respond to organizational demands for control. Intranet requires proper management and planning if it has to add value to the system and its usage. Proper management can lead to expansive growth. The push technology in the internet is an automated system which allows the internet and intranet to customize delivery of information to all concerned (Verma & Parikh, 2001). Push system eliminates the traditional approach of the pull system and enhances the value of the internet. Information gathered from different sources can be assimilated and disseminated in an efficient and effective manner. Push technology can eliminate the problem of students not receiving information on time. Push technology also helps the lecturers to deliver course materials and other details beyond the constraints of time and space. 3.3 Learning through digital video Digital Video ethnographies can help to transform learning environments. A report by the British Educational Communications and Technology Agency (BECTA) found that use of digital video in learning has increased student engagement and a range of learning styles were promoted (Kearney & Schuck, 2005). Even the process of generating and editing video about a curriculum issue encouraged deeper level of thinking by students about that subject matter. Research further suggests that well-designed, student-generated digital video tasks are strongly aligned with principles of independent, authentic learning. These tasks are student-centered, have rich context and encourage active group participation. Such tasks provide students with flexibility and choice and create a sense of ownership, self-regulation and contributes to self-esteem. Students project their personalities in unique, creative ways and when they work with the peers. As far as the teachers are concerned, study found that they initially used it for their own convenience and then realized its importance as a tool for the students as well. Hence the classroom use of DV was an extension of their personal interest in digital movie making. The teachers were convinced that this would lead to active, independent group learning, and facilitate student creativity. New digital literacy skills could be learned through DV work and it offered the potential for authentic assessment and informative reporting. It generated a deeper understanding of the curriculum topics. DV is used as a communications tool, as a reflective tool and as an observation and analysis tool. Traditional story telling or narrating an incident has always existed but when the same communication is done through DV, the student learns not only the technique of making a movie but also is able to express itself better through technology. It empowers the learners to express and communicate ideas, feelings and information. This is used by students to prepare documentaries, reviews and animation. The students can also use DV as an analysis tool to make sophisticated observation of a performance or a phenomenon. It is used as a feedback on performance tasks such as public speaking, drama productions. Reflection is an important part of the education which facilitates the growth of the learners especially at the secondary school level. DV facilitates this reflection and meta-cognition process. They build up a video-based record of their learning and they create a digital story of their own learning. They make documentaries of the self. Studies have found that the use of DV has led to the development of the movie-making skills and the related language development, development of media literacy skills, communication and presentation skills, meta -cognitive and affective skills. Students also displayed a higher impressive level of autonomous behavior, engagement and motivation. Students valued their ownership and enjoyed the projection of their own personality particularly when the peers were the target audience. 3.4 Teaching and learning with images The presentation of material through images is educationally effective. According to Levin (1989, p 83), pictures interact with texts to produce levels of comprehension and memory that can exceed what is produced by text alone (Mowat, 2002). Images communicate ideas and help the learner experience the subject in a more comprehensive way that can be explained in verbal terms. This is based on the premise that learning takes place through sensory modalities and the more senses are involved, learning becomes deeply embedded. Power points and slide shows have become common to enhance teaching and learning. This innovative learning and teaching promotes reflection and the student has a deeper understanding rather than relying on class-handouts or listening to lectures. This requires careful course designing by the institutions. The constrain in this approach is that teachers find it too time consuming to design such courses due to wide variety of courses on offer and the rising number of students. 3.5 Television Visual media is an essential component of classroom learning. Television offers information in multiple forms – images, sound, motion and sometimes even text (CPB, 2004). Research evidences that the type of content children view determines their future success than the amount of time they spend watching television. Educational television supports significant and lasting learning games while viewing other types of programming is associated with a lack of academic achievement. Parents too have trust in the educational value of their children’s media interactions. As reported by researcher Calvert in 2001, television as a medium has become a major socializer and educator of children. Further research cited by CPB suggests that seeing is not just believing, but seeing is remembering, there by emphasizing on the importance of television as an important medium of education. It is a myth that television viewing displaces reading. Research suggests that importance of television as a medium of learning is enhanced when teachers employ strategies to communicate the purpose of the program and give them a clear idea of what to expect and what is the level of effort they are required to exert. Besides, it is dependent on adults whether children are able to maximize the benefit from television. Selection of the appropriate content, prioritizing the material and following up on the questions that children raise as a result of viewing also determine the effects of television upon learning (CPB). The role of the teacher is equally critical in the school setting. Learning cannot and does not occur in vacuum. Technology is supposed to bring about a change in the learning process but this requires that technology be understood properly and applied in the right way. Even when the subway was opened in Washington, people were first taught how to use the subway and its automated process. Classroom learning is much more complex than this and requires more intensive learning say Hativa and Lesgold (1996). Exposure to digital technologies results in creativity, lateral thinking, technological adeptness, communication and dispersed community (Puttnam, 2006). 4. Training the teachers According to the 21st Century Teachers Network (21CT), persuading the teachers to use technology is difficult (Kurkowski, 2000) while Eynon (2006) contends that very little is known of the lecturers’ opinion and experiences of using technology in education. Most of those who are teachers today have not grown up with computers around them and hence the use does not come to the naturally. The thought of creating a PowerPoint or creating an interactive website for a lesson sounds alien to them. It is felt that since teachers teach through their own example, it is essential that they are trained in the use of computers. This would help them to demonstrate the same skills that they require from the students. Merely knowing how to use computer or to access internet is not enough to leverage the benefit of technology. Teachers must be able to integrate technology into the lessons and this requires thoughtful planning. Although initially some effort is required on the part of the teachers, in the long run they would be able to reap the benefits of using computer for learning and teaching. Research by Eynon suggests that the most common way of using ICT was to provide students with access to a range of online resources, online discussion boards, with some students even using more advanced multimedia to provide webcasts of lecturers, simulations and problem-based learning exercises. Online communication between students and staff was found to be useful via email and discussion boards. Secondary school teachers who wish to add the web component to their lessons should start simple. The purpose is to expand on and clarify what has been taught in class. And provide opportunity to the students to extend the learning experience beyond the confines of the classroom (Wikibooks1). Keeping abreast of technology is a challenge for the teachers. They need to participate in ongoing professional development read the latest research and exchange ideas with other teachers. They must take the support of mentors and technical support providers for effective blended learning techniques. In order to promote lifelong learning among the students, the teachers must lead by example, by undertaking lifelong learning themselves. Most teachers that come from a face-to-face learning environment are comfortable with the idea of sequencing a series of learning activities. For a K-12 classroom they would need to facilitate resources and direct the students to relevant resources. Since most of the teachers are new to e-learning and the transition from the traditional classroom to the online learning environment can be a professionally engaging but a demanding process, a new tool called the Learning Activity Management System (LAMS) makes the transition easier (Philip & Dalziel, 2004). It has a virtual authoring environment that makes the educational process readily observable and easily modifiable. It is a tool which helps to design, manage and deliver online collaborative learning activities. Teachers develop an intuitive visual authoring interface for creating sequence of learning activities. It is particularly suitable for building reusable resources. Classrooms from different locations can be easily linked to conduct activities and projects. Interaction is mainly collaborative in small groups. It allows students to learn at their pace. This is an ideal solution for blended learning in secondary schools as it is a mix of focused scheduled classroom sessions and social proximity. It encourages development of student’s motivation, collaborative learning styles and independent study skills. The role of the teachers is important as the students do not know when they need additional instructions or when they are ready to test their skills. Hence effective blending must include guidance. 5. Future of blended learning Teachers struggle trying to keep up-to-date on new technologies but the students of today have more confidence in the use of technology. New teachers however enter the workplace ready to face the challenges that technology poses. The technological resources have improved thereby narrowing the digital divide. In such a situation high schools find themselves better equipped to implement blended learning. High school learning in the future will no more be limited to the length of the school day or to the confines of the school building students can actually avail of learning anytime anywhere. Blended learning is available for different subjects like foreign languages, math and science, and history. There are various synchronous web components that enhance the learning experience of the students. These include video conferencing, chat rooms, instant messaging and virtual classroom modules (Wikipedia1). Video conferencing, though not free, enable the students to participate in virtual field trips. Students in remote areas benefit from the resources and people of more populated areas. Video conferencing has practical applications in language courses too but there are certain drawbacks. Many schools do not have the bandwidth necessary for effective and two-way conferencing facility. Instant messaging, discussion boards and chat rooms are the means that students can use outside the classroom for remediation and consultation. These are also effective in inter-team collaboration and student teacher interactions. Students are even known to have become motivated to direct their own learning. These synchronous activities help the students to become empowered, develop better communication skills, and develop the ability to work cooperatively. Some students who are timid and conscious in face-to-face communication, gain confidence in online communication. Teachers too become more frequently accessible to students than face-to-face communication. Traditional text charts can be enhanced with voice or video. Blogging has become an important asynchronous web component in secondary education. It started as an online journal but today people post on any subject or topic that they feel strongly about (Wikipedia1). It provides an online writing space which is free and it is instantly published. It also provides audience in thousands. The presence of an audience increases engagement and depth of writing. Students get a platform to exchange ideas. Blogging has numerous instructional applications in high school. The literary activities in blogging include character journals, character roundtable, think-aloud postings, and literature circle group responses while revision and grammar activities include nutshelling, devil’s advocate writing and exploding sentences. Blogs help students to improve their writing skills and forces the students to become aware of the world around them. Blogging inspires collaboration and encourages students to extend learning beyond the traditional school day. Students also learn to be more analytical and critical and they also learn to define their own writings in context of others’ materials. Moodle is another asynchronous web component that provides a mode of presentation and organization for blended learning. It supports an inquiry and discovery-based approach to online learning. Teachers using moodle are able to provide virtual classroom round the clock. Brandl (2005) suggests that it has the potential to support conventional classroom instruction to do additional work outside of class and to become the delivery system for blended course formats (Wikipedia1). It is based on socio-constructivist theory that promotes cooperation between and among students and teachers. 6. Drawbacks of using technology in secondary education At the higher education level, online support and courses have been available to the students but at the secondary level use of technology is generally thought of as an enhancement of the education process (Wikibooks). Schools are using computers more than before and home computers have also grown to a large degree. Unless the schools can provide a dedicated computer to every student, moving them to a computer lab would increase the workload of the teachers and lead to wastage of time as well. The teacher is the most important factor in the instructional process and how comfortable she is with technology. 7. Conclusion Both students and teachers are used to a certain format of teaching and learning and too abrupt a change may lead to resistance from both. This resistance could reduce the effectiveness of the new learning process. In such a situation, blended learning is helpful as it contains a mix of the traditional and new approaches. Blending provides a stable transition of familiar and new features. The most efficient teaching method is a blended approach which combines technology with face-to-face learning. Technology would support the traditional education rather than threatening its existence. Education technology is expected to supplement and complement the traditional education methods and not replace them. It is supposed to make work easier for the staff and students thereby enhancing the process of teaching and learning. Blend needs to retain a certain conservative element, which could hinder progress over time. Periodic evaluation is thus essential. Teachers have the opportunity to individualize instructions at all levels and for all students. The weaker students receive encouragement and motivation and they have been known to improve their performance. Teachers’ abilities extend beyond the confines of the school building and the length of the school day. They are more frequently accessible to the students. Students too gain immensely as their skills improve through the various synchronous and asynchronous web components. Collaboration is encouraged and the students develop problem-solving and analytical skills. Great potential exists and the future of blended learning is significant with technology advancing virtually on a daily basis. To make the transition smooth from the traditional learning methods, training is essential for teachers. Even at a later date, ongoing professional development is essential. The e-learning environment has to be student-centered focusing on collaborative tasks and the reflective analysis by the students. The high school students are now able to make the most of their time at high school. It is very clear that face-to-face learning can never be replaced but supported by online learning, the quality of education is enhanced, the students benefit in various ways, makes it challenging for teachers as well. The teacher’s role is enhanced from being just a lecture or a coach, to that of a guide and a mentor. It is easier for teachers to monitor progress and ensure students are on the right track. This is the formative years where the students are prepared for higher education and hence blended learning helps them to identify their own capabilities and the professional line that they would like to pursue. Blended learning has a great significance in the future with benefits for both the students and the teachers. Various methods and technology support this endeavor to even make the transitions from the traditional approach smoother. References: Achacoso, M., (2003), Evaluating Technology and Instruction: Literature Review and Recommendations, 27 Aug 2007 Alonso, F., Lopez, G., Manrique, D., & Vines, J., (2005), An instructional model for web-based e-learning education with a blended learning process approach, British Journal of Educational Technology Vol 36 No 2 2005217–235 Boyle, T., Bradley, C., Chalk, P., Jones, R., & Pickard, P., (2003), Learning, Media and Technology, Journal of Educational Media, Vol. 28, Nos. 2–3, October 2003 CPB (2004), Corporation for Public Broadcasting, Television goes to school, 28 Aug 2007 Cradler, J., Mcnabb, M., Freeman, M., & Burchett, R., (2002), How does technology affect student learning, 28 Dec 2007 Driscoll, M., (n.d.), Blended Learning: Lets Get Beyond the Hype, IBM Global Services, 28 Aug 2007 Duane, A., & Finnegan, P., (2003), Managing empowerment and control in an intranet environment, Info Systems J (2003) 13 , 133–158 Eynon, R., (2006), The use of the internet in higher education, Aslib Proceedings: New Information Perspectives Vol. 57 No. 2, 2005 pp. 168-180 Field, L., (2003), Learning new skills in blending, Australian New Training Authority, 28 Aug 2007 Hativa, N. & Lesgold, A. (1996), Situational Effects in Classroom Technology Implementations: Unfulfilled Expectations and Unexpected Outcomes, 28 Aug 2007 Heilesen, S. B., & Neilsen, J. L., (n.d.), Blended learning on campus, 28 Aug 2007 Thompson, J et al., (2001), H(E) Developments- an autobiographical narrative, Quality Assurance in Education, Vol. 9 No. 3 pp 153-161 Lave J. and Wenger, E. (1991) Situated Learning: Legitimate peripheral participation, New York, Cambridge University Press. Kearney, M., & Schuck, S., (2005), Students in the directors seat: teaching and learning with student generated video, 28 Aug 2007 Kurkowski, C., (2000), Are teachers ready to take the internet challenge? SF/Bay Area, Computteruser.com. October 2000 Mowat, E (2002), Teaching and Learning with Images, VINE, Vol. 32 No. 3 Issue 128-5 Philip, R., & Dalziel, J., (2004), Designing Activities for Student Learning Using the Learning Activity Management System (LAMS), 28 Aug 2007 Pittard, V., (2004), Technology, Pedagogy and Education, Evidence for e-learning policy, Technology, Pedagogy and Education, 13:2, 181 - 194 Puttnam, L. (2006), UNICEF, Unlimited learning, 28 Aug 2007 Subrahmanyama, K., Greenfieldb, P., Krautc, R., & Gross, E., (2001), The impact of computer use on childrens and adolescents development, Applied Developmental Psychology 22 (2001) 7-30 28 Aug 2007 Schacter, J. (1999), The impact of education technology on student achievement, 28 Aug 2007 TEFA (1999), What is technology education, 28 Dec 2007 Verma, S., & Parikh, M., (2001), ActiveBook: a framework for optimizing internet technologies in education, Campus-Wide Information System, Vol. 18 No. 1 pp. 28-42 Wikibooks, Blended Learning in K-12/Blended Learning In Grades 7-8, 28 Aug 2007 Wikibooks1, Blended Learning in K-12/Blended Learning in Grades 9-12, 28 Aug 2007 Read More