Computer Implementation in Learning Environments

Computer Implementation in Learning Environments

Abstract

This paper seeks to analyze the current research and reports on computer implementation in learning environments. The three articles discussed come from Annual Editions—Computers in Education 04/05, 11th edition, edited by J. Hirschbuhl and D. Bishop (2004). For analysis are the proposals of investing in e-learning in higher education, more effective use of computers through initiation, implementation, and institutionalization, and improving student/computer interaction through the use of computer tutor programs. This paper concludes with some suggestions for the practice and implementation of the aforementioned strategies and/or programs, and highlights for educators the most relevant points made by these articles on the topic of computer implementation in learning environments.

Computer Implementation Analysis in Learning Environments

Computers as a form of technology are assisting daily the advancement of various societal fields, from business, to science, to education. This particular innovation in technology has literally taken the world by storm and countless authors and experts are continually determining its effects on our society. Indeed, newspapers, educational journals, and even the evening news are each eager to report the successes and failures of technology in education. In this paper, I will analyze three articles on the subject of computer implementation in learning environments. I will seek to summarize the main points for computer technology use in education and conclude with the authors’ suggestions for practicing technology in these learning environments. Each of the analyzed articles can be found in Annual Editions—Computers in Education 04/05, Eleventh Edition edited by J. Hirschbuhl and D. Bishop.

The first article, Investing in Digital Resources (McArthur, 2002), seeks to define educational technology and its related vocabulary, outline reasons for planning e-learning, and describe the necessary steps for implementation, chiefly in respect to higher education. McArthur (2002) states, “it no longer makes sense to debate whether e-learning should be accepted or rejected—either in individual schools or by higher education as a whole—just as it is no longer reasonable to consider spurning the Web in business or at home.” He defines various e-learning options, such as web displayed, web enhanced, hybrid, and on-line, and maintains that, “none of these e-learning options necessarily diminishes the role of the instructor in learning and teaching” (McArthur, 2002). The defense for e-learning is that it provides an environment where students can easily and flexibly shape and own their learning (McArthur, 2002).