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Online Education Technology
Educational technology is defined by the Association for Educational Communications and Technology as “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”
Educational technology refers to the use of both physical hardware and educational theoretics. It encompasses several domains, including learning theory, computer-based training, online learning, and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:
- educational technology as the theory and practice of educational approaches to learning
- educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange
- educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS)
- educational technology itself as an educational subject; such courses may be called “Computer Studies” or “Information and communications technology (ICT)”.
Given this definition, educational technology is an inclusive term for both the material tools and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology.
However, modern electronic educational technology is an important part of society today. Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, ubiquitous learning and digital education.
Each of these numerous terms has had its advocates, who point up potential distinctive features. However, many terms and concepts in educational technology have been defined nebulously; for example, Fiedler’s review of the literature found a complete lack agreement of the components of a personal learning environment. Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components or delivery methods rather than being fundamentally dissimilar in concept or principle. For example, m-learning emphasizes mobility, which allows for altered timing, location, accessibility and context of learning; nevertheless, its purpose and conceptual principles are those of educational technology.
In practice, as technology has advanced, the particular “narrowly defined” terminological aspect that was initially emphasized by name has blended into the general field of educational technology. Initially, “virtual learning” as narrowly defined in a semantic sense implied entering an environmental simulation within avirtual world, for example in treating posttraumatic stress disorder (PTSD). In practice, a “virtual education course” refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. “Virtual” is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated “virtually” with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.
As a further example, ubiquitous learning emphasizes an omnipresent learning milieu. Educational content, pervasively embedded in objects, is all around the learner, who may not even be conscious of the learning process: students may not have to do anything in order to learn, they just have to be there. The combination of adaptive learning, using an individualized interface and materials, which accommodate to an individual, who thus receives personally differentiated instruction, with ubiquitous access to digital resources and learning opportunities in a range of places and at various times, has been termed smart learning. Smart learning is a component of the smart city concept.
Bernard Luskin, an educational technology pioneer, advocated that the “e” of e-learning should be interpreted to mean “exciting, energetic, enthusiastic, emotional, extended, excellent, and educational” in addition to “electronic.” Parks suggested that the “e” should refer to “everything, everyone, engaging, easy”. These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.
Corry is a city in northwestern Pennsylvania in the United States. With a population of 6,605 at the 2010 United States Census, it is the second largest city in Erie County. Corry is a part of the Erie, PA Metropolitan Statistical Area. The city became famous in the late-19th and early-20th centuries for being the manufacturer of Climax locomotives.
Erie County was formed from parts of Allegheny County on March 12, 1800. On May 27, 1861, tracks owned by the Atlantic and Great Western Railroad intersected with those of the Sunbury and Erie Railroad and was called the “Atlantic and Erie Junction”. Land at the junction was owned by Hiram Cory, who sold a portion to the Atlantic and Great Western in October 1861. The railroad built a ticket office at the junction and named it for Cory, but through a misspelling it became Corry.
The combination of railroad growth and the discovery of oil in nearby Titusville contributed greatly to Corry’s development. This boomtown was chartered as a borough in 1863 and designated as a city in 1866. Industry has played a big part in Corry’s growth, and the Corry Area Historical Society maintains a museum where one of the Climax locomotives (the steam engine used in logging operations that brought fame to Corry) is on display.
Corry has been named a Tree City USA for seven consecutive years.
The Corry Armory was listed on the National Register of Historic Places in 1991.