Teachers and scholars today generally agree that learning becomes more efficient and meaningful when it takes place in a suitable environment that reflects the characteristics of the real world. Topical pedagogies such as problem-based cognitive education and experiential learning both emphasize the importance of learning the meaning. Such a framework allows students to associate ideas directly to their peers in the real world and put information into practice. Digital media tend to create different conceptual dimensions. Defining the essence of this digitally enhanced meaning and its significance for learning is of great importance. Importantly, digital media not only function as impartial channels of communication but also provide important context qualities themselves. The fundamental premise underlying this argument is that media can not be seen as plain, exchangeable devices (cf. the instrumental view of technology) and many others, different media produce different modes of speech in their own right, and thus contribute greatly to the process of making sense. Every medium enhances its own messaging codes and modes of communication.
Now, it is so tough to attract students without the use of technology. If you don’t teach the right use of technology and how to find internet resources, they will get the evil resources. Important to realize, a teacher needs to learn how to read psychology and what the students want. With attention to, if you can’t maintain the online community with the students, you will not be able to inform the students about the world. Indeed, there was no way of the teachers to deal with the students without learning the technology and internet world.
Great teachers don’t limit the learning resources for the students. Correspondingly, they are the best instructor for the students. In contrast, they will create learning materials entertaining. In the digital age, you can find a lot of resources who are teaching the course efficiently. The instructor knows how to make meaningful learning opportunities for all students. Providing practical examples in the classroom or collaborating in a class with another teacher can also help them to learn perfectly. To emphasize, they know mixing the knowledge with an expert collaborator can make the student motivated.
Inventing Virtual Textbook
The published textbook age is coming to an end. Instead, educators need a new form of interactive learning, one that brings together the vast power of the computer, video, information, and communications technology with the best learning strategies study. Through creating a new software product called the Virtual Textbook (VT), the Center for Excellence in Education (CEE) at Indiana University tackles the need for educational effectiveness. Over time, the VT (or VT-like creations) will replace the conventional textbook and change the nature of schooling irrevocably.
A digital textbook’s goal is to move students beyond content mastery to knowledge-seeking and problem-solving skills: ask relevant and important content questions, analyze and synthesize information from a variety of sources (including networked sources), understand the difference between facts and opinions (and related applications), understand multiple and diverse perspectives. This gives potential students the opportunity to become involved and creative learners.
Because the Virtual Textbook includes text and graphics, introduces the main course material, and is intended to replace the textbook, it could be concluded that, apart from fancy language and promises, it amounts to nothing more than “another CD-ROM computerized textbook” not worth the additional cost to consumers, let alone development costs. Despite displaying text and illustrations, VTs function in a manner that is fundamentally different from textbooks. In addition, the VT is hard to describe because of this fundamental difference in approach. It’s no different in any unusual or mysterious way; it accomplishes many significant educational goals which teachers have always wanted to achieve (and sometimes could do when they had the time to work directly with one or a small group of students for a prolonged period of time) but that the textbook method provided to many students concurrently by a single teacher clearly precise.