Nothing but the Blues: A Case Study in the Use of Technology to Enrich a University Course

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Author(s): Tracy Chao (University of Alberta, Canada)and Bruce Stovel (University of Alberta, Canada)
Copyright: 2002
Pages: 20
Source title: Designing Instruction for Technology-Enhanced Learning
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA)
DOI: 10.4018/978-1-930708-28-0.ch007

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Too often, computers become the focus of a technological integration endeavor in education. Instructors may well be excited about the potential uses of computer-assisted education, but at the same time feel lost in a high-tech jungle. However, computer technology is just a means to an end. The real question for instructors and course designers is how to understand a course holistically, including its goals, content, structure, teaching methods, and even the underlying theories of learning. This holistic analysis helps determine the best way to incorporate technology, or a variety of technologies, to deliver a course effectively. This chapter describes, through a case study, this holistic approach towards course design and presents the implications for using educational technologies in a conventional classroom setting.

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