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Communication Technologies for Instructional Use: Linear and Nonlinear Tools Contributing to Student Learning

Communication Technologies for Instructional Use: Linear and Nonlinear Tools Contributing to Student Learning

Seok Kang
Copyright: © 2012 |Pages: 11
ISBN13: 9781609608781|ISBN10: 1609608798|EISBN13: 9781609608798
DOI: 10.4018/978-1-60960-878-1.ch024
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MLA

Kang, Seok. "Communication Technologies for Instructional Use: Linear and Nonlinear Tools Contributing to Student Learning." Communication Technology for Students in Special Education and Gifted Programs, edited by Joan E. Aitken, et al., IGI Global, 2012, pp. 309-319. https://doi.org/10.4018/978-1-60960-878-1.ch024

APA

Kang, S. (2012). Communication Technologies for Instructional Use: Linear and Nonlinear Tools Contributing to Student Learning. In J. Aitken, J. Fairley, & J. Carlson (Eds.), Communication Technology for Students in Special Education and Gifted Programs (pp. 309-319). IGI Global. https://doi.org/10.4018/978-1-60960-878-1.ch024

Chicago

Kang, Seok. "Communication Technologies for Instructional Use: Linear and Nonlinear Tools Contributing to Student Learning." In Communication Technology for Students in Special Education and Gifted Programs, edited by Joan E. Aitken, Joy Pedego Fairley, and Judith K. Carlson, 309-319. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-878-1.ch024

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Abstract

This chapter explores educational tools that adopt the interactive nature of communication technologies. The effectiveness of communication technologies for teaching varies depending on what and how the tools are used. Further, learner characteristics and/or available facilities determine the effect of communication technologies as instructional tools on student learning. In this chapter, the most up-to-date communication technologies for classroom use are introduced and evaluated. Linear technologies such as Screenr® and Ispring® are assessed from an educator perspective. Nonlinear communication technologies include Wimba,® Turning Technologies,® or Second Life.® Possible advantages and disadvantages are discussed as implications that instructors can reference for their own needs and objectives in teaching. This chapter concludes that instructors find the best-fit tools for their course objectives, materials, student backgrounds, and difficulty levels.

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