Vertical Available, Demo Only
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.”[1]
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.[6]
However, modern electronic educational technology is an important part of society today.[7] 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),[8] 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.[9] 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.[10] 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.[9] For example, m-learning emphasizes mobility, which allows for altered timing, location, accessibility and context of learning;[11] nevertheless, its purpose and conceptual principles are those of educational technology.[9]
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.[9] Initially, “virtual learning” as narrowly defined in a semantic sense implied entering an environmental simulation within avirtual world,[12][13] for example in treating posttraumatic stress disorder (PTSD).[14][15] 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.[16]
As a further example, ubiquitous learning emphasizes an omnipresent learning milieu.[17] 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.[17][18] 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.[19][20][21] Smart learning is a component of the smart city concept.[22][23]
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.”[24] Parks suggested that the “e” should refer to “everything, everyone, engaging, easy”.[25] These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.[24]
Oroville
Oroville is the county seat of Butte County, California, United States. The population was 15,506 at the 2010 census, up from 13,004 in the 2000 census. Oroville is considered the gateway to Lake Oroville and Feather River recreational areas. The city of Oroville has recently annexed two locations in South Oroville, areas A and B, which have a combined population of 2,725 people. The U.S. Census Bureau estimated the population of the city to be 17,996 as of January 1, 2016, up 1,908 people or 11.9 percent since 2010. The Berry Creek Rancheria of Maidu Indians of California is headquartered here.
Oroville is located off of State Route 70, and is in close proximity to State Route 99, which connects Butte County with Interstate 5. Chico, California is located about 25 minutes north of the city, and Sacramento lies about an hour south.
Oroville is situated at the base of the foothills on the banks of the Feather River where it flows out of the Sierra Nevada onto the flat floor of the Sacramento Valley. It was established as the head of navigation on the Feather River to supply gold miners during the California Gold Rush.
The town was originally called “Ophir City”, but the name was changed to Oroville when the first post office opened in 1854 (“oro” is “gold” in Spanish).[6] The City Of Oroville was incorporated on January 3, 1906.
Gold was found at Bidwell Bar, one of the first gold mining sites in California, bringing thousands of prospectors to the Oroville area seeking riches. Now inundated by the waters of enormous Lake Oroville, which was filled in 1968, Bidwell Bar is memorialized by the Bidwell Bar Bridge, an original remnant from the area and the first suspension bridge in California (California Historical Landmark #314). In the early 20th century the Western Pacific Railroad completed construction of the all-weather Feather River Canyon route through the Sierra Nevadas giving it the nickname of “The Feather River Route”. Oroville would serve as an important stop for the famous California Zephyr during its 20-year run. In 1983, this became a part of the Union Pacific Railroad as their Feather River Canyon Subdivision. A major highway, State Route 70, roughly parallels the railroad line winding through the canyon.