Action Research Project: - iMET

20course delivered on CD-ROM that the student interacts with. Computation models can beconstructed quickly with immediate assessment for revision” (Personal communication,September 19, 2001). Notice in this example the immediacy of the feedback. “Feedback isordinarily most useful for learners when it’s immediate” (Jensen, 1998, p. 33).Multi-media, discussed previously, presents another technology challenge for students.John Bishop says, “The traditional learning environment typically does not include multi-mediainput with interaction that is required of the student.”ConclusionLearning the tools of technology and increasing communication skills are synonymouswith employment skills in the twenty-first century. The online learning features of interactivity,feedback, and multi-media not only work to enhance the learning experience, they also work tochallenge the student to respond.The Promise of TechnologySince the Russian satellite Sputnik orbited the earth in 1959, American education hasfocused academic assessment of its high school students primarily on quantitative measures tothe detriment of qualitative measures. Focusing on quantitative outcomes has the effect ofmeasuring sequential thinking processes and devalues simultaneous thinking processes. Withinthe last twenty years, brain research in human learning has indicated that attention tosimultaneous thinking processes have the effect of empowering students to shape and drive theirown learning experiences. It has been shown that technology has advanced qualitative learning,which, ironically, is the direct opposite of our initial response to it.