Action Research Project: - iMET

22solving. “Human brains continually blend simultaneous and sequential processing, although, aswith ‘learning styles,’ different individuals may tend to favor one form over another” (p. 323).The apparent parallel between technology use and human thinking suggests that thequantitative use of technology aligns with sequential information processing and the qualitativeuse of technology aligns with simultaneous thinking. Since the online learning experience readilyincorporates this learning dichotomy in its content, it is well suited to meet student academicneeds regardless of their diversity.Assessment and evaluation of online participants should be compatible with thiscorrelation, for as Lim (2001) says, “The mode of assessment must be consistent with themethods of delivery.” Skills, drill and practice, multiple choice, and standardized tests areassessed quantitatively making a correlation to sequential thinking. Collaboration and projectbasedexercises that promote higher-order thinking skills are assessed qualitatively making acorrelation to simultaneous thinking.Student EmpowermentApplying technology to the student learning process empowers students to achieve theirown learning. According to Bialo and Sivin (1992), students who are empowered when theirinput is valued and included in the learning task; other students provide feedback; and thelearning tasks require problem-solving and higher-order thinking skills.Text-based information and didactic teaching methods do not have the impact ondifferent learning modalities that interactivity with technology does. The capability oftechnology to present information with multimedia addresses multiple intelligences.Interactivity, along with the multi-media aspect of technology, then, works to develop skillsstudents need to be successful in the adult world (November, 2001, p. 49). According to Ivers