Conclusion
The framework not only provides a mechanism for choosing the best technology for the particular educational experience, but also provides design guidelines for creating effective instruction given the unavailability of specific technologies. Finally, it provides a framework for research for designing better technologies. In other words, it allows teachers, administrators, and designers to create positive and powerful educational experiences by understanding the unique characteristics not only of the task but also of the technology. This framework is only a start. What is needed are dedicated voices who will start improving the task-to-technology fit.
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References
Harasim, L. (1993). Learning to teach online.TIE News, 5 (1), 22–27.
McGrath, J. E., & Hollingshead, A. B. (1994).Groups interacting with technology: Ideas, evidence, issues, and an agenda. Thousand Oaks, CA: Sage.
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Ahern, T.C. A framework for improving the task-to-technology fit in distance education. TECHTRENDS TECH TRENDS 41, 23–26 (1996). https://doi.org/10.1007/BF02818860
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DOI: https://doi.org/10.1007/BF02818860