What is a virtual environment? What potential does it hold for education?

A virtual environment is an environment which is partially or totally based on computer generated sensory inputs. A virtual learning environment is a place where students can interact and have their on space. It is not restricted to primarily distance education though. Students are not only actors but construct new knowledge in virtual learning environments.
The potential that it holds for education is that virtual learnign environments integrate heterogeneous technologies and numerous pedagogical approaches and overlap various physical approaches.
What is specific to virtual environments compared to any information space is that it is populated. The users are inside the information space and see a representation of
themselves and/or others in the space. As soon as students see who else is interested by
which information, the space becomes inherently social.

What is a computer virus and how is it transmitted? What can you do to protect your computer?

Computer viruses are small software programs that are created to spreasd from one computer to another and to disrupt computer operation. A virus can easily corrupt or destroy data, your computer, use your e-mail program to spread itself to other computers, or even erase everything on your hard disk.
Viruses are most easily generated and spreaded by attachments in e-mail messages or instant messaging messag. It is very important that one never open e-mail attachments unless it is known who is sending it. Viruses can be disguised as attachments of funny images, greeting cards, or audio and video files. Viruses also spread through downloads on the Internet. They can be hidden in illicit software or other files or programs you might download.
In order to prevent viruses, it's important that one keep their computer new with the latest updates and antivirus software, stay informed about threats you must follow to avoid viruses. Always follow tips to prevent viruses that pop up on computer screen. Once a virus is on your computer, its type or the method it used to get there is not as important as removing it and preventing further infection.

Role of Educational Technologies in Education

Undergraduate education in the US has been repeatedly criticized for failing to develop students’ higher-order thinking and problem-solving skills needed in the new information and technology-based economy. For over two decades educational technology has been used in our nations schools to enhance learning and achievement as compared to using a traditional approach.
In recent years, use of instructional technology particularly in the form of case studies, to convey real-world technical concepts and applications such as those taught in educational curriculum and information technology (IT) courses has been advocated increasingly in the educational technology literature (Evans 1992; Carlstrom 1993; Hsi & Agogino 1994; Raju & Sankar 1999; Mbarika et al. 2003b; Bradley et al. 2005), however there still is a paucity of research on the effectiveness and impact of this technology on teaching and learning.
Nothing has captured imagination and interest of educators around the globe like the World Wide Web. The web is causing teachers from pre-K -12 to rethink their educational strategies and curricula to encompass use of the World Wide Web for Web-Based instruction. Bransford, Brown, and Cocking argue (1999) that technology supports learning in four ways:
A) Technology brings exciting curricula into the classroom
B) Provides tools and scaffolds that support learning
C) Gives teachers the time for reflection, feedback, and revision
D) Expands opportunities for teacher learning

Differentiated Instruction Using Educational Technology

Differentiated instruction using technology is not a new topic it is now recognized to be an important tool for engaging students and addressing the individual needs of all students. Differentiating instruction is also an essential tool for integrating technology into classroom activities. The most difficult and least effective way to integrate technology is to consistently take all students in to the computer lab to work on the same activities at the same time, and this may well be true for many other subjects. This is not to say that some activities are not appropriate for all students at some times. In the interest of expediency, it is sometimes most appropriate to conduct some whole group instruction. What is important is to recognize that this is just one of many strategies and it is most effective when used at the appropriate time for common needs such as the introduction to a new learning unit.
Marian Diamond (2006) discusses ways to differentiate instruction using technology:
1. Differentiating the Content/Topic
Content can be described as the knowledge, skills and attitudes we want children to learn. Differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem. This strategy is often referred to as compacting the curriculum. Another way to differentiate content is simply to permit the apt student to accelerate their rate of progress. They can work ahead independently on some projects, i.e. they cover the content faster than their peers.
2. Differentiating the Process/Activities
Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept. For example students may use maps, diagrams or charts to display their comprehension of concepts covered. Varying the complexity of the graphic organizer can very effectively facilitate differing levels of cognitive processing for students of differing ability.
3. Differentiating the Product
Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more complex or more advanced thinking. There are many sources of alternative product ideas available to teachers. However sometimes it is motivating for students to be offered choice of.
4. Diffferentiating By Manipulating The Environment or Through Accommodating Individual Learning Styles