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| Autor/inn/en | Hurly, Paul; Hlynka, Denis |
|---|---|
| Titel | Prisoners of the Cave: Can Instructional Technology Improve Education? |
| Quelle | (1982), (8 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Computer Assisted Instruction; Costs; Educational Change; Educational Technology; Elementary Secondary Education; Guidelines; Instructional Innovation; Problems |
| Abstract | This paper explores the conceptual aspect of educational technology, identifies recurring limitations of instructional technologies often overlooked by their proponents, and examines the politics of and barriers to educational innovation, particularly in the field of computer assisted instruction (CAI). It is noted that, despite glowing predictions for various mediums of instruction, educational technology in general has been shown to produce no significant difference in learning achieved through formal schooling. Also presented are lessons gained from attempts to implement instructional technology innovations which have relevance for the educational computing field: (1) the introduction of large, expensive media requires strong political support; (2) decision makers must be prepared to amortize high capital start-up costs over a long period of time; (3) a well-trained, skilled staff and an extensive infrastructure and educational support system are required; (4) cost estimates must be based on adequate production guidelines and cost effective means of distribution or communication that reach the largest possible audience; (5) close attention must be paid to the psychological and affective factors undergirding communication; (6) teachers must receive information about an innovation, training in its use, curriculum materials to assist in integrating the application, long-term support services, and incentives to change; and (7) courseware must be well designed and compatible with a philosophy of application that stresses creative and productive uses, word processing, information access and processing, simulations, and problem generation and solving. A 24-item bibliography is provided. (Author/ESR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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