Education and Information Technology: What Are the Questions?

Autor/in	Ely, Donald P.
Institution	ERIC Clearinghouse on Information Resources, Syracuse, NY.
Titel	Education and Information Technology: What Are the Questions?
Quelle	(1987), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Computer Software; Computer Uses in Education; Curriculum Development; Educational Improvement; Educational Innovation; Educational Technology; Educational Trends; Excellence in Education; Individualized Instruction; Information Technology; Nontraditional Education; Problem Solving; Research and Development + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computernutzung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Unterrichtsmedien; Bildungsentwicklung; Lernerfolg; Individualisierender Unterricht; Informationstechnologie; Non-traditional education; Alternative Erziehung; Problemlösen; Forschung und Entwicklung
Abstract	Instructional technology is defined as a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific objectives, based on research in human learning and communication and employing a combination of human and nonhuman resources to bring about more effective instruction. The main question regarding technology, therefore, is how it can be used to improve education by helping each individual to become increasingly responsible for his/her own learning. This report analyzes the following issues regarding the role and use of technology in education: (1) reluctance to use technology as an integral part of the teaching and learning process, in spite of societal acceptance of technology; (2) technology's ability to create excellence as well as mediocrity; (3) education/information technology as a likely vehicle for teaching problem-solving; and (4) the quality of instructional software. Technology should not determine educational goals but it can be used to achieve them if educators and policymakers know what the goals are, who the learners are, and how success can be measured. A list of references is included. (PS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC