The Promise of Educational Technology.

Autor/in	Canter, Gary
Institution	State Univ. of New York, Ithaca. Coll. of Agriculture and Life Sciences at Cornell Univ.
Titel	The Promise of Educational Technology.
Quelle	(1986), (36 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Computer Uses in Education; Educational Policy; Educational Technology; Elementary Secondary Education; Expectation; Interactive Video; Rural Education; Rural Schools; School District Autonomy; Shared Resources and Services; Small Schools; State School District Relationship; Technology Transfer; Telecommunications; New York + Suchen Sie Ihr Suchwort? Computernutzung; Politics of education; Bildungspolitik; Unterrichtsmedien; Expectancy; Erwartung; Interaktives Video; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; School districts; Autonomy; School autonomy; Schulautonomie; Gemeinwirtschaft; Staatliches Schulamt; Technologietransfer; Telekommunikationstechnik
Abstract	The paper examines the potential which various educational technologies hold for improving educational offerings of small, rural New York schools. Separate sections focus on computer use in education, a review of literature on computer-assisted instruction, interactive videodiscs (IVD), and the role of telecommunications in small/rural districts. Outlined as aspects to examine in evaluating a district's use of computer technology are a written district computing plan, kinds of hardware the districts have, access and equity, usage, staff training, maximization of the technology, and student and teacher attitudes toward technology. Listed as strengths of IVD are constancy and replicability, cost effectivness, provisions for learner control and choice, and suitability to specific instructional tasks. Mentioned as obstacles to the implementation of school telecommunications systems are high equipment costs; lack of a track record to give a basis for evaluation; need for teacher training; potential for dissension among faculty; imposition of new teaching/learning styles on students; and possible clash of state policies/regulations concerning certification, accreditation, curriculum adoption, and student/teacher ratios. Recommendations made to the New York State Education Department are grouped under categories of excellence, equity, and efficiency. Actions to enhance the infusion of technology into schools are offered to individual school districts and to the New York State Education Department. (NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC