Distance Education Technologies: All that Glitters Is Not Gold.

Autor/in	Barker, Bruce O.
Titel	Distance Education Technologies: All that Glitters Is Not Gold.
Quelle	(1989), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Distance Education; Educational Technology; Educational Television; Elementary Secondary Education; Media Selection; Program Development; Rural Education; Rural Schools; Telecourses + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Bildungsfernsehen; Schulfernsehen; Medienwahl; Programmplanung; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Fernsehkurs
Abstract	This keynote speech discusses the rise of telecommunicated distance education in the United States. Interactive satellite broadcasts for K-12 instruction are now received by more than 1,000 schools in more than 40 states. Similarly, many states are working with two-way interactive television projects, slow-scan television systems, and microcomputer-based teleteaching. While correspondence schools once filled a major void for small rural schools, student motivation suffered because of the lack of "real time" interaction. Current distance education holds the educational promise of curriculum equity for students in isolated settings. Schools that lack enough trained teachers should examine distance education alternatives. The selection of media is important and depends upon the goals and needs of the local school. Small school cooperatives, made up of two to five schools, can be connected by means of audio, video, or computer linkages. There are advantages and disadvantages to every technology. Strengths and weaknesses are offered for each of three systems: satellite TV teaching, audiographic teleteaching (microcomputer networks), and two-way TV instruction. Issues to be examined before a system is selected include: (1) transferring materials between schools; (2) classroom management; (3) levels of interaction; (4) teacher selection and training; (5) extent of course offerings; (6) scheduling; (7) class size; and (8) local control. This document also includes a list of eight successful distance education practices, ranging from careful planning to a reminder that course content, not the medium, is most important to the overall success of a program. (TES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC