Educational Technology: Initiative for Change.

Autor/inn/en	Wood, R. Kent; Smellie, Don C.
Titel	Educational Technology: Initiative for Change.
Quelle	(1990), p. (19 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Courseware; Educational Change; Educational Environment; Educational Innovation; Educational Planning; Educational Technology; Elementary Secondary Education; Information Technology; Inservice Teacher Education; Instructional Effectiveness; Microcomputers; Postsecondary Education; School Business Relationship; School Restructuring; State Legislation; Technology Uses in Education + Suchen Sie Ihr Suchwort? Lernsoftware; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instructional innovation; Bildungsinnovation; Bildungsplanung; Unterrichtsmedien; Informationstechnologie; Lehrerfortbildung; Unterrichtserfolg; Post-secondary education; Tertiäre Bildung; Schulreformplan; Schulumwandlung; Landesrecht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The effectiveness of computers and related information technologies in changing educational environments is largely determined by the presence of three conditions: (1) good advance planning; (2) appropriate and extensive inservice training; and (3) easily accessible high quality courseware/software. Utah is an example of a state that has implemented an Educational Technology Act which provides the means to accomplish these three conditions with unified efforts of public and higher education agencies, as well as business and industrial corporations. As education proceeds into the uncertain future in the information society, educational technology provides an initiative for change. Educators are having to rethink their traditional roles and how new technology will be utilized in the teaching/learning process, and business leaders are finding it necessary to employ educators who have an instructional technology background. Colleges of education must broaden their base and begin immediately to prepare a new type of teacher. Now there are storage and delivery tools, which when combined with well-designed and validated courseware, have the capability for presenting instruction to students that results in more learning, in less time, with greater retention. These tools change the role of the teacher to a facilitator of the learning process rather than a dispenser of information, giving them time for more one-on-one contact with learners. Tools alone are not enough, however. A technology of instruction must be behind the use of tools, imbedding proper instructional design principles into the learning materials delivered by the tools. Technology, both as a systematic process for designing effective learning experiences and as equipment and instructional materials, is at the core of an educational system for the 90s. (A copy of the Utah legislation is appended.) (19 references) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01