Technology as an Instructional Strategy for Program Transitions.

Autor/in	Askov, Eunice N.
Institution	Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.
Titel	Technology as an Instructional Strategy for Program Transitions.
Quelle	(1994), (12 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Basic Education; Adult Literacy; Adult Reading Programs; Computer Assisted Instruction; Computer Uses in Education; Courseware; Delivery Systems; Educational Strategies; Educational Technology; English (Second Language); Instructional Systems; Integrated Curriculum; Literacy Education; Role; Special Needs Students; Systems Approach; Teacher Role; Transitional Programs + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Computer based training; Computerunterstützter Unterricht; Computernutzung; Lernsoftware; Auslieferung; Lehrstrategie; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtsorganisation; Rollen; Sonderpädagogischer Förderbedarf; Systemischer Ansatz; Lehrerrolle
Abstract	The feasibility of using technology as an instructional strategy to help adult students make the transition from volunteer literacy programs to adult basic education classes was assessed. The following benefits of technology as an instructional strategy were examined: privacy, individualization, achievement gains, cost-effectiveness, control of learning, open entry/open exit, and the fact that technology is recognized as the modern way to learn in the workplace. The following barriers to using technology as an instructional strategy were identified: constant change, high cost, pressure to make rapid decisions, lack of expertise and training, inappropriate instruction, curriculum integration, and role changes. Discussed next were technology's role as empowerment and a bridge and the instructor's role in using technology. The following characteristics of instructional technology were considered: interactivity, feedback, learner control, learner-controlled accessories, directions and help, consistency, organization, and graphics. Also examined were the following: available types of educational software, the assessment and recordkeeping features of computer-assisted instruction, the use of technology labs and small groups as learning environments in which technology may be used as an instructional strategy, special opportunities afforded by technology in working with learners of English as a Second Language and special needs students, and integrated learning systems. (Contains 37 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01