An International Study of the Impact of New Information Technologies on Curriculum and Institutional Structures.

Autor/inn/en	Estes, Nolan; Klier, Betje
Titel	An International Study of the Impact of New Information Technologies on Curriculum and Institutional Structures.
Quelle	(1985), (46 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Case Studies; Curriculum Development; Developed Nations; Educational Technology; Foreign Countries; Higher Education; Information Science; Instructional Development; International Organizations; National Surveys; Public Schools; School Districts; Teacher Education; Technological Advancement; Technology Transfer + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developed countries; Industriestaat; Industrieland; Unterrichtsmedien; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationswissenschaft; Teaching improvement; Unterrichtsentwicklung; International organisation; International organisations; International organization; Internationale Organisation; Public school; Öffentliche Schule; School district; Schulbezirk; Lehrerausbildung; Lehrerbildung; Technological development; Technologische Entwicklung; Technologietransfer
Abstract	Designed to provide information on how educational institutions and government agencies are implementing new information technologies (NITs), this report combines an in-depth case study of 25 U.S. educational institutions (school districts, colleges, and universities) with an international study of exemplary educational programs in nine countries. Aspects addressed in the study include the role of the NITs in the instructional program, in policy structure, in management support services, and in teacher training and teaching functions. Information for the U.S. study was gathered through a lengthy questionnaire and comprehensive telephone and/or site visit interviews. Subsequent to the U.S. study, a similar study analyzed trends in curricula and institutional structures in Australia, Belgium, Canada, Denmark, Japan, New Zealand, the Netherlands, Turkey, and the United Kingdom. Concluding that the impact of the NITs on education has been powerful but is as yet inchoate and undefinable, the paper concludes with a discussion of the implications of the changes observed for future use of these technologies in education and some recommendations for research. (THC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC