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ERIC Number: ED337588
Record Type: RIE
Publication Date: 1990-Feb
Pages: 113
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Instructional Technology and Worker Learning Needs. Contractor Report.
Kearsley, Greg
The effects of instructional technology on learning are determined by the extent to which hardware and software amplify the basic capabilities of an instructor. Experience indicates that rational considerations such as cost-effectiveness are not usually the primary factors in making decisions about use of technology in training. Most large organizations are using one or more technologies in some aspect of their training activities. Interactive video, computers, and computer-based training are common; teleconferencing is just beginning to be used. Among the major obstacles to technology use are lack of instructor knowledge, lack of money to buy hardware or develop materials, lack of time to develop alternative training approaches, and poor reliability and usability of training systems. The following emerging developments are likely to affect training in the future: (1) widespread ownership of portable workstations; (2) electronic classrooms designed to support instructional technology; (3) products and systems with embedded training; (4) use of intelligent tutors and expert systems; (5) forms of interactive multimedia with more capacity; (6) hypertext systems; and (7) digital networks. A major area of research development is development of authoring systems and expert systems. Current and future applications of instructional technology relate to the following issues in the training field: retraining, basic skills, team training, participative management, and technology transfer. (Appendixes include a 41-item bibliography and information on military applications of instructional technology.) (YLB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Congress of the U.S., Washington, DC. Office of Technology Assessment.
Authoring Institution: N/A
Identifiers: N/A
Note: For the assessment to which this report is background, see ED 326 622.