ERIC Number: ED039734
Record Type: RIE
Publication Date: 1970
Reference Count: 0
Instructional Technology and the Disadvantaged Child.
Instructional technology has often been hailed as the answer to the problem of education the disadvantaged child. But examination of studies of these children has proved that some of the assumptions about them have been false and that instructional technology may, in fact, be a hindrance. There is no proof that slum children are good at motor tasks and poor at conceptual learning. Disadvantaged children are more dependent on the approval of their teacher than are middle-class children who receive adequate praise for academic achievement at home. Placing any mechanical barrier between the disadvantaged child and the teacher is likely to slow his development. The greatest potential of instructional technology is that it affords a further opportunity to apply new technical resources to enduring educational challenges. (JY)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Academy for Educational Development, Washington, DC.
Note: This is one of the support papers for "To Improve Learning; a Report to the President and the Congress of the United States by the Commission on Instructional Technology", ED 034 905