ERIC Number: ED084784
Record Type: RIE
Publication Date: 1973-Jul-27
Reference Count: 0
Technology, Teaching and Sanity.
Despite recent advances in instructional technology, there still exist substantial gaps between technology's promise and its achievement. This situation is partly due to the fact that teachers who have a clear conception of the teaching-learning interaction are not involved in the implementation of technological innovations. Teachers and teacher educators can ameliorate this situation by developing an adequate conception of the educative act itself. One such model would view it as an intentional act of probabalistic nature, consisting of four dimensions. The purposes dimension involves the clear stipulation of the changes in the learner's behavior which are expected, while the procedures dimension encompasses the instrumentalities introduced to effect these changes. The information dimension is comprised of the experiences and data used to justify educational procedures, realizing that only probable validity is possible. Finally, the measurement and evaluation dimension permits the teacher to test his educative hypotheses. Such a framework assigns educational technology to the procedures dimension and enables the teacher to evaluate it in terms of his compatibility with the stipulated purposes, its appropriateness to individual learner needs, and its utility in producing the desired learning. (PB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Stanford Univ., CA. School of Education.
Note: Paper presented at the World Assembly of International Council on Education in Teaching (Nairobi, Kenya, July 27, 1973)