ERIC Number: ED279319
Record Type: RIE
Publication Date: 1986-Oct-25
Reference Count: 0
Toward Transformation: How the Use of Technology to Improve Instructional Productivity Depends on Classroom Structural Reorganization.
Although both the products and processes of technology have provided many means for better and faster learning at a lower cost, technology has not been implemented enough in elementary and secondary schools to make a difference in overall productivity. This is due to a basic contradiction between the organizational structure of today's schools and the organizational structure necessary for the implementation of technology in a cost-effective manner. Studies documenting the use of technology in schools have found that: (1) students use audiovisual and computer media a very small proportion of school time; (2) software typically used does not match curriculum objectives; and (3) teachers choose simpler media because of the many complex tasks they must perform. Technology will never be able to improve cost-effectiveness as long as school structures are based on instruction being controlled and delivered by teachers. What is needed is an instructional system in which: (1) classrooms are reorganized so that the tasks of teaching can be redistributed among different specialized workers; (2) computer-assisted instruction (CAI) and/or computer-aided design (CAD) are used to reduce costs; and (3) materials that have been tested and validated can be shared through mass media, rather than having each teacher design, produce, and implement materials just for his or her own classroom. (DJR)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at EDUTEC '86, the All Japan Annual Educational Technology Research Congress (12th, Tokyo, Japan, October 25-27, 1986).