ERIC Number: ED392410
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
The Educational Technology Handbook: A Comprehensive Guide. Process and Products for Learning.
The purpose of this book is to assist pre-service and in-service K-12 teachers in selecting instructional strategies and media that will ensure that students achieve desired learning objectives and to illustrate how teachers can develop more effective curriculums by engaging in applied research. The first five chapters comprise Part 1, an overview of educational technology as a systematic process. Chapter 1 explores the roots of educational technology in communications and engineering, its response to the challenge of constructivism, and its potential for the future. Chapters 2 and 3 provide explicit guidelines for the systematic development of instructional programs and for the systematic conduct of instruction. Chapter 4 presents models of large-scale instructional program development. In Chapter 5, school-wide integrated learning systems are described and evaluated. Chapters 6 to 11 in Part 2 survey and evaluate products of educational technology commonly used in schools, including still pictures, graphics, sound recordings, radio, film, television, video recording, and computer based learning. Chapter 12 focuses on interactive learning environments and Chapter 13 describes journeys along the information superhighway. Part 3 consists of a closing discussion, an educational technology checklist, a computer literacy assessment tool, a glossary, a list of computer acronyms, and selected sources. (AEF)
Descriptors: Audiotape Recordings, Computer Assisted Instruction, Computer Graphics, Computer Uses in Education, Educational Technology, Elementary Secondary Education, Guidelines, Instructional Development, Integrated Learning Systems, Teaching Methods, Television, Videotape Recordings
Educational Technology Publications, Inc., Englewood Cliffs, NJ 07632 ($37.95).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A