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ERIC Number: ED436158
Record Type: Non-Journal
Publication Date: 1999-Feb
Pages: 17
Abstractor: N/A
Reference Count: N/A
Designing Instruction for the Technology-Supported K-12 Classroom.
Sherman, Greg
This paper proposes a context-driven model of instructional design incorporating constructivist-oriented methods and strategies for structuring meaningful, purposeful learning environments into the framework of a traditional systematic approach. An evaluation study is also presented that investigated the effects of implementing the context-driven approach into the initial planning of an instructional program. Twenty-one practicing K-12 teachers were presented with case-based material that elicited plans for developing instruction designed to support the learning of specific performance objectives within an electronic media-supported environment. Each teacher developed two plans for specific objectives using both a traditional systems approach as well as the context driven design model proposed. These plans were analyzed and reported according to the number and type of instructional components and elements included, the type of contexts described and the role electronic media played within these contexts, the type of social interaction environments defined by the electronic media, and general attitudes about developing instruction according to the two different approaches. Major planning differences with respect to the inclusion of specific instructional components and elements were identified between the two approaches, as was the role electronic media played between the teachers' different plans. Differences between context selections were also identified and reported. Implications for future research are included. (Author/MES)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A