NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ705015
Record Type: Journal
Publication Date: 2004-Jul-1
Pages: 1
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0192-592X
Technology Integration
T.H.E. Journal, v31 n12 p12 Jul 2004
The use of instructional technology has evolved over the last two decades, initially, instructional technology had two uses: learning about computers and using computers to increase basic skills. Learning about computers morphed into computer literacy, which is typically defined as the history, terminology and background of computing, using computing tools, programming, as well as ethical and social uses of computing. Using computers to increase basic skills relied upon technology that was robust for the time, incorporating a management system and drill-and-practice programs. Each of these uses required a separate computer lab, often staffed with a certified teacher or a teacher's aide. While both purposes put computing into the schools, they may have ultimately militated against integration. By isolating computers in a single room and having only one person responsible for use of the technology, kids may have had some access, but the teachers had none. Without access to the technology, teachers were unable to learn about it for themselves, and they certainly were unable to use it with their students. This article discusses how the use of technology has expanded in schools.
T.H.E. Institute, 18528 Westside Hwy., Vashon, WA 98070. Web site: http://www.thejournal.com/institute/contactus.cfm.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001