The teaching-learning unit by Harold F. Rahmlow, In Danny G. Langdon (Ed.). The Instructional Design Library (Vol. 18.) Englewood Cliffs, NJ: Educational Technology Publications, 1978. 79 pp. $ 9.95

NSPI Journal ◽  
1979 ◽  
Vol 18 (8) ◽  
pp. 34-35
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Teaching Learning

scholarly journals Tecnologías de la información y la comunicación para la mediación pedagógica

2012 ◽  
Author(s):  
Martha Lucía García Naranjo
Keyword(s):  
Information Technology ◽  
Educational Technology ◽  
Instructional Design ◽  
Learning Process ◽  
Technology And Communication ◽  
Teaching Learning ◽  
Constituent Elements ◽  
Tecnología Educativa ◽  
The Way

Resumen Desde tiempo atrás las tecnologías han tenido influencia en la forma de enseñar y aprender, la llamada tecnología educativa ha evolucionado hacia lo que hoy se conoce como tecnologías de la información y la comunicación TIC, de allí que las demandas actuales en el ámbito educativo tienden a la reflexión sobre la integración de éstas a los procesos enseñanza-aprendizaje y sobre el apoyo de las TIC para la mediación pedagógica. En ese sentido es necesario comprender el papel de las TIC en el ámbito educativo, el concepto de mediación pedagógica, los elementos que la constituyen y las etapas generales consideradas en el diseño instruccional que orientan su construcción desde la planeación hasta la evaluación de la acción formativa. Palabras claveTIC, mediación pedagógica, diseño instruccional  Abstract Since long ago technologies have influenced the way we teach and learn, the call educational technology has evolved into what is now known as information technology and communication ICT, hence the current demands in education tend to reflection on their integration into the teaching-learning process and the support of ICT for pedagogical mediation. In that sense it is necessary to understand the role of TIC in education, the concept of pedagogical mediation, its constituent elements and the general steps considered in instructional design that guide their construction from planning to evaluation of the training. Keywords ICT, pedagogical mediation, instructional design 

scholarly journals Metasíntesis sobre la aplicación de principios de Ingeniería de Software en el desarrollo de plataformas de tecnología educativa

2021 ◽  
pp. 62-75
Author(s):  
Mauricio Arturo Ibarra-Corona ◽  
Alexandro Escudero-Nahón
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Software Engineering ◽  
Educational Software ◽  
Theory And Practice ◽  
Educational Environments ◽  
Technology Platforms ◽  
Revisión Sistemática ◽  
Teaching Learning ◽  
Tecnología Educativa

Debido a la creciente presencia de la tecnología digital en los entornos educativos formales, las aplicaciones digitales que apoyan los procesos de enseñanza-aprendizaje son cada día más sofisticados y los docentes están tomando parte activa en el diseño de esas aplicaciones. Uno de los aspectos que más ha evolucionado es el desarrollo de software para el diseño de plataformas de tecnología educativa. Este aspecto ha sido motivo de diversas investigaciones científicas, pero no existen publicaciones que den cuenta de cómo han sido considerados los principios de la Ingeniería de Software por parte de los docentes en el desarrollo de software para el diseño de plataformas de tecnología educativa. Para cumplir con lo anterior, se realizó una revisión sistemática de la literatura especializada publicada en los últimos cinco años con el método de investigación documental propio de la metasíntesis. La obtención de información se realizó en las bases de datos científicos Springer Link, Science Direct, ERIC y CONRICyT con la siguiente fórmula: "Software Engineering" AND ("Instructional Design" OR "Educational Technology"). Fueron analizados en total 69 artículos escritos en inglés o español. Tras una interpretación hermenéutica de los resultados, el hallazgo más relevante sugiere que, aunque los principios de Ingeniería de Software sí son contemplados y aplicados por la mayoría de los docentes, existe una brecha entre la teoría y la práctica referente a la tecnología educativa, misma que deriva de la complejidad de empatar la pedagogía con el desarrollo tecnológico. Finalmente, se sugiere el desarrollo de un modelo que facilite aplicar los principios de la Ingeniería de Software en el proceso de diseño de las plataformas, que a su vez facilitaría el proceso de desarrollo de software educativo. Due to the growing presence of digital technology in formal educational environments, digital applications that support teaching-learning processes are becoming more sophisticated and teachers are taking an active part in its design. One of the aspects that has evolved the most is the development of software for the design of educational technology platforms. This aspect has been the subject of various scientific research, but there are no publications that account for how the principles of software engineering have been considered by teachers in the development of software for the design of educational technology platforms. To comply with the above, a systematic review of the specialized literature published in the last five years was carried out with the documentary research method of meta-synthesis. The information was obtained in the scientific databases Springer Link, Science Direct, ERIC and CONRICyT with the following formula: "Software Engineering" AND ("Instructional Design" OR "Educational Technology"). A total of 69 articles written in English or Spanish were analyzed. After a hermeneutical interpretation of the results, the most relevant finding suggests that, although the principles of software engineering are contemplated and applied by most of the teachers, there is a gap between theory and practice regarding educational technology, which derives from the complexity of matching pedagogy with development. Finally, the development of a model that facilitates the application of software engineering principles in the platform design process is suggested, which in turn would facilitate the educational software development process.

scholarly journals Construção e Validação de Tecnologia Educativa para Promoção do Processo Ensino-Aprendizagem / Construction and Validation of Educational Technology to Promote the Teaching-Learning Process

2019 ◽  
Vol 13 (47) ◽  
pp. 465-477
Author(s):  
Marcos Antonio Araújo Bezerra ◽  
Emanuela Nayara da Silva Bandeira ◽  
Samira Bruno Diniz ◽  
José De Caldas Simões Neto ◽  
Cícero Cléber Brito Pereira ◽  
...  
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Teaching Learning ◽  
Tecnología Educativa

O uso da tecnologia na área educacional vem se tornando um assunto de suma importância, e nessa perspectiva, requer-se mais atenção por parte dos docentes nos conteúdos ministrados. A pesquisa objetivou construir e validar uma tecnologia educativa tipo folder sobre mídias digitais. Trata-se de um estudo metodológico, desenvolvido em três etapas. Primeira: construção, elaboração do texto, seleção de imagens e layout para serem usados no folder. Segunda: seleção e validação pelos juízes. Terceira: foram realizadas as correções dos juízes e o encaminhamento para impressão. Os dados foram analisados através de estatística descritiva, por meio do Índice de Validade de Conteúdo (IVC), considerando valido um IVC>0,78. A avaliação dos juízes de conteúdo, classificou a tecnologia educativa validada com um IVC de 0,90. Portanto, o material proposto e construído se torna um material cientificamente valido em meio a comunidade cientifica, auxiliando os professores a inserir a mídia em sala de aula

The Use of Educational Technology in Biology: A Case Study

1973 ◽  
Vol 2 (2) ◽  
pp. 133-138
Author(s):  
Mary E. Lynch
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Learning Process ◽  
College Level ◽  
Multimedia Program ◽  
Teaching Learning ◽  
Positive Effect ◽  
Student Acceptance

Evaluation of a technologically mediated college-level biology course has been done objectively as well as subjectively. Comparison is made with data accumulated from a traditionally taught biology course. Comparison reveals grade improvement through the use of educational technology. The learning environment is superior and student acceptance of technology is overwhelmingly favorable. The multimedia program has had a positive effect on the teaching-learning process. The challenge is to develop and use systems more effectively.

Does Mobile Technology Have a Place in Differentiated Instruction?

2014 ◽  
pp. 132-149
Author(s):  
Therese M. Cumming
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Mobile Computing ◽  
Differentiated Instruction ◽  
Mobile Technology ◽  
Evidence Base ◽  
Mobile Technologies ◽  
Future Research ◽  
Inclusive Classroom ◽  
Limited Evidence

Although mobile technologies are relatively new, they have quickly become ubiquitous in education, despite a limited evidence base for their efficacy in instructional design. This chapter discusses differentiated instruction for the inclusive classroom and how this can be best accomplished using mobile technology as an educational tool. Using mobile computing devices such as the iPad in differentiated instruction has many advantages, but is not without challenges. Many of these challenges can be addressed using suggestions from previous research in the areas of differentiated instruction and educational technology. Future research is necessary to provide a solid evidence-base supporting the use of mobile technology with diverse learners in all levels of classroom instruction.

Sustainable Blended-Learning in HEI

2011 ◽  
pp. 302-323 ◽  
Author(s):  
Paula Peres ◽  
Sandra Ribeiro ◽  
Célia Tavares ◽  
Luciana Oliveira ◽  
Manuel Silva
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Education Institution ◽  
Learning Processes ◽  
Web Technologies ◽  
Innovation In Education ◽  
New Learning ◽  
Learning Scenarios ◽  
Teaching Learning

This chapter aims to demonstrate how PAOL - Unit for Innovation in Education, a project from ISCAP - School of Accounting and Administration of Oporto - Institute Polytechnic of Oporto, Portugal - prompted new educational initiatives and new learning scenarios at a Higher Education Institution. Furthermore, it will demonstrate PAOL’s lines of intervention through an extensive analysis based on the 6 years of experience that this unit has in the educational technology field; a project that began small but that, due to the force of innovation, has progressively conquered new adepts. Therefore the unit described in this chapter relates all these factors, as a whole, capable of attaining changes that influence mentalities and methodologies, overcoming cultural and technical barriers. This case study can serve as a catalyst, potentiating the creation of new multi-faceted projects in the scope of web technologies in higher education teaching-learning processes.

Learners' Cognitive Load When Using Educational Technology

2010 ◽  
pp. 169-188
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Cognitive Architecture ◽  
Rapid Evolution ◽  
Evidence Based ◽  
Design And Implementation ◽  
Human Cognitive Architecture ◽  
Secondary Information

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

Sign in / Sign up

Export Citation Format

Share Document