O, instructional technologist, where art thou?

TechTrends ◽  
2002 ◽  
Vol 46 (4) ◽  
pp. 67-68 ◽  
Author(s):  
David Wiley
Keyword(s):  
Instructional Technologist

scholarly journals Finding Common Ground For Content And Technology: A Model For Course Development

2004 ◽  
Vol 1 (4) ◽  
Author(s):  
Frank A. Cerreto ◽  
Jung Lee
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Common Ground ◽  
Course Development ◽  
School Teachers ◽  
Collaborative Model ◽  
Instructional Technologist ◽  
Mathematics Educator ◽  
Mathematics Course

A mathematics educator and an instructional technologist developed a practical, collaborative model that integrates content and technology and applied this model to a mathematics course for prospective elementary school teachers.

Techniques and Technology: Affecting Variables That Make a Difference

1977 ◽  
Vol 5 (4) ◽  
pp. 313-320
Author(s):  
Walter Wager
Keyword(s):  
Educational Technology ◽  
Multivariate Approach ◽  
Instructional Technologist ◽  
Quality Of Instruction ◽  
School Learning

Through an application of John Carroll's model of school learning the instructional technologist can initiate a multivariate approach toward the improvement of instruction. Variables such as time allowed, student perseverance, quality of instruction, and ability to understand can be manipulated or attended to in the design of more effective and efficient instruction through the application of educational technology.

Case Studies in Virtual Multicultural Education

2011 ◽  
pp. 896-912
Author(s):  
Karen Rasmussen ◽  
Joyce Coleman Nichols
Keyword(s):  
Multicultural Education ◽  
Instructional Strategies ◽  
Belief Systems ◽  
Mobile Technologies ◽  
Instructional Technologist ◽  
Content Areas ◽  
Personal Belief ◽  
The World ◽  
Level Of Knowledge ◽  
Training Opportunities

To be successful members of a diverse, multicultural society, individuals must possess a fundamental level of knowledge about others and develop strategies to work with other individuals. Multiculturalism and diversity, as content areas in education and training opportunities, are of critical importance in our search for global understanding. The outcome of such content areas is to help learners relate personal belief systems and behaviors to the world and their place in the world. Integrating distance and mobile technologies instructional strategies helps to meet learners where they live, work, and play at times and places of needs. Innovative and, hopefully, motivating instructional strategies that promote engagement and active learning. Instructional strategies that integrate a variety of technologies permit the instructional technologist or educator the capability to craft an environment that is comprised of highly supportive, engaging virtual environments that promote dignity, respect, and understanding. In this chapter, we focus on strategies that can be delivered virtually, through online and mobile environments.

scholarly journals Development and Validation of a Multimedia Package for Teaching Applied Electrical and Electronic Component of Basic Technology

2019 ◽  
Vol 25 (2) ◽  
pp. 165-176
Author(s):  
Mustapha Sumaila Sani ◽  
Hassan Bello ◽  
Sunday A Okegbile
Keyword(s):  
Basic Education ◽  
Product Evaluation ◽  
Electronic Component ◽  
Technical Standards ◽  
Instructional Technologist ◽  
Design Procedures ◽  
Technology Teachers ◽  
Basic Technology ◽  
Development And Validation ◽  
Instructional Package

This study developed and validated a multimedia package for the teaching of Electrical/Electronic component of Basic Technology at the upper basic education level. It was a developmental research design. The area for this study is Kano state, North-Western Nigeria. The population consists of 291 Basic Technology teachers, out of this, 10 Basic Technology teachers, 5 instructional technologist and 5 computer specialists were purposely selected for the product evaluation based on four instruments. The findings revealed that design procedures were followed in the development of the Electricity/Electronics component of Basic Technology Instructional Package (EECOBTIP); EECOBTIP have adequately covered the curriculum content of the subject matter; EECOBTIP have met required instructional technology standards; and EECOBTIP have met the required technical standards. The study therefore recommends amongst others that Basic Technology teachers should be encouraged to prepare some aspects of their lessons in electronic form; EECOBTIP should be utilized for classroom instruction especially when teaching the Electricity/Electronics component of Basic Technology; and that similar packages should be developed for the other aspects of Basic Technology curriculum.

Case Studies in Virtual Multicultural Education

2008 ◽  
pp. 935-951
Author(s):  
Karen Rasmussen ◽  
Joyce Coleman Nichols
Keyword(s):  
Multicultural Education ◽  
Instructional Strategies ◽  
Belief Systems ◽  
Mobile Technologies ◽  
Instructional Technologist ◽  
Content Areas ◽  
Personal Belief ◽  
The World ◽  
Level Of Knowledge ◽  
Training Opportunities

To be successful members of a diverse, multicultural society, individuals must possess a fundamental level of knowledge about others and develop strategies to work with other individuals. Multiculturalism and diversity, as content areas in education and training opportunities, are of critical importance in our search for global understanding. The outcome of such content areas is to help learners relate personal belief systems and behaviors to the world and their place in the world. Integrating distance and mobile technologies instructional strategies helps to meet learners where they live, work, and play at times and places of needs. Innovative and, hopefully, motivating instructional strategies that promote engagement and active learning. Instructional strategies that integrate a variety of technologies permit the instructional technologist or educator the capability to craft an environment that is comprised of highly supportive, engaging virtual environments that promote dignity, respect, and understanding. In this chapter, we focus on strategies that can be delivered virtually, through online and mobile environments.

Affordances and Challenges of Using iPods to Support Learning by English Language Learners at the Middle School Level

2013 ◽  
pp. 275-288 ◽  
Author(s):  
Min Liu ◽  
Jennifer Wivagg ◽  
Erin Maradiegue ◽  
Cesar C. Navarrete
Keyword(s):  
Middle School ◽  
English Language Learners ◽  
Mobile Devices ◽  
Language Learners ◽  
English Language ◽  
Language Learner ◽  
School Level ◽  
Ipod Touch ◽  
Instructional Technologist ◽  
Touch Devices

While mobile devices have become very popular for communication and entertainment, there is a lack of research about how these devices can contribute in educational settings. This chapter describes an effort to use iPod touch devices as a teaching tool in middle school English Language Learner classes. The authors explore the affordances of the iPod touch as well as the challenges of implementing an iPod based project so as to gain a better understanding of the potentials offered by mobile devices for learning purposes. The authors report in this chapter their research from the perspective of the teachers and the instructional technologist involved with this project, and then discuss future plans based upon the findings.

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