Instructional technology: On diversity in education

1976 ◽  
Vol 24 (2) ◽  
pp. 117-134
Author(s):  
Lawrence P. Grayson
Keyword(s):  
Instructional Technology ◽  
Diversity In Education

A Taste of Instructional Technology

1980 ◽  
Vol 25 (10) ◽  
pp. 837-838
Author(s):  
WILSON A. JUDD
Keyword(s):  
Instructional Technology

Selected Major Issues in Instructional/Communication Technology

1993 ◽  
Vol 10 (3) ◽  
pp. 312-325
Author(s):  
Dilnawaz A. Siddiqui
Keyword(s):  
Instructional Technology ◽  
Fiber Optics ◽  
Communication Technology ◽  
Instructional Communication ◽  
Human Beings ◽  
Media Communication ◽  
Satellite Television ◽  
Powerful Learning ◽  
Global Power ◽  
Physical Limitations

Instructional/Communication Technology has come to mean, in a narrowsense, media hardware or a set of tools enabling human beings toovercome their physical limitations. Etymologically, it means one or moretechniques, both concrete and abstract, that help human beings solveproblems. By extension, instructional technology (IT) means all tools atour disposal for facilitating learning. Tickton (1971) defines the purporeof IT as making "education more productive and more individual, to giveinstruction a more scientific base, and to make instruction more powerful,learning more immediate, and access more equal." While the technologyitself might be neutral as a medium and as a means of instructional communication,it is the natw of its use, in terms of timely and appropriatemessages, that is the key to understanding its consequences. It is this finalfactor upon which society needs to focus.The tecent combination of computer, video, fiber optics, satellite television,and other state-of-the-art technologies has enabled a small groupto control the lives of billions. Instructional technology has also Meritedits own share of this instantaneous global power. As a result traditionalboundaries between IT and mass media communication have blurred somuch that IT sounds like a misnomer.It has now become a platitude to say that the nation that controlledthe sealanes in the nineteenth century, or that controlled the airways inthe twentieth century, controlled the whole world. In the twenty-first century,it appears that whoever controls the airwaves will control the worldand whatever is beyond it. Thus the most explosive confluence of ...

Analisis del Volumen Trends and Issues in Distance Education. International Perspectives, de la serie Perspectives in Instructional Technology and Distance Education

2009 ◽  
Vol 1 (2) ◽  
Author(s):  
Juan Ignacio Barajas Villarruel ◽  
Ricardo Noyola Rivera
Keyword(s):  
Distance Education ◽  
Instructional Technology ◽  
American Psychological Association ◽  
American Psychological ◽  
International Perspectives

<p>Este artículo analiza el volumen <em>Trends and Issues in Distance Education</em>. International Perspectives de la serie Perspectives in Instructional Technology and Distance Education, considerando los indicadores diseñados a partir de lo que establece el Manual de Estilo de Publicaciones, de la <em>American Psychological Association</em>, para revisión de literatura. El propósito de este trabajo es permitir un acercamiento al campo de la Ea D para entender sus orígenes y tendencias, aspectos necesarios para debatir la problemática de esta modalidad educativa.</p>

scholarly journals STEM Faculty Instructional Data-Use Practices: Informing Teaching Practice and Students’ Reflection on Students’ Learning

2021 ◽  
Vol 11 (6) ◽  
pp. 291
Author(s):  
Cindy Lenhart ◽  
Jana Bouwma-Gearhart
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Teaching Practice ◽  
Data Use ◽  
Faculty Members ◽  
Institutional Policies ◽  
Policies And Procedures ◽  
Stem Faculty ◽  
Standardized Curriculum ◽  
Learning Data

This paper explores the affordances and constraints of STEM faculty members’ instructional data-use practices and how they engage students (or not) in reflection around their own learning data. We found faculty used a wide variety of instructional data-use practices. We also found several constraints that influenced their instructional data-use practices, including perceived lack of time, standardized curriculum and assessments predetermined in scope and sequence, and a perceived lack of confidence and competence in their instructional data-use practices. Novel findings include faculty descriptions of instructional technology that afforded them access to immediate and nuanced instructional data. However, faculty described limited use of instructional data that engaged students in reflecting on their own learning data. We consider implications for faculty’s instructional data-use practices on departmental and institutional policies and procedures, professional development experts, and for faculty themselves.

Sign in / Sign up

Export Citation Format

Share Document