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| degree in instructional technology: National Educational Technology Standards for Students International Society for Technology in Education, 2007 This booklet includes the full text of the ISTE Standards for Students, along with the Essential Conditions, profiles and scenarios. |
| degree in instructional technology: Educational Technology and Narrative Brad Hokanson, Gregory Clinton, Karen Kaminski, 2018-09-06 This volume is the result of a 2016 research symposium sponsored by the Association for Educational Communications and Technology (AECT) focused on the growing theoretical areas of integrating story and narrative into educational design. Narrative, or storytelling, is often used as a means for understanding, conveying, and remembering the events of our lives. Our lives become a series of stories as we use narrative to structure our thinking; stories that teach, train, socialize, and create value. The contributions in this volume examine stories and narrative in instructional design and offer a diverse exploration of instructional design and learning environments. Among the topics discussed: The narrative imperative: creating a story telling culture in the classroom. Narrative qualities of design argumentation. Scenario-based workplace training as storytelling. Designing for adult learners' metacognitive development & narrative identity. Using activity theory in designing science inquiry games . Changing the narrative of school: toward a neurocognitive redefinition of learning. Educational Technology and Narrative is an invaluable resource offering application-ready ideas to students of instructional design, instructional design practitioners, and teachers seeking to utilize theories of story and narrative to the ways that they convey and express ideas of instructional design and educational technology. |
| degree in instructional technology: Handbook of Research on Human Performance and Instructional Technology Song, Holim, Kidd, Terry T., 2009-10-31 This book addresses the connection between human performance and instructional technology with teaching and learning, offering innovative ideas for instructional technology applications and elearning--Provided by publisher. |
| degree in instructional technology: Self-Efficacy in Instructional Technology Contexts Charles B. Hodges, 2018-10-24 This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology. |
| degree in instructional technology: Essentials Of Instructional Technology A. R. Rather, 2004 Contents: Models of Teaching, Teaching: Principles and Maxims, Audio-Visual Aids, Different Devices, Teaching by Simulation, Learning by Programme, Micro Teaching, Teaching Methods, Educational Objectives and Taxonomy, Planning the Lessons. |
| degree in instructional technology: Instructional Technology Research, Design and Development: Lessons from the Field Alias, Nor Aziah, 2011-11-30 Design and development research, which has considerable implications for instructional design, focuses on designing and exploring products, artifacts and models, as well as programs, activity, and curricula. Instructional Technology Research, Design and Development: Lessons from the Field is a practical text on design and development research in the field of instructional technology. This book gives readers an overview of design and development research and how it is conducted in different contexts and for various purposes. Further, this reference source provides readers with practical knowledge on design and development research gained through investigation of lessons learned in the field. |
| degree in instructional technology: Educational Media and Technology Yearbook Robert Maribe Branch, Hyewon Lee, Sheng-Shiang Tseng, 2021-08-24 This book is Volume 43 of the Educational Media and Technology Yearbook. For the past 40 years, our Yearbook has contributed to the field of Educational Technology by presenting contemporary topics, ideas, and developments regarding diverse technology tools for education. The Yearbook has inspired researchers, practitioners, and teachers to consider how to develop technological designs, curricula, and instruction. The audience for the Yearbook typically consists of media and technology professionals in K-12 schools, higher education, and business contexts. The Yearbook editors have dedicated themselves to providing a record of contemporary trends related to educational communications and technology and strive to highlight special movements that have clearly influenced the educational technology field. This volume continues the tradition of offering topics of interest to professionals practicing in other areas of educational media and technology. Includes research on emerging and contemporary topics in the field of educational technology; Provides an ongoing report on the current issues in the field of educational technology; Contains a section presenting organizations dedicated to educational technology; Includes a section presenting graduate programs in the field of educational technology; Includes a section presenting mediagraphy in the field of educational technology. |
| degree in instructional technology: Educational Technology Ronghuai Huang, J. Michael Spector, Junfeng Yang, 2019-02-27 The aim of this book is to prepare students with knowledge and skills to understand the organizational needs and requirements of educational technology. Students should be able to use and manage both existing and emerging technologies effectively and be able to apply associated pedagogies to suit the environment, but also evaluate and manage technological advances of future and the requisite pedagogical shifts to achieve efficiency and effectiveness. The demand of educational technology has been rising steadily, primarily due to the fact that e-learning is a huge and significantly expanding world-wide industry. Commercial e-learning companies, training departments in large companies and organizations, computer software companies and educational institutions the world over employ large numbers of educational technology specialists. There is a strong demand for technologists who understand educational theories and for instructional designers and teachers who understand technologies. This book is targeted towards those who are looking for career in educational technology, instructional design, or media and information systems, or may want to continue their studies in graduate programs in learning and instructional technology, and those who are interested in becoming teacher in K-12 setting but need background in educational technology. This book will also act as a valuable resource in teacher education programs where primary focus on mainstream education and requires an authentic resource in instructional design and educational technology. Keeping in mind the varied needs of the organizations, employees and potential students, this book adopts a competency approach to learning and assessment. The themes and topics take a multi-disciplinary approach, and are aimed at preparing students for competent and innovative educational technology professionals. |
| degree in instructional technology: Introduction to Educational Technology Educational Technology, 1973 |
| degree in instructional technology: Graduate Degree Programs in Instructional Technology, 1978-1979 John William Ellison, Clara DiFelice, 1978 |
| degree in instructional technology: Multimedia Literacy Fred Thomas Hofstetter, 2000-10 Accompanies Multimedia Text by Fred T. Hofstetter. |
| degree in instructional technology: Educational Media and Technology Yearbook Michael Orey, Stephanie A. Jones, Robert Maribe Branch, 2011-12-13 The Educational Media and Technology Yearbook is dedicated to theoretical, empirical and practical approaches to educational media development. All chapters are invited and selected based on a variety of strategies to determine current trends and issues in the field. The 2011 edition will highlight innovative Trends and Issues in Learning Design and Technology, Trends and Issues in Information and Library Science, and features a sections that list and describe Media Related Organizations and Associations in North America, departments in the allied fields, and a listing of journals in the field. The Educational Media and Technology Yearbook, a scholarly resource for a highly specialized professional community, is an official publication of the AECT and has been published annually for 35 years. |
| degree in instructional technology: Using Technology with Classroom Instruction That Works Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, 2012-08-02 Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it? This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies: * Setting objectives and providing feedback * Reinforcing effort and providing recognition * Cooperative learning * Cues, questions, and advance organizers * Nonlinguistic representations * Summarizing and note taking * Assigning homework and providing practice * Identifying similarities and differences * Generating and testing hypotheses Each strategy-focused chapter features examples—across grade levels and subject areas, and drawn from real-life lesson plans and projects—of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and—most of all—more effective. |
| degree in instructional technology: Handbook of Research on Instructional Systems and Educational Technology Kidd, Terry, Morris, Jr., Lonnie R., 2017-04-20 Incorporating new methods and approaches in learning environments is imperative to the development of education systems. By enhancing learning processes, education becomes more attainable at all levels. The Handbook of Research on Instructional Systems and Educational Technology is an essential reference source for the latest scholarly research on new models, trends, and data for solving instructional and learning challenges in education. Featuring extensive coverage on a wide range of topics such as distance education, online learning, and blended learning, this publication is ideally designed for academicians, practitioners, researchers, and students seeking current research on the latest improvements in instructional systems. |
| degree in instructional technology: The Use of Instructional Technology in Schools Mal Lee, Arthur Winzenried, 2009 This book examines teachers' use of the major instructional technologies over the last century - from the days of silent film, radio, and slide shows through to the modern interactive whiteboard and the Web. The book explores the reasons why so few teachers have used these technologies and why, even in today's digital world, the most commonly used classroom tools are the pen, paper, and chalkboard. The book provides decision-makers with an invaluable insight into the million dollar question: What is required to get teachers using the appropriate instructional technology as a normal part of everyday teaching? Without question, student learning is enhanced by adopting these new technologies. Until now, research on why the majority of teachers use only the most basic tools in the classroom has been scarce. The Use of Instructional Technology in Schools examines this phenomenon and, most importantly, identifies what is required to achieve teachers' universal acceptance of instructional technologies. |
| degree in instructional technology: Second Handbook of Information Technology in Primary and Secondary Education Joke Voogt, Gerald A. Knezek, Rhonda Christensen, Kwok-Wing Lai, 2018 This book addresses the multiple components that are important for successful implementation of IT in education, including supporting student learning with technology. |
| degree in instructional technology: Enhancing Learning Through Technology Philip Tsang, Reggie Kwan, Robert Fox, 2007 This volume provides an up-to-date study of theory and practice on the importance of technology in teaching and learning. The contributions are carefully peer-reviewed from over 100 submissions to the International Conference on Teaching and Learning 2006, held in Hong Kong. Sample Chapter(s). Chapter 1: Faculty Perceptions of ICT Benefits (391 KB). Contents: Faculty Perceptions of ICT Benefits (R Fox et al.); Thinking about Thinking Online (K Downing et al.); Teacher''s Sharing Pedagogical Experiences in a Learning Environment that Supports Self-Regulated Learning (G Dettori et al.); Online Interaction: Trying to Get It Right (L Chow and R Sharman); Crossing Borders: How Cross-Cultural Videoconferencing can Satisfy Course Goals in Dissimilar Subjects (J S Wilkinson & A-L Wang); The Evaluation of Information and Communication Technology Use in Professional Schools (P Gabor & C Ing); Using Technology in Education: The Application of Data Mining (K H Chye et al.); A Comparison of WebCT, Blackboard and Moddle for the Teaching and Learning of Continuing Education Courses (K S Cheung); The Object-Oriented Database Application and the System Architecture of a National Learning Objects Repository for Cyprus (P Pouyioutas et al.); and other papers. Readership: Graduate students, researchers and practitioners involved in the development and education of e-learning. |
| degree in instructional technology: Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education Alqurashi, Emtinan, 2019-10-11 Student engagement relies on the students and their willingness to participate in the learning process and can be enhanced through the application of various technologies within learning environments. However, strategies for implementing these technologies need research and development to be implemented effectively. The Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education is a comprehensive academic publication that focuses on the engagement of learners with academics in higher education and especially how this engagement can be fostered with the integration of new technologies. Featuring an array of topics such as gamification, digital literacy, and social networking, this book is ideal for instructors, educators, administrators, curriculum developers, instructional designers, IT consultants, educational software developers, researchers, academicians, and students. |
| degree in instructional technology: Foundations of Instructional and Performance Technology Seung Youn Chyung, 2008 Whether you're studying or practicing in the fields of instructional technology and human performance technology, you need a foundation of knowledge to advance your career. Foundations of Instructional and Performance Technology will provide you with an overview of principles and practices that is clear and easy-to-understand. This new resource does not offer an exhaustive list of topics. Rather the author selected topics with those fairly new to the field in mind and synthesized a wealth of information from many different sources into one concise text. The book starts with a focus on instructional technology, then shifts to human performance technology. With this book, youll have the opportunity to learn about ideas of original thinkers like Edward Thorndike, B. F. Skinner, Benjamin Samuel Bloom and more. Youll also have access to extensive references and user-friendly charts and graphs all designed to help you develop, validate and enhance your practice. |
| degree in instructional technology: Technology in Education Raymond S. Nickerson, Philip P. Zodhiates, 2013-05-13 Some of today's educational experts were asked to envision the year 2020, when technology has assumed a major role in elementary and secondary education. The informed conjecture that followed is contained in this volume; contributors offer visions of the future as well as specific steps that could turn those visions into realities. Innovative ideas for research, development, hardware, software, teacher training, technical assistance, organizational and cultural change are offered as a means to illuminate the potential role of technology in the educational systems of tomorrow. Technology in Education is a thought-provoking statement of what can and should be done to advance the application of technology to education over the next few decades. As such, it should be read by all researchers and professionals in educational technology. |
| degree in instructional technology: Instructional Technology and Media for Learning Sharon E Smaldino, Deborah L Lowther, James D Russell, 2015-10-08 Note: The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads, such as CourseSmart.For courses in Instructional Media and Technology, and Computers in EducationA core text for Introduction to Educational Technology coursesHow to integrate a complete range of technology and media formats into classroom instruction using the ASSURE model for lesson planning.This text shows specifically and realistically how technology and media enhance and support everyday teaching and learning. Written from the viewpoint of the teacher, it demonstrates how to integrate a complete range of technology and media formats into classroom instruction using the ASSURE model for lesson planning. Ideal for educators at all levels who place a high value on learning, the book is helps readers incorporate technology and media into best practice, to use them as teaching tools and to guide students in using them as learning tools. Examples come from elementary and secondary education.The new Eleventh Edition keeps readers up to pace with the innovations in all aspects of technology, particularly those related to computers, Web 2.0, social networks, and the Internet. The updating throughout reflects the acceleration trend toward digitizing information and school use of telecommunications resources, such as the Web. It also addresses the interaction among the roles of teachers, technology, coordinators, and school media specialists, all complementary and interdependent teams within the school.This text provides the ideal teaching and learning experience through: The ASSURE Model of lesson planning and the ASSURE Classroom Case Studies. A number of helpful pedagogical aids that provide reinforcement and ensure understanding. A focus on today's most up-to-date expectations and innovations. |
| degree in instructional technology: Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies Ololube, Nwachukwu Prince, 2015-07-17 Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Information and communication technology can greatly increase the effectiveness of this training and also aid teachers as they seek to bring the latest technological advancements into their own classrooms. The Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies explains the need to bring technology to the forefront of teacher training. With an emphasis on how information and communication technology can provide richer learning outcomes, this book is an essential reference source for researchers, academics, professionals, students, and technology developers in various disciplines. |
| degree in instructional technology: Educational Media and Technology Yearbook Hyewon Lee, Robert M. Branch, 2023-12-27 This is Volume 44 of the Educational Media and Technology Yearbook. For the past 40 years, our Yearbook has contributed to the field of Educational Technology in presenting contemporary topics, ideas, and developments regarding diverse technology tools for educational purposes. The Yearbook has inspired researchers, practitioners, and teachers to consider how to develop technological designs, curricula, and instruction, integrate technology to enhance student learning, teach diverse populations across levels with effective technological integration, and apply technology in interactive ways to motivate students to engage in course content. The audience for the Yearbook typically consists of media and technology professionals in K-12 schools, higher education, and business contexts. The Yearbook editors have dedicated themselves to providing a record of contemporary trends related to educational communications and technology. The Yearbook also strives to highlight special movements that have clearly influenced the educational technology field. This volume continues the tradition of offering topics of interest to professionals practicing in other areas of educational media and technology. The Yearbook has become a standard reference in many libraries and professional collections. It provides a valuable historical record of current ideas and developments in the field. Part One of this updated volume, “Trends and Issues in Learning, Design and Technology,” presents an array of chapters that develop some of the current themes listed above, in addition to others. In Part Two, “Leadership Profiles,” authors provide biographical sketches of the careers of instructional technology leaders. Part Three, “Graduate Programs in Learning, Design, and Technology,” and Part Four, “Organizations and Associations in North America,” are, respectively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related fields. Part Five, the “Mediagraphy,” presents an annotated listing of selected current publications related to the field. |
| degree in instructional technology: Educational Media and Technology Yearbook 2003 Mary Ann Fitzgerald, Michael Orey, Robert Maribe Branch, 2003-06-30 The 28th volume of the Educational Media and Technology Yearbook describes current developments and trends in the field of instructional technology. Prominent themes for this volume include e-learning, collaboration, the standards reform movement, and a critical look at the field in its historical context. The audience for the Yearbook consists of media and technology professionals in schools, higher education, and business contexts, including instructional technology faculty, school library media specialists, curriculum leaders, business training professionals, and instructional designers. The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. |
| degree in instructional technology: Learning Theory and Online Technologies Linda Harasim, 2012-03-22 Learning Theory and Online Technologies offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes). An ideal textbook for undergraduate education and communication programs, and Educational Technology Masters, PhD, and Certificate programs, readers will find Learning Theory and Online Technologies provides a synthesis of the key advances in elearning theory, the key frameworks of research, and clearly links theory and research to successful learning practice. |
| degree in instructional technology: Handbook of Research on Education and Technology in a Changing Society Wang, Victor C. X., 2014-05-31 Technology has become an integral part of our everyday lives. This trend in ubiquitous technology has also found its way into the learning process at every level of education. The Handbook of Research on Education and Technology in a Changing Society offers an in-depth description of concepts related to different areas, issues, and trends within education and technological integration in modern society. This handbook includes definitions and terms, as well as explanations of concepts and processes regarding the integration of technology into education. Addressing all pertinent issues and concerns in education and technology in our changing society with a wide breadth of discussion, this handbook is an essential collection for educators, academicians, students, researchers, and librarians. |
| degree in instructional technology: Cases on Successful E-Learning Practices in the Developed and Developing World: Methods for the Global Information Economy Olaniran, Bolanle A., 2009-12-31 Cases on Successful E-Learning Practices in the Developed and Developing World: Methods for the Global Information Economy provides eclectic accounts of case studies in different contexts of e-learning. |
| degree in instructional technology: Instructional Design Competencies Dennis C. Fields, Marguerite Foxon, 2001 In 1986, the International Board of Standards for Training, Performance, and Instruction (IBSTPI) published the first edition of Instructional Design [ID] Competencies: The Standards. It was the culmination of work that began in 1978. In this third edition, IBSTPI presents its latest view of the competencies of instructional designers. It is a greatly expanded view that reflects the complexities of current practice and technology, theoretical advancements, and the social tenor of the times. The level of proficiency described in the 1986 Competencies was taken to represent an instructional designer who would probably have at least three years of experience in the field beyond entry-level training. The current revision takes this notion considerably further in two ways. First, it discriminates between the essential and the advanced levels. Second, it discriminates between competencies which are universally recognized as required of all practitioners and those which have broad but not universal support. The current edition has added a section called Professional Foundations. This section explicitly recognizes the importance of a knowledge base for ID and the professional responsibility practitioners have for career-long learning and update of that knowledge base. This recognition of knowledge as a foundation to practice was left implicit in the first version. The current revision has also found a way to recognize the importance of technological competence for the practitioner while continuing to recognize both the volatility and the context-specificity of expertise with any particular technology. The section now called Implementation and Management represents a considerable strengthening of the intent of the original. This represents both a better awareness of the role these competencies play in ID and also the increasing importance of ID in the success of knowledge-based enterprises, especially in business environments. Chapters are: (1) Instructional Design Competence; (2) The 2000 IBSTPI Instructional Design Competencies; (3) The ID Competencies: Discussion and Analysis; (4) The Role and Use of ID Competencies; (5) The Competencies and ID Specialization; and (6) The Competency Validation Research. Appendices include the 1986 ID Competencies and Performance Statements, a glossary, bibliography, IBSTPI Code of Ethical Standards for Instructional Designers, and list of organizations participating in Competency validation. (Contains 48 references.) (AEF) |
| degree in instructional technology: Digital-Age Teaching for English Learners Heather Rubin, Lisa Estrada, Andrea Honigsfeld, 2021-12-28 Bridge the Digital Divide with Research-Informed Technology Models Since the first edition of this bestselling resource many schools are still striving to close the digital divide and bridge the opportunity gap for historically marginalized students, including English learners. And the need for technology-infused lessons specifically aligned for English learners is even more critically needed. Building from significant developments in education policy, research, and remote learning innovations, this newly revised edition offers unique ways to bridge the digital divide that disproportionally affects culturally and linguistically diverse learners. Designed to support equitable access to engaging and enriching digital-age education opportunities for English learners, this book includes Research-informed and evidence-based technology integration models and instructional strategies Sample lesson ideas, including learning targets for activating students’ prior knowledge while promoting engagement and collaboration Tips for fostering collaborative practices with colleagues Vignettes from educators incorporating technology in creative ways Targeted questions to facilitate discussions about English language development methodology Complete with supplementary tools and resources, this guide provides all of the methodology resources needed to bridge the digital divide and promote learning success for all students. |
| degree in instructional technology: Checking for Understanding Douglas Fisher, Nancy Frey, 2015-12-18 A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren’t students getting it? And, just as important, why didn’t the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey’s work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) Teaching™. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention. |
| degree in instructional technology: Educational Media and Technology Yearbook 2006 Robert Maribe Branch, Michael Orey, V. J. McClendon, 2006-03-30 The 2006 volume of the 31 year old Educational Media and Technology Yearbook series continues the legacy of its predecessors. It highlights the major trends of the previous year, noting both renewed interest in multicultural perspectives and the ever-growing interest in online learning. It discusses advances in the school and library media worlds, which continue to reel from budget cuts and hiring freezes. It profiles two outstanding individuals: Michael Molenda (Associate Professor, Instructional Systems Technology, Indiana University, Bloomington) and Ron Oliver (Foundation Professor of Interactive Multimedia, Edith Cowan University, Perth, Western Australia). It also identifies instructional technology-related organizations and graduate programs in North America. The book concludes with a mediagraphy of journals, books, ERIC documents, journal articles, and nonprint resources. As a repository of so much valuable data and information, it is, quite simply, a volume no self-respecting media and technology professional should be without. |
| degree in instructional technology: Instructional Technology Gary J. Anglin, 1995 Presenting a comprehensive view of the field, this award-winning overview of educational technology discusses such topics as instructional design and systems, computer applications in education and training, research and evaluation in instructional technology, future prospects for instructional technology, and professional development. The only book to present a comprehensive view of the field, this award-winning overview of educational technology has been updated to cover current issues and trends. Contributors discuss instructional design and systems, computer applications in education and training, research and evaluation in instructional technology, future prospects for instructional technology, and professional development. New to this edition are chapters that address such current topics as educational and instructional systems development, post-modernism and instructional technology, interactive technologies, the Internet and higher education, qualitative research, and instructional technology and attitude change. |
| degree in instructional technology: Interactive Instruction and Feedback John V. Dempsey, 1993 |
| degree in instructional technology: Integrating Educational Technology Into Teaching M. D. Roblyer, Joan E. Hughes, 2018-01-15 Long recognized in the field as the leading educational technology text, Integrating Educational Technology into Teaching links technology integration strategies to specific learning theories, shows pre- and in-service teachers how to plan for technology integration, and offers opportunities to practice integrating technology by designing curriculum to meet teaching and learning needs. Carefully selected exercises, sample lessons, and recommended resources encourage teachers to reflect on their practice as they develop the insights, knowledge, and skills they need to infuse technology across all disciplines. Throughout the book, content is updated to align with the latest ISTE Standards for Educators and Students and showcases the most current tools, methods, and ideas shaping the role of technology in education. -- From product description. |
| degree in instructional technology: Street-Level Bureaucracy in Instructional Design Nirupama Akella, 2024-03-13 This book explores the role and function of instructional designers in higher education, highlighting the real-world discrepancy between their actual contributions to organizational growth and the official job descriptions provided by universities. Investigating how higher education professionals navigate the daily conflict arising from this misalignment, it highlights a number of approaches including improvising to accommodate additional tasks, or strictly adhering job descriptions. The volume is structured around main three themes: the interpretation of instructional design and the role of instructional designers, the concept of street-level bureaucracy and coping strategies, and the contribution of instructional designers to organizational development. The research is grounded in the sociological and management theory of street-level bureaucracy, allowing the author to dissect employee behavior into microelements and connect these to the macro-outcomes of organizational development. The study employs a qualitative approach, using quantitative content analysis and qualitative interviewing on a sample of 17 instructional designers from three different regions in the US. The findings challenge institutional and practice assumptions, offering a new perspective of understanding which asks whether instructional designers are predominantly acting as street-level bureaucrats, or whether behavior and performance is framed by institutional culture and personal characteristics. The author then discusses the implications of these findings for policy, practice, theory, and future research. It will be of interest to academicians, post-graduate students, and higher education leadership professionals from fields across education, management, instructional design, sociology, and research methods. |
| degree in instructional technology: Educational Media and Technology Yearbook, 1986 Elwood E. Miller, Mary Louise Mosley, 1986 |
| degree in instructional technology: PROGRAMMED INSTRUCTIONAL TECHNOLOGY Dr. Rajashekhar Shirvalkar, |
| degree in instructional technology: e-Learning Ecologies Bill Cope, Mary Kalantzis, 2017-02-17 e-Learning Ecologies explores transformations in the patterns of pedagogy that accompany e-learning—the use of computing devices that mediate or supplement the relationships between learners and teachers—to present and assess learnable content, to provide spaces where students do their work, and to mediate peer-to-peer interactions. Written by the members of the new learning research group, this textbook suggests that e-learning ecologies may play a key part in shifting the systems of modern education, even as technology itself is pedagogically neutral. The chapters in this book aim to create an analytical framework with which to differentiate those aspects of educational technology that reproduce old pedagogical relations from those that are genuinely innovative and generative of new kinds of learning. Featuring case studies from elementary schools, colleges, and universities on the practicalities of new learning environments, e-Learning Ecologies elucidates the role of new technologies of knowledge representation and communication in bringing about change to educational institutions. |
| degree in instructional technology: First Principles of Instruction M. David Merrill, 2012-10-06 This handy resource describes and illustrates the concepts underlying the “First Principles of Instruction” and illustrates First Principles and their application in a wide variety of instructional products. The book introduces the e3 Course Critique Checklist that can be used to evaluate existing instructional product. It also provides directions for applying this checklist and illustrates its use for a variety of different kinds of courses. The Author has also developed a Pebble-in-the-Pond instructional design model with an accompanying e3 ID Checklist. This checklist enables instructional designers to design and develop instructional products that more adequately implement First Principles of Instruction. |
| degree in instructional technology: Educational Media and Technology Yearbook , 1992 |
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The Master of Education Degree in Teaching and Learning …
Teaching and Learning in one of three concentrations: Diverse Learners, Instructional Technology, or Montessori Education. Degree Requirements ... those taking the Instructional …
WHY DID WE CHOOSE TO PURSUE A DOCTORAL DEGREE?
understanding of why students decide to pursue a doctoral degree in instructional technology at one university located in the southeastern United States. There has been little research on …
Master S Degree Instructional Design
degree in Instructional Design and Technology. The issue of whether an Instructional Design degree should be a prerequisite is a hotly How to Choose the Right Instructional Design …
Georgia Professional Standards Commission - GaPSC
Instructional Technology degree from an out-of-state institution seeking to add the field of Instructional Technology to their certificate (Guideline 5). A Glossary, providing explanations of …
Curriculum & Instruction (Ed.D.) - Instructional Design
DESIGN & TECHNOLOGY Important: This degree plan is effective for those starting this degree program in fall 2024 through summer 2025. This degree plan will remain ... Instructional …
Instructional Design and Learning Technologies - University …
The Master's Degree in Instructional Design and Learning Technologies is a comprehensive graduate program designed to equip students with the knowledge, skills, and practical …
Instructional Systems and Workforce Development
Master of Science in Instructional Technology (MSIT) Program Coordinator: Dr. Sang Joon Lee Starkville and Online Campuses 259 IED Building Telephone: 662-325-2281 ... A doctor of …
Instructional Design and Technology (MS) - Concordia …
Instructional Design and Technology (MS) 1 INSTRUCTIONAL DESIGN AND TECHNOLOGY (MS) The Master of Science in Instructional Design and Technology is ... New students are …
Graduate Student Handbook - University of West Georgia
The Educational Specialist’s degree in Media with an emphasis in Instructional Technology requires 27 semester hours beyond the master’s degree. All work that is completed for the …
Instructional Systems and Workforce Development
Master of Science in Instructional Technology (MSIT) Program Coordinator: Dr. Chien Yu 259 IED Building Telephone: 662-325-2281 ... be earned with a major in Education and a concentration …
STUDENT HANDBOOK - Texas A&M University–Corpus Christi
The program builds professional skills in instructional design and technology related research, leadership, and team building within real-world service opportunities. TAMUCC’s ... The …
Meeting: CAAL Meeting Meeting Date: May 9, 2024 Agenda …
Instructional Technology 36 Lander University Master's degree Instructional technology is a concentration area, degree is in Teaching & Learning Learning Design & Technologies, …
Instructional Systems and Workforce Development
for the MST program and 33 semester credit hours for the MSIT program; the non-thesis option is also offered. The educational specialist degree may be earned with a major in Education and a …
Master of Arts in Instructional Design and Technology
Instructional Design and Technology The M.A. in Instructional Design & Technology is designed to meet the needs of technology professionals in schools and other education related settings …
Instructional Design and Technology (Ed.D.) - Liberty …
INSTRUCTIONAL DESIGN AND TECHNOLOGY (ED.D.) Important: This degree plan is effective for those starting this degree program in fall 2024 through summer 2025. This degree plan will …
Instructional Technology & Design Master of Science
Instructional Technology & Design Master of Science PROGRAM OF STUDY . Revised 03/02/2022 . Satisfaction of master’s degree and program requirements include an overall …
Master of Science in Instructional Technology Curriculum
Master of Science in Instructional Technology Curriculum Page 2 of 2 Revised ... The time limit on credits earned that can be accepted toward fulfilling requirements for the MSIT degree is eight …
STEM Designated Degree Program List of CIP Codes
study that qualify as science, technology, engineering, and mathematics (STEM) based on the National Center for Education Statistics’ (NCES) 2020 Classification of Instructional Programs …
Instructional Technology Bachelor Degree
Instructional Technology Bachelor Degree The M.Ed. in Instructional Design will prepare you to use technology for instructional model for helping working adults earn bachelor's and master's …
Evaluating Vocational Educators' Training Programs: A …
Kung, M., & Logan, T.J.(2014). An overview of online and hybrid doctoral degree programs ineducational technolo- gy.TechTrends,58(4), 16-18. Merrill, M. D. (2014). My ...
Master of Education with a Major in Instructional Technology
The Instructional Technology (IT) M.Ed. degree allows candidates to obtain an advanced degree in the rapidly growing field of Instructional Technology. There are three concentrations in the …
M.S. Learning Experience Design and Educational Technology …
Technology The Master of Science, Learning Experience Design and Educational ... Technology is a competency-based degree program designed for professionals looking to create …
Masters Degree In Instructional Design In India
Trainer Program. 2357 Instructional Designer Jobs available on Indeed.com. one search. A Master's degree in instructional technology, instructional design. Masters Degree In …
Master's Degree Instructional Media
Instructional Technology, Instructional Design. The University of Akron's online Master in Educational Foundations emphasizing Instructional Technology degree has been ranked …
Instructor of Technology & Military Science (2IBB) Degree …
course at Goodfellow AFB, the OSI is eligible to receive an ITMS degree and a Fire Science degree. OSIs are authorized to switch degree programs prior to receiving the ITMS degree. …
SUPERINTENDENT’S RECOMMENDATION REGARDING THE …
Aug 11, 2022 · Blanche Powell – Grade Level Chair, Technology Coach . Elizabeth Sawicki – Advanced Degree, CRT Designee . Colleen Watts – Advanced Degree . Jessica White – …
Instructional Systems and Workforce Development
for the MST program and 33 semester credit hours for the MSIT program; the non-thesis option is also offered. The educational specialist degree may be earned with a major in Education and a …
M.Ed. in Instructional Technology, Media, and Design ( P-12 …
Degree: M.Ed.inInstructionalTechnology,Media,andDesign(30hours) Concentration: InstructionalTechnology ... M.Ed. in Instructional Technology, Media, and Design ( P-12 Cer …
ONLINE MASTER OF ARTS INSTRUCTIONAL DESIGN AND …
All three tracks of the Instructional Design & Technology MA require a minimum of 36 credit hours beyond the bachelor’s degree. Instructional technology core courses (12 credit hours) • EME …
PhD Advanced Educational Studies: Instructional Design
Instructional Design and Technology Cognate 2024-2025 Degree Completion Plan This is a non-licensure degree. Completion of this degree will not lead to the eligibility of a state educator …
CIP Code 15.9999 - PA.GOV
Instructional (degree program) OR . Career and Technical -Instructional (non-degree program) N/A OR . Engineering Related Technology 2104 : N/A OR
Dual-Degree BA/MS or BS/MS in Instructional Design and …
Dual-Degree BA/MS or BS/MS in Instructional Design and Technology Curriculum The 30-credit Master of Science in Instructional Design & Technology curriculum is made up of 15 credits of …
Program of Study - California State University, San Bernardino
prepared in consultation with an advisor in the Instructional Design and Technology Program and approved by the Dean of Graduate Studies. Once you have met these requirements you will …
EdS Instructional Design & Technology - Liberty University
Education Specialist in Instructional Design and Technology (Ed.S.) 2023-2024 Degree Completion Plan This is a non-licensure degree and is not a state-approved program. …
CURRICULUM AND INSTRUCTION DEGREE PROGRAM (M.S.)
The degree is designed to blend knowledge of content with knowledge of teaching and learning throughout all course work and within the culminating experience, either an integrative project …
The Master of Education Degree in Teaching and Learning …
beyond the bachelor’s degree level. The M.Ed. program is designed for the student who has graduated from a regionally accredited college or university with a baccalaureate degree and …
Degree In Instructional Design And Technology (book)
Degree In Instructional Design And Technology: Designing Effective Instruction Gary R. Morrison,Steven M. Ross,Jerrold E. Kemp,2007 This valuable resource provides instructional …
Instructional Systems and Workforce Development
The educational specialist degree may be earned with a major in Education and a concentration in Technology. A doctor of philosophy degree program in Instructional Systems and Workforce …
Articles The Pedagogy of Technology Integration
of the term “technology integration” and consid-ers that such a perception is likely to result in a poor use of technology for instructional purpos-es. The scope of technology integration is …
Degree In Instructional Design And Technology [PDF]
Degree In Instructional Design And Technology: Designing Effective Instruction Gary R. Morrison,Steven M. Ross,Jerrold E. Kemp,2007 This valuable resource provides instructional …
Doctor of Education in Instructional Design and Technology …
The Doctor of Education in Instructional Design and Technology is designed to prepare competent effective leaders and researchers with ... indicating successful completion of a master’s …
NT OF STATES OF - Air University
NT OF STATES OF . Title: CCAF ETPs.pdf Author: 1249963018A Created Date: 6/26/2023 2:57:19 PM
