Engaging the Learner. Annual Instructional Technology Conference (12th, Murfreesboro, Tennessee, April 1-3, 2007) (original) (raw)

Foundation Of Instructional technology

An engaging book for professional educators and an ideal textbook for certificate, masters, and doctoral programs in educational technology, instructional systems, and learning design, Foundations of Educational Technology, Second Edition offers a fresh, interdisciplinary, problem-centered approach to the subject, helping students build extensive notes and an electronic portfolio as they navigate the text. The book addresses fundamental aspects of educational technology theory, research, and practice that span various users, contexts, and settings; includes a full range of engaging exercises for students that will contribute to their professional growth; and offers the following fourstep pedagogical features inspired by M. D. Merrill's First Principles of Instruction:

Innovations in instructional technology ? Edited by J Michael Spector et�al

British Journal of Educational Technology, 2006

Educational developments 7 (2), and is reprinted here with permission, and with BJET notes in [square brackets]. Kinchin, I (2006) Developing PowerPoint handouts to support meaningful learning British Journal of Educational Technology , 37 (4) 647-650 Platow, M J (2002) Giving professional presentations in the behavioral sciences and related fields : Psychology Press (New York and Hove)

Introduction | Educational Media and Technology Yearbook, Volume 40

Educational Media and Technology Yearbook, Volume 40, 2017

Integrating technology and learning has become ubiquitous over the last few years. Access to emerging and innovative technologies has increased in both the private and public sectors. The prevalence of technology has influenced the number of individuals entering the field of instructional technology and instructional design. The increased need for schools, private business, and institutions of higher education to train their employees and faculty in the successful application of technology for education and training will continue to dominate most positions in the field. Therefore, the ability for researchers and practitioners to stay current and competent with these technologies can be a challenge. Whether these technologies are implemented in educational environments or for business and industry, the correct application to achieve intentional learning goals is imperative.

The Pillars of Instructional Technology

Concepts, Methodologies, Tools, and Applications

This chapter provides an overview of the foundational components of teaching and learning with technology. The pillars of instructional technology include the philosophy of technology (What are we teaching about IT?), the psychology of technology (How are we teaching with IT?), the sociology of technology (Who are we teaching with IT?), the history of technology, and technology leadership. Each “pillar” offers a venue for creating a program of instructional technology at the higher education level. In addition, a new model for implementing an instructional technology program is introduced: the K-A-RPE Model of Instructional Technology provides the infrastructure for any institution of higher learning to infuse technology into its undergraduate, graduate, and post-graduate teacher curriculum.

Issues and trends in instructional technology: Gradual growth atop tectonic shifts

2006

This is the eighth in a series of reviews begun in 1998, examining the status of instructional technology in the corporate, higher education, and K-12 education sectors in the United States. These reviews draw together quantitative data reported in a wide variety of sources. By tracking the data over a period of years the authors are able to make some judgments about the direction of change.