�k5�F/� �"���)�G���N��}��+�l�h�g����h�K;C3��M�X&��MUdxӱ������[�9_���,��h>]F_!9�&ƛA������&1�2�0Y090�gre�a�aX�����0��9�a���v09 0000001546 00000 n endstream endobj startxref Review the resource and try to answer the following questions: media technicians: Install, operate, and maintain equipment. This instructional plan motivates students to learn. Instructional technology professionals can also work in educational institutions to assist teachers with their instructional programs. First we will look at the meaning of education and then technology and based on this, will try to defi ne the subject. x��Zmo�8�^������QDR��"�4M{�k�ŭ�C�>06Q$�,'���73�(�6mow�X��2��gfxyݴ�R�[����u۪�J/���Y�����e�/����RmQWWW����~����Gθ`���W���?g�B�4����_� h�mo�8���?�����8� N��s,��~V����_��:���e���%��U�jc�S���ˮ�}&ѣ�����_9m���V�U�֜O���Q3�:"#�"J�tD�Wt-��W6!�d6]�����k��.H� l� �vpb�tD/��=�u���/9{9+ :q`q�U�5p�R,B���0b ����B9C��"� pl/��xZ���� H6��f��SI��'�q)|�cB�0�(9��I�E:��^��t� 3bR Q0�+ M%�hEjx0��Ma�e���m䲧(Y���T0Jy��d 1249 0 obj <> endobj 0000018690 00000 n Why or why not? 5wN[(���t�O-��������\�9����u�V�~l�2P,� ((rn�`���=- �eRR� R� ��Eb4�IX��3\\�&�@�6L�ށd� m~�U�����|�Q�e��CCTCC!������X�����q�%h=bX¸�1�����dH�H�A�;��A�!���.S���03f3�a0ۀ��`H@J�̗ �6���Ȁ |�?g&Ieoٶk��y�@��@;�9�\ 0000021102 00000 n But are there any real advantages to using educational technology in instruction? 0000011105 00000 n Introduction The dynamic nature of technology has contributed to the existence of various definitions and concepts of technology by the previous studies which are related to technology transf er. �� Advanced Teaching Methods for the Technology Classroom Stephen Petr na The Un vers ty of Br t sh Columb a, Canada Hershey • London • Melbourne • Singapore Introduction The age of 21 st century is often observed as an age of technology. INSTRUCTIONAL TECHNOLOGY: AN INTRODUCTION Timothy Koschmann Southern Illinois University In his well-knownessay on the nature of scientific revolutions, Kuhn (1972) theorized that scientific research proceeds through long, relatively stable periods of normal science intermittently punctuated by briefer, more tumul-tuous times in which new paradigms for research may emerge. <>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/Annots[ 11 0 R] /MediaBox[ 0 0 612 792] /Contents 4 0 R/Group<>/Tabs/S/StructParents 0>> 0000034024 00000 n
Instructional communication and technology 1 CJT 656: Instructional Communication and Technology Tuesdays Instructor: Dr. Amy Gaffney Office: Lucille Little Library 310E Office Hours: Wednesdays, or Thursdays, or by appointment Email: amy.gaffney@uky.edu Instructional communication, like other contexts of communication, often utilizes technology. %���� 169 0 obj<>stream Rationale for using educational technology. H�d��N#G��=O���b��usK���\�`�f�2̂��O���J�>nw7���hS����ާ��N/���}z|:N��˷�~��,_��Wf;���g�������������������rus3]�~~����1��/_�OW�����u���r�i��������ߧ�t{;���~~x���y����>�ί?�|>�c�?>^�i�>7`�/����a���_������v���۫�x���f��/���Nڟ���9�!o�l���������f��o��f��o��f��o��f�o��l��l�FyK�*[�Uvd���^9��r$G�y��(W��l���� ����������[�V~���o�[�-~+��o���������[�V~���o�[�-~+��o�w�������w�;�N~�����;�~'����w�������w�;�N~�����;�~'��������������{�^~�����{�=~/��������������{�^~�����{�=~/��������?������.w����͂��54jh�,�,�Y�YP�@��f�fA�͂��54jh�,�,�Y�YT�H��f�fQ�L������?��G�Q��?��G�#�(������?ʿ害۬9i���o�lt���7�ݱ]��y��yȺ�H�uح�mY�����]d���:��v�ڭ~�N����o�.��?o����Z���9[�:���3��X�F�ь��=������o���W����/����I:gb~��M�O�9�dK�O��$�'�:'�'i~�����$]���$��4?��Y�! Throughout history, people have looked toward the. 0000144584 00000 n
xref Technology and changes in traditional classroom structure.
According to Hackbarth (1996), the history of the use of educational technology can be divided into four major eras. The use of various technologies is cutting edge, and some technologies are still undergoing experimentation as to how they should be implemented. 0000028674 00000 n 0000002921 00000 n 0000264756 00000 n 0 a�r �[���!�: ��1 �H��7᬴����) ��94��9Ȓ��$�2�P��"�� ���=Ȉ�a���0�P) �"��n"��L��Hxda j���P!��x�1� �3��F�Ȓ�s$��̟L�3�F�D�b'G�H�pը���,�?�X�4��J�'J��/�c�6>� "���(�2���1�����LQ��6IK�ߪSs�k�2���� ��~2�9Ou�p8��~.a�b�0�n�8��4ѐ0�a��[kE�J`�HL(�6_��I���P� �:���>��X�����B��(�@1]�Heq��Ls�2�����g����>f��U8^��I��N�����@1���Ab���:�C0Ax�9+|.-(�r3�|�Öh9%&Ǽ�A����[��{%Ƭ��,��a�P2��3.K����a� �|@#�/e�d������MC(R`^a�%u���JBOe�)�����`p:�鍄���iOi�? %PDF-1.6 %���� In small groups, we will now take a brief look at some educational software. ��fNu��L�\j�G��q�+g��UX� �J�p��l�&�7������4"��` �,z @��� w/a�簀dFV�'l�������������\Cp�N=b�]CI�� -����!�Q%��̞h o�Ț�p��UL-L��X}��pmq]��� 0000002271 00000 n
0000266080 00000 n 0000014908 00000 n 0000001393 00000 n endobj 0000178944 00000 n What are the influences of the factory on the classroom? What advantages does multimedia offer to the student/learner over traditional classroom learning? 0000033786 00000 n H�d��N#G��=O���b��usK���\�`�f�2̂��O���J�>nw7���hS����ާ��N/���}z|:N��˷�~��,_��Wf;���g�������������������rus3]�~~����1��/_�OW�����u���r�i��������ߧ�t{;���~~x���y����>�ί?�|>�c�?>^�i�>7`�/����a���_������v���۫�x���f��/���Nڟ���9�!o�l���������f��o��f��o��f��o��f�o��l��l�FyK�*[�Uvd���^9��r$G�y��(W��l���� ����������[�V~���o�[�-~+��o���������[�V~���o�[�-~+��o�w�������w�;�N~�����;�~'����w�������w�;�N~�����;�~'��������������{�^~�����{�=~/��������������{�^~�����{�=~/��������?������.w����͂��54jh�,�,�Y�YP�@��f�fA�͂��54jh�,�,�Y�YT�H��f�fQ�L������?��G�Q��?��G�#�(������?ʿ害۬9i���o�lt���7�ݱ]��y��yȺ�H�uح�mY�����]d���:��v�ڭ~�N����o�.��?o����Z���9[�:���3��X�F�ь��=������o���W����/����I:gb~��M�O�9�dK�O��$�'�:'�'i~�����$]���$��4?��Y�! How did this happen with the following technologies? 0 0000033860 00000 n >x��|����G�g���z���� g���0��2�i�O���i��L?P�x� �z�� ����.fA�߾���]SF���. 0000024370 00000 n H��UMo�@�+s���;nOU#U홛��u�qp�-��w�삓��4�8��盙}S���B�je�p��`��%�X3��"���?�Y d�7��Lu����XmǷ�v�5�~�� ^��ځp�!~�h�6���u�:V������*�G ���=�F.��`H_���$[�Ȼ��n�XK��W����XgTT�3嚜|}ҵ��w3��`e����B@ �/��m����H�svS �V�gO��ip#'+��3��[|��u�u�ߒ|r� ˖"��7E���b�]D�\���,��5X^j�!���,s�Uv垓;�A�RJ:Z�i���sq/��R�����7@����� ��L�8�Z�3>N?����/��Wkz̡�9��C��;a`Z��Ӏ�0e�B䣠��=H�e��'R��v��]C��0���٬G���x��A�㷊�&�,��\~J(w�����#���� �@
<>>> Notice the similarities between the factory and the school. Ŋ��++*V(VT�R��X�XU�J��b�bU�*Ū�U�U��*V)V��T�U����_�W�+�*ſ�!U�U����_�W��&���o��� ���o�7�M������7��&���o��� ���o�7�M������7�;�.������������w�]������w�;�.������������w�뿦���,*.����y4}_�쿝N�e˺TZ�+Z��ח��|����` T�� endstream endobj 356 0 obj <> endobj 357 0 obj <> endobj 358 0 obj [/Separation/Black/DeviceCMYK<>] endobj 359 0 obj <> endobj 360 0 obj <> endobj 361 0 obj <> endobj 362 0 obj <> endobj 363 0 obj <> endobj 364 0 obj <>stream 0000032400 00000 n
What is different about learning with multimedia than learning in the traditional classroom? ��Y��w_Q��$�ӵ��䒛 {�W3lj`�_C��;�� In this module, students will explore the different components of the electronic portfolio and begin the task of creating it. 2 0 obj << /Length 1482 /Filter /LZWDecode >> stream 0000004242 00000 n h�b```b``y���� ^� ̀ �@1v���Lg)0����lS�%��t�!�!��8�uqD%�azנ2���a��ɩ�����,>�x "fFR�l@H��i�UM��bv�i*]ۼ��I�����,�����_C�ų�=�0f���Ic%ÇM=j1�>?�bj��SL�A����lQM�`��[scT��oI;ٴ�k�d�D�o�ϭr�6�ba��:��9�`a��.�S&4�$��uTk�D!��m���