File Name: trends and issues in instructional design and technology chapter 6 .zip
View larger. Preview this title online. Request a copy. Additional order info. Buy this product. K educators : This link is for individuals purchasing with credit cards or PayPal only. Immerses students in the field and provides a strong foundation for future careers.
Reiser, Robert A. Reiser, John V. Includes bibliographical references and index. ISBN alk. Instructional systems—Design. Educational technology.
View larger. Professionals in the field need to be able to do more than just perform the skills associated with IDT. They need to be able to clearly describe the nature of the field, be familiar with the field's history and its current status, and be able to describe recent trends and issues that are having, or are likely to have, an impact on the field. The purpose of this book is to help readers attain these goals. Download Sample Chapter. This material is protected under all copyright laws, as they currently exist.
Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. A key feature of effective teaching is the selection of instructional materials that meet the needs of students and fit the constraints of the teaching and learning environment. There are many pressures for educators to match the audiovisual stimuli of television, computers, and electronic games with which students are experienced.
When professional development is redefined as a central part of teaching, most decisions and plans related to embedding professional development in the daily work life of teachers will be made at the local school level. Some reformers have recommended that at least 20 percent of teachers' work time should be given to professional study and collaborative work The National Education Association Using technology in the school setting requires training to develop the knowledge and skills to apply the tools and professional development to understand and apply the technology in instruction and school management. Ideally, technological tools should be a seamless part of the school environment, requiring no more prior learning to apply than, say, electricity.
Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. This chapter provides an in-depth discussion of some of the key educational practices identified in Chapter 5 that, when applied with consistency and high quality over time for children as they age, can continuously support the development and early learning of children from birth through age 8. First is a discussion of cross-cutting principles for instructional practices and curricula, with an overview followed by examples of applications of instructional practices specific to working with infants and toddlers, language and literacy, mathematics, science, and socioemotional development.
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