instructional technology

(redirected from Instructional Technologies)
Also found in: Acronyms.

instructional technology

Any tool that helps teachers disseminate and helps students gain exposure to knowledge.
See also: technology
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References in periodicals archive ?
Therefore, further studies are required in order to examine the effects of TPACK on teachers' use of instructional technologies. In addition to the TPACK, perception of teachers toward instructional technologies is the other factor affecting teachers' use of instructional tools which will be described briefly.
This inquiry begins with a survey of instructional technologies created through print technology.
Beginning in the fall of 1997, we revised our introductory American government courses to incorporate various instructional technologies. Specifically, we integrated video clips and graphics (charts, graphs, pictures, data tables, drawings, diagrams) into lectures, made course materials available on the web, required students to find resources on the web for doing activities and assignments, and presented lectures with presentation software.
This industrial heritage plays a determinant role in how contemporary academic strategists misunderstand the potential of instructional technologies. The only way that most of these strategies can be justified is if we assume that organizations are immune from socioeconomic forces or that knowledge production is not a technologically aided activity, two assumptions that may have made sense to seventeenth-century thinkers but are now clearly out of date.
Table 1: Glossary of Terms Instructional Technologies in the Classroom
Promotion of the development and use of learning objects assists the ongoing evolution of modern instructional technologies and enrich the efforts and opportunities of distance education theory and research.
The main purpose of this study is to identify the levels of the necessity and applicability of the courses offered in the Departments of Computer Education and Instructional Technologies based on the views of the fourth grade and graduated students.
One of the authors surveyed over 100 computer lab personnel and found that only about 50% felt they were competent in the most commonly used instructional technologies on campus (Ory, Bullock, Burnaska, 1996).
In recent years there has been an increased emphasis on the design of classrooms so that instructional technologies will enhance the learning environment.
The purpose of this paper is to briefly review current use of various research methods for evaluating instructional technologies, discuss previous solutions to balancing the conflicting demands of internal and external validity, and then to propose a new research design that achieves this goal in a manner compatible with many instructional technology applications.
The rapid growth of instructional technologies has provided college faculty with a vast array of educational resources and learning opportunities (Grasha, 2000; Kagima & Hausafus, 2001).
Globalization trends and innovations in the instructional technologies are widely believed to be creating new markets and forcing a revolution in higher education.
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