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Teaching and Media
Abstract: An instructional text for teachers focuses on the effective use of media in teaching and on the unique characteristics of individual learners. The text is intended for use in conjunction with carefully planned classroom and laboratory activities. Topics include the systematic approach to teaching and its application; the learning process and the teacher's role; school learning objectives; instruction evaluation; teaching cognitive, affective, and motor skills objectives; teaching strategies; the role of instructional media; media selection; the uses of various media types; and characteristics of the instruction management model. A brief listing of audiovisual materials and resources is appended. Instructional component objectives and numerous exercises are given throughout the text. (wz).
Instructional Development Paradigms
An encyclopedic examination of competing paradigms in the areas of instructional design and development at all levels and in a variety of environments. The 46 treatments feature the analysis of experienced scholars and sometimes the authors of the particular theories under discussion which include topics in instructional development in its philosophical mode (constructivism, postmodernism, systems approach), as a cultural vantage point, and in theory and application reviewing the effects of technology on class design, the influences of semiotics, the strategic advantages of constructivist instruction versus linear designs, and modeling for applying design strategies from constructivism and cognitive theory to individualizing instruction with adult learners. Annotation copyrighted by Book News, Inc., Portland, OR
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Lessons in Leadership in the Field of Educational Technology
The idea for this edited book came about due to the increased discussion and focus on leadership within the educational technology field and particularly in the Association for Educational Communications and Technology organization. There is a diverse amount of individuals in leadership in the field that contributed their lessons learned. This book focuses on sharing the lessons learned by leaders in the field on how they became a leader and what leadership means. The primary contributions address three central questions. What is your story about how you became a leader? What lessons have you learned about being an effective leader? What advice would you give others to become a leader? In addition, this book spotlights the impact that past leaders have had on current leaders and upon the field of educational technology.
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Learning at the Back Door
Wedemeyer stresses that learning is a natural idiosyncratic, and continually renewable human trait and survival resource. It is not dependent upon teaching, schooling, or special environments, although-properly used-these resources enhance learning. There is a powerful subculture of independent learners who are responsible for much of the real progress that has been made in most areas on endeavor. This book attempts to explain this kind of learning and relate it to schooling, suggesting ways in which all learning-whether traditional or non-traditional-can be encouraged and improved through new kinds of educational institutions and processes.
