Designing Instruction for Technology-Enhanced Learning

Features

• Cover Type: Hard Cover with 286 pages
• Published by: IGI Global
• Edition: 1st Edition January 25, 2002
• Written in: English
• ISBN 10 Number: 1930708289
• ISBN 13 Number: 978-1930708280
• Book Dimensions: 9.9 x 7.5 x 0.9 inches
• Weighs: 1.4 pounds

Product Description
What is the connection between technology and learning? Do students really learn more in technology-enhanced environments? How does teaching change when technology is introduced? Designing Instruction for Technology-Enhanced Learning addresses the gap between technology skills and the application of those skills in teaching and learning. Authors in this book will guide the reader from focusing on technology to focusing on the goals of using technology to facilitate the teaching and learning experience. Recommendations and practical advice on how to match teaching strategies with supporting media technology are also provided.

About The Author
Patricia L. Rogers, PhD, is a Professor at Bemidji State University in the department of Professional Education, with doctoral preparation in both Art Education and Instructional Systems and Technology. She is on several state level committees and is a consultant for the Minnesota State Colleges and Universities’ Office of Instructional Technology where she recently served as the interim system director. Dr. Rogers is a Getty Fellow (Dissertation Fellowship from the Getty Center for Arts Education) and a Fulbright Scholar (2000-2001) working on designing distance learning programs. She consults internationally on e-learning, is the author of several articles on instructional technology, and regularly presents at technology and art education conferences. She was the keynote speaker at UT 2001, a technology and education conference held in Reykjavik, Iceland.

Reader Reviews
This review is from: Designing Instruction for Technology-Enhanced Learning (Digital) Patricia Rogers' ambitious book includes valuable contributions from educators in all kinds of institutions and from all over the world. This book tries to be everything you need if you are new or fairly new to technology-enhanced learning, covering history, relevant educational theory, and how-tos for K-12, higher education, and business training. Clearly written and carefully organized, it's easy for any teacher to get something from this book. For any library with teachers as patrons, this book is essential. If there is a fault to this book, it's that breadth of coverage means limited depth of coverage. This is a strong book for getting started, but most teachers will find sections of the book that are very helpful and others that can be skipped. Also, although each chapter is well-documented and scholarly, there is relatively little acknowledgement of objections to technology-enhanced teaching. Some of the strongest objectors are acknowledged and answered, but more subtle issues about technology and teaching could be dealt with more seriously. The book's general attitude is that technology-enhanced teaching is a realm of vast possibility as long as it is designed properly. For teachers who want to get started exploring that realm, this is a great guidebook.