The primary purpose of this book is to trace the theoretical methodological foundations of American educational technology. It must be emphasized that this work is essentially as history of the process of educational technology rather than of products in the form of devices or media. Although media have played an important rode in educational technology, the reader should not lose sight of the central process which characterizes and underlies the true historical meaning and function of educational technology. Moreover, the assumption is made that all current theory, methodology, and practice rests upon the heritage of the past. Indeed, a common problem in the field has been the failure, in many instances, to take adequate account of past history in planning for the present or the future. A related purpose of this book is to provide a selective survey of research in educational technology as it relates to the American public schools. Such research reviews are not intended to be comprehensive, but were included because of their historical importance and their relevance in understanding the process of educational technology.
The primary purpose of this book is to trace the theoretical methodological foundations of American educational technology. It must be emphasized that this work is essentially as history of the process of educational technology rather than of products in the form of devices or media. Although media have played an important rode in educational technology, the reader should not lose sight of the central process which characterizes and underlies the true historical meaning and function of educational technology. Moreover, the assumption is made that all current theory, methodology, and practice rests upon the heritage of the past. Indeed, a common problem in the field has been the failure, in many instances, to take adequate account of past history in planning for the present or the future. A related purpose of this book is to provide a selective survey of research in educational technology as it relates to the American public schools. Such research reviews are not intended to be comprehensive, but were included because of their historical importance and their relevance in understanding the process of educational technology.
The purpose of this study was to examine two instructional methods for delivering a radar operators training class for members of a municipal police department. The first method examined was the traditional classroom-based training with a certified radar instructor. The second method was a computer-based training (CBT) course based on the instructional material from the classroom-based course. The CBT course was administered on CD-ROM using the police department s Windows(c) based computers. This study compared the two methods of delivery to determine if the CBT course was as effective as the traditional classroom-based course. Effectiveness was measured by the completion times of the two courses, examination scores, and overall participant satisfaction levels. These measures were conducted using quasi-experimental design that involved two sample groups. The total population was sixty-nine police officers. The sample contained fourteen participants, divided into two equal groups of seven. The independent variable was the instructional method. The dependent variables were the course completion times, examination scores, and the satisfaction levels of the participants. Of the two groups of police officers, Group 1 received the CBT for radar operators, while Group 2 received the traditional classroom training. Data was gathered regarding the completion times, test results, and participant satisfaction levels of the two courses. A statistical analysis of the data was conducted to determine the difference in course completion times, test scores, and participant satisfaction levels between the two courses.
This book explains exactly how new technologies are changing the learning environment in and out of the classroom with a focus on the effects on K-12 education.
Paul Robeson, despite being one of the greatest Renaissance figures in American history, still remains in relative anonymity. An exceptional scholar, lawyer, athlete, stage and screen actor, linguist, singer, civil rights and political activist, he performed brilliantly in every professional enterprise he undertook. Any serious treatment of civil rights history and radical politics as well as American sports, musical, theatrical, and film history must consider the enormous contributions of Paul Robeson. And yet, Paul Robeson remains virtually unknown by millions of educated Americans. People typically know him for only one, if any, of the major successes of his life: the concert singer best known for “Old Man River,” the star of Shakespeare’s Othello on Broadway in the early 1940s, the political activist blacklisted for his radical views and activism during the era of McCarthyism in the 1950s. Paul Robeson For Beginners demystifies and bestows light and long overdue credence to the life of this extraordinary American.
During his lifetime, Paul Solomon was considered to be one of the foremost teachers of human potential and was recognised internationally as a powerful, dynamic speaker and a leading authority on all aspects of spiritual development. This book is comprised of the readings the Paul gave during the period of October 13, 1991-May 28, 1992.
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