Characteristics of Effective Instructional Technology.

Autor/inn/en	Bixler, Brett; Askov, Eunice N.
Institution	Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.
Titel	Characteristics of Effective Instructional Technology.
Quelle	In: Mosaic: Research Notes on Literacy, 4 (1994) 2, S.1 (3 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Literacy; Computer Assisted Instruction; Computer Software Development; Computer Software Evaluation; Courseware; Educational Technology; Individualized Instruction; Instructional Materials; Literacy Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Computer based training; Computerunterstützter Unterricht; Softwareanalyse; Lernsoftware; Unterrichtsmedien; Individualisierender Unterricht; Lehrmaterial; Lehrmittel
Abstract	Effective technology empowers learners and helps them assume responsibility for their own learning. Characteristics of effective instructional technology should guide the development of computer software and other types of technology. Software should provide for interaction since adults learn through active engagement. Feedback should be non-judgmental and private. Learner-controlled instructional programs allow users to stop at any time and to reenter where they stopped. Learner-controlled accessories are empowering to adults. Directions should be always visible or easily accessible. Placement of directions and graphics on the screen should be consistent. Title screens should notify learners when they begin a new section; summary screens should inform them when they complete a section; the screens should organize and provide a synopsis of the material presented. Instructional sections should be short to accommodate short attention spans. Both learners and instructors should be able to view the finished sections in the record-keeping system. Simple but appealing graphics assist in learning and keep the learners' attention focused. In computer-assisted instruction, screens should be sparse wherever possible. Built-in diagnostic and mastery tests are useful when learners move from one class to another. If possible, technology should be open-ended to allow instructors to enter their own materials. A detailed, graphically oriented instructor's manual written in non-technical language is essential. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01