Literaturnachweis - Detailanzeige
| Autor/in | Jennings, James M. |
|---|---|
| Titel | Comparative Analysis, Hypercard, and the Future of Social Studies Education. |
| Quelle | (1994), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Artificial Intelligence; Comparative Analysis; Computer Assisted Instruction; Constructivism (Learning); Discovery Learning; Educational Media; Hypermedia; Inquiry; Interactive Video; Learner Controlled Instruction; Multicultural Education; Multimedia Instruction; Multimedia Materials; Social Studies |
| Abstract | This research paper seeks to address new theories of learning and instructional practices that will be needed to meet the demands of 21st century education. A brief review of the literature on the topics of constructivism, reflective inquiry, and multicultural education, which form the major elements of a computer-based system called HyperCAP, are outlined. Although the new theories of learning and instructional practices are generic, they still are applicable to the future of social studies education. The HyperCAP project is explained with special emphasis on comparative analysis, the framework for the three instructional elements, and HyperCard 2.1, the information management tool used to support the desired instructional environment. The HyperCAP project combines the use of print material with computer technology in an interactive environment which, through the use of HyperCard 2.1, will allow students of history to engage in activities that include auditory, visual, and cognitive learning devices. The status of the HyperCAP project begun in the 1993-94 school year is reviewed and the future of social studies education is discussed with implications for the electronic society and expanded technology, as well as the continuing topic of cultural diversity and the contributions of cultural groups to history. (EH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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