Premises, Principles, and Processes for Integrating TECHnology Into Instruction

Autor/inn/en	King-Sears, Margaret E.; Evmenova, Anna S.
Titel	Premises, Principles, and Processes for Integrating TECHnology Into Instruction
Quelle	In: TEACHING Exceptional Children, 40 (2007) 1, S.6-14 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Educational Technology; Technology Integration; Technology Uses in Education; Educational Principles; Program Descriptions; Program Development; Technology Planning; Instructional Innovation; Design Preferences; Instructional Design; Change Strategies; Educational Change + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsprinzip; Programmplanung; Educational Innovation; Bildungsinnovation; Design requirements; Gestaltungsmittel; Lesson concept; Lessonplan; Unterrichtsentwurf; Lösungsstrategie; Bildungsreform
Abstract	This article describes the premises, principles, and processes for integrating TECH into instruction. TECH is an acronym designed for educators to more smoothly integrate technology into instructional activities. It includes four steps: (1) Target the students' needs and the learning outcome; (2) Examine the technology choices, then decide what to use; (3) Create opportunities to integrate technology with other instructional activities; and (4) Handle the implementation, and monitor the impact on the students' learning. (Contains 3 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10