Computer-Based Technology and Learning [electronic resource] : Evolving Uses and Expectations / Gilbert Valdez, Mary McNabb and Mary Foertsch.
To understand the value and impact of technology, one must recognize that there have been three distinct phases in technology uses and expectations: Print Automation, Expansion of Learning Opportunities, and Data-Driven Virtual Learning. This report takes an in-depth look at these three phases and,...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1999.
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MARC
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| 100 | 1 | |a Valdez, Gilbert. | |
| 245 | 1 | 0 | |a Computer-Based Technology and Learning |h [electronic resource] : |b Evolving Uses and Expectations / |c Gilbert Valdez, Mary McNabb and Mary Foertsch. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1999. | ||
| 300 | |a 42 p. | ||
| 500 | |a ERIC Document Number: ED439676. | ||
| 500 | |a Availability: NCREL, 1900 Spring Rd., Suite 300, Oak Brook, IL 60523-1480. Tel: 800-356-2735 (Toll Free); Tel: 630-571-4700; e-mail: info@ncrel.org; Web site: http://www.ncrel.org. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Programs for the Improvement of Practice. |5 ericd. | ||
| 500 | |a Contract Number: RJ96006301. |5 ericd. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under ED 1.310/2:439676. | ||
| 520 | |a To understand the value and impact of technology, one must recognize that there have been three distinct phases in technology uses and expectations: Print Automation, Expansion of Learning Opportunities, and Data-Driven Virtual Learning. This report takes an in-depth look at these three phases and, for each, addresses two important and highly interrelated questions facing educators as they try to determine the best use of technology in K-12 settings: (1) What evidence is there that the use of computer-based technology in each phase has a positive effect on learning? and (2) What significance do the findings from each phase have for educators today as they try to make technology-related decisions that have an impact on student learning? The conclusions of this report provide cumulative findings over the three phases, which are intended to help informed educators, policymakers, school administrators, school technical coordinators, and researchers make research-based decisions regarding the most beneficial approaches to technology use in K-12 education. (Contains 106 references.) (AEF) | ||
| 650 | 0 | 7 | |a Computer Assisted Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Computer Uses in Education. |2 ericd. |
| 650 | 0 | 7 | |a Decision Making. |2 ericd. |
| 650 | 0 | 7 | |a Educational Development. |2 ericd. |
| 650 | 1 | 7 | |a Educational Technology. |2 ericd. |
| 650 | 1 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 700 | 1 | |a McNabb, Mary. | |
| 700 | 1 | |a Foertsch, Mary. | |
| 700 | 1 | |a Anderson, Mary. | |
| 700 | 1 | |a Hawkes, Mark. | |
| 700 | 1 | |a Raack, Lenaya. | |
| 710 | 2 | |a North Central Regional Educational Laboratory (U.S.) | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED439676.pdf |z Full Text (via ERIC) |
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