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Designing Instruction for Technology-Enhanced Learning [Hardcover]

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Item Number 262876  
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Item description for Designing Instruction for Technology-Enhanced Learning by Patricia L. Rogers...

What is the connection between technology and learning? Do students really learn more in technology-enhanced environments? How does teaching change when technology is introduced? Designing Instruction for Technology-Enhanced Learning addresses the gap between technology skills and the application of those skills in teaching and learning. Authors in this book will guide the reader from focusing on technology to focusing on the goals of using technology to facilitate the teaching and learning experience. Recommendations and practical advice on how to match teaching strategies with supporting media technology are also provided.

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Item Specifications...

Pages   286
Est. Packaging Dimensions:   Length: 9.94" Width: 7.46" Height: 0.87"
Weight:   1.45 lbs.
Binding  Hardcover
Release Date   Jan 25, 2002
Publisher   IGI Global
ISBN  1930708289  
ISBN13  9781930708280  

Availability  83 units.
Availability accurate as of May 23, 2017 06:51.
Usually ships within one to two business days from La Vergne, TN.
Orders shipping to an address other than a confirmed Credit Card / Paypal Billing address may incur and additional processing delay.

More About Patricia L. Rogers

Register your artisan biography and upload your photo! Rogers is a Professor at Bemidji State University in the department of Professional Education, with doctoral preparation in both Art Education and Instructional Systems and Technology.

Patricia L. Rogers was born in 1956 and has an academic affiliation as follows - Bemidji State University, USA.

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Product Categories

1Books > Subjects > Nonfiction > Education > Education Theory > General
2Books > Subjects > Nonfiction > Education > General
3Books > Subjects > Nonfiction > Education > Pedagogy
4Books > Subjects > Nonfiction > Education > Technology & Distance Learning > Computers & Technology

Reviews - What do customers think about Designing Instruction for Technology-Enhanced Learning?

Can One Book Do It All?  Aug 27, 2002
Patricia Rogers' ambitious book includes valuable contributions from educators in all kinds of institutions and from all over the world. This book tries to be everything you need if you are new or fairly new to technology-enhanced learning, covering history, relevant educational theory, and how-tos for K-12, higher education, and business training. Clearly written and carefully organized, it's easy for any teacher to get something from this book. For any library with teachers as patrons, this book is essential.

If there is a fault to this book, it's that breadth of coverage means limited depth of coverage. This is a strong book for getting started, but most teachers will find sections of the book that are very helpful and others that can be skipped. Also, although each chapter is well-documented and scholarly, there is relatively little acknowledgement of objections to technology-enhanced teaching. Some of the strongest objectors are acknowledged and answered, but more subtle issues about technology and teaching could be dealt with more seriously. The book's general attitude is that technology-enhanced teaching is a realm of vast possibility as long as it is designed properly.

For teachers who want to get started exploring that realm, this is a great guidebook.

A must in the online educators library  Aug 23, 2002
This book is a must for the professional library of any educator teaching or planning to teach an online or web-enhanced course. It would also make an excellent choice for a current class on the 'how-tos' for future faculty. The editor has selected knowledgeable authors who, happily, are also good writers for the chapters. Each chapter is well-organized including objectives, meaningful visuals, questions for future consideration and outstanding resources used by the authors. The reference lists alone are worth the price of the book. There is an international flavor as well providing perspectives from other countries on the designing of technology-enhanced learning environments.
Written for professional educators.  Aug 14, 2002
Patricia Rogers edited numerous articles and provides a very well rounded and common sense approach to designing instruction and integrating technology. Our students need to be very comfortable with technology and we as teachers need to get on board with using it in the classroom. This book outlines the why and how to do it. I thought the instructional design concepts were very clearly and persuasively presented, and considered all the latest research in learning theory and cognitive development. The emphasis is on effective learning, not on the latest technology. A very fine book on instructional design!
Technology-Enhanced Learning Resource  Aug 13, 2002
The chapters in "Designing Instruction for Technology-Enhanced Learning" cover a wide variety of topics that are relevant, current, and based on research or evaluation. The text provides a nice reference to individuals looking for ideas, or interested in attempting to bring their instructional uses of technology more into line with constructivist pedagogy, and step away from the all too common transmission model of technology-enhanced instruction.
The authors of the chapters clearly have strong ideas, and communicate them well--there is little jargon in the text that would make the material inaccessible to readers.
I see the text serving a purpose to educators, teacher-trainers, pre-service teachers, or administrators in educational and training institutions. It would also be a likely candidate for a discussion group focused on improving instructional practice at the elementary, secondary, or higher education levels.
Very Useful Book  Aug 12, 2002
In _Designing Instruction for Technology-Enhanced Learning_, Patricia L. Rogers brings together thirteen articles on the use of technology to enhance learning. The articles are separated into five sections or topics: (1) an overview of instructional design, (2) foundations of instructional design, (3) designing for learners in primary and secondary education, (4) designing for learners in higher education, and (5) designing for learning environments. By covering each of these five topics, those interested in the integration of technology into learning or the classroom at any level will be served by this book.

Any reader of this book will welcome the ideas and information about integrating currently held technological knowledge into their pre-existing classroom practices. The book helps the reader makes the connection between intended learning outcomes, teaching strategies and instructional media.


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