The Experts below are selected from a list of 44094 Experts worldwide ranked by ideXlab platform
Serkan Perkmen - One of the best experts on this subject based on the ideXlab platform.
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beyond self efficacy measuring pre service teachers Instructional Technology outcome expectations
Computers in Human Behavior, 2010Co-Authors: Dale S Niederhauser, Serkan PerkmenAbstract:The purpose of this study was to examine concurrent and construct validity for the Instructional Technology Outcome Expectation (ITOE) scale. Outcome expectation is an intrapersonal factor which influences individuals' motivation. In the present study, we examined outcome expectation beliefs with regard to integrating Technology into teaching practice. Findings revealed that outcome expectation is a multifaceted construct consisting of three components (performance, self-evaluative and social outcome expectations), and that the ITOE scale shows good validity and psychometric properties. Use of the scale can help teacher educators and inservice providers more efficiently and effectively address outcome expectations as they help teachers integrate Technology into their practice.
Sharon E Smaldino - One of the best experts on this subject based on the ideXlab platform.
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Instructional Technology media for learning teknologi pembelajaran dan media untuk belajar
2011Co-Authors: Sharon E Smaldino, Deborah L Lowther, James D Russel, Arif RahmanAbstract:Disertai DVD Pembelajaran Assure dengan teknologi dan media teknologi pemebelajaran tumbuh kembang dari praktik dan gerakan komunikasi audiovisual. pada mulanya teknologi ini dilihat sebagai suatu teknologi pembelajaran yang berkaitan dengan penggunaan peralatan, media dan sarana untuk mencapai tujuan pendidikan atau pengajaran dengan alat bantu (media) audiovisual. teknologi pembelajaran adalah teori dan praktik dalam desain, pengembangan, pemanfaatan, pengelolaan, serta evaluasi tentang proses dan sumber untuk belajar. teknologi pembelajaran merupakan gabungan dari tiga aliran yang saling berkepentingan, yakni media dalam pendidikan, psikologi pembelajaran, dan pendekatan sistem dalam pendidikan. buku ini menunjukkan bagaimana seluruh teknologi dan format media dapat diintegrasikan ke dalam pembelajaran kelas dengan menggunakan model ASSURE (analyze learners; state objectives; select Instructional methods, media dan materials; utilize media and materials; require learner participation; evaluate and revise) untuk perencanaan pelajaran. ditujukan bagi para pendidik di seluruh level, u ntuk membantu pendidik menyertakan teknologi dan media ke dalam pengajaran.
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Instructional Technology media for learning teknologi pembelajaran dan media untuk belajar
2011Co-Authors: Sharon E Smaldino, James D Russell, Deborah L Lowther, Arif RahmanAbstract:Edisi Kesembilan buku Instructional Technology and Media for Learning menunjukkan bagaimana seluruh teknologi dan format media dapat diintegrasikan ke dalam pembelajaran kelas dengan menggunakan model ASSURE untuk perencanaan pelajaran. Ditujukan bagi para pendidik di seluruh level, untuk membantu pendidik menyertakan teknologi dan media ke dalam pengajaran.
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Instructional Technology and media for learning
2005Co-Authors: Sharon E SmaldinoAbstract:With its hallmark ASSURE Technology integration model and classroom cases, this renowned text places readers squarely in the classroom while providing a framework that teaches them to apply what they learn about computers, multimedia, Internet, distance learning, and audio/visual technologies to the 21st century classroom instruction.
Arif Rahman - One of the best experts on this subject based on the ideXlab platform.
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Instructional Technology media for learning teknologi pembelajaran dan media untuk belajar
2011Co-Authors: Sharon E Smaldino, James D Russell, Deborah L Lowther, Arif RahmanAbstract:Edisi Kesembilan buku Instructional Technology and Media for Learning menunjukkan bagaimana seluruh teknologi dan format media dapat diintegrasikan ke dalam pembelajaran kelas dengan menggunakan model ASSURE untuk perencanaan pelajaran. Ditujukan bagi para pendidik di seluruh level, untuk membantu pendidik menyertakan teknologi dan media ke dalam pengajaran.
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Instructional Technology media for learning teknologi pembelajaran dan media untuk belajar
2011Co-Authors: Sharon E Smaldino, Deborah L Lowther, James D Russel, Arif RahmanAbstract:Disertai DVD Pembelajaran Assure dengan teknologi dan media teknologi pemebelajaran tumbuh kembang dari praktik dan gerakan komunikasi audiovisual. pada mulanya teknologi ini dilihat sebagai suatu teknologi pembelajaran yang berkaitan dengan penggunaan peralatan, media dan sarana untuk mencapai tujuan pendidikan atau pengajaran dengan alat bantu (media) audiovisual. teknologi pembelajaran adalah teori dan praktik dalam desain, pengembangan, pemanfaatan, pengelolaan, serta evaluasi tentang proses dan sumber untuk belajar. teknologi pembelajaran merupakan gabungan dari tiga aliran yang saling berkepentingan, yakni media dalam pendidikan, psikologi pembelajaran, dan pendekatan sistem dalam pendidikan. buku ini menunjukkan bagaimana seluruh teknologi dan format media dapat diintegrasikan ke dalam pembelajaran kelas dengan menggunakan model ASSURE (analyze learners; state objectives; select Instructional methods, media dan materials; utilize media and materials; require learner participation; evaluate and revise) untuk perencanaan pelajaran. ditujukan bagi para pendidik di seluruh level, u ntuk membantu pendidik menyertakan teknologi dan media ke dalam pengajaran.
Ron Oliver - One of the best experts on this subject based on the ideXlab platform.
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design research a socially responsible approach to Instructional Technology research in higher education
Journal of Computing in Higher Education, 2005Co-Authors: Thomas C Reeves, J Herrington, Ron OliverAbstract:DESIGN RESEARCH has grown in importance since it was first conceptualized in the early 90s, but it has not been adopted for research in Instructional Technology in higher education to any great extent. Many researchers continue to conduct studies that principally seek to determine the effectiveness of the delivery medium, rather than the Instructional strategies and tasks. This article explores the various incentives for conducting research on the impact of computing and other technologies in higher education, examines the social relevance of that research, and recommends design research as a particularly appropriate approach to socially responsible inquiry. A description of the characteristics of design research is given, together with an argument for the more widespread adoption of this approach to enhance the quality and usefulness of research in computers and other technologies in education.
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an Instructional design framework for authentic learning environments
Educational Technology Research and Development, 2000Co-Authors: J Herrington, Ron OliverAbstract:The Instructional Technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning.
Dale S Niederhauser - One of the best experts on this subject based on the ideXlab platform.
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beyond self efficacy measuring pre service teachers Instructional Technology outcome expectations
Computers in Human Behavior, 2010Co-Authors: Dale S Niederhauser, Serkan PerkmenAbstract:The purpose of this study was to examine concurrent and construct validity for the Instructional Technology Outcome Expectation (ITOE) scale. Outcome expectation is an intrapersonal factor which influences individuals' motivation. In the present study, we examined outcome expectation beliefs with regard to integrating Technology into teaching practice. Findings revealed that outcome expectation is a multifaceted construct consisting of three components (performance, self-evaluative and social outcome expectations), and that the ITOE scale shows good validity and psychometric properties. Use of the scale can help teacher educators and inservice providers more efficiently and effectively address outcome expectations as they help teachers integrate Technology into their practice.
