Central arrangements for promotingeducationaltechnology: report of a working party.
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In 1975,educationaltechnologytakes a big fall.
From theCambridge English Corpus
Sometimes it is not obvious that aneducationaltechnologyproposal doesn't really have an intended educational outcome.
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If a particulareducationaltechnologyis a solution, it really pays to have well-articulated problems in mind that the technology is meant to address.
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If budget decision makers are skeptical types, then perhaps maintaining the currenteducationaltechnologyinfrastructure will suffice.
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Instructors and instructional technologists who promote the adoption ofeducationaltechnologycommonly participate in a discourse pattern focused on technology products, software, and services.
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A wide range of topics are covered, fromeducationaltechnologyto the role of literature and teacher preparation.
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Instructors, for their part, remain unaware of the variety ofeducationaltechnologysolutions available and their associated costs.
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When devising an administrative structure for people who doeducationaltechnologysupport, there are two broad options.
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The growing use ofeducationaltechnologyin instruction requires research into its effects on student achievement.
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When the discourse ofeducationaltechnologysupport revolves around products and technologies, support requests become technology requests.
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An effectiveeducationaltechnologysupport program aims to improve instruction by purposefully bringing all three dimensions to bear on projects and initiatives.
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Such a product orientation is the norm ineducationaltechnologydeliberations.
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The seventies can even be described as the heyday ofeducationaltechnology.
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In order to meet the needs of older and younger students, further clarification of the different goals and experiences associated with usingeducationaltechnologyfor music learning is necessary.
From theCambridge English Corpus
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