Science and technology have become specially important factors in determining man's beliefs and outlooks for about two hundred years, In this brief period, science and technology have proved to be increasingly powerful revolutionary forces, They profoundly influence cities, travel, leisure, social organization, moral and aesthetic sensitivities, and forms of government. They have transformed our lives.
The distinction between science and technology is not always clear, Science is primarily concerned with understanding nature-our physical environment and living creatures, including man himself, This understanding furnishes the basis for meeting many practical problems, Technology is the application of scientific knowledge to practical concerns.
The search for new learning strategy proceeds with increased vigor and speed for the last decade or so, The success of improving production in business, industry, agriculture, and medicine through applications of technology, stirs the hopes of teachers, school administrators, and citizens generelly that similar improvements can take place in teaching and learning.
The educational changes beginning with the second half of the twentieth century were two fold: the rapid increase of technology in educational practice, and the concurrent reexamination and modification of the total educational program. Experimentation with intensive try-out of television, teaching machines, language laboratories, and other recent developments are producing much valuable knowledge and technique for the improvement of the quality of instruction, It is not my purpose here to provide a how-to-do-it kit for installing television, teaching machines and other media in a school, These details are available from other sources, Instead, it is to consider the relation between the means available for instruction and their effectiveness in the total educational settings.
Following the introductory chapter, Chapter 2 reviews some of the many things we know about industrialization, Chapter 3 deals with the newly formedfield called instructional technology which is the off-shot of modern industrial technology. Chapter 4, in a continuation of chapter 3, deals with environmental control, introducing the six major innovative attempts, continuing education, realtime instruction, curricular reform, new instructional media, teamteaching, and school design. Then in chapter 5, possible implications are considered on the basis of the system approach that is part of the new instructional technology.
抄録全体を表示