教育技术学专业英语课件汇编.docx

教育技术学专业英语课件汇编.docx

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教育技术学专业英语课件汇编

LectureWeek1

ObjectivesandTasks

1.Generalintroduction

2.DefinitionsandevolutionofInstructional/EducationalTechnology

GeneralIntroduction

ObjectivesandTasksofProfessionalEnglishforEducationalTechnology

ThecourseofProfessionalEnglishforEducationalTechnologyisconductedtohelpbuildanabilitytouseEnglishasatoolinthestudent’sprofessionofeducation.Inordertoachievethisgoal,thiscourselaysthebaseonlistening,speakingandreadingandtheemphasisontranslationandwriting,forwhichthestudentisrequiredtodothefollowing:

1.Readeverytextineachchapterandtrytounderstandthembestaspossible.TranslatethetextsintoChineseorallyand,ifthereisdifficulty,onpaper.

2.MemorizetheNewWords,PhrasesandExpressionsandProfessionalVocabularyineachchapter.

3.RefertotheNotestotheTextandSelectedTranslationforReferenceifnecessarywhilereadingthetexts.

4.DotheSuggestedActivitiesandotherhomeworkassignedbytheteacher,andreadtheExtendedMaterials.

5.Note:

Theaveragemarksofthehomeworkwilltakeup50percentofthefinaltotalmarks.

6.KeeptheAppendicesinmindandtrytoinvokeanyitemintheminprofessionalwork.

7.Payspecialattentiontothekeyanddifficultpointsintheirrespectivechapters（SeeChapterOutlineinthehandout）.

8.Previewbeforeanewlessonbegins.

9.Howtopreview

1）Readthroughallthetextstobestudiednexttimeandrefertoanymaterialsinoroutofthetextsifnecessary;

2）Markoutanyquestionsordifficulty;

3）Prepareanyquestionstoaskinclass;and

4）GetreadytosaysomethinginEnglishinclass.

StructureoftheBookandTimeAllocation

1.Structureofthebook

1）Unit1AnOverviewofInstructionalTechnology

2）Unit2TheTheoreticalFoundationofEducationalTechnology

3）Unit3MediaandLearning

4）Unit4InstructionalDesign

5）Unit5TheInformationTechnologyandEducation

6）Unit6DistanceEducation

7）Unit7ResearchMethodologiesforInstructionalTechnology

2.Timeallocation:

Roughlyfourhoursforeachunit

ChapterOneTheEvolutionoftheDefinitions

KeyPoint：

TheAECT’sDefinitionsin1994

DifficultPoint：

TheAECT’sDefinitionsin1994

1.Earlydefinitions（pp.3-5）

1）The1963definition（Ely）（p.3）

a）Audiovisualcommunication（formaldenomination/name）

b）Amajordeparturefromtheearliermedia-orienteddefinition

c）Focusonlearningratherthanteaching

2）The1970definitionintwoways（CommissiononInstructionalTechnology）（p.

a）Instructionaltechnology（formaldenomination）

b）Thefirstdefinition:

Instructionaltechnologyasmedia,conceptsexpressedfromtheaudiovisualpast

c）Theseconddefinition:

Instructionaltechnologyasaprocess,introducingnewconceptssuchassystematic,objectivesandevaluation

3）Another1970definition（Silber,AECT）（p.4）:

Theideaof“problems’isfirstintroducedandatthecoreofthedefinition.

4）The1971definition（inEly）（p.5）:

Thetermeducationaltechnologyisused.

5）The1972definition（AECT）（p.4）:

asprocesses,notmuchdifference

6）The1977definition（AECT）（p.4）:

asprocess,notmuchdifference

2.Evolutionofdefinitionanddifferencesfromonedefinitiontoanother（thewholechapter）

3.AECT’sdefinitionsin1994（pp.5-6）

1）Fiveseparateareasofconcern:

design,development,utilization,management,andevaluation

2）Adevelopmentfromtheprevious;notprocess-oriented

3）DomainsofInstructionalTechnology（p.5）

4）RelationshipbetweenDomainsoftheField（p.6）

5）SimilardefinitiongivenbyReiser,2001,butwiththenameofinstructionaldesignandtechnologyratherthaninstructionaltechnology

4.AssumptionsbehindAECT’sdefinitionin2005（pp.6-8）

1）Definition:

atemporaryone,asnapshotintime

Educationaltechnologyisthestudyandethicalpracticeoffacilitatinglearningimprovingperformancebycreating,using,andmanagingappropriatetechnologicalprocessesandresources.

2）Assumptionsbehindit

a）Ageneraldefinition,astipulatorydefinition

b）Adefinitionintendingtobeclear,precise,andunambiguous,andtodrawboundaries

c）Adefinitionreferringexplicitlytocorevaluesimpliedineducationaltechnology,amajordeparturefrompastAECTdefinitionalefforts

d）AdefinitionmeanttobeconnectedwithAECT’smostrecentpriordefinitionof1994,asanimprovementandupdating,evolutionaryratherthanrevolutionary

e）Adefinitionsensitivetothestandardsfortheaccreditationofuniversityprogramspreparingteachersandspecialistsintheeducationaltechnologyfield

f）Adefinitionasinclusiveaspossible

5.MissioncurrentlyembracedbyAECT（p.8）

Toprovideinternationalleadershipbypromotingscholarshipandbestpracticesinthecreation,use,andmanagementoftechnologiesforeffectiveteachingandlearninginawiderangeofsettings.

6.Futureofdefinition（p.8）:

subjecttoparadigmshift

Reference

Ely,DonaldP.–Ph.D.,SyracuseUniversity,CommunicationsandPsychology,1961,ProfessorandChair,InstructionalDesign,DevelopmentandEvaluation;AssociateDirector,ERICClearinghouseonInformationandTechnologySyracuseUniversity,NewYork

Seels,BarbaraB.–SchoolofEducation,UniversityofPittsburgh,5142WesleyW.PosvarHall,Pittsburgh,PA15260（Ph.D.,MassCommunications,OhioStateUniversity,1970;M.S.,InstructionalCommunications,SyracuseUniversity,1963;B.A.,English&Drama,BucknellUniversity,1961）

Richey,RitaC.–Dr.RitaC.RicheyisProfessorandProgramCoordinatorinInstructionalTechnologyfortheCollegeofEducationatWayneStateUniversity,Detroit,Michigan.ShereceivedherB.A.inEnglishfromtheUniversityofMichigan,herM.A.inPsychologyofReadingfromtheUniversityofMichiganandherPh.D.inInstructionalTechnologyfromWayneStateUniversity.Dr.Richey'steachingandresearchinterestsincludeInstructionalDesign,ResearchandTheoryinInstructionalTechnology,HistoryandTrendinInstructionalTechnology.

Silber,Kenneth–Dr.KennethSilberisthefounderandPresidentofSilberPerformanceConsulting,Chicago,Illinois.HeholdsaPh.D.andM.A.inInstructionalTechnology,withminorsinOrganizationalandEducationalPsychologyfromtheUniversityofSouthernCalifornia,andaB.A.withamajorinPsychologyfromtheUniversityofRochester.HespeaksFrenchandhasstudiedattheAllianceFrancaisesince1981.

Homework

1.SuggestedActivitiesandExtendedMaterials.

2.TrytounderstandSelectedTranslationforReference

3.PreviewChapters2

LectureWeek2

ObjectivesandTasks

LearntheHistoryofinstructionaltechnology

ChapterTwoTheHistoryofInstructionalTechnology

KeyPoint：

1980s-Present

DifficultPoint：

1950s-1970s

SectionABefore1920

1.Theory

1）E.L.Thorndike（1874-1949）,abehavioralpsychologistatColumbiaUniversity,anearlyfigureintheefforttoestablishascientificknowledgebasefortheresearchofhumanlearning,especiallyforinstructionaltechnology（p.13）HewasthefounderofLaboratoryAnimalPsychology.Hiscontributiontoinstructionaltechnology

a）ThelawofEffect

b）establishascientificknowledgebase

Behaviorism:

Basedonobservablechangesinbehavior.Behaviorismfocusesonanewbehavioralpatternbeingrepeateduntilitbecomesautomatic.

2）JohnDeway（1859-1952）andProgressivism（p.13）

Learningbydoing

Experience+Reflection=Learning

前者是指学习者从实际操作中获得学习，例如幼童从操弄实物个数而获得“数字”概念。

后者是指学习者除了实地亲身体验外，还必须反省思考经验的意义，使学习进一步加深。

2.Practice

Audioinstructionsandaudiovisualinstructions（p.13）

SectionBBetweenthe1920sand1940s

1.Theaudiovisualmovement（pp.13-14）

UsingVisualsandtremendousgrowthinthevisualinstructionalmovement.

Theformationofprofessionalorganizations:

1）TheNationalAcademyforVisualInstruction（1919）

2）TheAmericanEducationalMotionPicture（1919）

3）TheDepartmentofVisualInstruction（DVI）（1923）

4）TheVisualInstructionAssociationofAmerica（1922）

2.Majoreventsthatinfluencedthefuturedevelopmentofthemovement（p.14）

1）Thebehavioralobjectivemovement行为目标运动

a）Earlyadvocates:

Bobbitt,Charters,andBurk

b）RalphTyler（1902-1994）,fatherofthebehavioralobjectivemovement

c）HisEight-YearStudyintheOhioStateUniversity（1933-1941）anditssignificance

2）ThemediapersonnelandpsychologistinthemilitaryagentduringWorldWarII（p.14）

3）Workswrittenduringthisperiod（p.14）

4）EdgarDale（1900-1985）andhisConeofExperience（pp.14-15）

YearsagoaneducatornamedEdgarDale,oftencitedasthefatherofmodernmediaineducation,developedfromhisexperienceinteachingandhisobservationsoflearnersthe"coneofexperience"（seeFigure1）.Thecone'sutilityinselectinginstructionalresourcesandactivitiesisaspracticaltodayaswhenDalecreatedit.

SectionCBetweenthe1950sand1970s

1.TheshiftfromAudiovisualInstructiontoInstructionalTechnology（pp.15-17）

Trendsaffectingtheevolutionofthefield:

1）Programmedinstructionandtaskanalysis（p.15）

a）Definitionofprogrammedinstruction（p.15Secondlinefromthebottom）

b）SydneyL.Presseyandhisfirstteachingmachine（1934）（p.15Para.2）

c）B.F.Skinner（1904-1990）ofHarvardUniversityandhis“SkinnerBox”（p.15para.2）

d）RobertGlaserandhistermInstructionalSystem（1962）（p.16）

e）RobertM.Gagnéandtaskanalysis（1965）（p.16）threetechniquesfortaskanalysis:

topicanalysis;Proceduralanalysis;outline,flowchartortable

f）TheConditionsofLearningbyGagné（1965）andPrinciplesofInstructionalDesignbyGagnéandL.J.Briggs（1974）（p.16）

g）TheDickandCareyModel（1978）（p.16）

Duringthisperiod,instructionaltechnologybecamemoreandmorecomplexbecausethrewweremoreandmoret