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A Framework for a Research and Related Activities on Instructional Technology and Systems Change: Better Results for Individuals with Disabilities.

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Title: A Framework for a Research and Related Activities on Instructional Technology and Systems Change: Better Results for Individuals with Disabilities.
Language: English
Authors: Gerber, Michael M., COSMOS Corp., Washington, DC.
Peer Reviewed: N
Page Count: 52
Publication Date: 1990
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
Document Type: Opinion Papers
Guides - General
Descriptors: Curriculum Development, Disabilities, Educational Technology, Elementary Secondary Education, Financial Support, Government Role, Inservice Teacher Education, Instructional Effectiveness, Instructional Innovation, Microcomputers, Research and Development, Research Needs, Resource Allocation, Special Education, Staff Development, Systems Approach, Teacher Role, Technological Advancement, Theory Practice Relationship
Abstract: This paper recommends a research and action agenda for the federal Office of Special Education Programs in examining instructional technology for individuals with disabilities, particularly as those activities relate to "system" change. Staff development programs and curriculum reform are stressed as concrete components of system change. A theoretical analysis of key concepts, such as "technology," and of how and why instructional technology has particular importance for special education is encouraged. Attention is then given to the following distinctions: (1) between technology as physical equipment and technology as productive capacity; (2) between physical and teaching variables (resources); (3) between technical and allocational efficiency in instructional settings; and (4) between control and ownership of technological innovations. Research into three cross-fertilizing strands of information and knowledge development is then recommended. These are: first, descriptive work that monitors and evaluates trends in technological development, application, and innovation; second, theory development, presentation, and debate as part of supporting empirical studies of innovative technology applications; and, third, more traditional instructional technology development, experiments, and demonstrations related to viable theory and empirical evidence. An 8-year timeframe for implementation is proposed. The critical questions of whether new technology extends or substitutes for existing school activities and whether new technology increases efficiency are suggested as central to research on curriculum reform and staff development. (51 references) (DB)
Entry Date: 1992
Accession Number: ED342189
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Editorial & Opinion
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IllustrationInfo
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  Data: A Framework for a Research and Related Activities on Instructional Technology and Systems Change: Better Results for Individuals with Disabilities.
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  Data: <searchLink fieldCode="AR" term="%22Gerber%2C+Michael+M%2E%22">Gerber, Michael M.</searchLink><br /><searchLink fieldCode="AR" term="%22COSMOS+Corp%2E%2C+Washington%2C+DC%2E%22">COSMOS Corp., Washington, DC.</searchLink>
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 52
– Name: DatePubCY
  Label: Publication Date
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  Data: 1990
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  Label: Sponsoring Agency
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  Data: Special Education Programs (ED/OSERS), Washington, DC.
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  Data: Opinion Papers<br />Guides - General
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  Data: <searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Microcomputers%22">Microcomputers</searchLink><br /><searchLink fieldCode="DE" term="%22Research+and+Development%22">Research and Development</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Needs%22">Research Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Staff+Development%22">Staff Development</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Advancement%22">Technological Advancement</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink>
– Name: Abstract
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  Data: This paper recommends a research and action agenda for the federal Office of Special Education Programs in examining instructional technology for individuals with disabilities, particularly as those activities relate to "system" change. Staff development programs and curriculum reform are stressed as concrete components of system change. A theoretical analysis of key concepts, such as "technology," and of how and why instructional technology has particular importance for special education is encouraged. Attention is then given to the following distinctions: (1) between technology as physical equipment and technology as productive capacity; (2) between physical and teaching variables (resources); (3) between technical and allocational efficiency in instructional settings; and (4) between control and ownership of technological innovations. Research into three cross-fertilizing strands of information and knowledge development is then recommended. These are: first, descriptive work that monitors and evaluates trends in technological development, application, and innovation; second, theory development, presentation, and debate as part of supporting empirical studies of innovative technology applications; and, third, more traditional instructional technology development, experiments, and demonstrations related to viable theory and empirical evidence. An 8-year timeframe for implementation is proposed. The critical questions of whether new technology extends or substitutes for existing school activities and whether new technology increases efficiency are suggested as central to research on curriculum reform and staff development. (51 references) (DB)
– Name: DateEntry
  Label: Entry Date
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  Data: 1992
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED342189
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED342189
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 52
    Subjects:
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Financial Support
        Type: general
      – SubjectFull: Government Role
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Instructional Innovation
        Type: general
      – SubjectFull: Microcomputers
        Type: general
      – SubjectFull: Research and Development
        Type: general
      – SubjectFull: Research Needs
        Type: general
      – SubjectFull: Resource Allocation
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Staff Development
        Type: general
      – SubjectFull: Systems Approach
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Technological Advancement
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
    Titles:
      – TitleFull: A Framework for a Research and Related Activities on Instructional Technology and Systems Change: Better Results for Individuals with Disabilities.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: COSMOS Corp., Washington, DC.
      – PersonEntity:
          Name:
            NameFull: Gerber, Michael M.
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          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 1990
ResultId 1