Ethical and Educational Justification for Computer-Based Instructions: A Case of Simulations in Science Teaching
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| Title: | Ethical and Educational Justification for Computer-Based Instructions: A Case of Simulations in Science Teaching |
|---|---|
| Language: | English |
| Authors: | Mumba, Frackson, Chabalengula, Vivien Mweene, Bassoppo-Moyo, T. C. |
| Source: | International Journal of Instructional Media. 2006 33(4):405-414. |
| Availability: | Westwood Press Inc. 118 Five Mile River Road, Darien, CT 06820-6237. Tel: 202-656-8680; Fax: 203-656-8680; Web site: http://www.adprima.com/ijim.htm |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Curriculum Design, Teaching Methods, English (Second Language), Ethics, Computer Assisted Instruction, Computer Simulation, Science Instruction, Educational Principles, Educational Objectives, Instructional Materials, Educational Technology, Instructional Design, Elementary Secondary Education |
| ISSN: | 0092-1815 |
| Abstract: | Teaching is a moral and educational enterprise. Therefore, teachers are expected to explain and justify the instructional methods and designs they use in their teaching to demonstrate how they meet the moral and educational ends of the teaching enterprise. To justify the use of particular instructional methods and designs goes beyond giving a catalogue of reasons and explanations. It requires coming to grips with questions of whether the instructional methods, practices, and designs are consequential, valuable,and desirable to student learning. The purpose of this paper is to provide a methodology that teachers can use to justify the use of computer-based instructions elements and designs they intend to use in their teaching. We have justified the use of computer-based simulations in science teaching to illustrate the methodology. The methodology has implications for use of technology in teaching, teacher training, and curriculum design. |
| Abstractor: | Author |
| Number of References: | 20 |
| Entry Date: | 2007 |
| Access URL: | https://www.adprima.com/ijim.htm |
| Accession Number: | EJ760713 |
| Database: | ERIC |
| Abstract: | Teaching is a moral and educational enterprise. Therefore, teachers are expected to explain and justify the instructional methods and designs they use in their teaching to demonstrate how they meet the moral and educational ends of the teaching enterprise. To justify the use of particular instructional methods and designs goes beyond giving a catalogue of reasons and explanations. It requires coming to grips with questions of whether the instructional methods, practices, and designs are consequential, valuable,and desirable to student learning. The purpose of this paper is to provide a methodology that teachers can use to justify the use of computer-based instructions elements and designs they intend to use in their teaching. We have justified the use of computer-based simulations in science teaching to illustrate the methodology. The methodology has implications for use of technology in teaching, teacher training, and curriculum design. |
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| ISSN: | 0092-1815 |
