Instructional systems design and public schools |
| |
| Authors: | Barbara L Martin Rebecca Clemente |
| |
| Institution: | (1) Educational Technology, Kent State University, 44240 Kent, OH;(2) Curriculum and Instruction, Kent State University, 44240 Kent, OH |
| |
| Abstract: | A great deal has been written in the last several years about the use or lack of use of instructional systems design (ISD) in public schools. The general discussion has revolved around why ISD has not been accepted by public schools; why instructional design experts have not been hired by public school systems; and primarily what an educational technologist can do to change the situation. The focus of most discussions by educational technologists is: how can schools and teachers alter their practice to benefit from ISD? In this article, we maintain that one reason why ISD has not been adopted in schools is that there may not be a fit between the philosophies, needs, resources, and constraints of schools and the benefits of adopting ISD. We also argue that for ISD to have a significant influence in public schools, it must be accepted by teachers. The general question we ask in this paper is this: are we attempting to redesign schools and classrooms to accommodate our technologies with insufficient attention to the perceived needs of clients and to the consequences of adopting ISD? Our approach to answering this question was to search the literature to uncover perceived inconsistencies between ISD theory and practice on the one hand and teacher needs, wants, and practices on the other. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
