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Pub Date: |
2002-06-00 |
Pub Type(s): |
Reports - Descriptive; Speeches/Meeting Papers |
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Descriptors:
Computer Assisted Instruction; Computer Oriented Programs; Computer Uses in Education; Educational Technology; Elementary Secondary Education; Field Trips; Multimedia Materials; Science Instruction; Teaching Methods; Virtual Reality
Abstract:
This paper discusses computer based virtual field trips that use technologies commonly found in public schools in the United States. The discussion focuses on the advantages of both using and creating these field trips for an instructional situation. A virtual field trip to Cumberland Island National Seashore, St. Marys, Georgia is used as a point of discussion for the technologies involved and the value of their use for instruction in a science classroom. While this field trip is being used as a point of discussion, the techniques and advantages identified can be applied over a P-16 grade range in all subject areas. If the decision is made by an instructor to create a virtual field trip, the technologies used can be as simple as using digital pictures and text in Microsoft PowerPoint or Hyperstudio or as complex as using digital video and panoramas in Macromedia Director. The level of complexity will depend on the technology available and skills of the developers. (Author)
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Full Text (114K)
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Pub Date: |
2000-00-00 |
Pub Type(s): |
Reports - Descriptive; Speeches/Meeting Papers |
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Descriptors:
Educational Technology; Elementary Secondary Education; Evaluation Criteria; Photographic Equipment; Technology Integration; Visual Learning
Abstract:
This paper discusses the use of digital cameras in K-12 education. Examples are provided of the integration of the digital camera and visual images into: reading and writing; science, social studies, and mathematics; projects; scientific experiments; desktop publishing; visual arts; data analysis; computer literacy; classroom atmosphere; and assessment. Advantages and disadvantages of using the digital camera in the instructional process are described, and considerations when purchasing digital cameras for the K-12 classroom are summarized, including viewfinders, storage, resolution, lenses, software, virtual reality, and computer applications. World Wide Web sites for more information on the digital camera are listed. (MES)
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Pub Date: |
1996-00-00 |
Pub Type(s): |
Books; Guides - Non-Classroom |
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Descriptors:
Administrator Behavior; Administrator Characteristics; Leadership; Leadership Qualities; Leadership Styles; Leadership Training; Management Development; Organizational Communication; Organizational Development; Self Evaluation (Individuals)
Abstract:
A crucial component of leadership is the element of choice. Regardless of how much a person studies leadership, it is essential that he or she makes a conscious choice to accept the leadership role. This book defines leadership, gives examples of research in the field and explains how this knowledge can be used, describes leadership-development programs and surveys, and considers the literature of leadership. Chapters 1 through 4 define leadership and describe ways in which it might be exercised. Chapters 5 and 6 highlight research methods used to demonstrate the impact of improved leadership. The seventh and eighth chapters describe a leadership-development program at a well-known training center, with a focus on the tests and materials completed by participants before arrival and the actual program activities. Various programs in the education and training of leaders and managers are described in chapter 9. The ways in which experience develops and modifies leaders' behaviors are reviewed in the 10th chapter. Chapter 11 examines the uses of survey methods to assess the mood of group members and inform leaders of the effectiveness of their communication programs. Studies of the use of power and position and the outcomes of such use are reviewed in the 12th chapter. Chapter 13 summarizes literature on leadership and cultural differences, and chapter 14 highlights how reported studies can help leaders work better with followers and organizations to achieve objectives. A total of 127 propositions offered throughout the book are summarized in the final chapter. Chapter notes, 8 tables, 6 figures, and an index are included. The appendix contains a list of questions for self-review. (Contains 212 references.) (LMI)
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