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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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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: |
1973-00-00 |
Pub Type(s): |
N/A |
Peer Reviewed: |
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Descriptors:
Curriculum; Curriculum Design; Curriculum Development; Doctoral Dissertations; Elementary School Mathematics; Models; Objectives; Research; Task Analysis
Abstract:
This study presents a set of hierarchically structured elementary mathematics objectives and delineates the four major steps that lead to the development of the hierarchy. The first is the identification of the major unifying themes that identify the mathematics that will underlie and pervade the rest of the curriculum. The second step is the identification of the broad content streams of the curriculum which define the content and its interrelationship, and in this sense describe what is to be taught. The third step generates the content objectives from the statement of the content and arranges them so that they reflect content contingencies. The final step is a task analysis of single objectives. This step shows the behaviors that are necessary to do the task and serves as a check to see if the content objectives are in correct order. The hierarchy resulting from this process is described in the document and could be used to guide the design both of lesson materials and management models for a curriculum. (Author/JP)
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