Introducing Instructional Technology to International Relations

Datos Bibliográficos

ID12376986
AutoresRichard J Harknett (0009-0004-2203-2633, University of Cincinnati, autor de correspondencia), Craig T Cobane (University of Cincinnati)
Año1997
Volumen30
Número3
Páginas496-500
Fecha de publicación1997-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPS Political Science & Politics (JOURNAL)
Identificadores de la revistaISSN: 1049-0965 • E-ISSN: 1537-5935
EditorialCambridge University Press (CUP) (PUBLISHER)
DOI10.2307/420130
OpenAlexW2026691633
IdiomaEN
Citas recibidas2
Referencias citadas4

was calling to let me know that his daughter had returned from first class of her college experience so excited that she had phoned him at home. She had just learned about concept of change in international relations, not through expected format of a classroom lecture, but through an interactive critical thinking exercise that made use of a computer animation of European map. The student had commented, You know I really got it. I understood what professor was driving at. What was significant about father's report was that his daughter had focused not on technology itself, but on pedagogical impact it had produced. The energetic reaction of this student highlights promise of instructional technology (I.T.).1 The 1995 National Survey of Desktop Computing in Higher Education, a survey involving 650 institutions, reveals a 50% increase over past academic year in percentage of college courses using email, advanced computer software, multimedia, and Internet. The survey's director, Kenneth Green of Claremont Graduate school, notes that the slow, gradual movement of information technology resources into curriculum and classroom

Animation · Class (philosophy · Computer graphics (images · Critical thinking · Curriculum · Mathematics education · Multimedia · Pedagogy · The Internet · World Wide Web · Computer Science · Online and Blended Learning · Psychology