Introducing Instructional Technology to International Relations

Dados Bibliográficos

ID12376986
AutoresRichard J Harknett (0009-0004-2203-2633, University of Cincinnati, autor correspondente), Craig T Cobane (University of Cincinnati)
Ano1997
Volume30
Fascículo3
Páginas496-500
Data de publicação1997-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPS Political Science & Politics (JOURNAL)
Identificadores do periódicoISSN: 1049-0965 • E-ISSN: 1537-5935
EditoraCambridge University Press (CUP) (PUBLISHER)
DOI10.2307/420130
OpenAlexW2026691633
IdiomaEN
Citações recebidas2
Referências 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