教育技术学专业英语译文
Introduction Educational Technology(教育技术学专业英语介绍)
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Subject Nature of ET
philosophy
psychology sociology
methodology
Educational Technology
technology
CAI （ computer assisted instruction）
education
instructional games
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Subject Nature of ET
1.ET is the discipline of education. 2.ET is the technical level of education discipline.
3.ET is a methodology science.
4.ET is a comprehensive,application of subject.
Research object :learning process and learning resources !!!!
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The Definition of ET
development
utilization
design
theory and practice
management
evaluation
design The United States of America's largest educational resources information center(ERIC) founder ERICIT
David H. Jonassen Michael Hannafin
Marcy P. Driscoll
教育技术学专业英语第九章翻译
第九章Section B Basic Principles of ID®Many current instructional models suggest that the most effective learning environments are those that are problem—based and involve the students in four distinct phases of learning ：(1)activation of prior experience；(2)demonstration of skills；(3)application of skills；(4)integration of these skills into real—world activities.Figure9.2.1 illustrates these five ideas.Much instruetional practice concentrates primarily on phase2and ignores the other phases in this cycle of learning.许多现行的教学模型建议最有效的学习环境是那些正在学习、参与学生学习的四个不同阶段:(1)激活的经验;(2)演示技巧;(3)应用的能力;(4)整合这些技能,成为真正的——世界活动。
图9。
2。
1说明了这些五的想法。
多instruetional实践集中主要在第二阶段,而忽略了其他方面在这个循环的学习。
At the too level.the instructional design prescriptions based on first principles are as follows ：：(1〉Learning is facilitated when learners are engaged in solving real-world problems.在太水平。
教育技术学专业英语unit13textb原文加翻译
Four Types of Automated Instructional Design Tools Expert System An An expert expert expert system system system contains contains contains a a a domain-specific domain-specific domain-specific knowledge-base knowledge-base and performs decision-making and analysis functions for the designer using natural language queries. Expert systems for instructional design have been developed to provide advice to novice instructional designers and to facilitate the development process for experienced designers. ID ID Expert Expert Expert from from from the the the ID2 ID2 ID2 Research Group was created to develop Research Group was created to develop and deliver computer-based instruction more efficiently. ID Expert is based based on on on Instructional Instructional Instructional Transaction Transaction Transaction Theory, Theory, Theory, a a a ““second second generation generation generation””theory of instructional design. According to Instructional Transaction Theory, Theory, instruction instruction instruction is is is based based based on on on transactions transactions transactions (sets (sets (sets of of of interactions) interactions) between between the system and the learner in order the system and the learner in order to accomplish a g iven given task. ID Expert assists designers in creating transactions by presenting presenting a a a set set set of of of decision-making decision-making decision-making steps steps steps involving involving involving instructional instructional components, components, formatting, formatting, formatting, resources, resources, resources, etc. etc. etc. ID ID ID Expert Expert Expert is is is considered considered considered a a prototype system and has not yet been released commercially. The United States Air Force Armstrong Laboratory proposed two AID approaches that use expert system technology to provide expertise to novice instructional designers and subject matter experts in the design, production, and implementation of courseware used in Air Force training. Guided Approach to Instructional Design Advising Advising (GAIDA) (GAIDA) (GAIDA) uses uses uses tutorials tutorials tutorials and and and context-specific context-specific context-specific advice advice advice and and examples. Experiment Advanced Instructional Design Advisor (XAIDA) (XAIDA) uses uses uses the the the Instructional Instructional Instructional Transaction Transaction Transaction Theory Theory Theory framework framework framework to to encapsulate context-specific knowledge. Both of these environments are are results results results of of of the the the Advanced Advanced Advanced Instructional Instructional Instructional Design Design Design Adviser Adviser Adviser (AIDA) (AIDA) research project. Reactions to Expert Systems: While expert systems for the instructional instructional design design design can can can teach teach teach theory theory theory validation validation validation and and and function function function as as authoring tools, they are limited by their inability to support analysis and design tasks. ID expert systems attempt to control the instructional design process, a process involving a large number of interrelated elements, and so must rely heavily on the knowledge and experience of the individual practitioner. Several instructional technologists technologists have have have proposed proposed proposed systems systems systems that that that more more more subtly subtly subtly advise advise advise the the instructional designer, rather than prescribe a set of solutions. Advisory Systems Duchastel Duchastel challenges challenges challenges the the the expert expert expert system system system model model model by by by providing providing providing an an advisory advisory system system system model. model. model. Instead Instead Instead of of of controlling controlling controlling the the the problem-solving problem-solving process process with with with expert expert expert knowledge, knowledge, knowledge, advisory advisory advisory systems systems systems assist assist assist or or or coach coach users users in in in accomplishing accomplishing accomplishing a a a given given given task. task. task. A A A prototype prototype prototype for for for the the the advisory advisory system approach is the Instructional Design Advanced W orkbench, Workbench, architecture for a computer-based workbench that supports the cognitive cognitive tasks tasks tasks of of of instructional instructional instructional design design design without without without constraining constraining constraining the the designer. Information Management System Instructional Instructional Design Design Design Environment Environment Environment (IDE) (IDE) (IDE) from from from the the the Institute Institute Institute for for Research on Learning is a computer-aided design environment that supports supports an an an ID ID ID methodology methodology methodology for for for teaching teaching teaching the the the use use use of of of software software software in in real-life problem-solving contexts. I DE IDE IDE helps document design and helps document design and development development options. options. options. It It It is is is intented intented intented for for for experienced experienced experienced instructional instructional designers. Electronic Performance Support Systems Electronic performance support system (EPSS) are self-instructional self-instructional electronic electronic electronic environments environments environments that that that provide provide provide process process process to to “software, guidance, advice, data, tools, and assessment with minimum minimum support support support and and and intervention intervention intervention by by by others others others””. . EPPS EPPS EPPS have have have become become popular in the 1990s for business and education contexts that require “just-in-time just-in-time”” learning learning and and and a a a hign hign hign level level level of of of a a a particular particular particular skill. skill. skill. Some Some example of EPSS are listed below. Building on Duschastel’s “workbench,workbench,”” Paquette et al introduced a a performance performance performance support support support system system system called called called AGD AGD AGD (a (a (a French French French acronym acronym meaning Didactic Engineering W orkbench). AGD provides procedural procedural instructional instructional instructional design design design information information information to to to guide guide guide users users users difining difining the learning system (e.g., amount and nature of objectives). Other performance support systems tools include Designer’s Edge (Figure 13-1) from Allen Communication and Instructional DesignW are are from from from Langevin Langevin Langevin Learning Learning Learning Services Services Services (Langevin (Langevin (Langevin Learning Learning Services). Services). Like Like Like AGD, AGD, AGD, these these these tools tools tools support support support the the the planning planning planning phases phases phases of of instructional instructional design, design, design, but but but contain contain contain a a a much much much more more more general general general advisory advisory component (e.g., context-specific online help, wizard, and tutorials). In contrast to AGD, Designer Designer’’s Edge and Instructional DesignW are lead designers through all tasks involved in instructional design, but place more emphasis on the ultimate production phase. Both tools provide graphical representation of the instructional systems design model, thus leading to additional support for completing each step of the model. Data entered by users are are cross-referenced cross-referenced cross-referenced with with with all all all steps steps steps to to to enhance enhance enhance continuity continuity continuity between between phases. Usable reports and documents such as evaluation instruments, instruments, content content content outlines, outlines, outlines, lesson lesson lesson plans, plans, plans, and and and checklists checklists checklists can can can be be generated by the users. The The primary primary primary difference difference difference between between between the the the two two two products products products lies lies lies in in in their their intented audiences and purposes. Designer ’s Edge is for both novice and and experienced experienced experienced instructional instructional instructional designers designers designers planning planning planning computer-based computer-based instruction. The product includes support for scripts, storyboards and other other CBI CBI CBI production production needs. needs. Integration Integration Integration with with with external external external software software applications is also supported. Instructional Design W are is intented for for course course course designers designers designers and and trainers trainers interested interested interested in in producing producing either either computer-based or classroom training. For this reason ,more suppot is provided for decisions regarding media selection and course and presentation materials (Langevin Learning Services). 自动化教学设计工具的四种类型自动化教学设计工具的四种类型专家系统专家系统包括了一个特定领域的知识库和为设计师使用自然语言查询的执行决策分析功能。
教育技术学专业英语第一章译文
什么是传播理论传播与人类生活息息相关，人类生活的任何学习研究都会涉及到这一课题，一些学者试传播为中心，而另一些人则是外围，但是它一直都存在。
任何试图解释或代表一个经验的都是一种理论，并了解发生了什么，每个人都是用理论来指导我们的想法和行为，他们仿造事件的模式，所以才知道发生了什么，吸引我们注意日常生活的重要方面，帮助我们解决什么事重要的什么不是，使我们能够预测接下来会发生什么，传播理论亦是如此。
传播理论是一个单一的理论，或者可以用来指明在关于传播的整个主要理论中发现的集体智慧。
关于什么才是适当的传播理论存在着很大的分歧传播的层次多年来关于传播领域如何自我形成是非常有趣的，无论好坏，一个非常强的模式已经发展到可以根据个人参与水平的不断提高来划分领域，随着一些变化，一般的模式有人际之间的、团体的、组织的和大众的传播。
人际传播处理人与人之间的传播，通常是面对面私人之间的设置。
团体传播是关于小的群体之间的人的相互作用，通常是决策的设置，它必然包括人际之间的相互作用，大部分的人际之间的传播理论也适用于团体层面。
组织传播发生在大的合作网络，它包括人际与团体传播的几乎所有方面，它包括的课题如结构、组织的功能、人际关系、沟通和组织的过程与组织文化。
最后，通常大众传播通过调解来处理公共传播，在大众传播过程中涉及许多方面的人际的、团体的和组织的传播。
核心传播理论你会遇到许多关于处理传播的特殊方面的理论。
一些理论则解释了传播所独有的层面。
反之，其他的理论则关注了所有传播所共有的常规概念和一般过程。
我们就可以传播的一般处理方法为核心传播理论。
核心理论是特别有意义的，因为它帮助我们在大体上理解了传播。
不论传播在什么时候发生，核心理论都为传播活动的过程提供了见解。
以下的列表列举了核心传播理论的典型要素。
第一，核心理论告诉了我们传播的发展。
第二，核心理论强调了意义的产生与诠释。
第三，核心理论讨论信息结构，亦即信息的元素的组成成分，包括语言、文字与非语文的文本。
教育技术专业名词英语
教育技术学专业英语词汇1、CSCL：ComputerSupported CollaborativeLearning，简称CSCL，译为计算机支持的协作学习利用计算机技术建立协作学习的环境，使教师与学生、学生与学生在讨论、协作与交流的基础上进行协作学习的一种学习方式，是传统合作学习的延伸和发展。
由于它是建立在CMC （Computer-mediatedCommunication，译为以计算机为中介的交流）机制上的一种学习方式，优点众多，倍受关注和青睐。
相关术语还有CollaborativeLearning（协作学习）。
2、IT ineducation：教育信息化指在教育领域全面深入地运用现代化信息技术来促进教育改革和教育发展的过程，其结果必然是形成一种全新的教育形态——信息化教育（e-Education）。
还有一个缩略语叫ICT，Informationand CommunicationsTechnology，信息与通信技术，ICT不同于传统通信概念，其产生的背景是行业间的融合以及对信息社会的强烈诉求。
ICT作为信息通信技术的全面表述更能准确地反映支撑信息社会发展的通信方式，同时也反映了电信在信息时代自身职能和使命的演进。
3、InformationLiteracy：信息素养一种可以通过教育所培育的，在信息社会中获得信息、利用信息、开发信息方面的修养与能力。
它包含了信息意识与情感、信息伦理道德、信息常识以及信息能力等多个方面，是一种综合性的、社会共同的评价。
相关词汇还有ComputerLiterracy，计算机文化素养。
4、LearningContract：学习契约为了能够让学生在完成任务和解决问题时有一个具体的目标或依据，在学生件签订的一种类似于契约的协议，形似异义的词有contact（接触）、contrast（对比）、constant（常数，不变的）、content（内容，满意）、context（上下文，背景，来龙去脉）、contest（竞赛，辩论）。
教育技术学专业英语翻译
The term multimedia describes a number of diverse technologies that allow visual and audio media to be combined in new ways for the purpose of communicating . Multimedia often refers to computer technologies.Nearly every PC built today is capable of multimedia because they include a CD-ROM or DVD drive ,and a good sound and video card.Ofen built into the multimedia.But the term multimedia also describes a number of dedicated media appliances ,such as digital videorecorders ,interactive television ,MP3 players , advanced wireless devices and public video displays.The term multimedia ,which was used during the 1970s to describe a particular theater-based film and slide-show collage experience ,has now been shortened to just the word ” multimedia”.From the mid 1980s through the late 1990s，the prevalent meaning of multimedia was a category of “authoring” software that allowed designers to develop interactive computer programs without having to have advanced programming skills.Examples include Apple HyperCard ,Icon Authorware , Asymetrix Toolbox ,and Scala MultiMedia .This category of software still exists , and is sometimes referred to as multimedia , but the term is now used to more generally describle nearly every hardware or software technology that displays images or plays sounds .。
教育技术专业英语翻译
Section C Cognitive Information-Processing Theory第三节认知信息加工理论The informational value of feedback became apparent when researchers and practitioners began to adopt the perspective of information processing theory. This view rose to prominence among psychologists in the 1970s, and variations of it continue to be investigated and articulated today. Like behavioral theory, information processing theory regards the environment as playing an important role in learning. Where information processing theory differs from behavioral theory, however, is in its assumption of internal processes within the learner that explain learning. The birth of computers after World Ⅱprovided a concrete way of thinking about learning and a consistent framework for interpreting early work on memory, perception, and learning. Stimuli became inputs, behavior became outputs. And what happened in between was conceived of as information processing proposed a multistage, multistore theory of memory that is generally regarded as the basis for information-processing theory. Three memory systems in the learner (sensory, short-term, and long-term memory) are assumed to receive information from the environment and transform it for storage and use in memory and performance (Figure 4.3.1). With sensory memory, learners perceive organized patterns in the environment and begin the process of recognizing and coding these patterns. Short-term memory permits the learner to hold information briefly in mind to make further sense of it and to connect it with other information that is already in long-term memory. Finally, long-term memory enables the learner to remember and apply information long after it was originally learned.当研究者和从业者开始采用信息加工理论时，信息反馈的作用就格外显著了。
教育技术学专业英语五、六、十一章翻译
Chapter Five Learning Theories第五章学习理论Section B Behaviorism B部分行为主义What is Behaviorism? 什么是行为主义？Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.给我一打健康、外形完好的婴儿，把他们放在我设计的特殊的环境里培养，我敢保证，随便挑出一个来，我就能把他训练成为我所选择的任何一类专家---医生、律师、艺术家、商业首领，甚至是乞丐或小偷，而无论他的才能、爱好、倾向、能力或他的先辈的职业和种族是什么。
Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning.Conditioning occurs through interaction with the environment.According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states.行为心理学，也称为行为主义，是一种基于所有的行为都是通过条件刺激而产生的学习理论。
教育技术专业英语第十九章翻译
教育技术专业英语第十九章翻译第十九章sectionA survey methodssurvey rearch is the method of gathering data from respondents thought to be representative ofsome population,using an instrument composed of closed structure or open-ended items (questions).this is perhaps the dominant from of data collection in the social sciences,providing for efficient collection of data over broad populations,amenable to administration in person,by telephone,amd over the internet.some forms of survey research by telephone or the interent may be completely automated.Key terms and conceptsthe survey instrument is name given to the schedule of question or respone items to be posed to respondents.it is equivalent to the terms questionnaire or interview schedule,depending on the type of survey research being conducted. interviews and questionnairesordinarily,interviews refers to the face-to-face administration of a survey instrument,whereas quwstionnaires refers to mail or other indirect methods of administration.items are the individual survey question or statements for which a response is solicited from the respondent.Data Collection Modes1.Face-to-face interviewing is usually the most e_pensive but it can obtain the highest response rate because it ma_imizes engagement with the respondent and imposes the lowest burden on the respondent.For the samereasons,face-to-face interviews can support longer instruments.It is also the best data collection type for open-ended responses.2.Mail surveys are usually among the least e_pensive modes,are often best for sensitive items, and there is no interviewer bias.However,mail surveys are a poor choice for open-ended items or comple_ survey designs as they place a high burden on the respondent.3.Telephone interviewing has the advantage of speed of data collection while supporting longer instruments than mail surveys and supporting open-ended responses,though not as well as face-to-face interviewing.4.Web surveys are often the least e_pensive to administer yet can be fast of data collection,particularly since implementation time may be low.Web surveys can be administered to very large populations,even internally.调查研究的方法是收集数据从受访者认为是代表一些人口,使用一个仪器由封闭的结构或开放式项目(的问题)。
教育技术专业英语原文_教育技术学专业英语.doc
教育技术专业英语原文_教育技术学专业英语Section BMany current instructional models suggest that the most effective learning environments are those that are problem-based and involve the students in four distinct phases of learning. 许多当前的教学模型表明, 最有效的学习环境, 具体问题具体分析并涉及学习的学生在四个不同的阶段. Current 当前的n. （水，气，电）流；趋势；涌流adj. 现在的；流通的，通用的；最近的；草写的Models 模型activation of prior experience 激活的经验demonstration of skills 示范的技能 integration of these skills into real-world activities. 这些技能融入现实世界的活动。
much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning. 很多教学实践主要集中在第二阶段, 而忽略了其他阶段在这个学习的周期。
Ignores 忽略了 vt .忽视，不理睬Cycle n. 周期 vi. 循环 vt.使循环at the top level，the instructional design prescriptions based on first principles are as follows：在顶层, 基于第一原理的教学设计处方如下：1，learning is facilitated when learners are engaged in solving real-world problems. 学习是促进学习者从事解决现实世界的问题。
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缩写：CAI：computer—assisted instruction 计算机辅助教学ISD：instructional systems design 教学系统设计ICT：Information （and) Communication Technology 信息与通信技术EPSS：electronic performance support systems 电子绩效支持系统SME：Subject Matter Expert 学科内容专家LMS：Learning Management Systems 学习管理系统IV：independent variable自变量DV：dependent variable 因变量第一节 20世纪20年代之前支持教育技术学的一个基本原理是基于经验主义原则，这些原则能产生明显有效的教学。
同时许多贡献都能够被列举出来作为重要的流行的教育观念，美国哥伦比亚大学的行为主义心理学家桑代克对教育技术学这一领域可能是最具权威和特别重要的。
做为较早的致力于人类学习研究，特别是为教育技术学建立科学知识体系，桑代克是重要的。
另一个支持教育技术学的观念是进步主义理论。
这个理论是建立在教育哲学的基础之上的并且与这一领域最具相关的。
进步主义认为经验是理解的关键同时“个人拥有的最重要的力量是他可以共享的经验才能，这些经验解决了由先天智力手段引起的无数问题”。
这应该是教育技术学领域所遵循的模式。
在早期，听觉教学和视听教学被看做是传统教学方法过度言语主义的解决方法。
应用在教育中的支持经验主义的新媒体为概念思维提供了有形的基础，使得学习更加持久，促进了思维的连续性，促进了学习的意义，效率，深度和广度的发展。
第二节 20世纪20年代到20世纪40年代视听运动的发起可以追溯到20世纪早期学校和博物馆开始使用视觉符号比如图画，印刷品，幻灯片，电影和模型来支持口语教学。
随着成为正式课程视觉教学运动中在1918年到1928年间得到了巨大的成长，视觉教育领域的专业组织和期刊，研究报告，还有管理单位也逐步形成。
一些例子包括：（1）视觉教学的国家研究院在1919年成立。
（2）美国的教育电影也在1919年成立；（3）可视化教学部在1923年建成；（4）美国视觉化教学协会在1922年成立。
在这一时期，很多大事件的发生影响着视听教学运动的未来发展，行为目标运动就是其中之一。
在早期的提倡使用明确目标的人有博比特，查特斯，伯克。
然而，拉尔夫泰勒被认为是行为目标运动之父。
在1933年，在泰勒的指导下，“八年研究”在俄亥俄州立大学启动。
八年报告作为教育技术历史的一部分有两个显著地原因。
首先，这个报告细化了书写教学目标的方法。
其次，这个报告确保了并行课程计划的实施，目标，评价被用来修订和细化课程。
其他的大事件就是二战期间军事部门的媒体人员和心理学家所做的工作。
二次世界大战导致了成千上万的产品包括了训练电影，图片，录音，无声电影等，这些产品在美国教育办公室的视觉辅助部门用来战争训练。
随着介导教学的发展，另一个角色从主体专家分离出来的教育技术学家出现了。
今天，我们可以发现很多的教育技术学的历史古典书籍或者著作都是在这一时期写成的。
在1937年，查尔斯赫本父子和zismen出版了《课程的视觉化》一书。
在1945年，这个领域的先行者查特斯写了一篇《是否有教育工程领域》的论文，是发表在教育研究公报第24卷的第二篇。
在1946年，埃德加戴尔，发表了《教学中的视听方法》，在这本书中他提出了一个著名的概念经验之塔，这一理论成为这一领域的核心理论。
经验之塔提供了教学方法和教学材料在具体与抽象层次的形象类比。
塔的目的是表示从直观到抽象经验的变化。
戴尔的经验之塔混合了约翰戴维德教育理论和当时流行的心理学观点。
经验之塔第一次尝试去建立一个包括学习理论和视听传播的基本原理。
第三节 20世纪50年代—20世纪70年代（看课本P9 译文）第四节 20世纪八十年代至今早到20世纪八十年代，在微机在大众中普及开来后的几年里，热情包围着这一工具导致了对用电脑做教学用途这一兴趣的增长。
从20世纪90年代开始，计算机和其他数字技术得到了快速发展，同互联网一样已经引起了快速增加的兴趣和应用，这一媒体应用于教学，特别是企业与工厂的培训。
在过去的几年里，计算机，互联网和其他数码科技通过一些非传统方式已经被用来促进学习和绩效。
电子绩效支持系统，知识管理系统，和以学习者为中心的学习环境经常被用来作为培训或直接教学的又一选择。
另一个在20世纪八十年代至今都影响这一领域的因素是对建构主义日益增长的兴趣。
建构主义者认为，我们都在个人经验和内部的知识建构的基础之上建构着自己的世界观，同时学习是建立在个人如何解释和创造自己的经验的意义的基础之上的。
所以，从建构主义者的观点来看，指导者必须设计指导书以便于学习者有机会去解决现实和有意义的问题。
另一个最近的使用互联网来进行教学和学习的日益增长的兴趣的趋势已经影响了专业的教学设计。
在远距离使用互联网发送指导书已经有了很大的增长。
在不久的将来什么想法和创新成果最有可能影响这一领域？也许，如远程教育与学习，建构主义运动，基于英特网的合作与协作学习，知识管理，绩效技术运动，这些已经产生了影响而且很可能继续以有意义的方式影响这一领域。
其他最近前进的工艺，如电子绩效支持系统的使用，虚拟现实，网络在教学用途中的增加，也可能在这一领域产生巨大影响。
第四章教育技术学新进展第一节教学技术发展的积极和消极趋势积极趋势教学技术专家越来越注重吸收哲学主义的思想（客观主义，行为主义，认知主义，建构主义，后现代主义），从中形成他们的教学设计与发展。
不再拘泥于单一的意识形态，他们得出什么是最好的对于特定的情景，学习者和教学内容。
这种趋势在教育技术领域和学习领域将是有益的趋势。
它很可能会长期存在。
远程教育会得到越来越多的认可，使用，教育质量也会越来越好。
远程教育的优势是众所周知的：为大量的地理上分散的学习者传送教育或培训，成本节约的长期性（批量效益），教学材料的可复制性，更好的准备材料，导师制，个别化教学，自定步调和及时的训练。
消极趋势在《教育技术发展趋势》一书中，唐纳德伊利在这个领域描述了一些消极的发展趋势：评价是有价值的，但并非经常被使用。
几乎每一个教学发展模式包括评估，但却很少有证据表明它被广泛应用于实践。
教育产品，如计算机软件，经常被出版，但评估教学发展过程似乎迷失在急于实施一个新近的开发过程之中。
评价中的“麻烦”为即便没有太多的关于开发出的产品和过程的数据也可以继续进行提供了借口。
许多专业的教育项目在评价方面，没有提供一个独立的过程。
这个概念和过程不能纳入其他的环节，但在整个专业教育课程中，他们占据的位置越来越小。
学开发在非教学机构比在教学机构有更多的实践，教学开发是一个有系统的设计学习材料和学习程序的过程，并利用各种媒体进行传递。
这个过程是早期为了保证学习效果而努力创造出的可复制的学习包裹和模块的结果而产生的。
一个最早的例子是程序教学。
、随着商业、工业、政府、军事、医疗社区发现的成本——效益教学开发，他们把这运用到为自己员工制造的训练包裹和方案中，教育技术领域的原则在这些环境中运用效果良好，而且一些非教育机构组织很快的运用这些原则。
然而，学校和大学在丰富和改进媒体方面任然是不情愿去做，如果他们全部使用媒体。
目前，教育技术专业研究课程的毕业生在商业和工业领域上获得的工作比在教育领域上多，这种情况在十年前就有了，不论教育技术专家和来自商业领域中的倡导者如何辩护，这种情况不仅在继续，而且越来越多。
第二节展望：影响我们未来的趋势（一）（课本P34）第三节展望：影响我们未来的趋势（二）支持学习和管理的工具计算机尤其擅长跟踪信息和指导使用信息实时使用来解决问题。
学习管理系统在企业中的设置和幼儿园至十二年级课堂上采用数据挖掘的数据驱动的决策模型的提高, 说明数据周围的学习和指导会更经常的供学习者、教师、管理者使用。
正在改变的经济体教育是包括专业的设计师、教师编制和提供课程的一种劳动密集型的行业，一种昂贵的活动在较长的时间内。
网络和技术的演绎导致了重新强调基于资源的学习。
这种学习与典型的面对面课程相比，更加关注网上学习资源的开发。
一些趋势影响了新兴的网上学习环境的经济体。
渐积累的教育资源：课堂成员（包括教师）都会花费时间和精力开发教育资源，这些资源同样适用于新一代的学习者。
全球的劳务交换：有见识的、能够为学生提供周到服务的教师一般来自印度，他们的工资大约是一小时7~10美元。
分布式产品：产品和服务可以根据学生支付他们需要的能力和产品的价值进行分类，例如可以分为，社会网络，信息获取，评价和诊断，认证。
个人市场可以根据不同产品的定价结构来经过鉴定。
大规模的教育技术：学生可以通过大规模的独立的学习论坛来减少对教师的依靠，这些论坛居住这成百上千的人！实践社区个体都会发生个人学习，但每个人都属于一种社区，这些社区在形成期望的行为中扮演了一个重要的角色。
当教育失败，人们转向支持社区寻求帮助填充学习间隙，适应性能要求。
考虑知识工人，如工程师。
训练的人可能没有现成的一个新的技术标准或产品的规格要求。
一个工作小组可能最终在他们之间研究和分享知识，通过自己的自主和合作学习活动达到征用“教学”角色为新成员的效果。
另一方面,同一组可以找到一个合适的课程或教程,送上一个成员去掌握相关的资料。
在这两种情况下,学习发生在其职权范围内支持团队,成员贡献和报告回到集团。
我们只有开始认识到人们如何与不同的团体和社区联系起来,个人和社区如何利用这些学习资源,包括课堂教学，才能解决个人和小组的学习需求。
十二章信息技术课程第一节什么是信息素养今天，我们生活在信息时代。
Women每天都被巨大数量的信息轰炸。
我们不仅要面对诸如书籍，报纸，甚至电视等传统来源，而且现在我们不得不与信息高速路，视频会议和虚拟现实斗争。
Bill moyers 提出了一个报告并指出，纽约时报一个单独的版面承载的信息（数据）比一位生活在十六世纪的女士或男士一生所处理的信息还要多。
问题出来了？什么是信息素养。
在他的广泛的意义上，信息素养代表着获得和运用一系列信息资料解决信息需求的能力，但是就像信息素养意味着不仅仅是读写的能力，信息素养必须发现，评价，使用以及随后的传播知识。
人们必须有求知欲；必须使用分解的技能区规划问题；必须确定研究的方法论；必须利用关键的技能作为评价。
另外，人们必须能够研究那些日趋复杂的多样的问题的答案。
然后，信息素养包含一系列复杂的技能，这些技能让我们表达，探索，提出问题以及理解在深远变换的技术环境中流动在个人与群体之间的观点。
美国素养委员会的信息素养的定义是今天最常使用的，特别的因为他是广泛宣传的和分布式的。