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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1989
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED336070 |
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| _version_ | 1867181423688941568 |
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| author | Dalbotten, Mary, Ed. |
| author_facet | Dalbotten, Mary, Ed. Dalbotten, Mary, Ed. |
| collection | Education Resources Information Center |
| contents | Model Learner Outcomes for Educational Media and Technology. Dalbotten, Mary, Ed. Behavioral Objectives Course Integrated Library Instruction Curriculum Development Educational Media Elementary Secondary Education Information Sources Learning Resources Centers Library Materials Media Selection Media Specialists Models Objectives State Boards of Education The first of four chapters in this manual provides statements of the Minnesota State Board of Education's values, philosophy, mission, and learner goals, and explains the two purposes for which they were designed: (1) to provide a model for use by communities and school staff; and (2) to serve as a hierarchy for use by Department of Education staff and educators in the development of learner outcomes. The second chapter introduces the goals of educational media and technology in school library media programs and provides a rationale for teaching media and technology skills. The desired learner outcomes are described in three broad areas: accessing information, processing information, and communicating information. A listing of model learner outcomes to be achieved by students by the time they graduate is provided in the third chapter together with objectives designed to help students reach the goals in the three previously listed areas. Desired outcomes are classified according to the cognitive levels of knowledge, application, and integration, as well as affective development, psychomotor development, international/global concept development, and multicultural/gender fair concepts. Chapter four discusses the development of learner outcomes and their integration into the curriculum. Four curriculum development forms with instructions and five samples of media outcomes forms are presented as tools that media specialists may use to organize instruction. An outline of model learner outcomes for media and technology in elementary schools is appended and a glossary and 14-item annotated bibliography are provided. (DB) |
| format | Recurso educativo Open Access |
| id | eric_ED336070 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1989 |
| record_format | eric |
| spellingShingle | Model Learner Outcomes for Educational Media and Technology. Dalbotten, Mary, Ed. Behavioral Objectives Course Integrated Library Instruction Curriculum Development Educational Media Elementary Secondary Education Information Sources Learning Resources Centers Library Materials Media Selection Media Specialists Models Objectives State Boards of Education Model Learner Outcomes for Educational Media and Technology. Dalbotten, Mary, Ed. Behavioral Objectives Course Integrated Library Instruction Curriculum Development Educational Media Elementary Secondary Education Information Sources Learning Resources Centers Library Materials Media Selection Media Specialists Models Objectives State Boards of Education The first of four chapters in this manual provides statements of the Minnesota State Board of Education's values, philosophy, mission, and learner goals, and explains the two purposes for which they were designed: (1) to provide a model for use by communities and school staff; and (2) to serve as a hierarchy for use by Department of Education staff and educators in the development of learner outcomes. The second chapter introduces the goals of educational media and technology in school library media programs and provides a rationale for teaching media and technology skills. The desired learner outcomes are described in three broad areas: accessing information, processing information, and communicating information. A listing of model learner outcomes to be achieved by students by the time they graduate is provided in the third chapter together with objectives designed to help students reach the goals in the three previously listed areas. Desired outcomes are classified according to the cognitive levels of knowledge, application, and integration, as well as affective development, psychomotor development, international/global concept development, and multicultural/gender fair concepts. Chapter four discusses the development of learner outcomes and their integration into the curriculum. Four curriculum development forms with instructions and five samples of media outcomes forms are presented as tools that media specialists may use to organize instruction. An outline of model learner outcomes for media and technology in elementary schools is appended and a glossary and 14-item annotated bibliography are provided. (DB) |
| title | Model Learner Outcomes for Educational Media and Technology. |
| topic | Behavioral Objectives Course Integrated Library Instruction Curriculum Development Educational Media Elementary Secondary Education Information Sources Learning Resources Centers Library Materials Media Selection Media Specialists Models Objectives State Boards of Education |
| url | https://eric.ed.gov/?id=ED336070 |