An Implementation Model for Integrated Learning Systems.

Autor/inn/en	Mills, Steven C.; Ragan, Tillman R.
Titel	An Implementation Model for Integrated Learning Systems.
Quelle	(1998), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Check Lists; Computer Assisted Instruction; Computer Managed Instruction; Courseware; Educational Change; Educational Practices; Elementary Education; Elementary School Teachers; Evaluation Criteria; Instructional Design; Instructional Effectiveness; Integrated Learning Systems; Interviews; Matrices; Measurement Techniques; Models; Program Implementation; Student Motivation; Tables (Data); Technology Integration + Suchen Sie Ihr Suchwort? Checkliste; Computer based training; Computerunterstützter Unterricht; Computer-assisted instruction; Lernsoftware; Bildungsreform; Bildungspraxis; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Interviewing; Interviewtechnik; Matrizenrechnung; Messtechnik; Analogiemodell; Schulische Motivation; Tabelle
Abstract	This paper describes the development, validation, and research application of the Computer-Delivered Instruction Configuration Matrix (CDICM), an instrument for evaluating the implementation of Integrated Learning Systems (ILS). The CDICM consists of a 15-item checklist, describing the major components of implementation of ILS technology, to be completed by an evaluator based on responses supplied by teachers during an interview. The CDICM was used to examine the operational patterns of teachers (n=30) whose students interacted with an ILS using the "Successmaker" courseware in four elementary schools in a metropolitan school district. Data regarding the operational patterns of teachers using ILS technology were collected from teacher interviews and analyzed. The best ILS implementation practices included integration with classroom instruction, training in the use of an ILS, and the use of motivational strategies. Implications for educational change and reform are discussed. Tables and figures present data on discriminant functions for CDICM components, interview data grouped by implementation pattern, significant CDICM components, and influence variables on degree of ILS implementation. The CDICM and interview guide are included. (Contains 18 references.) (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC