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Today we are moving into an Information Revolution that is every bit as life altering as the previous Industrial Revolution. Students must now stay in school longer, and achieve at a much higher rate than in the past. But high school students can benefit from adult learning and instructional design principles used to successfully create training programs in the workplace. The reason that workplace training is successful is that learners are looked at individually (or in groups with similar characteristics), and then training is designed just for them. Training programs are also specifically designed to meet the new technology needs of the 21st century.
This book can be a starting point for secondary education majors, high school teachers, and administrators to begin to consider how individualizing instruction could be done for high school students. With computerized applications implemented alongside a standardized curriculum, it can be possible for individual student needs to be met while also ensuring that group needs are also met. A powerful motivational factor can also be introduced that will make students want to learn, and to be life-long learners. The time is now.
List of contents
Introduction Chapter 1: Needed: A Revolution in Learning Chapter 2: The Educational Technology Solution Chapter 3: An Individualized Plan Based on Types of Memory Chapter 4: Improving Learning - "Lower Brain" Chapter 5: Improving Learning - "Higher Brain" Chapter 6: Enhancing Attention and Perception Chapter 7: Promoting Better Memory and Assessment Chapter 8: Enhancing Knowledge Formation Chapter 9: Providing for Experience - it's the Best Teacher Chapter 10: Cognitive and Technological Skill-Building Chapter 11: Applications for Cognitive and Technological Skill-Building Chapter 12: Individualizing Instruction Chapter 13: Applications for Individualized Instruction References
About the author
Christine Bernat is a Technical Writer and Instructional Designer who has worked for many Information Technology companies. She has an undergraduate degree in Psychology, and a Master's Degree in Education (Instructional Technology). She has a strong background and interest in adult learning and training design principles. Richard J. Mueller's career encompassed 30 years as a professor of Educational Psychology, and he has written 4 textbooks and numerous articles. Mr. Mueller has a Master's Degree and Ph.D. in Educational Psychology. Prior to receiving his advanced degrees, Mr. Mueller worked as a junior high school and high school English and Social Studies teacher. Mr. Mueller passed away in 2005.
