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The College of Information Sciences and Technology is an interdisciplinary college that integrates a variety of perspectives from computer and information sciences, psychology, social science, economics and public policy, to study the interactions between information, technology, and people, to inform the design of innovative information ...
Michael J. Hannafin (died 2020) was an American professor and academic known for his work in educational technology.He was a professor at the University of Georgia in the educational psychology department and director of the Learning and Performance Support Lab. [1] He was once editor-in-chief of the journal Educational Technology Research and Development.
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of ...
In research, these professions typically require a graduate degree (Master's, Doctorate, PhD, or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology, or, more purely, in the fields of educational, instructional or human performance technology or instructional design.
As classroom instructors across a range of academic disciplines integrate technology into their classrooms, there is an expanding need to have pedagogy and skills that drive this integration. Some will use this degree to design instructional technologies, and others will serve as technology facilitators in schools.
In the early 2000s, scholars noted a lack of theory and conceptual frameworks to inform and guide research and teacher preparation in technology integration. [6] The classic definition of PCK proposed by Shulman included one dynamic and complex relationship between two different knowledge bodies: content knowledge and pedagogical knowledge.
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