BRIDGING GOALS AND SOCIAL REALITY: APPROACHES TO MAKING TECHNOLOGY AND EDUCATION COMPATIBLE

摘要

Throughout the formative years of learning how to use instructional technology and programs for education, questioners neglected to bring educational goals and objectives into line with social realities, such as the economy, historical specificity, and cultural components. By examining the literature in the field and addressing what is now known about the attitudes, behaviors, and use patterns of students of differing ages, we can create a more socially responsible educational policy that addresses a variety of issues in a more fluid, yet dynamic way. The effectiveness of using programs and instructional technologies can better be evaluated by looking at the interplay of the various actors and issues within the educational context. This article summarizes early literature on the effectiveness of interactive programs and distance learning. It discusses how these terms have been grossly misused, thereby obfuscating the real issues that influence instructional practices. Profiles of young students, college-aged students, and adult learners demonstrate how, under what circumstances, and for whom, instructional programs and technologies can best be used.