Review: Designing Instruction for   Technology-Enhanced Learning

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	Issues in Science and Technology   Librarianship
	Fall 2002

	DOI:10.5062/F4G73BNN



      

    Book Reviews
    Designing Instruction for Technology-Enhanced   Learning
      Elizabeth A. Dupuis
  Head of Instructional Services
  University of California, Berkeley
edupuis@library.berkeley.edu        


      


Designing Instruction for Technology-Enhanced  Learning / Patricia L. Rogers (editor). Hershey, PA: Idea Group  Publishing, c2002.  274pp. ISBN 1-930708-28-9 (cloth) 



    Technology of all manner and form has been introduced into learning  environments from primary education through professional training. In many  cases, instructors find it easier to become familiar with the technology,  than to attain the complementary knowledge to most effectively use the  technology to enhance teaching and learning. This text aims to address  that connection between the technological skills and the application of  those skills for instruction to a variety of audiences and in a variety of  learning environments. 

    Divided into sections covering principles of instruction design,  applications for learners in primary and secondary education, applications  for learners in higher education, and other specialized scenarios, the  thirteen chapters cover a broad range of issues and a diversity of  perspectives. Other than the first two chapters focusing on fundamentals  of instructional design, most chapters discuss specific applications,  activities and models. 

    Clearly, this book has been designed as a textbook, with each chapter  beginning with objectives and concluding with questions for further  consideration. The preface describes the contributions as a resource for  "teacher-designers at beginning and intermediate levels of designing  instruction that is enhanced by new technologies." 

    The greatest value of this book is that it provides a foundation of  instructional design history and theory followed by multiple examples of  application of those principles to various settings. The contributions  are all written in a style that is simultaneously informative and  informal. One drawback is that each of the chapters seems to stand on its  own rather than build upon previous chapters. Approaching the book from  cover to cover will present the reader with repeated, and perhaps  redundant, discussions of the instructional theories. Connected to a  curriculum, the themes frequently revisited -- instructional design  principles, relevance of audience, use and incorporation of appropriate  technologies, implementation of assignment or activity, and evaluation --  would certainly be meaningful. 

    

  

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