Educational leadership and planning for technology Anthony G. Picciano.

Por:

Picciano, Anthony G

Detalles de publicación: Upper Saddle River, N.J. Pearson/Merrill Prentice Hall c2006.Edición: 4th edDescripción: xix, 359 p. ill. 24 cmISBN:

0131194712
9780131194717

Tema(s):

Clasificación CDD:

370.285 P587e4 22

Clasificación LoC:

LB1028.43 .P536 2006

Recursos en línea:

Table of contents

Contenidos:

Introduction to Technology and Planning -- Basic Concepts of Planning -- Technology, Learning, and Equity Issues -- Technology in Educational Administration --Technology in Instruction -- Multimedia in Education -- Data Communications, the Internet, and Educational Applications -- Distance Learning -- Hardware Planning and Evaluation -- Software Selection and Evaluation -- Staff Development -- Managing Facilities -- Financial Planning.

Existencias
Imagen de cubierta	Tipo de ítem	Biblioteca actual	Biblioteca de origen	Colección	Ubicación en estantería	Signatura topográfica	Materiales especificados	Info Vol	URL	Copia número	Estado	Notas	Fecha de vencimiento	Código de barras	Reserva de ítems	Prioridad de la cola de reserva de ejemplar	Reservas para cursos
	Libro	Biblioteca Mons. Iñaki Mallona (Arecibo) Colección General ab				370.285 P587e4 (Navegar estantería(Abre debajo))					Disponible			60000010025648

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Descripciones mejoradas de Syndetics:

For courses in Introduction to Educational Administration and Leadership. The fourth edition of Educational Leadership and Planning for Technology is designed to provide educators with both the theoretical and the practical considerations for planning and implementing technology, particularly computer applications, in schools. Basic concepts of technology and planning that use systems theory are presented. Emphasis is placed on the importance of the total application of technology as opposed to any individual component, be it hardware, software, facilities, personnel, or finances. This book is meant to form a foundation from which educators will provide leadership and become agents for realizing the powerful potential of technology in their schools.

Includes bibliographical references and index.

Tabla de contenidos provista por Syndetics

Section I Basic Concepts and Foundations
Chapter 1 Introduction to Technology and Planning
Chapter 2 Basic Concepts of Planning
Chapter 3 Technology, Learning, and Equity Issues
Section II Applications
Chapter 4 Technology in Educational Administration
Chapter 5 Technology in Instruction
Chapter 6 Multimedia in Education
Chapter 7 Data Communications, the Internet, and Educational Applications
Chapter 8 Distance Learning
Section III Planning and Implementation
Chapter 9 Hardware Planning and Evaluation
Chapter 10 Software Selection and Evaluation
Chapter 11 Staff Development
Chapter 12 Managing Facilities
Chapter 13 Financial Planning
Epilogue
Appendix A Basic Concepts of Computer Technology
Appendix B Educational Leader Competencies
Appendix C Instructional Software Evaluation Factors
Glossary
Index

Extracto provisto por Syndetics

The purpose of this book is to provide educators with both the theoretical and the practical considerations for planning and implementing technology, particularly computer applications, in schools. Basic concepts of technology and planning that use systems theory are presented. Emphasis is placed on the importance of the total application of technology as opposed to any individual component, be it hardware, software, facilities, personnel, or finances. The book is meant to form a foundation from which educators will provide leadership and become agents for realizing the powerful potential of technology in their schools. The material is designed for practicing administrators and other educators such as teachers, computer coordinators, and media specialists who are involved in initiating and supporting technology in their schools. This book is most appropriate as a text in a preservice or in-service course on planning technology applications designed primarily for school administrators. ORGANIZATION This book is divided into three sections: I, Basic Concepts and Foundations; II, Applications; and III, Planning and Implementation. Although each chapter can be read independently, the material is meant to be read sequentially chapter by chapter. Following the text, several supplemental sections are presented for reference: Appendix A is a review of basic computer concepts and terminology; Appendix B is a list of educational leader competencies; Appendix C serves as a checklist to help educators evaluate instructional software; and the glossary provides a quick reference for technical terms used in the text. Section I: Basic Concepts and Foundations This section provides the basic concepts and foundation material for an overall understanding of the themes and major issues related to planning for technology in schools and school systems. It is directed specifically to those who are or will be leading their schools in planning for technology. This section concludes with a chapter on pedagogical and social issues related to technology that should be considered as part of the planning process. Readers who are not familiar with basic computer concepts or terminology should review Appendix A before proceeding beyond this section. Section II: Applications This section provides five chapters on the nature of computer applications used for both administration and instruction. Although similar in some respects, enough differences exist in the nature, design, and policies associated with administrative and instructional applications that they require separate treatments. This section devotes three chapters to discussions of newer technologies such as multimedia, the Internet, and distance learning. Section III: Planning and Implementation This section presents specific material on the primary components of planning for, and developing, technology applications in schools. Entire chapters are devoted to the five components of every computer application: hardware, software, staff development, facilities, and finances. Section III is also designed to provide practical information on evaluating and implementing these components. Epilogue This is a brief conclusion to this book and reemphasizes the need for administrators to look to the future and to integrate technology into their visions for their schools. End-of-Chapter Activities Each chapter concludes with key concepts and questions, suggested activities, and/or case studies. These are provided to stimulate thought and discussion on the material presented. They also attempt to relate the material to situations that exist in schools. The case studies, although having some basis in fact, are fictitious and designed to put the reader in the position of leaders having to make decisions about computer technology and related issues. Reference lists are also provided at the end of each chapter. NEW IN THIS Excerpted from Educational Leadership and Planning for Technology by Anthony G. Picciano All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

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