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Abstracts are compiled by Nancy R. Preston, ERIC Clearinghouse on Information Resources, Syracuse University, Syracuse, NY
13244-2340. Telephone: 315-443-3640. Internet: ERIC@SUVM.SYR.EDU. 相似文献
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Donald P Ely 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):183-190
Indonesia, like many developing countries, has problems of increasing numbers of students, shortage of qualified teachers, limited resources and strong support for traditional schooling. Educational technology has been introduced to help alleviate some of the problems and has been relatively successful over the past 15 years. A planned effort to use educational technology in appropriate ways began in the mid-1970s and is still growing. Such success does not come easily. The lessons learned from this effort are explicitly stated in four categories: (1) cultural affairs (2) personnel and training (3) organisation and management and (4) leadership. Each 'lesson' is stated as a principle or guideline. Conclusions emphasise the importance of leadership, commitment, local control, long-range planning and the presence of a communications satellite. 相似文献
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Donald P. Ely 《Educational technology research and development : ETR & D》1990,38(3):97-102
Abstracts compiled by Nancy R. Preston, ERIC Clearinghouse on Information Resources, Syracuse University, Syracuse, NY, 13244-2340 相似文献
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Summary There has been a steady growth of communications programs in higher education. These programs are interdisciplinary approaches
to the study of the mass media. Even though there continues to be active concern and questioning regarding the spread of these
programs, they continue to be established and will continue to grow, if experience is any indication.
There is little consistency in the administrative patterns of organization. The administrative labels cover the gamut from
departments and loosely organized committees to schools and colleges.
It is possible to find institutions which offer bachelor’s, master’s and doctorate degrees in communications, the degree being
dependent upon the institution.
There are many traditional academic areas represented in the various programs but the three most common areas are: journalism,
radio-television and audiovisual-cinema. All programs seem to draw heavy support from courses in the social sciences.
This discussion leaves many unanswered questions. What are the forces which caused programs to be established? What is being
accomplished under the communications label that could not otherwise be accomplished? How do the objectives and curricula
compare? These and other questions will be answered in subsequent articles. 相似文献