The wired professor : a guide to incorporating the World Wide Web in college instruction

Bibliothèque	Type de document	Numéro de cote topographique	Nombre d'enregistrements enfants	Emplacement	Statut	Réservations du document
Recherche en cours... Science	Book	PROF LC5800 .K35 1999	1	Resource Center	Recherche en cours... Inconnu	Recherche en cours... Indisponible
Recherche en cours... Science	Book	378.17344678 K25W	1	Stacks	Recherche en cours... Inconnu	Recherche en cours... Indisponible

The Internet is rapidly becoming a necessary and natural part of the way we access information. The Wired Professor provides instructors with the necessary skills and intellectual framework for effectively working with and understanding this new tool and medium.
Written for teachers with limited experience on the Internet, The Wired Professor is a collegial, hands-on guide on how to build and manage instruction-based web pages and sites. In addition to practical tips, this book incorporates discussions on a variety of topics from the history of networks, publishing, and computers to hotly debated issues such as the pedagogical challenges posed by computer-aided instruction and distance learning. These discussions are geared to the non-computer savvy reader and written with an eye to allow instructors to maximize use of the Internet as a creative medium, a research resource of unparalleled dimension, and a community building tool.
The Wired Professor comes with a companion web site that contains additional material, such as discussions on design and links to the resources discussed in the book.
Companion web site URL:
http://www.nyupress.nyu.edu/professor.html

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This volume is at once a collegial history of information and Web-based applications in college instruction, a hands-on manual for developing instructional Web sites, and a projection on virtual universities. The accompanying Web page complements the text with interactive sites of exemplary college instruction, resources to enhance Web site development, and full-text sections from the book. The volume includes a history of information highways and byways, a guide to the geography and history of the Internet, online research and reflections on building course Web pages, initial and advanced instruction on how to construct an instructional Web site, and visions on a virtual university and virtual reality. The appendixes add useful tips and tricks on creating with HTML (the programming language for Web pages) and a strong bibliography of related texts. Only a limited discussion is offered of software programs, such as Netscape Composer or Microsoft Front Page, which have decreased the need for actual coding with HTML for getting started with online teaching. This guide serves as an excellent introduction for professors seeking to explore the Web as well as a strong reference text for all students interested in educational technology. Upper-division undergraduates, faculty, and practitioners. D. L. Stoloff Eastern Connecticut State University

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