Post by drsobhy on Mar 28, 2009 14:27:22 GMT -5
ÅäÌáíÒí-ÚÑÈí
A
Access ÅÊÇÍÉ
Acountability ãÓÇÁáÉ/ãÍÇÓÈÉ
Action ÝÚá/ÊÕÑÝ
Activity äÔÇØ
Adapation ÊßííÝ/ÊÚÏíá
Adaptive CBI ÇáÊÚáíã ÇáÊßíÝí ÇáãÚÊãÏ Úáì ÇáÍÇÓÈ ÇáÂáí
Administrative-sub-system äÙÇã ÅÏÇÑí ÝÑÚí
Adaption ÊÈäí
Affective response ÇÓÊÌÇÈÉ æÌÏÇäíÉ
Algorithms áæÛÇÑíÊãÇÊ
Analysis ÊÍáíá
Application ÊØÈíÞ
Approach ÃÓáæÈ/ØÑíÞÉ
Arousal
Assessment ÊÞÏíÑ
Assessment center ãÑßÒ ÇáÊÞÏíÑ
Association ÌãÚíÉ
Attainment-based learning ÇáÊÚáíã ÇáãÚÊãÏ Úáì ÇáÅäÌÇÒ
Attitude ÇÊÌÇå/ãíá
Audio-cassette recorder ãÓÌá ÃÔÑØÉ ÕæÊíÉ
Audio graphics ãÄÊãÑÇÊ ÕæÊíÉ ãÕÍæÈÉ ÈÕæÑ ËÇÈÊÉ
Audiorisual instruction ÊÚáã ÓãÚí ÈÕÑí
Authentic ÃÕíá
Authentic instruction ÊÚáã ÃÕíá
Automaticity Âáí
B
Bandwidth ãæÌÉ æÇÓÚÉ
Barriers ãÚæÞÇÊ
Behavior Óáæß
Behavioral analysis ÊÍáíá ÇáÓáæß
Behavioral objectives ÃåÏÇÝ ÓáæßíÉ
Behaviorism ÇáãÏÑÓÉ ÇáÓáæßíÉ
Brainstorming ÚÕÝ Ðåäí
Browser ãÊÕÝÍ ÇáÅäÊÑäÊ
Bulletin board teleconferences ãÄÊãÑÇÊ Úä ÈÚÏ ÈæÓÇØÉ ÇááæÍÉ ÇáÅÎÈÇÑíÉ
Bureaucratic ÈíÑæÞÑÇØí
C
Cable delivery system äÙÇã ÇÊÕÇá áÇÓáßí
Case study ÏÑÇÓÉ ÍÇáÉ
Cassette recorders ãÓÌáÇÊ ÔÑÇÆØ
CD ROM ÞÑÕ ãÏãÌ ÈÐÇßÑÉ ÞÑÇÁÉ ÝÞØ
Children,s television Workshop æÑÔÉ ÊáÝÇÒ ÇáÃØÝÇá
Closed circuit television ÏÇÆÑÉ ÊáÝÇÒíå ãÛáÞÉ
Coaxial cable technology
Cognitive ÅÏÑÇßí/ãÚÑÝí
Cognitive apprenticeship Êãåíä ÅÏÑÇßí
Cognition ÅÏÑÇß
Cognitive science Úáã ÇáÅÏÑÇß
Collaboration ÊÔÇÑß/ÊÚÇæä
Compact disks ÃÞÑÇÕ ãÏãÌÉ
Competency ßÝÇíÉ/ãÞÏÑÉ
Computer-based instruction ÊÚáíã ãÚÊãÏ Úáì ÇáÍÇÓæÈ
Computer display ÚÑÖ ÍÇÓæÈí
Computer network ÔÈßÉ ÍÇÓæÈíÉ
Computer Science Úáã ÇáÍÇÓÈ ÇáÂáí
Concept ãÝåæã
Conceptual ãÝÇåíãí
Conceptual hierarchy analysis ÇáÊÍáíá ÇáåÑãí ááãÝåæã
Conditions ÔÑæØ/ÙÑæÝ
Constructivism ÇáÈäíæíÉ/ÇáÈäÇÆíÉ
Consultant ãÓÊÔÇÑ
Consulting ÇÓÊÔÇÑÉ
Content analysis ÊÍáíá ãÍÊæì
Control ÊÍßã
Cooperative learning ÊÚáã ÊÚÇæäí
Criteria ãÍßÇÊ/ãÚÇííÑ
Criterion ãÍß/ãÚíÇÑ
Criterion referance-measurment ÞíÇÓ ãÍßí ÇáãÑÌÚ
Critical inquiry ÇÓÊÞÕÇÁ äÇÞÏ
Cross cultural Èíä ÇáËÞÇÝÇÊ
Cybernetic multimedia environment ÈíÆÉ ÇáæÓÇÆØ ÇáãÊÚÏÏÉ
Cyber space
D
Data ÈíÇäÇÊ
Definition ÊÚÑíÝ
Delphi technique ÃÓáæÈ ÇáÏÑÈ ÇáÍÑÌ
Democratic multimedia environment ÈíÆÉ ÇáæÓÇÆØ ÇáãÊÚÏÏÉ ÇáÏíãÞÑÇØíÉ
Desktop publishing program ÈÑÇãÌ ÇáäÔÑ ÇáãßÊÈí
Design ÊÕãíã
Designer ãÕãã
Design theory äÙÑíÉ ÇáÊÕãíã
Development ÊØæíÑ
DISN ÔÈßÉ ÇáÎÏãÇÊ ÇáÑÞãíÉ ÇáãÏãÌÉ
Diffusion äÔÑ
Digital ÑÞãí
Digital compression ÇáÖÛØ ÇáÑÞãí
Draw programs ÈÑÇãÌ ÇáÑÓã
Display íÚÑÖ/ÚÑÖ
Discovery learning ÇáÊÚáã Úä ØÑíÞ ÇáÇßÊÔÇÝ
Dissemination äÔÑ
Distant education ÊÚáíã Úä ÈÚÏ
Diversity ÊäæÚ
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Educational media æÓÇÆá ÊÚáíãíÉ
Educational system äÙÇã ÊÑÈæí
Educational system development ÊØæíÑ ÇáäÙã ÇáÊÑÈæíÉ
Educational technology ÊßäæáæÌíÇ ÇáÊÑÈíÉ
Educational technologist ÇÎÊÕÇÕí ÊßäæáæÌíÇ ÇáÊÑÈíÉ
Electronic mail ÈÑíÏ ÅáßÊÑæäí
Elaboration theory äÙÑíÉ ÇáÊæÓÚ
ERIC ãÞÇÕÉ ãÕÇÏÑ ÇáãÚáæãÇÊ ÇáÊÑÈæíÉ
Evaluation ÊÞæíã
Exprt systems äÙã ÎÈíÑÉ
F
Feedback ÊÛÐíÉ ÑÇÌÚÉ
Fiber optic communication system äÙÇã ÇÊÕÇá ÈæÓÇØÉ ÇáÃáíÇÝ ÇáÈÕÑíÉ
File transfer protocol äÙã äÞá ÇáãáÝÇÊ
Formative evaluation ÊÞæíã Êßæíäí
Front-end analysis ÇáÊÍáíá ÇáãÈÏÆí ÇáãÊßÇãá
Functional job analysis ÇáÊÍáíá ÇáæÙíÝí ááãåãÉ
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Game äÔÇØ íÊÈÚ ÇáãÔÇÑßæä Ýíå ÞæÇÚÏ ãÍÏÏÉ
Gender bias
Global village Rvdm ;,kdm
Goal analysis ÊÍáíá ÇáåÏÝ
Goal-based scenarios ãÚÊãÏ Úáì ÇáÃåÏÇÝ
Gopher ÈÑäÇãÌ ÊÕÝÍ Úáì ÇáÅäÊÑäÊ
Grade ãÑÍáÉ/ÏÑÌÉ
Grading system äÙÇã ÇáÏÑÌÇÊ
Graphics tools ÃÏæÇÊ ÊÕãíã ÇáÑÓæã
Graphical user-interface ÇÓÊÎÏÇã ÇáÑÓæã ááÊÍßã ÈæÙÇÆÝ ÇáÍÇÓæÈ
Guided discovery ÇáÊÚáã ÈÇáÇßÊÔÇÝ ÇáãæÌøå
H
Hierarchy åÑãíÉ
Hierarchical sequence ÓáÓáÉ åÑãíÉ
Human resource development ÊØæíÑ ÇáãÕÇÏÑ ÇáÈÔÑíÉ
Hyper links ÑæÇÈØ ÝÇÆÞÉ
Hyper media æÓÇÆá ÝÇÆÞÉ
Hyper text äÕ ÝÇÆÞ
HTML
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Impact ÊÃËíÑ
Implementation ÊäÝíÐ
Independent learning ÊÚáã ÐÇÊí
Individualized instruction ÊÚáíã ÝÑÏí
Industrial age ÇáÚÕÑ ÇáÕäÇÚí
Information age ÚÕÑ ÇáãÚáæãÇÊ
Instructional design ÇáÊÕãíã ÇáÊÚáíãí
Instructional development ÇáÊØæíÑ ÇáÊÚáíãí
Instructional development models äãÇÐÌ ÇáÊØæíÑ ÇáÊÚáíãí
Instructional media æÓÇÆØ ÊÚáíãíÉ
Instructional design models äãÇÐÌ ÇáÊÕãíã ÇáÊÚáíãí
Instructional systems design ÊÕãíã ÇáäÙã ÇáÊÚáíãíÉ
Instructional strategies ÇÓÊÑÇÊíÌíÇÊ ÊÚáíãíÉ
Instructional technology ÊßäæáæÌíÇ ÇáÊÚáíã
Instructional technologies ÊÞäíÇÊ ÇáÊÚáíã
Instructional television ÇáÊáÝÇÒ ÇáÊÚáíãí
Integrated leaning systems äÙã ÇáÊÚáã ÇáÍÇÓæÈíÉ ÇáãÏãÌÉ
Intelligent tutoring systems äÙã ÇáÊÏÑíÓ ÇáÎÕæÕíÉ ÇáÐßíÉ
Interactivity ÇáÊÝÇÚáíÉ
Interactive multimedia ÇáæÓÇÆØ ÇáãÊÚÏÏÉ ÇáÊÝÇÚáíÉ
Interactive technologies ÇáÊÞäíÇÊ ÇáÊÝÇÚáíÉ
Interactive video ÇáÝíÏíæ ÇáÊÝÇÚáí
Interface ÓØÍ Èíäí
Internet ÇáÔÈßÉ ÇáÍÇÓæÈíÉ ÇáÚÇáãíÉ(ÇáÅäÊÑäÊ)
J
Job task analysis ÊÍáíá ÇáãåÇã ÇáæÙíÝíÉ
Journal of computer bsed-Instruction ãÌáÉ ÇáÊÚáíã ÇáãÚÊãÏ Úáì ÇáÍÇÓæÈ
Journal of Instructional Development ãÌáÉ ÇáÊØæíÑ ÇáÊÚáíãí
K
Keyboard áæÍÉ ÇáãÝÇÊíÍ
Kids network ÔÈßÉ ÊáÝÇÒ ÇáÃØÝÇá
Kindergarten ÑæÖÉ ÇáÃØÝÇá
K-12 ÇáÓáã ÇáÊÚáíãí ãä ÇáÑæÖÉ ááÕÝ ÇáËÇäí ÚÔÑ
Knowledge ãÚÑÝÉ
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Laser printer ØÇÈÚÉ áíÒÑ
Learner control ÊÍßã ÇáãÊÚáã
Learning hierarchy analysis ÇáÊÍáíá ÇáåÑãí ááÊÚáã
Learning process ÚãáíÉ ÇáÊÚáã
Learner-controlled education ÇáÊÚáíã ÇáãæÌøå ÈæÓÇØÉ ÇáãÊÚáã
Learning society ãÌÊãÚ ÇáÊÚáã
Links ÑæÇÈØ (Úáì ÇáÅäÊÑäÊ)
List servs ÞæÇÆã ÈÑíÏíÉ (Úáì ÇáÅäÊÑäÊ)
M
Mastery Learning ÇáÊÚáã ááÅÊÞÇä
Matrix analysis ÇáÊÍáíá ÈæÓÇØÉ ÇáãÕÝæÝÇÊ
Media æÓÇÆá
Media resources ãÕÇÏÑ ÇáæÓÇÆá
Mediated instruction ÇáÊÚáíã ÈÇáæÓÇÆØ
Message design ÊÕãíã ÇáÑÓÇáÉ (ÇáÊÚáíãíÉ)
Meta congnition ãåÇÑÇÊ ÇáÊÝßíÑ ÇáÚáíÇ
Meta comprehension ÇáÇÓÊíÚÇÈ ÇáãÊÚãÞ
Meta memory ÇáÐÇßÑÉ
Microcomputer ÇáÍÇÓæÈ ÇáãÕÛÑ
Microwave technology ÊßäæáæÌíÇ ÇáãÇíßÑæíÝ
Models äãÇÐÌ
Multimedia æÓÇÆØ ãÊÚÏÏÉ
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National Education Association (NEA) ÇáÌãÚíÉ ÇáæØäíÉ ááÊÚáíã
National Society for Performance and Instruction ÇáÌãÚíÉ ÇáæØäíÉ ááÃÏÇÁ æÇáÊÚáíã
Navigation ÇáÅÈÍÇÑ (ÇáÊÌæÇá Úáì ÔÈßÉ ÇáÅäÊÑäÊ)
Naturalistic research ÇáÈÍæË ÇáØÈíÚíÉ
Needs assessment ÊÞÏíÑ ÇáÍÇÌÇÊ
Needs analysis ÊÍáíá ÇáÍÇÌÇÊ
Network communication ÔÈßÉ ÇÊÕÇá
O
Objectivism ÇáãæÖæÚÇÊíÉ
Objectivist orientation ÇáÊæÌøå ÇáãæÖæÚÇÊí
Online database ÞÇÚÏÉ ÈíÇäÇÊ Úáì ÇáÅäÊÑäÊ
Open learning ÇáÊÚáã Úä ÈÚÏ
Open university ÇáÌÇãÚÉ ÇáãÝÊæÍÉ
Organization ãäÙãÉ
Overhead projector ÌåÇÒ ÇáÚÑÖ ÝæÞ ÇáÑÃÓ
P
Paradigm äãæÐÌ
Participant observation
Performance ÃÏÇÁ
Performance analysis ÊÍáíá ÇáÃÏÇÁ
Performance technology ÊßäæáæÌíÇ ÇáÃÏÇÁ
Phenomenology Úáã ÇáÙæÇåÑ
Plan ÎØÉ
Postmodernism ãÇ ÈÚÏ ÇáÍÏÇËÉ
Prescriptive multimedia environment ÈíÆÉ ÇáæÓÇÆØ ÇáãÊÚÏÏÉ ÇáÊæÕíÝíÉ
Product evaluation ÊÞæíã ÇáãäÊÌ
Process evaluation ÊÞæíã ÇáÚãáíÉ
Q
Quality assurance ÖãÇä ÇáÌæÏÉ
Quality management ÅÏÇÑÉ ÇáÌæÏÉ
Quality research ÇáÈÍæË ÇáäæÚíÉ
R
Radical constructivism ÇáÈäÇÆíÉ ÇáãÊÔÏÏÉ
Radistic constructivism ÇáÈäÇÆíÉ ÇáæÇÞÚíÉ
Report ÊÞÑíÑ
Resource-based education ÊÚáíã ãÚÊãÏ Úáì ÇáãÕÇÏÑ
Reinforcement ÊÚÒíÒ
S
Schema ãÎØØ
School library media center ãÑßÒ ÇáæÓÇÆá ÇáÊÚáíãíÉ ááãÏÑÓÉ
Schnool library media specialist ÇÎÊÕÇÕí ÇáæÓÇÆá ÇáÊÚáíãíÉ ááãÏÑÓÉ
Screen design ÊÕãíã ÇáÔÇÔÉ
Self-contained classrooms ÞÇÚÇÊ ÏÑÇÓíÉ ÐÇÊíÉ
Staff development ÊØæíÑ ÇáÚÇãáíä
Situated action ÇáÊÕÑÝ ÊÈÚÇð ááãæÞÝ
Situated cognition ÇáÅÏÑÇß ÇáãæÞÝí
Situated learning paradigm äãæÐÌ ÇáÊÚáã Ýí ãæÇÞÝ
T
Task analysis ÊÍáíá ÇáãåãÉ
Technology ÊßäæáæÌíÇ
Technological literacy ÊÚáíã ãÚÊãÏ Úáì ÇáÊßäæáæÌíÇ
Technology-based instruction ÇáËÞÇÝÉ ÇáÊßäæáæÌíÉ
Transmission Control protocol/Internet Protocol (TCP/IP)
Troublshooting ÑÕÏ ÇáÃÚØÇá ÇáÝäíÉ (Ýí ÇáÃÌåÒÉ)
Tutor ãÏÑÓ ÎÕæÕí
Tutorial software ÈÑãÌíÉ ÊÏÑíÓ ÎÕæÕí
U
Usnet ÔÈßÉ ÇáãÓÊÎÏã
US department of Education æÒÇÑÉ ÇáÊÑÈíÉ ÇáÃãÑíßíÉ
Utility ÎÏãÇÊ
V
Video cassette recorder ãÓÌá ÃÔÑØÉ ÝíÏíæ
Video cassette player ãÔÛá ÃÔÑØÉ ÝíÏíæ
Video conferencing ãÄÊãÑÇÊ ÝíÏíæ
Virtual reality æÇÞÚ ÇÝÊÑÇÖí
Vision ÑÄíÉ
Voice recognition ÊÚÑÝ ÇáÍÇÓÈ ÇáÂáí Úáì ÇáÕæÊ ÇáÈÔÑí
Voice recognition interface ÓØÍ Èíäí ááÊÚÑÝ Úáì ÇáÕæÊ ÇáÈÔÑí
W
Wide Area Network (WAN) ÇáÔÈØÉ ÇáÍÇÓæÈíÉ ÇáæÇÓÚÉ
Workshop æÑÔÉ Úãá
Workshop design ÊÕãíã æÑÔÉ Úãá
World Wide Web (WWW) ÇáÔÈßÉ ÇáÚäßÈæÊíÉ ÇáÚÇáãíÉ
X
Xerox machine ÂáÉ äÓÎ ÇáÃæÑÇÞ
A
Access ÅÊÇÍÉ
Acountability ãÓÇÁáÉ/ãÍÇÓÈÉ
Action ÝÚá/ÊÕÑÝ
Activity äÔÇØ
Adapation ÊßííÝ/ÊÚÏíá
Adaptive CBI ÇáÊÚáíã ÇáÊßíÝí ÇáãÚÊãÏ Úáì ÇáÍÇÓÈ ÇáÂáí
Administrative-sub-system äÙÇã ÅÏÇÑí ÝÑÚí
Adaption ÊÈäí
Affective response ÇÓÊÌÇÈÉ æÌÏÇäíÉ
Algorithms áæÛÇÑíÊãÇÊ
Analysis ÊÍáíá
Application ÊØÈíÞ
Approach ÃÓáæÈ/ØÑíÞÉ
Arousal
Assessment ÊÞÏíÑ
Assessment center ãÑßÒ ÇáÊÞÏíÑ
Association ÌãÚíÉ
Attainment-based learning ÇáÊÚáíã ÇáãÚÊãÏ Úáì ÇáÅäÌÇÒ
Attitude ÇÊÌÇå/ãíá
Audio-cassette recorder ãÓÌá ÃÔÑØÉ ÕæÊíÉ
Audio graphics ãÄÊãÑÇÊ ÕæÊíÉ ãÕÍæÈÉ ÈÕæÑ ËÇÈÊÉ
Audiorisual instruction ÊÚáã ÓãÚí ÈÕÑí
Authentic ÃÕíá
Authentic instruction ÊÚáã ÃÕíá
Automaticity Âáí
B
Bandwidth ãæÌÉ æÇÓÚÉ
Barriers ãÚæÞÇÊ
Behavior Óáæß
Behavioral analysis ÊÍáíá ÇáÓáæß
Behavioral objectives ÃåÏÇÝ ÓáæßíÉ
Behaviorism ÇáãÏÑÓÉ ÇáÓáæßíÉ
Brainstorming ÚÕÝ Ðåäí
Browser ãÊÕÝÍ ÇáÅäÊÑäÊ
Bulletin board teleconferences ãÄÊãÑÇÊ Úä ÈÚÏ ÈæÓÇØÉ ÇááæÍÉ ÇáÅÎÈÇÑíÉ
Bureaucratic ÈíÑæÞÑÇØí
C
Cable delivery system äÙÇã ÇÊÕÇá áÇÓáßí
Case study ÏÑÇÓÉ ÍÇáÉ
Cassette recorders ãÓÌáÇÊ ÔÑÇÆØ
CD ROM ÞÑÕ ãÏãÌ ÈÐÇßÑÉ ÞÑÇÁÉ ÝÞØ
Children,s television Workshop æÑÔÉ ÊáÝÇÒ ÇáÃØÝÇá
Closed circuit television ÏÇÆÑÉ ÊáÝÇÒíå ãÛáÞÉ
Coaxial cable technology
Cognitive ÅÏÑÇßí/ãÚÑÝí
Cognitive apprenticeship Êãåíä ÅÏÑÇßí
Cognition ÅÏÑÇß
Cognitive science Úáã ÇáÅÏÑÇß
Collaboration ÊÔÇÑß/ÊÚÇæä
Compact disks ÃÞÑÇÕ ãÏãÌÉ
Competency ßÝÇíÉ/ãÞÏÑÉ
Computer-based instruction ÊÚáíã ãÚÊãÏ Úáì ÇáÍÇÓæÈ
Computer display ÚÑÖ ÍÇÓæÈí
Computer network ÔÈßÉ ÍÇÓæÈíÉ
Computer Science Úáã ÇáÍÇÓÈ ÇáÂáí
Concept ãÝåæã
Conceptual ãÝÇåíãí
Conceptual hierarchy analysis ÇáÊÍáíá ÇáåÑãí ááãÝåæã
Conditions ÔÑæØ/ÙÑæÝ
Constructivism ÇáÈäíæíÉ/ÇáÈäÇÆíÉ
Consultant ãÓÊÔÇÑ
Consulting ÇÓÊÔÇÑÉ
Content analysis ÊÍáíá ãÍÊæì
Control ÊÍßã
Cooperative learning ÊÚáã ÊÚÇæäí
Criteria ãÍßÇÊ/ãÚÇííÑ
Criterion ãÍß/ãÚíÇÑ
Criterion referance-measurment ÞíÇÓ ãÍßí ÇáãÑÌÚ
Critical inquiry ÇÓÊÞÕÇÁ äÇÞÏ
Cross cultural Èíä ÇáËÞÇÝÇÊ
Cybernetic multimedia environment ÈíÆÉ ÇáæÓÇÆØ ÇáãÊÚÏÏÉ
Cyber space
D
Data ÈíÇäÇÊ
Definition ÊÚÑíÝ
Delphi technique ÃÓáæÈ ÇáÏÑÈ ÇáÍÑÌ
Democratic multimedia environment ÈíÆÉ ÇáæÓÇÆØ ÇáãÊÚÏÏÉ ÇáÏíãÞÑÇØíÉ
Desktop publishing program ÈÑÇãÌ ÇáäÔÑ ÇáãßÊÈí
Design ÊÕãíã
Designer ãÕãã
Design theory äÙÑíÉ ÇáÊÕãíã
Development ÊØæíÑ
DISN ÔÈßÉ ÇáÎÏãÇÊ ÇáÑÞãíÉ ÇáãÏãÌÉ
Diffusion äÔÑ
Digital ÑÞãí
Digital compression ÇáÖÛØ ÇáÑÞãí
Draw programs ÈÑÇãÌ ÇáÑÓã
Display íÚÑÖ/ÚÑÖ
Discovery learning ÇáÊÚáã Úä ØÑíÞ ÇáÇßÊÔÇÝ
Dissemination äÔÑ
Distant education ÊÚáíã Úä ÈÚÏ
Diversity ÊäæÚ
E
Educational media æÓÇÆá ÊÚáíãíÉ
Educational system äÙÇã ÊÑÈæí
Educational system development ÊØæíÑ ÇáäÙã ÇáÊÑÈæíÉ
Educational technology ÊßäæáæÌíÇ ÇáÊÑÈíÉ
Educational technologist ÇÎÊÕÇÕí ÊßäæáæÌíÇ ÇáÊÑÈíÉ
Electronic mail ÈÑíÏ ÅáßÊÑæäí
Elaboration theory äÙÑíÉ ÇáÊæÓÚ
ERIC ãÞÇÕÉ ãÕÇÏÑ ÇáãÚáæãÇÊ ÇáÊÑÈæíÉ
Evaluation ÊÞæíã
Exprt systems äÙã ÎÈíÑÉ
F
Feedback ÊÛÐíÉ ÑÇÌÚÉ
Fiber optic communication system äÙÇã ÇÊÕÇá ÈæÓÇØÉ ÇáÃáíÇÝ ÇáÈÕÑíÉ
File transfer protocol äÙã äÞá ÇáãáÝÇÊ
Formative evaluation ÊÞæíã Êßæíäí
Front-end analysis ÇáÊÍáíá ÇáãÈÏÆí ÇáãÊßÇãá
Functional job analysis ÇáÊÍáíá ÇáæÙíÝí ááãåãÉ
G
Game äÔÇØ íÊÈÚ ÇáãÔÇÑßæä Ýíå ÞæÇÚÏ ãÍÏÏÉ
Gender bias
Global village Rvdm ;,kdm
Goal analysis ÊÍáíá ÇáåÏÝ
Goal-based scenarios ãÚÊãÏ Úáì ÇáÃåÏÇÝ
Gopher ÈÑäÇãÌ ÊÕÝÍ Úáì ÇáÅäÊÑäÊ
Grade ãÑÍáÉ/ÏÑÌÉ
Grading system äÙÇã ÇáÏÑÌÇÊ
Graphics tools ÃÏæÇÊ ÊÕãíã ÇáÑÓæã
Graphical user-interface ÇÓÊÎÏÇã ÇáÑÓæã ááÊÍßã ÈæÙÇÆÝ ÇáÍÇÓæÈ
Guided discovery ÇáÊÚáã ÈÇáÇßÊÔÇÝ ÇáãæÌøå
H
Hierarchy åÑãíÉ
Hierarchical sequence ÓáÓáÉ åÑãíÉ
Human resource development ÊØæíÑ ÇáãÕÇÏÑ ÇáÈÔÑíÉ
Hyper links ÑæÇÈØ ÝÇÆÞÉ
Hyper media æÓÇÆá ÝÇÆÞÉ
Hyper text äÕ ÝÇÆÞ
HTML
I
Impact ÊÃËíÑ
Implementation ÊäÝíÐ
Independent learning ÊÚáã ÐÇÊí
Individualized instruction ÊÚáíã ÝÑÏí
Industrial age ÇáÚÕÑ ÇáÕäÇÚí
Information age ÚÕÑ ÇáãÚáæãÇÊ
Instructional design ÇáÊÕãíã ÇáÊÚáíãí
Instructional development ÇáÊØæíÑ ÇáÊÚáíãí
Instructional development models äãÇÐÌ ÇáÊØæíÑ ÇáÊÚáíãí
Instructional media æÓÇÆØ ÊÚáíãíÉ
Instructional design models äãÇÐÌ ÇáÊÕãíã ÇáÊÚáíãí
Instructional systems design ÊÕãíã ÇáäÙã ÇáÊÚáíãíÉ
Instructional strategies ÇÓÊÑÇÊíÌíÇÊ ÊÚáíãíÉ
Instructional technology ÊßäæáæÌíÇ ÇáÊÚáíã
Instructional technologies ÊÞäíÇÊ ÇáÊÚáíã
Instructional television ÇáÊáÝÇÒ ÇáÊÚáíãí
Integrated leaning systems äÙã ÇáÊÚáã ÇáÍÇÓæÈíÉ ÇáãÏãÌÉ
Intelligent tutoring systems äÙã ÇáÊÏÑíÓ ÇáÎÕæÕíÉ ÇáÐßíÉ
Interactivity ÇáÊÝÇÚáíÉ
Interactive multimedia ÇáæÓÇÆØ ÇáãÊÚÏÏÉ ÇáÊÝÇÚáíÉ
Interactive technologies ÇáÊÞäíÇÊ ÇáÊÝÇÚáíÉ
Interactive video ÇáÝíÏíæ ÇáÊÝÇÚáí
Interface ÓØÍ Èíäí
Internet ÇáÔÈßÉ ÇáÍÇÓæÈíÉ ÇáÚÇáãíÉ(ÇáÅäÊÑäÊ)
J
Job task analysis ÊÍáíá ÇáãåÇã ÇáæÙíÝíÉ
Journal of computer bsed-Instruction ãÌáÉ ÇáÊÚáíã ÇáãÚÊãÏ Úáì ÇáÍÇÓæÈ
Journal of Instructional Development ãÌáÉ ÇáÊØæíÑ ÇáÊÚáíãí
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Keyboard áæÍÉ ÇáãÝÇÊíÍ
Kids network ÔÈßÉ ÊáÝÇÒ ÇáÃØÝÇá
Kindergarten ÑæÖÉ ÇáÃØÝÇá
K-12 ÇáÓáã ÇáÊÚáíãí ãä ÇáÑæÖÉ ááÕÝ ÇáËÇäí ÚÔÑ
Knowledge ãÚÑÝÉ
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Laser printer ØÇÈÚÉ áíÒÑ
Learner control ÊÍßã ÇáãÊÚáã
Learning hierarchy analysis ÇáÊÍáíá ÇáåÑãí ááÊÚáã
Learning process ÚãáíÉ ÇáÊÚáã
Learner-controlled education ÇáÊÚáíã ÇáãæÌøå ÈæÓÇØÉ ÇáãÊÚáã
Learning society ãÌÊãÚ ÇáÊÚáã
Links ÑæÇÈØ (Úáì ÇáÅäÊÑäÊ)
List servs ÞæÇÆã ÈÑíÏíÉ (Úáì ÇáÅäÊÑäÊ)
M
Mastery Learning ÇáÊÚáã ááÅÊÞÇä
Matrix analysis ÇáÊÍáíá ÈæÓÇØÉ ÇáãÕÝæÝÇÊ
Media æÓÇÆá
Media resources ãÕÇÏÑ ÇáæÓÇÆá
Mediated instruction ÇáÊÚáíã ÈÇáæÓÇÆØ
Message design ÊÕãíã ÇáÑÓÇáÉ (ÇáÊÚáíãíÉ)
Meta congnition ãåÇÑÇÊ ÇáÊÝßíÑ ÇáÚáíÇ
Meta comprehension ÇáÇÓÊíÚÇÈ ÇáãÊÚãÞ
Meta memory ÇáÐÇßÑÉ
Microcomputer ÇáÍÇÓæÈ ÇáãÕÛÑ
Microwave technology ÊßäæáæÌíÇ ÇáãÇíßÑæíÝ
Models äãÇÐÌ
Multimedia æÓÇÆØ ãÊÚÏÏÉ
N
National Education Association (NEA) ÇáÌãÚíÉ ÇáæØäíÉ ááÊÚáíã
National Society for Performance and Instruction ÇáÌãÚíÉ ÇáæØäíÉ ááÃÏÇÁ æÇáÊÚáíã
Navigation ÇáÅÈÍÇÑ (ÇáÊÌæÇá Úáì ÔÈßÉ ÇáÅäÊÑäÊ)
Naturalistic research ÇáÈÍæË ÇáØÈíÚíÉ
Needs assessment ÊÞÏíÑ ÇáÍÇÌÇÊ
Needs analysis ÊÍáíá ÇáÍÇÌÇÊ
Network communication ÔÈßÉ ÇÊÕÇá
O
Objectivism ÇáãæÖæÚÇÊíÉ
Objectivist orientation ÇáÊæÌøå ÇáãæÖæÚÇÊí
Online database ÞÇÚÏÉ ÈíÇäÇÊ Úáì ÇáÅäÊÑäÊ
Open learning ÇáÊÚáã Úä ÈÚÏ
Open university ÇáÌÇãÚÉ ÇáãÝÊæÍÉ
Organization ãäÙãÉ
Overhead projector ÌåÇÒ ÇáÚÑÖ ÝæÞ ÇáÑÃÓ
P
Paradigm äãæÐÌ
Participant observation
Performance ÃÏÇÁ
Performance analysis ÊÍáíá ÇáÃÏÇÁ
Performance technology ÊßäæáæÌíÇ ÇáÃÏÇÁ
Phenomenology Úáã ÇáÙæÇåÑ
Plan ÎØÉ
Postmodernism ãÇ ÈÚÏ ÇáÍÏÇËÉ
Prescriptive multimedia environment ÈíÆÉ ÇáæÓÇÆØ ÇáãÊÚÏÏÉ ÇáÊæÕíÝíÉ
Product evaluation ÊÞæíã ÇáãäÊÌ
Process evaluation ÊÞæíã ÇáÚãáíÉ
Q
Quality assurance ÖãÇä ÇáÌæÏÉ
Quality management ÅÏÇÑÉ ÇáÌæÏÉ
Quality research ÇáÈÍæË ÇáäæÚíÉ
R
Radical constructivism ÇáÈäÇÆíÉ ÇáãÊÔÏÏÉ
Radistic constructivism ÇáÈäÇÆíÉ ÇáæÇÞÚíÉ
Report ÊÞÑíÑ
Resource-based education ÊÚáíã ãÚÊãÏ Úáì ÇáãÕÇÏÑ
Reinforcement ÊÚÒíÒ
S
Schema ãÎØØ
School library media center ãÑßÒ ÇáæÓÇÆá ÇáÊÚáíãíÉ ááãÏÑÓÉ
Schnool library media specialist ÇÎÊÕÇÕí ÇáæÓÇÆá ÇáÊÚáíãíÉ ááãÏÑÓÉ
Screen design ÊÕãíã ÇáÔÇÔÉ
Self-contained classrooms ÞÇÚÇÊ ÏÑÇÓíÉ ÐÇÊíÉ
Staff development ÊØæíÑ ÇáÚÇãáíä
Situated action ÇáÊÕÑÝ ÊÈÚÇð ááãæÞÝ
Situated cognition ÇáÅÏÑÇß ÇáãæÞÝí
Situated learning paradigm äãæÐÌ ÇáÊÚáã Ýí ãæÇÞÝ
T
Task analysis ÊÍáíá ÇáãåãÉ
Technology ÊßäæáæÌíÇ
Technological literacy ÊÚáíã ãÚÊãÏ Úáì ÇáÊßäæáæÌíÇ
Technology-based instruction ÇáËÞÇÝÉ ÇáÊßäæáæÌíÉ
Transmission Control protocol/Internet Protocol (TCP/IP)
Troublshooting ÑÕÏ ÇáÃÚØÇá ÇáÝäíÉ (Ýí ÇáÃÌåÒÉ)
Tutor ãÏÑÓ ÎÕæÕí
Tutorial software ÈÑãÌíÉ ÊÏÑíÓ ÎÕæÕí
U
Usnet ÔÈßÉ ÇáãÓÊÎÏã
US department of Education æÒÇÑÉ ÇáÊÑÈíÉ ÇáÃãÑíßíÉ
Utility ÎÏãÇÊ
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Video cassette recorder ãÓÌá ÃÔÑØÉ ÝíÏíæ
Video cassette player ãÔÛá ÃÔÑØÉ ÝíÏíæ
Video conferencing ãÄÊãÑÇÊ ÝíÏíæ
Virtual reality æÇÞÚ ÇÝÊÑÇÖí
Vision ÑÄíÉ
Voice recognition ÊÚÑÝ ÇáÍÇÓÈ ÇáÂáí Úáì ÇáÕæÊ ÇáÈÔÑí
Voice recognition interface ÓØÍ Èíäí ááÊÚÑÝ Úáì ÇáÕæÊ ÇáÈÔÑí
W
Wide Area Network (WAN) ÇáÔÈØÉ ÇáÍÇÓæÈíÉ ÇáæÇÓÚÉ
Workshop æÑÔÉ Úãá
Workshop design ÊÕãíã æÑÔÉ Úãá
World Wide Web (WWW) ÇáÔÈßÉ ÇáÚäßÈæÊíÉ ÇáÚÇáãíÉ
X
Xerox machine ÂáÉ äÓÎ ÇáÃæÑÇÞ