For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two…

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two…

For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic…

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two…

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd "Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology." This volume includes papers…

For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and…

For the thirtieth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two…

For the twenty-ninth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two…

For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two…

For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two…

Classic research methods are ineffective in capturing the dynamic relationships among users, technology, and outcomes for technology integration research. Cognitive research attempts to eliminate environmental variability and test for recall and transferability of knowledge representations. Such approaches lead to arguably ineffective measures…

Since the Internet was introduced in the field of Educational Technology, it has predominantly been seen as an instructional tool. A number of educational technologists point out that the Internet can be a powerful instructional tool that encourages learners to be involved in problem-solving by using a great deal of information and to enlarge and…

Utilization of technology in secondary schools is varied and depends on the training and interest of the individual instructors. Even though technology has advanced way beyond its utilitarian roots of being viewed solely by educators as a useful machine for teachers to key exams and worksheets on, there are still many secondary educators who still…

The Association for Educational Communications and Technology defines Instructional Technology as the "theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (Seels & Richley, 1994). From the above definition, it can be seen that Instructional Technology can be considered in…

The purpose of this qualitative case study is to study the organizational culture and context of two school sites in which instructional technology (IT) use by teachers is evident; to study what and who influences individual teacher preferences toward IT use; and to describe the relationship of Mary Douglas' (1982, 1989, 1992) grid and group…