Discusses the lack of extensive adoption of technological media; the motives for using new technology; and assumptions concerning the universality of educational problems, how learning is transferred, and how teaching is conducted. Working at the local school level in analyzing objectives and systems and testing technological developments are…

Notes some of the successes and failures associated with educational technology, and suggests that the future challenge will be away from creativity and toward application. (RAO)

Reflects on the emergence of instructional technology which, albeit imperfect, is enormously potent. (RAO)

Reflects on the shift in educational technology from an innovative style attempting useful change, to a narrow, conservative style emphasizing practicality. Systematic model types are analyzed in terms of five organizational elements. (RAO)

Discusses what educational technology is today, who practices it and their concerns, and its likely future. In summary, 45 propositions, aphorisms or lessons learned, dealing with the past, present, and future of educational technology, are presented. (RAO)

Traces the development of instructional technology over the past quarter century, and expresses the need for a single knowledge base, something definitive on which all in the field can agree. (RAO)

The development of anasynthesis--the process of analysis, synthesis, modeling, and simulation--as applied to decision making and problem solving in education and training is explored, and its future with regard to education is discussed. (RAO)

Notes the changing role of technology in education and society and explores the increased use of educational technology with its sophisticated simplicity, new skills development, and the humanizing, freeing effect of technology mastery. (RAO)

Suggests that accountability is a result of progress in the technological development of tools useful in the field of education, and that its future will be possible only with a viable educational technology. (RAO)

Discusses the design of computer-based learning materials and computer-based learning environments. Topics addressed include learning strategies; the roles of the learner and the computer; appropriate information technology; the situated learning concept; learning environment metaphors; the use of microcomputers and hypermedia; and personal…

Discusses elementary school mathematics instruction and describes the design and construction of a database with nonroutine problem-solving situations. A classification for the problems is explained, and use of the database at Indiana University and its potential use by elementary school teachers are described. (four references) (LRW)

Considers the role of educational technology in two views of the school reform movement: one that demands more from the existing educational system, and one that calls for restructuring of the existing system. The effectiveness of technology is addressed, models for technology use are described, and technology and constructivism are discussed. (31…

Discusses the use of the LOGO programing language as a problem-solving tool for elementary school students. Papert's theory is explained; the integration of LOGO into the language arts and math curricula is discussed; LOGO research is reviewed; and recommendations for future work are offered. (18 references) (LRW)

Examines the role of students in the formative evaluation of instructional materials and reviews research on criteria for selecting students for the evaluation process. Studies that investigated the following criteria are described: (1) level of verbalization; (2) aptitude; and (3) cognitive styles field-dependent and field-independent. (18…

Discussion of technological innovations in education focuses on the potentials of the microcomputer as a classroom instructional method. Programing, computer literacy, software applications, and problem solving are suggested as ways to incorporate computers into the curriculum, and examples of applications of computers in elementary and secondary…