Classic writings on instructional technology
Author(s)
Bibliographic Information
Classic writings on instructional technology
（Instructional technology series）
Libraries Unlimited, c1996-c2001
- [v. 1]
- v. 2
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Note
Includes bibliographical references ([v. 1]: p. 243-249) and index
Description and Table of Contents
- Volume
-
[v. 1] ISBN 9781563082306
Description
Selected for their influence on the field, their continued reference over the years, and the reputations of the authors, 17 seminal works on educational technology have been gathered together to form this valuable collection. These previously published articles have contributed to the conceptual underpinnings of the field and are widely used in educational technology courses. However, they are sometimes difficult to locate. This publication solves the problem, providing a single source for the works. Divided into four sections, Definition and Conceptual Background, Design and Development Functions, Delivery Options, and The Profession, the work also lists classic books in the field with annotations.
- Volume
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v. 2 ISBN 9781563088544
Description
Extending the purpose of the first volume to writings of the 1970s and 1980s, this new work provides a convenient collection of seminal papers that are considered to be foundations in the field of instructional technology. Offering a substantive grounding for the principles and procedures required in applied settings, this work also documents the history and conceptual growth of the field. A revised and updated bibliography is included.
Table of Contents
Contents for Volume 1
Introduction
Part 1: Definition and Conceptual Background
Chapter 1: The Proper Study of Instructional Technology
Chapter 2: Situated Congnition and the Culture of Learning
Chapter 3: Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm?
Part 2: Design and Development Functions
Chapter 4: The Systematic Design of Instruction: Origins of Systematically Designed Instruction
Chapter 5: In Search of a Better Way to Organize Instruction: The Elaboration Theory
Chapter 6: Emerging Technologies, ISD, and Learning Envirnoments: Critical Perspectives
Chapter 7: Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption
Chapter 8: Course Improvement Through Evaluation
Part 3: Delivery Options
Chapter 9: Reconsidering Research on Learning from Media
Chapter 10: Learning with Media
Chapter 11: Who Needs Computers in Schools, and Why?
Chapter 12: Displays and Communciation
Chapter 13: Development and Use of the ARCS Model of Motivational Design
Chapter 14: Distance Teaching and Industrial Production: A Comparative Interpretation in Outline
Part 4: The Profession
Chapter 15: Educational Technology-Adolescence to Adulthood
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