Abstract
This is the first of a two-part article that will discuss the history of the field of instructional design and technology in the United States. A definition of the field is provided and the major features of the definition are identified. A rational for using instructional design and technology as the label for the field is also presented. Events in the history of instructional media, from the early 1900s to the present day, are described. The birth of school museums, the visual and audiovisual instruction movements, the use of media during World War II, and the interest in instructional television, computers, and the Internet are among the topics discussed. The article concludes with a summarization of the effects media have had on instructional practices, and a prediction regarding the effect computers, the Internet, and other digital media will have on such practices over the next decade.
Journal Information
Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology. The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically-based formative evaluations and theoretically-based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one or more aspect of the instructional development process; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions.
Publisher Information
Springer is one of the leading international scientific publishing companies, publishing over 1,200 journals and more than 3,000 new books annually, covering a wide range of subjects including biomedicine and the life sciences, clinical medicine, physics, engineering, mathematics, computer sciences, and economics.
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Educational Technology Research and Development © 2001 Springer
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journal article
Pedagogical Biases in Educational TechnologiesEducational Technology
Vol. 48, No. 3 (May-June 2008)
, pp. 3-11 (9 pages)
Published By: Educational Technology Publications, Inc.
//www.jstor.org/stable/44429572
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Abstract
Capabilities and biases of learning technologies are examined in light of four widely accepted principles: deep content knowledge, dialogue, agency, and collaboration. Software that supports these principles must focus students' attention on ideas rather than topics or tasks and should foster high levels of epistemic agency, providing students with means to assume responsibility not only for their individual contributions to knowledge in the classroom but also for the overall progress of the class's knowledge-building efforts.
Journal Information
Educational Technology Magazine is the world's leading periodical publication covering the entire field of educational technology, an area pioneered by the magazine's editors in the early 1960s. Read by leaders in more than one hundred countries, the magazine has been at the forefront of every important new trend in the development of the field throughout the past five decades.
Rights & Usage
This item is part of a JSTOR Collection.
For terms and use, please refer to our Terms and Conditions
Educational Technology © 2008 Educational Technology Publications, Inc.
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