Full 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.
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
