In this regular feature of "Educational Technology," Michael F. Shaughnessy and Susan M. Fulgham present their interview with Ryan Watkins, Associate Professor of Educational Technology at the George Washington University and the author of 10 books and more than 95 articles. In this interview, Watkins discusses the following topics:…

Provides an overview to this section that continues discussions and responses from a previous issue that addressed situated cognition and its implications for learning. The situated learning model is explained, including the key components of apprenticeship, collaboration, reflection, coaching, multiple practice, and articulation of learning…

Describes and compares various assumptions of instructional design and of constructivism, some of which have been raised in other articles in this issue. Topics discussed include instructional design theory; instructional systems theory; mental models; categories of knowledge; knowledge representation; instructional strategies; collaborative…

Discusses educational technology and critical theory through the theories of Focault on training, politics, and ethics, and Friere on emancipating education that liberates and empowers the oppressed of society. Technological empowerment is considered, including technological literacy and collaborative and group learning. (Contains 30 references.)…

Discusses insights from both the instructional design community and members of research groups seeking to transform typical classrooms into "learning communities," and encourages discussion among members of these two communities. Gives an overview of frameworks for instructional design, and the principles of learning communities. (71…

Discussion of constructivism and instructional design focuses on the development of a design model for constructivist environments that supports the construction of knowledge, a meaningful context for learning, and collaboration among learners and with the teacher. Differences between constructivist and objectivist approaches are considered.…

Discusses the shift in core curriculum materials from printed textbook formats to electronic formats. Highlights include cooperative learning; teacher-student interaction; multimedia-based programs; changes in the media development process; different versions of the final product; new revision schedules; and permission to use visual images, sound,…

Discusses instructional considerations of group size for computerized instruction. Situations calling for individual use, small group use, and large use of computers are described; individualistic, competitive, and cooperative learning are explained; peer tutoring versus teacher guidance is examined; and courseware selection is discussed. (eight…

Reviews theories of anchored instruction and addresses issues related to learning, transfer, and assessment. Highlights include video-based macrocontexts; videodisc anchors versus computer-based simulations; cooperative learning; transfer outside the classroom; authenticity; visual anchors versus verbal anchors; situated cognition; and using…

Discussion of the dominance of males in technology-oriented fields focuses on sex-related differences in conjunction with the use of computers in education. Topics discussed include the attitudes of parents and teachers; lack of female role models; previous experiences with video games; and cooperative versus competitive learning activities. (11…