Reviews "The Silk Code" (novel by Paul Levinson, Professor of Communications, New York University) that encourages questions about how to choose and use the full range of technology; and compares and applies its ideas to current practices in educational technology. Topics include divergent views in educational theory; and examples of the…

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…

The author separates the role of the instructor into three distinct categories and examines the effect of each on the adoption of technological innovations. (AK)

Argues that increasing media use in community college instruction will come from active involvement of faculty in developing mediated curriculum. Faculty education through hands-on experience, staff development workshops, and institutional grants will foster faculty acceptance of the technology in use in society at large. An extensive bibliography…

Discussion of the adoption of new learning technologies focuses on the need for new frameworks to understand instructional design and use. Highlights include learning resources; hypertext, the Internet and the World Wide Web; consideration of context of use; participatory design; and dynamics between designers and teachers and between teachers and…

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…

This article proposes three guidelines for mobile technology design that address the needs and goals of teachers who are considered mainstream with regard to technology use. Devices should be easy to learn and use, focused on the curriculum, and instruction-friendly. Only if the three guidelines are followed by hardware and software developers…

Discusses problems of centralization versus decentralization, tradition versus modernization, teacher status, administrative burdens, and educational objectives in relation to the use of educational technology in the Arab world, and suggests some possible remedies. (MBR)

Discusses successes and failures in the field of instructional technology and suggests methods to design more appropriate systems that would present fewer barriers to adoption. Topics discussed include educational television; videotext; video technology; audiovisual aids; teleconferencing; computer assisted instruction; interactive video; CD-ROM;…

Outlines characteristics of an effective inservice staff development program to promote the use of computers in schools, and discusses the contribution that industry can make in supporting such programs. Highlights include training in technology skills; educational vision; time and resources allocations; and educational change planning, including…

Discussion of the impact of computers on education highlights the role that educational technologists can play as change agents. Topics discussed include models of the diffusion and adoption of innovations; computer interfaces; integrated software; teacher training; teachers' roles; and the use of magnet schools to demonstrate the effectiveness of…

Discusses how to prepare teachers to use educational technology and how to affect their attitudes toward change. Technology in public schools in Indiana is examined, and the international Long Distance Learning Network Project (LDLN), which was designed to determine the effectiveness of long-distance learning in elementary and secondary schools,…