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:…

The use of augmented reality (AR) tools, where virtual objects such as tables and graphs can be displayed and be interacted with in real scenes created from imaging devices, in mainstream school curriculum is uncommon, as they are potentially costly and sometimes bulky. Thus, such learning tools are mainly applied in tertiary institutions, such as…

What makes games effective for learning? The authors argue that games provide vicarious experiences for players, which then amplify the effects of future, formal learning. However, not every game succeeds in doing so! Understanding why some games succeed and others fail at this task means investigating both a given game's design and the…

Examines integrating computer mediated communication (CMC) in graduate education and describes the use of CMC to promote experiential learning in an educational-technology course, highlighting approach and objectives, curriculum changes, design of virtual space, instructional method, and results. Suggests further implementations. (PEN)

Presents experience-based pedagogical designs, both first-person and third-person experiences, which make the most of information and communication technology. Highlights include goal-based learning; Web-based role-play simulation; rule-based computer simulations; case studies; distributed problem-based learning; critical incident…

Discusses legitimate peripheral participation and the idea of apprenticeship, in educational settings as well as in broader communities of practice. Highlights include the historical and situational aspects of learning; the contrast with constructivism; instructionism; the influence of computer technology; and empirical research. (11 references)…

Examines issues related to situated cognition and learning, both in the classroom and in the world. Topics discussed include educational theories; the situated nature of knowledge; the perception of experts; and the role of technology in situated learning, including virtual reality, hypertext, and telecommunications. (26 references) (LRW)

Discussion of situated learning focuses on classroom instruction. Topics addressed include individual uniqueness; a knowledge community, including the process of knowledge acquisition; situated instruction, including the role of the teacher; authentic activity, including teacher-student interaction; and implications for educational technology. (26…

Discusses the need for increased emphasis on client relations in instructional technology programs of study and describes a graduate course that was developed to meet that need for experiential learning and practice. Explains the model of cognitive apprenticeship learning environments used which includes the sociology, methods, content, and…

Discusses situated learning in the workplace and in the classroom. Topics addressed include operationalization versus legitimization of educational theories; instruction versus learning; explicit versus implicit instruction and knowledge; individual versus social context; systems narrowly construed versus systems broadly construed; and legitimate…

Suggests that educators need to find a balance between the two realms of environmental education--the knowledge realm, including the scientific, technical, management side, and the realm stressing awareness and responsibility for the world. Describes benefits of using Geographical Information Systems (GISs) and remote sensing devices as…

Presents the story of one graduate student's experience in an advanced instructional-design class at San Diego State University. The class places students with real clients for a semester of instructional design and technology-consulting work. Author offers students encouragement to learn about the softer side of educational-technology consulting.…

Presents findings from 55 team portfolios representing the field experiences of 285 preservice teachers grouped into teams to present technology-supported lessons in K-12 classrooms. Results indicated that preservice teachers were surprised at the disparity between educational technology practice in contemporary classrooms and their preconceived…