"Screen time" has become a loaded phrase, conjuring images of sedentary, isolated children absorbed in a virtual world... so-called "screen zombies"! However, it's crucial to recognize that not all screen time is created equal. In this article, the authors explore the imperative of providing educators and caregivers with…

The currently available audiovisual products about ERIC reviewed in this guide have been developed to meet the needs of a variety of users with varying familiarity with the system. Materials to be included were screened on the basis of availability, currency, and technical quality. The remaining products were then reviewed using five criteria: (1)…

Gives suggestions to media professionals for effectively providing for bilingual students, including a bilingual listening station, interest center, bulletin board display, and human resource file. Sources for the acquisition of foreign language materials are listed. (CMV)

Gives criteria to be considered prior to the purchase of instructional media, and lists software taxonomies, defined by mode, degree of abstraction, and by ease and cost of production. Appropriate uses of media and media selection aids are discussed. (RAO)

The videodisc offers flexibility in presentation, variety of media formats, and high visual stimulation for instruction of deaf students. It combines the interactive, individualized qualities of the computer with the visual qualities of television, film, and filmstrip. (Author/CL)

The increasing impact of computers in education is discussed with some concerns for teachers and considerations of the uses of automation. Suggestions for finding more information are given. (CM)

The procedure for marketing special education materials developed by government money is detailed, and the array of technical assistance activities offered by LINC Resources is described. Material criteria is considered in terms of such aspects as timeliness, target audiences, effectiveness data, and product format. (CL)

The article describes the development of a type size transparency/overlay for visually handicapped children developed for use by teachers and librarians in school libraries and media centers. Samples of type sizes, an introductory letter regarding the development project, and a large print survey sheet are included. (Author/SBH)

Describes the origin and development of the NICEM (National Information Center for Educational Media) database and provides current information on bibliographic elements in the database entries, searchable indexes, searching, and search aids. Sample citations from NICEM subfiles are included. (JD)

Three important subfields of instructional technology, instructional design technology, instructional media technology, and instructional management technology are reviewed for their contributions to individualized instruction of hearing impaired students. (CL)

The computer is a valuable tool for all levels of learning. This article discusses requirements for computer literacy, such as understanding abstract concepts and use of equipment. Suggestions for choosing software are offered. (DF)

Presents guidelines that recommend the minimal reference information that should be provided on Web pages intended for use by students, teachers, and scholars in the modern languages. Suggests the inclusion of information about responsible parties, copyright declaration, privacy statements, and site information. Makes a note on Web page style. (SG)

One of nine brief guides on using computer technology, this guide is directed to parents of children with disabilities and provides an overview of computer use with handicapped children and suggestions for ways parents can learn more about the potential of technology to aid their children. Instructional software for classroom or home use generally…

This manual gives general information on how to plan for each aspect of the Oregon Educational Media Association's (OEMA) fall conference. Part I provides lists of conference objectives and policies, as well as the responsibilities of the OEMA board to the conference committee and of the conference chairperson to the OEMA board. The role of the…

The guidelines provided are designed to help teachers analyze any visual media product--the video or film program or series, as well as any accompanying teacher guides or student workbooks, and determine their value as both learning and teaching resources. Criteria definitions and sample completed evaluation forms are provided together with blank…