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Direct linkEvans, Michael A. – Educational Technology Research and Development, 2011
Although providing an invigorating foundation for instructional design and technology theory and research, the postmodern agenda would benefit from clearer articulation and further refinement of ontological, epistemological, and methodological positions. Consequently, we reveal possible weaknesses in the radically constructivist-inspired position…
Descriptors: Constructivism (Learning), Instructional Design, Educational Technology, Teaching Methods
Peer reviewedSolomon, David L. – Educational Technology Research and Development, 2002
Responds to a reaction (issue 50 number 1 p5) to the author's original paper, "Toward a Post-Modern Agenda in Instructional Technology" (2000). Contributes to the dialogue about culture and learning in instructional technology (IT). Reviews opportunities. Suggests philosophical implications for IT, derived from the author's own research on…
Descriptors: Educational Development, Educational Environment, Educational Philosophy, Educational Practices
Peer reviewedVoithofer, Rick; Foley, Alan – Educational Technology Research and Development, 2002
Presents a response to David Solomon's paper "Toward a Post-Modern Agenda in Instructional Technology" (issue 48 number 4 page 5 of "Educational Technology Research and Development"), by offering an example of how postmodern perspectives can be used in instructional technology research and development. (Contains 43 references.) (AEF)
Descriptors: Computer Uses in Education, Educational Development, Educational Philosophy, Educational Practices
