Six brief reviews of the report of the Commission on Instructional Technology by authors selected from a sector of the education community with a particular interest in the work of the Commission and its future impact on the schools." (Author/AA)

A discussion of educational technology in the international setting based on several short-term international assignments filled by the author in Latin America and the Far East. (HB)

Discussion of the contributions of James Finn to the field of instructional technology focuses on his efforts to develop a professional association that culminated in the formation of the Association for Educational Communications and Technology (AECT). (LRW)

Discusses the planning of educational facilities to accomodate technological change. (PF)

The Direction of the Center for Instructional Communications at the University of Syracuse presents his beliefs concerning the evolution of instructional technology into a discipline. He considers the contributions of education, communications and psychology to the development of the field. (AA)

Suggests lessons which have been learned from past unsuccessful applications of Western educational technology in developing countries. (CMV)

Includes biographies of two educational media and technology leaders: (1) Robert Morgan, a psychologist who saw the potential of educational technology through working with programmed instruction; and (2) L. Paul Saettler, a historian for instructional and educational technology. (LRW)

Examines how, over time, the major definitions of the field of educational technology have reflected changes in the field itself. Major definitions from the early 1900s through 1994 are reviewed and compared; major changes in the field are identified; and thoughts regarding future definitions are presented. (Author/LRW)

Lists commercially available books in the field of educational media and technology that carry a 1992, 1993, or 1994 copyright date. Books are grouped in the following categories: (1) the field of educational technology; (2) design functions; (3) delivery options; (4) applications and settings; and (5) emerging issues. Major publishers and…

At present there is no comprehensive source of data regarding educational technology. Base-line statistical information on collections and equipment, as well as their unique impact on other institutional cost factors, must be established if there is to be adequate evaluation of their impact on instructional practices. This report defines the field…

Describes eight conditions that facilitate implementation of the technology-based change process: dissatisfaction with the status quo, existence of knowledge and skills, availability of resources, availability of time, existence of rewards or incentives, participation, commitment, and leadership. Highlights several sources in the literature that…

Over 30 journals, books, and articles on the subject of educational technology published between 1967 and 1983 as well as relevant organizations are listed in this bibliography. Included are a list of seven major professional organizations, six most frequently read journals, three major comprehensive references in the field of educational…