Background/Context: Lesson planning is one of the most common activities required of teachers; however, since the late 1970s and early 1980s, it has not been a major focus of study, either conceptually or empirically. Although there are recent articles on the topic, much of the current work is specific to examining a particular teaching method or…

This article presents one strand of findings from a two-fold descriptive exploratory case study designed to: (1) investigate teacher educators' decisions regarding the use of technology in his or her teacher education courses; and (2) determine what the phrase "integrating technology into our teacher education program" means to teacher educators.…

Presents a procedure for creating and using an instructional development tracking system, an information management system which utilizes tables, graphs, and charts to help handle the mass production of instructional materials. The application of each step of the procedure to a fictional project is described to illustrate the process. (MBR)

Three alternatives to instructional development are briefly described: shifting more instructional responsibility from developer to learner; implementing an instructional system utilizing paraprofessionals, content experts, and peers; and selecting and adapting existing instructional materials. (MBR)

Identifies stages in the process of educational software development: pre-specification stage in which educators identify the software's educational considerations; specification stage in which educators and programers work together to develop the program; documentation stage; field testing stage; and support stage. (MBR)

Describes three types of literature searches conducted as part of instructional design process: instructional materials, content research, and instructional theory reviews. Search techniques to complete each type of literature search are reviewed: card catalog, online, materials indexes, and grapevine searches. An example of an instructional…

Presents papers on four different instructional development models currently in use either in a university or a business setting. All phases of systematic development are covered, including project selection, production, implementation, performance analysis, constraints, and unusual features that distinguish each model. References are listed. (BK)

Discusses effective writing techniques to be utilized by technical writers who develop training materials (initial drafts, creating interest, applying instructional technology techniques, use of illustrations, and publication layout tips). A checklist of factors to consider when editing material is also presented. (MBR)

This study compared media selection decisions novice instructional developers make when using an intuitive selection approach versus Reiser and Gagne's formal selection procedure. Formal selection procedure use results in media selection choices matching those of experienced developers, and more selection factors are considered when novices…

Describes a method of developing user-based objectives for bibliographic instruction that utilizes content analysis to code self-reports by library users according to a taxonomy of library speech acts in the affective, cognitive, and sensorimotor domains. Analysis of one student's library reports and translation of the analysis into enabling…

Examines differences between needs assessment (process of determining the gap between what is and what should be) and task analysis (definition and classification of tasks to improve job performance), and discusses the human productivity model NEBEAT (Needs Education and Training Model), which defines competency as synthesis of processes and…

Discussion of visible models of training course organization covers uses for course designers, including clarifying course structure, planning lessons, communicating course requirements, and presenting a course overview; six steps to produce a visible model; and benefits for designers, instructors, and students. An example of a schematic diagram…

Examines the processes involved in building instructional systems that are based on artificial intelligence and hypermedia technologies. Traditional instructional systems design methodology is discussed; design issues including system architecture and learning strategies are addressed; and a new methodology for building knowledge-based…

Summarizes findings of a survey of selected members of the Association for Media and Technology in Education (Canada) to identify which instructional development field techniques they utilize and the extent of their use; presents conclusions concerning instructional development's state of the art in Canada; and discusses implications for future of…