Outlines development, institution and results of a multimedia production course for middle school students. (KP)

This study compares three multi-stage versions of a tape-slide presentation with a parallel single image format. Multi-image treatments differed in the amount of time two images were simultaneously in view. (Author)

Explains the purpose of this column, inviting teachers to support one another in thinking carefully about the transition to new forms of literacy and learning brought about by rapid changes in information technology. Invites teachers to participate in the changing nature of literacy and learning. (SR)

When selecting a multimedia producer, it is important to know how they do their work and the quality of their products. Factors include who is in control of the process, personal comfort with the production team, and their instructional capability. (JOW)

Explores the experiences of one teacher as she used the Internet on her own as a tool for changing her practice, and used it as part of a unit on nuclear chemistry. Suggests that reform by way of the Internet is complex and challenging and makes huge demands on teacher knowledge and time. (Contains 47 references.) (Author/YDS)

Studied the selective processing of information in dynamic graphics by 12 undergraduates who received training aided by animation and 12 who did not. Results indicate selective processing of the animation that involved perceptually driven dynamic effects and raise questions about the assumed superiority of animations over static graphics. (SLD)

Studied the effects of including static or dynamic visuals in an expository text on a learning outcome and the use of learning strategies when working with these visuals. Results for 60 undergraduates for both types of illustration indicate different frequencies in the use of learning strategies relevant for the learning outcome. (SLD)

Studied the effects of different kinds of instructional help on the process of coherence formation from multiple representations by learners with different prior knowledge. Results for 3 groups of college students (n=87) show that directive help is effective for recall performance because of its summarizing and repeating function. (SLD)

Defines a method of using the constructs defined by the HyTime standard to structure scholarly writing and to affect its presentation through the use of dynamic multimedia presentations. Explores the potential power of descriptive hyperlinks as tools of scholarly discourse and analysis, and the system needed to aid historians in information…

Discusses multimedia products for literature in elementary and secondary school response-based classrooms and describes results of a study that developed criteria with which to examine these products. Findings indicate that their pedagogical approach is not necessarily aligned with response-based practice, and adaptations are suggested.…

Notes that media studies teachers have few opportunities to network with knowledgeable professionals in media education. Discusses a new organization, the Alliance for a Media Literate America (AMLA), that offers resources ideal for both new and seasoned media studies teachers. Explains that AMLA hosted the National Media Education Conference…

This article reviews the literature regarding the use of technology in teaching and counselor education, as well as its effectiveness. It also discusses implications for counselor educators and the need for more research in this area. (Contains 39 references.) (Author)

Examines six common problems that can interfere with the effectiveness of multimedia information delivery when combining narrated words and still images, including pictures not translating well to the screen; more information than the screen can display; distracting elements; contradicting messages; not enough pictures; and script difficulties.…

Presents refections about learning technology based on the philosophies of John Dewey and group learning processes. Topics discussed include collaborative inquiry; current conceptions of learning and technology, including the use of multimedia, telecommunications, and computers; distinguishing inquiry from use and enjoyment; and implications for…