Discusses issues of information technology as they relate to the future of developmental education. Characterizes the potential applications for laptop-based technologies, telecommunications, and hypermedia. Suggests that educators will need to teach developmental students how to use the technology as an extension of their minds. (MAB)

In this interview, the author of "Edutrends 2010" (1992) projects future educational technology developments. We are leaving the Information Age and entering a new Communications Age that will see increased use of multimedia instruction, personalized information technologies (such as TV/VCR remote control wristwatches), informal…

Discusses the use of videodiscs to increase students' comprehension. Benefits of adding visual images to learning activities are discussed, videodiscs as sources of data for students to analyze are considered, and an example is given of using videodiscs to illustrate concepts in a chemistry class. (LRW)

Discusses the use of interactive multimedia as an effective learning environment for adults with poor reading skills. Guidelines for designing basic skills and technical training multimedia programs are suggested, including simple computer navigation, the careful use of text, and appropriate audio and visual aids. (LRW)

Provides the rationale and purpose underlying an evaluation of criteria form appropriate for inquiry-based science software or interactive multimedia programs. A copy of the form is included. (JJK)

Provides an overview for educators of video repurposing. Benefits of repurposing are considered; the videodisc development process is discussed; and repurposing tools, including barcode generators, video report makers, and authoring systems, are described. (Contains seven references.) (EAM)

Presents a framework for organizing research and theory in the areas of psychology, pedagogy, and technology as they relate to interactive multimedia; and derives principles and implications for the design of interactive multimedia. Highlights include prior knowledge, the organization and utilization of knowledge, feedback, concept maps, and…

Several years ago, students at an Arizona middle school traded over $1.9 million in grocery receipts for 12 computers. School board provided another $70,000 to create a multimedia technology lab with 32 work stations and a focus on production and academic support. Kids use center to develop word-processing and computer drawing skills,…

Examines the recent decline in verbal scores on the Scholastic Aptitude Test (SAT) and suggests that demographic shifts, as well as a movement toward a more iconic, oral society resulting from videotapes, are responsible. The use of hypermedia and multimedia is discussed, and the definition of literacy is considered. (LRW)

Describes the interactive multimedia essay, HyperCard, and MediaText, and the benefits of what they offer for secondary writing classrooms. (MG)

Discusses the selection of multimedia technology for training applications. Highlights include differences between media; information flow and pace; the concept of interaction; a comparison of media attributes; visual attributes, including text, graphics, pictures, moving images, and sound capability; and planning for the use of multimedia. (10…

Theoretical and research literature on learning from books, television, computers, and multimedia environments is examined. The media are distinguished by cognitively relevant characteristics of their technologies, symbol systems, and processing capabilities. The relative cognitive effects of learning with different media--particularly those…

Undergraduates in agricultural economics (n=75) were divided into three groups: multimedia instruction (MI), lecture with MI, and lecture only. Field dependent and independent students did not differ in perceptions of MI or lecture, but field independents felt MI was easier to use and more exciting. Field dependents thought that sound would…

Describes a project at Australia's University of Melbourne to design and trial a new interactive multimedia package for teaching German to beginners. The package includes an interactive computer-based program and a learner textbook/workbook. The multimedia component comprises dialogs, dictations, and various question formats. Student reaction to…

English-speaking college students (n=103) enrolled in a German course read a German story presented by a computer program which allowed them to choose a verbal or visual (picture or video clip) translation. Students remembered word translations better when they saw both annotations. Implications for a theory of multimedia learning are discussed.…