Considers the design and production of a computer assisted learning (CAL) or computer managed learning (CML) package from the point of view of a programer assisting the teacher who is willing to use it. The stages of production are illustrated by reference to two case studies. (Author/CMV)

Describes how to design an interactive course for the Internet, using as an example the development of a graduate course entitled Accessing Information through Technology. Course design includes development of a needs assessment, goal analysis, student assessment, instructional strategy, and course evaluation. (SM)

It is argued that discussion of technology in college teaching commonly focuses on how to use it, while the important issues are when and why it is appropriate. Reasons for using technology are outlined, relating widely accepted goals in instructional development (improvement of communication, access to information, and effective presentation of…

Distance education courses available on the World Wide Web can be text-based e-mail classes or interactive multimedia presentations. Highlights two interactive multimedia sites for physics and provides addresses for similar sites offering distance learning. Discusses considerations for getting an interactive multimedia course on the Web for…

Describes methods used by Marywood College (Pennsylvania) in setting up a series of online education courses. Highlights include administrative base; educational relevance and standards; assessing learning quality; the physical connection; personnel issues; and the benefits of using an outside provider (i.e. America Online) for support and course…

Discusses the influence of the three predominant world views, Christian fundamentalism, mainstream Christianity, and religious liberalism, on curriculum issues in the United States. It is suggested that educators should move beyond ideology to democracy in education, be prepared to understand the ideological issues that affect education, and…

Presents a model for student affairs professionals that utilizes the classroom to teach lessons typically not included in standard academic curricula. The proposed collaborative model demonstrates the importance of building relations with faculty, conducting extensive planning and preparation, promoting teamwork among student affairs staff…

Defines contemporary literacy and examines what skills educators and library media specialists need to learn and impart to their students. Discusses using the Big6 skills to achieve contemporary literacy; developing information literacy curricula; and addressing the challenge of contemporary literacy. (AEF)

Librarians at the University at Albany, State University of New York (SUNY), in response to a new requirement for an information literacy component in the University's general education program, formed a committee, which quickly created a successful and flexible information literacy credit course. The committee's progress as they worked through…

Discusses "backward design," a strategy for planning curriculum and school improvement by first thinking carefully about desired results and then working backward to develop meaningful assessments and learning plans. For this design to work, educators must identify desired results, analyze multiple sources of data, and determine appropriate action…

Discusses how connecting instruction, professional development, and student learning can make the difference between successful and unsuccessful data use. Uses a case-study approach to show that by acknowledging that implementation occurs over time, schools can safeguard against discarding new instructional practices prematurely. (Contains one…

Comments on three areas of general concern in the whole language movement: developmental theoretical underpinnings; "do's and dont's" of whole language instruction; and the future implementation of whole language teaching and learning. (BB)

Discussion of research problems in instructional technology emphasizes two main needs: (1) development of a prescriptive research methodology; and (2) more front end analysis that produces a distinction between instructional design research and instructional development research. Two examples of research using the prescriptive technology approach…

Comparison of various evaluation forms and reviews used to evaluate instructional software focuses on the criteria used in their assessments, and the usefulness and appropriateness of these criteria for making instructional decisions. Highlights include forms developed by national organizations, and reviews and awards appearing in scholarly…

The development of teacher-made "program pyramids" is recommended to organize individualized educational sequences for special needs students. The process involves analysis of the student's strengths and weaknesses, identification of general program domains, specification of program subdomains, statement of long-range goals, development of…