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)

This book provides an overview of current applications of technology in education; it is organized in eight chapters covering the following trends. (1) There is near saturation of computers in K-12 schools, while higher education institutions report moderate saturation. Students and teachers have almost universal access to computers, many of which…

Describes efforts in Indonesia to use educational technology in appropriate ways to help alleviate education problems. Lessons learned are discussed as they relate to cultural affairs, personnel and training, organization and management; and leadership. Reasons for success are also highlighted, including local control, long range planning, and…

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 the evolution of educational technology curricula and examines its current status. Highlights include graduate curriculum development; the National Defense Education Act; competition between school librarians and media specialists; the inclusion of computer technology; and three case studies of academic programs at Indiana University,…

Instructional technology is defined as a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific objectives, based on research in human learning and communication and employing a combination of human and nonhuman resources to bring about more effective instruction. The main question…

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…

Because no published glossary of audiovisual terms has yet gained international currency, there is a need to: (1) explore international acceptance of a list of audiovisual terms and definitions; (2) review current efforts to do so; (3) propose criteria for acceptable terms and definitions; and (4) recommend procedures for acceptance of…

This section of "Educational Media and Technology Yearbook" profiles individuals who have made significant contributions to the field of instructional technology. Leaders profiled in the "Yearbook" have either held prominent offices, written important works, or made significant contributions that have in some way influenced the contemporary vision…

The purpose of this digest is to provide background information and sources that help to understand the concept of educational technology and to serve as a pathfinder to relevant and timely publications that view the field from a variety of perspectives. The following frequently asked questions are addressed: (1) What is educational technology?…

Beginning with a clarification of the difference between the product and the process approach to audiovisual (educational) technology, a series of levels or categories of media use are presented: (1) the tool level; (2) the data level; (3) the behavior control level; (4) the meaning level; (5) the research level; and (6) the systems level. Using…