The authors present this interview with Eric Chiang, Associate Professor of Economics, Director of Instructional Technology, and Technology Director for the Online MBA Program at Florida Atlantic University. He has authored 26 peer-reviewed research publications and is the author of "CoreEconomics," an economic principles textbook now in…

Jan Herrington is a Professor of Education at Murdoch University in Perth, Western Australia, where she teaches educational technology in the School of Education, including a compulsory first year unit called "Living and Learning with Technology." She has been active in the promotion and support of the effective use of educational…

John R. Savery is Professor of Education and Director of Instructional Services at the University of Akron. His research and teaching interests focus on problem-based learning and technology-rich learning environments. As Director he supports faculty integration of instructional technology across the spectrum, from traditional classrooms to…

A recent literature review by Smith and Boling (2009) critically examines the received view of instructional design in educational technology. Smith and Boling conclude that the foundational literature characterizes design in a way that leads to a constrained understanding of design, especially by novices. They suggest that as a field we move…

In this regular feature of "Educational Technology," Michael F. Shaughnessy and Susan M. Fulgham present their interview with Ryan Watkins, Associate Professor of Educational Technology at the George Washington University and the author of 10 books and more than 95 articles. In this interview, Watkins discusses the following topics:…

Discusses the role of computer-assisted instruction in teaching thinking skills and presents a case study in teaching domain-specific strategies. A videodisc-based program called "Mastering Ratios and Word Problems Strategies" is described, and the debate over teaching broad-based thinking processes versus content-specific skills is…

Describes learning environments, including cognitive flexibility hypertexts, anchored instruction, and computer-supported intentional learning environments. A brief history of educational technology is presented; and problems with open learning environments are discussed, including inappropriate learning theory, deficient metacognitive skills, and…

Discusses what educational technology is today, who practices it and their concerns, and its likely future. In summary, 45 propositions, aphorisms or lessons learned, dealing with the past, present, and future of educational technology, are presented. (RAO)

Reviews the Clarifying Environments Program, the goal of which was to develop an empirically grounded theory of human higher-order problem solving. Four problem areas discussed are: communication and educational technology, analysis of human interaction and higher-order problem solving, applications, and heuristic-theory development. (RAO)

Examines current academic culture and how it affects growth in nontraditional and distant student populations. Characteristics examined include goal ambiguity, limited flexibility in adapting academic programs to students' needs, low faculty interdependence, and high vulnerability because of decreased funding and societal demands. Examples of…

Describes weaknesses of traditional instruction and ways that instructional technology can help to correct these problems. Both hardware, such as computers and video, and soft technologies, such as methodologies and models, are considered. Possible negative side-effects of technology-based instruction are discussed and 27 references are listed.…

Discussion of learning how to solve problems focuses on instructional design models and how students construct their knowledge and learn skills. Topics discussed include conceptual knowledge; procedural knowledge and skills; knowledge representation; causal knowledge; types of knowledge and relevant skills; knowledge acquisition; prediction and…

Compares methods of scoring multiple-choice tests and discusses right-number scoring, guessing, and omitted items. Test instructions and answer changing are addressed, and attempts to weight test items are reviewed. It is concluded that, since innovations in test scoring are not well-established, the number right method is most appropriate. (RAO)

The development of anasynthesis--the process of analysis, synthesis, modeling, and simulation--as applied to decision making and problem solving in education and training is explored, and its future with regard to education is discussed. (RAO)

Describes four aspects of computer technology in education in the United States: (1) the number of computers available to students and teachers; (2) where the computers are located and how they are used; (3) the impact of computer use; and (4) hypotheses concerning nonuse, limited use, and inappropriate use. (Contains 13 references.) (LRW)