Introduces eight articles considering which literacies are expanded through media. Issues include technology use will be driven by new conceptualizations of learners; today's students can expect to have new forms of experiences with technology; students will need to acquire new forms of literacy; and new assessments will be required. (RLC)

Argues that questions about hardware, software, and teacher training are no longer the most important topics in educational technology. Today the major issues are related to instructional strategies, instructionally appropriate software, training and support as a process, and facilitative organizational structures. (Contains 16 references.) (KRN)

This article reviews the history of approaches to the individualization of instruction, from earlier "system-controlled" methodologies to the current multimedia/hypermedia-based "learner-controlled" approaches. One aspect of a suggested research agenda is discussed--the support of computer-based learning exercises by means of electronic networking…

Brief reviews and descriptions cover USENET (for those interested in exploring language and culture on-line); expansion of MINITEL service through interconnection with services in Spain, England, Holland, Germany, and Italy; CTLINK, which allows access to many networks; and EUDORA, an Internet-compatible mail program for MacIntosh computers. (CNP)

Begins the process of developing an understanding of integrated media learning to use integrated media effectively, especially as it relates to writing and students at risk of school failure. (MG)

Asserts that the use of computer networks provides an important and effective resource for geography instruction. Describes the use of the Internet network in physical geography instruction. Provides an example of the use of Internet resources in a climatology/meteorology course. (CFR)

Presents the results of an analysis of more than 800 articles associated with technology to determine whether valid research results exist to support the growing use of technology in education. Argues that the support given to technology in education is largely based on unfounded and anecdotal evidence. (Author/AEF)

Describes how two professors in the social sciences and humanities successfully used the World Wide Web to enhance their lessons at Connecticut's Quinebaug Valley Community-Technical College. Indicates that as a result of these initial efforts, technology was incorporated in classes throughout campus. (JDI)

According to Ivan Illich, education is a commodity and schooling the tool, but schooling has set the agenda and become the end. Investigates three themes from Illich's writings on schools, institutions, and convivial society and applies them to current education. Explores implications of deschooling, redefines convivial education, and critiques…

Discusses the vital place of proofs in geometry classes. Argues that, although inductive geometry with computer software certainly makes theorems come alive, proofs lead to insight and understanding that allow students to extend the concepts that they see in examples. Presents a theorem, its proof, and a computer exercise. (ASK)

Emerging technology changes to obsolete technology in a short time. Formal policies need to be adopted as technology becomes a more fundamental element of school administrative and instructional programs. A survey of 17 unified school districts in 2 midwestern states revealed that only 2 districts had a formal written obsolescence policy. (MLF)

Explores the ergonomic needs of students within the classroom and the mistakes schools commonly make regarding classroom furniture. Several considerations are discussed for improving desk and chair design, particularly involving computer desks, and the proper use and placement of lighting. (GR)

Explains how to use technology to enhance learning and teaching in the community college, and how to provide adequate user support for computer systems. Describes the technology plan implemented at Howard Community College. (JDI)

Looks at the frames (of time, space, roles, and knowledge) that define learning, and examines how such frames would be radically altered by online learning. Discusses students, teachers, schooling as an institution, commercialization, and curriculum. Concludes that the new frame may deliver much, and may also exclude much. Includes listings of Web…

Uses Tenner's framework of unintended consequences of the introduction and use of technology and applies it to a case study in educational technology change at Curtin University (Western Australia). Discusses distance education, computer-mediated communication based on the World Wide Web, and revenge as a framework for identifying unintended…