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Classic Writings on Instructional Technology

Extending the purpose of the first volume to writings of the 1970s and 1980s, this new work provides a convenient collection of seminal papers that are considered to be foundations in the field of instructional technology. Offering a substantive grounding for the principles and procedures required in applied settings, this work also documents the history and conceptual growth of the field. A revised and updated bibliography is included.
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Table of Contents

Contents for Volume 1 Introduction Part 1: Definition and Conceptual Background Chapter 1: The Proper Study of Instructional Technology Chapter 2: Situated Congnition and the Culture of Learning Chapter 3: Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm? Part 2: Design and Development Functions Chapter 4: The Systematic Design of Instruction: Origins of Systematically Designed Instruction Chapter 5: In Search of a Better Way to Organize Instruction: The Elaboration Theory Chapter 6: Emerging Technologies, ISD, and Learning Envirnoments: Critical Perspectives Chapter 7: Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption Chapter 8: Course Improvement Through Evaluation Part 3: Delivery Options Chapter 9: Reconsidering Research on Learning from Media Chapter 10: Learning with Media Chapter 11: Who Needs Computers in Schools, and Why? Chapter 12: Displays and Communciation Chapter 13: Development and Use of the ARCS Model of Motivational Design Chapter 14: Distance Teaching and Industrial Production: A Comparative Interpretation in Outline Part 4: The Profession Chapter 15: Educational Technology-Adolescence to Adulthood

About the Author

DONALD P. ELY is Senior Associate for Educational Technology, Syracuse University, New York, Visiting Professor of Instructional Systems Development, Florida State University, and Adjunct Professor of Instructional Science and Technology, University of Twente, Netherlands.TJEERD PLOMP is Professor, University of Twente, Netherlands.

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