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This digest explores media options as they relate to instructional design for distance education, because the function and design of each medium needs to be understood, if it is to lead to learning. It also describes other types of delivery media used in the history of distance learning before online learning programs: print, radio and telephone, audiotapes, and television. This digest examines how the computer has changed traditional offerings of distance education. The process of selecting appropriate media for learning at a distance and the emerging trend of the hybrid approach to teaching and learning at a distance and discusses common designs of hybrid courses are also described. The digest concludes with special considerations for distance learning: (1) determine your primary delivery approach (online or hybrid); (2) review the course outline to determine where media can be used to facilitate learning; (3) ascertain availability of student access to the media selected; and (4) locate appropriate resources to fit your objectives or plan to create them. Finally, a short list of Web resources on distance learning media is presented. (AEF)

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? (2) What are the roots of educational technology? (3) What is a good source of research findings? (4) What do educational technologists do? (5) Where are educational technologists employed? (6) Where do educational technologists obtain professional education? (7) What fields offer good preparation for educational technology? (8) What are the major professional organizations? (9) What publications do educational technologists read? (10) What are the comprehensive references for the field? (11) What textbooks are commonly used? and (12) Where can more specific information about educational technology be found? (MES)

This digest provides background information and sources that help in understanding the concept of educational technology. Specific answers are provided to the following 12 questions: (1) What is educational technology? (2) What are the roots of educational technology? (3) What is a good source of research findings? (4) What do educational technologists do? (5) Where are educational technologists employed? (6) Where do educational technologists obtain professional education? (7) What fields offer good preparation for educational technology? (8) What are the major professional organizations? (9) What publications do educational technologists read? (10) What are the comprehensive references for the field? (11) What textbooks are commonly used? and (12) Where can more specific information about educational technology be found? (AEF)

Based on the findings of a content analysis of representative literature on educational technology, this report examines trends in educational technology from October 1, 1994 through September 30, 1995. Eight trends for 1995 are identified and discussed: (1) computers are pervasive in schools and higher education institutions and virtually every student in a formal education setting has access to a computer; (2) networking is one of the fastest growing applications of technology in education; (3) access to television resources in the school is almost universal; (4) advocacy for the use of educational technology has increased among policy groups; (5) educational technology is increasingly available in home and community settings; (6) new delivery systems for educational technology applications have grown in geometric proportions; (7) there is new insistence that teachers must become technologically literate; and (8) educational technology is perceived as a major vehicle in the movement toward education reform. An analysis of trends from 1988-1995 and an explanation of the methodology used in this study conclude the monograph. Copies of worksheets, definitions, and additional data are appended. (Contains 46 references.) (AEF)

This digest provides background information and sources that help in understanding the concept of educational technology. Specific answers are provided to the following 12 questions: (1) What is educational technology? (2) What are the roots of educational technology? (3) What is a good source of research findings? (4) What do educational technologists do? (5) Where are educational technologists employed? (6) Where do educational technologists obtain professional education? (7) What fields offer good preparation for educational technology? (8) What are the major professional organizations? (9) What publications do educational technologists read? (10) What are the comprehensive references for the field? (11) What textbooks are commonly used? and (12) Where can more specific information about educational technology be found? (MAS)

This digest provides background information and sources that help in understanding the concept of educational technology. Specific answers are provided to the following 12 questions: (1) What is educational technology? (2) What are the roots of educational technology? (3) What is a good source of research findings? (4) What do educational technologists do? (5) Where are educational technologists employed? (6) Where do educational technologists obtain professional education? (7) What fields offer good preparation for educational technology? (8) What are the major professional organizations? (9) What publications do educational technologists read? (10) What are the comprehensive references for the field? (11) What textbooks are commonly used? and (12) Where can more specific information about educational technology be found? (JLB)

Based on the findings of a content analysis of representative literature on educational technology, this report examines the trends in educational technology from October 1, 1990 through September 30, 1991. Ten trends for 1991 are identified and discussed: (1) the creation of technology-based teaching/learning products is based largely on instructional design and development principles; (2) evaluation has taken on greater importance as the concept of performance technology has been further developed; (3) the number of educational technology case studies is growing and provides general guidance for potential users; (4) distance education is evident at almost every educational level in almost every sector; (5) the field of educational technology has more and better information about itself than ever before; (6) computers are pervasive in the schools as virtually every school in the United States has microcomputers; (7) telecommunications is the link that is connecting education to the world; (8) the teacher's role in the teaching and learning process is changing as new technologies are introduced into the classroom; (9) there is increasing pressure for the schools to consider the adoption of technology while, at the same time, concern is expressed for the impact of technology on children in the society at large; and (10) professional education of educational technologists has stabilized in size and scope. An analysis of trends since 1988 and an explanation of the methodology used in this study conclude the monograph. Copies of worksheets, definitions, and additional data are appended. (49 references) (BBM)

Designed for elementary and secondary school library media personnel, this fact sheet briefly outlines the need for and methods of public relations. The document emphasizes that because library media programs are vulnerable to budget cuts, the need exists to educate those making fiscal decisions on the role of these materials in the curriculum. A 5-step guide for communicating information is outlined: (1) determine who sends the message; (2) decide the content of the message; (3) identify the audience; (4) seek vehicles for communication; and (5) determine the objective of the message and methods to evaluate its effectiveness. A list of reference materials on public relations is provided. (KC)

The role of educational media and technology personnel in the development of distance education curriculum is the focus of this fact sheet. The definition and background of distance education are briefly described as nontraditional education involving communication between teachers and learners by such means as correspondence, radio, and television. Major characteristics and assets of distance education include: (1) increased continuing education opportunities for those unable to attend conventional courses; (2) centrally coordinated information distribution and management; (3) a wide variety of faculty contributions such as assistance in the creation of materials and seminars; and (4) carefully designed and coordinated self-instructional materials and procedures. A variety of delivery systems are mentioned including newspapers, radio, television, course notebooks, textbooks, programmed instruction, pictures, audio cassettes, and lab kits and computers. Reference is made to popular publications used to design materials and procedures. The second part of the fact sheet lists relevant entries in the ERIC database followed by a general bibliography of relevant books and articles. (LH)

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 technology, two recent and complete glossaries, four commonly used textbooks, and two indexes. Entries are arranged according to a dozen most frequently asked questions concerning the field of educational technology. Topics include a definition of educational technology, historical origins of the field, job descriptions and requirements, places of employment, sources of professional education, and disciplines providing good preparation for educational technologists. (LH)

This synthesis paper provides a state-of-the-art analysis of the field of educational technology based on the results of a content analysis of its literature, including selected journals, conference proceedings, dissertations, and ERIC input. The study focuses on the personnel, tools, and applications of educational technology as it examines what the people in the field are doing and saying and the concerns they express. The 11 trends that are identified and discussed are related to: (1) the design, development, and evaluation of instructional materials and procedures; (2) professional education of teachers; (3) distance education; (4) the computer as the dominant medium in the field; (5) the emergence of telecommunications and video, including interactive video, as major media delivery systems; (6) changes in the role of the educational technologist; (7) the implementation of educational technology; (8) educational technology as a field; (9) the integration of educational technology principles, products, and practices into courses and curricula; (10) the relationship of educational technology to society and culture; and (11) research activities. Issues arising from these trends are then outlined, and a retrospective look at trends over the past 20 years concludes the study. A select bibliography is provided, and four appendixes contain a description by Alan Januszewski of the content analysis methodology used in the study, two forms used in the collection and analysis of data, and a table presenting the data on trends by topic and source. (BBM)

In order to identify and document the pervasive trends in the field of educational technology, an elaborate content review of the professional literature was performed. Literature examined included journals, conference proceedings, ERIC Resources in Education (RIE) documents, annuals and yearbooks, and dissertations. The trends that were identified include: (1) the design, development and evaluation of instructional materials and procedures are a primary concern among practitioners of educational technology; (2) professional education for teachers in the use of educational technology principles and practices is seen as a basic need for present and future professional service; (3) distance education is becoming a significant delivery system; (4) the computer is the dominant medium in the field, and telecommunications and video follow close behind; (5) the role of the educational technologist is unclear and varies from location to location; (6) case studies serve as models to follow in the implementation of educational technology applications; (7) the field of educational technology is concerned about its status as a profession; and (8) educational technology principles, products, and practices are just beginning to be integrated into courses and curricula. (10 references) (GL)

This publication highlights 48 recent ERIC listings which help to explain the variety of emerging technologies for the delivery of information in educational settings. Specific technologies addressed include cable television, electronic mail, satellite communication, teleconferencing, videodisc, and videotex. Entries were selected for inclusion based on recency (with most appearing since 1980), relevance to education, and readability, or ability to be understood by lay persons. Emphasis is on journal articles and documents which report results and which focus on one technology, rather than a combination of technologies. However, 11 general articles and documents are cited for the overviews they provide. Chapter 1 comprises an introductory summary of "Informational Technology and Its Impact on American Education," (published by the Congressional Office of Technology Assessment in November 1982), one of three such overviews which are noted as being most comprehensive and authoritative. An author index and ERIC ordering information are included following individual citations for each topic area. (LMM)

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 regarding technology, therefore, is how it can be used to improve education by helping each individual to become increasingly responsible for his/her own learning. This report analyzes the following issues regarding the role and use of technology in education: (1) reluctance to use technology as an integral part of the teaching and learning process, in spite of societal acceptance of technology; (2) technology's ability to create excellence as well as mediocrity; (3) education/information technology as a likely vehicle for teaching problem-solving; and (4) the quality of instructional software. Technology should not determine educational goals but it can be used to achieve them if educators and policymakers know what the goals are, who the learners are, and how success can be measured. A list of references is included. (PS)

Based on the findings of a content analysis of representative literature on educational technology, this report examines the trends and issues in the field, beginning in 1988 and continuing into 1989. It is noted that trend analysis, particularly year-to-year analysis which reveals less variability than decade-to-decade analysis, reveals topics of current interest and is more a reflection of the status quo than a prediction of the future. The following trends are identified and discussed: (1) concern for the design and development of instructional products and procedures dominates the professional literature; (2) evaluation is becoming an integral part of the instructional design and development process; (3) there is increasing use of research and development knowledge to solve current problems of teaching and learning; (4) computers can be found in almost every public school in the United States; (5) interactive video is widely accepted as a research and development product, but not in schools and higher education; (6) distance education has become established as a major vehicle for instruction at all levels of education and training; (7) the definition, conduct, and status of professional education in the field continues to preoccupy practitioners; (8) the impact of technology on individuals in the society at large continues to be considered by educational professionals; (9) the applications of telecommunications used in the society at large are reflected in the schools and in postsecondary institutions; (10) the results of research do not appear to have much effect on applications and operations of educational technology; and (11) the curriculum support function is an important element of educational technology programs. The report concludes with a discussion of the methodology used to identify the trends; it was written by Glenn LeBlanc. (39 references) (DB)