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The purpose of this yearbook is to highlight multiple perspectives about educational technology and media development and to provide information about the purposes, activities, programs of study, and accomplishments of organizations and associations dedicated to the advancement of educational communications and technology. The 1999 edition is divided into seven sections. Part 1 focuses on trends and issues and includes articles on integrating technology into the K-12 educational setting, trends in distance learning, Virginia Tech's instructional development initiative, and balancing gender, technology, and instructional design. Part 2 covers the development and state of the profession. Current developments are addressed in part 3, including articles on World Wide Web-based resources for K-12 instructional planning, a taxonomy of bandwidth, frequently asked questions about educational technology, educational MOO (Multi-user domain, Object-Oriented), concept mapping, instructional development models, and motivation in instructional design. Part 4 presents a leadership profile of Thomas F. Gilbert. Information on professional organizations and associations in the United States and Canada is provided in part 5, and part 6 describes U.S. graduate programs in instructional technology, educational media and communications, school library media, and closely allied programs. Part 7 is a mediagraphy of more than 500 print and nonprint resources published in 1997 or 1998. (AEF)

The Educational Media and Technology Yearbook (EMTY) provides essential and timely information to help educational technologists, librarians, and media specialists practice their profession in a dynamic and changing field. By documenting current trends, issues, innovations, and research findings, the book provides a valuable reference tool for the profession. The 1998 edition of EMTY is divided into seven parts. Part 1 focuses on trends and issues and includes articles on media and technology in education and training, curricular representations, and an alternative approach to academic publishing. Part 2 covers the development and state of the profession. Part 3 addresses current developments and includes articles on interactive multimedia in college teaching, using diverse educational technologies for literacy learning, Internet resources for K-12 educators, and other Internet basics. Part 4 presents a leadership profile and tribute to Castelle G. Gentry (1928-1996), professor in the Media and Technology Department at Michigan State University. Part 5 lists organizations and associations in North America, and Part 6 covers graduate programs. Part 7 lists media-related journals, books, ERIC documents, journal articles, and nonprint media resources. An index is also provided. (AEF)

The purpose of this yearbook is to focus on the meaningful integration of technology, providing information to help media and technology professionals practice their craft in a changing and expanding field. Part 1 focuses on trends and issues and includes the following papers: "Issues and Trends in Instructional Technology" (Michael Molenda and Phillip Harris); "A Pragmatic Model for Instructional Technology Selection" (Carmel Vaccare and Greg Sherman); "Our Biggest Challenge: Proving the Power of Technologies in Educational Settings" (Kyle L. Peck); and "The Online Database as an Empowering Research Tool" (Reshma Sookrajh and Lavine Kowlas). Part 2 covers school library media and includes the following papers: "Assessment of the Role of School and Public Libraries in Support of Educational Reform" (Christina Dunn); "Adding Networking Skills to One's 'Tool Box': Proposed Instructional Interventions for the School Librarian and Technologist" (William Sugar and Diane Kester); "The Media Specialist and Staff Development" (Mary Alice Anderson); "Library Power and Student Learning" (Kay Bishop); "It's Funner Now!' Where Online Guidance Stops and Mentoring Starts: Fifth Graders' Perceptions of Doing Research with the 'Research Buddy'" (Melissa R. Gibson and Joan Mazur); "Snapshots of a Teen Internet User: One Way to Learn about Information Literacy" (Jinx Watson); and "From Bricks and Mortar to Clicks and Modems: The Redesign of a Graduate Program" (Arthur Recesso, Jane Zahner, Andrew Brovey, Ellen Wiley, and Catherine Price). Part 3 lists professional organizations and associations in the United States and Canada, and part 4 describes U.S. graduate programs in instructional technology, educational media and communications, school library media, and closely allied programs. Part 5 is a mediagraphy of print and nonprint resources published in 1999 or 2000. Index included. (MES)

The purpose of the 25th anniversary volume of this yearbook is to reflect on past accomplishments and consider the future as it relates to educational technology and media development. This volume continues to provide information to help media and technology professionals practice their craft in a changing, expanding field. It is divided into seven sections. Part 1 focuses on trends and issues and includes articles on doctoral dissertation research in educational technology, development programs for college faculty, network information discovery and retrieval of educational materials, tools for automating instructional design, benefits of information technology, the E-rate resource guide, Internet relay chat, information literacy, radios in the classroom, and building and maintaining digital reference services. Part 2 covers technology centers and institutes for learning, and part 3 focuses on school library media. Part 4 presents a leadership profile of six significant figures in the profession: Wesley Joseph McJulien, Stanley A. Huffman, Jr., John C. Belland, Robert M. Diamond, Paul Robert Wendt, and Don Carl Smellie. Part 5 includes information on professional organizations and associations in North America, and part 6 describes U.S. graduate programs in instructional technology. Part 7 is a mediagraphy of print and nonprint resources published in 1998 or early 1999. Contains an index. (AEF)