| Volume 50 Number 1 2002 |
| |
Editors, Editorial Board, Consulting Editors
|
download
pdf |
| |
|
|
| Research |
|
|
|
Post-IT: Putting Postmodern Perspectives to Use in Instructional
Technology-A Response to Solomon's "Toward a Post-Modern Agenda
in Instructional Technology"
Rick Voithofer
Alan Foley
|
download
pdf |
| |
 |
Following
the publication of David Solomon's winning Young Scholar paper,
"Toward a Post-modern Agenda in Instructional Technology," in issue
48(4) of ETR&D, several readers inquired asking for more concrete
information on the meaning of postmodernism and its implications
for practice and research in instructional technology. One reader
in particular, Rick Voithofer from Ohio State University, asked
if he could submit a reaction to Solomon's paper. I agreed to examine
a draft, on which I provided feedback and encouragement to continue.
I then invited David Solomon to provide a brief rejoinder. The products
of these efforts follow.
Steven Ross
Research Editor
|
|
| |
|
|
| |
Rediscovering Post-modern Perspectives in IT: Deconstructing
Voithofer and Foley
David L. Solomon
|
download
pdf |
| |
|
My
original paper, "Toward a Post-Modern Agenda in Instructional Technology"
(Solomon, 2000), was an interdisciplinary review of the literature
and offered multiple perspectives of the subject, a post-modern approach
sometimes referred to as multivocality. I found several themes inherent
in the literature, which I presented as eight general assumptions
about post-modernism for consideration, discussion, and adoption.
Then, I concluded the paper with a discussion about the potential
contributions of post-modern concepts in instructional technology.
In a reaction to my paper, Voithofer and Foley (this issue) misinterpreted
some of the purposes and assumptions expressed, by seeing my view
as an effort to construct a model of a post-modern agenda, which could
not be further from my original purpose. This paper serves to clarify
my position as a sequel to their response. |
|
| |
|
|
| |
Student Performance and Attitudes Using Personalized Mathematics
Instruction
Heng-Yu Ku
Howard J. Sullivan
|
download
pdf |
| |
|
This
study investigated the effects of personalized instruction on the
achievement and attitudes of Taiwanese students on two-step mathematics
word problems. A total of 136 fourth-graders in a Taiwanese public
school participated in the study. Subjects initially completed a Student
Survey on which they chose their favorite foods, sports, stores, classmates,
and other selections. The most popular items were then used to create
personalized math word problems for the pretest, personalized instructional
program, and posttest. Subjects were blocked by ability based on their
pretest scores and were randomly assigned within ability levels to
either a personalized or nonpersonalized version of the print-based
instructional program. After finishing the program, subjects completed
a student attitude survey and the posttest. A repeated-measures univariate
analysis of variance revealed that subjects in the personalized treatment
made significantly greater pretest-to-posttest gains than those in
the nonpersonalized treatment. Subjects also performed significantly
better on the personalized pretest and posttest problems than on the
nonpersonalized problems. Personalized subjects and higher-ability
students both had significantly more positive attitudes toward the
instructional program than did their nonpersonalized and lower-ability
counterparts. |
|
| |
|
|
| Development |
|
|
| |
A Living-Systems Design Model for Web-based Knowledge Management
Systems
Jan L. Plass
Mark W. Salisbury
|
download
pdf |
| |
|
Most
of the currently available instructional design models were conceptualized
to develop instructional solutions to needs and requirements that
remain relatively stable over time. Faced with the problem of designing
a knowledge management (KM) system that needed to accommodate continuously
changing requirements over its fielded lifetime, we developed a new
design model that is based on a living-systems approach. In this article,
we briefly review currently available instructional systems design
models and describe this new model and the mechanisms it contains
for accommodating change and growth. We illustrate the application
of the phases of the model (analyze initial requirements, design the
information architecture, develop the information design, develop
the interaction design, implement the Web-based system, and conduct
a developmental evaluation of the system) in the development of a
KM system with living-system features. |
|
| |
|
|
| |
Collaborative Knowledge Building: A Case Study
Nancy J. Gilbert
Marcy P. Driscoll
|
download
pdf |
| |
|
What
learning conditions are necessary to effectively support the knowledge-building
enterprise in a learning community? To answer this question, the case-study
method was employed to investigate collaborative knowledge building
in a graduate level course designed to incorporate specific constructivist
learning principles. These principles included (a) having a collective
and authentic community goal to facilitate collaboration and engagement
in the community, (b) using cooperative groups to provide for social
negotiation and to promote multiple perspectives, (c) personally selecting
of course readings and group decision-making to encourage ownership
in learning, and (d) employing an integrated set of technology tools
to archive the work of the community and facilitate communication.
Results indicated that the instructional strategies designed into
the course promoted collaborative knowledge building and the acquisition
of key concepts through self-directed learning strategies. Results
also pointed out the types of technological support required to implement
an effective community of learners. A proposed set of guidelines is
discussed to assist instructional designers in the design and development
of collaborative, knowledge-building environments. |
|
| |
|
|
| Departments |
|
|
| |
International Review
J. Nicholls Eastmond, Editor
Amy C. Bradshaw, Guest Editor
|
|
| |
|
Editor's Notes |
download
pdf |
| |
J. Nicholls Eastmond, Editor
|
|
| |
|
Internet Use in Iran: Access, Social, and Educational Issues
by Abbas Johari |
download
pdf |
| |
J. Nicholls Eastmond, Editor
|
|
| |
|
Uses of the Internet in Korea
by KwanSik Rho |
download
pdf |
| |
J. Nicholls Eastmond, Editor
|
|
| |
|
Instructional Use of the Internet in China
by Robert Zheng, John R. Ouyang, and Feng Rui |
download
pdf |
| |
J. Nicholls Eastmond, Editor
|
|
| |
|
Perspectives on the Future of Computer Use in China
by Hailan Chen, Howard J. Sullivan, and Wilhelmina C. Savenye |
download
pdf |
| |
J. Nicholls Eastmond, Editor
|
|
| |
|
Gender Differences in Self-regulated On-line Learning Strategies
within Korea's University Context
In-Sook Lee |
download
pdf |
| |
|
|
| |
RESEARCH ABSTRACTS
Eric Plotnick, Editor
|
download
pdf |
| |
|
Technology Planning | Use of the Internet | Technology
Integration | Adoption of Instructional Technology | Effects of Technology
| Exemplary Use of Technology | Computer Literacy | Technology Use
in the K-8 Classroom | Synchronous Communication | Information Technology
| Laptop Learning Initiative | Computer-Mediated Communication | Technology
Doctoral Programs | Attributes of Web-Based Courses | Constructivist
Methods | Integrating Technology | Competency-Based Environment |
Comparing E-Mail and Face-to-Face | E-Mail Communication | On-line
Tutoring | Performance-Based Instruction | Comparison of Means of
Instruction | Problem-Based Learning |
|
| |
|
|
| |
Index - Volume 50 - Number 1 - 2002 |
download
pdf |
| |
|
|
| |
Information for Readers and Authors |
download
pdf |
| |
|
|
| |
ETR&D YOUNG SCHOLAR AWARD |
download
pdf |
