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DOI

10.14221/ajte.1977v2n1.5

Abstract

The last decade of educational research has witnessed an expansion of interest in the technology of education (Gage, 1963; Travers, 1973). This proliferation of research, however, was bothered by a continued confusion between the mechanics of the technology and the design rules for the process of education. The needed distinction between the instruments of instruction and the application of instructional processes was made clear recently by Armsey and Dahl (1974). Nevertheless, the confusion continues, particularly in the kind of research that is being conducted.

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Link to publisher version (DOI)

10.14221/ajte.1977v2n1.5