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Journal of Educational Technology Systems

1994 Volume 22, Number 2

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Table of Contents

Number of articles: 6

  1. Editorial Overview

    Thomas T. Liao

    Provides an overview of the articles in this issue that address the role of teachers and instructional technology; preservice teacher training in telecommunications; voice mail; courses using... More

    pp. 81-82

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  2. Teachers' Perceptions of Instructional Technology and Staff Development

    Sabrina Su-Fen Chin & John A. Hortin

    Examines teachers' changing roles as a result of instructional technology and discusses factors that affect whether teachers use technology in the classroom. Topics addressed include perceptions of... More

    pp. 83-98

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  3. Computerspeak: Message Content and Perceived Appropriateness in an Educational Setting

    Kelly A. Vaverek & Carol Saunders

    Describes a study that investigated the use of computer conferencing systems in a masters-level professional health care program. Previous research is reviewed; message content (i.e., socio... More

    pp. 123-39

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  4. The Portability of the "Electronics Workbench" Simulation Software to China

    Dong Zhi-Cheng & Betty Collis

    Discusses the portability of a Canadian-made educational simulation software package, "The Electronics Workbench," to China that was part of a larger study conducted at the University of Twente ... More

    pp. 141-53

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  5. Quick Prototyping of Educational Software: An Object-Oriented Approach

    Simon C-H Wong

    Introduces and demonstrates a quick-prototyping model for educational software development that can be used by teachers developing their own courseware using an object-oriented programming system. ... More

    pp. 155-72

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  6. Since Malone's Theory of Intrinsically Motivating Instruction: What's the Score in the Gaming Literature?

    John Dempsey

    Discusses instructional gaming and examines the impact of Thomas Malone's theory of intrinsically motivating instruction. Relevant literature is reviewed to establish common threads, and... More

    pp. 173-83

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