Instructional Technology Research Online

1995 INTERVIEWS


Thomas C. Reeves Univ. of Georgia February, 1995
"Instructional technology is a design science, and as professors of instructional technology, we can not afford to hide out in the ivory tower"

Michael Hannafin Univ. of Georgia March, 1995
"We still haven't been too good at making the impact we need to make in areas such as K-12 schools, and much of what we have done is still very expensive to everyday familiesand schools"

Marcy P. Driscoll Florida St. Univ. March, 1995
"Semiotics is something of a metatheory. It provides a synthesis of qualitative and quantitative research paradigms."

Don Ely Syracuse Univ. April, 1995
"Do not think about research per se, rather, think about what you are curious about...what questions you would like to have answered that have not been answered."

David H. Jonassen Pennsylvania St. Univ. May, 1995
"Being a constructivist, I argue that the relationship between learning and real-world experience is essential and critical."

Kent L. Gustafson Univ. of Georgia June, 1995
"DO NOT get caught in the quantitative/qualitative mindless debate. First identify a question in which you have continuing interest and then decide how to study it."

Greg Kearsley George Washington Univ. July, 1995
"I just get interested in certain problems or ideas >andpursue them. I don't usually write proposals or get grants, so I'm not >very influenced by currentfads or what's fashionable in the field."

Martin Tessmer Univ. of South Alabama July, 1995
"The development of groupware will change the design process . . . we are entering an age of 'instructional design over space and time.'"

John Burton Virginia Tech Univ. August, 1995
"I see a resurgence of behaviorism as thelogical outgrowth of the social constructivist movement. I see us turning away from structuralism back to functionalism/selectivism."

Christopher Dede George Mason Univ. September, 1995
"Education is society's major long-term mechanism for shaping its future..."

Allison Rossett San Diego St. October, 1995
"Everybody agrees that great technology products andcourses must be supported by organizational strategies and policies-- if performance is the desired outcome. Can we use technology to help that to happen? "

Steve Alessi Univ. of Iowa November, 1995
"In ten or twenty years most of what be believe today will have been proven wrong. So don't believe the"experts". There are none. "

David Thornburg The Thornburg Center December, 1995
"The greatest project to work on would be to figure out why, with all we already know about effective models of learning (Gardner, etc.) we persist in many schools in providing an educational program delivered in a manner largely unchanged since the 1600's. "


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