This recently updated text provides today's graduate students and other interested readers with an introductory critical perspective on the past, present, and future of instructional technology. This third edition of Instructional Technology: Past, Present, and Future provides a broad introduction to the field of instructional design and technology. As with the previous editions, this book provides a comprehensive overview of significant issues and professionals in the field for graduate students and other interested readers. The content is intended to stimulate healthy debate and discussion in graduate classes and seminars. The book is organized topically to examine history, critical issues, instructional development, research, and theory. This text presents the latest information regarding computer applications in education and training, research and evaluation in instructional technology, future prospects for instructional technology, and avenues for professional development.

This monograph studies research conducted for the purpose of investigating the growth of recognition vocabulary during the early and middle elementary school years in relation to the development of morphological knowledge. The children were tested on a selection of main entry words from a recent unabridged nonhistorical dictionary by means of definition, sentence, and multiple-choice questions. The focus of the present study, however, was on the contribution made by different morphologically defined word types and by knowledge of morphology and word formation to total recognition vocabulary at different age and grade levels. The findings suggest that lexical development can be characterized in terms of increasing morphological complexity. Further, it was found that the proportion of known complex words for which there was evidence that children figured them out by analyzing their morphological structure increased with age and grade.