365

Book Reviews [] Hor�9 Hill, Editor

Foreword When ! was first appointed Book Review Editor, John Haney (who had served in the same capacity for AVCR), suggested that I devote an early issue to several reviews of AECT's Educational Technology: Definition and Glossary of Terms from different per- spectives. For various reasons there has been a delay of several months, but the idea finally has reached fruition, and on the following pages are five reviews from different viewpoints. The perspectives I sought were those of a media specialist in a government agency, a higher education administrator, a classroom teacher, a librar- ian, and an audiovisual administrator.

Michael O. C. January, who was with the National Audiovisual Center, Washington, D.C., until September, 1977, believes the book would be a fine text for students in educational technology (and, I must say, I agree with him-- i t would be extremely valuable in such courses and as a reference work for those in the field). January decries the high cost of the book, but it has been my experience that most college textbooks fall in this range. He also thinks the book would be very helpful to government employees "in evaluating grants and soliciting bids for research, de- sign, and evaluation contracts." He points out several shortcomings for future correc- tion, making five specific recom- mendations for Volume II.

Ervin L. Harlacher, Chancellor of the Metropolitan Community College District, Kansas City, Missouri, believes the publi- cation will be especially valuable to teachers (especially those in colleges such as his) whose roles are changing. For, he says, "as the use of educational technology becomes more widespread . . . the teacher has had to relinquish [the] role as an impar- ter of knowledge to become a manager of the learning process." Harlacher believes this book will assist in that transformation.

Joan Knaub, a former teacher who is now in the graduate library-media pro- gram at the University of Colorado- Boulder, has written a meaningful review in a delightful, thought-provoking style that gives considerable evidence of her nonpedantic approach to education and of her general writing and theatrical skills. She points out some of the "silliness" of the book, such as the definition of a post- card. You won't want to miss a word of her review.

Bernard Franckowiak, director of the School of Librarianship at the University of Washington, apparent ly believes that neither the book nor the "process" defined in chapter V is unique. He indicates that educational technology will have to "func- tion as part of the team of people along with curriculum and subject specialists." I doubt that any of our readers will disagree, because this is precisely the position educa- tional technology professionals have taken for years. Franckowiak also thinks the dis- cussion of instructional patterns and alter- native institutions shows "obvious disdain for the classroom teacher."

In the final review Robert E. deKieffer (who is now associate dean of continuing education, University of Colorado, but was for more than 20 years director of the uni- versi ty 's Educational Media Center) suggests that a "popularized version" of the glossary would be of greater value to administrators in their day-to-day ac- tivities. However, "for the philosophical, serious-minded scholar, this book is grist for the mental mill as a point of reference for developing the theory, the field, and the profession of educational technology."

In the next issue of ECTJ we will con- tinue our reviews of Educational Technology with two more perspectives. Robert Heinich suggested that it might be helpful to include one or more reviews by persons

366 EDUCATIONAL COMMUNICATION & TECHNOLOGY [] WINTER 1978

actively engaged in the governance of AECT and professionally involved in areas specifically concerned with what the new glossary is all about. To that end, I asked Barry Bratton, president of the Division of Instructional Development, who is with the Division of Instructional Design at the University of Iowa, and Richard Bell, im- mediate past president of the Division of Telecommunications and director of the Learning Technology Center at Nova Uni- versity, to prepare reviews. Those reviews will appear in the next issue. The same issue will'contain reviews of Mass Media in America, Resource Services for Canadian Schools, and Anxiety, Learning, and Instruc- tion.

A final word on Educational Technology: Generally, the five reviewers in this issue believe the book is valuable, but in varying degree for different audiences. I think it fills a very real need, but I agree with at least one reviewer that the approach is often overly simplistic and that we can hope for important improvements and re- visions in Volume II and in the next edition of Volume I. Everyone in educational technology and related fields should have a copy of this publication in his or her per- sonal reference library.

Educational Technology: Definition and G l o s s a r y of Te rm s , AECT Task Force on Definition and Terminology.

Washington, D.C.: Association for Educa- tional Communications and Technology, 1977. 365 pages. Paperback. $21.95. ($24.95 to nonmembers)

Reviewed by Michael O. C. January

From the viewpoint of someone in gov- ernment, Educatzonal Technology: Definition and Glossary of Terms--a book with the most drastically understated title in the his- tory of educational technology--should be on the ready reference shelf of every library and media center and the desk of anyone who has a need to communicate with edu- cational technologists. That diverse group

includes personnel from government, edu- cation, and business and industry, such as media producers and distributors, school administrators, teachers of educational technology, students, and teachers of re- lated disciplines such as photography, radio and television, graphic arts, com- munications, educational psychology, school administration, and teacher educa- tion.

"A milestone"--as the book is described in advertisements--is an appropriate de- scription for this first half of the Associa- tion for Educational Communications and Technology (AECT) effort. The second half of the glossary is expected to be published in about a year. The work is undoubtedly significant in this "What Field Are We In, Anyway?" world of educational technol- ogy. Based on the seemingly straightfor- ward title, I had a preconceived notion that this would be a traditional glossary ordered alphabetically in the traditional format. What did I find to my surprise? A glossary? Yes, but in an innovative format suited to the needs of the media practitioner as well as the uninitiated layperson. A definition? Yes, but more than that, a textbook that sums up the concept of educat ional technology and encapsulates its develop- ment, theory, applications, professional associations, impacts on certification, and training. As a textbook, Educational Technology: Definition and Terms should be in the hands of every educational technol- ogy student and faculty member.

Part A, misleadingly labeled "The Defi- nition of Educational Technology," pro- vides a "capsule" overview, in ten chap- ters, of educational technology including definition, theoretical aspects, historical perspectives, analysis of functional areas of educational technology and their practical applications, and aspects of certification and training. Other topics address profes- sional associations, a philosophical exami- nation of the role of the educat ional technologist, and an evaluation of the defi- nition. This 150-page treatise is must read- ing for those who want the "big picture" view of the field in a short and easy reading manner. The dedication for the text is most appropriate as it reflects a springboarding