Taylor Halverson, Ph.D.

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Doctoral Qualifying Exams: Part 7 – Instructional Technology Reading List

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The Instructional Technology reading list was not quite as long as the Religious Studies reading list (144 items compared to 194 items).  And, I read this list over the course of several years in my Instructional Technology program before the qualifying exams.  I didn’t have to read and digest all of these 144 items in a compressed six month time period as I did with Religious Studies.  Granted, many of the ideas in the Religious Studies reading list were not necessarily new.  I just had not read most of the books and articles on the list prior to the exam.  I had read about 200 other books and articles on similar topics over the years of my Biblical Studies graduate programs.

Below is the list of books and articles I read in preparation for the Instructional Systems Technology qualifying exams at Indiana University.  The exams took place January-February 2005.

  1. Adams, C., & Cross, T. (2000). Distance learning opportunities for academically gifted students. Journal of Secondary Gifted Education, 11(22), 88-96.
  2. Albanese, M. A., & Mitchell, S. (1993). Problem-based learning:  A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.
  3. Anglin, G. J. (1995). Instructional technology: Past, present, and future (2nd ed.). Englewood, CO: Libraries Unlimited.
  4. Banathy, B. (1991). System design of education. Englewood Cliffs, NJ: Educational Technology Publications.
  5. Bates, A. W. (1994). Distance education. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed.). Oxford, England: Elsevier Science.
  6. Bhola, H. S. (1988). The CLER model of innovation, diffusion, planned change, and development: A conceptual update and applications. Knowledge in Society: The International Journal of Knowledge Transfer, 1(4), 56-66.
  7. Boice, R., & Jones, F. (1984). Why academicians don’t write. Journal of Higher Education, 55(5), 567-582.
  8. Bonner, J. (1998). Implications of cognitive theory for instructional design. Educational Communication and Technology Journal, 36(1), 4-14.
  9. Braden, R. A. (1996). Visual literacy. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Macmillan.
  10. Brandenburg, D., & Binder, C. (1999). Emerging trends in human performance interventions. In H. Stolovitch & E. Keeps (Eds.), Handbook of human performance technology (2nd ed.). San Francisco: Jossey-Bass/Pfeiffer.
  11. Brethower, D. M. (1995). Specifying a human performance technology knowledge base. Performance Improvement Quarterly, 8(2), 6-16.
  12. Brethower, D. M. (1999). General systems theory and behavioral psychology. In H. Stolovitch & E. Keeps (Eds.), Handbook of human performance technology (2nd ed.). San Francisco: Jossey-Bass/Pfeiffer.
  13. Brouillette, L. (2001). How colleges can work with schools. Chronicle of Higher Education, 47(24), B16-B17.
  14. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
  15. Burkman, E. (1987). Factors affecting utilization. In R. Gagné (Ed.), Instructional technology: Foundations (pp. viii, 473). Hillsdale, NJ: Lawrence Erlbaum Associates.
  16. Burton, J., Moore, D., & Magliaro, S. (1996). Behaviorism and instructional technology. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Macmillan.
  17. Clark, R. (1991). When researchers swim upstream: Reflections on an unpopular argument about learning from media. Educational Technology, Feb 1991, 34-40.
  18. Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
  19. Clark, R. E. (1988). The future of technology in educational psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.
  20. Clark, R. E. (1989). Current progress and future directions for research in instructional technology. Educational Technology Research & Development, 37(1), 57-66.
  21. Clark, R. E. (1994a). Media and method. Educational Technology Research & Development, 42(3), 7-10.
  22. Clark, R. E. (1994b). Media will never influence learning. Educational Technology Research & Development, 42(21-29).
  23. Clayton, J. S. (1979). Comment: Inhibitors to the application of technology. Educational Communication and Technology Journal, 27, 157-163.
  24. Corry, M., Frick, T., & Hansen, L. (1997). User-centered design and usability testing of a web site: An illustrative case study. Educational Technology Research and Development, 45(4), 65-76.
  25. Cuban, L. (1988). Teachers & machines: The classroom use of technology since 1920. New York: Teachers College Press.
  26. Dale, E. (1946). Audiovisual methods in teaching (1st ed.). New York: Dryden Press.
  27. Davies, I. K. (1981). Instructional technique. New York: McGraw-Hill.
  28. DeCorte, Verschaffel, & Lowyck. (1994). Computers and learning. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed.). Oxford, England: Elsevier Science.
  29. The definition of educational technology: AECT task force on definition and terminology. (1977). Washington, D.C.: Association for Educational Communications and Technology.
  30. DeVito, J. D. (1996). The learning organization. In R. Craig (Ed.), The ASTD training and development handbook (4th ed.). New York: McGraw-Hill.
  31. Dick, W. (1997). Better instructional design theory: Process improvement or reengineering? Educational Technology, Sept/Oct., 47-50.
  32. Dick, W., & Carey, L. (1996). The systematic design of instruction (4th ed.). New York: Scott Foresman.
  33. Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322-349.
  34. Dormant, D. (1986). The abcd’s of managing change. In H. Stolovitch & E. Keeps (Eds.), Introduction to performance technology. San Francisco: Jossey-Bass.
  35. Dormant, D. (1999). Implementing human performance technology in organizations, Implementing Human Performance Technology in Organizations (2nd ed.). San Francisco: Jossey-Bass/Pfeiffer.
  36. Dorsey, L. T., Goodrum, D., & Schwen, T. (1995). Rapid collaborative prototyping as an instructional design paradigm. 1-30.
  37. Driscoll, M. (1994). Psychology of learning for instruction. Needham, MA: Allyn & Bacon.
  38. Driscoll, M. (1995). Paradigms for research in instructional systems. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed.). Englewood, CO.
  39. Driscoll, M. (2000). Psychology of learning for instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon.
  40. Duck, J. (1993). Managing change: The art of balancing. Harvard Business Review, Nov-Dec 1993, 109-119.
  41. Duffy, T., & Cunningham, D. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Macmillan.
  42. Ely, D. P., Foley, A., Freeman, W., & Scheel, N. (1995). Trends in educational technology 1991. In G. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed., pp. 34-60). Englewood, CO: Libraries Unlimited, Inc.
  43. Eraut, M. (1994). Educational technology: Conceptual framework and historical development. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 1882-1899). Oxford, England: Elsiever Science.
  44. Ertmer, P., & Newby, T. (1993). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.
  45. Foray, W. R., & Moller, L. (1999). Advancing the field through research. In H. Stolovitch & E. Keeps (Eds.), Handbook of human performance technology (pp. 701-714). San Francisco: Jossey-Bass/Pfeiffer.
  46. Foshay, W., Moller, L., Schwen, T., Kalman, H., & Haney, D. S. (1999). Research in human performance technology. In H. Stolovitch & E. Keeps (Eds.), Handbook of human performance technology (2nd ed., pp. 895-915). San Francisco: Jossey-Bass/Pfeiffer.
  47. Frick, T. (2004). Scope of knowledge created through disciplined inquiry. Unpublished manuscript, Bloomington, IN.
  48. Gagne, R., & Merrill, M. D. (1990). Integrative goals for instructional design. Educational Technology Research & Development, 38(1), 23-30.
  49. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
  50. Grabinger, R. S. (1996). Rich environments for active learning. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 665-692). New York: Macmillan.
  51. Hannafin, M. (1985). The status and future of research in instructional design and technology. Journal of Instructional Development, 8(3), 24-30.
  52. Hannafin, M., & Hannafin, K. (1995). The status and future of research in instructional design and technology revisited. In G. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed., pp. 314-321). Englewood, CO: Libraries Unlimited.
  53. Hannafin, M., Hannafin, K., Hooper, S., Rieber, L., & Kini, A. (1996). Research on and research with emerging technologies. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 378-402). New York: Macmillan.
  54. Hannafin, M., & Rieber, L. P. (1989). Psychological foundations of instructional design for emerging computer-based instructional technologies, Part 1. Educational Technology Research & Development, 37(2), 91-101.
  55. Hartley, J. (1996). Text design. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 795-820). New York: Macmillan.
  56. Hedberg, J., Brown, C., & Arrighi, M. (1997). Interactive multimedia and web-based learning: Similarities and differences. In B. H. Khan (Ed.), Web-based instruction (pp. 47-58). Englewood Cliffs, NJ: Educational Technology Publications.
  57. Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). Instructional media and technologies for learning (6th ed.). Columbus, OH: Prentice-Hall.
  58. Hutchins, C. L. (1996). Systemic thinking: Solving complex problems. Aurora, CO: Professional Development Systems.
  59. Jacob, E. (1988). Clarifying qualitative research: A focus on traditions. Educational Researcher, Jan/Feb, 17-24.
  60. Johnston, J. (1987). Electronic learning: From audiotape to videotape. Hillsdale, NJ: Lawrence Erlbaum Associates.
  61. Kaufman, R., Keller, J., & Watkins, R. (1995). What works and what doesn’t: Evaluation beyond Kirkpatrick. Performance & Instruction, Nov-Dec, 205-209.
  62. Kifer, E. (1995). Evaluation: A general view. In G. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed.). Englewood, CO: Libraries Unlimited.
  63. Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler.
  64. Klein, J. D. (2002). Empirical research on performance improvement. Performance Improvement Quarterly, 15(1), 99-110.
  65. Knowles, M. S. (1996). Adult learning. In R. L. Craig (Ed.), The ASTD training and development handbook (4th ed., pp. 253-265). New York: McGraw-Hill.
  66. Knupfer, N. N., & McLellan, H. (1996). Descriptive research methodologies. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 1196-1212). New York: Macmillan.
  67. Kozma, R. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
  68. Kozma, R. (1994). Will media influence learning? Reframing the debate. Educational Technology Research & Development, 42(2), 21-29.
  69. Larson, R. L. (1992). Can the frog become a prince? Context and change in the 1990s. International Journal of Educational Reform, 1(1), 59-68.
  70. Locatis, C., Letourneau, G., & Banvard, R. (1989). Hypermedia and instruction. Educational Technology Research and Development, 37(4), 65-77.
  71. Mager, R. F. (1964). Analyzing performance problems, or, you really oughta wanna (2nd ed.). Belmont, CA: David S. Lake.
  72. Mager, R. F. (1984). Preparing instructional objectives (rev. 2nd ed.). Belmont, CA: David S. Lake.
  73. McIsaac, M., & Gunawardena, C. N. (1996). Distance education. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 403-437). New York: Macmillan.
  74. McKnight, C., Dillon, A., & Richardson, J. (1996). User-centered design of hypertext/hypermedia for education. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 622-633). New York: Macmillan.
  75. McLellan, H. (1996). Virtual realities. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 457-487). New York: Macmillan.
  76. Melton, A. L. (2001). Student progress in self-paced, competency-based individualized science classes in an alternative Philadelphia school. Retrieved January 19, 2002, from the World Wide Web:
  77. Merrill, M. D. (2002). First principles of instruction. ETR&D, 50(3), 43-59.
  78. Mitchell, C. T. (1993). Redefining designing. New York: Van Nostrand Reinhold.
  79. Molenda, M. (1992). Soft technologies and school restructuring: Some clarifying propositions. In D. P. Ely & B. B. Minor (Eds.), Educational media and technology yearbook (pp. 77-90). Englewood, CO: Libraries Unlimited.
  80. Molenda, M. (1994). Educational technology in elementary and secondary education. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 1912-1918). Oxford, England: Elsiever Science.
  81. Molenda, M. (1997). Historical and philosophical foundations of instructional design: A north american view. In R. Tennyson & F. Schott & N. Seel & S. Dikstra (Eds.), Instructional design: International perspectives.  Volume 1: Theory, research, and models (pp. 41-53). Hillsdale, NJ: Lawrenece Erlbaum Associates.
  82. Molenda, M., & Bichelmeyer, B. (2005). Issues and trends in instructional technology: Slow growth as economy recovers, Educational media and technology yearbook 2005. Englewood, CO: Libraries Unlimited.
  83. Molenda, M., Pershing, James A., & Reigeluth, Charles M. (1996). Designing instructional systems. In R. Craig (Ed.), The ASTD training and development handbook (4th ed., pp. 266-293). New York: McGraw-Hill.
  84. Molenda, M., & Sullivan, M. (2000). Issues and trends in instructional technology, Educational media and technology yearbook 2000. Englewood, CO: Libraries Unlimited.
  85. Moore, D. M. B., John K.; Myers, Robert J. (1996). Multiple-channel communications: The theoretical and research foundations of multimedia. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 851-875). New York: Macmillan.
  86. Nadler, L., & Wiggs, G. D. (1986). Managing human resource development (1st ed.). San Francisco: Jossey-Bass Publishers.
  87. Newby, T. (1992). Training evaluation handbook. San Diego, CA: Pfeiffer.
  88. Nielsen, J. (1994). Usability engineering. Boston, MA: AP Professional.
  89. Overfield, K. (1996). Easy-to-use instructional systems design methodology. Performance & Instruction, 35(4), 10-16.
  90. Pennar, K. (1996, Sept. 16, 1996). How many smarts do you have. Business Week, 104-108.
  91. Pershing, J. L. (2002). Using document analysis in analyzing and evaluating performance. International Society of Performance Improvement, January, 36-42.
  92. Petraglia, J. (1998). The real world on a short leash: The (mis)application of constructivism to the design of educational technology. Educational Technology, 46(3), 53-66.
  93. Rebore, R. W. (2001). Human resources administration in education (6th ed.). Boston: Allyn and Bacon.
  94. Reeves, T. (2000). Socially responsible educational technology research. Educational Technology(Nov-Dec), 19-28.
  95. Reigeluth, C. (1997). Instructional theory, practitioner needs, and new directions: Some reflections. Educational technology(Jan-Feb), 42-47.
  96. Reigeluth, C., & Frick, T. (1990). Formative research: A methodology for improving design theories. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theories (Vol. 2, pp. 633-651). Mahwah, NJ: Lawrence Erlbaum Associates.
  97. Reigeluth, C. M. (1999). Instructional design theories and models (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum Associates.
  98. Reiser, R. A. (1987). Instructional technology: A history. In R. Gagne (Ed.), Instructional technology: Foundations (pp. 11-48). Hillsdale, NJ: Lawrence Erlbaum Associates.
  99. Robinson, D. G., & Robinson, J. C. (1990). Training for impact: How to link training to business needs and measure results. San Francisco: Jossey-Bass.
  100. Rogers, E. (1995). Diffusion of innovations (4th ed.). New York: Free Press.
  101. Rogers, Y., & Scaife, M. (1997). Distributed cognition. Unpublished manuscript, Sussex, England.
  102. Romiszowski, A. J. (1981). Designing instructional systems. New York: Nichols.
  103. Romiszowski, A. J. (1990). The hypertext/hypermedia solution–But what exactly is the problem? In D. H. Jonassen & H. Mandl (Eds.), Designing hypermedia for learning (pp. 321-354). Berlin: Springer-Verlag.
  104. Rosenberg, M. J. (1996). Human performance technology. In R. L. Craig (Ed.), The ASTD training and development handbook (4th ed., pp. 370-393). New York: McGraw-Hill.
  105. Rosenberg, M. J., Coscarelli, W. C., & Hutchinson, C. S. (1999). The origins and evolution of the field. In H. Stolovitch & E. Keeps (Eds.), Handbook of human performance technology (2nd ed.). San Francisco: Jossey-Bass/Pfeiffer.
  106. Ross, S. M., & Morrison, G. R. (1995). Getting started in instructional technology research. Washington DC: Association for Educational Communications and Technology.
  107. Ross, S. M., & Morrison, G. R. (1996). Experimental research methods. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 1148-1170). New York: Macmillan.
  108. Rossett, A. (1996). Job aids and electronic performance support systems, The ASTD training and development handbook (4th ed., pp. 554-578). New York: New York.
  109. Rubin, J. (1994). Handbook of usability testing: How to plan design, and conduct effective tests. New York: Wiley.
  110. Saettler, P. (1990a). The evolution of American educational technology (pp. 3-10). Englewood, CO: Libraries Unlimited.
  111. Saettler, P. (1990b). Beginnings of a science and technology of instruction: 1900-1950, The evolution of American educational technology (pp. 69-81). Englewood, CO: Libraries Unlimited.
  112. Saettler, P. (1990c). Behaviorism and educational technology: 1950-1980, The evolution of American educational technology. Englewood, CO.
  113. Saettler, P. (1990d). Theoretical rationale for the visual instruction movement, The evolution of American educational technology (pp. 140-143). Englewood, CO: Libraries Unlimited.
  114. Salomon, G. (1991). Transcending the qualitative-quantitative debate: The analytic systemic approaches to educational research. Educational Researcher, 20(6), 10-18.
  115. Savenye, W., & Robinson, R. (1996). Qualitative research issues and methods: An introduction for educational technologists. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 1171-1195). New York: Macmillan.
  116. Schiffman, S. (1995). Instructional systems design: Five views of the field. In G. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed.). Englewood, CO: Libraries Unlimited.
  117. Schneiderman, B. (1992). Designing the user interface: Strategies for effective human-computer interaction (2nd ed.). Reading, MA: Addison-Wesley.
  118. Schrock, S. (1984). Naturalistic inquiry: An alternative methodology for instructional development research. In R. K. Bass & C. R. Dills (Eds.), Instructional development: The state of the art (Vol. 2, pp. 333-340). Dubuque, IA: Kendall/Hunt Publishing Company.
  119. Schrock, S. (1985). Faculty perceptions of instructional development and the success/failure of an instructional design program: A naturalistic study. Educational Communication and Technology Journal, 33(1), 16-25.
  120. Schrock, S., & Coscarelli, W. (2000). Criterion-referenced test development. Washington  DC: International Society for Performance Improvement.
  121. Schuller, C. F. (1986). Some historical perspectives on the instructional technology field. Jounal of Instructional Development, 8(3), 3-6.
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  123. Schwen, T. M., Goodrum, D., & Dorsey, L. T. (1993). On the design of an enriched learning and information environment (ELIE). Educational Technology, 33(11), 5-9.
  124. Seels, B., & Richey, R. (1994). Instructional Technology: The definition and domains of the field. Washington, DC: AECT.
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Taylor Halverson is an aspiring master learner who loves people, laughter, telling stories, and learning.

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