Renewing the link between communications and educational technology

William H. Allen (1971) recently reviewed long-term trends in instructional media research, concluding that the "broad field of communication research," in which social psychology played a key role, "'never became integrated with the mainstream of instructional media research, and to this day these two related disciplines are taking different routes" (pp. 6-7). Perhaps it was the temporary bond of common commitment to research in educational television that brought the two areas somewhat closer in the mid-fifties to mid-sixties than they are today. In the early sixties, programed instruction had a major impact on educational technology, but did not similarly influence the general communications area. The current trends and emphases in instructional media research cited by Allen seem to be evolutionary and interrelated spin-offs from

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