Emeritus Associate Professor in the School of Education at the University of Pittsburgh whose scholarship bridged instructional design, message design, and visual/media literacy. Her widely cited co‑authored monograph for AECT clarified the definition and domains of instructional technology (design, development, utilization, management, evaluation). She also authored/edited practical texts for designers (e.g., Making Instructional Design Decisions; Exercises in Instructional Design) and reviewed decades of evidence on learning from television, including impacts on children and adolescents and the importance of adult mediation. At Pitt, she contributed to technology integration initiatives and research on communities of learners supporting thoughtful classroom technology use. citeturn21search0turn13search6turn15search6turn16search2turn6view1
Field framework that defined instructional technology and organized it into the domains of design, development, utilization, management, and evaluation—providing a common language and structure used widely in programs and professional practice.
Educational Technology Research and Development • Journal
Reports on Pitt’s PT3 initiative creating Collaborative Communities of Learners to foster thoughtful technology integration by mentor teachers, student teachers, and faculty. Describes supports (targeted training, workshops, minigrants, onsite assistance, shared showcases) and an iterative, mixed‑methods evaluation indicating the importance of flexible support staff and community structures to sustain adoption. (Abstract summarized from publisher page.)
Information Age Publishing (AECT classic reprint) • Book
Authoritative AECT monograph that articulates a field‑defining framework for instructional technology. It presents the profession’s consensus definition and organizes the field into core domains (design, development, utilization, management, and evaluation), positioning the document as a benchmark for programs and organizations. (Publisher description summarized.)
Handbook of Research for Educational Communications and Technology (2nd ed., Routledge/Lawrence Erlbaum) • Chapter
Synthesizes decades of research on television as a learning medium across programming, viewing environments, and learner behaviors. Reviews message design and processing, effects on school achievement, family and context influences, socialization outcomes, classroom/home uses, and media literacy interventions, emphasizing nuanced, age‑dependent effects and the value of guided mediation by adults. (Chapter overview summarized.)
Merrill/Prentice Hall • Book
Practice‑oriented text integrating conceptual and procedural theories with real‑world examples. Introduces a linear ISD model for novices and an interactive model for practitioners; includes chapters on assessing learning, project team management, implementation, and extensive exercises supporting application in varied delivery systems and contexts. (Publisher synopsis summarized.)
ERIC (ED397838) • Report
Develops and pilot‑tests a practical framework and step‑by‑step procedure to guide instructional message design. Focus groups and simulated design tasks were used to derive design aids spanning learning types, message parameters, paradigms, and motivational/perceptual principles; evaluators found the procedure effective in cueing systematic attention to key variables. (ERIC abstract summarized.)