Editors' Note

[] This first issue of Educational Technology Research and Development (ETR&D) represents the consolidation of Educational Communication and Technology Journal (ECTJ) and the Journal of Instructional Development (liD). The decision to co-publish the research journal and the development journal of the Association for Educational Communications and Technology was made by the AECT Executive Board. The Executive Board was explicit in its directions for a dual emphasis on educational technology research and on educational technology development. The Board's implementation plan calls for ETR&D to have separate sections of equal length for research and for development. This introductory issue is not divided into separate research and development sections, but future issues will be. The implementation plan also specifies that each of the two sections will have its own editor and its own editorial board. The events that led to the Executive Board's decision to co-publish ECTJ and JID are described in the introductory portion of the arti-

cle by Higgins, et al., beginning on page 5 of this issue. The article by Dick and Dick, which begins on page 81, provides information about the content and authors of articles in ETR&D's forerunners and indicates a clear need to address both research issues and development issues in the new journal. Bill Winn deserves much of the credit for this issue of ETR&D, as well as for the overall planning of the new journal. Winn solicited and obtained all of the articles for this issue except for the aforementioned pieces by Higgins, et al., and by Dick and Dick. Winn served as editor of ECTJ from 1983 through its recently published final issue. His guidance of AECT's research journal contributed significantly to the increased quality of educational technology research during that period. AECT and its members owe him a special vote of appreciation and gratitude for his fine work. [] Howard Sullivan Norman Higgins Editors

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WILSON LEARNING Doctoral Fellowships in Technology-Assisted Learning The Alliance for Research and Development in Applied Educational Technology, jointly sponsored by the College of Education and Wilson Learning Corporation, announce the availability of two Wilson Learning Doctoral Fellowships in Technology-Assisted Learning for the 1990-91 academic year. The major interest of the Alliance and Fellowship program is to encourage research that facilitates learning as it relates to the adult population, with emphasis on technology-assisted learning. The College of Education offers doctoral programs in four departments associated with the study of technology-assisted learning: Curriculum and Instruction; Educational Psychology; Vocational and Technical Education; Child Development.

Benefits Each Wilson Learning Fellowship will consist of a stipend of $8000 for the first year, a guaranteed graduate-assistantship in the College of Education for the second year, and the opportunity to apply for a $5000 dissertation fellowship during the third year. Wilson Fellows will also receive in-state tuition rates and will be eligible for other financial aid programs offered at the University of Minnesota. Eligibility Wilson Leaming Doctoral Fellowships are open to all individuals who plan to study for the Ph.D. in the College of Education at the University of Minnesota and who plan to conduct research in the related areas of learning, instruction, and technology. Selection of Fellows will be competitive and based on prior academic record, test scores on the Graduate Record Examination, a written statement of purpose, and letters of recommendation.

APPLICATION DEADLINE: FEBRUARY 15, 1990 Brochure Upon Request

Wilson Learning Doctoral Fellowship Program, Office of the Dean 104 Burton Hall, 178 Pillsbury Drive, S.E. University of Minnesota, Minneapolis, Minnesota 55455 (612) 625-6806

College of Education University of Minnesota

El

WILSON LEARNING A John Wiley & Sons Company

The Universityof Minnesotais an equal opportunityeducatorand employer.

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