Adopting interactive videodisc technology for education

A person making a survey of the literature about interactive videodisc (IV) could easily conclude that a revolution in education and training had taken place. As Bosco (1984, p. 13) observes, "Many of the articles and reports on interactive video which have been produced in the last few years are written from a stance of advocacy." A great number of claims made about IV use in education are speculative. A good example of such exuberance is this comment by Jonassen (1984, p. 2): "There is little doubt that microcomputer-controlled videodisc systems represent the most potiintia!ly powerful communication device in the history of instructional communication", or Young and Schieve (1984, p. 4), Videodisc technology may well revolutionize education in both public and private institutions by the end of the decade." Such rhetoric is similar to that which accompanied the introduction of microcomputers into schools. Interactive videodisc technology has great potential for education, but there are some important issues to be addressed; progress isn't necessarily assured