Use of audiovisual or educational technology in instruction is typically held to be an improvement over traditional textbook and lecture instruction. This is just one of the assumptions that comprise the audiovisual myth. Others include audiovisual or educational technology as being able to present most clearly what is real, and that this type of instruction exists in some kind of polar relationship to traditional instruction. These assumptions are illustrated in both teacher education textbooks and serious research and theoretical publications. Each assumption is discussed and shown to be untenable. Current explanations for the value or benefit of audiovisual and educational technology are refuted. More substantial assumptions and theoretical undergirding are suggested.
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