Abstract
Following the publication of David Solomon’swinning Young Scholar paper, “Toward aPost-modern Agenda in InstructionalTechnology,” in issue 48(4) of ETR&D,several readers inquired asking for moreconcrete information on the meaning ofpostmodernism and its implications forpractice and research in instructionaltechnology. One reader in particular, RickVoithofer from Ohio State University, asked ifhe could submit a reaction to Solomon’s paper.I agreed to examine a draft, on which Iprovided feedback and encouragement tocontinue. I then invited David Solomon toprovide a brief rejoinder. The products of theseefforts follow.Steven RossResearch Editor
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