Michael J. Streibel

Professor, Program Area Head
Ph.D. University of Wisconsin-Madison, 1980
Teacher Education Building Rm: 544C
225 N. Mills Street
Madison, Wisconsin 53706
Phone: (608) 263-4670        
Email: streibel@education.wisc.edu

Areas of Study

• Educational Communications and Technology (ECT)

Publications

Streibel, M.J.  (1998). Information technology and physicality in community, place, and presence. Theory Into Practice, 37(1), 31-37.

Streibel, M.J. (1996). Queries about computer education and situated critical pedagogy. H. McLellan (Ed.). Situated Learning Perspectives.  Englewood Cliffs, NJ: Educational Technology Press.

Streibel, M.J. (1995).  Instructional plans and situated learning: The challenge of Suchman's theory of situated action for instructional designers and instructional systems. G.J. Anglin (Ed.). Instructional Technology: Past, Present, and Future.  Englewood, CO: Libraries Unlimited.

Streibel, M.J. (1993). Instructional design and human practice. B. Muffoletto & N. Knupfer (Eds.). Educational Computing: Social, Political, Historical Perspectives.  Cresskill, N.J.: Hampton Press.

Streibel, M.J., Stewart, J., Koedinger, K., Collins, A., & Jungck, J. R. (1992). MENDEL: An intelligent computer tutoring system for genetics problem-solving, conjecturing, and understanding. D. Balestri, S. Ehrman, & D. Ferguson (Eds.). Learning to Design, Designing to Learn: Using Technology to Transform the Curriculum.  Washington, D.C.: Taylor and Francis.

Streibel, M.J. (1991). A critical analysis of the use of computers in education. D. Hlynka & J. Belland (Eds.). Paradigms Regained: The Uses of Illuminative, Semiotic, and Post-modern Criticism as Modes of Inquiry in Educational Technology.  Englewood Cliffs, NJ: Educational Technology Publications.

Interests

• Photography and Visual Culture in Education
• Social-Critical Analysis of Educational Technology
• Epistemology

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