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This paper provides an overview of the numerous technological tools available to distance education teachers. It is becoming common to incorporate a variety of tools for design and implementation of distance learning programs. The distance learning environment is significantly different from that of a traditional classroom, and therefore requires considerable reflection on the part of the teacher. Since the inception of distance learning in the form of correspondence courses, print tools have been the medium of choice, including textbooks, study guides, workbooks, course syllabi, and case studies.' Print tools continue to play a significant role in distance education despite the availability of numerous "high-tech" alternatives. Discussion also examines video tools, computer tools, and new interactive technologies, and their roles in distance education. New concepts in curriculum development and teacher education will improve the effectiveness of distance learning, and will lead to innovative approaches to the effective teaching of diverse student groups who will participate in distance learning. (Contains 15 references.) (Author/SWC) AAAAAA**k**.A**AAAAAAAAAAA.***AAA.******************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Distance Learning: Technologies, Curriculum Development and Teacher Education This paper provides an overview of the numerous technological tools available to distance education teachers. It is becoming common in incorporate a variety of tools for design and implementation of distance learning programs. The distance learning environment is significantly different from that of a traditional classroom and therefore requires considerable reflection on the part of the teacher (Wolcott, 1995). Aspects of curriculum development and teacher education under such unusual circumstances are discussed. Andrew T. Wilson Assistant Professor of Mathematics Pellissippi State Technical Community College Knoxville, TN [email protected] Research Associate Department of Teaching and Learning Vanderbilt University [email protected] Presented at the first Mid-South Instructional Technology Conference Middle Tennessee State University Murfreesboro, Tennessee March 31 April 2, 1996 BEST COPY AVAILABLE 2 235 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Lucinda T. Lea TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."