Educational Technology | A

_____. (1967).  A BIBLIOGRAPHY FOR USE IN THE PREPARATION OF MATERIALS FOR ADULT LITERACY EDUCATION IN BRAZIL. 

AN ANNOTATED BIBLIOGRAPHY INCLUDES COMMERCIAL AND UNESCO PUBLICATIONS, MOST OF WHICH BEAR PUBLICATION DATES 1942-1965. INCLUDED ARE DESCRIPTIONS OF PROJECTS IN OTHER COUNTRIES WHICH MIGHT BE OF VALUE IN SETTING UP A PROGRAM IN BRAZIL, WORKS ON TEACHING METHODOLOGY AND PROGRAM DEVELOPMENT, RECENT STUDIES IN THE USE OF TEACHING MACHINES, PROGRAMED LEARNING, TELEVISION, AND OTHER DEVICES, AND MATERIALS ON THE ACTUAL PLANNING AND PREPARATION OF MATERIALS. THERE IS A SEPARATE, UNANNOTATED, BIBLIOGRAPHY OF PERIODICAL ARTICLES. | [FULL TEXT]

  Abstract: Presented at the summer 1969 advanced seminar on Aesthetics in Education held at the Boston University School of Education..

_____.  Abstract: The present report includes a number of papers centered around educational technology which were presented at a conference at the Bromwoods Residential Center of Washington University. Topics were the systems approach to learning, computer assisted instruction, the role of simulation in training, programed instruction, educational technology in technical training, the learning of operational equipment as a criterion in training research, and the evaluation of a partially self-paced course. (The document includes chapter references and six illustrations.)

(1969).  A Bureau of Library and Education Technology  Audiovisual Instr, 14, 8. 

Full-Text Availability Options: 541.

ACKOFF, RUSSELL (1964).  THE DEVELOPMENT AND NATURE OF OPERATIONS RESEARCH AND ITS RELEVANCE TO EDUCATIONAL-MEDIA RESEARCH. 

SUCH QUESTIONS AS WHY AND HOW OPERATIONS RESEARCH (OR) AND SYSTEMS ANALYSIS ORIGINATED, WHAT THEY ARE, AND WHAT CONTRIBUTIONS THEY MIGHT MAKE TO INSTRUCTIONAL MEDIA PROGRAMS ARE ANSWERED. "OR" ORIGINATED AT THE OUTBREAK OF WORLD WAR II WHEN MILITARY ORGANIZATIONS, WHICH HAD BEEN DEVELOPING THEIR TECHNOLOGY FASTER THAN IT COULD BE ABSORBED INTO TACTICS AND STRATEGY, BEGAN APPLYING SCIENCE TO EXECUTIVE-TYPE PROBLEMS. THE POTENTIALITIES OF COMPUTERS AS A NEW MANAGEMENT TOOL WERE REALIZED. THERE ARE ABOUT 10,000 "OR" WORKERS IN THE WORLD. "OR" IS RESEARCH ON PROBLEMS DEALING WITH THE CONTROL OF ORGANIZED (MAN-MACHINE) SYSTEMS TO PRODUCE ANSWERS THAT BEST SERVE THE OBJECTIVES OF THE ORGANIZATION AS A WHOLE. THE RESEARCH IS PERFORMED BY INTERDISCIPLINARY TEAMS USING SCIENTIFIC METHODS. BECAUSE THE "OR" WORKER CAN OBSERVE BUT NOT MANIPULATE THE SYSTEM HE STUDIES, HE CONSTRUCTS MODELS ON WHICH TO CONDUCT HIS RESEARCH. THE STAGES OF AN "OR" PROJECT CONSIST OF FORMULATING THE PROBLEM, CONSTRUCTING THE MODEL, DISCOVERING A SOLUTION, TESTING THE MODEL, AND EVALUATING, CONTROLLING, AND IMPLEMENTING THE SOLUTION. "OR" CAN ADVANCE EDUCATIONAL-MEDIA RESEARCH BY DEVELOPING MEASURES OF THE EFFECTIVENESS OF EDUCATION TO FACILITATE CURRICULUM EVALUATION AND MODIFICATION. THE OBJECTIVES OF EDUCATIONAL EFFORTS SHOULD BE DEFINED IN A MEANINGFUL AND MEASURABLE WAY SO THAT TESTS CAN BE DEVELOPED. A STUDY IS CITED IN WHICH MEANS WERE DEVELOPED TO MEASURE THE AMOUNTS OF INFORMATION, INSTRUCTION, AND MOTIVATION COMMUNICATED BY A GIVEN MESSAGE AND TO MEASURE THEIR VALUE TO THE SENDER AND RECEIVER. SIMILAR MEASURES SHOULD BE DEVELOPED BY EDUCATORS AND OPERATIONS RESEARCHERS WORKING TOGETHER TO GAUGE THE EFFECTIVENESS OF PARTICULAR TEACHING METHODS AND MEDIA.

Adams, Sarah R., Ed. (1968).  Utilization of Educational Television for Teaching of the Handicapped. Proceedings of the Institute on Educational Television for Teaching the Handicapped, August, 1968. 

Proceedings of the Educational Television Institute include the following topics: the potential of instructional television by Richard Barnes and Mitchel Chetel; the school television production center at Port Jefferson High School in New York State, described by Joseph Thom; Peter Derr's comments on classroom television; applied instructional technology by Ira Perelle; input output problems of educational television by Jeanne Davis; and the future of television for special education by E. Jack Goforth. A conference summary and evaluation are provided.

_____. (1968).  Additional Test Items for Concept Areas II and III. Economic Analysis Course. 

Additional test items are presented to supplement those already presented for the first two concept areas of the multimedia, individualized course in economic analysis prepared for the United States Naval Academy. Related documents can be found under EM 010 787 through EM 010 823. The final evaluation report is ED 043 790, and the model developed for designing systems of individualized instruction is reported in ED 043 791.

_____. (1967).  ADULT LEARNING, ADULT BASIC EDUCATION PRE-INSTITUTE SEMINAR (WAYNE STATE UNIVERSITY, MAY 1967). 

A PREINSTITUTE SEMINAR, FINANCED BY A GRANT FROM THE ADULT EDUCATION DIVISION OF THE OFFICE OF EDUCATION TO THE NATIONAL UNIVERSITY EXTENSION ASSOCIATION AND HELD AT WAYNE STATE UNIVERSITY IN MAY 1967, FOCUSED ON PLANS FOR THE 20 ADULT BASIC EDUCATION TEACHER TRAINING INSTITUTES HELD DURING THE SUMMER OF 1967. LEADERS IN ADULT BASIC EDUCATION AND RELATED DISCIPLINES JOINED WITH INSTITUTE PROGRAM DIRECTORS AND STAFF TO SHARE INFORMATION GAINED FROM ONGOING PROGRAMS AND PROVIDE SPECIALIZED TRAINING FOR ADULT EDUCATORS COORDINATING THE INSTITUTES. THE DISCUSSIONS AND DEMONSTRATIONS, REPRODUCED IN THIS DOCUMENT, CENTERED AROUND THREE MAIN AREAS OF ADULT BASIC EDUCATION DEVELOPMENT--INNOVATIONS IN CURRICULUM, TECHNOLOGY, AND MANAGEMENT. TOPICS COVERED INCLUDED PROGRAMED INSTRUCTION, TEACHING ADULTS TO READ, THE MICHIGAN LANGUAGE PROGRAM, HARDWARE SUCH AS VIDEO TAPE RECORDERS, SKILL TRAINING AT MICHIGAN BELL, THE EDUCATIONAL DEVELOPMENT LABORATORIES LEARNING SYSTEM, FEDERAL GOVERNMENT ROLE IN ADULT EDUCATION, THE DRAPER REHABILITATION PROJECTS, COUNSELING ADULTS, AND EFFECTIVE SMALL GROUP INSTRUCTION.

_____. (1967).  ADULT BASIC EDUCATION, NUMBER 1. CURRENT INFORMATION SOURCES. 

AN ANNOTATED BIBLIOGRAPHY ON ADULT BASIC EDUCATION CONTAINS 38 INDEXED ENTRIES, MOST OF WHICH ARE ALSO ABSTRACTED. SUCH TOPICS AS READING INSTRUCTION, PROGRAMED INSTRUCTION AND RELATED TECHNOLOGY, TEACHER ATTITUDES AND CHARACTERISTICS, MANPOWER DEVELOPMENT, REGIONAL NEEDS, PROGRAM PLANNING AND ADMINISTRATION, TEACHER TRAINING, AND LITERACY EDUCATION FOR ENLISTED MEN AND NON ENGLISH SPEAKING MEXICAN-AMERICANS, ARE REPRESENTED. ALSO NOTED IS A COLLECTION OF ABSTRACTS OF RESEARCH STUDIES CONDUCTED IN NEW MEXICO, ARIZONA, NEVADA, UTAH, IDAHO, WYOMING, AND COLORADO.

(1969).  Air Force Training Technology  Training in Bus and Ind, 6, 4. 

Full-Text Availability Options: 625.

Alexander, D. (1969).  The RCA Development of Operational CAI Systems  J Educ Data Process, 6, 4. 

Describes present and future computer assisted instruction systems developed by a systems group.

Alkin, Marvin C. (1969).  Problems of Schools in Introducing New Technology  J Eng Educ, 59, 6. 

Paper presented at Symposium on the Application of Technology to Education, Washington, D.C., September 9-10, 1968.

Allen, James E., Jr. (1969).  Technology and Educational Renewal  Educ Broadcasting Rev 1969 Convention Rep, 3, 41-6. 

In a speech before the 45th Annual Convention of the National Association of Educational Broadcasters (Washington, November 9-12, 1969), the U.S. Commissioner of Education discusses the need of integrating educational technology--particularly educational television--into the process of educational improvement in this country.

ALLEN, WILLIAM H. (1963).  IMPROVING INSTRUCTION THROUGH ADUIOVISUAL MEDIA TECHNIQUES IN TEACHING MATHEMATICS, SCIENCE, AND MODERN FOREIGN LANGUAGES. 

WAYS OF IMPROVING INSTRUCTION THROUGH AUDIOVISUAL MEDIA ARE PRESENTED. AMERICAN EDUCATION HAS ENTERED AN ERA THAT HISTORIANS OF THE FUTURE COULD MARK AS THE BEGINNING OF A TECHNOLOGICAL REVOLUTION. NEW METHODS OF INSTRUCTION ARE ESSENTIAL, FOR TRADITIONAL METHODS DO NOT MEET PRESENT NEEDS. A WIDE VARIETY OF MEDIA SHOULD BE USED IN CLASSROOM INSTRUCTION TO MEET VARIOUS PURPOSES AND NEEDS. THE RIGHT TOOL SHOULD BE FOUND AND USED FOR THE RIGHT JOB. MEDIA DISCUSSED INCLUDE--SIMPLE NONPROJECTED MATERIALS (FLANNEL BOARD, MAGNETIC CHALK BOARD), SIMPLE PROJECTED MATERIALS (OPAQUE PROJECTORS, SLIDE PROJECTORS, TAPE RECORDERS, AND RECORD PLAYERS), AND A COMBINATION OF AUDIOVISUAL MEDIA (2" X 2" SLIDES AND TAPE RECORDINGS, OVERHEAD TRANSPARENCIES AND 2" X 2" SLIDES, AND MOVING PICTURES WITH SOUND). NEW DEVELOPMENTS RELATED TO CLASSROOM INSTRUCTION ARE THE 8MM MOTION PICTURE FILM WITH SOUND, TELEVISION, AND LANGUAGE LABORATORIES. OVERHEAD AND OPAQUE PROJECTORS ARE DISCUSSED IN TERMS OF--THEIR CHARACTERISTICS, NEW DEVELOPMENTS AND APPLICATIONS, AND THEIR USES IN MATHEMATICS, SCIENCE, AND MODERN FOREIGN LANGUAGES. BULLETIN BOARDS, CENTERS OF INTEREST, FLAT PICTURES, CHARTS, CLASSROOM LIBRARIES, FLANNEL BOARDS, AND CHALKBOARDS ARE DISCUSSED AS NONPROJECTED RESOURCES FOR USE IN THE TEACHING OF MATHEMATICS, SCIENCE, AND MODERN FOREIGN LANGUAGES IN THE CLASSROOM. LANGUAGE LABORATORIES ARE DISCUSSED INCLUDING THEIR FUNDAMENTALS, THEIR TYPES, THEIR CURRENT PATTERMS OF INSTALLATIONS, AND SOME GUIDELINES FOR PLANNING THEIR FACILITIES. A PRESENTATION ON INSTRUCTIONAL TELEVISION AND THE TEACHING MACHINE IS ALSO INCLUDED.

Allen, William H. (1968).  Readings in Educational Media Theory and Research; Volume III. Final Report. 

This compilation of readings in educational media and research makes accessible published and unpublished documents relevant to designers and users of educational media. Volume III includes part 6, "Learner Characteristics," and part 7, the "Conditions of Media Use.""Learner Characteristics" relates the nature of human aptitude to instructional media research and practice, considers the characteristics of a learner as member of an audience, and studies eye-movements and television viewing. "The Conditions of Media Use" demonstrates some applications of instructional media to instructional practice. The strong influence of film, media policy making, areas of needed research, choice of a specific medium for instruction, and instructional media research in teacher education are considered in seven papers. Extensive bibliographies follow these papers. The sources of the papers in these three volumes are AV Communication Review and the research in instructional media made by the United States Government. Dr. Allen's headings in these three volumes of readings are the same as his headings in "A Course of Study and Bibliography for Instruction in Educational Media Research and Theory. (MM)

Allen, William H., Comp. (1963).  Improving Instruction Through Audio-Visual Media; Techniques in Teaching Science, Mathematics, and Modern Foreign Languages. 

Technological developments, which have improved and increased the audiovisual materials and mechanical aids available, can be especially useful to teachers of science, math, and foreign languages. This technology revolution is not a threat to teachers, but a source of educational tools to be used as a part of an overall teaching design. Most important to this design is an awareness of the right audiovisual aid for the right task. It is the teacher who must be able to combine conventional instructional methods with the new techniques of individual instruction and the new techniques of mass instruction. Instructional tools which have become more versatile as new uses for them have been suggested are the overhead projector and the opaque projector, as well as the non-projected resources of the classroom environment. Language laboratories have proved their effectiveness, and some can be installed simply and inexpensively. As with other instructional tools, the key value of television is its effective use in conjunction with classroom instruction. Teaching machines and programed texts, aimed at the individual's learning rate, can be used in multiple ways. Analysis of school activities suggests many opportunities for improving instructional methods which cannot themselves be separated from subject content. | [FULL TEXT]

ALMY, MILLIE; AND OTHERS (1966).  YOUNG CHILDREN'S THINKING, STUDIES OF SOME ASPECTS OF PIAGET'S THEORY. 

TWO STUDIES DEAL WITH THE THOUGHT PROCESSES CHILDREN DISPLAY WHEN FACED WITH PROBLEMS INVOLVING THE CONCEPTS OF QUANTITY AND NUMBER. INVOLVING CHILDREN IN KINDERGARTEN, FIRST GRADE AND SECOND GRADE, THE STUDIES USE PIAGET'S THEORIES IN BOTH A CROSS-SECTIONAL AND A LONGITUDINAL APPROACH TO STUDY CHILDREN'S THINKING IN AN EDUCATIONAL SETTING. TO DETERMINE THE VALIDITY OF THE STAGES OF THOUGHT AS DESCRIBED BY PIAGET, THE STUDIES DEAL WITH ONE ASPECT OF A CHILD'S THINKING, HIS ABILITY TO CONSERVE NUMBER AND QUANTITY AS REVEALED IN THREE TASKS. STUDIED ALSO ARE HOW THAT ABILITY RELATES ITSELF TO OTHER INTELLECTUAL ABILITIES AND TO SCHOOL READINESS AND ACHIEVEMENT, AND HOW THAT ABILITY CHANGES AND DEVELOPS OVER TIME. RESULTS OF THE CROSS-SECTIONAL STUDY CONFIRMED THE RELEVANCE OF PIAGET'S THEORY TO THE STUDY OF YOUNG CHILDREN. RESULTS OF THE LONGITUDINAL STUDY CONFIRMED CROSS-SECTIONAL RESULTS AND UNDERLINED THE RELEVANCE OF THE CHILD'S PROGRESS IN CONSERVATION OF NUMBER AND QUANTITY TO HIS PERFORMANCE IN THE CLASSROOM. THE DOCUMENT INCLUDES A BIBLIOGRAPHY AND TABLES. THIS DOCUMENT IS AVAILABLE FROM TEACHER'S COLLEGE PRESS, TEACHER'S COLLEGE, COLUMBIA UNIVERSITY, NEW YORK 10027.

Andersson, Theodore; And Others (1963).  Curricular Change in the Foreign Languages: 1963 Colloquium on Curricular Change. 

Nine papers read and discussed at the Skytop, Pennsylvania, Colloquium are presented along with discussion summaries by Theodore Andersson. Opening the colloquium with a paper on the importance of language style in education, Moses Hadas urges the cooperation of teachers of modern foreign languages and of classical languages in order to achieve basic educational goals. Stephen Freeman discusses the importance of modern language education in a changing world. The contributions of linguistics to language teaching are described by Albert Marckwardt. Psycholinguistics and psychological approaches to second-language learning are covered by Wallace Lambert. The objectives of modern language teaching which contribute to successful cross-cultural understanding and communication are reviewed by Howard Nostrand. Joseph Hutchinson stresses the need to define learning objectives in his paper on technology. Program articulation is explored by Donald Walsh. Teacher recruitment, and certification procedures are examined by Kenneth Mildenberger. A list of suggested readings is furnished.

Andrews, L.O. (1968).  Challenges and Needed Developments in Teacher Education. 

Radically different programs must be designed to produce the kind of professional teachers needed for the 1980's. Appropriate programs must be developed for the differentiated roles: diagnostician of pupil needs and learning problems; developer, applier, and evaluator of learning strategies; instructional leader of staff groups; specialist in the wise use of instructional technologies, in curricula, in evaluation techniques, and in laboratory phases of teacher education. Preservice and inservice teacher education must be joined, lengthened, and made truly functional; the all-college approach implemented; programs individualized; more attention given to the affective domain. Such new approaches as the use of interaction analysis, microteaching, critical incident films, simulation procedures, and such technological devices as the portable videotape recorder, closed-circuit TV, multimedia study carrels, and computer-assisted instruction must be developed for the entire sequence and professionally adequate designs made for professional laboratory experiences. All types of new organizational patterns and relationships between schools, and computer-assisted instruction must be developed to their fullest potential. Comprehensive rationale must be developed for the entire sequence and professionally adequate designs made for professional laboratory experiences. All types of new organizational patterns and relationships between schools, colleges, and state agencies must be explored for cooperation on programs and standards. Knowledge and research from the social and behavioral sciences must also be brought to bear on the problems of teacher education.

_____. (1969).  An Educational System for the Seventies. Revised Edition. Interim Report. 

An Educational System for the Seventies, (ES-70) is a research and demonstration program involved with the development of an improved secondary school curriculum. The ES-70 program is designed to provide individualized, relevant, and economically feasible education for each student. The 19 participating local school districts, in cooperation with their respective State education departments, the U.S. Office of Education, and other interested organizations, are currently engaged in (1) staff development, (2) instructional management and career guidance, (3) school management, and (4) program evaluation. After examining the results of these research and demonstration activities and analyzing the experiences of the school districts involved, the ES-70 network will disseminate the findings for use by other educational systems across the nation. A related document is EA 002 514.

(1969).  An Interview with Harold Taylor: The Humanities, Change and Student Rebellion  Media Method, 6, 1. 

Full-Text Availability Options: 605.

_____. (1968).  Annotated Bibliography on Television in Education. [In] Information About Educational Technology. 

This annotated bibliography lists publications in the categories of educational television, in general, in research, in administration and facilities, in program design and classroom utilization, and in program planning and production. Further categories are: international ETV publications and children and television. Periodicals and annuals are also listed.

Apter, Michael J. (1968).  The New Technology of Education. 

A guide to the field of educational technology in Britain is presented with reference to the increasing use of media in education due to the "explosions" of information and population. Descriptions of the major developments in educational technology at the present time (1968) include the use of television (both broadcast and closed circuit), programed instruction, computer-assisted instruction, and developments in the teaching of reading, languages, and mathematics. A number of more general areas are also discussed, such as the problems involved in using these new techniques in the classroom. Summaries and further reading lists appear at the end of each chapter, and a glossary and 169-item bibliography are appended.

_____. (1967).  A Time for Great Things; Montana's Plan for Total Library Service. 

This reassessment of Montana library service, conducted by library leaders throughout the state, discusses general characteristics of the state, goals for library service, ten years of progress under the Library Services and Construction Act, the federation plan, cooperation between all types of libraries, and library service to state institutions and the physically handicapped. It is concluded that the legal framework exists for Montana to meet all of the state responsibilities for library service but financial support is inadequate for the State Library to fulfill its function. The State Library needs a much larger book collection, additional staff, including specialists and a local library consultant, a building adjacent to the Capitol, and a substantially increased budget. It is also concluded that the federation system is the most economical means for achieving adequate and equal public library service for the entire state. However, support for such systems must be broader than it is now, and a generous appropriation to provide state aid to the federations is recommended. The text of the Library Services and Construction Act is appended. | [FULL TEXT]

Atkinson, Richard C., Ed.; Wilson, H. A., Ed. (1969).  Computer-Assisted Instruction: A Book of Readings. 

The editors have brought together 21 papers reflecting the current trends in research and development in computer assisted instruction (CAI). The papers were selected to be readable and of general interest to students without a background in CAI. The first four papers deal with the role of computers in education, now and in the future. Three papers are offered on the topic of a systems analysis approach to the development of individualized instruction. An attempt to use optimum learning strategies in a CAI program and a learner controlled program in statistics are described. Three papers describe attempts to utilize CAI in language instruction. Programs developed for CAI testing and drilling are described. Reports on CAI programs in use in Philadelphia and New York City are presented. Four papers cover the development of programing suitable for CAI purposes. The costs of CAI are compared with those of traditional education. Each paper contains a reference list of relevant documents. A collection of data tables is appended.

Atkinson, Richard C.; Lorton, Paul, Jr. (1969).  Computer-Based Instruction in Spelling: An Investigation of Optimal Strategies for Presenting Instructional Material. Final Report. 

Two mathematical models of paired-associate learning were used to develop optimal strategies for presenting spelling words to 42 elementary school children. The study was conducted within a computer-based drill-and-practice project. For the study two computer programs were developed. One program presented and corrected the lists of words. The other program planned lessons for each child as a function of the mathematical model the words represented, the words the child was studying, and the child's performance on the words. An analysis of the correct responses made by each child through the study demonstrated that the strategy derived from the One Element Model produced significantly better terminal performance than the strategy developed from the Single Operator Linear model. | [FULL TEXT]

Atkinson, Richard C.; Suppes, Patrick (1968).  Program in Computer-Assisted Instruction. Final Report. 

Applications of basic elements in a theory of individualized instruction to computer-assisted programs in mathematics, reading, and spelling are described and recent results obtained in an existing elementary school facility are reported. To optimize learning in computer-assisted instruction (CAI) a program model is provided in which content, mode, and sequence of current presentation are determined by a child's demonstrated error rate, time to respond, and learning patterns. Reading and mathematics programs following this tutorial model are described together with a detailed review of the curricula and physical characteristics of a system presently functioning in an elementary school. Results at this facility continue to indicate significant achievement differences favoring students exposed to CAI. A new program in spelling, designed to investigate how spelling and similar verbal skills are acquired, is reported and recent experience in the logistics of introducing a CAI system in a rural school district is noted as having indicated no operational problems different from those encountered in urban applications. Listings of recent publications, lectures, and films by project personnel are included. | [FULL TEXT]

_____. (1963).  AUDIOVISUAL LEADERSHIP CONFERENCE (9TH, LAKE OKOBOJI, 1963) SUMMARY REPORT. 

A REPORT OF A CONFERENCE HELD TO ANALYZE LEARNING THEORY AS IT RELATES TO NEW MEDIA AND THE LEARNER IS PRESENTED. THE INVITATIONAL CONFERENCE WAS ATTENDED BY REPRESENTATIVES FROM PUBLIC SCHOOLS, UNIVERSITIES, STATE DEPARTMENTS OF EDUCATION, EDUCATIONAL AGENCIES, AND INDUSTRY. THE KNOWLEDGE EXPLOSION COUPLED WITH THE CURRENT REVOLUTION IN EDUCATIONAL TECHNOLOGY REQUIRED EDUCATORS TO REEXAMINE TODAY'S TEACHING PRACTICES. THE CONFERENCE DIRECTED ITS ATTENTION TO THESE PROBLEMS. THE OUTCOME OF THE CONFERENCE WAS FIVE COMMITTEE REPORTS. THE FIRST COMMITTEE DEALT WITH LEARNING OBJECTIVES. THIS COMMITTEE WAS PRIMARILY INTERESTED IN IDENTIFYING TASK OBJECTIVES BY APPLYING THE OPERATIONAL PRINCIPLES TO BEHAVIORAL GOALS. THE SECOND COMMITTEE DEALT WITH CONTENT CHARACTERISTICS AND LOOKED AT THE SELECTION AND ARRANGEMENT OF CONTENT. THE THIRD COMMITTEE DEALT WITH TEACHER-LEARNER CHARACTERISTICS. THE FOURTH COMMITTEE DEALT WITH MEDIA CHARACTERISTICS. THIS COMMITTEE REVIEWED SUCH MEDIA AS EDUCATIONAL TELEVISION (OPEN CIRCUIT), LANGUAGE LABORATORIES (WITH AUDIO-ACTIVE-RECORD FACILITIES), AND EDUCATIONAL CLASSROOM FILMS (COLOR/SOUND AND SPECIAL SUBJECT MATTER). THE FIFTH COMMITTEE DEALT WITH THE PHYSICAL ENVIRONMENT. IT FELT THAT THE FUNCTIONAL USE OF MEDIA IS FACILITATED BY PROVISION OF OPTIMUM ENVIRONMENTAL CONDITIONS, AND EDUCATIONAL SPACE SHOULD HAVE AN ATMOSPHERE CONDUCIVE TO THE TEACHING-LEARNING PROCESS.

Austin, John H., Ed.; Kesler, John, Ed. (1969).  Educational Systems for Operators of Water Pollution Control Facilities. 

Several of the articles from this conference concern current activities of federal, state, and municipal governments, of universities and community colleges, and of industry in wastewater treatment plant operator training. The rest of the articles deal with instructional technology, explaining different facets of it and showing how it may be applied to the problem. These articles deal with such subjects as: function of media and instruction, a systematic approach to instruction, task analysis requirements for upgrading occupational instruction, successful instructor training in industry, audiovisual systems from a programing viewpoint, programed manuals, educational technology, case history of video tape production, and computer based education. There are two summaries and evaluations, one from the point of view of an engineer and the other from that of an educational technologist. | [FULL TEXT]

_____. (1966).  AUTOMATION AND TECHNOLOGY IN EDUCATION. 

RECENT DEVELOPMENTS IN SUCH TECHNOLOGICAL AIDS AS EDUCATIONAL TELEVISION, VIDEOTAPE, COMPUTERIZED INSTRUCTION, MICROFILMS, AND TALKING TYPEWRITERS, HAVE THE POTENTIAL TO REVOLUTIONIZE THE AMERICAN SYSTEM OF EDUCATION, TO ALLEVIATE SOCIOECONOMIC ILLS, AND TO ELIMINATE ADULT ILLITERACY. HOWEVER, LONG-RANGE BENEFITS WILL DEPEND GREATLY ON BASIC AND APPLIED EDUCATIONAL RESEARCH, SOUND CURRICULUMS AND ADMINISTRATIVE STRUCTURES, AND EFFECTIVE USE OF BOTH TEACHERS AND ADVANCED EQUIPMENT. THEREFORE, EDUCATIONAL INSTITUTIONS, GOVERNMENT AGENCIES, AND MANUFACTURERS OF EDUCATIONAL "HARDWARE" AND "SOFTWARE" MUST WORK TOGETHER TO DEVELOP SYSTEMS OF TECHNOLOGY GEARED TO THE GENUINE NEEDS OF STUDENTS. THIS WAS A REPORT OF THE SUBCOMMITTEE ON ECONOMIC PROGRESS OF THE JOINT ECONOMIC COMMITTEE, TO THE 89TH CONGRESS, SECOND SESSION AND IS ALSO AVAILABLE, FOR 10 CENTS, FROM THE U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402.

Axam, John A. (1968).  The Free Library of Philadelphia Reader Development Program. Report for the Period June 12, 1967 - June 30, 1968. 

The Reader Development Program (RDP) of the Free Library of Philadelphia was begun in 1966 with funds from Title I of the Library Services and Construction Act. The program was created in order to develop a demonstration reading program to reach and help the culturally disadvantaged. The RDP involves three approaches in providing library service to the deprived. (1) It attempts to make available materials which will meet the vocational, cultural, and recreational needs of young adults and adults who have an 8th grade reading level or lower. (2) It attempts to encourage nonreaders with a higher reading level to read. (3) It attempts to instill in underprivileged children a love of reading through story hours, book talks, and easy availability of children's literature to children and their parents and teachers. The RDP also coordinates its services with those of other agencies and organizations working with the deprived.

Aylmer, Robert C., Jr. (1969).  Mediating Student-Computer Interaction: Access Routines in an Interactive Guidance System. Information System for Vocational Decisions. 

The career decision making paradigm underlying the Information System for Vocational Development (ISVD) is briefly stated; it reflects the fact that a person has different information needs associated with different life stages, and with decision making stages within any given life stage. The greater portion of the report deals with the attempts, in Phase I and Phase II of the ISVD project, to make an interactive system which reflects this paradigm. Multiple avenues of access to the four major data files already developed are explained and sample interactions presented. Access routines, or scripts, are defined as programmed structures for interaction between an inquirer (user of the system) and the data files.