Educational Technology | B

Bagley, Clarence H., Ed. (1965).  Design and Methodology in Institutional Research. Proceedings of National Institutional Research Annual Forum (5th, Stony Brook, New York, May 3-4, 1965.) 

This document incorporates all the papers presented at the fifth annual forum of the Association for Institutional Research. Whereas the previous forum reviewed the conceptual framework used in institutional research, this forum reviewed research design and methodology. Seven clinics carried out this theme with such topics as educational planning, educational technology, and curriculum research. Twenty papers covered such additional subjects as faculty, models and methods, students and curriculum, data collection, and information needs. A related document is EA 003 133. (The example on page 138 and table 6 on page 179 may reproduce poorly in hard copy because of marginal legibility.)

BAKER, EVA L.; POPHAM, W. JAMES (1965).  VALUE OF PICTORIAL "EMBELLISHMENTS" IN A TAPE-SLIDE INSTRUCTIONAL PROGRAM. 

THE REPORT OF A STUDY CONDUCTED TO DETERMINE WHETHER EMBELLISHED VISUAL SEGMENTS OF AN INSTRUCTIONAL PROGRAM WOULD HAVE MORE IMPACT ON THE LEARNER IN HIS EFFECTIVE RESPONSE TO THE TOTAL STIMULUS SITUATION WAS PRESENTED. THE PROGRAM USED IN THE STUDY DEALT WITH THE TOPIC OF BEHAVIORAL OBJECTIVES. IT WAS DESIGNED TO TEACH PRESERVICE AND INSERVICE TEACHERS TO IDENTIFY PROPERLY STATED INSTRUCTIONAL OBJECTIVES AND TO CONVERT NONBEHAVIORAL OBJECTIVES INTO THESE SPECIFIC TERMS. THE PROGRAM CONSISTED OF A TAPE-RECORDED NARRATION OF 25 MINUTES WHICH WAS ACCOMPANIED BY 36 2" BY 2" SLIDES. ONE SET OF SLIDES WAS PREPARED IN CARTOON FORM WITH COLOR AND INCLUDED HUMOROUS ILLUSTRATIONS IN ADDITION TO THE VERBAL CONTENT. THE OTHER SET CONSISTED OF THE SAME VERBAL MATERIAL BUT WITHOUT ADDITIONAL EMBELLISHMENTS. THE CRITERION MEASURES USED WERE--THE INSTRUCTIONAL OBJECTIVES PREFERENCES LIST (IOPL) WHICH MEASURED THE EXTENT TO WHICH THE STUDENT VALUED BEHAVIORALLY STATED OBJECTIVES THE STUDENTS' RESPONSES ON AN ANONYMOUSLY COMPLETED QUESTIONAIRE WHICH REQUIRED RATING THE STYLE OF PRESENTATION IN TERMS OF LEARNING, INTEREST, AND ENJOYMENT AND TWO TESTS OF KNOWLEDGE OF BEHAVIORAL OBJECTIVES. EACH GROUP WAS ASKED TO COMPLETE THE IOPL AND THE TWO KNOWLEDGE EXAMINATIONS. THE PROGRAM WAS THEN PRESENTED. HALF OF THE SUBJECTS SAW SLIDES WHICH CONTAINED PRINTED TITLES ONLY. THE OTHER HALF SAW THE EMBELLISHED VERSION. THE SAME TAPED NARRATION WAS PLAYED FOR ALL GROUPS. THE IOPL WAS ADMINISTERED AGAIN. THE RESULTS OF THE EXPERIMENT SHOWED THAT THE KNOWLEDGE ACQUIRED BY PLAIN AND EMBELLISHED SEQUENCES WAS NOT SUBSTANTIAL, BUT RESPONSES TO EFFECTIVE MEASURES SIGNIFICANTLY FAVORED THE USE OF THE EMBELLISHED MATERIALS. THIS PAPER WAS PRESENTED TO THE CALIFORNIA EDUCATIONAL RESEARCH ASSOCIATION (SANTA ROSA, MARCH 12, 1965).

BAKER, EVA L.; POPHAM, W. JAMES (1965).  VALIDATION OF AN INVENTORY MEASURING ATTITUDES TOWARD INSTRUCTIONAL PRINCIPLES. 

THIS INVESTIGATION WAS CONCERNED WITH TEACHER COMPETENCE AND ITS RELATION TO TEACHER PREPARATION AND THE VALUE OF ATTITUDINAL MEASURES AS PREDICTORS OF TEACHING BEHAVIOR. THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS' SCORES ON AN ADDITIONAL INVENTORY CONCERNING INSTRUCTIONAL PROCEDURES AND THEIR INSTRUCTIONAL BEHAVIOR IN A CONTRIVED INSTRUCTIONAL ENVIRONMENT WAS TESTED BY THE INSTRUCTIONAL PROCEDURES PREFERENCE INVENTORY (IPPI). IN THE FORMAL VALIDATION STUDY A POSITIVE RELATIONSHIP WAS DETECTED BETWEEN PERSPECTIVE STUDENTS' SCORES ON THE IPPI AND THEIR SUBSEQUENT USE OF INSTRUCTIONAL PRINCIPLES. THE GENERAL CONCLUSIONS WERE THAT (1) CERTAIN PROCEDURAL ELEMENTS OF THE PRESENT STUDY MAY BE OF VALUE TO OTHER INVESTIGATORS AND (2) SUCH ATTITUDINAL MEASURES AS THE IPPI IN PREDICTING TEACHER BEHAVIOR MAY BE USEFUL.

BAKER, FRANK B. (1965).  CASE--A PROGRAM FOR SIMULATION OF CONCEPT LEARNING. 

THE "CASE" PROGRAM WAS DEVELOPED TO PROVIDE A VEHICLE FOR UNDERSTANDING THE PSYCHOLOGICAL PROCESSES INVOLVED IN CONCEPT LEARNING BY MEANS OF COMPUTER SIMULATION TECHNIQUES. BECAUSE THE MAJORITY OF PUBLISHED "SIMULATION OF CONCEPT LEARNING" PROGRAMS PROVIDED FEW INSIGHTS INTO THE LEARNING PROCESS, THE "CASE" PROGRAM WAS DESIGNED TO PROVIDE A BETTER MEANS FOR OBTAINING SUCH INSIGHTS. A PSEUDOCODE SCHEME WAS USED WITH A SPECIAL INTERPRETER WRITTEN IN MACHINE LANGUAGE WHICH PERMITTED SUBROUTINES TO BE USED IN SEVERAL CONTEXTS WITHOUT HAND CODING THE SITUATIONALLY DEPENDENT LINKAGES. A THREE-LEVEL MODEL OF HUMAN MEMORY INVOLVING WORKING MEMORY, SHORT-TERM MEMORY, AND LONG-TERM MEMORY WAS USED TO PROVIDE A FLEXIBLE MEANS FOR ACQUIRING, PROCESSING, AND STORING INFORMATION. "CASE" THUS REPRESENTS A SMALL PROGRAMING SYSTEM RATHER THAN A SPECIFIC COMPUTER PROGRAM AND, AS SUCH, CONTINUALLY CHANGES AS IMPROVED UNDERSTANDINGS ARE OBTAINED. AT THE TIME OF REPORTING, THE "CASE" COMPUTER PROGRAM WAS PRIMARILY A MEDIUM FOR EXPRESSING AND STORING THE INSIGHTS AND UNDERSTANDINGS OF THE CONCEPT LEARNING PROCESS WHICH HAVE BEEN ACQUIRED. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE FALL JOINT COMPUTER CONFERENCE (LAS VEGAS, NOVEMBER 30 - DECEMBER 2, 1965). VARIOUS ASPECTS OF THE DEVELOPMENT OF THE PROGRAM ARE PRESENTED IN THREE PAPERS APPENDED TO THIS DESCRIPTION OF CASE. THESE PAPERS COVER (1) "CONCEPT ATTAINMENT EXPERIMENTATION BY COMPUTER SIMULATION," (2) " EXPERIMENTAL DESIGN CONSIDERATIONS ASSOCIATED WITH LARGE SCALE RESEARCH PROJECTS," AND (3) "AN IPL-V TECHNIQUE FOR SIMULATION PROGRAMS."

BALANOFF, NEAL; LEYDEN, RALPH C. (1963).  THE PLANNING OF EDUCATIONAL MEDIA FOR A NEW LEARNING CENTER. 

STEPHENS COLLEGE LEARNING CENTER WAS USED AS A MODEL FOR THE PLANNING OF LEARNING CENTERS UTILIZING THE MASS MEDIA AND NEW EDUCATIONAL TECHNOLOGY. IN THIS SAMPLE, THE PLANNING OF EDUCATIONAL MEDIA SYSTEMS FOR NEW FACILITIES WAS SEEN AS NECESSARILY AND APPROPRIATELY RELATED TO THE CHARACTERISTICS, PURPOSES, AND OBJECTIVES OF AN INSTITUTION. EDUCATIONAL MEDIA WERE REGARDED AND TREATED AS INTEGRAL PARTS OF ARCHITECTURAL AND EDUCATIONAL PLANNING.

Baldwin, Thomas F. (1968).  Redundancy in Simultaneously Presented Audio-Visual Message Elements as a Determinant of Recall. Final Report. 

Man seems unable to retain different information from different senses or channels simultaneously; one channel gains full attention. However, it is hypothesized that if the message elements arriving simultaneously from audio and visual channels are redundant, man will retain the information. An attempt was made to measure redundancy in the audio and visual elements and in their relationship by showing a film clipping to groups who recorded their recall. Confidence can be placed in the two following hypothoses: the recall of the visual element in a message where audio and visual elements are presented simultaneously is positively related to the visual redundancy; the recall of both audio and visual elements which are presented simultaneously in a message is positively related to the redundancy in the audio-visual relationships. The other four hypotheses, also dealing with the relationship of audio-visual element recall to redundancy, favored the hypotheses; but the results were not conclusive. These findings imply that audiences lose much television and film information.

Balson, Maurice (1969).  Educational Technology in Australia. Needed: A Technology of Instruction  Educ Technol, 9, 11. 

Reviews the state of the art of educational technology in Australia, concluding that "considerable use is being made of instrumentation in the teaching and learning process, but that the hardware "has not been matched by an adequate technology of instruction.

Bancroft, Norris R.; Duva, James S. (1969).  The Effects of Adaptive Stepping Criterion on Tracking Performance: A Preliminary Investigation. 

The study constitutes a preliminary investigation of several important factors in the design and implementation of adaptive training research. The effects of using various adaptive stepping criteria upon performance were studied. Comparison of adaptive and nonadaptive training techniques were also made. The tested hypotheses were that: (1) there is an 'optimum' adaptive stepping criterion for any given task of learning; (2) adaptive training produces superior training than does nonadaptive training. Findings supported both hypotheses, although results were not demonstrated to meet conventional levels of statistical significance. Recommendations for a followup study were made on the basis of the findings.

Barlow, Peppy (1969).  Audiovisual 2  Educ Training, 11, 9. 

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Barlow, Peppy (1969).  A Second Look at Computers  Educ Training, 11, 10. 

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Barnard, David P. (1969).  Change, Educational Technology, New Media And You  Ind Arts Vocat Educ, 58, 6. 

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Barnes, O. D. (1968).  A Computer Assisted Instruction: Annotated Bibliography. 

Journal articles and monographs on computer-assisted instruction are listed here alphabetically by author. Each listing is accompanied by a short descriptive note. The earliest publication listed is dated October 11, 1960 and the latest, July 1968.

Barrutia, Richard; And Others (1969).  Innovative Projects--Foreign Language Teaching. Final Report. 

This report consists of three parts--(1) an overview of the use of the Ampex Intrinsic Device (AID) in beginning Spanish classes, (2) a description of the Course Author Language (CAL) computer program, and (3) a description of a supplementary project for the testing of the Appleton-Century-Crofts-Center for Applied Linguistics French Program. The workings of the AID machine are explained and the results of two quarters of its use are discussed. A great deal of additional information about AID, including statistical results, a sample module, and notes on program preparation, program recording, coding, and budget is presented. The CAL program's development and possible uses are described with special reference to problem areas, and to possible ties with AID. Presentation of the French program and recommendations for its use are considered. | [FULL TEXT]

BARRY, FRANKLYN S. (1967).  THE SYRACUSE CAMPUS SCHOOL PLAN. 

THE CAMPUS SCHOOL PLAN FOR AN EDUCATIONAL PARK IN SYRACUSE, NEW YORK, WAS CONCEIVED WHEN THE BOARD OF EDUCATION WAS FACED WITH THE NEED TO REPLACE EIGHT OUTMODED ELEMENTARY SCHOOLS. THE PARK WOULD BE BUILT ON A SITE ON THE PERIPHERY OF THE CITY, TO WHICH STUDENTS WOULD BE TRANSPORTED BY BUS. THE FIRST CAMPUS WOULD ESTABLISH FOUR PAIRS OF ELEMENTARY SCHOOLS WHICH WOULD SHARE CERTAIN COMMON FACILITIES, ALL SPECIALIZED STAFF, AND MAJOR FACILITIES OFFERED BY A CENTRAL CORE. EACH "SATELLITE" SCHOOL WOULD BE DESIGNED FOR FLEXIBLE USE OF SPACE. WITH CONSOLIDATED ATTENDANCE AT THE CAMPUS SCHOOL, WHICH WOULD REPLACE THE NEIGHBORHOOD SCHOOLS, CLASS SIZE WOULD BE BETTER CONTROLLED AND ANCILLARY SERVICES MADE MORE WIDELY AVAILABLE. MOST IMPORTANT, HOWEVER, WOULD BE THE OPPORTUNITIES FOR IMPROVED INSTRUCTION--TEAM TEACHING, GREATER AVAILABILITY OF THE SERVICES OF AREA SPECIALISTS, INDIVIDUALIZED PUPIL PROGRESS, AND USE OF EDUCATIONAL TECHNOLOGY. EDUCATIONAL EQUALITY WOULD BE ASSURED BECAUSE THE SATELLITES WOULD BE IDENTICAL AND WOULD HAVE A RACIAL BALANCE PROPORTIONATE TO THE CITYWIDE AVERAGE AT EACH GRADE LEVEL. THE CAMPUS PLAN WOULD PERMIT AN INDIVIDUAL CONTINUOUS PROGRESS CURRICULUM AND WOULD OFFER THE SPECIAL EDUCATION PUPIL A CHANCE TO PARTICIPATE IN CAMPUS LIFE. THE CONCEPT IS ECONOMICALLY FEASIBLE BECAUSE 25 PERCENT MORE PUPILS CAN BE SERVED AT A SLIGHTLY HIGHER COST THAN THE COST OF THE NEEDED REPLACEMENTS FOR THE EIGHT SCHOOLS. THIS PAPER WAS PREPARED FOR THE NATIONAL CONFERENCE ON EQUAL EDUCATIONAL OPPORTUNITY IN AMERICA'S CITIES, SPONSORED BY THE U.S. COMMISSION ON CIVIL RIGHTS, WASHINGTON, D.C., NOVEMBER 16-18, 1967.

BARSON, JOHN; JONES, GARDNER, M. (1965).  A PROCEDURAL AND COST ANALYSIS STUDY OF MEDIA IN INSTRUCTIONAL SYSTEMS DEVELOPMENT, PARTS A AND B. 

A TWO-PART STUDY WAS CONDUCTED TO IDENTIFY THE FACTORS WHICH CONTRIBUTE TO SUCCESSFUL MEDIA INNOVATION AND INSTRUCTIONAL DEVELOPMENT, AND TO ESTABLISH GUIDELINES TO SERVE OTHERS. IN PART A, THE OPERATION OF MEDIA SUPPORT AGENCIES AT MICHIGAN STATE UNIVERSITY AND THE DEVELOPMENT OF SELECTED COURSES OF STUDY EMPLOYING THE NEWER MEDIA WERE REVIEWED. A HYPOTHETICAL MODEL FOR MEDIA INNOVATION IN COLLEGE COURSES WAS ALSO CONSTRUCTED. IN ADDITION, THE MEANS BY WHICH DEVELOPMENT ACTIVITY COSTS MIGHT BE TRACED WERE STUDIED IN RELATION TO COST EXPERIENCES IN CLOSED-CIRCUIT TELEVISION. IN PART B, A COST ALLOCATION SCHEME SIMILAR TO THAT USED IN INDUSTRY FOR APPORTIONING SERVICE DEPARTMENT COSTS TO PRODUCTION DEPARTMENTS WAS DEVELOPED AND PROPOSED FOR INSTITUTIONS OF HIGHER LEARNING.

BASS, BERNARD M.; VAUGHAN, JAMES A. (1966).  TRAINING IN INDUSTRY--THE MANAGEMENT OF LEARNING. 

THE PRINCIPLES OF LEARNING BEHAVIOR DERIVED THROUGH LABORATORY STUDY CAN BE EXTENDED TO EXPLAIN MUCH OF THE COMPLEX LEARNING REQUIRED IN INDUSTRIAL TRAINING PROGRAMS. A REVIEW OF THE BASIC PRINCIPLES OF HUMAN LEARNING INTRODUCES FOUR BASIC CONCEPTS--DRIVE, STIMULUS, RESPONSE, AND REINFORCER--AND DISCUSSES CLASSICAL AND INSTRUMENTAL CONDITIONING AND HIGHER FORMS OF LEARNING. THE STRATEGY OF TRAINING INVOLVES THREE STEPS--(1) STATEMENTS OF THE CONTENT OF THE TRAINING PROGRAM, CHARACTERISTICS OF THE LEARNER AND HIS ENVIRONMENT, THE OVER-ALL ORGANIZATIONAL CLIMATE, AND THE RELATION OF TRAINING TO COMPANY GOALS, (2) DECISIONS ABOUT HOW AND BY WHOM THE CONTENT WILL BE TAUGHT, INCLUDING DISCUSSION OF BOTH CURRENT INDUSTRIAL TRAINING TECHNIQUES AND PROMISING INNOVATIONS AND THE EXTENT TO WHICH THEY CONFORM TO THE PRINCIPLES OF LEARNING, AND (3) ADMINISTRATION AND EVALUATION OF THE TRAINING PROGRAM. TRAINING NEEDS AND THE EFFECTIVENESS OF TRAINING PROGRAMS MUST BE ASSESSED CONTINUOUSLY IN A CAREFULLY DESIGNED AND EXECUTED RESEARCH PROGRAM. THIS DOCUMENT IS AVAILABLE FROM WADSWORTH PUBLISHING COMPANY, INC., BELMONT, CALIFORNIA.

BEAIRD, JAMES H.; AND OTHERS (1966).  INTERPERSONAL COMMUNICATION BEHAVIOR--A NORMATIVE DATA STUDY. 

INTERPERSONAL COMMUNICATION BEHAVIORS OF PUBLIC SCHOOL CHILDREN WERE IDENTIFIED AND MEASURED BY USE OF THE INTERPERSONAL COMMUNICATION BEHAVIOR ANALYSIS METHOD (ICBAM). THE FOUR BEHAVIOR LEVELS DESIGNATED - BIOCHEMICAL, MOTOR MOVEMENT, SPEECH, AND TECHNOLOGICAL - WERE RELATED TO AGE, SEX, AND SITUATION (CLASSROOM AND NONCLASSROOM) BY ANALYSIS OF VARIANCE. THE STUDY FURNISHED EVIDENCE THAT A CHILD'S ABILITY TO COMMUNICATE IS NOT LIMITED TO SPEECH, ALTHOUGH THE SCHOOL CURRICULUM CONCENTRATES ON SPEECH AND EDUCATIONAL TECHNOLOGY. IT WAS SUGGESTED THAT CULTURAL, SOCIOLOGICAL, AND PSYCHOLOGICAL VARIABLES WHICH INFLUENCE BEHAVIOR ALSO BE SUBJECTED TO RESEARCH USING THE INTERPERSONAL COMMUNICATION BEHAVIOR ANALYSIS METHOD.

Beard, Roger (1969).  Audiovisual 1  Educ Training, 11, 9. 

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BEBERMAN, MAX; STOLUROW, LAWRENCE M. (1964).  COMPARATIVE STUDIES OF PRINCIPLES FOR PROGRAMMING MATHEMATICS IN AUTOMATED INSTRUCTION. FINAL REPORT. 

AN ASSESSMENT WAS MADE OF PRINCIPLES USED FOR PROGRAMING MATHEMATICS IN AUTOMATED INSTRUCTION. THE FIRST CHAPTER PRESENTED A SUMMARY OF RESEARCH ON THE TEACHING AND LEARNING OF MATHEMATICS BY PROGRAMED INSTRUCTIONAL PROCEDURES. THE RESEARCH AND FINDINGS WERE CONSIDERED WITH RESPECT TO THEIR RELATIONSHIP TO THE DEVELOPING TECHNOLOGY OF EDUCATION. THE SECOND CHAPTER CONSISTED OF A SUMMARY OF RESEARCH PURSUED BY THE RESEARCH TRAINING LABORATORY ON PRINCIPLES IN PROGRAMING WITHIN THE CONTEXT OF MATHEMATICS. THE RESEARCH WHICH WAS REPORTED DEALT WITH LINEAR AS OPPOSED TO BRANCHING FORMS, PROGRAMING FOR DISCOVERY LEARNING, ORDERING OF FRAMES, STEP SIZE, COVERT AS OPPOSED TO OVERT RESPONDING, CONVENTIONAL AS OPPOSED TO PROGRAMED INSTRUCTION, ABILITY AND LEARNING, AND METHODOLOGICAL STUDIES.

Becher, R. A. (1969).  The National Council for Educational Technology in Britain--A Case Study  Educ Telev Int, 3, 3. 

Discusses what educational technology is and explains how in Britain the National Council for Educational Technology "has set about its job of matching new educational requirements with new technological resources.

Becker, James W. (1968).  Run Computer Run: A Critique. 

The inadequacy of the American public school system can only be remedied by an opportunity to make radical changes in educational techniques and institutions. It is the elected official, not the educator, who makes the basic educational policy that is mediocre and rigid. Most educators have had little experience with developing a cohesive program using modern technology and materials. A systems analysis approach to the present problems could be of value. Individually prescribed instruction (with clearly defined goals) might be a legitimate strategy. Regional educational laboratories and a national organization for educational development could help systematize and distribute information on innovations in learning techniques. To be effective these institutions must be willing to try unfamiliar approaches and to continually review the accepted methods and standards. Appended to this essay are: a list of extant regional educational laboratories; a short paper on their accomplishments in computer and non-computer technology, and computer administrative technology; and a paper on the Research for Better Schools, Inc. (RBS) approach to automated learning. | [FULL TEXT]

Beer, Ian (1969).  An American Tour: Thinking about Teaching Aids  Audio-Visual Media, 3, 4. 

An English educator, reflecting on his tour of American schools, discusses some of the opportunities and problems presented by the new technology.

_____. (1968).  Behavioral Hierarchy Charts. Economic Analysis Course. 

A multimedia course in economic analysis was prepared and used in conjunction with the United States Naval Academy. (ED 043 790 and ED 043 791 are the final reports of the project evaluation and development model.) This report provides a list, by course segment, of summarized behavioral objectives for the course with their associated learning hierarchy charts. (EM 010 787 through EM 010 823 are related documents.)

Bell, T.H. (1967).  A Proposed Framework for Developing a New Instructional System. 

This monograph presents the rationale for the development of a new instructional system; it is part of an effort, sponsored by a consortium of Utah school districts and the State Board of Education, to introduce and implement a systems approach to instruction in Utah public schools. The first half of the paper is a critique of the present instructional system which is described as obsolete because of its failure to adapt to the effective use of available technology. The one-teacher, 30-student classroom unit, supplementary professional staff, lecture and discussion teaching strategy, pressures for cost-benefit analysis, and rigidities which restrict innovation are discussed. The remainder of the paper outlines a potential alternative designed to utilize more effectively the potential of teachers, programed learning materials, modern textbooks and printed supplementary materials, the computer, instructional television, films, tapes, records, and other audio-visual aids. Included are descriptions of (1) a staff structure with fewer professional teachers but more supplementary professional and nonprofessional personnel; (2) an instructional media center and physical plant to utilize teaching packages and instructional team and individualized teaching patterns; (3) teaching strategies which employ three basic types of learning activities: tutoring; lecturing, explaining, and demonstrating; and individual study.

Benjamin, William; And Others (1968).  Specifications for a Comprehensive Undergraduate and Inservice Teacher Education Program for Elementary Teachers. Final Report. Volume II. 

This second volume contains the remaining program elements and support system models for the proposal described in Volume I, SP 002 147. One section is devoted to each of three "program components" (unified sets of curricular instructional experiences each comprised of several "instructional modules," planned instructional episodes from several hours to several months in length). The sections on the Professional Sensitivity Training Component and the Social-Cultural Foundations Component, which emphasizes educational philosophy and sociology, contain rationale, organization, and outlines of the instructional modules, each including prerequisites, estimated time, operational objectives, and description of instructional activities with flow chart. The outline of the Self-Directed Component, emphasizing individualized instruction and utilization of educational technology, includes justification and an operational description including facilities and staffing. A 20-page scenario depicts a hypothetical student progressing through the self-paced, 5-year program. Four sections present rationale and descriptions of the three support systems: program (including both development process and operation), information (including its use in management, measurement, evaluation, and research and dissemination), and organizational (involving cooperation of universities, school systems, and developers of educational materials). Included is a 143-item bibliography. (ED 018 677 is a related document.)

Bennett, W.B. (1966).  Operation Head Start, the Queens Borough Public Library Program for Bookless Homes. 

The Queens Borough Public Library's picture book program, implemented in 1965 for children aged three to five years in disadvantaged areas of the Borough, is described in this report intended for the general public. Topics discussed include: the background and planning of the program, parent programs, personnel, the "library of their own" project, program growth, and opinions of parents and educators.

Benson, Charles S.; Guthrie, James W. (1968).  An Essay on Federal Incentives and Local and State Educational Initiative. A Search for New Energy: ESEA Title III. 

This study, funded by ESEA Title III, has concerned itself with that program's ability to encourage local school authorities to accomplish needed educational reforms and to consider implications for future program activities. Suggestions are included for those concerned with the administration of Title III at the State level. The information upon which this report is based was obtained as a result of visits to 60 projects located in 30 States. At each project, visits with key project persons were structured by a questionnaire composed of open-ended inquiries. In addition, the perceptions of school board members and other community spokesmen were solicited. Title III projects were found to be particularly effective in encouraging (1) new instructional modes and curricula formats, (2) new educational technology, (3) systematic resource allocation, (4) cooperation and resource sharing among local school districts, (5) establishment of special education programs, and (6) incentives to persons with extraordinary talents.  | [FULL TEXT]

Berger, Robert J.; And Others (1968).  An Introduction to Programming. Monograph Number 14. 

An undertaking designed to teach the fundamental concepts of programing makes the learner learn frame writing by means of frames. A sliding card gradually discloses the two basic sequences which programs usually follow--the linear and the branching sequences. A branching sequence may be normal or remedial, a frame regular or mainstream. A linear sequence may have a wash ahead or a wash back. A typical program frame comprises a stimulus, a response and a feedback. Prompts or cues, which are used to stimulate a response, may be formal or thematic. A frame may be intermediate or terminal, and cues should be faded out gradually when the frames are terminal. The programer must avoid copying frames and overprompting. RULEG (rule first and example afterwards) and EGRUL (the reverse process) are two general programing strategies. A response may be overt or covert and must be related to the instructional content. A stimulus may be generalized or discriminative, and the programer must control both. He must deal, not only with response acquisition, but also with its maintenance. Chaining, which may refer forwards or backwards, is when instruction includes sequencing of several tasks.

Berthold, Jeanne Saylor; And Others (1969).  Educational Technology and the Teaching-Learning Process. A Selected Bibliography. 

Intended to be helpful to nursing education staff, this bibliography is an introduction to the literature on the teaching-learning process and on the various new approaches in the field of teaching technology. The selection was confined mainly to recent publications, with a cutoff date of July 1, 1969. Citations are listed alphabetically by author under these subject headings: theoretical formulations, discussions, and critiques; productive thinking, inquiry training, and critiques; evaluation of students; and educational technology.

_____. (1968).  Bibliography of Materials Published about the Edison Responsive Environment Learning System; The "Talking Typewriter." 

The bibliography includes items concerning use of the "talking typewriter" to aid reading skills, particularly among the disadvantaged and the handicapped. There are also items illustrating the ways to utilize this responsive environment device. The articles concentrate on the benefits slum children, deaf children, illiterate adults, and slow readers gain through the use of this system. Other areas covered include use of the machine in beginning reading with dropouts, teenagers, and preschool children.

BIDDLE, BRUCE J.; ROSSI, PETER H. (1965).  THE IMPACT OF NEW MEDIA ON EDUCATION AND THE SOCIETY. 

A VOLUME OF ESSAYS WHICH SPECULATED ON THE ROLES THAT MAY BE PLAYED BY NEW EDUCATIONAL MEDIA IN THE AMERICAN SOCIETY HAS BEEN COLLECTED. THE VOLUME CONSISTS OF 5 PARTS AND 11 CHAPTERS. IN PART ONE, "OVERVIEW," THE EDITORS HAVE SUMMARIZED AND SYNTHESIZED THE ITEMS IN THE COLLECTION, AND ADDED THEIR OWN SPECULATIONS ABOUT THE IMPACT OF NEW MEDIA OVER THE NEXT FEW DECADES. OTHER PARTS OF THE COLLECTION ARE (1) RECENT AND PROJECTED TECHNOLOGICAL DEVELOPMENTS, (2) IMPACT OF NEW MEDIA ON SCHOOL SYSTEMS, (3) IMPACT OF NEW MEDIA ON OTHER ASPECTS OF AMERICAN EDUCATION, AND (4) GENERAL IMPLICATIONS FOR AMERICAN SOCIETY.

BITZER, D.; AND OTHERS (1961).  PLATO--AN AUTOMATED TEACHING DEVICE. 

PLATO (PROGRAMED LOGIC FOR AUTOMATIC TEACHING OPERATION) IS A DEVICE FOR TEACHING A NUMBER OF STUDENTS INDIVIDUALLY BY MEANS OF A SINGLE, CENTRAL PURPOSE, DIGITAL COMPUTER. THE GENERAL ORGANIZATION OF EQUIPMENT CONSISTS OF A KEYSET FOR STUDENT RESPONSES, THE COMPUTER, STORAGE DEVICE (ELECTRIC BLACKBOARD), SLIDE SELECTOR (ELECTRICAL BOOK), AND TV DISPLAY. THE CENTRAL ELEMENT OF THE TEACHING MACHINE IS ILLIAC, A MEDIUM-SPEED, GENERAL PURPOSE, DIGITAL COMPUTER. THE STUDENT COMMUNICATES TO THE MACHINE BY MEANS OF A KEYSET WHICH ALLOWS HIM TO SUBMIT ANSWERS TO THE MACHINE'S QUESTIONS, AND CONTROLS THE MACHINE'S PRESENTATION OF MATERIALS. THE MACHINE COMMUNICATES TO THE STUDENT BY MEANS OF A CLOSED CIRCUIT TELEVISION IN TWO MODES--AN ELECTRONIC BOOK IN WHICH INSTRUCTIONAL MATERIAL IS ON A SET OF SLIDES, AND AN ELECTRONIC BLACKBOARD. THE LOGIC BY WHICH INSTRUCTION TAKES PLACE IS DETERMINED BY THE PROGRAMS WITHIN ILLIAC. THE CURRENT LOGIC REQUIRES THE STUDENT TO GO THROUGH A FIXED "MAIN" SEQUENCE OF SLIDES, ANSWERING CORRECTLY EACH QUESTION POSED IN THE COURSE OF THIS SEQUENCE. HE MAY AVAIL HIMSELF OF SUPPLEMENTARY MATERIALS IN QUESTIONS HE FINDS TROUBLESOME. IMPORTANT FEATURES ARE--EACH STUDENT MAY GO THROUGH THE MATERIAL IN A MANNER AND AT A SPEED OF HIS OWN CHOOSING, THE MACHINE ACCEPTS AND DISPLAYS CONSTRUCTED ANSWERS, AS WELL AS THE MORE RESTRICTIVE ANSWERS TO MULTIPLE CHOICE QUESTIONS, AND THE EQUIPMENT AND THE PROGRAMED LOGIC APPEAR TO BE SUFFICIENTLY VERSATILE SO THAT ONE CAN CHANGE FROM ONE SUBJECT TO ANOTHER BY SIMPLY REPLACING SLIDES. TEACHING STUDIES HAVE SHOWN THAT PLATO IS GENERALLY EFFECTIVE AS A TEACHING DEVICE.

Bitzer, D.; Skaperdas, D. (1969).  The Design of an Economically Viable Large-Scale Computer Based Education System. 

This report describes the development of an economically viable teaching system using a computer-based educational system. The PLATO system, used at the University of Illinois for the past nine years, is discussed. The authors report that by using newly-developed technological devices it is economically and technically feasible to develop large-scale computer-controlled teaching systems for handling 4000 teaching stations. The cost of instruction would be comparable to the cost of teaching in elementary schools.  | [FULL TEXT]

Bitzer, Donald L. (1968).  Some Aspects of Design and Economics for a Computer-Based Educational System  J Educ Data Process, 6, 1. 

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Bitzer, Donald L. (1969).  Design Aspects of Computer/Based Education  J Eng Educ, 59, 6. 

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

BIXLER, RAY H.; AND OTHERS (1961).  COMPREHENSION OF RAPID SPEECH BY THE BLIND, PART 1. 

READING COMPREHENSION OF BLIND CHILDREN READING BRAILLE SELECTIONS WAS COMPARED WITH COMPREHENSION OF BLIND CHILDREN WHO HEARD THE SAME SELECTIONS AT VARIED RATES. CHANGES IN WORD RATES WERE ACCOMPLISHED WITH SPEECH COMPRESSION TECHNIQUES. APPROXIMATELY 290 BRAILLE READERS OF BOTH SEXES FROM SIXTH-, SEVENTH-, AND EIGHTH-GRADE RESIDENTIAL SCHOOLS FOR THE BLIND WERE SUBJECTS FOR THE STUDY. ATYPICAL (NEWLY ENROLLED OR NEWLY BLINDED) SUBJECTS WERE EXCLUDED FROM THE SAMPLE. SUBJECTS WERE RANDOMLY DIVIDED INTO SEVEN GROUPS. ONE GROUP READ TWO BRAILLE SELECTIONS. ONE GROUP WAS USED AS A CONTROL FOR PRIOR LEARNING. SEPARATE GROUPS OF SUBJECTS LISTENED TO THE SELECTIONS PRESENTED AT ASSIGNED WORD-PER-MINUTE RATES (175, 225, 275, 325, 375). THE SELECTIONS PRESENTED INCLUDED A SCIENTIFIC AND A LITERARY PASSAGE FROM CONTROLLED SEVENTH-GRADE TEXTS. SUBJECTS LISTENING TO WORDS AT ACCELERATED RATES WERE GIVEN INITIAL AND CONTROLLED PRACTICE. ALL SUBJECTS WERE TESTED WITH HIGHLY RELIABLE BRAILLE MULTIPLE CHOICE TESTS. DATA WERE TREATED BY ANALYSIS OF VARIANCE. INTERACTIONS AMONG THE TYPES AND MODES OF PRESENTATION WERE SIGNIFICANT. BRAILLE READERS INDICATED NO SIGNIFICANT LOSS OF LITERARY COMPREHENSION THROUGH 225 WORDS-PER-MINUTE AT THE 1 PERCENT LEVEL. THERE WAS NO SIGNIFICANT LOSS OF SCIENTIFIC COMPREHENSION THROUGH 275 WORDS-PER-MINUTE.

Bjerstedt, Ake (1969).  Educational Technology in Sweden. Systematic Approaches to Learning  Educ Technol, 9, 11. 

Points out that in Sweden the expression educational technology is thought of in terms of a systematic approach to instruction. Outlines some of the major educational research facilities and activities in progress in that country.

Black, Joseph, Ed. (1969).  Computers for Education: Report of a Working Party into the Potential Applications and Development of Computer Based Learning Systems. 

Claimed advantages, possible drawbacks, and economic implications of computer based learning systems are presented in this state of the art report for Great Britain. Specific areas considered include: the potential uses of computers for education, computer based learning systems, the physical bases of the system hardware and software, the relevance of programed instruction and instructional theory, possible subject areas for the application of computer based learning systems, econometrics, and a research and development program.

BLOCK, A. HARVEY (1964).  PROGRAMED INSTRUCTION AND TEACHING MACHINES--A NATIONAL DEMONSTRATION-EXHIBIT. 

A NATIONAL DEMONSTRATION EXHIBIT OF PROGRAMED INSTRUCTION AND TEACHING MACHINES WAS CONSTRUCTED, BASED ON THE PRINCIPLES OF PROGRAMED INSTRUCTION. THE EXHIBIT WAS DISPLAYED AT 44 LOCATIONS AND WAS VIEWED BY OVER 100,000 PEOPLE. THE MAJORITY OF THE POPULATION ATTENDING THE EXHIBIT CONSISTED OF TEACHERS, SCHOOL ADMINISTRATORS, AND STUDENTS WHO INTENDED TO ENTER TEACHING AS A PROFESSION. PROFESSIONALS, SERVING AS CONSULTANTS, GAVE SEMINARS AND LECTURES AND ANSWERED QUESTIONS OF VISITORS AT EACH TOUR SITE. AN EXHIBIT GUIDE CONTAINING INTRODUCTORY MATERIALS AND A BRIEF BIBLIOGRAPHY ON PROGRAMED INSTRUCTION WAS ALSO AVAILABLE. THE IMPRESSIONS OF THE VIEWERS, AS DETERMINED BY AN ATTITUDE QUESTIONNAIRE, WERE FAVORABLE TOWARD THE EXHIBIT.

Blum, Ronald; Bork, Alfred M. (1969).  Computers in the Science Curriculum. 

This paper surveys the types of computer usage, both current and planned, in science education. The authors state that they are concerned not with the scientist with computer experience, but rather with telling those without computer teaching experience about the possibilities and prospects. In their discussion, the authors distinguish at least five modes of usage, each embracing several types of output: alphameric or graphic, paper or film, and temporary or permanent. the five modes are: (1) producer of materials, (2) administrator, (3) tutor, (4) simulator, and (5) calculator. It is as a calculator that the authors feel the computer demands the most understanding and participation of the student, and the computer should have its greatest impact in science teaching. Various facilities utilized are summarized under these headings: interactive, semi-interactive, and non-interactive. Several graphic display systems are described as interactive systems. The conclusion discusses the authors' concepts of how computer usage might alter the style and content of science education. | [FULL TEXT]

BOLVIN, BOYD M.; FINN, JAMES D. (1964).  AN INFORMATION INDEXING, STORAGE, AND RETRIEVAL SYSTEM FOR DOCUMENTS IN THE FIELD OF INSTRUCTIONAL TECHNOLOGY. 

THIS PRELIMINARY STUDY FOR DEVELOPING A SYSTEM OF INDEXING MATERIAL ON INSTRUCTIONAL TECHNOLOGY INCLUDED--(1) A SURVEY AND REVIEW OF THE LITERATURE ON INFORMATION STORAGE AND RETRIEVAL, (2) AN EXAMINATION OF LOW-COST INFORMATION STORAGE AND RETRIEVAL SYSTEMS, (3) VISITS TO A NUMBER OF ORGANIZATIONS AND AGENCIES USING EITHER MANUAL OR MECHANIZED SYSTEMS RANGING IN COMPLEXITY FROM RELATIVELY INEXPENSIVE EDGE-NOTCHED CARDS TO EXPENSIVE COMPUTERS, (4) INTERVIEWS WITH KNOWLEDGEABLE PEOPLE IN THE FIELD, AND (5) THE DEVELOPMENT OF AN ADEQUATE INDEXING SYSTEM, CHECKED FOR ITS VALIDITY AND USEFULNESS BY THE STAFF OF THE INSTRUCTIONAL TECHNOLOGY AND MEDIA PROJECT AND BY MANY OTHERS IN THE FIELD. RECOMMENDATIONS FOR AN EQUAL-TERM INDEX AND ADDITIONAL PERSONNEL ON THE INDEXING STAFF HAD ALREADY BEEN IMPLEMENTED. OTHER RECOMMENDATIONS WERE TO BE IMPLEMENTED IN THE NEAR FUTURE.

Boocock, Sarane S. (1969).  Technology and Educational Structure  Educ Technol, 9, 1. 

Full-Text Availability Options: 672.

Bosley, Howard E., Ed. (1969).  Teacher Education in Transition. Volume II, Emerging Roles and Responsibilities. 

Materials collected in this book and in Volume I (SP 003 238) are related to the Multi-State Teacher Education Project (M-STEP). They deal with program experiments and resulting directions, including guide-line type materials resulting from the project effort and items prepared by other sources as project-centered aids. Part I, "A Forward View," includes (1) "The State Education Agency in Teacher Education," with suggested guidelines for assuming new roles; (2) "Whither Teacher Education?," a description of Florida state department efforts; (3) "Exploring the Uses of Television in Teacher Education," with M-STEP conclusions and recommendations; (4) "Television and Related Media in Teacher Education," summaries of 20 experiments; (5) report of "A Study of the Use of Microteaching and the Preparation of Elementary Teachers"; (6) three "Examples of Selected Video Applications in Teacher Education"; (7) "Interstate Commerce in Ideas," report of M-STEP's interstate activities. Part II, "Toward New Horizons," contains (1) "Challenges and Needed Developments in Teacher Education"; (2) "A Perspective in Educational Technology"; (3) "A Partnership: The Teacher Education Center", (4) "Evolving Characteristics of Quality Teaching: Teacher Education Centers, Team Teaching, Individualized Teaching"; (5) "Setting the Stage for the Future"; (6) Horizons Ahead! A Seven-State View", and (7) "Facing the 1980's With Systems of Planned Innovation." (Some papers in this volume published previously are available as ERIC documents, indexed under the term "Multi-State Teacher Education Project.")

Botham, C. N. (1969).  Audio-Visual Aids for Cooperative Education and Training. 

Within the context of cooperative education, audiovisual aids may be used for spreading the idea of cooperatives and helping to consolidate study groups; for the continuous process of education, both formal and informal, within the cooperative movement; for constant follow up purposes; and for promoting loyalty to the movement. Detailed information on a complete range of audiovisual aids suitable for cooperative education and training is presented in this booklet. Five basic steps for presentation with audiovisual aids are outlined, and points worth remembering listed. Various types of audiovisual aids are considered: non-projected aids, projected aids, tape recorders and recording, and mass media and rural campaigns. Each aid is carefully described, with illustrations, and details are offered for effective presentation.

Bratten, J. E.; And Others (1968).  Progress Report: The Development of a School District Budget Planning System (SPLAN). A Technical Memorandum. 

The design and initial trial phase of a project to develop a computer-based budget planning system for school districts are reported in this document. From a teletype at the district office linked to a computer at System Development Corporation, a user (administrator) can retrieve specific portions or summaries of a prestored description of his personnel. In addition, an administrator can prepare alternative budgets at the teletype by modifying factors such as the salary base of the salary schedule. Analyses of data and observational notes indicate the need to incorporate this system more directly into the budget planning cycle by providing information regularly to administrators and to delete the interactive (teletype) capability. Administrators making planning decisions can readily tolerate several days' delay in obtaining the results of those decisions.

Breivogel, William F. (1969).  Project Ideals: Resources for Learning (Area E). 

This pamphlet surveys the research and literature concerned with instructional media. In addition to reporting on research projects, case studies, and the professional judgment of media experts, the document criticizes research techniques used in various reports and studies. An extensive bibliography is included. Research for this review was funded under ESEA Title III. Related documents are EA 003 419, 421, 422, 423, 424, and 425.

Bretz, Rudy (1969).  Communication Media: Properties and Uses. 

Although much has been written about techniques of artistic expression in the various media and about the social implications of the more persuasive of these, there is little information on communications theory which is useful to those who must make decisions concerning the applications of this new technology. Information refers to something which may exist in space or time while instruction refers to an entire process. Within this framework, communication media is defined and described and a set of criteria are proposed by means of which communication media may be distinguished from nonmedia, one medium distinguished from another, discrete media distinguished from multimedia applications, and instructional media distinguished from instructional aids. A two-dimensional classification system for communication media is proposed: in one dimension seven classes are defined, based on ways of representing information; in the other, communication media are divided into two groups, telemedia and recording media. Twenty-eight specific communication media are defined and described. Standard audiovisual terms and phrases have been used, and a glossary is provided.

Briault, E.W.H. (1969).  Learning and Teaching Tomorrow. 

The pressures of an expanding population and an increasingly complex technology will increase the demand for education in the next ten or fifteen years. On examining the figures available for expense per pupil for teachers and for instructional materials, it seems as if the education industry is overstaffed and underequipped. In the future there will be changes in the organization of schools, and in the patterns of learning and teaching. A combination of large group instruction with small group discussion and experimentation would seem to be the pattern of the future. If the instructional materials industry can produce more varied and effective software, some of the presently idle equipment may be used, especially in the individualization of instruction. Teachers will have to examine and rethink how they are providing educative experiences for children. They will have to be ready to consider new approaches and new media; and they will have to be trained to use them. The role of the National Council for Educational Technology will be in teacher training; identification, classification, and assessment of instructional materials; and coordination of instructional material development.

BRIGGS, LESLIE J.; AND OTHERS (1965).  INSTRUCTIONAL MEDIA--A PROCEDURE FOR THE DESIGN OF MULTIMEDIA INSTRUCTION, A CRITICAL REVIEW OF RESEARCH, AND SUGGESTIONS FOR FUTURE RESEARCH. 

A PROCEDURE WAS DEVELOPED WHEREBY EDUCATIONAL SPECIALISTS COULD PREPARE THE SPECIFICATIONS FOR MEDIA IN WHICH VARIOUS SEQUENCES OF INSTRUCTION WOULD BE PROGRAMED AND DEVELOPED. PROCEDURES WERE DEVELOPED AND TRIED FOR A SET OF BEHAVIORAL OBJECTIVES FOR AN EXPERIMENTAL CURRICULUM IN SCIENCE INSTRUCTION. IT WAS POSSIBLE TO ILLUSTRATE AND IMPLEMENT THE STEPS OUTLINED FOR SAMPLE OBJECTIVES REPRESENTING VARIOUS KINDS OF LEARNING. AN IMPLICATION OF THE STUDY WAS THAT MEDIA RESEARCH NEEDS TO BE CONDUCTED FOR SINGLE EXPERIMENTAL OBJECTIVES REPRESENTING VARIOUS KINDS OF LEARNING.

BRIGGS, LESLIE J.; SHEARER, JAMES W. (1963).  LONG-TERM RETENTION OF SOCIAL SCIENCE MATERIAL PRESENTED BY PROGRAMED AND CONVENTIONAL METHODS. 

THE EFFECTS OF USING A COMBINATION OF PROGRAMED INSTRUCTION AND CONVENTIONAL TEACHING PROCEDURES ON RETENTION OF SOCIAL SCIENCE MATERIAL WERE STUDIED. THE ORIGINAL LEARNING MATERIAL PERTAINED TO THE PRESIDENT AND THE NATIONAL ADMINISTRATION. MEASURES OF RETENTION WERE OBTAINED BY READMINISTERING AN 80-ITEM CRITERION TEST (APPENDED TO THE REPORT) 19 WEEKS AFTER THE INITIAL ADMINISTRATION. A TOTAL OF 150 SECONDARY STUDENTS PARTICIPATED IN THE ORIGINAL STUDY, AND OF THESE, 124 TOOK THE DELAYED RETENTION TEST. THE FOLLOWING RESULTS WERE OBTAINED--(1) GROUPS WHICH USED PROGRAMING DID NOT DIFFER SIGNIFICANTLY FROM GROUPS TAUGHT IN THE CONVENTIONAL MANNER AT EITHER THE COLLEGE-PREPARATORY OR GENERAL LEVEL, (2) EACH OF SIX GROUPS TESTED EXHIBITED A SIGNIFICANT DROP IN MEAN RETENTION SCORE, AND (3) VARIATIONS IN TEACHER PRESENTATION STYLE DID NOT AFFECT RETENTION.

BRONSON, VERNON (1966).  COOPERATIVE INSTRUCTION BY TELEVISION IN THE SCHOOLS OF AMERICAN SAMOA, AN OUTLINE OF THE ORGANIZATION AND PROCEDURES. 

THIS OUTLINE DISCUSSES THE ESTABLISHMENT OF A NEW TELEVISION-BASED SYSTEM OF INSTRUCTION IN AMERICAN SAMOA. AFTER LISTING 12 MAJOR PROBLEMS IN THE EDUCATIONAL SYSTEM AS OF 1961, THE OUTLINE RAISES POLICY QUESTIONS AND REPORTS ON A PROPOSAL TO APPLY EDUCATIONAL TECHNOLOGY TO THESE PROBLEMS. THE DISCUSSION OF THE EDUCATIONAL PROGRAM IS BROKEN DOWN INTO (1) TECHNICAL ASPECTS, (2) THE PROGRAM OF ELEMENTARY EDUCATION, AND (3) THE PROGRAM OF SECONDARY EDUCATION. THE TECHNICAL ASPECTS INCLUDE PROVIDING A MULTIPLE-CHANNEL TELEVISION BROADCASTING SYSTEM AND A PRODUCTION CENTER TO FEED THE TRANSMISSION SYSTEM. THE OUTLINE THEN PROCEEDS TO OBJECTIVES, TECHNIQUES, MATERIALS, AND RATE OF DEVELOPMENT OF THE ELEMENTARY EDUCATION PROGRAM, AS WELL AS THE TEACHER TRAINING PROGRAM. THIS IS FOLLOWED BY A DISCUSSION OF THE TRANSITION, BASIC CHANGES, CURRICULUM DEVELOPMENT AND LESSON CONSTRUCTION, TESTING PROBLEMS, AND PRODUCTION OF LOCAL INSTRUCTIONAL MATERIALS IN THE SECONDARY EDUCATION PROGRAMS.

Bronson, Vernon (1969).  Professional Training of Personnel for Educational Television  Audiovisual Instr, 14, 1. 

Full-Text Availability Options: 661.

Brooke, W. Michael, Comp. (1969).  Canadian Adult Basic Education. 

"Trends," a publication of the Canadian Association for Adult Education, is a collection of abstracts on selected subjects affecting adult education; this issue is on adult basic education (ABE). It covers teachers and teacher training, psychological factors relating to the ABE teacher and students, manuals for teachers, instructional materials, curriculum, libraries and ABE, program descriptions, and other phases of ABE. "Trends" is available from the Canadian Association for Adult Education, Corbett House, Sultan Street 21-23, Toronto 5, Canada. Single issues $2.00; Yearly subscription (4 issues) $6.00.

Brown, George H. (1968).  Providing Communication Experiences in Programed Foreign Language Instruction. 

Two recently developed techniques in programed instruction were designed to offer students genuine communication experiences in a foreign language. In "simulated tutoring," a recording was made of only the tutor's voice as he tutored a live subject in the correct pronunciation of a short dialog. The student subsequently responding to the pre-recorded utterances experienced the illusion that a live teacher was tutoring him. In "simulated conversation," a student was given information relevant to a communication situation (e.g., making a purchase) which was then simulated for him on a tape in a foreign language. On the tape he was confronted with a relatively unpredictable set of questions and comments, to which he had to generate appropriate responses.

BROWN, JAMES I. (1967).  THE RATIONALE OF A NEW VISUAL LINGUISTIC APPROACH. 

THE CONTENT OF THE VISUAL-LANGUAGE READING SERIES WHICH CAPITALIZES ON THE COPY MACHINE, OVERHEAD PROJECTOR, AND TRANSPARENCIES IS EXAMINED. THE RATIONALE IS BUILT AROUND THE MINIMIZING OF INITIAL DIFFICULTIES IN LEARNING TO READ, CONTROLLING THE EARLY FORMATION OF DESIRED READING AND WORD-ATTACK HABITS, MEETING A WIDE RANGE OF INDIVIDUAL DIFFERENCES, AND HEIGHTENING THE REACHERS EFFECTIVENESS AND POSITION. INITIAL DIFFICULTIES ARE MINIMIZED BY 1 TO 1 LETTER SOUND RELATIONSHIPS, EXTENSIVE REINFORCEMENT OF THOSE RELATIONSHIPS, INTRODUCTION OF SIGHT WORDS MOST LIKELY TO BE MET IN SUPPLEMENTARY MATERIAL, AND BUILDING OF A MORE EXTENSIVE SIGHT VOCABULARY THAN IS USUAL. DESIRED READING HABITS ARE CONTROLLED BY PROVIDING FOR A STRONG LEFT TO RIGHT ORIENTATION. INDIVIDUAL DIFFERENCES ARE PROVIDED FOR BY A FUSING OF VISUAL, LINGUISTIC, PROGRAMED, AUDITORY, AND CONTEXTUAL METHODS. THE TEACHER SAVES TIME IN MATERIAL PREPARATION, STUDENTS' ATTENTION IS CONTROLLED, AND EYE CONTACT IS MAINTAINED WITH THE CLASS. THIS PAPER WAS TO BE DELIVERED AT THE INTERNATIONAL READING ASSOCIATION (MAY 4, 1967)

Burnett, Calvin W. (1969).  Urban Education in Low-Income Areas: An Overview  Cath Educ Rev, 67, 2. 

The poor receive an education that is unrelated to their needs and background. Vocational training, educational technology, school integration, and structure of school systems are among the areas in which change would make education more worthwhile to the disadvantaged.

BUSHNELL, DAVID S.; MORGAN, ROBERT M. (1966).  DESIGNING AN ORGANIC CURRICULUM. 

THE PROBLEMS AND SHORTCOMINGS ASSOCIATED WITH OUR PRESENT-DAY PROGRAM OF EDUCATION INDICATE A NEED FOR RADICALLY MODIFYING THE SYSTEM IN ORDER TO DESIGN AN EDUCATIONAL PROGRAM WHICH WILL BE RESPONSIVE TO THE PRESENT-DAY NEEDS OF STUDENTS. THE DESIRED PROGRAM SHOULD PERMIT THE MAXIMUM SELF-ACTUALIZATION OF EACH INDIVIDUAL AND ALLOW HIM TO DECIDE WHICH OPTION TO CHOOSE AFTER HIGH SCHOOL GRADUATION, NOT BEFORE. THE FIRST STEP IN BUILDING SUCH A STUDENT-CENTERED, ORGANIC CURRICULUM WOULD BE TO DETERMINE SPECIFIC AND MEASURABLE BEHAVIORAL ATTAINMENTS NEEDED FOR ENTRY INTO A VARIETY OF POST-HIGH SCHOOL ACTIVITIES AND TO DESCRIBE LEARNING EXPERIENCES WHICH WOULD LEAD TO THE DESIRED BEHAVIORAL OUTCOMES. THE PROGRAM WOULD INCLUDE ACADEMIC AND OCCUPATIONAL TRAINING, PERSONAL DEVELOPMENT, REAL WORK EXPERIENCE, PERSONAL AND VOCATIONAL COUNSELING, AND SOCIAL AND RECREATIONAL ACTIVITIES. THE INTEGRATION AND INTERACTION OF THESE COMPONENTS WOULD BE A RESULT OF CAREFUL SYSTEMS DESIGN. THE CURRICULUM WOULD BE LEARNER-ORIENTED, AND EACH ACTIVITY WOULD RELATE LOGICALLY TO ALL OTHER ACTIVITIES AND LEAD TO THE EFFICIENT ATTAINMENT OF BEHAVIORAL GOALS. AN ORGANIC CURRICULUM WOULD NECESSARILY HAVE TO BE INTERESTING, CHALLENGING, AND MOTIVATING TO EACH STUDENT. IT WOULD UTILIZE APPROPRIATE SELF-POSED AND SELF-INSTRUCTIONAL TECHNOLOGY AND MAXIMALLY ACCOMMODATE INDIVIDUAL DIFFERENCES IN LEARNING RATE. IT SHOULD BE DESIGNED SO EACH STUDENT WILL SUCCEED, AND YET IT SHOULD BE RIGOROUS IN LEVEL AND CONTENT. RESEARCH AND DEVELOPMENT EFFORTS IN CURRICULUM HAVE BEEN SMALL AND FRAGMENTED TO DATE, AND A MASSIVE RESEARCH EFFORT WILL BE REQUIRED TO DEVELOP AND VALIDATE AN ORGANIC CURRICULUM.

Buter, E. M. (1969).  Educational Technology in Holland. The Practice of Instruction  Educ Technol, 9, 11. 

Discusses the impact of programed instruction on the didactic tradition in education Holland and reviews the thinking on educational technology currently being done at the Teachers' Training Institute of the University of Amsterdam.

BYSTROM, JOHN W. (1964).  FEDERAL PROGRAMS FOR EDUCATIONAL TELEVISION. 

THE GROWTH AND PROGRESS OF EDUCATIONAL TELEVISION IS DESCRIBED. GRANTS FOR THE CONSTRUCTION OF NONCOMMERCIAL TELEVISION (TV) BROADCASTING STATIONS (EDUCATIONAL TV FACILITIES ACT), GRANTS OF SURPLUS PROPERTY UNDER THE NATIONAL DEFENSE EDUCATION ACT HAVE AIDED THE GROWTH OF EDUCATIONAL TV. GREATER USE IS MADE OF EDUCATIONAL TV BECAUSE OF GREATER USE OF ULTRA HIGH FREQUENCY (UHF) AND CHANNEL RESERVATIONS FOR EDUCATION MADE BY THE FEDERAL COMMUICATIONS COMMISSION (FCC). THE FOUR TYPES OF TV SERVICES WHICH ARE USED FOR EDUCATION ARE THE BROADCAST STATION, INSTRUCTIONAL TV FIXED SERVICE OPERATING FOR PARTICULAR RECEIVERS RATHER THAN FOR THE ENTIRE COMMUNITY, THE CABLE DISTRIBUTION SYSTEM PROVIDING FOR CLOSED CIRCUIT TV, AND THE TRANSMISSION OF SIGNALS FROM AN AIRPLANE TO A GROUND RECEIVING INSTITUTION. AN EXAMPLE OF THIS LAST SERVICE IS THE MIDWEST PROGRAM FOR AIRBORNE TELEVISION INSTRUCTION, INC. (MPATI). THE EDUCATIONAL TV FACILITIES ACT IS BASED ON LOCAL CONTROL. THIS LOCAL CONTROL CAN BE A COOPERATIVE VENTURE WITH BOTH CORPORATIONS AND ASSOCIATIONS TAKING PART. MOST SMALL SCHOOL SYSTEMS PROFIT FROM EDUCATIONAL TV WHICH MAKES POSSIBLE EFFECTIVE INSTRUCTIONAL METHODS, A GREATER RANGE OF CURRICULUM CHOICE, AND AN INCREASE IN THE AUTONOMY OF SCHOOL ADMINISTRATORS WHO ARE IN CONTROL OF THE USE OF EDUCATIONAL TV. COST OF EDUCATIONAL TV SYSTEMS VARIES CONSIDERABLY ACCORDING TO TYPE OF SERVICE AND AMOUNT OF USE. THIS ARTICLE WAS PUBLISHED IN THE SCHOOL BOARD JOURNAL, JUNE 1964.