Educational Technology | C

Calder, Clarence R. (1967).  Modern Media for Vocational-Technical Education. 

To ascertain the degree to which educational media was being utilized in vocational-technical training, a study was conducted involving a review of related literature and a reporting of four instructional approaches. Examination of literature yielded some generalizable findings: (1) Teaching of manipulation activity fy film, television, and programmed instruction was reported to be effective, (2) The learning of a certain task requires different types of observation and participation by the learner, (3) There were no significant differences among most treatment comparisons, (4) Learning tasks place effectively under various kinds of instruction, and (5) Industry has found programmed instruction to be at least as effective as other methods of instruction and has also found that it results in less instructional time. Some conclusions were: (1) Programmed instruction cuts training time 20-30 percent, (2) Individuals from all abilities and age levels can learn effectively from properly prepared programmed materials, (3) The amount and type of educational media in vocational-technical education is limited, and (4) Little effort has been made to integrate educational media into the teaching of manipulative skills.

CAMPION, LEE E.; FINN, JAMES D. (1962).  TECHNOLOGY IN AMERICAN EDUCATION, 1650-1900. 

THIS STUDY IS ONE OF SEVERAL WHICH EXAMINED THE HISTORY AND BACKGROUND OF INSTRUCTIONAL TECHNOLOGY IN AMERICAN EDUCATION. IT COVERED EDUCATIONAL TECHNOLOGY DEVELOPMENT THROUGH THE END OF THE 19TH CENTURY, BUT EMPHASIZED THE 19TH-CENTURY PERIOD. TECHNOLOGICAL DEVELOPMENTS OTHER THAN CONVENTIONAL AUDIOVISUAL DEVICES INVOLVING PHOTOGRAPHY AND SOUND TECHNIQUES WERE INCLUDED.

Capretz, Pierre J. (1969).  The Language Laboratory: A Relic of the Past or a Solution to the Future?  NALLD J, 4, 1. 

Speech presented at the national convention of the Department of Audiovisual Instruction (DAVI) of the NEA (National Education Association) April 29, 1969, Portland, Oregon.

CARNES, PHYLLIS E. (1966).  AN EXPERIMENTAL STUDY IN THE USE OF PROGRAMED MATERIALS FOR SEVENTH-GRADE OPEN-ENDED LABORATORY EXPERIENCES. 

A NONPROGRAMED METHOD FOR TEACHING SEVENTH-GRADE GENERAL SCIENCE WAS STUDIED, USING A PROBLEM-SOLVING APPROACH THROUGH SELECTED, OPEN-ENDED, LABORATORY EXPERIENCES. PARTICULAR REFERENCE WAS GIVEN TO ANY STUDENT CHANGES IN (1) FACTUAL GAINS, (2) SUBJECT-MATTER COMPETENCY, (3) COMPREHENSION OF SCIENTIFIC CONCEPTS, PRINCIPLES, AND GENERALIZATIONS, AND (4) SCIENTIFIC INTERESTS. THE STUDENT SAMPLE WAS ASSIGNED TO FOUR ACADEMIC TEAMS OF FOUR TEACHERS EACH IN THE RESPECTIVE AREAS OF ENGLISH, MATHEMATICS, HISTORY, AND SCIENCE. THIS TEAM-STUDENT POPULATION WAS DIVIDED INTO 4 SECTIONS, WITH EACH SECTION HAVING APPROXIMATELY 30 STUDENTS, THUS PROVIDING 2 EXPERIMENTAL AND 2 CONTROL STUDY GROUPS. THE PROGRAM DEVELOPED FOR THE STUDY CONTAINED IN ITS FINAL VERSION 6 LESSONS OF AN INTERDISCIPLINARY NATURE TOTALING 590 LINEAR FRAMES. DATA WERE OBTAINED FROM THE FOLLOWING SOURCES (1) ACADEMIC AND GUIDANCE RECORDS, (2) RESULTS FROM A GENERAL INTEREST SURVEY AND UNIT PRE-AND POST-TESTS, (3) RESULTS FROM AN EVALUATIVE QUESTIONNAIRE, AND (4) RECORDS OF NUMBER OF FRAMES MISSED IN EACH PROGRAMED LESSON. THE OPEN-ENDED, PROBLEM-SOLVING ASPECT OF THE PROGRAM WAS USED WITH BOTH EXPERIMENTAL AND CONTROL GROUPS. ONLY THE EXPERIMENTAL GROUPS, HOWEVER, RECEIVED PROGRAMED INSTRUCTION. IN THE END THE ACHIEVEMENT OF THE CONTROL GROUPS, AS MEASURED BY THE FACTUAL, CONCEPTUAL, AND TOTAL POST-TEST SCORES, WAS SIGNIFICANTLY HIGHER THAN THAT OF THE EXPERIMENTAL GROUPS. THUS, THE NONPROGRAMED METHOD APPEARED THE BETTER FOR INSTRUCTIONAL PURPOSES. A NUMBER OF OTHER AREAS WERE SUGGESTED FOR ADDITIONAL RESEARCH IN THE FIELDS OF GENERAL SCIENCE AND PROGRAMED INSTRUCTION BASED UPON THE RESULTS.

Carpenter, C. R. (1969).  The Quality of Instructional Materials. Final Report. 

This article is the final report of a study defining the conditions, factors, and contingencies of quality in instructional materials. Several segments of the study are summarized and references supplied. The main procedure of the project was to directly confront selected people having informed and experienced judgments about quality in instructional materials. Small groups of educators and media specialists were organized for intensive discussions about the central question of how to achieve high quality in materials that are produced for and used in schools, colleges, universities, continuing education, and professional programs. The results are summarized, and recommendations are made.

Carpenter, C. R.; Reilly, Susan Smith (1968).  Quality Factors in Instructional Materials: Significant Statements by Authorities. 

Oral and written statements made by 52 college and university authorities in the field of instructional technology are reported. The statements were produced during a series of 12 seminars held between October 1967 and March 1968 at Indiana University, University of Notre Dame and Purdue University, University of Illinois, Pennsylvania State University (four seminars), National Association of Educational Broadcasting, Southern Regional Education Center and the University of Georgia, Florida Atlantic University, and Regional Education Laboratory of the Carolinas and Virginia. In addition, instructional media production facilities at the WGBH Educational Foundation in Boston and at the Education Development Center Film Studio in Newton, Massachusetts, are described. Major emphases of the seminars included the utilization of instructional television and the application of the systems approach to the achievement of educational objectives.

Carter, Launor F. (1969).  Educational Technology -- Computer-Related and People-Related. 

Two aspects of educational technology are considered. The first involves the development of educational technology highly dependent on computer equipment, and the development of a computer assisted instruction language called Programmed Language for Interactive Teaching (PLANIT). The second aspect involves the development of educational technology which is quite unrelated to equipment. The example given concerns an attempt to develop a tutorial community which is not related to hardware or equipment but rather to techniques of instruction, student-teacher relationships, and community interaction.

CARTIER, FRANCIS A. (1968).  CRITERION-REFERENCED TESTING OF LANGUAGE SKILLS. 

THE AUTHOR DISCUSSES THE CONCEPTS OF INSTRUCTIONAL TECHNOLOGY AS THEY APPLY TO THE PROBLEM OF TEACHING ENGLISH AS A FOREIGN LANGUAGE. INSTRUCTIONAL TECHNOLOGY, AN OUTGROWTH OF PROGRAMMED INSTRUCTION, HAS GROWN TO HAVE A FAR GREATER BREADTH OF APPLICATION AND MAY REPRESENT AN EVEN MORE FUNDAMENTAL CHANGE OF INSTRUCTIONAL PHILOSOPHY THAN PROGRAMMING. ITS MOST IMPORTANT RAMIFICATIONS HAVE LITTLE TO DO WITH INSTRUCTIONAL MEDIA OR METHODS, BUT MORE WITH DETERMINATION OF COURSE OBJECTIVES AND WITH EVALUATION OF WHETHER THE STUDENTS HAVE ACHIEVED THOSE OBJECTIVES. AN OUTSTANDING FEATURE OF THE PROCEDURE SUGGESTED HERE IS THAT THE INSTRUCTIONAL TECHNOLOGIST STARTS BUILDING HIS CURRICULUM BY PREPARING THE FINAL EXAMINATION, AND THEN BUILDS A COURSE THAT TEACHES THE STUDENT TO PASS THE EXAMINATION. THE TEST DOES NOT MERELY SAMPLE PARTS OF THE COURSE, BUT COVERS EVERYTHING THE STUDENT MUST LEARN TO DO, AND EVERY STUDENT IS EXPECT TO GET EVERY ITEM RIGHT. THE AUTHOR CONTRASTS THE "CRITERION TEST" WITH THE TRADITIONAL KIND OF NORM-REFERENCED TESTS AND DESCRIBES ITS APPLICATION AT THE DEFENSE LANGUAGE INSTITUTE'S ENGLISH LANGUAGE SCHOOL. THIS ARTICLE APPEARS IN "TESOL QUARTERLY," VOLUME 2, NUMBER 1, MARCH 1968, PUBLISHED BY TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES, AT THE INSTITUTE OF LANGUAGES AND LINGUISTICS, GEORGETOWN UNIVERSITY, WASHINGTON, D.C. 20007.

CASE, H.W.; ROE, A. (1964).  BASIC PROPERTIES OF AN AUTOMATED TEACHING SYSTEM. FINAL REPORT. 

THE OBJECTIVES OF THE "TEACHING SYSTEMS PROJECT" WERE (1) TO PROVIDE A COMPREHENSIVE MODEL OF THE GENERALIZED AUTOMATED TEACHING SYSTEM, (2) TO EXPRESS THIS MODEL IN MATHEMATICAL TERMS AND DETERMINE THE MAGNITUDE OF THE CONSTRAINTS, AND (3) TO EXPLORE THE COMPUTER FUNCTIONS IN AN AUTOMATED TEACHING SYSTEM. EXPERIMENTS USING VARIOUS KINDS OF PROGRAMING METHODS ARE DESCRIBED. THE CONCLUSIONS FROM THESE EXPERIMENTS LED TO THE DEVELOPMENT OF A RATIONALE FOR A STUDY OF THE ADAPTIVE ABILITY OF COMPUTERS TO MEET THE LEARNING NEEDS OF INDIVIDUAL STUDENTS. THE CONCLUSIONS WERE--(1) THE TIMES REQUIRED FOR LEARNING FROM VARIOUS METHODS OF PROGRAMED INSTRUCTION WERE SIGNIFICANTLY DIFFERENT, (2) THE METHODS OF PRESENTING PROGRAMED SELF-INSTRUCTIONAL ITEMS WERE NOT AS IMPORTANT AS THE SEQUENCING OF THE ITEMS, AND (3) BOTH LINEAR AND BRANCHING PROGRAMS COULD PRODUCE JUST AS MUCH LEARNING AT LESS COST BY USING A CARD FILE AS BY USING A COMPUTER. FURTHER INVESTIGATION WAS DEVOTED TO THE PROBLEM OF ESTABLISHING THE RATIONALE FOR INVESTIGATING THE CAPABILITY OF A COMPUTER TO CONTINUOUSLY ALTER ITS LOGIC PROGRAM OR STRATEGY DURING THE PROCESS OF STUDENT LEARNING.

CAVANAGH, PETER, COMP., ED.; JONES, CLIVE, COMP., ED. (1967).  PROGRAMMES IN PRINT 1966. 

APPROXIMATELY 1200 PROGRAMS ARE LISTED WITH TITLE, AUTHOR, DATE OF PUBLICATION, PUBLISHER, PRICE, COUNTRY OF ORIGIN, DATE OF LATEST EDITION IF REVISED, MONTHLY RENTAL PRICE, TYPE OF PROGRAM, NUMBER OF FRAMES, NUMBER OF PAGES IF A BOOK PROGRAM, TARGET POPULATION, STUDY TIME, AVAILABILITY FOR MACHINE USE, AND SUPPLEMENTARY MATERIALS WITH THEIR PRICES. PROGRAMS ARE ARRANGED AND INDEXED BY SUBJECT. A SECTION BY JAMES HARTLEY ENTITLED "SOME GUIDES FOR EVALUATING PROGRAMMES" INCLUDES GUIDES FOR USER EVALUATION, A DESCRIPTION OF PROGRAM VALIDATION PROCEDURES, AND A DISCUSSION OF THE RESULTS OF EXPERIMENTAL COMPARISONS BETWEEN PROGRAMS AND CONVENTIONAL INSTRUCTION. A LIST OF PUBLISHER ADDRESSES AND 33 PAGES OF ADVERTISING ARE INCLUDED. THIS DOCUMENT WAS PUBLISHED BY THE ASSOCIATION FOR PROGRAMMED LEARNING, 27 TORRINGTON SQUARE, LONDON WC1.

Cavanagh, Peter, Ed.; Jones, Clive, Ed. (1969).  Yearbook of Educational and Instructional Technology 1969/70 Incorporating Programmes in Print. 

The editors of this yearbook preface their directory section with a discussion of the systems approach to education. Over 2000 teaching programs--industrial and educational--are listed alphabetically by titles under the appropriate subject heading. All the programs listed were available in Great Britain at the time of the yearbook's publication. Each entry contains the title, author, date of publication, name of publisher, price, and country of origin. The programs are also indexed by publisher. A listing is given of publishers' addresses and of programs out of print. The machine directory provides information on teaching machines, slide projectors, overhead projectors, film projectors, film loop projectors, video tape recorders, sound tape recorders, and language laboratory equipment. The results of a survey of programed learning projects conducted by universities, colleges of education, local educational authorities, and further education establishments is presented, organized under subject matter headings. Some information of publishing contracts and agreements is provided for the guidance of program writers.

_____. (1967).  CEC Yearbook 1967. 

The primary contents of this volume include: (1) the minutes of the 1967 Annual Meeting of the European Council for Education by Correspondence (CEC); (2) the code of ethics for member schools adopted at that meeting; and (3) three addresses concerning various correspondence study (CS) areas. The first address discusses the history, organization, and scope of Spanish CS. The second discusses problems in American CS--such as the weakness and repetitiousness of research, the mistrust between university and proprietary correspondence programs, the need for better trained administrative and teaching personnel, the reluctance to adopt new instructional technologies, and the impact of sociopolitical controversies. The third address concerns CS methodological trends in Sweden and specifically discusses CS course construction, the division of learning matter into study units, programed instruction, and computer assisted instruction.

_____. (1968).  Center for Individualized Learning. Title III Projects, End of Period Report, October 1, 1966 to August 31, 1968. Final Report. 

This final report presents the chronology of planning and operating a Title III grant. The following activities in the Abington School District, Abington, Pennsylvania, were financed in part by the Title III grant: (1) inservice training--teachers learned new approaches and techniques for individualizing instruction involving the use of different media; (2) independent study--an existing program was supplemented with additional staff, equipment, and materials; (3) individualized instructional projects--the materials, resources, and personnel to develop many specially designed individualized learning materials were made available; (4) media and technology--the application of media to individualizing learning was achieved through the purchase of additional hardware and the establishment of a media center with trained personnel. The report extensively documents the above projects. Also included are a financial report and an evaluation of the effectiveness of the program and its effect on the school district. [Not available in hard copy due to marginal legibility of original document.]

Chapman, Andrea S.; Unwin, Derick (1969).  Educational Technology at Large; Different Emphases, Different Directions in Different Countries  Educ Technol, 9, 11. 

Essay on the meaning of the term "educational technology. Points out that the term refers not only to hardware, but to a systems approach to learning. (LS)

Charp, Sylvia; Wye, Roger E. (1968).  Computer-Assisted Instruction in a Large School System  J Educ Data Process, 6, 1. 

Full-Text Availability Options: 482.

CHORVINSKY, MILTON (1967).  A DISCUSSION OF EDUCATIONAL TECHNOLOGY WITH EMPHASIS ON COMPUTER-ASSISTED INSTRUCTION. 

A DISCUSSION OF RECENT DEVELOPMENTS IN EDUCATIONAL TECHNOLOGY EMPHASIZES THE SIGNIFICANCE OF COMPUTER-ASSISTED INSTRUCTION (CAI). SOME OF THE ADVANTAGES, LIMITATIONS, AND POSSIBLE APPLICATIONS OF CAI SYSTEMS ARE MENTIONED. SOME CAI SYSTEMS NOW UNDER DEVELOPMENT ARE IDENTIFIED. | [FULL TEXT]

CIOFFARI, VINCENZO (1967).  DEVELOPMENTS IN MODERN LANGUAGE TEACHING, A SUMMARY AND FORECAST. 

IN THE LAST 20 YEARS, SCIENTIFIC STUDY OF THE NATURE OF LANGUAGE AND THE PSYCHOLOGY OF LANGUAGE LEARNING, RESEARCH IN STRUCTURAL LINGUISTICS, AND NEWLY-DEVELOPED TECHNOLOGY HAVE BROUGHT ABOUT REVOLUTIONARY CHANGES IN LANGUAGE-TEACHING METHODS. TO ACHIEVE AN IDEAL METHOD, THE POSSIBILITIES INHERENT IN THIS PROGRESS MUST BE EMPLOYED, AND THE IMPROVED METHODS BASED ON THE DISTINCT ADVANTAGES OF EACH OF THE PRE-AUDIOLINGUAL APPROACHES MUST BE ORGANIZED CONSIDERING EACH ASPECT OF THE LANGUAGE LEARNING PROCESS WITH RESPECT TO ITS RELATIVE IMPORTANCE WITHIN THE LANGUAGE. COMMUNICATION WILL CONTINUE TO BE REGARDED AS THE MAIN OBJECTIVE OF LANGUAGE STUDY, HOPEFULLY WITH THE ULTIMATE GOAL OF UNDERSTANDING OTHER CULTURES. THE TREND TOWARD LONGER STUDY SEQUENCES WILL BE CONTINUED, ALTHOUGH IT HAS SO FAR HAD A DETRIMENTAL EFFECT ON ENROLLMENT IN "MINOR" AND UNCOMMONLY TAUGHT LANGUAGES. THE MOST STRIKING ADVANCES WILL BE BROUGHT ABOUT BY TECHNOLOGY--LANGUAGE LABORATORIES WILL BE TAILORED TO INDIVIDUAL NEEDS, AND PRESENT LIMITATIONS WILL BE OVERCOME. TECHNIQUES WILL BE DEVELOPED, USING A METHOD LIKE THAT USED IN THE PATTERN DRILL, TO PRESENT "MICROCOSMS" OF FOREIGN CULTURE INTENDED TO PROVIDE AN AUTHENTIC ATMOSPHERE FOR THE LEARNING PROCESS. THIS ARTICLE APPEARED IN "THE DFL BULLETIN," VOLUME 7, NUMBER 1, OCTOBER 1967, PAGES 11-14. | [FULL TEXT]

(1969).  Classroom Computers Serve Students  Nat Sch, 83, 3. 

Full-Text Availability Options: 653.

Clark, Jere W., Ed.; Clark, Juanita S., Ed. (1969).  Systems Education Patterns on the Drawing Boards for the Future. 

The highlights of a conference which brought together educators and experts in systems applications are presented here. The central topic of discussion was the possibility of major curriculum revision in the light of the recent emphasis on a systems approach to education. The papers presented stress the view that the emphasis in the future must be on inter-relatedness and a holistic philosophy; the entire educational system must be structured with instructional technology, curriculum, administration, and faculty being viewed as sub-systems designed to reinforce each other. The results of seminars and discussions which explored the systems approach are presented. An annotated book list is appended.

Clark, Leslie L., Ed. (1969).  The Research Bulletin, No. 19. June, 1969. 

Articles report surveys and research studies as well as describe systems in educational technology. Areas treated include the following: multihandicapped blind and deaf blind children in California, by B. Lowenfeld; modern trends in mobility, by J.A. Leonard; factors in the definition of deafness as they relate to incidence and prevalence, by J. D. Schein; trachoma, by G.H. Werner and others; and learning eye fixation without visual feedback, by B.L. Toonen and J.P. Wilson. Also considered are the effect of signal strength on reaction times to auditory signals in noise, by D. Liddle; a closed circuit television system for the visually handicapped, by S.M. Genensky and others; devices for communication through tactile perception, by J.C. Bliss and H.D. Crane; and altered levels of consciousness in blind retarded children, by A.C. Stone. Current research notes are provided along with information on autobraille, the automated braille system.

Clark, Roger G. (1969).  An NCTE/ERIC Report on Innovation in Teaching English  Engl J, 58, 6. 

Full-Text Availability Options: 624.

CLINCY, EVANS (1960).  PROFILES OF SIGNIFICANT SCHOOLS, NEWTON SOUTH HIGH SCHOOL, NEWTON, MASSACHUSETTS. 

A REPORT DESIGNED TO ACQUAINT SCHOOL ADMINISTRATORS WITH A NEW DEVELOPMENT IN SCHOOL PLANNING AND DESIGN IS PRESENTED. IT ATTEMPTS TO SHOW WHY THE SCHOOL WAS DESIGNED AS IT WAS, HOW IT WAS DESIGNED AND BUILT, THE EDUCATIONAL BASIS OF THE DESIGN, AND THE RELATION OF THE SCHOOL TO THE PROGRAM FOR WHICH IT WAS PLANNED. SUCH TOPICS AS THE COMMUNITY BACKGROUND, REASONS FOR BUILDING THE NEW HIGH SCHOOL, CLASS ORGANIZATION, THE UNIQUE HOUSE PLAN OF THE SCHOOL, THE BUILDINGS THAT CONSTITUTE THE SCHOOL PLANT, AND COST INFORMATION ARE BRIEFLY DISCUSSED. NEWTON SOUTH IS DESIGNED TO HOUSE A PROGRAM OF VARYING CLASS SIZES. ACCOMODATIONS FOR LARGE GROUP INSTRUCTION WILL ENABLE THE CONTINUATION OF THE NEWTON PLAN STUDIES OF THE PRESENT HIGH SCHOOL, AND MORE ROOM AND MORE APPROPRIATE FACILITIES WILL MAKE SMALL GROUP INSTRUCTION MORE FEASIBLE THAN IT WAS IN THE OLD SCHOOL. THE STUDENT BODY WILL BE DIVIDED AMONG THREE HOUSES SITUATED IN THREE SEPERATE BUILDINGS, WITH ABOUT 500 STUDENTS PER HOUSE. EACH HOUSE WILL HAVE ITS OWN HOUSEMASTER, USUALLY AN EXPERIENCED TEACHER, AND ITS OWN FULL-TIME GUIDANCE COUNSELOR. THEY WILL FORM THE NUCLEUS OF THE STAFF. THE SCHOOL, CONSISTING OF SIX TWO-STORY BUILDINGS GROUPED AROUND A LIBRARY, CONTAINS 214,798 SQUARE FEET OF SPACE AND WILL COST $14.16 PER SQUARE FOOT AND $2,028 PER PUPIL AT THE DESIGNED LOAD OF 1,500 STUDENTS.

Cloninger, John M. (1969).  Media Education  J Educ, 152, 2.

Cochran, Lee W. (1969).  Curricula-Media Dialogue for Meeting Changing Community Needs. Summary Report of the Lake Okoboji Educational Media Leadership Conference (15th Iowa Lakeside Laboratory, Lake Okoboji, Milford, Iowa, August 18-22, 1969). 

Summarized are the proceedings of the fifteenth Lake Okoboji Educational Media Leadership Conference. The first section of the report presents a transcript of the keynote address, which was concerned with the inadequacy of many educational programs in meeting community needs. Brief reviews of the general sessions and reports of group discussions are next given. Four groups centered their discussions on problems, solutions, and the media professional's role in providing services for the urban, suburban, and rural community, and higher education. A list of 64 delegates and their concerns are appended to the report.

COCHRAN, LEE W.; AND OTHERS (1962).  WORK-STUDY CONFERENCE ON NEW EDUCATIONAL MEDIA FOR NATIONAL UNIVERSITY EXTENSION ASSOCIATION. 

A WORK-STUDY CONFERENCE ON NEW EDUCATIONAL MEDIA FOR THE NATIONAL UNIVERSITY EXTENSION ASSOCIATION WAS HELD AT THE UNIVERSITY OF NEBRASKA, APRIL 28-29, 1962 TO DEMONSTRATE, DISCUSS, AND INVESTIGATE WAYS OF USING THE NEW EDUCATIONAL MEDIA IN UNIVERSITY EXTENSION WORK. A TOTAL OF 132 DELEGATES FROM 33 STATES ATTENDED. THE ENTIRE PROGRAM WAS DESIGNED TO INVOLVE EACH DELEGATE IN AS MANY DIFFERENT EXPERIENCES AS POSSIBLE IN THE PLANNING, PRODUCTION, AND UTILIZATION OF EDUCATIONAL MEDIA, AS IT RELATED TO ADULT EDUCATION. BASED UPON RECOMMENDATIONS BY THE PLANNING COMMITTEE, THE MATERIALS USED IN THE CONFERENCE WERE TO BE ASSEMBLED INTO AN "ADULT EDUCATION MEDIA KIT" AND DISTRIBUTED TO ADULT EDUCATION GROUPS OVER THE UNITED STATES. ALSO PLANNED IS A HANDBOOK ON "NEW EDUCATIONAL MEDIA FOR ADULT EDUCATION."

Cogen, Victor (1969).  The Computers' Role in Education and Use with the Exceptional Child  Ment Retardation, 7, 4. 

Full-Text Availability Options: 628.

_____. (1966).  Compendium of Feasibility Team and Task Force Reports. 

This document by the Southeast Asian Ministers of Education Organization contains: (1) a summary report on the development of a regional center for tropical medicine; (2) a preliminary study relative to a proposed regional center for education in science and mathematics; (3) a preliminary study relative to a regional institute for English teaching; (4) a preliminary study relative to regional cooperation in educational radio and television; (5) a report of the SEAMES Task Force on Engineering; (6) a report of the Task Force on Tropical Medicine; (7) a report of the Task Force on Agriculture; and (8) a report on the Task Force on the permanent SEAMES office.

_____. (1968).  Computers: New Era for Education? Education U.S.A. Special Report. 

Since computers appeared on the commercial market in 1950, computer technology has become a necessary part of modern education, both as subject matter and as an aid for teachers and administrators. Despite its potential however, high costs and prejudice have delayed acceptance by educators. An effort, therefore, must be made to overcome misunderstandings which obscure the benefits of computers in education. Computers can aid rather than replace the teacher, not only by handling the enormous amounts of paperwork involved in registration, keeping records, scheduling, and administrative tasks, but also by serving as a library for data retrieval and by aiding in counseling and grading papers. By relieving teachers of paperwork, computers could allow more time for planning classwork and for individual sessions with students. The high cost of instructional programs is a major factor in inhibiting innovation, but linkups with regional computer networks could make it possible to share costs as well as benefits. Such linkups could make it possible for even the poorer schools to provide flexible, individualized instruction and offer courses which would otherwise be unavailable to their students.

_____. (1969).  Computer Assisted Instruction in Geography. Commission on College Geography. Technical Paper Number 2. 

The objectives of this volume are to demonstrate methods for the use of computers in undergraduate instruction of geography; and to develop geographical course material so that, as time-shared terminals become more widely available, geographers will have course material whose learning achievement has been demonstrated. The editors provide a brief introduction to computer assisted instruction. They describe five computer based programs, covering the concepts of map projections and scale, climate types, energy budgets, urban geography, and spatial association. The learning objectives, computer language, and equipment used in each program are noted. In addition to the actual program, they provide flow charts, sample printouts, chargs and graphs. Two generative computer programs are described which are not dependent upon time-shared terminals. Students enter variable information, into a model of a process and note the change in the model. One model can be used to illustrate how the land use pattern is altered by environmental change. The other model uses an inexpensive analyzer, an analog field plotter, to serve as a link between a set of assumptions and the cartographic portrayal of the consequences. Some chapters are supplemented by bibliographies.

_____. (1969).  Computer Managed Instructional System. Economic Analysis Course. 

A computer managed instructional system is described which could be used to support the multimedia, individualized course in economic analysis developed for the United States Naval Academy. Related documents are EM 010 787 through EM 010 823. The final report is ED 043 790 and the model developed for designing systems of individualized instruction is reported in ED 043 791.

_____. (1966).  CONTEMPORARY PROBLEMS OF ADULT EDUCATION IN THE CZECHOSLOVAK SOCIALIST REPUBLIC. SECOND REVISED EDITION. 

THIS COMPENDIUM SUMMARIZES MAJOR FINDINGS FROM WORK AND PREPARATORY RESEARCH CONDUCTED BY THE CZECHOSLOVAK INSTITUTE FOR ADULT EDUCATION AND OTHER INSTITUTES, TOGETHER WITH PRACTICAL FINDINGS FROM THE FIELD OF ADULT EDUCATION. ARTICLES AND OTHER MATERIALS ARE PRESENTED ON SUCH TOPICS AS CURRENT NATIONAL NEEDS FOR VOCATIONAL, ACADEMIC, AND GENERAL ADULT EDUCATION, THE IMPACT OF CULTURAL, SCIENTIFIC, AND TECHNOLOGICAL CHANGE ON WORKERS' EDUCATION IN CZECHOSLOVAKIA, THE NATIONAL SYSTEM OF COMMUNIST EDUCATION AND ADULT EDUCATION, EDUCATIONAL PRINCIPLES LAID DOWN BY THE PRESIDIUM OF THE COMMUNIST PARTY OF CZECHOSLOVAKIA (JULY 1963), PROBLEMS OF SOCIAL PSYCHOLOGY AND SOCIOLOGY, PROBLEMS OF METHODOLOGY AND EDUCATIONAL PLANNING, ADULT EDUCATOR QUALIFICATIONS, THE USE OF RADIO, TELEVISION, AND OTHER FORMS OF EDUCATIONAL TECHNOLOGY, AND EDUCATIONAL MANAGEMENT AND CONTROL. THE DOCUMENT INCLUDES THREE TABLES. THIS DOCUMENT IS AVAILABLE FROM THE INSTITUTE OF ADULT EDUCATION, PRAGUE, CZECHOSLOVAKIA. 187 PAGES.

_____. (1968).  CONTINUOUS PROGRESS EDUCATION IN THE SEATTLE PUBLIC SCHOOLS, THE PROPOSED SOUTHEAST EDUCATION CENTER. GENERAL RECOMMENDATIONS. 

IN THIS REPORT RECOMMENDATIONS ARE MADE FOR A CONTINUOUS PROGRESS EDUCATION CENTER FOR ABOUT 3,500 RACIALLY MIXED STUDENTS AT THE PRIMARY, INTERMEDIATE, AND SECONDARY LEVELS. SINCE INITIAL CONSTRUCTION WILL BEGIN ON A CENTER AT THE INTERMEDIATE LEVEL, IT IS SUGGESTED THAT THE SCHOOL SYSTEM'S PRIMARY AND SECONDARY SCHOOLS CONVERT TO THE CONTINUOUS PROGRESS CURRICULUM INTRINSIC TO THE PROJECT'S INSTRUCTIONAL FORMAT. THE ACTIVITIES OF THE COMPLETED CENTER, WHICH IS ENVISIONED AS A COMMUNITY SCHOOL, WILL INVOLVE COMMUNITY RESIDENTS IN THE CENTER'S PLANNING AND VARIOUS OPERATIONAL STAGES. A LEARNING RESOURCE CENTER WILL BE AVAILABLE TO BOTH PUPILS AND ADULTS WITHIN THE COMMUNITY. OCCUPATIONAL ORIENTATION AND WORK EXPERIENCE PROGRAMS FOR THE PUPILS WILL ALSO BE FEATURED. IT IS RECOMMENDED THAT A CENTRAL COMPUTER BE INSTALLED TO PROVIDE COMPUTERIZED INSTRUCTION, PROGRAM EVALUATION, AND INFORMATION DISSEMINATION WITHIN THE CENTER. OTHER RECOMMENDATIONS ARE MADE FOR THE TRANSPORTATION OF STUDENTS TO THE CENTER, FOR ATTAINING A RACIALLY BALANCED ENROLLMENT, AND FOR PROJECT ADMINISTRATION.

_____. (1968).  Concept Area One Objectives (Rev), Test Items (Rev), and Instructional Events. Economic Analysis Course. Segments 1 - 16. 

A multimedia course in economic analysis was prepared and used in conjunction with the United States Naval Academy. (See ED 043 790 and ED 043 791 for final reports of the project evaluation and the development model.) This report presents the first concept area--basic principles--in 24 segments, of which eight are "enrichment segments." The segments present information and cover such areas as course orientation; pretests; counseling, prescriptions, and individual interviews; methodology of economics; theories, fallacies, and other conceptual problems; scarcity and production possibilities; production possibilities and applications; specialization; specialization and trade; market demand; market supply; market equilibria; posttests; a spectrum of economic systems; decision makers and linkages; the circular flow; linkages as an economic system; and economic flow as a regional problem. Included for each segment are behavioral objectives, hierarchy charts, at least three test items per objective, assembled segment tests, pretests, posttests, and unit tests, and all instructional events. (EM 010 787 through EM 010 823 are related documents.)

_____. (1968).  Concept Area Two Objectives and Test Items (Rev.) Part One, Part Two. Economic Analysis Course. Segments 17-49. 

A multimedia course in economic analysis was developed and used in conjunction with the United States Naval Academy. (See ED 043 790 and ED 043 791 for final reports of the project evaluation and development model.) This report deals with the second concept area of the course and focuses on macroeconomics. Segments 17 through 49 are presented, covering national income measurement, income and product accounting, behavioral characteristics of consumption and investment, a national income equilibrium model, fiscal policy, the role of money, the money supply, the Federal Reserve System, and product and monetary markets. Counseling procedures, pretests, unit tests, discussion, posttests, and tests for each segment are presented. Generally, information provided for each segment includes behavioral objectives, hierarchy charts, and test items. (EM 010 787 through EM 010 823 are related documents.)

_____. (1968).  Concept Area Three Objectives and Test Items (Rev.). Part One and Part Two. Economic Analysis Course. Segments 50 - 84. 

A multimedia course in economic analysis was developed and used in conjunction with the United States Naval Academy. (See ED 043 790 and ED 043 791 for final reports of the project evaluation and development model.) This report deals with concept area three of the course, which focuses on microeconomics. The behavioral objectives, hierarchy charts, and test items for segments 50 through 84 are presented, covering consumer behavior and demand, costs and supply, theory of the firm--competition, theory of the firm--monopoly, the product market, and the factor market. (EM 010 787 through EM 010 823 are related documents.)

_____. (1968).  Concept Area Four and Five Objectives, Hierarchy Charts, and Test Items. Economic Analysis Course. Segments 85-96. 

A multimedia course in economic analysis was developed and used in conjunction with the United States Naval Academy. (See ED 043 790 and ED 043 791 for final reports of the project evaluation and development model.) This report deals with concept areas four and five, which focus on international trade and enrichment areas. The behavioral objectives, hierarchy charts, and test items for segments 85 through 96 are presented, covering the theory and benefits of trade, the balance of payments, international adjustment process, correcting payments disequilibrium, flexible exchange rates, welfare implications of selected policy variables, and policy applications and problems. Additional segments include pretest, posttest, and counseling and prescription information. (EM 010 787 through EM 010 823 are related documents.)

_____. (1969).  Contemporary Education. Volume 40, Number 5, April, 1969. 

"Contemporary Education" is a magazine, published six times a year, which seeks to present competent discussions of contemporary trends and problems in education. This issue concentrates on the computer's role in education, with the conviction that the computer will transform education and eventually inform and pervade all areas of human activity, and that its potential is limited only by the resourcefulness of the user. There are eight articles on computer-assisted instruction (CAI). Other contributions include book reviews, an article on ERIC, and other miscellaneous items on education.

Concord, Albert E. (1969).  Educational Applications of Time-Sharing at the United States Naval Academy  AEDS J, 3, 2. 

Provides a brief overview of the educational technology research effort at the Naval Academy, including a discussion of two computer-assisted instruction projects, and examines three techniques that employ teletype remote time-sharing computer terminals for instruction.

CONGER, GEORGE R. (1968).  SELECT COUNCIL ON POST-HIGH-SCHOOL EDUCATION CONFERENCE (TALLAHASSEE, JANUARY 26-27, 1968). SUMMARY REPORT. 

IN 1967, THE FLORIDA LEGISLATURE APPOINTED A SELECT COUNCIL ON POST-HIGH SCHOOL EDUCATION TO PREPARE A COMPREHENSIVE PLAN FOR THE STATE'S OFFERINGS AT THIS LEVEL. FORMER CONSULTANTS WHO HAD STUDIED THE FLORIDA EDUCATIONAL SYSTEM PARTICIPATED IN A JANUARY 1968 CONFERENCE. REPORTS OF THE DISCUSSION GROUPS WERE SUMMARIZED--(1) HUMAN RESOURCES, (2) DEMOCRATIZATION OF FLORIDA POST-HIGH SCHOOL EDUCATION, (3) INNOVATION, AND (4) EDUCATIONAL TECHNOLOGY. GROUPS GAVE ATTENTION TO QUESTIONS OF QUALITY, ACCESSIBILITY OF OPPORTUNITY, STUDENT TRANSITION FROM ONE LEVEL TO ANOTHER, THE NEED FOR CHANGE, EVALUATION, MEDIA, HUMAN FACTORS IN TECHNOLOGY, AND RESEARCH.

Connor, D. V. (1967).  Educational Technology in Australia and New Zealand. Occasional Publication Number One. 

The Australian and New Zealand educational systems are currently developing at a rapid rate. The aim of this paper is to trace the emergence and growth of educational technology in the unique conditions of Australia and New Zealand, to outline and evaluate previous developments and current applications, and to discern trands and suggest the implications of various educational procedures in Australasia. The emphasis is on applications to formal education from any field of scientific endeavor. The applications considered range from the use of telephone lines and pedal radio in the Australian outbacks to the use of computers in the densely populated metropolitan areas. Examples are given of Australia's attempts to use technology to assist the educational problems of other countries as well as her own.

COOK, DONALD A.; MECHNER, FRANCIS (1963).  BEHAVIORAL TECHNOLOGY AND MANPOWER DEVELOPMENT. 

A BRIEF HISTORIC SURVEY WHICH PLACES PROGRAMED INSTRUCTION IN THE PROPER PERSPECTIVE RELATIVE TO BEHAVIORAL TECHNOLOGY AS A WHOLE IS PRESENTED. BEHAVIORAL TECHNOLOGY IS THE APPLICATION OF LEARNING THEORY TO PRACTICAL PROBLEMS OF TRAINING AND EDUCATION. THE APPLICATION OF BEHAVIORAL TECHNOLOGY TO THE TEACHING OF CERTAIN VERBAL AND INTELLECTUAL SKILLS IS KNOWN AS "PROGRAMED INSTRUCTION." THE MAIN POINTS IN DEVELOPING A PROGRAM ARE--STAFF PERSONNEL INCLUDING SUBJECT MATTER EXPERTS, BEHAVIOR ANALYSTS, PROGRAMERS, PROJECT ADMINISTRATORS, TEST SUBJECTS, PROGRAM EDITORS, TYPISTS, DRAFTSMEN, AND ILLUSTRATORS, THE SPECIFICATION OF OBJECTIVES, BEHAVIORAL ANALYSIS, FRAME WRITING AND TESTING, AND THE ECONOMICS OF PROGRAM PRODUCTION. BEHAVIORAL TECHNOLOGY SUGGESTS MANY GENERAL APPROACHES TO A MANPOWER DEVELOPMENT PROGRAM. CURRENT ACTIVITY IN THE FIELD INCLUDES--PROGRAMED INSTRUCTION IN INDUSTRY FOR MAINTENANCE PERSONNEL, TECHNICAL SALES REPRESENTATIVES, ENGINEERS, AND COMPUTER PROGRAMERS, PROGRAMED INSTRUCTION IN THE MILITARY, THE DEVELOPMENT OF EDUCATIONAL PROGRAMS FOR THE SCHOOLS, PROGRAMED INSTRUCTION FOR POST-GRADUATE MEDICAL EDUCATION, AND PROGRAMED INSTRUCTION IN UNDERDEVELOPED AREAS. ISSUES IN THE USE AND FUTURE DEVELOPMENT OF PROGRAMED INSTRUCTION INCLUDE THE ROLE OF THE TEACHER, THE DEGREE OF DETERIORATION IN EDUCATIONAL OBJECTIVES, PROGRAMED INSTRUCTION AND TEACHER TRAINING, ADMINISTRATIVE PROBLEMS, CENTRALIZATION OF CONTROL OF EDUCATION, QUALITY CONTROL, AND SOME PSEUDO-PROBLEMS. AREAS FOR RESEARCH INCLUDE LITERACY, TASK ANALYSIS, BEHAVIORAL ANALYSIS TECHNIQUES, EVALUATION TECHNIQUES, THE TRAINING OF PROGRAM PRODUCTION TEAMS AND PROJECT MANAGERS, SCIENCE, MANIPULATIVE AND MECHANICAL SKILLS, AND SOCIAL PROBLEMS OF IMPLEMENTATION AND INSTALLATION, AND THE TEACHING OF LANGUAGES, SCIENCE, MANIPULATIVE AND MECHANICAL SKILLS, AND SOCIAL INTERACTION SKILLS.

Cooley, William W.; Glaser, Robert (1968).  An Information and Management System for Individually Prescribed Instruction. Working Paper 44. 

A model of the educational process and a derived procedure series for implementing an individualized instruction system are presented. The application of computer technology to individualized instruction requires an operational definition of the educational process in terms of school practices. A process model involving three major sets of variables, educational goals, individual capabilities and instructional means, with means a function of goals and capabilities, is outlined. Following upon this conceptual model, an instructional model and the functional basis of an individually prescribed instruction (IPI) system are developed as a sequence of operations. As instruction proceeds, performance is monitored and assessed, and necessary adaptations occur at subgoal decision points. The system is also evolutionary; it is able to compare interim student behavior and final outcomes with predictions of original operational functions and provide the basis for modification when appropriate. Experience obtained in introducing computer assistance into a currently operational IPI system is described at length, and system research abilities, including a cumulative data bank for basic learning and measurement studies, are discussed. | [FULL TEXT]

Coombs, Don H. (1969).  "ERIC" Finds the Answers  Educ Screen Audiovisual Guide, 48, 9. 

Full-Text Availability Options: 621.

Coombs, Don H. (1969).  The ERIC Clearinghouse on Educational Media and Technology  Educ Telev Int, 3, 3. 

Describes the ERIC system, giving special attention to the means by which the Educational Media and Technology Clearinghouse can be of service to educational television specialists. Lists publications available from the Clearinghouse.

Cor, Laurence W. (1967).  Humanizing Language Study.  [French Review] 

The knowledge explosion, the growth of technology, and the development of new teaching methodologies seem to the author to have led to a sense of unrelatedness, insignificance, and a loss of personal identity. The implications of this position for language teachers are viewed in terms of communication and motivation. Weaknesses of the scientific, linguistic approach to language instruction are seen in relation to the larger goals of the teacher--the humanizing of language study.

CORRIGAN, ROBERT E. (1963).  PROGRAMED INSTRUCTION AS A SYSTEMS APPROACH TO EDUCATION. 

PROGRAMED INSTRUCTION IS SEEN AS A COMPLETE SYSTEM OF TEACHING ORGANIZED AND DESIGNED TO MEET THE SPECIFIC OBJECTIVE OF EFFICIENT INDIVIDUAL LEARNING. ITS METHODS PROVIDE THE MEANS FOR RESOLVING THE BROAD SCOPE OF INSTRUCTIONAL REQUIREMENTS WHICH INCLUDE THE NEED FOR BOTH INDIVIDUAL AND GROUP INSTRUCTION. THE SYSTEMS APPROACH CONCEPT, ORIGINALLY RELATED TO WEAPONS SYSTEMS, IS APPLIED TO PROGRAMED INSTRUCTION. IT REQUIRES DEFINING THE JOB OF EACH PERSON WORKING TOGETHER TO ACHIEVE A COMMON GOAL. DETAILING HIS TASKS, SPECIFYING PERFORMANCE REQUIREMENTS, AND STATING THE NECESSARY INTERACTIONS AND COMMUNICATIONS TO BE CARRIED OUT BETWEEN GROUPS. THREE SCOPES OF ACTIVITY, PERFORMED BY INDEPENDENT GROUPS ARE DEFINED AND ANALYZED. THEY ARE--THE CURRICULUM DIRECTOR AND THE PROGRAMER, WHO ANALYZE AND DEVELOP INSTRUCTIONAL MATERIALS, THE TEACHERS AND STUDENTS WHO CARRY OUT THE METHODS AND PROCEDURES IN THE INSTRUCTIONAL PROCESS, AND THE ADMINISTRATIVE, SUPERVISORY, AND PARENTAL GROUPS WHO, OPERATING OUTSIDE THE IMMEDIATE INSTRUCTIONAL ENVIRONMENT, DIRECTLY OR INDIRECTLY INFLUENCE THE QUALITY OF INSTRUCTION AND INDIVIDUAL LEARNING. IN ADDITION TO POSTULATING SYSTEM REQUIREMENTS, EXAMPLES OF THEIR APPLICATION TO ACCOMPLISH OPTIMAL DESIGN OF INSTRUCTIONAL SEQUENCES IN EXISTING INSTRUCTIONAL ENVIRONMENTS ARE GIVEN. THIS ADDRESS WAS PRESENTED TO THE NATIONAL SOCIETY FOR PROGRAMED INSTRUCTION (SAN ANTONIO, MARCH 27, 1963)

_____. (1968).  Cost Study of Educational Media Systems and Their Equipment Components. Volume III, A Supplementary Report: Computer Assisted Instruction. Final Report. 

The COST-ED model (Costs of Schools, Training, and Education) of the instructional process encourages the recognition of management alternatives and potential cost-savings. It is used to calculate the minimum cost of performing specified instructional tasks. COST-ED components are presented as cost modules in a flowchart format for manpower, teachers, facilities, attrition, and student opportunity. Computer-assisted instruction (CAI) is an educational medium which can be described within the context of the COST-ED model. CAI equipment cost factors are defined on the basis of functions performed: instructional process control, curriculum availability, or student-system communication. Radical economic differences between CAI and classroom instruction explain the"all-or-nothing-effect": CAI can be economically justified only if it becomes the dominant mode of instruction in a given instructional environment. Until CAI costs decline, applications will be confined to the military, welfare, and industrial sectors of the nation. The expansion of CAI into public education depends on methods of submitting, soliciting, and evaluating CAI projects and on public policy measures in behalf of the educational technology industry.

_____. (1968).  Course Description. Economic Analysis Course. 

A multimedia course in economic analysis was developed and used in conjunction with the United States Naval Academy. (See ED 043 790 and ED 043 791 for final reports of the project evaluation and development model.) This document provides a short description of the Naval Academy's academic program and setting and then briefly describes the economic analysis course. Em 010 787 through EM 010 823 are related documents.

_____. (1968).  Course Segment A.4 Documentation. Economic Analysis Course. 

The development of the first segment of instruction of the multimedia, individualized course in economics analysis prepared for the United States Naval Academy is described in detail in this document. The development moves from behavioral objectives through criterion test items, instructional events, and media selection, to a continuity format and specification of instructional materials. The segments of the course itself, the behavioral objectives involved, and the working papers from the course development are under EM 010 787 through EM 010 823. The final evaluation can be found under ED 043 790, and the model developed for designing a system of individualized instruction is reported in ED 043 791.

_____. (1968).  Course Segment IV; Instructors Guide and Materials. Economic Analysis Course. 

The tryout versions of some materials for the first instructional segment of the multimedia, individualized course in economic analysis produced for the United States Naval Academy are presented in this paper. Included are the instructor's guide, the visual materials, and the testing materials. Other course segments in final form, the behavioral objectives involved, and various working papers from the development of the course 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 a system of individualized instruction is reported in ED 043 791.

_____. (1968).  Course Development Model; Manpower Report. Economic Analysis Course. 

Man-hours by task and by manpower function are presented for phase I of the development of the multimedia, individualized course in economic analysis prepared for the United States Naval Academy. Related Documents are 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.

Coughlin, Gaila, Ed. (1969).  Transformation of the Schoolhouse. Annual Report for 1969. 

This report reviews some of the more important educational innovations that have transformed the arrangement of space and design of the schoolhouse environment. Design, structural, and functional features are described for open plan schools (schools without interior walls). Consideration is given to the use of performance specifications in the design of a coordinated series of building components, and to the influence of instructional hardware (computers, films, television, tapes) on schoolhouse design. EFL's involvement in these developments is examined. Financial statements of EFL's assets and liabilities and the related statement of income, grants, and expenses are followed by a list of EFL reports and project publications. | [FULL TEXT]

COULSON, JOHN E. (1967).  AN INSTRUCTIONAL MANAGEMENT SYSTEM FOR THE PUBLIC SCHOOLS. 

AN INSTRUCTIONAL MANAGEMENT SYSTEM IS DESCRIBED AS AN INTERIM APPROACH TOWARD WIDESPREAD ADOPTION OF COMPUTER-BASED INSTRUCTION. AN EXPERIMENTAL PROTOTYPE OF THE INSTRUCTIONAL MANAGEMENT SYSTEM IS BEING DEVELOPED BY SYSTEMS DEVELOPMENT CORPORATION UNDER A CONTRACT FROM THE SOUTHWEST REGIONAL LABORATORY FOR EDUCATIONAL RESEARCH AND DEVELOPMENT. IT IS A COMPUTER-BASED INFORMATION SYSTEM DESIGNED TO AID SCHOOL PERSONNEL IN THE INDIVIDUAL MONITORING AND MANAGEMENT OF STUDENT PROGRESS. INPUTS TO THE INSTRUCTIONAL MANAGEMENT SYSTEM INCLUDE THE RESULT OF DIAGNOSTIC TESTS, AND INFORMATION ABOUT THE PUPILS AND THE INSTRUCTIONAL RESOURCE MATERIALS. MACHINE-PREPARED OUTPUTS SHOW INDIVIDUAL AND GROUP PERFORMANCE ON THE DIAGNOSTIC TESTS, AND SUGGEST ALTERNATIVE INSTRUCTIONAL MATERIALS OR TEACHING TECHNIQUES THAT THE TEACHER MIGHT USE FOR PUPILS WITH SPECIFIC WEAKNESSES. THIS PAPER WAS PRESENTED AT THE ABINGTON CONFERENCE '67 ON "NEW DIRECTIONS IN INDIVIDUALIZING INSTRUCTION" (WILLOW GROVE, PA., APRIL 23-25, 1967) AND IS AVAILABLE AS AD-654-621 FROM THE CLEARINGHOUSE FOR FEDERAL SCIENTIFIC AND TECHNICAL INFORMATION, SPRINGFIELD, VA. 22151. MICROFICHE $0.65, HARDCOPY $3.00.

Coulson, John E., Ed. (1962).  Programmed Learning and Computer-Based Instruction, Proceedings of the Conference on Application of Digital Computers to Automated Instruction (Washington, D.C., October 10 - 12, 1961). 

A symposium of scientists and educators interested in coordinating the often parallel but separate research and development efforts in programed learning and digital-computer utilization met to define more exactly the potentialities of the computer as an instructional aid. Their papers form the basis of this book. The first section of the book presents the techniques of automated teaching and programed learning, research problems, rudimentary behavior theory, a basic mathematical teaching model, and a discussion of the need to define educational goals. Part II describes the current attempts at applying computer technology to automated instruction, the basic equipment of a computer-based laboratory, and improvements in techniques of communication between computers and humans. The third and final part is concerned with systems considerations in computer usage and interactions between computer developments and automated teaching methods.

CRAWFORD, MEREDITH P.; ECKSTRAND, GORDON (1967).  A REVIEW OF CONTEMPORARY MILITARY TRAINING RESEARCH--THE STATE OF TRAINING TECHNOLOGY AND STUDIES OF MOTIVATION AND ATTITUDES IN LEARNING (IN PSYCHOLOGICAL RESEARCH IN NATIONAL DEFENSE TODAY, EDITED BY J.E. UHLANER, PAGES 48-94). 

PART OF A LARGER REVIEW OF RECENT PSYCHOLOGICAL RESEARCH RELATING TO NATIONAL DEFENSE, THIS SECTION COVERS STUDIES ON TRAINING FOR LEADERSHIP, COMMAND, AND TEAM FUNCTIONS, AND ON THE EFFECTS OF PSYCHOPHYSIOLOGICAL FACTORS ON MILITARY PERFORMANCE. STUDIES IN THE FIRST CHAPTER OF THIS SECTION ARE DIVIDED BETWEEN INTERPERSONAL ASPECTS (LEADERSHIP) AND ORGANIZATIONAL AND TECHNICAL RESPONSIBILITIES, AND ARE SUBDIVIDED INTO RESEARCH AND DEVELOPMENT AND BY COMMISSIONED AND NONCOMMISSIONED OFFICER PERSONNEL. THE OTHER CHAPTER, LARGELY AN OVERVIEW OF THE CURRENT STATE OF TRAINING TECHNOLOGY, PRESENTS STUDIES ON THE DETERMINATION OF TRAINING OBJECTIVES AND REQUIREMENTS, DEVELOPMENT OF TRAINING ENVIRONMENTS (APPLICATION OF TRAINING PRINCIPLES, TRAINING MEDIA, SIMULATORS, PROGRAMED INSTRUCTION, COMPUTER ASSISTED INSTRUCTION), EVALUATION TECHNIQUES (CRITERION REFERRED MEASURES AND THE PROBLEM OF FORMING PROFICIENCY MEASURES), AND PROMISING AREAS FOR RESEARCH. THE DOCUMENT INCLUDES A DIAGRAM AND 125 REFERENCES. THIS DOCUMENT, PART TWO OF AD-661-301, IS AVAILABLE FROM THE CLEARINGHOUSE FOR FEDERAL SCIENTIFIC AND TECHNICAL INFORMATION, SPRINGFIELD, VA. 22151. MICROFICHE $0.65. HARD COPY $3.00. 47 PAGES.

_____. (1969).  Creative Developments in the Training of Educational Personnel. 

This collection of 44 program descriptions, compiled from reports solicited from directors throughout the nation, is intended as a reference source on a variety of alternative approaches to the training of various educational personnel. Each entry includes listing of collaborating agencies, director's address, and funding sources (most were at least partially funded through the U.S. Office of Education). Eight descriptions are in the "Basic Studies" category including programs for teachers of English as a second language, industrial arts, math and science, music, and social studies; several focus on disadvantaged groups. Nine are in the "Special Projects" category, several on specific training techniques (e.g., Mobilabs, minicourse, team internship). Three report Teacher Corps programs for specific trainee groups. One of two descriptions fall into each of these categories: Early Childhood, Educational Administration, Trainers of Teacher Trainers, Special Education, Support Personnel, Teacher Improvement through Curriculum Development, Teacher Leadership Development, and Vocational and Technical Education. An index provides further breakdown into specific project focuses or approaches, e.g., differentiated staffing, urban and inner-city, community experience, sensitivity training, media. | [FULL TEXT]

Crosby, Harry H.; Bond, George R. (1968).  The McLuhan Explosion: A Casebook on Marshall McLuhan and Understanding Media. 

Designed to serve as a casebook for introductory college-level English courses, this collection of 33 articles critically reviews the works of Marshall McLuhan on the effects of media. Each of the reviews is followed by questions designed to encourage the student to concentrate on the more important points of the review and of McLuhan's ideas. Also included are the introduction and first three chapters of McLuhan's "Understanding Media", a series of projects designed to provide students with an opportunity to demonstrate their comprehension of McLuhan's ideas, and a glossary of "McLuhanisms".