Educational Technology | F

_____. (1969).  Facility Technology--Catalyst for Learning. 

Describes several aspects of facility technology and its impact on learning. Contents include--(1) facility technology catalyst for learning, (2) technology and hardware systems, (3) technology and individual building hardware systems, (4) technology and district-wide hardware systems, (5) technology and higher educational facility hardware systems, (6) technology as it affects educational planning, (7) technology and individual building facility planning, (8) technology and district-wide facility planning, (9) technology and community college facility planning, (10) technology and its potential for educational facilities design, and (11) the impact of technology on education.

Farrag, O. L. (1969).  Educational Technology in the UAR and the Arab States. New Interest in Education  Educ Technol, 9, 11. 

Discusses the progress being made in introducing programed instruction and various instructional media to the Arab world.

Farrell, Edmund James (1969).  A Forecast of Responsibilities of Secondary Teachers of English 1970-2000 A.D., With Implications for Teacher Education. 

Four panels of 80 experts in learning theory, secondary curriculum, educational technology, and English predicted developments in their fields for the next 30 years, anticipated the effects these developments would have on secondary education, and made recommendations for preservice teacher education programs. The panel of English experts then selected developments, which, if implemented, would have bearing on the responsibilities of secondary English teachers: replacement of letter grades by more effective utilization of intrinsic motives to learn; emphasis on student-paced, continuous-progress learning; individualized instruction through independent study, small group activity, and programmed learning materials; and multi-level ungraded programs for K-12. Based on these projections, the following were chosen by the English panel as some of the most necessary items in the preservice education of secondary English teachers: learning how to use discovery approaches to learning; learning how to reveal the social relevance of English; and learning how to be a creator and manager of learning strategies and systems.

Felsenthal, Norman (1967).  Systems Approach. Summary Report of the Lake Okoboji Educational Media Leadership Conference (13th, Iowa Lakeside Laboratory, Milford, Iowa, August 20-24, 1967). 

Compiled are keynote address, minutes of the meetings, committee reports, and a list of the 78 participants who attended the thirteenth Lake Okoboji Educational Media Leadership Conference. The keynote address advocated that the instructional technologist should employ the systems approach in making curriculum planning decisions for shifting the function of instructional media from a supplementary role to an integrated one in the total instructional system. Six study committees were formed to explore the following topics: (1) components and types of instructional systems in use, (2) redefining roles for a systems approach, (3) climate of acceptance of a new instructional system, (4) personnel training for the implementation of systems, (5) impacts of the system, and (6) models of instructional systems. A glossary of key terms used in the conference, a list of instructional systems in use, and concerns voiced by various delegates are appended.

Felsenthal, Norman, Ed. (1968).  Fourteenth Lake Okoboji Educational Media Leadership Conference, Iowa Lakeside Laboratory, Lake Okoboji, Milford, Iowa, August 18-22, 1968. Summary Report. 

Keynote addresses, minutes of the meetings, committee reports, and a list of the 72 participants are given in this report of an annual meeting of educational media specialists at Lake Okoboji (Iowa). The keynote addresses were concerned with the application of educational technology and interdependence in the industrial-instructional revolution. The Conference Summary states the need to pioneer in ways to make the education-industry dialogue come alive. The committee reports were concerned with defining the roles for education and industry, providing options in education through media, technology and dehumanization, adaptation of instructional materials and equipment to an era of change; the need for criteria, and the recommendation that a national forum composed of leading educators and industrialists be convened in 1969 to devise a model for continuing dialogue. Appendices include an evaluation of the 1968 Okoboji conference and a compilation of the concerns of various delegates.

FENVES, STEVEN J.; AND OTHERS (1966).  PROCEEDINGS ON THE CONFERENCE ON THE IMPACT OF COMPUTERS ON EDUCATION IN ENGINEERING DESIGN (CHICAGO, APRIL 21-23,1966). 

PAPERS PRESENTED AT A 1966 CONFERENCE ON ENGINEERING EDUCATION ARE INCLUDED IN THIS CONFERENCE REPORT. THE CONFERENCE WAS PRIMARILY CONCERNED WITH THE IMPACT OF COMPUTERS ON EDUCATION IN ENGINEERING DESIGN. PARTICIPANTS WERE FACULTY MEMBERS FROM SCHOOLS OF ENGINEERING, WHO HAVE THE RESPONSIBILITY FOR COURSE AND CURRICULUM DESIGN. A LONG-RANGE OBJECTIVE WAS TO SET DIRECTIONS FOR ENGINEERING EDUCATION AND RESEARCH IN DESIGN AND ANALYSIS, WHEREVER THE LATTER WAS EXPECTED TO CHANGE UNDER THE IMPACT OF COMPUTER CONCEPTS. SESSIONS OF THE CONFERENCE WERE DEVOTED TO (1) APPLICATIONS IN ENGINEERING DESIGN, (2) COMPUTERS IN ENGINEERING DESIGN AT UNIVERSITIES, (3) A MANUFACTURERS FORUM, AND (4) FUTURE PROSPECTS AND REQUIREMENTS. SUMMARIES OF DISCUSSIONS THAT FOLLOWED PRESENTATIONS OF PAPERS ARE INCLUDED.

Feurzeig, W.; And Others (1969).  Programming-Languages as a Conceptual Framework for Teaching Mathematics. Final Report on the First Fifteen Months of the LOGO Project. 

A new mathematics curriculum was used in this study which depended fundamentally on the use of computers and programing for presentation. The main part of the research was done with seventh grade children utilizing a programing language, LOGO, specifically designed for the teaching of mathematics. An investigation was also conducted with a group of second and third graders. After a brief exposition of the LOGO language, the two teaching activities are described in some detail, including many examples of the classroom and laboratory materials used. The report begins with a discussion of the reasons that mathematics instruction is so difficult, and states the underlying issues that have dictated the kind of approach taken here. Following the descriptive material on the teaching experiments is a discussion of the results, including some evaluation of the year's work and of the project. A detailed description of the LOGO programing language and system is appended.  | [FULL TEXT]

Fiks, Alfred I. (1969).  Foreign Language Programmed Materials: 1969. ERIC Focus Reports on the Teaching of Foreign Languages, Number 7. 

This annotated bibliography of programed language instruction materials lists forty-eight programs by language; including French (17), Spanish (15), German (6), Russian (3), Latin (3), and other languages (4). Information is provided on title, publisher, or supplier, author, price, student level, course objectives, mode of student response, special devices needed, format, completion time, number of frames, and an index of approximate information unit size. A list of publishers and distributors of programed materials is supplied.

FINN, JAMES D. (1960).  TECHNOLOGY AND THE INSTRUCTIONAL PROCESS. 

A TEACHER SHORTAGE, LARGE CLASSES, AND NEED FOR QUALITY INSTRUCTION FORCED EDUCATION INTO MASS INSTRUCTIONAL TECHNOLOGY. INSTRUCTIONAL TECHNOLOGY IS GOVERNED BY SUCH SYSTEMS AS TELEVISION AND FILMS WHICH CAN REACH MORE STUDENTS WITH FEWER TEACHERS. THERE IS A TREND TOWARD INDIVIDUAL INSTRUCTION UTILIZING TEACHING MACHINES. IF A COMBINATION OF INSTRUCTIONAL TECHNOLOGY AND INDIVIDUAL INSTRUCTION IS FORMED, THE TEACHER AND THE SCHOOL SYSTEM COULD BE ELIMINATED. FUTURE DEVELOPMENTS OF INSTRUCTIONAL TECHNOLOGY COULD BE--TEACHING MACHINE PROGRAMS MOVING FROM THE VERBAL TYPE PROGRAM TO THE AUDIOVISUAL-BRANCHING TYPE PROGRAM, IN WHICH THE STUDENT CAN SELECT ADDITIONAL MATERIAL FOR FURTHER EXPLANATION IF THE MACHINE INFORMS HIM OF THIS NEED, AIRPLANES CARRYING MULTIPLE TELEVISION TRANSMITTERS TO BROADCAST SIGNALS OVER GREATER DISTANCES THAN CONVENTIONAL TOWER TRANSMISSION SYSTEMS. THIS CURRENT TECHNOLOGICAL TREND SHOULD BE CONTROLLED SO THAT THE PROPER OBJECTIVES MAY BE SERVED WITH THE HUMAN BEING REMAINING CENTRAL IN THE PROCESS. THE CONCEPT OF NEGATIVE ENTROPY WILL THEN HOLD, "THE EDUCATIONAL SYSTEM WILL BECOME HIGHLY ORGANIZED AND LESS RANDOM IN NATURE." THIS ARTICLE WAS PUBLISHED IN THE "PHI DELTA KAPPAN" JUNE 1960.

FINN, JAMES D. (1960).  THE CROFT PROFESSIONAL GROWTH PROGRAM. 

PRESSURES ON SCHOOL ADMINISTRATORS EMANATE FROM SUCH SOURCES AS TELEVISION, TEACHING MACHINES, AND FILMS. THE ADMINISTRATOR SHOULD BE AWARE OF THE PROMISES OF THE FUTURE AND THE BEST OF THE PAST, WHICH CAN GUIDE HIM IN LEADERSHIP. IN THE YEARS TO COME, ADMINISTRATIVE OPERATIONS, THEORY, AND ATTITUDES WILL HAVE TO CHANGE RADICALLY. TOO MANY TEACHERS CONSIDER NEW TEACHING DEVICES AS BEING UNRELATED TO EACH OTHER AND OF NO SIGNIFICANCE IN INSTRUCTION. CHANGES IN ADMINISTRATIVE PATTERNS ARE NEEDED IN THE LOGISTICS OF INSTRUCTION WITH TRAINED PERSONNEL TO SUPPORT THIS INSTRUCTION. THE REVISION OF THE SCHOOL BUDGET IS AN ESSENTIAL BUT DIFFICULT PART OF THESE CHANGES. THE SCHOOL PRINCIPAL HAS A KEY LEADERSHIP ROLE AND GREAT CURRICULUM RESPONSIBILITIES. THE PRINCIPAL SHOULD ACQUIRE THE FUNCTIONAL KNOWLEDGE OF ALL ELEMENTS OF TECHNOLOGICAL CHANGE. ADEQUATE INSTRUCTIONAL SUPPORT AND HIGH CALIBER SERVICE SHOULD BE PROVIDED FOR TEACHERS IN ORDER TO ACQUAINT THEM WITH THE USEFULNESS OF TECHNOLOGICAL CHANGES. THIS ARTICLE WAS PUBLISHED IN "NEW DIMENSIONS OF INSTRUCTION," VOLUME 7, NUMBER 4, 1961.

FINN, JAMES D. (1964).  INSTRUCTIONAL TECHNOLOGY AND MEDIA PROJECT, FIRST ADVISORY PANEL MEETING, NOVEMBER 29, 30, AND DECEMBER 1, 1964, LOS ANGELES, CALIFORNIA, SUMMARY. 

A SECOND ADVISORY PANEL MEETING OF THE INSTRUCTIONAL TECHNOLOGY AND MEDIA PROJECT (ITM) WAS HELD ON APRIL 24, 25, AND 26, 1964, AT CHERRY HILL, N.J. VARIOUS REPORTS WERE GIVEN INCLUDING--(1) ITM PROJECT HOUSING REPORT, (2) 12 CONFERENCE AND MEETING REPORTS, (3) A STATUS REPORT ON ITM'S INFORMATION STORAGE AND RETRIEVAL SYSTEM, AND (4) A REPORT ON THE PUBLICATIONS PROGRAM OF THE EDUCATIONAL MEDIA BRANCH. DR. WILLIAM ALLEN, EDITORIAL DIRECTOR OF ITM, PRESENTED THE LATTER REPORT. ALLEN EXPLAINED THAT, ALTHOUGH THIS ACTIVITY EXPANDS ON THE DESIGNATED RESPONSIBILITY OF THE MONOGRAPH PREPARATION PHASE OF THE ITM PROJECT, IT SEEMED DESIRABLE TO PLACE THE MONOGRAPHS WITHIN PUBLICATIONS PROGRAM. FIVE TYPES OF DISSEMINATING ACTIVITIES AND FIVE AUDIENCE GROUPS WERE USED TO ILLUSTRATE THE IMPORTANCE OF PUBLICATIONS. REMEDIES TO CORRECT DEFICIENCIES IN REPORTING TO USERS WERE SUGGESTED.

FINN, JAMES D.; AND OTHERS (1961).  HISTORY OF INSTRUCTIONAL TECHNOLOGY, II--THE TECHNICAL DEVELOPMENT OF THE NEW MEDIA. 

THIS IS THE SECOND PAPER RELEASED BY THE TECHNOLOGICAL DEVELOPMENT PROJECT DEALING WITH THE HISTORICAL BACKGROUND OF THE DEVELOPING INSTRUCTIONAL TECHNOLOGY IN AMERICAN EDUCATION. THE BASIS OF THE WORK PRESENTED HERE WAS THE L. PAUL SAETTLER'S DISSERTATION, "THE ORIGIN AND DEVELOPMENT OF AUDIOVISUAL COMMUNICATION IN EDUCATION" (UNIVERSITY OF SOUTHERN CALIFORNIA, 1953). THE FOLLOWING TECHNOLOGIES ARE TRACED--PICTORIAL AND GRAPHIC ARTS, PROJECTED STILL PICTURES, MOTION PICTURES, AUDITORY MEDIA, FACSIMILE, TELEVISION, AND TEACHING MACHINES. ACCOMPANYING ILLUSTRATIONS APPEAR IN THE LAST SECTION OF THE REPORT.

FINN, JAMES D.; AND OTHERS (1962).  INSTRUCTIONAL TECHNOLOGY AND THE PRESS--A CASE STUDY. 

PRESS TREATMENTS OF CERTAIN EVENTS INVOLVING COMMUNICATION TECHNOLOGIES IN EDUCATION WERE EXAMINED. STUDY EFFORT CENTERED ON THE U.S. DAILY PRESS COVERAGE OF THE 1961 NATIONAL EDUCATION ASSOCIATION CONVENTION, A TOTAL OF 193 NEWSPAPER STORIES. FROM THE STANDPOINT OF "TECHNOLOGICAL" PRESS COVERAGE, THE DOMINATING ISSUE (OR THEME) WAS THE MAN-MACHINE CONFLICT. TAKING THE FORM OF "TEACHERS VERSUS THE TEACHING MACHINES," THIS ISSUE MONOPOLIZED ALL FRONT-PAGE SPACE DEVOTED TO THE SUBJECT OF COMMUNICATION TECHNOLOGIES, AND COLORED ALL RELEVANT HEADLINES. CONVENTION ANNOUNCEMENTS AND DISCUSSIONS OF NEW ELECTRONIC INNOVATIONS AND TECHNIQUES COMPOSED A MINOR BUT SIGNIFICANT THEME OF THE PRESS COVERAGE. THE SIGNIFICANCE OF THE STUDY RESTED UPON AN INQUIRY INTO THE OPERATION OF GENERAL PROCESSES UNDER CERTAIN SPECIFIC CONDITIONS. LITTLE GENERALIZATION OF THE RESULTS WAS ATTEMPTED.

FINN, JAMES D.; AND OTHERS (1962).  STUDIES IN THE GROWTH OF INSTRUCTIONAL TECHNOLOGY, I--AUDIOVISUAL INSTRUMENTATION FOR INSTRUCTION IN THE PUBLIC SCHOOLS, 1930--1960, A BASIS FOR TAKE-OFF. 

THIS STUDY PLOTS THE QUANTITATIVE ASPECTS OF THE GROWTH OF AUDIOVISUAL EQUIPMENT IN THE PUBLIC SCHOOLS OF THE UNITED STATES, PRINCIPALLY OVER THE PERIOD, 1930-60. ITEMS OF EQUIPMENT ARE CONSIDERED ONE CATEGORY OF THE GROWTH OF INSTRUCTIONAL TECHNOLOGY IN AMERICAN EDUCATION. THE TYPES OF EQUIPMENT SELECTED FOR THE ANALYSIS OF GROWTH PATTERNS WERE THOSE ITEMS OF AUDIOVISUAL EQUIPMENT COMMONLY USED FOR INSTRUCTION IN SCHOOL AND COLLEGES. THEY WERE--MOTION PICTURE PROJECTION EQUIPMENT, STILL PICTURE PROJECTION EQUIPMENT, SOUND EQUIPMENT, AND BROADCAST RECEPTION EQUIPMENT. THE DEVELOPMENT OF THE GROWTH CURVES PRESENTED IN THE REPORT WAS ACCOMPLISHED BY MEANS OF (1) AN ANALYSIS OF PUBLISHED AND UNPUBLISHED MATERIALS, (2) A CONFIDENTIAL SURVEY OF THE AUDIOVISUAL INDUSTRY, (3) COORDINATION WITH THE GODFREY STUDY, (4) CONSULTATION WITH KNOWLEDGEABLE INDIVIDUALS, AND (5) THE PROCESS OF ESTIMATION.

FINN, JAMES D.; AND OTHERS (1962).  THE DESIGN OF INSTRUCTIONAL EQUIPMENT--TWO VIEWS. 

THE STUDY PRESENTED IN THIS REPORT WAS COMMISSIONED BY THE TECHNOLOGICAL DEVELOPMENT PROJECT OF THE NATIONAL EDUCATION ASSOCIATION. INCLUDED IN THE STUDY ARE TWO PAPERS CONCERNED WITH THE PROBLEM OF DESIGNING INSTRUCTIONAL EQUIPMENT. THE TWO AUTHORS (FROM EQUIPMENT MANUFACTURING FIRMS) WERE ASKED INDEPENDENTLY TO WRITE UPON THESE QUESTIONS--(1) HOW HAS INSTRUCTIONAL EQUIPMENT BEEN DESIGNED IN THE PAST, AND (2) HOW SHOULD IT BE DESIGNED IN THE FUTURE. EACH AUTHOR TREATED THE PROBLEM DIFFERENTLY. HUMBOLT W. LEVERENZ DEALT PRIMARILY WITH DESIGN ITSELF, WHILE MALCOLM G. TOWNSLEY DISCUSSED PROBLEMS ASSOCIATED WITH ECONOMICS AND ORGANIZATION OF THE DESIGN PROCESS. A BIBLIOGRAPHY IS INCLUDED WHICH IS RELATED TO PSYCHOLOGICAL PRINCIPLES INVOLVED IN THE DESIGN OF TRAINING EQUIPMENT.

FINN, JAMES D.; AND OTHERS (1963).  REVOLUTION IN THE TEXTBOOK PUBLISHING INDUSTRY. 

IN THIS PAPER, M. FRANK REDDING OF THE AMERICAN TEXTBOOK PUBLISHERS INSTITUTE DISCUSSED THE STATE OF RAPID TRANSITION IN THE TEXTBOOK INDUSTRY. INCLUDED IN THE PAPER ARE STATISTICS SUPPLIED BY ROGER SMITH OF "PUBLISHERS' WEEKLY" CONCERNING TEXTBOOK SALES AND MERGERS OF BOOK PUBLISHING COMPANIES. THE NEED WAS STRESSED FOR A REAFFIRMATION OF THE PLACE OF THE BOOK IN TEACHING, AS WELL AS PROPOSALS FROM THE SCHOOLS TO PUBLISHERS WHICH WILL SHAPE PATTERNS OF FUTURE TEXTBOOKS.

FINN, JAMES D.; AND OTHERS (1964).  A SELECTIVE BIBLIOGRAPHY ON NEW MEDIA AND INSTRUCTIONAL TECHNOLOGY. 

A SELECTIVE BIBLIOGRAPHY ON NEW MEDIA AND INSTRUCTIONAL TECHNOLOGY HAS BEEN PREPARED. PUBLICATIONS HAVE BEEN LISTED UNDER THE FOLLOWING SECTIONS--(1) PUBLICATIONS OF THE TECHNOLOGICAL DEVELOPMENT PROJECT, (2) GENERAL AUDIOVISUAL REFERENCES, (3) AUDIOVISUAL EQUIPMENT, (4) IMPLICATIONS OF INSTRUCTIONAL TECHNOLOGY, (5) RESEARCH SUMMARIES, (6) COMMUNICATIONS THEORY, (7) LEARNING THEORY, (8) SPECIFIC NEWER TECHNOLOGIES, (9) GENERAL REFERENCES ON COMPUTERS OF INTEREST TO EDUCATORS, (10) INFORMATION STORAGE AND RETRIEVAL, (11) SCHOOL BUILDINGS AND THE NEW TECHNOLOGY, (12) ARTICLES CRITICAL OF INSTRUCTIONAL TECHNOLOGY, (13) NEWER DEVELOPMENTS LEADING TOWARD THE FUTURE, (14) PSYCHOLOGICAL TESTING, (15) PROFESSIONAL RIGHTS AND RESPONSIBILITIES OF TEACHERS, (16) INFORMATION ON EDUCATIONAL IMPLICATIONS OF AUTOMATION, (17) BIBLIOGRAPHIES, GUIDES, AND INDEXES, AND (18) INFORMATION ON PERIODICALS.

FINN, JAMES D.; PERRIN, DONALD G. (1960).  INSTRUMENTATION FOR INSTRUCTION, 1955-70, VOL. 1--TEXT. 

THE ROLE OF EQUIPMENT IN THE NEW TECHNOLOGIES OF INSTRUCTION WAS EXPLORED. PROJECTION EQUIPMENT DEVELOPED SINCE 1955 AS WELL AS CONCEPTS OF PLANNING, FINANCING, AND ADMINISTRATION WERE DISCUSSED. EXAMPLES OF POST-1955 IMPROVEMENTS INCLUDED (1) INCREASED LIGHT OUTPUT DUE TO NEW LIGHT SOURCES AND IMPROVED OPTICS, (2) INCREASED EASE OF OPERATION AFFORDED BY ZOOM LENSES, AUTOMATIC THREADING, FILM CARTRIDGES, AUTOMATIC ADVANCE, AND REMOTE CONTROL, (3) IMPROVED PORTABILITY BECAUSE OF MINIATURIZATION, AND (4) IMPROVED DISPLAY TECHNIQUES SUCH AS INDIVIDUAL DESK-TOP PROJECTORS. OTHER VOLUMES IN THIS SERIES ARE ED 003 738 THROUGH ED 003 746.

FITZGERALD, HUNTER (1967).  ADULT BASIC EDUCATION NATIONAL TEACHER TRAINER INSTITUTE (CALIFORNIA POLYTECHNIC STATE COLLEGE, VOORHIS CAMPUS, JULY 10-28, 1967). 

THE 1967 WESTERN REGION TEACHER TRAINING INSTITUTE AT CALIFORNIA POLYTECHNIC STATE COLLEGE WAS DESIGNED TO PROVIDE TRAINING FOR ADMINISTRATORS AND TEACHERS OF ADULT BASIC EDUCATION (ABE) PROGRAMS IN SIX STATES. THE INSTITUTE FOCUSED ON FIVE BROAD AREAS--UNDERSTANDING THE ABE STUDENT, METHODS OF TRAINING ABE INSTRUCTORS, ADMINISTRATION, PROGRAM EVALUATION, AND ABE CURRICULUM. THE TEACHER INSTITUTE, SUBDIVIDED INTO ELEMENTARY EDUCATION OR ENGLISH AS A SECOND LANGUAGE INTEREST GROUPS, FEATURED LECTURE-DISCUSSIONS AND SMALL GROUP ACTIVITIES IN WHICH INSTRUCTIONAL METHODS AND MATERIALS, EDUCATIONAL TECHNOLOGY, GUIDANCE AND COUNSELING TECHNIQUES, AND METHODS OF EVALUATION AND MEASUREMENT WERE STUDIED. IN THE ADMINISTRATIVE INSTITUTE, DIVIDED INTO NINE PROJECT GROUPS, EACH PARTICIPANT DEVELOPED A PROJECT TO BE USED IN HIS COMMUNITY. FOUR EVENINGS A WEEK PARTICIPANTS IN BOTH INSTITUTES OBSERVED AND TAUGHT IN ABE CLASSES IN LOS ANGELES. RECOMMENDATIONS FOR FUTURE WORKSHOPS WERE--CONDUCT SEPARATE WORKSHOPS FOR RURAL AND METROPOLITAN ABE PROGRAMS, PROVIDE FOR A MORE CONSISTENT METHOD OF PARTICIPANT SELECTION, SELECT STAFF ASSOCIATES FROM PREVIOUS INSTITUTE PARTICIPANTS, AND SEPARATE ADMINISTRATOR AND TEACHER INSTITUTES.

_____. (1967).  FIVE-FOOT SHELF BIBLIOGRAPHY ON NEW MEDIA AND INSTRUCTIONAL TECHNOLOGY. 

THIS BRIEF BIBLIOGRAPHY LISTS 76 ENTRIES UNDER THE FOLLOWING HEADINGS--GENERAL REFERENCES, GENERAL AUDIOVISUAL REFERENCES, MANUALS--EQUIPMENT AND MATERIALS, PSYCHOLOGY--METHODOLOGY, OVERHEAD PROJECTION, PROGRAMED INSTRUCTION, LANGUAGE LABORATORIES, FILMS, 8MM AND SINGLE CONCEPT FILMS, TELEVISION, COMPUTERS, SCHOOL BUILDINGS, AND COPYRIGHT LAW.

Flory, John (1968).  Films for Learning: Some Observations on the Present, Past, and Future Role of the Educational Motion Picture. 

Although there have been great developments in motion picture technology, such as super 8mm film, magnetic sound, low cost color film, simpler projectors and movie cameras, and cartridge-loading projectors, there is still only limited use of audiovisual materials in the classroom today. This paper suggests some of the possible reasons for the lack of utilization of educational films. The author points out the advantages of films in classroom use, especially in the context of a systems approach to education. He discusses some of the work the Eastman Kodak Company has done in developing films for educational use. He also offers suggestions for ways in which to foster the use of films in the classroom. A reference list is appended. | [FULL TEXT]

FLORY, JOHN; AND OTHERS (1963).  DESIGNING NEW APPARATUS FOR LEARNING. 

A 3-DAY CONFERENCE BROUGHT TOGETHER A GROUP OF SCIENTISTS, ENGINEERS, MANUFACTURERS, AND EDUCATORS TO DISCUSS THE STATUS OF AUDIOVISUAL EQUIPMENT AND THE KINDS OF NEW APPARATUS WHICH COULD BE DEVELOPED TO SERVE THE NEEDS OF EDUCATION. THE CONFEREES DISCUSSED SPECIFIC RESISTANCES TO INSTRUCTIONAL TECHNOLOGY AND THE VARIOUS EDUCATIONAL AND PSYCHOLOGICAL FACTORS WHICH IMPEDE THE DESIGN OF EFFECTIVE APPARATUS OF INSTRUCTION. IT WAS CONFIRMED THAT CURRENT KNOWLEDGE AND USE OF AUDIOVISUAL TECHNIQUES IN AMERICAN EDUCATION IS LOW AND THAT EVEN THE MOST PROGRESSIVE SCHOOLS ARE NOT ABLE TO MAKE THE KIND OF EFFECTIVE USE OF AUDIOVISUALS WHICH THE STATE-OF-THE-ART PERMITS. STILL-PROJECTION EQUIPMENT, TEACHING MACHINES AND PROGRAMING DEVICES, EIGHT-MM SOUND MOTION PICTURES, AND TELEVISION AND VIDEO-TAPE RECORDERS WERE DISCUSSED.

FOSHAY, ARTHUR W. (1963).  HORACE MANN-LINCOLN INSTITUTE OF SCHOOL EXPERIMENTATION. ANNUAL REPORT 1962-1963. 

OVER A PERIOD OF 21 YEARS THE HORACE MANN-LINCOLN INSTITUTE HAS UNDERGONE MANY CHANGES. ITS ORIGINAL PURPOSE, FIELD EXPERIMENTATION, WAS SOMEWHAT FORMALIZED INTO ACTION RESEARCH, THE IDEA BEING THAT RESEARCH IN CONJUNCTION WITH ACTION MIGHT AMOUNT TO AN EDUCATIONAL FORM OF THE WAR-TIME "OPERATIONS RESEARCH." GRADUALLY, THE INSTITUTE STAFF HAS GIVEN UP ITS EXCLUSIVE EMPHASIS ON FIELD EXPERIMENTATION. STAFF MEMBERS ENCOUNTERED A NUMBER OF PROBLEMS IN THE FIELD THAT REQUIRED A FORMAL RESEARCH APPROACH, AND NOT ALL PROBLEMS CAN BE FORMULATED AND SOLVED AT THE POINT OF ACTION. THE PROBLEM OF CURRICULUM CHANGE ITSELF, FOR EXAMPLE, REQUIRES CAREFUL THEORETICAL FORMULATION. STAFF PERSONNEL HAVE CHANGED, THUS BRINGING IN NEW POPLE WITH NEW INTERESTS. MOST OF THE STUDIES IN THE INSTITUTE CONSIST OF FORMAL RESEARCH PROJECTS. ONLY TWO, THE MATHEMATICS PROJECT AND THE EDUCATIONAL COMMUNICATIONS PROJECT, ARE DIRECT ATTEMPTS AT CLASSROOM INNOVATION. RESEARCH PROJECTS CURRENTLY UNDERWAY ARE--PRESCHOOL READING ABILITY, URBAN EDUCATION, CAREER PATTERN STUDY, EDUCATION FOR SELF-UNDERSTANDING, CHILDREN'S THINKING, LEADERSHIP TRAINING, AND CURRICULUM DEVELOPMENT.

Fox Robert S.; Lippitt, Ronald (1968).  Appendix O. The Human Relations School. 

This document presents a model for a Human Relations School, an educational system in which attention is formally focused on the human relations aspects of the school, those aspects traditionally subordinated to cognitive objectives. Ten basic assumptions are listed which led to the identification of a set of goal areas. Five to 10 "illustrative examples of mechanisms or activities which may be instrumental in achieving the objectives" are listed for each of the first five of the seven goal areas: (1) to achieve involvement and collaboration of the major segments of (a) the educational community and (b) the socialization community in the development and operation of the school program; (2) to develop and maintain continuing inservice education programs for all the manpower involved in the educational program; (3) to recruit, develop, and utilize the great variety of human resources needed to provide all students with maximum learning opportunities and stimulation to learn; (4) to mobilize and utilize creatively the resources of technology, time, and space in such ways as to foster human relations values and goals; (5) to develop and maintain an open and supportive system of communication horizontally (between peers) and vertically (between students, older students, teachers, administrators) within the school building. This document and SP 002 155-SP 002 180 comprise the appendixes for the ComField Model Teacher Education Program Specifications, SP 002 154.

Fradkin, S. L. (1967).  Experiment in Application of Methods of Programmed Instruction. 

In a document translated from the Russian, an analysis is made of various forms and methods of programed learning. The primary developments in the introduction of programed learning methods are: creation of programed teaching aids; use of existing textbooks for programed lectures with feedback; and use of both teaching machines and machineless methods of checking knowledge. These directions are described in some detail and compared. It is noted that the potential of programed learning for saving the student's time is often not realized, due to the fact that the students are not accustomed to the increased amounts of independent work which programed learning requires. Some examples of programed methods used in the author's school are presented. Subjects taught are primarily technical.

Fraley, Lawrence E., Jr. (1969).  Chart-Recorded Capillary Pulse Pressure Measurement as an Unobtrusive Means of Detecting Unspecified Frame-Specific Flaws in Programmed Instruction Sequences: An Experimental Study. Final Report. 

Capillary pulse pressure measurement may have potential as a covert but direct means of determining a subject's level of affect as he encounters the frame-by-frame content of programed instruction. An experiment was designed which called for recording the capillary pulse pressure of subjects as they worked through some programed instruction sequences that had specific flaws deliberately inserted in them. It was hypothesized that the record of capillary pulse pressures would show characteristics which would independently reveal these encounters without the need for further overt interaction with the subjects. Each of the high school students had a small pulse transducer taped to the end of his finger. As he worked through the specially prepared programs, the data obtained was recorded on a chart recorder. It was found that capillary pulse pressure characteristics vary from person to person, but individuals may still be placed in one of a small number of type-groups. Variation in the magnitude of an individual's capillary pulse pressure occurs both as a long term and as a short term phenomenon. It is possible to determine from the charts the level of involvement of a given subject. Samples of charts obtained, statistical charts, tables, and a bibliography supplement the report.

Frazier, Alexander, Ed. (1969).  A Curriculum for Children. 

This publication contains seven papers, six of which were presented at a 1968 conference sponsored by the Elementary Education Advisory Council of the ASCD in cooperation with the Department of Elementary-Kindergarten-Nursery Education of the NEA. Topics covered include elements and issues in curriculum-making for children, present trends in elementary curriculum, educational technology, value conflicts and social problems, the neighborhood school, and models and theories of curriculum design.

Freeman, William F. (1969).  Computer Support of Instruction at the US Army Infantry School  Educ Technol, 9, 9. 

Article from TRAINING TECHNOLOGY, v1 n1 pS7-S13, Sep 1969, a supplement to EDUCATIONAL TECHNOLOGY.

Fremer, John; Anastasio, Ernest J. (1968).  Computer-Assisted Item Writing--I. Spelling Items. 

Computers have been used successfully in test assembly following the cooperation of test specialists and computer specialists in systematic analyses of the test-assembly process. Systematic exploration of the item-writing process may well make it possible for the computer to take on some of the less creative portions of item writing. The current study demonstrates the potential usefulness of the computer as a tool for an item writer. A spelling item type was used for this demonstration, as it seemed to have the fewest facets or dimensions. An analysis was then made of the types of misspellings which are used by writers of spelling items. A set of error-generation rules was developed and a computer program [The MISSPELLER] was written. A sample of words was fed into the computer and a list of misspelled words, separated into previously defined error categories was created. The list was then evaluated by spelling-test developers and judged to be a useful resource. Other more complex item types are now being studied. Appendices contain samples of the printouts obtained.  | [FULL TEXT]

Freudenberger, Carlton Dean (1969).  Agricultural Education by the Methodist Church: A Strategic Response to the Problem of Hunger and Development. 

The study is focused on the role of agriculture in development. The problem was to describe major factors that compose agricultural development so that strategic action on the part of the Methodist Church in areas of rapid social and economic change could be developed. Library research was the source for descriptive materials, theories of agricultural development, normative concepts of Christian social responsibility, and criteria and procedures for evaluating institutional tasks of churches. Comparative and synoptic method was used to bring into coherent relationship the variety of materials from ethics, agriculture, and strategy. Normative reconstruction (critical and prescriptive) was used to evaluate and suggest guidelines. The churches have accepted responsibility for development, but there is an apparent discrepancy between firm policy commitments and actual project involvement. Agricultural education by the Methodist Church can be a strategic response to the problem of hunger and development, but this depends upon further knowledge and the use of the guidelines considered in the study.

Fulker, Wilber H.; Fulker, Mary (1968).  Techniques with Tangibles; a Manual for Teaching the Blind. 

The production and use of tangible aids for teaching complete mental concepts to the blind are discussed. The Thermoform vacuum duplicating machine which produces teaching aids simulating pictures or drawings used by sighted children is described; and examples of Thermoform masters are cited, including Mendel's law, the maze, four stages of cell division, map of Pike's Peak, the human eye, house plan, campus map, earth science drawing, and others. Handmade apparatus and models discussed are the suspension bridge, the thermometer, the expressway interchange, model of the campus, the vacuum and pressure pump, the thermocouple, wave motion and magnets, electricity, the model water well, the solar system, and the soil erosion experiment. Other homemade techniques, variations of games, and adaptations of available teaching aids are considered, as are the following toy models, cutaways, and commercial products: plastic model kits, toy models, construction sets, magnetic boards, cutaway displays, war surplus items, the doll house, educational models and aids, the tangible moon, and tangible self-help dress kits. A discussion of teaching for greater meaning treats creative art work, the concept corner, the field trip, and the well rounded program. Thirty-one figures illustrate the various devices and aids described in the text.

Fusaro, Janiece B. (1969).  The Library-College: Where the Educational Technology Action Is!  Educ Technol, 9, 7. 

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