Educational Technology | G

Gagne, Robert M. (1969).  Characteristics of Instructional Technologists. 

A thoroughly planned program for instructional technologists--one including selection, education, and on-the-job training--must take into consideration the competencies and characteristics desirable in such technologists. Such requirements fall into three categories: attitudes or values, specialized knowledge, and intellectual skills or methodologies. Since an instructional technologist should be able to choose approaches to instructional design and development that are capable of empirical test and public communication, he should have a set of values that maintains empirical evidence in high regard. He will need to know something about a variety of subject matters in which he wishes to work--whether this be language and communication skills, science, technology, or equipment maintenance and repair--and he will need to know a good deal about the variety of ways in which instruction is done, whether by lecture, group discussion, laboratory, role playing , or whatever. But most important, he needs knowledge of theories about instruction and the human intellectual processes on which these are based. Such knowledge provides a means of testing new ideas and approaches by the criteria of internal logic before they are subjected to empirical test. Intellectual skills required, other than statistical competence and communication skills, are those enabling him to analyze learning outcomes, measure outcomes, and construct empirical tests of learning outcomes.

_____. (1960).  GALVESTON PHONOSCOPE EXPERIMENT. 

THE PHONOSCOPE IS A COMBINED SMALL TELEVISION CAMERA AND 21-INCH TELEVISION RECEIVER BUILT INTO ONE PORTABLE INSTRUMENT. THE TWO-WAY AUDIO AND VIDEO COMMUNICATIONS SYSTEM MAKES POSSIBLE COMMUNICATION BETWEEN INDIVIDUALS LOCATED AT DIFFERENT SCHOOLS, AND BETWEEN CLASSES IN DIFFERENT SCHOOLS. CLASSES IN DIFFERENT SCHOOLS MAY HAVE DEBATES, AND DISCUSSIONS OR THE CLASSES MAY JOIN TOGETHER TO SHARE LEARNING EXPERIENCES, INTERVIEW RESOURCE PERSONS, AND COMPARE WORK PROJECTS. THE PHONOSCOPE COMMUNICATIONS SYSTEMS CAN ALSO BE USED TO PROVIDE INSERVICE EDUCATION FOR TEACHERS AND TO BRING LEARNING EXPERIENCES TO THE CLASSROOM FOR THE BENEFIT OF AN INDIVIDUAL STUDENT OR FOR THE WHOLE CLASS. PHONOSCOPE COMMUNICATIONS SYSTEMS CAN SOLVE SUCH PROBLEMS OF EDUCATIONAL TELEVISION AS THE HIGH COST OF INSTALLATION AND OPERATION OF EDUCATIONAL TELEVISION FACILITIES, THE NEED TO HAVE TRAINED TECHNICAL PERSONNEL ASSIST IN THE EDUCATIONAL APPLICATIONS OF TELEVISION, THE LIMITATIONS OF ONE-WAY COMMUNICATION IN PACING A PRESENTATION, AND THE RIGIDITY IN SCHEDULING THE USE OF TELEVISION FACILITIES.

Garrison, Jesse (1968).  Appendix T. Personalizing Teacher Education. 

Two basic reasons compel a strong personalizing emphasis--a concern for the teacher-as-a-person--in the model teacher education program. Both are directly related to the "global objective" of providing for adaptive capabilities. The first reason derives from the already established mental health movement in our schools--the accepted responsibility for the personal and social development of students as well as the charge to develop intellectual abilities. The value of a focus on teacher self-definition, self-evaluation, and self-direction in providing for adaptive capabilities has received support from both clinical and educational sources. The second reason for concern comes from advances in the efficient acquisition of knowledge through the use of programed materials, particularly those mediated by computer. This is a trend that is gaining momentum and that will require increasing numbers of teachers being trained today to accept roles in education quite different from those of the past. These roles will emphasize the human factors in education that cannot be handled by machines. A model teacher education program should attend specifically to the conditions requisite to achieving a total individualization of education. (This document and SP 002 155-SP 002 180 comprise the appendixes for the ComField Model Teacher Education Program Specifications in SP 002 154.) | [FULL TEXT]

Geisinger, Robert W. (1968).  Systems Analysis and Education Research Literature Review. 

Systems approaches, developed in World War II for military and business operations, have been applied increasingly to educational affairs. Educational systems analysis has received widespread usage in finance and accounting, and has also been successfully applied to information systems, instructional systems development, school design and construction, and evaluation techniques. A 66-item bibliography of related literature is included.

GEORGIADES, WILLIAM; AND OTHERS (1965).  SELECTED, ANNOTATED BIBLIOGRAPHY RELATING TO NEW PATTERNS OF STAFF UTILIZATION. 

THIS BIBLIOGRAPHY DRAWS TOGETHER AN EXTENSIVE SOURCE OF LITERATURE RELATED TO NEW PATTERNS IN THE UTILIZATION OF STAFF AND TALENTS, TEAM TEACHING, AND FLEXIBLE SCHEDULING. | [FULL TEXT]

Gerlach, Vernon S. (1968).  Producing the 8mm Self-Instructional Film: A Demonstration Kit. 

How does one conduct a workshop in self-instructional film production? A demonstration kit was put together to enable a teacher to do this. It consists of five monographs' ("Programing the Instructional Film", "Stating Objectives", "Developing The Instructional Specification", "An Introduction to Programing", and "Lighting Fundamentals"), one 8mm silent film, and one 8mm sound film. In such a workshop, participants can be expected at some point to produce their own 8mm cartridge self-instructional film.

Gerlach, Vernon S.; And Others (1966).  Programming the Instructional Film; Monograph One. 

Instructional technology, defined as the application to instruction of a primary or underlying science, refers in the present context to the science of human behavior with regard to problems of instruction and learning. Instructional films, though of a very high technical standard, and though widely used nowadays, are seldom constructed along the principles of programed instruction. A well-constructed programed film will exercise a high degree of internal control over the learner's responses. The learner is made to behave in a specifically prescribed manner throughout the course of, and at the end of the film, by the use of the instructional specification (IS) and through the IS, by the program outline. The components of the IS are terminal behavior, instructional cue, elicitors, and stimulus limits. This paper provides a blue-print for preparing an IS, and is one of five monographs that make up a demonstration kit for producing a self-instructional film.

Gerlach, Vernon S.; And Others (1968).  Stating Objectives. Monograph Number 11. 

A self-instructional film should be learner-oriented rather than content-oriented. Its objectives should be stated in terms of observable, specific behavior. The distinguishing characteristic of such terms is that they are subject to few interpretations. Objectives should be to identify, name, order, describe, and construct. The foregoing may be regarded as a blue-print for defining a film's objectives. Then there is the problem of selecting a task which the film must perform. Here the point to remember is that a self-instructional film must include two considerations: behavior and subject matter. Finally, it must be asked that when the learning task is concerned with paired-associate learning, the decision may well be not to use a film at all, but rather to use less elaborate and less expensive materials--flashcards, for example. A three-film script is appended.

Gerlach, Vernon; Higgins, Norman (1969).  Meeting the Challenge of Educational Technology  Educ Screen Audiovisual Guide, 48, 12.

Gerletti, Robert C. (1969).  What is a Media Center  Audiovisual Instr, 14, 7. 

Full-Text Availability Options: 617.

Gilbert, L. A. (1969).  Educational Technology in the United Kingdom. A Centralized Impetus  Educ Technol, 9, 11. 

Focuses on the role of the National Council for Educational Technology in establishing educational technology in Great Britain and the problems confronting it.

Gilbert, Thomas F. (1969).  Some Issues in Mathetics  NSPI J, 8, 2. 

Full-Text Availability Options: 642.

Givens, Johnnie E. (1969).  Collection Building in American College Libraries. 

Instead of the usual essay manuscript this paper presents a group of questions which librarians must answer in order to decide what role they will play in either the growth or development of the college library collection. Among the questions posed are: (1) What type of institution is the American college today? (2) Who determines its objectives? (3) Who should participate in the book selection process? (4) What role should the faculty assume in collection development for the college library? (5) In what ways may the development of the college library collection be affected by the up-swing in reprint and facsimile publishing? and (6) What should a book selection policy for developing a college library collection contain? For background reading, a few titles are suggested as basic for establishing an understanding of the American college today and what might be expected of its library collection.

Glaser, Robert (1968).  The Design and Programming of Instruction. 

Current educational practice has little status as a technological application based on an underlying science. A fundamental overhaul of approach should rectify this. Procedures should be systematically developed to effect change. Research findings should be readily available to educators, and teacher education should be restructured. Equipment, materials, even the educational environment must undergo change and, just as important, guidelines specifying how materials and equipment are to be used must be provided. The concept of programed instruction and automation is different from, and is more important than, its present application. Emphasis must shift from instructional media to the educational problems involved: the student's entering behavior is what should determine the instructional procedures that are to be used. Individualization of instruction will contribute significantly to the reshaping of educational environment. Programed materials should be considered as devices around which system redesign can take place, not merely plugged into an existing school operation. In order to turn research and development efforts into effective educational practice an ordered sequence of evaluation, correction, re-evaluation, and further improvement must be maintained. The approach to instructional design has to become more technological.

GLASER, ROBERT; AND OTHERS (1966).  THE INTERFACE BETWEEN STUDENT AND SUBJECT MATTER. 

THE AUTHOR EXAMINES THE DISPLAY AND RESPONSE CHARACTERISTICS BY WHICH A STUDENT CAN INTERACT WITH A SUBJECT-MATTER DISCIPLINE. THIS DOCUMENT IS A REVISION OF A REPORT ISSUED UNDER THE SAME TITLE IN 1964 (ED 003 167). THE TERM "INTERFACE" IS USED TO REPRESENT THE DISPLAY MEDIA AND CONTROLS WITH WHICH THE STUDENT HAS DIRECT CONTACT. THE DISPLAY CONSISTS OF INFORMATION INPUTS TO HUMAN SENSORY CHANNELS. THE CONTROLS CONSIST OF TRANSDUCERS FOR CONVERTING HUMAN RESPONSES SO THEY CAN BE DETECTED. CHAPTER 1 INTRODUCES THE PROBLEM, ITS BACKGROUND, AND THE APPROACH TAKEN. CHAPTER II CONSIDERS HOW SUBJECT-MATTER PROPERTIES AND REQUIREMENTS FOR LEARNING CAN IMPOSE CONDITIONS UPON THE DESIGN OF AN INSTRUCTIONAL INTERFACE. CHAPTER III REVIEWS PHYSIOLOGICAL AND HUMAN FACTOR CONSIDERATIONS RELATED TO VISUAL AND AUDITORY INFORMATION CHANNELS AND RESPONSE OUTPUTS, BUT IS PRIMARILY CONCERNED WITH THE TECHNIQUES AVAILABLE FOR USING THESE HUMAN CAPABILITIES IN THE EDUCATIONAL ENVIRONMENT. PRESENTLY AVAILABLE DEVICES, TECHNICALLY FEASIBLE DEVICES, AND POTENTIALLY AVAILABLE DEVICES ARE CONSIDERED. CHAPTER IV PRESENTS (1) THE GOALS AND TASKS OF THE RESEARCH AND DEVELOPMENT NEEDED TO FOLLOW UP CONCEPTS DISCUSSED IN THE FIRST THREE CHAPTERS, (2) THE SPECIAL PROBLEMS THAT CAN BE INVESTIGATED, (3) THE TYPE OF INTERFACE EQUIPMENT INDICATED BY SUBJECT-MATTER CONSIDERATIONS AND INSTRUCTIONAL REQUIREMENTS, AND (4) OVERALL CONSIDERATIONS WITH RESPECT TO COMPUTER AND INSTRUCTIONAL PROGRAMING. | [FULL TEXT]

Glaser, Robert; And Others (1969).  Program Plan and Budget Request. Volume I, Scope of Work and Projected Activities. 

This volume describes the program plans for the Learning Research and Development Center at the University of Pittsburgh for 1970. The report briefly surveys the long-term objectives of each program and describes in detail the specific plans for accomplishing each project within the programs for the next contract year. (1) The basic learning studies program is to generate and to systematize knowledge about the human learning process. (2) The computer-assisted instruction program is to contribute to individualized education. (3) The educational field studies program is for acquiring knowledge from the study of State schools to develop procedures for adapting education to differing characteristics of students. (4) The individualization of the education program is to develop prototype systems of education which optimize each student's progress. (5) The long-range objective of the changing environments program is to create an experimentally grounded theory of human problem solving and social interaction. | [FULL TEXT]

Goforth, E. Jack (1968).  Suggestions and Guidelines for Development of Television Facilities in Schools for the Deaf. 

The various combinations of television equipment suitable for use in deaf education are described in terms of the systems used. The classroom system would consist of two cameras, a videotape recorder, a special effects generator for captioning, and a monitor of sufficient size for classroom viewing. The campus system would have the same capabilities but would be of broadcast quality, requiring a full time manager. The regional system would necessitate establishment of a regional captioning center as an interim project, to be manned by professional staff which would create needed program packages and engage in research and design of software. The national system would provide for electronic captioning for open circuit television. For all the above systems, technical aspects are considered, and operating equipment costs are estimated. Staff requirements are specified for campus and regional systems, and equipment layouts are provided for all but the national system.

Golberg, Maxwell H. (1969).  Socrates, the Computer, and Ivied Walls  Sch Soc, 97, 2320. 

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Goodfriend, Harvey J; Mosher, Robert (1969).  A Preliminary Investigation into an Integrated Approach to the Planning of Higher Educational Facilities. Final Report. 

Findings are presented of a preliminary investigation into an integrated approach to the planning of higher education facilities. Problems confronting college and university planners are defined; factors affecting current conditions isolated; and opportunities for seeking solutions suggested. In this first step of a two-phase program, resources available to planners are surveyed, and the process of facilities planning is reviewed. A bibliography of recent literature in the areas of community colleges, educational technology and the new media, facilities planning, higher education, and urban colleges, is presented. Also included is a list of organizations, agencies, and other sources of information. Observations and findings are offered regarding the planning of fifteen new community colleges. In addition, results of an experiment in which these observations and findings were tested by simulating the planning of a hypothetical urban college are presented. Also included is a summary outline of the second phase of the project. | [FULL TEXT]

Goodlad, John I. (1969).  Providing a Dynamic Environment for Learning  Educ Broadcasting Rev 1969 Convention Rep, 3, 53-8. 

In a speech before the 45th Annual Convention of the National Association of Educational Broadcasters (Washington, November 9-12, 1969), the dean of the Graduate School of Education at UCLA urges that technology be used as the lever to bring about a restructuring of the educational system in this country.

Goodman, Walter; Gould, Thomas F. (1968).  New York State Conference on Instructional Uses of the Computer. Final Report. 

A conference on the instructional uses of the computer was held in New York State in October, 1968. The purpose of the conference was to discuss and analyze new trends in computer-assisted instruction, to disseminate new information on advances in educational technology, to acquaint participants with activities in New York State computer centers, and to consider ways of better coordinating CAI efforts within the state. Reports given by the major CAI users in New York make up the first section of the report. The second section contains a general discussion of the future prospects of computer-assisted instruction. The advance of computer hardware has been so rapid that hardware technology is now four to six years ahead of the user's capability to take advantage of it. There is a general lack of computer software as a concomitant result. CAI is reported to be from five to fifteen times as expensive as conventional instruction. The conclusion reached by the conference is that all programs are in an exploratory stage with plenty of enthusiasm but little firm evidence that computers can change the quality of instruction significantly.

Gordon, Richard J. (1969).  The Video Tape Recorder and the Social Studies  Soc Stud, 60, 7. 

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Gordon, Roger L. (1969).  Meeting the Challenge of Educational Technology  Educ Screen Audiovisual Guide, 48, 12. 

Describes the media training program recently instituted at Temple University designed to prepare media specialists for the challenges of urban education.

GOTKIN, LASSAR D. (1963).  PROGRAMED INSTRUCTION AND THE TEACHING PROFESSION. 

THE NATIONAL EDUCATION ASSOCIATION'S INFORMATION PROGRAM, AIMED AT VARIOUS SEGMENTS OF THE TEACHING PROFESSION, PLAYS AN IMPORTANT ROLE IN THE DISSEMINATION OF INFORMATION ON PROGRAMED INSTRUCTION. THE DEPARTMENT OF AUDIOVISUAL INSTRUCTION AND THE DIVISION OF AUDIOVISUAL INSTRUCTIONAL SERVICE HAVE BEEN PARTICULARLY ACTIVE IN THIS INFORMATION PROGRAM. IN THE PAST 40 YEARS MANY CHANGES HAVE TAKEN PLACE IN THE FIELD OF AUDIOVISUAL EDUCATION, AND TERMS SUCH AS "INSTRUCTIONAL TECHNOLOGY" AND "EDUCATIONAL MEDIA" ARE NOW USED INTERCHANGEABLY WITH IT. ALTHOUGH PROGRAMED INSTRUCTION HOLDS GREAT PROMISE FOR EDUCATION AND CERTAINLY CANNOT BE VIEWED AS JUST ANOTHER AUDIOVISUAL AID, IT IS BECOMING INCREASINGLY DIFFICULT IN SCHOOLS TO SEPARATE THIS PARTICULAR DEVELOPMENT FROM THE BROADER SPECTRUM OF INSTRUCTIONAL TECHNOLOGY. THE FUTURE OF INSTRUCTIONAL TECHNOLOGY IN THE SCHOOLS WILL DEPEND SIGNIFICANTLY ON THE RAPPORT AND DEGREE OF COMMUNICATION BETWEEN THE SCIENTISTS WHO ARE EXPANDING THE BOUNDARIES OF LEARNING THEORY AND THE EDUCATIONAL PRACTITIONERS WHO ARE PRACTICING THE ART OF TEACHING.

GOTKIN, LASSAR G. (1967).  SIMON SAYS--A NEW LOOK AT AN OLD GAME. 

AN OLD CHILDREN'S GAME CAN BE USED AS A DEVICE TO TEACH YOUNGSTERS TO FOLLOW INCREASINGLY COMPLEX INSTRUCTIONS. ITS USE WILL INCREASE THE CHILDREN'S ABILITY TO RESPOND SELECTIVELY, PARTICULARLY TO VERBAL INSTRUCTIONS, BY REPLACING THE TYPICAL VISUAL DOMINANCE OF THE CHILD WITH A VERBAL ONE. THE CURRICULUM IS DESIGNED TO MOVE FROM THE SIMPLEST TEACHING LEVEL TO A MORE COMPLEX ONE BY GRADUALLY INTRODUCING MORE AND MORE IRRELEVANT CUES. THE RESPONSE DEPENDS UPON INCREASINGLY MORE SPECIFIC VERBAL INSTRUCTIONS BY THE TEACHER, AND THE INITIAL VISUAL AND VERBAL CUES ARE LATER REPLACED BY VERBAL CUES ONLY. THIS APPLICATION OF THE GAME ENCOMPASSES THE PROGRAMED INSTRUCTIONAL PRINCIPLES OF INDIVIDUALIZED RESPONSE, FEEDBACK, AND SEQUENTIAL DEVELOPMENT. MOTIVATION IS STIMULATED BY THE MOTOR ACTIVITY AND THE SURPRISE ELEMENTS IN THE GAME. THE TECHNIQUE IS FLEXIBLE BECAUSE OF ITS PACING AND THE VARIATIONS WHICH ARE POSSIBLE. IT IS ALSO PRACTICAL, INVOLVES NO COST AND LITTLE PREPARATION, AND IS EASY TO MANAGE.

Gotkin, Lassar G.; Massa, Nicholas (1963).  Programed Instruction and the Academically Gifted: The Effects of Creativity and Teacher Behavior on Programed Instruction with Younger Learners. 

A study was conducted to assess the effectiveness of programed materials developed for 8th graders, when used with academically gifted 4th and 5th graders. Also evaluated were the teacher's contribution to the effectiveness of the program, and the relationship between creativity and programed instruction. Eighteen 4th graders (mean IQ 135.6, as measured by the WISC) and 24 5th graders (mean IQ 134.5) were mixed in two experimental classes, each using a program building vocabulary skills. Supplementary instruction augmenting the program was provided by one teacher. Torrance's Tests of Creativity, previously administered, were used to form High and Low Creativity Groups. Pre and posttests for the first and second halves of the program were administered, as well as a questionnaire concerning attitude toward programed instruction. Results showed significant similar gains in knowledge for both 4th and 5th graders, regardless of their amount of previous knowledge; however, they did not achieve the level of mastery attained by 8th graders, for whom the program was designed. Statistical tables and sample frames are included.

Gottheimer, Till (1969).  Educational Technology in Czechoslovakia. Hardware and Software  Educ Technol, 9, 11. 

Full-Text Availability Options: 534.

Grant, Alfred D. (1969).  A Study of the Personality Characteristics of the Acceptor and the Rejector of the Newer Educational Media among Secondary Teachers of Wisconsin. 

The personality characteristics of teachers in relation to their acceptance and rejection of the newer educational media were studied. The subjects of the study were 253 high school teachers at several high schools which had just been visited by the Wisconsin Audiovisual Education Demonstration (WAVED) mobile unit. The WAVED unit was designed to provide teachers with the services of various media professionals and to demonstrate the value of an adequate audiovisual media center. The teachers took an audiovisual attitude test and a personality trait inventory. The results of these tests were correlated with the amount of use the teacher made of the WAVED unit. An analysis of this data provided a personality profile of the average male and female acceptor and rejector of educational media. A bibliography and a collection of the materials used to gather data in the study are appended.

Graves, Richard D. (1969).  A Study of the Problems of a Media Center and Innovative Practices in the Junior College. 

Teachers are generally unprepared to undertake the design and development of instrumentation media. An intensive developmental program must be initiated to inform them and other interested parties about the advantages of working with innovations in education. Media coordinators could do much more to promote the support function of a media center. In fact, if innovative practices are to be universally accepted, a dedicated program of support from administration, faculty, and technical media facilities must be a reality. A clarification of the systems approach, instrumentation, conceptual learning, and programs needs to be made in the form of "descriptors" as employed by the ERIC Clearinghouse. To facilitate all of the above, in-service workshops, displays of the media support function, pilot programs, staff augmentation, university "media specialist" curriculums, active association of the media coordinator with the faculty and evaluation of this association, and internship programs in media coordination are all strongly recommended.

Grayson, Lawrence P. (1969).  Computer-Assisted instruction and its Implications for University Education  J Eng Educ, 59, 6. 

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

Green, Leroy A. (1966).  Educational Technology Dissemination Project; A Project in Selected Methods of Disseminating Information Regarding Educational Media by State Departments of Education. 

The Colorado State Department of Education sponsored a project to inform Colorado schools of the use and scope of instructional media and to determine the best method of disseminating this information. Schools selected on the basis of interest, location, budget, and size were a signed to one of three conditions. Plan A, used in 40 schools, was a breadth approach to dissemination, involving a multi-media demonstration, workshops, and team visitations. Plan B, a depth approach used in eight schools, involved an evaluation of audiovisual programs, a 12 week course in media utilization, and a follow-up consultation service. Non-host schools acted as controls. The four measuring instruments were a facilities checklist, an attitude inventory, and two questionnaires. Results are based on data collected during the two year project and analyzed only for schools participating f r the duration of the project. These measures indicated an increase in the number of audiovisual directors, an increased willingness to buy equipment, a liberalization of buying policies, an increase in clerical assistance and in quantities of materials, and a favorable change in teacher opinions. Data also indicated a difference between administrators' and teachers' attitudes. No clear evidence supported one plan over the other, suggesting the need for both.

Greenhill, L. P.; And Others (1962).  The Educational Effectiveness, Acceptability, and Feasibility of the Eidophor Large-Screen Television Projector. 

Eidophor, a new control layer television projector that projects a television image on a large screen, in color as well as in black and white, was field tested at The Pennsylvania State University. Objectives of the investigation were: to assess and compare the effects on learning of instruction presented by Eidophor on a large screen and in a large auditorium with simultaneous presentations of the same instruction on regular 24" television receivers in regular television classrooms; to test the acceptability of Eidophor among students and teachers; to explore other possible uses of Eidophor in a large university; and to collect data on Eidophor's dependability, maintenance, personnel requirements, installation and operating problems and costs. Results indicated the following: students learned as well in one situation as in the other, Eidophor will increase the usefulness of large auditoriums, for certain kinds of instruction and for many extracurricular activities, student accpetance is very high in a ratio of a two to one preference, little maintenance is required, and reliability is of a very high order.

Grommon, Alfred H.; Markle, Susan Meyer (1966).  What Uses Can Be Made of Technological Innovations in English Classes, Study Group Paper No. 7; and Plenary Session. 

Originally presented at the 1966 Dartmouth Seminar, these two papers address the question,"What use can be made of technological innovations in English classes?" Alfred H. Grommon suggests that technological aids are here to stay. What the teacher should remember is that technological innovations cannot create, but they can transmit a wealth of ideas, procedures, information, and skills to thousands of other students. The teacher, on the other hand, is left free to lead students into a consideration of what is possible, the "why" aspect of man, to lead them to the distinction between convergent and divergent thinking, to a discussion of the nuances of oral and written expression and literature, to an exploration of the open-ended questions and ambiguities in literature, and to lead them to discover for themselves, to speak more effectively, and to communicate with people. Susan Markle comments on the wealth of materials resulting from technological innovations and urges teachers to exert some influence on the quality of these materials so that students will not come to class filled with misinformation. | [FULL TEXT]

Gross, Carl H., Ed.; And Others (1965).  College Teachers Look at College Teaching. Report by the Subcommittee on the Improvement of Instruction of the Committee on Studies. AACTE Study Series, Number 8. 

The "introduction" to this report summarizes the subcommittee's 1962-63 effort to identify elements of good college teaching through the sponsorship of 2 seminars composed of "some of the good or outstanding teachers in 2 sections of the United States." The body of the report consists of materials which grew out of the seminars. Chapter 2, "Pilot Research on Successful College Teaching, " is a report by Robert E. Bills, University of Alabama, on research he pursued through use of a teacher problems Q-sort to gather information about characteristics of the 1962 seminar participants. Chapter 3, "The Improvement of College Teaching" by Leonard W. Rice, President, Oregon College of Education, is a paper he presented to the 1963 group on the factors which contribute to good teaching, including the use of technology. Chapter 4 is excerpts from working papers written by each participant and read by the others as springboards for discussion of such seminar topics as the use of techniques and resources, selection of objectives, maintenance of professional competence, evaluation procedures, and relations with students. In Chapter 5 the editor summarizes the results of participant questionnaire evaluations, and in Chapter 6 presents a distillation of "Suggestions for the Improvement of College Teaching." A 53-item list of "Suggested References on College Teaching" is also included.

Gutschow, Harald (1969).  Educational Technology in the German Federal Republic. Tradition and Innovation  Educ Technol, 9, 11. 

Reviews the applications of the new media in German education.

Gyaraki, F. F.; Terenyi, L (1969).  Educational Technology in Hungary. Looking East and West  Educ Technol, 9, 11. 

Reviews current applications and future plans for instructional technology in Hungary, focussing on programed learning--the area which has gotten the greatest attention in that country to date.