Educational Technology | H

HABERMAN, MARTIN (1967).  MATERIALS THE DISADVANTAGED NEED--AND DON'T NEED. 

THE ASSUMPTION THAT SOME CHILDREN ARE LOW ACHIEVERS BECAUSE OF CULTURAL, SENSORY, OR DEVELOPMENTAL DEPRIVATION IS CRITICIZED BECAUSE IT LEADS MAINLY TO A GRASPING FOR NEW AND DIFFERENT TEACHING TECHNOLOGIES. WHAT SHOULD BE INCLUDED IN A COHESIVE VIEW OF THE DISADVANTAGED ARE THEORETICAL UNDERPINNINGS FROM WHICH ACTION PROGRAMS CAN BE DERIVED. THE CRUCIAL FACTOR IN DISADVANTAGEMENT IS FELT TO BE THE LACK OF LANGUAGE SKILLS NEEDED FOR CONCEPTUALIZATION AND COMMUNICATION. LEARNING AND INTELLECTUAL GROWTH CAN BE ACHIEVED ONLY BY A VARIETY OF EXPERIENCES SYNTHESIZED BY A TEACHER USING MANY KINDS OF MATERIALS FOR A SPECIFIC LEARNING TASK. ONE EFFECTIVE APPROACH SEEMS TO BE THE "SCHOOL LEARNING CENTER," WHICH USES SMALL GROUPS WORKING ON AN INDIVIDUAL BASIS WITH MATERIALS CHOSEN IN PART BY THE PUPILS. THIS METHOD SEEMS TO OFFER A GREAT DEAL TOWARD DECREASING FEELINGS OF POWERLESSNESS AMONG THESE YOUNGSTERS. AN EXAMPLE IS THE USE OF BALLOONS IN WHICH 10-YEAR-OLDS PUT A CARD ON WHICH THEY HAD WRITTEN ABOUT THEMSELVES INTO THE AIR. THEY RECEIVED LETTERS EXPRESSING INTEREST IN THEM FROM PEOPLE HUNDREDS OF MILES AWAY. ANOTHER PROMISING PROGRAM IS A TEACHER-CONTROLLED CENTRAL DEPOT TO PROVIDE MULTIMEDIA MATERIALS TO TEACHERS AND CLASSES IN 40 SCHOOLS. TEACHING WHICH DIFFERENTIATES PUPIL ACTIVITIES IS SUPERIOR TO COMPUTERIZED METHODS WHICH CANNOT "PERSONALIZE." PARTICULARY BENEFICIAL ARE MATERIALS WHICH STIMULATE "GROWTH OF MULTIPLE LANGUAGE FORMS" IN VARIOUS CONTENT AREAS. THIS ARTICLE IS PUBLISHED IN "EDUCATIONAL LEADERSHIP," VOLUME 24, ISSUE 7, P.611-617, 1967.

Hall, George (1969).  Samoa: The Nonconformist.  Educ Screen Audiovisual Guide, 48, 5. 

Full-Text Availability Options: 648.

Hall, J. Curtis, Ed., And Others (1968).  Business Education: An Evaluative Inventory. National Business Education Yearbook, No. 6. 

The purposes of this yearbook were to present a critical analysis of the past and present, and to provide a projection into the future of business education. This yearbook includes contributions by 31 business educators and provides a chapter on the projections for the future for each of these areas: (1) Secondary School Vocational Education for Stenographers and Secretaries, (2) Secondary School Vocational Education for Bookkeepers and Related Workers, (3) Secondary School Vocational Education for Clerical Workers, (4) Economic Literacy, (6) Secondary School Cooperative Part-Time Programs, (7) Secondary School General Education of Business Students, (8) Area Vocational and Technical Schools, (9) Community (Junior) Colleges, and (10) Business Teacher Education. The introduction provides an analytical look at business education.

Halverson, Paul M. (1969).  The Demands of Society Upon the Schools  High Sch J, 52, 4. 

Full-Text Availability Options: 660.

HANEY, JOHN B.; MCINTYRE, CHARLES J. (1967).  PLANNING FOR INSTRUCTIONAL RESOURCES AT A RAPIDLY GROWING URBAN UNIVERSITY. 

A PROJECT WAS UNDERTAKEN TO DEVELOP A CAMPUS ORGANIZATION RESPONSIBLE FOR INSTRUCTIONAL RESOURCES AND THE DEVELOPMENT OF PLANS FOR IMPLEMENTING THE PROJECT IN TERMS OF THE NECESSARY STAFF, SPACE, FACILITIES, BUDGET, AND ORGANIZATIONAL STRUCTURE. AN EQUALLY IMPORTANT, CONCURRENT TASK WAS TO INVOLVE THE FACULTY IN PLANNING FOR THE USE OF INSTRUCTIONAL RESOURCES IN A MANNER SIGNIFICANTLY RELATED TO THE SOLUTION OF REAL INSTRUCTIONAL PROBLEMS. WITH RESPECT TO THE MAJOR TASK, THE REPORT DESCRIBES HOW AN OFFICE OF INSTRUCTIONAL RESOURCES WAS CONCEIVED AND IMPLEMENTED IN A DEVELOPING URBAN UNIVERSITY. THE REPORT DETAILS THE ORGANIZATIONAL STRUCTURE, THE PERSONNEL, OPERATING AND FACILITIES BUDGETS, THE NUMBER AND TYPE OF STAFF REQUIRED, THE SPACE REQUIRED, AND THE EQUIPMENT RECOMMENDED. FACULTY INVOLVEMENT WAS BROUGHT ABOUT BY THE APPOINTMENT OF FACULTY COMMITTEES IN SIX IMPORTANT SUBJECT AREAS WITH THE TASK OF IDENTIFYING CRITICAL INSTRUCTIONAL PROBLEMS IN THEIR DISCIPLINE AND DEVELOPING APPLICATIONS OF INSTRUCTIONAL RESOURCES AS RELATED TO THEIR SOLUTIONS. THE CHAIRMAN OF EACH COMMITTEE WAS RELEASED PART TIME FROM OTHER DUTIES IN ORDER TO PROVIDE THE NECESSARY LEADERSHIP. CONSULTANTS FROM ABOUT THE COUNTRY WHO COULD CONTRIBUTE TO THE SOLUTION OF THE IDENTIFIED PROBLEMS WERE LIBERALLY EMPLOYED, AND THE COMMITTEES WERE GIVEN THE OPPORTUNITY TO TRAVEL TO OTHER INSTITUTIONS IN ORDER TO OBSERVE AND TO DISCUSS EXAMPLES OF SIGNIFICANT INNOVATIONS IN THEIR INSTRUCTIONAL AREAS. THE WORK OF THESE COMMITTEES IS REPORTED IN CONSIDERABLE DETAIL AND THEIR ACCOMPLISHMENTS ARE DISCUSSED.

Hansen, Duncan N.; Harvey, William L. (1969).  Impact of CAI on Classroom Teachers. 

Conceptualizations concerning role changes of classroom teachers due to the use of computer assisted instruction (CAI) are contingent upon what system is used and how long it takes. However, some factors within CAI which may cause teacher role changes can be identified. Also, it is likely that the pattern of computer development will be gradual, culminating in a new form of individualization due to the availability of advanced computers and multimedia resources and to the differentiation of staffing. The teacher's role, then, can potentially change toward involving more strategizing, managing, individual counseling, discussing, specializing, and diagnosing functions; and fewer correcting, lecturing, and disciplining functions. Future teacher education programs should feature CAI and prepare teachers for these new roles.

Hanson, Garth A. (1969).  Practicum for Simulated Methods in Office Occupation Education. Final Report. 

Thirty-six participants and four observers representing 34 states attended the practicum at the Utah State University campus in Logan, July 8-19, 1968. The purpose was to provide high school business teachers with practical knowledge, experience, and materials for designing and operating simulated business offices in their classrooms. The practicum allowed time for participants to plan programs to be used in their home schools. One section of the report develops the following topics in relating to simulation: (1) present role, (2) purpose and background, (3) design, (4) objectives, (5) physical facility, (6) evaluation, (7) debriefings, (8) phases, (9) development, and (10) future role. The appendix presents the following papers: (1) "Simulation Principles" by Garth A. Hanson, (2) "Simulation for Poverty Area Training Programs" by Chuck Bustya, (3) "Dynamics of Education for Office Occupations" by Bruce I. Blackstone, and (4) "Educational Technology" by Harry Silberman. Some materials utilized in the simulation process are also included.

HANSON, LINCOLN F. (1962).  A GUIDE TO PROGRAMED INSTRUCTIONAL MATERIALS AVAILABLE TO EDUCATORS BY SEPTEMBER 1962. 

THIS DOCUMENT WAS A PRIMARY SOURCE OF INFORMATION TO EDUCATORS CONTEMPLATING THE USE OF PROGRAMED INSTRUCTION DURING THE ACADEMIC YEAR 1962-63. EACH ENTRY CONTAINED THE FOLLOWING INFORMATION--(1) SUBJECT MATTER, (2) TITLE, AUTHOR, AND PUBLISHER, AND (3) TEXT DESCRIPTION.

HANSON, LINCOLN F. (1962).  REPORT OF A SURVEY OF THE USE OF PROGRAMED INSTRUCTIONAL MATERIALS IN THE PUBLIC SCHOOLS OF THE UNITED STATED DURING THE YEAR 1961-1962. 

THIS SURVEY REPORT INDICATES THE EXTENT TO WHICH PROGRAMED INSTRUCTION HAS HAD AN EFFECT ON USER AND NONUSER ALIKE. THE FAMILIARITY OF NONUSERS WITH PROGRAMED INSTRUCTION IS BELIEVED TO BE AN INDICATION OF THE IMPACT THIS NEW INSTRUCTIONAL APPROACH WILL HAVE UPON EDUCATION. MOST SCHOOLS USING PROGRAMS ARE IN THE TRIAL STAGE. A FEW ARE USING THEIR PROGRAMS AS PART OF REGULAR GROUP INSTRUCTION. MATHEMATICS WAS FOUND TO BE THE POPULAR SUBJECT FOR PROGRAMED INSTRUCTION. NONMACHINE FORMATS PREDOMINATED.

HANSON, LINCOLN F.; AND OTHERS (1963).  PROGRAMS, '63, A GUIDE TO PROGRAMED INSTRUCTIONAL MATERIALS AVAILABLE TO EDUCATORS BY SEPTEMBER 1963. 

THIS GUIDE LISTS PROGRAMED INSTRUCTIONAL MATERIALS AVIALABLE IN THE FALL OF 1963. THE NUMBER, VARIETY, AND SOURCE OF AVAIALBLE PROGRAMS ARE INDICATED TOGETHER WITH CRITERIA FOR THEIR SELECTION. THE CONTENTS INCLUDE (1) A STATISTICAL SUMMARY OF THE PREVIOUS YEAR'S ACTIVITY, (2) INSTRUCTIONS FOR USAGE, (3) GUIDE TO PROGRAMS, AND (4) APPENDIXES. ANNOTATIONS ON THE PROGRAMS HAVE BEEN PREPARED LARGELY ON THE BASIS OF INFORMATION SUPPLIED BY THE PUBLISHERS.

_____. (1967).  Harvard University Program on Technology and Society; Third Annual Report of the Executive Director, July 1, 1966 to June 30, 1967. 

The report of the third year of Harvard's Program on Technology and Society contains summaries of research done on the relationship of technology to education, biomedical science, business, and social and political change in general. The research group on education, concentrating on secondary education, concluded that high schools in ten years are unlikely to be very different from present ones--in respect either to effective utilization of educational technology or successful preparation of youth for a technological society. On the other hand, it appears that the implications of discovery in biomedical sciences will be potentially spectacular in ten years, affecting such problems as the organization of health care, the process of aging, and control of human behavior. The challenge to business will be to convert the traditional market competition into a mechanism capable, as not heretofore, of fulfilling social needs. The ability of technology to provoke social and political change, and its enhancement of social knowledge is discussed. A review of all research projects and a list of publications is included.

Harding, Delma E.; And Others (1969).  Creative Biology Teaching. 

The first section of this book discusses modern approaches to teaching biology, including theoretical approaches (such as "teaching form and function together") and the use of educational technology. The second part gives guidelines for planning and stocking science centers and laboratories. The third section deals with the use of materials: use of laboratory materials and equipment, planning of field trips, and the choice and use of textbooks and tests. The fourth section consists of appendices containing many useful hints and techniques, including sources of many kinds of materials, histological, preserving and culturing techniques, and suggestions and instructions for projects and laboratory exercises.

Haring, Norris G. (1968).  New Curriculum Design in Special Education. 

Behavioral research and educational technology are discussed as influences on curriculum design. Developments in the technology of special education are described, with attention to both systematic instruction and to automated and nonautomated media for display and measurement. New factors of curriculum design are reviewed, including the role of design as total programming and examples of the application of new design. A summary and 89-item bibliography are also provided.

Haring, Norris G.; Hayden, Alice H. (1968).  Instructional Improvement: Behavior Modification. 

Sixteen papers are provided. B. F. Skinner discusses the arrangement of contingencies for learning: Lloyd Homme describes behavioral engineering; and Frank Hewett considers behavior modification in special education. Also treated are experimental education by Norris Haring, program evaluation by Arthur Lumsdaine, and administration of special classes by Harold Kunzelmann. John Cawley presents a system of initial reading instruction; Max Jerman surveys computer assisted instruction; and Thomas Robertson examines the impact of educational technology. Further papers are on teaching children with behavior disorders by Richard Whelan, developing cooperative social behavior by Laurence Peter, providing academic and social classroom management by Harold Kunzelmann, and using operant reinforcement with autistic children by Charles Ferster. In addition, Thomas Lovitt sets forth a basis for systematic replication of a contingency management classroom; Richard Kothera discusses educational environments and administration; and Max Mueller reviews trends in research in the education of the handicapped.

Harmon, Paul (1969).  Developing a Training System  Educ Technol, 9, 9. 

Article from TRAINING TECHNOLOGY, v1 n1 pS14-S19, Sep 1969, a supplement to EDUCATIONAL TECHNOLOGY.

HARNACK, ROBERT S. (1965).  THE USE OF ELECTRONIC COMPUTERS TO IMPROVE INDIVIDUALIZATION OF INSTRUCTION THROUGH UNIT TEACHING. 

THE PRIMARY GOAL WAS TO INVESTIGATE THE USE OF COMPUTERS TO HELP ELEMENTARY AND SECONDARY SCHOOL TEACHERS IN THEIR PREPLANNING OF LARGE, SMALL, AND INDIVIDUAL TEACHING-LEARNING SITUATIONS WITHIN THE CONTEXT OF UNIT TEACHING. THE PROCEDURES PLACED MAJOR EMPHASIS ON THREE OPERATIONAL ACTIVITIES--(1) IDENTIFICATION OF RESOURCE UNIT TOPICS AND THE DEVELOPMENT OF RESOURCE UNITS, (2) THE CODING AND CATEGORIZATION OF RESOURCES, AND (3) PROGRAMING THE ELECTRONIC DATA PROCESSING EQUIPMENT TO PRODUCE A PRINTED RESOURCE GUIDE. USING OBJECTIVES AS A BASE EACH ITEM IN THE RESOURCE UNIT WAS REVIEWED BY AN EXPERIENCED TEACHER TO RELATE OBJECTIVES TO TOPICAL UNITS. ALSO, RECEIVED WERE THE TEACHER DEPENDABILITIES, NEEDS, INTERESTS, AND CHARACTERISTICS OF THE LEARNER GROUP. THE PRODUCT, THE RESOURCE GUIDE, PROVIDED TWO SECTIONS--(1) AN OUTLINE OF SUBJECT MATTER, LARGE AND SMALL GROUP ACTIVITIES AND MEASURING DEVICES AS THEY RELATED TO THE OBJECTIVES PREVIOUSLY CHOSEN, (2) SUGGESTIONS TO THE TEACHER FOR INDIVIDUAL ACTIVITY AND INSTRUCTION MATERIAL RELATED TO SPECIFIC LEARNING OUTCOMES. RESULTS POSITIVELY INDICATED THAT A RESOURCE UNIT CAN BE PROGRAMED FOR AN ELECTRONIC COMPUTER AND THAT SPECIFIC SUGGESTIONS FOR OBJECTIVES AND THE INDIVIDUAL VARIABLES CAN BE RETRIEVED.

Harnqvist, Kjell (1969).  Study Packet in Instructional Technology (SUNT). A School Research Newsletter. 

The University of Gothenburg Institute of Education has undertaken in the production of a concentrated course in instructional technology in order to relieve the acute shortage of such technologists in Sweden. The planned study packet will contain material covering the formulation of teaching objectives in terms of observable pupil behavior, the design of test situations, sequencing of learning situations, and program validation and correction. The project is planned to be ready for distribution by June 1970.

Harrer, Gustave A. (1969).  Book Selection and the Subject Specialist in the University Library. 

In acquiring materials to build library collections, two functions have to be performed: selection and acquisition. Because the selection of books for inclusion in a library collection requires an intimate understanding of the purpose of the library, a detailed knowledge of the subject area in question, time to read and make judgements about the value of any particular volume, and finally, the authority to develop the collections, librarians in university libraries are in trouble today. A brief look at the evolution of this problem of who should select and acquire books for the library collection is presented with numerous quotes from authorities in the field starting with Richard DeBury in the 13th century. It must be decided whether the range of duties required of a subject specialist/selector can effectively be done separately by various people or whether this job requires extremely competent people with broad, non-library preparation.

Harrison, Charles H. (1969).  When Will Technology Move in on Teachers?  Sch Manage, 13, 10. 

Full-Text Availability Options: 613.

Haviland, David S. (1967).  University Facilities for Electronic Resource Systems. 

A report on electronic media investigates and reveals the basis for and the use of electronic resource systems on the university campus. Computer system facilities, environments, and equipment guidelines and criteria are given with the what, why and how aspects of the resource systems. The functions and categories of the university electronic resources available are described with regard to planning and designing facilities and programs for them. Storage and support requirements are given for computer centers, facsimile and audio-video laboratories. Specifications, diagrams, and floor plans are also given.

Hayes, Harold D. (1969).  Using Audio-Visual Materials In Industrial Education  Ind Arts Vocat Educ, 58, 6. 

Full-Text Availability Options: 645.

Hechinger, Fred M.; And Others (1968).  The Electronic Revolution in the Classroom: Promise or Threat? 

Three authorities in the field of education offer their views on the technological revolution in instructional materials. Fred Hechinger, education editor of the New York Times, discusses the range of devices available, from film strips to computers. He feels that industry is oversold on the future of educational technology, both because of the generally conservative views of educators and the misunderstandings prevalent about the process of education. John Henry Martin, Senior Vice-President of Responsive Environments Cooporation, designates American education, particularly urban education, a complete failure. He cites the benefits to be gained from applying dollar value productivity measures to the acquisition of instructional materials and media. What is needed is a better understanding of the process of learning itself, and an application of that understanding to media development and use. Louis B. Wright, director of the Folger Shakespeare Library, takes a social historian's viewpoint of the process of education. He feels that the technological revolution has not yet faced the unchanging character of human nature. The control and manipulation of technology for humane ends, he concludes, is a great challenge.

Hedl, John Joseph, Jr. (1969).  A Systematic Investigation of Three Facets of Programmed Instruction: Tutorial Assistance of Study, Explanation of Incorrect Answers, and the Spacing of High-Difficulty Frames. Technical Report Number 4. 

To examine the effects of varied roles, forms of feedback, and error spacing on subject attitudes and learning in programed instruction (PI), 125 students in an introductory psychology course were randomly assigned to treatment groups differentiated by three ways of spacing error-producing frames (spaced, semi-massed, and massed), two forms of feedback (knowledge of results or explanation), and three subject roles (teacher, pupil, or individual). Over 12 days, subjects completed a pretest, an attitude toward instructional media scale, study of the course material, a posttest, a computer-based testing attitude scale, and another posttest to assess the effects of explanation on learning. Results of analyses of variance of the data showed significant learning of course material for all students between pre- and posttest scores, that individual role subjects performed better than teacher and pupil role subjects, that feedback in the form of explanation was more effective than knowledge of results, and that the method of spacing error-producing frames did not adversely affect student attitudes toward PI. In addition, it appears that attitudes toward PI and computer-based testing were generally dependent on the number of errors made on the tests, and that student attitudes toward technology did not affect performance.

Heinich, Robert (1968).  Systems Engineering of Education II: Application of Systems Thinking to Instruction. A Compendium. 

This document discusses the development of systems from the viewpoint of instructional technology, some traditional and future teacher roles, the introduction of new media at the curriculum development stage, and the dichotomy between education and training. Reference is made to the contributions of Bruner, Carpenter, Finn, and Hoban in the analysis of the emerging role of instructional technology. Related documents are ED 015 676, ED 039 904, EA 003 770, EA 003 772, and EA 003 773.

Hemsing, Esther D., Comp. (1969).  A Decade of Thought on Teacher Education: The Charles W. Hunt Lectures. 

This collection of 10 speeches, each of which was presented at one of the annual meetings of The American Association of Colleges for Teacher Education from 1960-69, has as its major theme the needs of teacher education. The speeches range in breadth from a specific proposal for restricted state-approved teacher certification to a general description of educational dilemmas and their remedies in differentiated staffing, charismatic teachers, and social relevance of both teacher education and noncollege curriculums. The speeches range in approach from enumerating the essentials of teaching to awakening the audience to the high priority of education in Africa. Topics which recur through the speeches also include: cooperation between public schools and colleges and among departments within a college, individualized education (for students, teacher trainees, and inservice teachers), definitions and roles of scholarship and leadership, teacher sensitivity, educational technology, professional training, and the role of research. Biographical data for each speaker is included. | [FULL TEXT]

Henke, Dan F. (1969).  Narrative Evaluation Report on the Institute for: Law Librarianship. July 8, 1968 - August 2, 1968. 

A four-week institute on law librarianship provided 35 librarians with the opportunity to study the specialized skill and knowledge requirements of law librarianship and to learn to solve the organizational and administrative problems law librarians face. A combination of lectures and field trips exposed the participants to the following topics: 1) cataloging and classification; 2) acquisitions; 3) the administration of law libraries; 4) legal research; 5) legal education and the law library; 6) automation and computer applications in the law library; and 7) equipment and supplies. Evaluation indicated that the major objectives were attained and that the institute profited from the mix of theoretical concepts and practical applications provided by a team of faculty members drawn from different institutions. It was also learned that the heterogeneity of the students made teaching difficult; it was concluded that future institutes would be more effective if they dealt more intensively with the substantive issues of law librarianship and less with automation and computerization.

Hetrick, William M.; Kehoe, Ray E. (1968).  Coordination of Organic Curriculum Development in the Public Schools of Monroe, Michigan. Interim Report. 

A series of single day visits to selected elementary and secondary schools in Illinois, Nevada, California, Florida, and Massachusetts was made by a visitation team of teachers, administrators and architects from the Monroe (Michigan) School District. This document reports the visitation team's impressions of developing educational systems, educational technology, materials resource centers, vocational education, and organizational patterns and staff utilization in the experimental programs. Also included are discussions of the faults of the traditional school, the change process in experimental schools, and new directions for change. The impressions were generally favorable and the visitors agreed that the educators they met were characterized by enthusiasm, vitality, and dedication. Pride in schools, staffs, and student bodies was evident among them. At times, the practices observed appeared to be somewhat at variance with theoretical formulations presented orally by school leaders or in written school publications.

Hickey, Albert E., Ed. (1968).  Computer-Assisted Instruction: A Survey of the Literature, Third Edition. 

References to literature published before July 1968 on computer-assisted instruction (CAI) are presented in this survey. Nine subject area chapters, providing the framework for the references, deal with general statements on CAI (including benefits, state of the art, problems, roles in society, financial support, and trends); applications of CAI through reports from operating programs in the United States; major centers of CAI research, development, and application; systems analysis and design of CAI, computer hardware used in CAI, and prepackaged CAI systems which are available commercially; programing languages in general and specific references to problem and calculating languages, text processing languages, compilers, assemblers, and utility programs; theories of learning which support the use of educational technology and CAI, and the instructional strategies which mediate the interaction between students and computers; stimulus presentation strategies which maximize student potential, and student response modes and their measurement; production and evaluation of useful and interesting programs; and factors involved in implementing and administrating CAI programs.

Hilliard, Robert L. (1967).  Television in Education: For Which Century? 

Television has been used too much as a classroom aid--practitioners have been content to pervert the new media with old, harmful uses when the new media could be used to change education. If a medium can have as great an impact upon the communicant and the communicator as does the content conveyed, then the modern media are not just tools divorced from learning and teaching, but are part of the process. Teachers should be freed from functions which machines can perform, and students should be freed to devote time to their fulfillment as non-mechanized human beings. Education today, however, is set up to encourage competition so that students have little choice but to become mechanized storage and retrieval systems. Education itself must change to properly accommodate the effects of the new technology: mass communications should be a required curriculum, standardized testing should be abolished, each student should be provided for learning, independent study should be encouraged, and all student experiences and development should be part of education's responsibility. | [FULL TEXT]

Hilliard, Robert L. (1968).  Communications and the Urban Crisis: Doing Our Own Thing. 

The urban crisis has sparked two primary needs: 1) orienting formal education to the aural-visual needs and psychological set of the child, rather than to the outmoded administrative ease of the teacher; and 2) educating the majority society to the needs and problems of minority racial groups. Two efforts to meet the first problem are use of media and audiovisual aids and also proposals to reorganize the school system. An additional help would be the establishment of a communications university which would offer training in all fields needing communications expertise. In order to solve the second problem, whites must help blacks help themselves, rather than thinking that whites can solve black problems on their own. Several examples of whites giving blacks leeway to solve their problems are discussed here. Projects combining efforts of government, industry, education, and the community are most likely to solve the urban crisis. | [FULL TEXT]

Hilliard, Robert L. (1969).  The Software Gap: Relevancy in Content and Technique. 

Is currently produced software helping solve specific problems, or is it geared toward maintaining outmoded educational programs? Can it be a creative service? One should ask of any given piece of software if it is produced to interrelate with all the other learning resources and experiences of the student, rather than to fit a particular machine or particular course. The International University of Communications, beginning operations in 1971, will be based on an individualized learning-tutorial system which will use educational technology to free the teacher from all the machine-like parts of his job and leave his time for personal, advisory work with students. The crucial question is whether the software industry will be able to supply the University with the highly integrated, multi-media, inter-curricular content needed for effective application of this learning system.  | [FULL TEXT]

HOBAN, CHARLES F., JR. (1961).  RESEARCH IN NEW MEDIA IN EDUCATION. 

NEWER MEDIA RESEARCH ATTEMPTS TO PROVIDE INFORMATION WHICH CAN DEEPEN, BROADEN, AND EXTEND ADMINISTRATORS' AND TEACHERS' KNOWLEDGE OF THE USE OF NEW MEDIA. MEDIA RESEARCH HAS NOT BEEN AN EFFECTIVE INSTRUMENT FOR DEEPENING THE CAPACITY OF EDUCATIONAL POLICY-MAKERS FOR SOUND JUDGMENTS IN THIS AREA. DIFFICULTIES OF POLICY MAKING ARE THE ATTRIBUTION OF GREAT POWER TO THE MEDIA OF COMMUNICATION, AND THE IGNORANCE OR AVOIDANCE OF THE COMPLEXITY OF COMMUNICATION THAT LEADS TO OVEROPTIMISM ABOUT RESULTS TO BE OBTAINED WHEN NEW COMMUNICATIONS MEDIA ARE INTRODUCED INTO EDUCATION. LACK OF ADEQUATE KNOWLEDGE ABOUT TECHNOLOGICAL DEVICES HAMPERS JUDGMENT IN THE ACCEPTANCE, REJECTION, ADAPTION, OR IMAGINATIVE EXPERIMENTATION IN THE USES OF NEWER MEDIA IN EDUCATION. THE MAJOR DEVELOPMENTS EVIDENT IN NEWER MEDIA INVOLVE THE CONCEPTS OF NEWER MEDIA AS PRIMARY INSTRUMENTS OF INSTRUCTION, AND THE CONTROL OF LEARNING BY REMOTE CONTROL OF STIMULUS AND RESPONSE. SIGNIFICANT CONCEPTS OF NEWER MEDIA INCLUDE THE FOLLOWING--(1) TECHNOLOGY INVOLVES AN INTEGRATED COMPLEX OF IDEAS, ORGANIZATION, MANAGEMENT, AND MACHINES, (2) A SYSTEM IS AN ARRANGEMENT OF COMPONENTS SO THAT COMPATABILITY AND PURPOSEFUL PERFORMANCE ARE ACHIEVED BY ORGANIZATION AND ADJUSTMENT BETWEEN AND AMONG THE COMPONENTS, AND (3) INNOVATION INVOLVES THE HUMAN RECEPTION OF AND RESPONSE TO A NEW IDEA CARRIED OR ABOUT TO BE CARRIED INTO ACTION. INSTRUCTIONAL EFFICIENCY OF NEWER MEDIA DERIVES NOT SO MUCH FROM THE MEDIA THEMSELVES, AS FROM THE EFFECTIVE USE OF PSYCHOLOGICAL PRINCIPLES OF TEACHING AND LEARNING INCORPORATED INTO THE MEDIA.

Hoban, Charles F.; Rege, Alaknanda (1969).  Value Structures of Researchers and Nonresearchers  AV Commun Rev, 17, 4. 

Reports on a study based on the hypothesis that "researchers and nonresearchers in the field of instructional technology (and probably elsewhere), differ in value structure. The main body of the article consists of "discussions of (a) the specific values which differed significantly in order of priority between researchers and nonresearchers, (b) the value hierarchies of each group, (c) a rationale of the value structures of the two groups, and (d) caveats and implications.

HOCKING, ELTON (1964).  LANGUAGE LABORATORY AND LANGUAGE LEARNING. 

INTENDED FOR FOREIGN LANGUAGE TEACHERS AND AUDIOVISUAL SPECIALISTS, THIS MONOGRAPH EMPHASIZES A DYNAMIC VIEW OF THE LANGUAGE LABORATORY IN CHAPTERS THAT DISCUSS THE HISTORY AND CURRENT USE OF LANGUAGE LABS, CURRENT RESEARCH AND TECHNOLOGICAL ACHIEVEMENTS, AND APPLICATION OF LANGUAGE LAB PRINCIPLES TO NEW MEDIA. APPENDIXES INCLUDE GRAPHICS OF THE LANGUAGE LAB, ACCOUNTS OF NATIONAL PROGRAMS TO IMPROVE LANGUAGE INSTRUCTION, AND A SELECTED BIBLIOGRAPHY. THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. SINGLE COPIES ARE $4.50, WITH DISCOUNTS OF 10 PERCENT ON TWO-NINE COPIES AND 20 PERCENT ON 10 OR MORE COPIES.

Hocking, Elton; Smith, W. Flint (1969).  Language Laboratory Teaching and Learning in the United States.  [Das Sprachlabor] 

Presented in this article are trends in the use of the language laboratory in the United States and an overview of relevant language laboratory research. A section on trends discusses language laboratory popularity, prospective technological innovations, scheduling, different types of installations, and the increasing desirability of having "library arrangements" with many listening stations. Another portion dealing with research describes experiments completed on (1) laboratory usefulness, (2) effective scheduling practices, (3) suitable equipment, (4) monitoring techniques, (5) "Dial-a-lesson" and telephone facilities, and (6) programed and computer-assisted instruction. Bibliographical notations and a list of useful expressions in both English and German precede an article summarization in German. For related documents see FL 001 353 and FL 001 380.

Hodges, Bob S., III (1969).  Control Data's Plans and Programs for Education in the 1970's  J Educ Data Process, 6, 4. 

Full-Text Availability Options: 577.

Hoehn, Arthur J. (1969).  Military Training Research in the Engineering of Training Programs for Technical Personnel. 

Rapid technological change makes it necessary to train and retrain personnel as man-machine systems and associated jobs are altered. Because of the continuing rise in required skill levels, the demand for high aptitude, highly trained manpower outruns the supply while it is hard to use lower aptitude men. Recent advances in training technology should, if implemented, help to solve training and manpower problems. Major directions indicated by military research in this area include (1) improved methods for describing required human performance outputs and for deriving training content, (2) better design of informational job aids, and (3) new techniques and devices for guiding the learning process. (Eight references are included.)

Holland, James G. (1969).  The Misplaced Adaptation to Individual Differences. 

The current interest in an educational technology that stresses adaptation to individual student differences has resulted in such individualized systems as Individually Prescribed Instruction (IPI) and Computer Assisted Instruction (CAI). However, such systems are not the answer to an avoidance of standardization of students. No one has yet resolved the basic dilemma between the cost in time-and-effort efficiency and the demands of test theory for validity and reliability of tests. This dilemma means that while good teaching items should have a low error factor in order to elicit the correct response and then reinforce it, good diagnostic items (needed for individualization) should not have a low error factor. Thus, good teaching items meet criteria incompatible with those met by good diagnostic items. This problem is not insurmountable, but none of the existing programs of individualized instruction have solved it. The most persuasive point against the existing programs is that they are individualized only in terms of what the student brings to the lesson; they still result in the production of uniformity. | [FULL TEXT]

Hooper, Richard (1969).  A Diagnosis of Failure  AV Commun Rev, 17, 3. 

Full-Text Availability Options: 618.

HORNBECK, RALPH W. (1965).  TECHNOLOGICAL INNOVATION AND GOOD TEACHING, MORE EFFECTIVE INSTRUCTION THROUGH TECHNOLOGY. PASADENA SCHOOLS IN ACTION. 

LISTENING-VIEWING CENTERS ARE BEING USED IN SCHOOLS THROUGHOUT THE UNITED STATES. THEY ARE EFFECTIVE IN IMPROVING INSTRUCTION AND INCREASING TEACHER EFFICIENCY. LANGUAGE LABORATORIES MEET THE DEMAND FOR PERSON-TO-PERSON COMMUNICATIONS. THEY PERMIT ALL STUDENTS TO PARTICIPATE AT THE SAME TIME WITHOUT INTERFERENCE FROM OTHERS, THUS THEY INCREASE EFFECTIVE PARTICIPATION. PROGRAMED LEARNING AND TEACHING MACHINES ARE DESIGNED TO INDIVIDUALIZE AND TO AID THE TEACHER. THEY ARE SELF-CORRECTIVE, ALLOW FOR INDIVIDUAL PACING, FREE THE TEACHER FOR MORE CREATIVE TEACHING, AND, IN SOME OF THE MORE SOPHISTICATED TYPES, PREVENT CHEATING AND CAN PROVIDE A RECORD OF ERRORS AND DATA FOR SUBSEQUENT ANALYSIS AND STATISTICAL STUDY. EDUCATIONAL TELEVISION IS AN IMPORTANT INFLUENCE IN TODAY'S CLASSROOM. IT PERMITS MANY AUTHORITIES AND MASTER TEACHERS TO VISIT THE CLASSROOMS, AND IT PERMITS STUDENTS TO WITNESS VIVID PRESENTATIONS WITHIN THEIR OWN ROOM THAT THEY COULD NOT OTHERWISE SEE. IT IS BEING USED IN MANY CURRICULAR AREAS. AUDIOVISUAL TECHNIQUES HAVE MADE A TREMENDOUS IMPACT ON MODERN EDUCATION. THEIR PRIMARY FUNCTION IS TO PROVIDE EXPERIENCES WHEREBY A STUDENT CAN BUILD UP A STOREHOUSE OF MEANINGS. AUDIOVISUAL MATERIALS MAKE MEANINGS MORE EXACT, MORE CONCRETE, AND MORE VALID. ADVANCES IN TECHNOLOGY, PARTICULARLY IN THE AUTOMATION OF MECHANICAL PROCESSES, HAVE BOTH ELIMINATED OLD JOBS AND CREATED NEW ONES. CURRICULUM AND TEACHING METHODS HAVE RESPONDED WITH ADDITIONS AND CHANGES TO MEET THE NEED. ONE TECHNOLOGICAL DEVICE THAT HAS BEEN DESIGNED TO IMPLEMENT THE TEACHING OF BUSINESS SUBJECTS IS THE SECRETARIAL LABORATORY. TECHNOLOGY HAS ALSO INFLUENCED THE APPROACHES TO MUSIC AND READING.

Houghton, Vincent P. (1969).  Educational Technology in Canada. Rationale for Change  Educ Technol, 9, 11. 

Discusses a few of the major trends in education in Canada, giving some attention to the situation in each province.

_____. (1961).  HOW TELEVISION CAN TRAIN YOUR TEACHERS. 

EDUCATIONAL TELEVISION MAY SOLVE THE PROBLEMS OF TEACHER INSERVICE TRAINING. IN SAN JOSE, CALIFORNIA, 21 SCHOOL DISTRICTS HAVE COOPERATED IN PRODUCING A TEACHER INSERVICE PROGRAM. THE TELEVISION CENTER OF THE STATE COLLEGE PRODUCES AND DIRECTS THE TELECASTS. A COMMERCIAL TELEVISION STATION DONATES ITS FACILITIES AND AIR TIME. A PERMANENT TELEVISION COORDINATING COUNCIL DETERMINES THE PROGRAM FROM DISTRICT REQUESTS AND PUBLISHES SCHEDULES. TELEVISION TEACHERS FROM THE COLLEGE PREPARE 30-MINUTE PROGRAMS AND A STUDY GUIDE FOR THE VIEWERS. THE TELECASTS ARE PRESENTED TO THE TEACHERS IN THE SAME WAY A TEACHER WOULD PRESENT THE MATERIAL TO HER STUDENTS THUS THE TEACHERS LEARN BOTH SUBJECT MATTER AND TEACHING TECHNIQUES. TELECASTS ARE SHOWN ONCE A WEEK. AFTERWARDS, TEACHERS CONDUCT WORKSHOPS. THE LOCAL TELEVISION STATION PREPARES KINESCOPES OF THE TRAINING PROGRAMS FOR TEACHERS WHO MISS THE TELECASTS. THE FILMS ARE AVAILABLE FOR THE ORIENTATION OF NEW TEACHERS, FOR CURRICULUM STUDY GROUPS, AND FOR REVIEW. ADVANTAGES OF EDUCATIONAL TELEVISION ARE THAT TELEVISION IS A CONVENIENT MEDIUM, IT MAKES THE RESOURCES OF INSERVICE TRAINING AVAILABLE, IT GIVES EVERY TEACHER ACCESS TO SPECIALISTS, AND IT COSTS LESS THAN 10 DOLLARS PER TEACHER PER YEAR INCLUDING THE PRODUCTION OF KINESCOPE RECORDINGS AND STUDY GUIDES. THIS ARTICLE WAS PUBLISHED IN "SCHOOL MANAGEMENT," NOVEMBER 1961.

Howe, Harold, II (1968).  Picking up the Options. 

This book contains 23 addresses delivered by Harold Howe, II, during two of his years as United States Commissioner on Education. The speeches contain recurrent theses, but each address is unique in its emphasis and development. Howe's basic theme is the urgent necessity to provide true equality of educational opportunity for all children. Individually and collectively, the speeches furnish new insights into critical issues and invoke increased concern and an effort to approach more nearly our great aspirations for American education. In discussions of school desegregation, the education of disadvantaged children, and the plight of the ghettoes, Howe emphasizes justice and the welfare of the nation. On such subjects as early childhood education, individualized instruction, work experience for adolescents, the education of teachers, the limitations of scholastic aptitude tests, educational technology, and the values of humanistic education, Howe expresses continuing concern for the fullest development of the individual and the opening of doors for all children. He is sharply critical of unimaginative and insensitive school programs that set frustrating limits on the aspirations and achievements of human beings.

Howson, A. G.; Eraut, M. R. (1969).  Continuing Mathematics; A Proposal for a Systems Approach to the Mathematical Education of Sixth-Formers Specialising in the Arts and in Social or Life Sciences. 

A project is proposed here which would apply a systems approach to the mathematical education of sixth-formers who are specializing in the arts or in social or life sciences. The project would develop over four years a kit of coordinated material combining four different approaches: empirical, audiovisual, discovery, and vocational. The project would include material necessary to test and revise the materials and a staff for designing the system and training teachers to use it. The proposal discusses the rationale for such a system and the contribution of such an approach to the future of educational technology and mathematics teaching. An appendix provides an illustation of a possible unit and a list of references.

Hudson, Robert B. (1968).  The Future of Educational Television. 

In order to predict the future of educational television, the author discusses first instructional television, then public television, and also comments on the applications of communications satellites to television in both industrialized and developing nations. He predicts that in the future instructional television will be mainly carried by closed circuit transmissions, possibly augmented by community antenna television systems (CATV). Other developments will probably include a Federally supported public television, use of satellite transmission by the Corporation for Public Broadcasting, and a nationwide linkage of CATV systems. He bases his predictions on a survey of the present state of educational television, federal legislation on broadcasting, and the technological innovations which are just beginning to be used in commercial television. He speculates on the possible advantages modern educational technology has for solving the population explosion at the university level. In closing, he considers what effect technology will have on social institutions. | [FULL TEXT]

Huebener, Theodore, Ed. (1968).  Proceedings: Annual Foreign Language Conference at New York University (34th, New York City, November 2, 1968). 

The focus of this conference on the classroom teacher and the dynamics of his professional growth is introduced in the principal address delivered by F. Andre Paquette and is expanded in the four other papers comprising the bulk of this document. The latter include--(1) "The Role of the Teacher in the Dynamics of Continuing Professional Growth" by Flora J. O'Neill, (2) "The Role of the Supervisor" by Donald Wladaver, (3) "The Various Activities of the New York State Federation of Foreign Language Teachers" by Robert J. Ludwig, and (4) "Summary" by Sister Mary Joannes. Reproduced in the final portion are a few of the significant questions asked at the conclusion of the conference along with their answers and a rather extensive bibliography on testing prepared by Mr. Paquette. For companion documents see ED 011 430, ED 011 748, and ED 022 396.

Huggett, Geoffrey; And Others (1968).  Computer-Aided Technical Training Using Electronic Equipment On-Line with the CAI System. 

This report describes an experimental course in the operation and troubleshooting of a communications transceiver, the AN/URC-32, in which the transceiver is used as part of an instructional station in a CAI system. The transceiver and the CAI system are hard-wired together to form a single training system. The system is presently operating in the Computer-Based Education Research Laboratory of the University of Illinois. A student's operation of switches on the transceiver front panel is sensed by the CAI system. The CAI system can insert and remove malfunctions in the transceiver under program control. This allows practice in operating and troubleshooting the equipment to be coordinated with the presentation of technical information in the lessons. The student is required to put his knowledge of this information to immediate use in solving troubleshooting problems. The report describes the initial implementation of the above features.

Hunt, Jacob T., Ed. (1968).  Instructional Materials: Educational Media and Technology.  [Review of Educational Research] 

This issue of the "Review of Educational Research" attempts to cover the larger issues and to organize around some of the problem lines of instructional materials in educational media and technology. In its four chapters, each with a different author, the research review encompasses five broad areas: the design and selection of media, utilization and management factors, learner variables, learning objective variables, and the effects of media and media systems on school organizations and operation. Each chapter is followed by a bibliography.

Huser, Mary K. (1969).  A Follow-up on the North Central Association Study of High School Innovations  Ill Sch Res, 6, 1. 

A study of what innovative practices have been used in high schools in Illinois which of those are still in use and which have been abadoned or changed.

Hutchins, Robert M. (1969).  The Learning Society. 

The author defines education as a deliberate, organized attempt to help people to become intelligent and states that "education leads to understanding--it has no more practical purpose." He examines the purposes of education in the past and suggests that its primary goal was to train people for a certain job and position in life; education was seen as a means to achieve national power and prosperity, particularly in totalitarian countries such as the Soviet Union and China. Instructional technology, he states, brings the goal of universal education within reach. He singles out the university as a pivotal factor in educational change; it must become less of a knowledge factory and more of a free and responsible source of criticism for renewal. The increasing proportion of free time and the rapidity of change, he feels, calls for a "learning society" where part-time education is available to everyone throughout his life and learning, fulfillment, and becoming human are an aim; all institutions would be directed to that end.

Hutchinson, Joseph C. (1965).  Modern Foreign Languages in High School: The Language Laboratory. 

The high school language laboratory is approached from the standpoint of (1) planning for the laboratory facilities, (2) the function of equipment in relation to student learning activities, and (3) operation of the laboratory facilities. Considered in the section on planning are laboratory rationale, place in the school program, methods and materials, and equipment evaluation and selection. The function of the laboratory is diagramed, with specific attention given to headphones, microphones, recorders, and other equipment. Operational factors (scheduling, operational and administrative duties, teaching techniques, testing, and laboratory use) are discussed. There are explanations of technical language laboratory terminology and glossaries of related expressions and terms in French, German, Italian, Russian, and Spanish. A list of useful references is also included. | [FULL TEXT]