Educational Technology | I

_____. (1969).  Index to Overhead Transparencies. Second Edition. 

This index to overhead transparencies contains 18,000 entries, arranged alphabetically both by individual title and by series title in the main section of the book. Individual title entries include number of overlays, stock or color code, brief description, series title reference when applicable, year of release, and codes indicating producer and distributor. In addition, the size of the transparency, physical description, and audience or grade levels are provided. A subject guide, which lists entries under 25 broad subject categories and several hundred subheads, a subject heading outline, an index to subject headings, and a directory of producers and distributors are also included.

_____. (1968).  Innovation in Education: New Directions for the American School. A Statement on National Policy. 

The future of American schools depends in large part on their openness to innovations in instructional patterns, in school organization, in education for teachers and for deprived minorities, and in their use of educational technology. Basic and applied research are needed to determine useful innovation. Cost-benefit and cost-effectiveness analyses are needed to determine its practicality. The goals of instruction must be continually re-examined and revised in light of changing conditions and new possibilities. Educational equipment and new methods in themselves may influence these goals. To stimulate change a national Commission on Research, Innovation, and Evaluation in Education is recommended. Memoranda of comment, reservation, and dissent are appended.

_____. (1969).  Innovative Practices in New England Schools. 

The New England Educational Assessment Project was designed to conduct assessments of activities which provide resources for decision-making focused upon current state and regional problems in education. Nine innovative practices that may indicate the nature of educational change in the 1970's were selected from the many excellent projects in New England. Each State Department of Education was requested to submit projects for consideration. The criteria for selection by the assessment committees included: evidence of deliberate planning, an awareness of existing programs, utilization of resource people, efficiency, nature of the change, potential impact of the strategies on the recipients, and the probability of adoption. These have been carefully examined by qualified teams. On-site project visitation and intensive group and individual interviews were used to gather data on each project from project directors, administrators, teachers, and pupils in each school visited. Studies by Richard Carlson and Owen Kieman, and Henry Brickell on educational change processes were used as guides. The projects are described and evaluated in this report as a resource for those concerned with innovations in school administration and organization, curriculum, and the use of technology in the classroom.

_____. (1968).  Instructional Strategy and Media Selection Rationale. Economic Analysis Course. 

A multimedia course in economic analysis was developed and used in conjunction with the United States Naval Academy. (See ED 043 790 and ED 043 791 for final reports of the project evaluation and development model.) This report documents the guidelines and procedures used in the determination of instructional strategy and selection of media for the course. EM 010 787 through EM 010 823 are related documents.

_____. (1969).  Instructional Development Institute for Teacher Trainers: Applications of Technology and the Newer Media for Cross-Cultural Groups. Plan of Operation. 

A five-week summer institute for 35 teacher educators is proposed to further the improvement of undergraduate instruction in teacher training institutions. Emphasis will be on the utilization of the newer media and application of technology to education. In response to the need for a systematic approach in defining instructional problems and effecting feasible solutions, special attention will be given to updating the participants' knowledge and skills in curriculum development, particularly for programs to prepare teachers of cross-cultural groups (e.g., inner-city, migrant, and other disadvantaged youth). Approximately 50 per cent of the program time will be devoted to total group presentations and discussion; 25 per cent to small group activities and individual consultation with faculty; and 25 per cent to individual laboratory work (in such instructional approaches as closed-circuit television, modular scheduling, and auto-tutorial techniques) and to field study of such facilities as instructional media centers, listening-learning laboratories, and teaching centers. Participants will submit an instructional development proposal for institute evaluation. (Included is information on criteria for participant eligibility, faculty, facilities, and stipends.)

_____. (1969).  Instructional Systems and Technology: An Introduction to the Field and Its Use in Federal Training. 

An elementary account of the instructional systems approach and new forms of education technology, and the use of each in federal government programs, is set down. The educational technology described includes programed instruction, teaching machines, computer-assisted instruction, educational television, and simulation. The emphasis is on the use of technology by the government rather than on explaining what each form is. A brief annotated bibliography is appended.

_____. (1969).  Internal Working Documents. Economic Analysis Course. 

A multimedia course in economic analysis was developed and used in conjunction with the United States Naval Academy. (See ED 043 790 and ED 043 791 for final reports of the project evaluation and development model.) This document consists of internal working papers bearing on the communication which transpired between materials specifiers and economics instructors who prepared the self-instructional packages. Papers included are the outline of the course given to materials developers, numbers of segments for which packages were prepared, a final check list of course materials, guidelines for economist-writers, comments on types of learning, instructional exercise answer patterns, a biographical information form, notes to economists, summarized behavioral objectives and behavioral hierarchy charts, an example of detailed behavioral objectives with their test items and hierarchy charts in the form given to materials developers, and two sample segments. EM 010 787 through EM 010 823 are related documents.

Israel, Benjamin L.; Litwin, Zelda (1969).  Responsive Environment Program Brooklyn, N.Y., Sept. 1968-June 1969: The Talking Typewriter. Final Report. 

This progress report covers a 6-month period in the second year of an experimental research project to test the utility of the Edison Responsive Environment Talking Typewriter as a major tool for teaching both initial and remedial reading to educationally disadvantaged youth. Conducted in six schools in Brooklyn, New York, the study included experimental and control groups at four age levels: kindergarten (82 pupils), first grade (388 pupils), eighth grade (31 pupils), and ninth grade (21 pupils). Statistical analyses of the study's data are explained for each age level. In almost every instance the study showed greater reading achievement by the experimental groups using the Talking Typewriter. The report recommends further development of the Talking Typewriter program, stresses the need for teacher training in the technique, gives job descriptions of the project's primary personnel, and concludes with material illustrating the program's format and instructional tools.

IVERSON, MAURICE T.; AND OTHERS (1967).  EDUCATIONAL TECHNOLOGY, PREPARATION AND USE IN ADULT BASIC EDUCATION PROGRAMS. 

AUDIOVISUAL MATERIALS, WHEN COMBINED WITH CONSIDERATION OF THE WAYS PEOPLE LEARN, CAN OFFER NEW WAYS OF EXPRESSING IDEAS, PRESENTING INFORMATION, AND MAKING INSTRUCTION CHALLENGING AND EFFICIENT. THIS PUBLICATION, DIRECTED AT TEACHERS OF ADULT BASIC EDUCATION AND THEIR ADMINISTRATORS, ILLUSTRATES APPLICATIONS OF INSTRUCTIONAL TECHNOLOGY TO ADULT LITERACY PROGRAMS. LOCAL PRODUCTION TECHNIQUES ARE EMPHASIZED AND PROGRAM PLANNERS ARE URGED TO MAKE FULL USE OF PROFESSIONAL AND PARAPROFESSIONAL SERVICES OF THE COMMUNITY. SECTIONS INCLUDE A GLOSSARY, PLANS FOR TRAINING SESSIONS (IN-SERVICE TRAINING, WORKSHOPS, AND INSTITUTES), AVAILABLE RESOURCES, MEDIA USED IN ADULT BASIC EDUCATION (VIDEO AND AUDIO TAPE RECORDERS, PROGRAMED INSTRUCTION, COMPUTER-ASSISTED INSTRUCTION, 8MM MOTION PICTURES, FILM LOOP AND OVERHEAD PROJECTORS, TELE-LECTURE SYSTEMS, INCLUDING VICTOR ELECTROWRITER REMOTE BLACKBOARD AND BLACKBOARD-BY-WIRE-SYSTEM), AND CLASSIFIED, ANNOTATED BIBLIOGRAPHIES. THIS DOCUMENT WAS PUBLISHED BY THE NATIONAL UNIVERSITY EXTENSION ASSOCIATION, 1820 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20036.