Educational Technology | K

Karweit, Nancy; Livingston, Samuel A. (1969).  Group Versus Individual Performance and Learning in a Computer Game: An Exploratory Study. 

The major hypotheses of this experiment were that students who play a computer game in teams of two or three will perform at least as well as those who play the game individually, and that teams of two or three students will be at least as successful in the game as individual students. Sixth graders of high academic ability were divided into four groups. Three of the groups played a computer game: one group played alone, one played in pairs, and one in threes. The fourth group did not play the game. All the subjects then took a test designed to measure learning from the game. No significant differences in learning were observed, but there was a statistically significant tendency for boys to play the game faster than girls. A difference in the machines used to play the game produces no consistent or significant effects. Appendices give some statements from the game and the test questions.  | [FULL TEXT]

Kay, Harry; And Others (1968).  Teaching Machines and Programmed Instruction. 

The various devices used in programed instruction range from the simple linear programed book to branching and skip branching programs, adaptive teaching machines, and even complex computer based systems. In order to provide a background for the would-be programer, the essential principles of each of these devices is outlined. Different ideas of programing as advanced by Pressey, Skinner, Crowder, Gilbert, and Mager are discussed. Before dealing with the actual process of programing, the principles, objectives and criteria necessary to provide a framework are presented. This work also discusses techniques for evaluating the effectiveness and efficiency of programed instruction, and presents some of its possible uses in the total educational process, particularly in industrial training and university teaching. Looking ahead, the text points out areas for research, examines team teaching and clock paced systems for their possible contributions, and deals in depth with the most advanced of teaching machines--the computer. Some speculations are offered about the social implications of the developing instructional technology. A selected bibliography is included.

Kean, John M., Ed. (1969).  Wisconsin Elementary Teacher Education Project. Volumes I-IV. 

This four-volume report includes position papers and specifications for the elementary teacher education program of the University of Wisconsin in the year 1975 and beyond. Volume 1 includes a series of 12 position papers which cover topics ranging from teacher roles and systems approaches to instruction to control and management procedures for the continuing development and implementation of WETEP. An index to all four volumes is also included in Volume 1. Volumes 2 and 3 contain descriptions of specifications for the various elements which make up the teacher education program. Volume 4 describes the University facilities which are available or are to be made available for WETEP implementation on the campus of the University. The essential purposes of the model are (1) to improve instruction and learning through procedures which emphasize individualization; (2) to improve the quantity and quality of meaningful personal contact between faculty and students; and (3) to utilize modern technology in the accomplishment of these ends. A major feature of the project is the cybernetic systems model designed to interrelate specified behavioral objectives with effective methods of achieving them and to enable continuing refinement and development of the program specifications during the process of implementation. (ED 035 610 is a summary of this report.

Kelly, John R. (1969).  Portuguese and the Computer: "uma bossa nova". 

This paper describes the process of preparing a computer study of Brazilian Portuguese literary texts to be used both in teaching and in the preparation of a reference text. Procedural difficulties encountered in the project point out the potential and limitations of computerized research in literary studies. Seven possible areas for computer applications are outlined with reference to specialized texts for further study. These include the preparation of word lists, bibliographical lists, and concordances; linguistic and content analyses; attribution studies; and critical editions.

Kent, William P.; And Others (1968).  Feasibility of Using an Experimental Laboratory for Identifying Classroom Multi-Media Problems and Requirements. Final Report. 

Multimedia can significantly improve education, but only to the extent that their impact is perceived and planned for. Planning mig t be accomplished in a comprehensive, multimedia development laboratory, organized around methodology and functions rather than equipment or facilities. Such a laboratory might plan, supervise, evaluate, and influence the implementation of complete educational systems making optimum use of multimedia and telemedia in an integrated and continuous manner. Of possible simulation laboratories, a semi-manual computer-based laboratory might be the most effective, but its main contribution would be as a research vehicle; it would not bring about major changes. The methodology of this study consisted of seeking expert opinions, visits to innovative installations, and a review of the multimedia state-of-the-art. No experiments were undertaken, nor was a prototype laboratory built or tested. Annual cost of a comprehensive, multimedia development laboratory is roughly estimated at $2,000,000. It is recommended that the Commission on Instructional Technology favorably consider the feasibility of such a laboratory. A bibliography and descriptions of various operations presently making use of multimedia are appended.

KERSH, BERT Y. (1964).  DIRECTED DISCOVERY VS. PROGRAMED INSTRUCTION--A TEST OF A THEORETICAL POSITION INVOLVING EDUCATIONAL TECHNOLOGY. 

THIS STUDY SOUGHT TO DETERMINE IF HIGHLY DIRECTED (PROGRAMED) LEARNING IS SUPERIOR TO NONDIRECTED (DISCOVERY-TYPE) LEARNING. SPECIAL UNITS IN MATHEMATICS WHICH EMPLOYED A DISCOVERY METHOD WERE DEVELOPED AT THE FIFTH-GRADE LEVEL. NEXT, A PROGRAMED MODIFICATION OF THE BASIC UNIT OF INSTRUCTION WAS DEVELOPED. FINALLY, ANOTHER PROGRAM OF INSTRUCTION WAS DEVELOPED TO TEACH THE SAME INSTRUCTIONAL OBJECTIVES AS THE BASIC INSTRUCTIONAL UNIT, BUT WITHOUT EMPLOYING THE DISCOVERY METHOD. THE PROGRAMED MATERIALS WERE DEVELOPED SO THAT A HIGHLY DETAILED DOCUMENTATION OF THE PROGRAM DESIGN COULD BE PROVIDED. THE EVIDENCE OBTAINED INDICATED THAT THE DESIRABLE LEARNING OUTCOMES WHICH SOMETIMES RESULT FROM LEARNING-BY-DISCOVERY CANNOT BE ADEQUATELY EXPLAINED IN TERMS OF OPERANT CONDITIONING. IT IS POSSIBLE, MOREOVER, THAT SEARCHING BEHAVIOR MAY NOT BE LEARNED FROM A DISCOVERY-TYPE INSTRUCTIONAL EXPERIENCE AT ALL. AS A RESULT, THE PROJECT IMPLICATIONS DEAL MORE WITH DESIGNING INSTRUCTIONAL UNITS THAN WITH THE RESEARCH PROBLEM, LEARNING-BY-DISCOVERY.

_____. (1969).  Key Braille Contraction Contexts. 

The entire report is a listing (made from scanning 7,500,000 words of text from 125 books) of the occurrences of braille contraction sequences. Attention focuses on occurrences in which syllabification, pronunciation, and meaning determine the use or nonuse of the contraction. An introduction explains the procedure and process used.

Kilgour, Frederick G. (1969).  Effect of Computerization on Acquisitions. 

Computerization of acquisitions activity is a technological advance already underway. Like all advances in technology it requires advances in knowledge, and future advances will occur only after research has produced the necessary knowledge. Comprehensive system design made possible by computerization will provide acquisitions with the objective of participating in academic educational and research programs. Finally, computerization of acquisitions constituting a continuously productive new technology will contribute to elimination of the financial crisis in which academic libraries now find themselves. | [FULL TEXT]

KING, EVA; KING, PAUL (1968).  APPLYING AUDIO-LINGUAL (ORAL) TECHNOLOGY TO BEGINNING READING. 

THE ROLE OF EDUCATIONAL TECHNOLOGY IN LANGUAGE COMMUNICATION FOR PRIMARY SCHOOL STUDENTS IS DISCUSSED. IT IS KNOWN THAT COMMUNICATION SKILLS DEVELOP IN SEQUENCE, THAT THERE IS A GAP BETWEEN A 6-YEAR- OLD'S LISTENING AND READING SKILLS, AND THAT READING IS A MULTISENSORY SKILLS. IN ADDITION, THERE ARE STRIKING SIMILARITIES IN MASTERING ORAL LANGUAGE AND BEGINNING READING, AND THERE MUST BE ONE-AT-A-TIME AUDIOLINGUAL PERFORMANCES. IN ONE RESEARCH EXPERIMENT, AUDIOLINGUAL PERFORMANCE WAS DEALT WITH BY TAPE RECORDERS, HEADPHONES, AND CARTRIDGE TAPES. BY THIS METHOD, ATTENTION SPAN INCREASED, INTENSIVE CONCENTRATION INCREASED, AND THE TECHNICAL READINESS OF THE CHILDREN OFTEN SURPASSED THAT OF THEIR TEACHERS. A PILOT PROJECT ON AUDIOLINGUAL TECHNOLOGY AND BEGINNING READING WAS BEGUN IN THE VIRGIN ISLANDS. TEACHERS AND STUDENTS BENEFIT FROM SUCH A PROGRAM. THIS PAPER WAS BASED ON AN ILLUSTRATED LECTURE AT THE SEATTLE INTERNATIONAL READING ASSOCIATION CONFERENCE AND IS A REPRINT FROM "TESOL QUARTERLY," MARCH 1968.

King, Paul E. (1966).  Bilingual Readiness in Primary Grades; An Early Childhood Demonstration Project. 

The dual objective of this demonstration project was to show "how the reality of two or more language and ethnic groups present within one integrated classroom could be utilized to develop (1) bilingual readiness in both English-speaking and Spanish-speaking children, and (2) positive attitudes toward and respect for one's own native language and culture as well as the language and culture of other groups by the children of all backgrounds, by school personnel, by parents, and other community groups." The major ethnic/racial populations of the three participating New York City public schools consisted of Spanish-speaking children of Puerto Rican and Central and South American backgrounds, and English-speaking Negro and white children. A total of 15 kindergarten and four first-grade classes participated in the program, which was conducted by a bilingual teacher specialist for approximately 15 minutes per day throughout the 1964-65 and 1965-66 school years . Despite "horizontal differences in background" and "vertical differences in experience and personality," the kindergarten children appeared "unusually ready" for a program matching their stage of development and maturity. This report consists of an outline of the rationale and objectives of the Project; a discussion of the methods, results, conclusions, implications, and recommendations; and related correspondence.

Kirkpatrick, Donald L. (1969).  The Training Manager and Motivation; A Review of Basic Literature  Educ Technol, 9, 9. 

Article from TRAINING TECHNOLOGY, v1 n1 pS32-S35, Sep 1969, a supplement to EDUCATIONAL TECHNOLOGY.

Klotz, Guenter R. (1969).  Drill-And-Practice Systems  J Educ Data Process, 6, 5. 

Reviews several taxonomic schemes for classifying types of computer applications in instruction, identifies which classifications may be called computer assisted instruction, and discusses drill and practice modes in detail within the perspective provided by these classifications.

Knight, Geoffrey, Jr., Ed. (1969).  Computer Mathematics, Series 2. 

This book is a collection of more than 5,000 abstracts on mathematics and arithmetic techniques related to computer science and to information processing. This collection is compiled from "Computer and Information Systems" and is a continuation of a previous series of books of computer abstracts--"Cumulative Computer Abstracts."

Knight, Melvin E.; Smith, Dennis L. (1969).  Teaching the Effective Use of Media  Educ Technol, 9, 1. 

Full-Text Availability Options: 676.

Knirk, Frederick G., Ed.; Childs, John W., Ed. (1968).  Instructional Technology; A Book of Readings. 

A set of 31 articles has been organized to provide a basis for understanding instructional technology--the use of instructional methods as they are integrated into the total program system. Several major areas are examined: the social and cultural implications of technology; the characteristics of readily available audiovisual media and their associated materials; instructional systems concept; the theory of information storage and retrieval and techniques related to instructional technology; the influence of school plant design on the use of media; the effect of media and materials on the economics of instruction, and learning and communication theory as related to the use of media. Some of the more specifically discussed ideas are: educational films, multimedia instruction, school libraries, central data banks, computers and programed instruction, systems analysis and cybernetics concepts, equipment reliability, policy and decision making in education, and the impact of rapid technological change on our expectations in education. Some of the readings provide a bibliography. A subject index to all readings is appended.

Knuth, Alice M. (1969).  Integration of the Systems Approach and Electronic Technology in Learning and Teaching Music. Report on Federal Project #1309. 

To determine the use of technology in elementary school music instruction, a research project was conducted with 19 third and 24 fifth grade students and 24 college music education students, testing (1) music learning system with behavioral objectives, instructional specifications, and data analysis; and (2) an electronic keyboard instrument, designed for music instruction in a group setting, with individual learner feedback and instruction. The tested instrument, the Conntone Music Learning facility, utilizes headphones, has individual student call buttons, provides sustained keyboard tone and perfect pitch of all tones on all keyboards, and permits a shift to classroom ensemble use for as many as 24 students at a time. Findings of the study included a limited number of significantly positive Spearman rank order correlations for both the third and fifth grade classes, including gain score with posttest and pretest with posttest scores. Project results included entrance into the school's instrumental music program by the majority of children participating in the project and the initiation at San Francisco State College of a teacher training program in keyboard and music fundamentals, utilizing the electronic music learning system. Descriptions of the learning system and the demonstration film are appended.

KOMOSKI, P. KENNETH (1966).  A DEMONSTRATION PROJECT OF PROGRAMED TELEVISION INSTRUCTION. 

A DEMONSTRATION PROJECT WAS BEGUN TO CREATE GROUP-PACED, PROGRAMED TELEVISION INSTRUCTION IN THE FORM OF A SHORT SERIES OF LESSONS DESIGNED TO ENABLE STUDENTS WITHIN A GIVEN TARGET POPULATION TO LEARN A SPECIFIC SET OF INSTRUCTIONAL OBJECTIVES. THREE GEOGRAPHY LESSONS WERE DEVELOPED THROUGH A PROCESS OF TESTING, REVISING, AND VALIDATING UNDER NORMAL CLASSROOM CONDITIONS IN SCHOOLS THAT REGULARLY USE INSTRUCTIONAL TELEVISION. THESE LESSONS AVOIDED THE "TEACHER-ON-CAMERA" TECHNIQUE AND USED ONLY THE VOICE OF THE TEACHER TO DIRECT ATTENTION TO CERTAIN ASPECTS OF THE VISUAL TEACHING DISPLAYS. ALONG WITH THE THREE-LESSON DEMONSTRATION SERIES, A 45-MINUTE FILM WAS PRODUCED WHICH CONTAINED EXCERPTS FROM THE FINAL VERSIONS OF THE THREE LESSONS AND WHICH ALSO SUMMARIZED THE FINAL IN-SCHOOL TESTING OF THE LESSONS AND THE PROCESS BY WHICH THEY WERE DEVELOPED. THE TEST POPULATION INCLUDED ELEMENTARY STUDENTS FROM 17 SCHOOL DISTRICTS IN THE DISTRICT OF COLUMBIA VICINITY. ALTHOUGH THE INVESTIGATOR INDICATED A NEED FOR DECISION CONCERNING THE RANGE OF ABILITY LEVELS TO BE TAUGHT BY ANY ONE LESSON, HE CONCLUDED THAT THE USE OF TELEVISION NEED NOT BE LIMITED TO ENRICHMENT PROGRAMING AND THAT THE LESSONS DEVELOPED HAD DEMONSTRATED THE EFFICACY OF GROUP-PACED, PROGRAMED TELEVISION FOR DIRECT INSTRUCTION.

Komoski, P. Kenneth (1969).  Toward the Development of Effective Instructional Technology for American Education. 

Three trends have shaped the goals of instructional technology during the last ten years. These are: a trend toward multi-disciplined approach to achieve specific learning objectives through field testing; a trend toward the development of more complex, multimedia, expensive equipment, materials, and systems; and a trend toward programs designed to facilitate individualized instruction. Most of the present instructional systems, however, are developed by a team consisting of a few subject matter specialists, writers, and editorial people organized and funded by an educational publisher. Development costs for such a system may run $200,000, even without systematic evaluation in the field. Present business strategies and the present pattern of federal funding tend to hinder rather than help the development of new instructional systems. Business strategies call for selling more of the presently developed material rather than pursuing new ones; the federal funding pattern has tended to be hit-or-miss without effective leadership or control. Progress toward more effective instructional technology might be made if the federal government funded a company willing to undertake the development of a specific instructional system to the point at which a significant number of school systems voluntarily elect to use the system at local expense.

Komoski, P. Kenneth (1969).  The Continuing Confusion about Technology and Education, or the Myth-ing Link in Educational Technology. Epilogue to "ET Around the World"  Educ Technol, 9, 11. 

Essay on the meaning and significance of educational technology, focusing on the nature of technology and its relationship to and impact on education.

KOMOSKI, P. KENNETH, ED.; AND OTHERS (1965).  PROGRAMED INSTRUCTION MATERIALS, 1964-'65, A GUIDE TO PROGRAMED INSTRUCTION MATERIALS AVAILABLE FOR USE IN ELEMENTARY AND SECONDARY SCHOOLS AS OF APRIL, 1965 (INCLUDING A LISTING OF PROGRAMS ANNOTATED IN "PROGRAMS '63"). 

THIS IS A SUBJECT BIBLIOGRAPHY LISTING 542 PROGRAMED INSTRUCTION UNITS FOR ELEMENTARY AND SECONDARY SCHOOLS. PROGRAMS PRINTED BEFORE SEPTEMBER 1963 ARE LISTED BY TITLE AND PUBLISHER. LATER ONES ARE REPRESENTED BY FORMS FILLED IN BY PUBLISHERS, SHOWING TARGET POPULATION, LENGTH AND FORM OF PROGRAM, MACHINE REQUIREMENTS (IF ANY), COST, AND EXTENT OF ANY PREPUBLICATION TESTING. CHARTS SHOW CUMULATIVE DATA ON SEVERAL ASPECTS OF THE INDUSTRY DURING THE PERIOD 1960-1965. THIS DOCUMENT WAS COMPILED AND PUBLISHED BY THE CENTER FOR PROGRAMED INSTRUCTION OF THE INSTITUTE OF EDUCATIONAL TECHNOLOGY, TEACHERS COLLEGE, COLUMBIA UNIVERSITY.

KONZ, STEPHAN A.; MIDDLETON, RAYMONA (1967).  WORK INSTRUCTION PROGRAMS FOR THE FOOD SERVICE INDUSTRY. 

A PROJECT WAS INITIATED TO DEVELOP EFFICIENT WORK METHODS FOR 100 COMMON TASKS IN THE FOOD SERVICE INDUSTRY AND THEN TO PREPARE PROGRAMED LEARNING "PACKAGES" FOR EACH OF THESE TASKS FOR TRAINING POTENTIAL EMPLOYEES AND EMPLOYEES WITH LOWER LEVELS OF EDUCATION TO HOLD USEFUL JOBS. THE CONCEPT OF PROGRAMED LEARNING PACKAGES FOR FOOD SERVICING WAS DEMONSTRATED TO BE EFFECTIVE IN PRELIMINARY FIELD TRYOUTS. EACH PACKAGE CONSISTED OF A SET OF SLIDES, COMBINING PHOTOS AND CAPTIONS, THAT DEPICTED A SERIES OF PROGRAMED STEPS ORGANIZED TO TEACH A SINGLE FOOD PREPARATION TASK. AUDIO TAPES WERE INCLUDED IN THE ORIGINAL PLAN BUT WERE DISCARDED WHEN EXPERIMENTS SHOWED THEY CONTRIBUTED LITTLE TO TASK LEARNING. THE TASKS COVERED BY THE PROGRAMED SLIDES WERE DIPPED SALAD ASSEMBLY, CLEANING A MEAT SLICER, MAKING SALAD SANDWICHES, MAKING SLICED MEAT SANDWICHES, MAKING CHANGE, BREADING FOODS FOR DEEP-FAT FRYING, FROSTING A CAKE, CUTTING A CAKE, PORTIONING PUDDING, AND CUTTING A PIE. ONLY THESE 10 PROGRAMED LESSONS WERE COMPLETED WHEN THE PROJECT WAS CANCELLED BECAUSE OF A LACK OF FUNDS. THE COMPLETED PROGRAMED LESSONS WERE MADE AVAILABLE FOR PURCHASE THROUGH THE DEPARTMENT OF INSTITUTIONAL MANAGEMENT, KANSAS STATE UNIVERSITY.

KOPSTEIN, FELIX F.; SHILLESTAD, ISABEL J. (1961).  A SURVEY OF AUTOINSTRUCTIONAL DEVICES. 

THE STATE OF THE ART OF AUTOINSTRUCTION AND TEACHING DEVICES IS SUMMARIZED, AND INSTRUCTIONAL DEVICES DEVELOPED THROUGH APRIL 1961 ARE CATALOGED WITH THE AIM OF SUGGESTING POSSIBLE APPLICATIONS TO LOCAL TRAINING OR EDUCATIONAL PROBLEMS. IN THE FIRST SECTION, AN OVERVIEW OF AUTOINSTRUCTION IS PRESENTED. THE INSTRUCTIONAL PRESENTATION IS AIMED AT THE INDIVIDUAL STUDENT. IT INVOLVES A CLOSED LOOP WITH FEEDBACK CONTROL OVER THE LEARNING PROCESS, PROVIDES CONSTANT TESTING OF THE PROFICIENCY BEING ATTAINED BY THE LEARNER, AND ALLOW FOR MODIFICATION ON THE BASIS OF STUDENT ERRORS. ALTHOUGH IT IS NOT A NEW CONCEPT, ITS NOVELTY DERIVES FROM THE SYSTEMATIC APPLICATION OF LEARNING PRINCIPLES. PRACTICAL BENEFITS ARE PRESENTED UNDER THE CATEGORIES OF EFFICIENCY, ECONOMY, AND FLEXIBILITY OF OPERATION. SUCH SPECIALIZED TERMINOLOGY AS PROGRAMING, LINEAR AND BRANCHING TECHNIQUES, FRAMES, AND TYPES OF RESPONSES ARE DEFINED. THE PROGRAMING FORMATS INVOLVED IN THE MAJOR SCHOOLS OF THOUGHT (THE PRESSEY, SKINNER, CROWDER, AND PASK FORMATS) ARE DISCUSSED. EVALUATION CRITERIA ARE DIVIDED INTO FOUR ASPECTS CONSIDERING THE LEVEL OF PROFICIENCY TO BE EXPECTED, THE COMPOSITION OF THE GROUP FOR WHICH THE EFFICACY OF THE PROGRAM IS DEMONSTRATED, THE AMOUNT OF TIME REQUIRED TO ACHIEVE THE SPECIFIED LEVEL OF PROFICIENCY, AND THE COST PER STUDENT-HOUR. AMONG THE CONSIDERED FUTURE DIRECTIONS OF PROGRAMING ARE THE CONTINUED EMPHASIS ON VERBAL OR SYMBOLIC TYPES OF LEARNING ALONG WITH APPLICATION OF THE TECHNIQUES TO MOTOR SKILLS, AND THE GREATER ROLE TO BE PLAYED BY DIGITAL COMPUTERS. IN THE SECOND SECTION AUTOINSTRUCTIONAL DEVICES OF MAJOR IMPORTANCE AS OF 1961 ARE CATALOGED AND DESCRIBED. THESE INCLUDE SKINNER MACHINES, PRESSEY MACHINES, CROWDER TECHNIQUE, SELF-ORGANIZING SYSTEMS, AUDIOVISUAL MACHINES, DIGITAL COMPUTERS AS TEACHING MACHINES, AND MISCELLANEOUS DEVICES. A LIST OF TEACHING MACHINE PATENTS IS GIVEN.

Kottenstette, James P. (1969).  An Investigation of the Characteristics of Ultrafiche and Its Application to Colleges and Universities. Interim Report. 

The investigation of ultrafiche technology and its applications in higher education resulted in an unanticipated far-reaching study on the general use of microforms. This occurred when it was found (1) that reader presentations of typical educational materials were of excellent quality throughout the range of reduction ratios investigated, 32x to 150x, and (2) that student reading rate and comprehension when using reader presentations of materials were independent of reduction ratio and essentially equal to that obtained on hardcopy. These developments transformed the study from one exploring "Can a student use an ultrafiche presentation?" to one that asked "Will a student use a microform presentation?""Broad usage on a routine basis" was accepted as the overall application criterion. The study of microform application was approached in two ways. One approach considered library application from the economic and administrative standpoints; the other centered on applications that could have great value to many students, i.e., those consistent with routine usage. In addition to the development of these applications, experiments were undertaken to explore the utility of microform presentation in terms of user performance and user acceptance. An attempt was made to identify the presentation factors operative at the interface of man and machine which create negative attitudes toward the use of microforms, and to organize these factors into a conceptual framework to show both relationships and fundamental considerations for improving acceptance. Two secondary research projects were also conducted during the course of the investigation. In one study, the library at the University of Denver was characterized from the separate viewpoints of the microfiche systems designer and of the microfilming specialist through an analysis of a sample of books. The second study developed a method for evaluating image quality in terms of readability and of visibility. A discussion section in the report integrates the separate studies into a consistent statement on the considerations involved in microform publishing (particularly ultrafiche) for educational applications. Objectives in continuing the overall program are also discussed.

Krasilovsky, M William (1969).  The Effect of Copyright Practices on Educational Innovation  Teachers Coll Rec, 70, 5. 

Full-Text Availability Options: 669.

Kruszewski, Krzystof (1969).  Educational Technology in Poland. The Individual and the Group  Educ Technol, 9, 11. 

In reviewing the state of educational technology in Poland, the author focuses on problem-solving teaching, group work, and programed instruction according to the "block system. (LS)

Kulkarni, S. S. (1969).  Educational Technology in India. Education and National Development  Educ Technol, 9, 11. 

Discusses the role of educational technology in Indian education in terms of instructional media and programed learning.