Educational Technology | M

_____. (1968).  Macro Content and Operational Systems Flow Chart. 

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 first iteration of the macrolevel sequencing of the course elements, a process designed to depict the relationships of parts of the evolving course to the overall course as the final course structure evolves. EM 010 787 through EM 010 823 are related documents.

MACK, LYNN; AND OTHERS (1967).  EXTENDED AND REVISED NATIONAL TEACHER TRAINING ADULT BASIC EDUCATION PROGRAM, FUNDED UNDER THE ADULT EDUCATION ACT OF 1966. THIRD PROGRESS REPORT. 

AS A CONTINUATION OF A 1966 PROJECT, THE NATIONAL UNIVERSITY EXTENSION ASSOCIATION (NUEA), UNDER A GRANT FROM THE U.S. OFFICE OF EDUCATION (USOE), CONDUCTED 20 REGIONAL ADULT BASIC EDUCATION TRAINING INSTITUTES IN THE SUMMER OF 1967. THREE EDUCATIONAL EXPERIMENTS WERE CARRIED OVER--AN ACCELERATED NATIONAL PROGRAM FOR PREPARATION OF TEACHERS FOR THE EDUCATIONALLY DEPRIVED, APPLICATION OF EDUCATIONAL TECHNOLOGY TO THE PROBLEMS OF TEACHING BASIC SKILLS TO ADULTS, AND AN EXPERIMENT IN CREATIVE EDUCATIONAL FEDERALISM. ELABORATIONS IN 1967 INCLUDED DEVELOPMENT OF A NATIONAL CORE CURRICULUM, CONFERENCES FOR PARTICIPATING UNIVERSITIES AND STATE DIRECTORS, TEACHER-TRAINER INSTITUTES CONDUCTED BY UNIVERSITIES IN EACH USOE REGION, PRE- AND IN-SERVICE TRAINING PROGRAMS ORGANIZED AT THE LOCAL LEVEL, AND DESIGN FOR AN EVALUATION SYSTEM. IN PART 1 OF THIS REPORT, THE STAFF, DEFINITIONS, FINANCES, AND A REVIEW OF THE 1966 AND 1967 FUNCTIONS OF THE USOE, NUEA, PARTICIPATING INSTITUTES, AND STATE DIRECTORS ARE GIVEN. PART 2 CONTAINS DETAILS OF THE PRODUCTION OF THE CURRICULUM GUIDE AND MATERIALS, AND PROGRAM EVALUATION. IN PART 3, PARTICIPANT COSTS FOR 3-WEEK AND 2-WEEK SESSIONS ARE DESCRIBED. PART 4 INCLUDES DESCRIPTIONS OF THE STAFF AND ITS FUNCTIONS AND OF THE COMMUNICATIONS NETWORK.

MACK, LYNN; AND OTHERS (1967).  MATERIALS FOR THE ADULT BASIC EDUCATION ADMINISTRATOR AND TEACHER, BIBLIOGRAPHY. 

PSYCHOLOGICAL STUDIES CONSISTENTLY TESTIFY TO THE FACT THAT THE ADULT LEARNER REACTS FAVORABLY TO MATERIAL WHICH ENABLES HIM TO PROGRESS AT HIS OWN SPEED. HE DOES NOT WANT TO REVERT TO THE CHILD-ORIENTED CLASSROOM BECAUSE, FOR MANY, THIS ATMOSPHERE PRODUCED FAILURE. FOR THIS REASON, PROGRAMED LEARNING AND ITS RELATED FIELD OF EDUCATIONAL TECHNOLOGY ARE STRESSED IN THIS SELECTED BIBLIOGRAPHY OF MATERIALS SUITABLE FOR USE BY ADMINISTRATORS AND TEACHERS OF ADULT BASIC EDUCATION PROGRAMS. SUBJECTS COVERED ARE PROGRAMED INSTRUCTION, EDUCATION TECHNOLOGY, ADMINISTRATION, TEACHING METHODS AND MATERIALS, UNDERSTANDING THE ADULT BASIC EDUCATION STUDENT, AND TESTING AND COUNSELING. MANY OF THE PUBLICATIONS WERE USED SUCCESSFULLY IN THE 1966 ADULT BASIC EDUCATION TRAINING PROGRAM.

Mackenzie, Gordon N.; And Others (1968).  Educational Resources Center. Board of Education, District of Columbia. 

The major activities of the Education Resources Center (ERC) thus far have included inservice training, innovative curriculum development, and operation as a professional center for teachers. The inservice training consisted of a variety of workshops, institutes, and seminars on educational technology and individualized instruction which served about 6,448 teachers and administrators between April 1967 and September 1968. Curriculum development involved letting contracts to master teachers during the summer of 1967 and 1968 to write curriculum guides. As a professional center, the ERC had about 1,800 visitors from March 1 to October 31, 1968. Evaluation of the ERC included interviews with and questionnaires directed to personnel at the building level and interviews with administrative and supervisory personnel. (Copies of the questionnaires and an interview outline are included.) The evaluators agreed with the general consensus that the ERC is much needed and should be continued and extended. However, it was felt that the Center was "spreading itself too thin" in attempting to provide training, curriculum development, and services. It was recommended that the role and functions of the Center be more clearly defined. Concern was also expressed about coordination with individual schools and availability of materials.

MACKEY, WILLIAM F. (1967).  THE NEW TECHNOLOGY OF TEACHER TRAINING. 

DESIGNED TO GIVE INFORMATION ABOUT THE USE OF CLOSE-CIRCUIT TELEVISION AND VIDEOTAPE IN TRAINING PROGRAMS FOR LANGUAGE TEACHERS, THIS BRIEF DOCUMENT DISCUSSES THEIR OPERATION AND POTENTIAL AND DESCRIBES SPECIFIC PLANS FOR QUARTERS, EQUIPMENT, AND PERSONNEL. INCLUDED IN THE FIRST SECTION ON QUARTERS AND EQUIPMENT ARE DESCRIPTIONS OF THE SPECIFICATIONS FOR A WELL-DESIGNED TEACHING STUDIO, CONTROL ROOM, AND SCREENING THEATER. IN TWO BRIEFER SECTIONS ARE ACCOUNTS OF PERSONNEL NEEDS AND OPERATION FEATURES. CONCLUDING REMARKS JUSTIFY THE USE OF THIS NEW TRAINING PROCESS AS ECONOMICALLY, TECHNICALLY, AND PEDAGOGICALLY SOUND. SEE FL 000 638 FOR A COMPANION DOCUMENT.

Magdarz, Edward F. (1969).  Attitude Change via Curriculum in Industrial Education  Educ Technol, 9, 9. 

Article from TRAINING TECHNOLOGY, v1 n1 pS1-S6, Sep 1969, a supplement to EDUCATIONAL TECHNOLOGY.

MAHLER, HARRY B. (1968).  THE TRAINING CENTER, DIFFERENT PURPOSES, DIFFERENT DESIGNS, A LOOK AT SELECTED CORPORATE TRAINING CENTERS. 

UNIQUE FEATURES AND FLOOR PLANS OF FUNCTIONALLY DESIGNED CORPORATE TRAINING CENTERS ARE DESICRIBED. THE TRAVELERS EDUCATION CENTER HAS SIMPLY DESIGNED ROOMS AND FEW AUDIOVISUAL AIDS (AV). BUTLER MANUFACTURING HAS ITS STUDY CENTER IN A WING OF A MOTEL WHICH IS CONVENIENT TO THE GENERAL OFFICES AND DOWNTOWN AREA. SINCE COMPANY PERSONNEL USE THE CENTER ONLY THROUGH THE WINTER MONTHS, IT IS RENTED TO OTHER COMPANIES TO HELP PAY FOR MAINTENANCE AND OPERATION. THE J.C. PENNEY COMPANY USES VARIOUS AV EQUIPMENT SUCH AS CLOSED CIRCUIT TELEVISION, A MULTIPROJECTOR AND FULL SOUND SYSTEM FOR EXECUTIVE ORIENTATION AND TRAINING, GENERAL MEETINGS, AND DISPLAYS OF PURCHASED MERCHANDISE. A NATIONAL TELEPHONE DIAL PARALLEL ACCESS AUDIOMACHINE PLAYS TAPED TRAINING AND PROMOTION PROGRAMS FOR PENNEY EMPLOYEES CALLING FROM ANY PART OF THE COUNTRY. THE KODAK MARKETING EDUCATION CENTER HAS COMPLETE LEARNING FACILITIES AND SUCH SPECIAL FEATURES AS SEMINAR ROOMS WITH REVOLVING STAGES, A LARGE LABORATORY WORKSHOP AREA, AND A GRAPHIC ARTS-PHOTO AREA. THE BELL SYSTEM BUSINESS COMMUNICATION CENTER HAS EACH PIECE OF DEMONSTRATION EQUIPMENT MOUNTED ON DRAWERS WHICH RECEDE INTO A SCREEN WALL WHEN NOT IN USE. THIS ARTICLE APPEARED IN TRAINING IN BUSINESS AND INDUSTRY, VOLUME 5, NUMBER 3, MARCH, 1968.

Maloney, J. P., Jr. (1969).  Electronic Data Processing in Education  J Educ Data Process, 6, 4. 

Explores the present uses of the computer in education, points up identifiable trends, and describes some experimental programs.

MALTZMAN, EDWARD (1965).  NATIONAL CONFERENCE OF THE USES OF EDUCATIONAL MEDIA IN THE TEACHING OF MUSIC. 

A 5-DAY CONFERENCE HELD IN DECEMBER 1964 PROVIDED A FORUM FOR MUSIC EDUCATORS FROM ALL SECTIONS OF THE COUNTRY TO DISCUSS THE USES, IMPLICATIONS, AND POTENTIALS OF NEW DEVELOPMENTS IN EDUCATIONAL MEDIA AND TECHNOLOGY IN MUSIC EDUCATION. DR. R. BUCKMINSTER FULLER PRESENTED THE KEYNOTE SPEECH. EDUCATIONAL MEDIA WERE DISCUSSED BY COMMITTEES COVERING (1) INSTRUMENTAL MUSIC, (2) CHORAL MUSIC, (3) MUSIC THEORY, (4) MUSIC LITERATURE, AND (5) GENERAL MUSIC. DISCUSSIONS OF MEDIA WERE DIVIDED INTO (1) FILMS AND TELEVISION, (2) AUDIO DIVICES, (3) TEACHING MACHINES AND PROGRAMED INSTRUCTION, (4) ELECTRONIC DEVICES AND INSTRUCTIONAL SYSTEMS, AND (5) PRINTED MATERIALS. RECOMMENDATIONS WERE PROVIDED FOR IMPROVEMENT AND EXPANSION OF THE USES OF THE SEVERAL MEDIA FOR MORE EFFECTIVE TEACHING OF MUSIC.

_____. (1968).  MANAGEMENT DEVELOPMENT. CURRENT INFORMATION SOURCES, NO. 17. 

THIS ANNOTATED BIBLIOGRAPHY ON MANAGEMENT DEVELOPMENT CONTAINS 33 INDEXED ITEMS WITH ABSTRACTS, IN SUCH AREAS AS LEADERSHIP TRAINING, PROGRAM PLANNING AND EVALUATION, HUMAN RELATIONS AND LABORATORY TRAINING. WITH ONE EXCEPTION, ALL THE DOCUMENTS ARE FROM 1966 AND 1967.

Manheim, Theodore; And Others (1969).  Sources in Educational Research. A Selected and Annotated Bibliography; Volume I: Parts I-X. 

This handbook serves as an introduction to the research literature in the various fields of education, citing those titles considered to be most useful to the graduate student or advanced undergraduate making his first acquaintance with educational research. The first part, Educational Research--General, cites and annotates those tools with which every student engaged in educational research should be familiar. The following sections are devoted to mathematics, social studies, library science, comparative education, science, music, instructional technology, language arts--reading and composition, grammar, handwriting, listening, literature, speech, spelling. The overall organization of materials is based on progression from the general to the specific, with comprehensive tools such as encyclopedias, dictionaries and guides, appearing first, and proceeding through to specialized sources. Arrangement within most of the major groups is based on usage, with those items having the greatest potential appearing first--except periodicals which are arranged alphabetically by title--followed by items of historical significance or of more specialized scope.

Margolin, Joseph B.; Misch, Marion R. (1967).  Education in the Seventies, a Study of Problems and Issues Associated with the Effects of Computer Technology on Education. 

To aid policy development for the utilization of computers in education, a panel of 10 scientists and educators formed a traveling seminar that actually inspected the state of the art of computer-assisted instruction at seven research and development centers throughout the U.S. The panel agreed on four principles. First, a systematic approach to the achievement of educational goals is required. Second, the development of models is useful for the synthesis, presentation, and testing of new systems. Third, the computer has vast potential as an administrative aid to education. And finally, the panel agreed that the introduction of computers into the schools to deal with clerical and administrative problems will lead to their use in an instructional capacity. The main area of disagreement was over the nature and specific objectives of the optimal CAI system. In addition, the panel expressed a general concern over the effect of the computer on human values. Topics covered in the panelists' papers are learner needs and systems requirements, the hardware-software disparity, decision making in education, social change, urban education, public policy, school architecture, economics of education, teacher education, educational administration, computer languages and applications of the computers in the classroom, in the library, in research, and in counseling.

Markle, Susan M.; Tiemann, Philip W. (1967).  The Content, Objectives, Measuring Instruments, and Validation Studies of "Programing is a Process; An Introduction to Instructional Technology;" A Programed Film. Technical Manual. 

A programed film was designed to provide a basic introduction to the process of programing an instructional sequence applicable to all media. The film was also intended to increase awareness of standards for evaluating a programed instructional sequence and ability to recognize statements of instructional objectives stated in terms too general to be useful to instructional designers. The program grew out of discussion and comments from faculty attending a large-group lecture. Revisions were based on feedback from high school teachers, undergraduate volunteers, and four faculty workshops. User performance improved after each of the three revision sessions. The final film version was presented to 218 subjects in five workshops. The subject group was composed of educators and non-teaching media technicians, all of whom received a pretest, the film presentation, and a posttest. Criterion items required subjects to list evidences of program-validation, to choose statements too general to be useful for instructional purposes, and to sequence the steps in instructional development. In terms of the percent reaching criterion, all groups improved in their performance on the three criterion items. Teachers performed better than non-teaching technicians, and secondary school teachers did better than elementary teachers (Chi-Square significant at .001).

MARKLE, SUSAN MEYER (1961).  A PROGRAMED PRIMER ON PROGRAMING. VOLUME II, PRACTICAL PROBLEMS. SECOND EDITION. 

KEY CONCEPTS, TERMS, AND TECHNIQUES IN PROGRAMED INSTRUCTION ARE PRESENTED IN THIS PROGRAMED PRIMER, WHICH BEGINS BY DEMONSTRATING THE USE OF FORMAL AND THEMATIC PROMPTS IN THE UTILIZATION OF A STUDENT'S REPERTOIRE. NEW RESPONSES ARE INTRODUCED INTO THIS REPERTOIRE BY THE USE OF COPYING FRAMES, EMPHASIS PROMPTS, AND PANELS. THE DESIGN OF SEQUENCES AND THE DEVELOPMENT OF CONCEPTS ARE SIMILARLY DEMONSTRATED. THE PRIMER CONCLUDES WITH A REVIEW. THIS DOCUMENT WAS PUBLISHED BY THE CENTER FOR PROGRAMED INSTRUCTION, INC., 365 WEST END AVE., NEW YORK, N.Y.

Martin, John Henry (1968).  Technology and the Education of the Disadvantaged. 

Educational intervention programs involving disadvantaged children have not sufficiently succeeded in the remediation of their academic deficiencies. Gains made appear to be very short term and generally unimpressive. Accepting the assumption that the deficiencies are not genetic, one is led to suspect the adequacy of the educational system. Educational technology suggests the following changes: (1) the abandonment of the lock-step procedure for group learning in favor of individual learning and self-pacing, (2) change of the student role from passive to active, (3) the stressing of language learning (that is, talking, reading, and writing), (4) rapid feedback to the students, and (5) change of the motivation for learning from an exercise in competition to a joy in self-enlightenment and discovery. These changes should be made through emphasis on multisensory learning and learner manipulation of the learning environment.

Martin, John Henry (1969).  Educational Technology: Kaleidoscope for Learning  Saturday Rev, 52, 25. 

From the monthly Saturday Review supplement, "Education in America, sponsored by the Charles F. Kettering Foundation.

Martinson, John (1969).  Information Technology and the Community College Curricula  Audiovisual Instr, 14, 3. 

Full-Text Availability Options: 650.

Marvin, James C. (1968).  A Plan for Library Cooperation in Missoula County, Montana. 

A study of the libraries in Missoula County, Montana, was conducted to determine library resources and potential areas of cooperation between all types of libraries. The recommendations for a cooperative network are based on visits to libraries and interviews with librarians, public officials, and interested citizens. Study procedure did not include an evaluation of individual libraries or an examination of the qualifications of library personnel. Suggestions cover: (1) organization of a Missoula Area Library Council; (2) employment of a liason librarian to serve all of the area libraries; (3) designation of the Missoula Public Library as a communication or IMPACT Center and administrative headquarters for a public library federation; (4) financial aid to the University of Montana library; (5) a computerized union list of serial holdings; (6) cooperation between the elementary school district, public library, and County Instructional Materials Center for children's services; (7) revision of the public library contract with Missoula County for library service; and (8) a joint plan for in-service training programs and clinics. Appended are the study questionaire, library statistical data, and a list of study participants.

Mason, Raigh (1969).  Research in Technical Training  Educ Technol, 9, 9. 

Article from TRAINING TECHNOLOGY, v9 n9 pS24-S28, Sep 1969, a supplement to EDUCATIONAL TECHNOLOGY.

_____. (1968).  Mathematics Education and the Educationally Disadvantaged. 

This volume contains the major presentations of two conferences on the theme: "Low Achievers in Mathematics and Title 1, ESEA" attended by mathematics educators in New York State. Melvin Mendelsohn summarizes "Activities of the Bureau of Mathematics Education Related to Title I, ESEA". "Cognition and Learning Style of the Disadvantaged" is discussed by Nicholas Troisi. Lucille Stovall highlights "Instructional Techniques for Low Achievers in Mathematics". Natalie Mintz's topic is "Training Teachers to Work With Educationally Disadvantaged Students". "Organizational Change for Teaching the Disadvantaged" is discussed by Charles Pflaum. Winsor Lott outlines "The Use of Tests in Programs of Mathematics for the Educationally Disadvantaged". Beryl Hunte highlights "Research Studies" relevant to mathematics education of the educationally disadvantaged.

MATHEWS, VIRGINIA H.; THOMPSON, WENDA S. (1967).  MEDIA AND THE CULTURALLY DISADVANTAGED. 

INSTRUCTIONAL MATERIALS, METHODS, AND CONTENT MUST BE RELEVANT TO THE NEEDS OF THE INDIVIDUAL LEARNER. THE VERBALLY HANDICAPPED STUDENT PARTICULARLY MAY BENEFIT FROM AUDIOVISUAL TECHNIQUES AND MATERIALS WHICH INVOLVE HIM IN CONCRETE, DIRECT LEARNING EXPERIENCES. UNFORTUNATELY, HOWEVER, EDUCATORS ARE NOT SUFFICIENTLY AWARE OF WHAT MATERIALS ARE AVAILABLE, HOW TO EVALUATE THEIR INTRINSIC WORTH. TO ELIMINATE THIS IGNORANCE AND TO IMPROVE THE INSTRUCTION OF DISADVANTAGED CHILDREN, THE ELEMENTARY SCHOOL TEACHING PROJECT EXAMINED SPECIFIC SCHOOL PROGRAMS AND ARRIVED AT A FUNCTIONAL "MODEL FOR DEVELOPING RELEVANT CONTENT FOR DISADVANTAGED CHILDREN." PROJECT AWARE, WHICH STUDIED AND ASSESSED PROGRAMS TO PREPARE SCHOOL PERSONNEL FOR WORKING WITH THE DISADVANTAGED, DEVELOPED SPECIFIC GUIDELINES FOR SUCH PROGRAMS, INCLUDING THE SUGGESTION THAT PARTICIPANTS BE SELECTED WHO HAVE POTENTIAL AS CHANGE AGENTS WITHIN THEIR OWN SCHOOLS. AMONG THE SUGGESTIONS OFFERED BY THE EDUCATIONAL MEDIA COUNCIL FOR THE DESIGN AND SELECTION OF INSTRUCTIONAL MATERIALS WAS THE RECOMMENDATION THAT CONTENT BE REALISTIC AND IDENTIFIABLE TO STUDENTS. THE USE OF FILMS, AS DEMONSTRATED IN A WASHINGTON, D.C. SCHOOL PROJECT, IS A PARTICULARLY EFFECTIVE INSTRUCTIONAL MEDIUM. FILMSTRIPS AND SLIDES, TAPES, "TALKING-TYPEWRITERS," AND EDUCATIONAL TELEVISION ARE ALSO VALUABLE TOOLS FOR TEACHING THE DISADVANTAGED. BUT WHILE PROGRAMED INSTRUCTION MAY BE USEFUL, IN A READING IMPROVEMENT PROJECT IT WAS FOUND THAT THE CHILDREN LACKED THE VOCABULARY AND GENERAL SKILLS TO MAKE OPTIMAL USE OF THE PROGRAMED TEXTS. THIS ARTICLE IS APPENDIX E TO THE EDUCATIONAL MEDIA COUNCIL STUDY OF THE CONCENTRATION OF EDUCATIONAL MEDIA RESOURCES..., PART I--EDUCATION OF THE CULTURALLY DISADVANTAGED, FINAL REPORT.

MAY, MARK A. (1965).  ENHANCEMENTS AND SIMPLIFICATIONS OF MOTIVATIONAL AND STIMULUS VARIABLES IN AUDIOVISUAL INSTRUCTIONAL MATERIALS. 

THE THEORETICAL ORIENTATION OF THIS PAPER IS TOWARD STIMULUS RESPONSE (S-R) LEARNING THEORY, WITH EMPHASIS ON THE POLLARD-MILLER PARADIGM OF (1) DRIVE, (2) CUE, (3) RESPONSE, AND (4) REWARD. IN THE CONSTRUCTION AND UTILIZATION OF MEDIA AND TEACHING MATERIALS, THESE FOUR CONDITIONS REQUIRE THE EMPLOYMENT OF A NUMBER OF INSTRUCTIONAL VARIABLES. THIS PAPER DEALT WITH MOTIVATORS, REINFORCERS, CUE IDENTIFIERS, AND SIMPLIFIERS. OTHERS WILL BE CONSIDERED IN SUBSEQUENT WORKING PAPERS. THE AUTHOR HAS SUMMARIZED THE RESULTS OF EXPERIMENTS CONCERNING THE SELECTED VARIABLES, AND HAS POINTED OUT PROBLEMS FOR FUTURE RESEARCH. THERE WERE SEVERAL BROAD AREAS RECOMMENDED FOR COMPREHENSIVE PROGRAMS OF RESEARCH, WHICH WOULD POSSIBLY EXTEND OVER SEVERAL YEARS. IN ADDITION, A NUMBER OF SMALLER AND MORE EASILY SOLVABLE PROBLEMS WERE SUGGESTED, SOME OF WHICH MIGHT BE SUITABLE FOR A MASTER'S THESIS OR FOR A PH.D. DISSERTATION.

McAdam, J. Robert; Vento, Charles J. (1969).  Portable Video Tape Recorder. A Guide for Teachers. 

Portable video tape recorders (PVTR) provide teachers and students with opportunities for less expensive experimentation in using television as a teaching tool. This guide suggests ways of utilizing PVTR, gives examples, describes the operation of the equipment, and reviews differences in the equipment available.

McBain, William N. (1969).  Education Ex Machina?  Liberal Educ, 15, 4.

McBeath, R.J. (1969).  Is Education Becoming?  AV Commun Rev, 17, 1. 

Full-Text Availability Options: 654.

McClelland, David C. (1969).  The Role of Educational Technology in Developing Achievement Motivation  Educ Technol, 9, 10. 

Essay focusing on how achievement motivation is developed in students and adults, with some discussion of how various dimensions of educational technology may contribute to this development. Paper written pursuant to contract 0-8-071231-1747 with the U.S. Office of Education, under provisions of the Cooperative Research Program.

McFann, Howard H. (1969).  HumRRO Research on Project 100,000. 

This paper incorporates findings and plans by Human Resources Research Organization research units, on training and performance of men varing in aptitude and ability level. The research objectives of the study were to obtain information on what, if any, impact men enlisted under the program would have on training and operations, and to understand the relationship between measured aptitude and performance both in training and on the job. Summary data showed the general relationship between Armed Forces Qualification Test scores and performance to include laboratory tasks and operational training. One of the conclusions is that efficient and effective training must take into account individual differences. Plans were presented for providing necessary information on factors involved and techniques to account for them. Instructional methods were selected to maximize the opportunity for the low-aptitude recruit to learn.

McGowan, William N. (1969).  New Directions for School Administration. 

This document, after presenting a general overview of the many changes in secondary education, focuses on a highly selected number of changes that have particular meaning for school administrators. Some of the ramifications of educational technology are discussed with emphasis on information systems, computer assisted instruction, and data processing in school management. Next, the emerging role of the school administrator as a management specialist rather than an authority figure receives attention along with the related topics of systems analysis, interaction analysis, group organization, and decision making. To demonstrate school programs that are the products of superior educational leadership and planning, unique aspects of programs in a Las Vegas, Nevada, high school, a Hughson, California, high school, and the Niskayuna, New York, Public Schools are presented. Finally, that administrators and educators must broaden their conception of education to cope with the wide range of pressing problems faced by society is emphasized as the school's role in contemporary society is analyzed. [Charts & figures, pp46, 61, 75 may be of doubtful legibility in hardcopy because of size of print.]

McKee, John M. (1967).  Experimental and Demonstration Manpower Project for Training and Placement of Youthful Inmates of Draper Correctional Center. Elmore, Alabama. First Dissemination Report. 

The prime objective of the dissemination phase of this experimental and demonstration project was to create and maintain good public relations to facilitate efforts to place graduates in jobs to solicit community volunteers whose areas of expertise could implement health, safety, and enrichment programs for the target population. Activities during June included preparing and editing materials for eight dissemination conferences answering 26 requests for 636 pieces of printed materials, making 15 contacts with news media. Distributing two press releases and three press kits, delivering speeches and preparing five audiovisual presentations. A slide presentation, and a sound tape to accompany the slide presentation. The appendix includes--(1) Dramatic Applications of Educational Technology in Corrections' by John M. McKee, (2) "Development, evaluation, and use of programed materials as developed in the Draper experimental and demonstration project," and (3) "The Roles of the teacher for the effective use of programed instruction in a correctional setting, by Donna M. Seay. A fact sheet and a schedule for a project visitor are included , other dissemination reports are VT 004 372 and VT 005 716. (EM)

McKee, John M. (1967).  Dramatic Applications of Educational Technology in Corrections. 

Public offenders have special educational needs due to past histories of school failure, dropout, poverty, lack of home support, and an acquired aversion to formal education. Prison education programs, however, tend to follow traditional patterns of instruction. Educational or instructional technology deals with the problems of individualizing education on a mass basis, compensating for individual differences, and introduces the concept of self-management. Formerly referring to hardware, like projectors and teaching machines, educational technology now includes the systematic application of behavior principles to the learning process. Two major experimental projects, in academic education and in vocational training, are being conducted at the Draper Correctional Center. The first experiment uses "contingency management" techniques, employing individualized reinforcing events, to try to maintain a high level of learner productivity. A second experiment is designed to test if contingency management techniques can be used to prepare inmates for the General Educational Development Test for High School Equivalency. The purpose of a third experiment is to develop a training package to modify spoken English that can be used with other disadvantaged populations. Educational technology brings a systems approach to learning with the end process learning, not teaching.

MCLUHAN, MARSHALL (1960).  NEW MEDIA AND THE NEW EDUCATION. 

THE ELECTRONIC AGE BRINGS WITH IT NEW PATTERNS FOR TEACHING AND LEARNING. EDUCATORS AND LAYMEN NEED TO ORIENT THEMSELVES TO BE ABLE TO GRASP AND BENEFIT FROM THE NEW TECHNIQUES. THE BEGINNINGS OF THE EXPLOSION IN LEARNING ARE TRACED, STARTING WITH THE PRINTING PRESS. PRINTED BOOKS ALTERED PATTERNS OF STUDY MAKING IT POSSIBLE TO READ WIDELY WITHOUT HAVING TO MEMORIZE. PRINTED BOOKS ENABLED THE DEVELOPMENT OF THE CLASSROOM IN WHICH ALL STUDENTS HAD ACCESS TO THE SAME DATA AND TEXTS. TODAY A SIMILAR REVOLUTION IS TAKING PLACE. THE TECHNOLOGICAL EXPLOSION IN LEARNING CREATES A NEW FRAME OF REFERENCE. THE NEW ELECTRONIC STRUCTURES OF TEACHING AND LEARNING ARE BASICALLY A RETURN TO THE OLD SOCRATIC DIALOGUE, OR TO THE FUSION OF TEACHING AND LEARNING FUNCTIONS. THE PRESENCE OF ELECTRONIC INFORMATION STRUCTURES NOW DOMINATING SOCIAL AND POLITICAL THOUGHT AND FEELING MAKES THE EDUCATION ADJUSTMENT INEVITABLE. ANY NEW MEDIUM BOMBARDS OLDER MEDIA AND AWARENESS, AND THE PROCESS IS GOING ON TODAY IN THAT THE ONE-THING-AT-A-TIME PHILOSOPHY OF PRINT AND MECHANISM IS GRADUALLY BEING REPLACED BY THE ALL-AT-ONCE OF THE INCLUSIVE "FIELD" OF ELECTRICITY. BOOKS AND FILMS STATE THINGS FLATLY AND FULLY BUT SUGGEST MUCH LESS THAN THE ELECTRIC MEDIA. TELEVISION, ON THE OTHER HAND, STATES LESS THAN IT SUGGESTS AND DEALS WITH EXPERIENCE IN DEPTH. IT GIVES LIGHT THROUGH A SUBJECT RATHER THAN ON A SUBJECT, THE VIEWER, OR STUDENT, HAS TO COMPLETE THE IMAGE HIMSELF TO SEE WHAT IS ON THE OTHER SIDE.

McMurrin, Sterling M. (1969).  Commission on Instructional Technology  Audiovisual Instr, 14, 6. 

Comments at a meeting of the Commission on Instructional Technology with the Educational Media Council (New York City, May 10, 1969).

_____. (1968).  Media Selections, Macro-Sequence Chart, and Course Schedule. Economic Analysis Course. 

The tentative media selections, the macro-sequence chart, and a preliminary version of the Spring, 1969 schedule of the multimedia, individualized course on economic analysis produced for the United States Naval Academy are presented in this paper. The segments of the course itself, the behavioral objectives involved, and the various working papers involved in the development of the course can be found under EM 010 787 through EM 010 823. The final evaluation report is under ED 043 790, and the model developed for designing systems of individualized instruction is reported in ED 043 791.

Meierhenry, W.C.; Stepp, Robert E. (1969).  Media and Early Childhood Education  Phi Delta Kappan, 50, 7. 

Full-Text Availability Options: 656.

Melcher, Daniel (1969).  Architectonics of the Mind  Sch Libr J, 16, 2. 

Based on talks given to the National Association of College Stores and the New Jersey Library Association (Spring, 1969)

Melnotte, Judith M. (1969).  The Application of Project TALENT and Project PLAN Data to Goal-Oriented Curriculum  Calif Personnel Guidance Assn J, 2, 2. 

Describes individualized process whereby student proceeds at own rate with materials geared to his ability and, in part, to his media preference. Participation by both parent and student in decision making is also discussed. Presented at APGA, Washington D.C., 1969.

METZ, MARIE H.; AND OTHERS (1961).  THE CHALLENGE OF TECHNOLOGY IN PLANNING FOR EDUCATION. 

IMPROVEMENTS IN AUDIOVISUAL MACHINES HAVE PRODUCED SUCH EFFECTIVE ELECTRONIC MATERIALS AS PROJECTORS, FILMS AND FILMSTRIPS, SLIDES, TRANPARENCIES, VISUAL TAPES, RECORDINGS, BROADCAST AND CLOSED CIRCUIT TELEVISION, LANGUAGE LABORATORIES, AND TEACHING MACHINES. THE UTILIZATION OF LANGUAGE LABORATORIES IN TEACHING FOREIGN LANGUAGES SEEMS TO AID STUDENTS IN READING, VOCABULARY, AND GRAMMAR MORE THAN IN READING COMPREHENSION AND SPEAKING ABILITY. THE SCHOOL CURRICULUM SHOULD BE REVISED TO ADAPT TO THE CHANGES OF SOCIETY AND TO NEW TECHNOLOGICAL ADVANCES. INSTRUCTIONAL MATERIALS CAN CONTROL THE CURRICULUM AND CUT UNNECESSARY AND REPETITIOUS DRILL BY TEACHING SOME SKILLS MORE EFFECTIVELY. HOWEVER, PROBLEMS OF CONFORMITY AND BOREDOM MAY RESULT FROM THE OF TECHNOLOGY IN INSTRUCTION. USERS OF TECHNOLOGICAL MEDIA IN ELEMENTARY SCHOOLS SHOULD BE CAUTIONED AS TO WHETHER IT WILL IMPROVE A CHILD'S WAY OF THINKING AND DEVELOPING. SPECIAL ATTENTION SHOULD BE GIVEN TO PROPER SELECTION AND TRAINING OF THE STAFF, MORE FLEXIBLE INSTRUCTIONAL PROCEDURES, ESTABLISHMENT OF SPECIFIC GOALS, CORRECT ALLOCATION OF FINANCES, AND BALANCED PROGRAM CURRICULUM. PLANNING FOR THE TECHNOLOGICAL CHANGES IN BUILDING DESIGN, CONSTRUCTION, AND STAFFING SHOULD BE FLEXIBLE AND ADAPTABLE, IT SHOULD INCLUDE THE ENTIRE RESOURCES OF THE COMMUNITY. DEFINITIVE EDUCATIONAL SPECIFICATIONS SHOULD BE DEVELOPED, AND THESE SHOULD BE RELATED TO NEW MEDIA IN THE LEARNING PROCESS AND TO COST ANALYSIS. PARTICIPANTS IN THE WORK CONFERENCE ARE LISTED. THIS REPORT WAS PRESENTED TO THE WORK CONFERENCE IN CURRICULUM, INSTRUCTION, AND ADMINISTRATION, (DENVER, JULY 3-21, 1961).

_____. (1968).  Micro Chart For Concept Area One. 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 the final reports of the project evaluation and development model.) This report covers the microsequencing developed for concept area one. It represents the initial segmentation of the macro content and operational systems flow (see EM 010 803). Included in the report are a brief description of the segment content; an identification of the content; a listing of the objectives in each segment; a sequencing diagram for each segment with core, remedial, and enrichment objectives labeled and test items identified; and a rationale for the sequencing. EM 010 787 through EM 010 823 are related documents.

Mikes, Donald F. (1969).  Teachers in Television and Other Media; A Survey of Policies and Practices. 

A survey of 156 institutions using television and other educational media was conducted to determine the extent and nature of contracts or specific policies defining the rights and responsibilities of teachers using educational media. The survey aimed at both discovering present trends in policies and practices and forming a compendium of comparative information for future policymakers. Significantly, nearly one-fourth of those responding to the survey reported no policies governing the use of educational media. The remaining three-quarters reported a wide range of policies, which are broken down according to type of media used and area of policy decision, including teacher salary, work load, ownership rights to media materials, revision and termination rights, rights to reuse of materials within or outside the contracting institution, and liability of teachers. Sample contracts and policy statements are included with bibliography and full survey data in appendices.

Miller, Elwood E., Director (1967).  Single Concept Film Clip Project; Parts One and Two. 

This project had a two-fold objective, namely to record on film aspects of a significant period in the history of education in the United States which had been reported almost entirely in print heretofore, and to organize and structure this information so as to link theory with practice, to the improvement of instruction generally when used in teacher education programs. The first part of the project included a national conference on cartridged films in February 1967, and is fully documented in this report. The second part, based on the findings of the first, was concerned with an intensive investigation of the single concept film idea, namely 'a short segment of film with a small, discrete, and describable instructional content'. The problem was to develop 'practicable systems for the selection, storage, maintenance, retrieval, distribution, and projection of film clips (single-concept, closed-loop films) from existing 16mm instructional films'. This report states the problem and purpose of the project, and discusses its methods, results, conclusions, recommendations and projections.

Miller, Paul A. (1969).  Adult Conferences and Community Problems. 

The concept of education has been changing; "human development" is a more accurate description of what we do. Turbulences in society which have the greatest bearing on the future of continuing education include the failure of the United States in distributing social goods; changes in the nature of administration; modern communications which extend beyond the community; and the perils to individuality and citizenship in the technologic society. Challenges to higher adult education include: public responsbility (encouraging young people to enter local government service and inventing new forms of helping professions); urban strategies (how far should the university go?); profision of conferences at which laymen may learn to understand the goals of academic freedom and excellence and scholars learn to reconcile learning resources with public need; and mastery of educational technology. University agencies of adult learning should give leadership to a cooperative effort; should extend their learning resources into community systems to advance understanding of the federal structure in America.

Miller, Richard I. (1967).  School Reorganization and the Process of Educational Change. 

Since 1955, six major thrusts of the school reform movement have sought to give direction, substance, and meaning to education: Content revision, educational technology, equalized opportunity for children from poverty environments and from minority groups, individualized instruction, organizational flexibility, and teacher renewal. Organizational changes should not be viewed apart from instructional change, should be viewed as a systems problem, and should incorporate a strategy for implementation. Four positive and four negative criteria are outlined as a guide to the evaluation of innovations in education. | [FULL TEXT]

Mills, David L. (1969).  A Random-Access Multiple-Program System for the U of M Language Laboratory.  [The Foreign Language Courier] 

The operational characteristics of a modern equipment facility (random-access multiple-program system) being planned and constructed for the University of Michigan language laboratory and how it compares with the system it is to replace are summarized in this article. A technical description of the structural makeup of the system precedes an extensive discussion of its versatility, with special reference to its specific applications to language laboratories. Concluding portions treat arguments favoring the system and such engineering and economic considerations as program switching and control logic.

Minter, John, Ed.; Lawrence, Ben, Ed. (1969).  Management Information Systems: Their Development and Use in the Administration of Higher Education. 

The purpose of the seminar, which brought together users and developers of analytical models and associated management information systems, was to explore in depth the problems and possibilities of such systems for higher education institutions, and to review the current "state-of-the-art." The papers in this report are: "Evaluating the Performance and Effectiveness of University Management Information Systems," by George Baughman; "The Data Base Approach to a Management Information System," by John Gwynn; "Data Management and Interrelated Data Systems for Higher Education," by John F. Chaney; "A System Model for Management, Planning, and Resource Allocation," by Herman E. Loenig; "Systems Analysis for Efficient Resource Allocation in Higher Education: A Report on the Development and Implementation of CAMPUS Techniques," by Richard W. Judy; "The Implementation of CAMPUS Simulation Models for University Planning," by Jack B. Levine; "The Use of Production Functions to Evaluate Educational Technology," by Lewis J. Perl; "Higher Education Objectives: Measures of Performance and Effectiveness," by John Keller; and "Advanced Applied Management Information Systems in Higher Education: Three Case Studies," by Leo L. Kornfeld. Institutions that have made significant progress in the development of operational data systems are listed in the appendix. A selected, general, and related bibliography conclude the report. | [FULL TEXT]

MITTERLING, PHILIP I. (1963).  THE SUPERIOR STUDENT. 

PROGRAMS DESIGNED TO ENHANCE THE EDUCATIONAL EXPERIENCES OF THE GIFTED STUDENT AND TO DEVELOP HIS TALENTS MAXIMALLY ARE OCCURING WITH INCREASING FREQUENCY THROUGHOUT THE EDUCATIONAL SYSTEMS OF THE UNITED STATES. THIS COLLECTION OF ARTICLES PROVIDES THE DESCRIPTIONS OF MANY SUCH PROGRAMS FOR BOTH ELEMENTARY AND SECONDARY SCHOOLS. CARNEGIE INSTITUTE OF TECHNOLOGY HAS DEVELOPED PROGRAMS IN ENGLISH, SOCIAL STUDIES, MATH, AND GIFTED STUDENTS IN MANY OF THE HIGH SCHOOLS IN THE PITTSBURGH AREA. ALSO DESCRIBED IS A CURRICULUM CONTINUITY PROGRAM DEVELOPED IN THE PITTSBURGH ELEMENTARY SCHOOLS WHICH PROVIDES FOR CONTINUOUS LEARNING EXPERIENCES THROUGH WHICH ABLE STUDENTS CAN PROGRESS, EACH AT HIS OWN PACE. PUERTO RICO BEGAN A NEW HIGH SCHOOL PROGRAM IN 1960 WHICH PROVIDES A GENERAL EDUCATION OF HIGH QUALITY BY--COMBINING RESOURCES, AND INTRODUCING SUCH NEW MEDIA AS T.V. AND TEACHING MACHINES. JACKSON STATE COLLEGE IN MISSISSIPPI HAS DEVELOPED A PROGRAM FOR SELECTED NEGRO HIGH SCHOOL STUDENTS WHICH OPERATES ON SATURDAYS. EACH GROUP OF 36 STUDENTS ATTENDS FOR 1 YEAR.

Moeller, Hans (1968).  Today Is Not Yet Tomorrow.  [Educators Guide to Media & Methods] 

Although computers and high-powered mass media will eventually open new vistas in education, their immediate value is overrated, and the less glamouous visual learning media are the ones that teachers and students use most often. Today the most important visual media are filmstrips, slides, overhead projectuals, 16mm films, and 8mm silent or sound films. Educators should study these simpler meida to determine their potential for education, their impact on students from different social environments, and their relationship with the more complex media. Student-developed materials should also be encouraged. In using any of the learning media, teachers should consider that media are an integral part of the course of study, that the audiovisual media are essential to new technological ways of learning, that new pedagogical methods affect the organization of the learning environment, that mass media are paradoxically consistent with the fact that education is concerned with individuals, and that each medium has its own inherent value.

Mogar, Robert E. (1967).  Conceptual Models of Educational Processes and an Inventory of Change Processes. 

A general, conceptual model describing the elements and sequencing of the educational process is presented with a submodel which greatly elaborates segments of the general model. The submodel orders both persons and educational techniques in terms of two major modes of perceiving the world and two major modes of judging what has been perceived. Particular educational techniques will have differential appeal and relevance to each perception-judgment life style. The uniformity, congruity, and complementary or compensatory approaches for matching persons to educational techniques are defined and discussed. The existing system of education employs primarily one form of the uniformity approach and leaves the bulk of human resources undeveloped. Work to date on an inventory of innovative educational techniques or change processes has concentrated on developing a comprehensive, reliable, and useful change process report form. The form has been applied to identified innovative techniques, and procedures have been established for integrating and applying the data collected. A copy of the form is appended.

Molnar, Andrew R. (1969).  Ten Years of Educational Technology  Educ Broadcasting Rev, 3, 3. 

Full-Text Availability Options: 644.

Molnar, Andrew R. (1969).  Educational Technology--The White Elephant. 

A ten year experiment in educational technology sponsored under Title VII of the National Defense Education Act (NDEA) demonstrated the feasibility of large-scale educational systems which can extend education to all while permitting the individualization of instruction without significant increase in cost (through television, computer systems, microform techniques, and multi-media programming). Adoption of new technology has been slow, however, due to its high cost so small school districts, the loss of local autonomy involved in accepting regional systems, and unwillingness to invest in systems of unproven success in the field. The fragmented nature of education tends to restrict the spread of new technology, especially to small or remote districts and to minority groups, where its effect would be greatest in guaranteeing a minimum level of education. Quality materials must be developed for presentation, and larger cost accounting units are needed. Media use is ineffective unless the whole educational system is geared to take advantage of it: what is now needed are development projects to organize these research findings into effective systems. | [FULL TEXT]

Mondadori, Alberto, Ed. (1969).  Automation and Educational Problems. 

The papers presented here are the result of the International Conference and Exhibition on Automation and Instrumentation held in Milan, Italy in 1968. Ranging from appraisals of the general situation of educational technology today to discussions of specific problems in the United Kingdom, the United States, the Soviet Union and Italy, to descriptions of advanced research in Germany, the United Kingdom and the United States, they attempt to shed light on the most modern aspects of educational techniques. The papers are in English and Italian. Papers which are in English provide an abstract in Italian, and vice versa.

MONFORT, JAY B.; AND OTHERS (1967).  EPOCH--ESEA PROJECT FOR EDUCATIONAL PROGRAMMING OF CULTURAL HERITAGE. PLANNING PERIOD REPORT. 

THIS REPORT DESCRIBES THE PLANNING STAGE OF A PROGRAM TO ENRICH HUMANITIES INSTRUCTION THROUGH THE USE OF INNOVATIVE TEACHING METHODS, EXTENSIVE MULTIMEDIA RESOURCES, AND ADVANCED EDUCATIONAL TECHNOLOGY. A DESCRIPTION OF THE PLANNING GRANT ACTIVITIES CONSTITUTES A MAJOR SECTION OF THE REPORT. INCLUDED AMONG THESE ACTIVITIES ARE THE SELECTION OF STAFF, DEFINITION OF OBJECTIVES AND EDUCATIONAL NEEDS, INVOLVEMENT OF SUBJECT SPECIALISTS AND CURRICULUM ADVISERS, EXPERIMENTAL INSTALLATION OF A DEMONSTRATION CHAMBER, PROGRAM DEVELOPMENT, EVALUATION PLANNING, DISSEMINATION OF RELEVANT INFORMATION, AND A SUMMER WORKSHOP. IT IS FELT THAT THESE ACTIVITIES WERE GENERALLY SUCCESSFUL. PROCEDURES OUTLINED FOR THE 1967-68 PILOT PERIOD INVOLVE THE DEVELOPMENT OF REPLICABLE INSTALLATIONS OF THE DEMONSTRATION CHAMBER, DEVELOPMENT OF MODEL PROGRAMS, PRESENTATION TO STUDENTS, AND EVALUATION AND PLANNING FOR OPERATION IN 1968-69. PRESS CLIPPINGS, A PLANNING PERIOD CALENDAR, GUIDELINES FOR THE RESEARCHING, SYNTHESIZING OF SUBJECT AREAS, EPOCH DATA CARD INFORMATION, AND OTHER RELEVANT MATERIALS ARE APPENDED.

MONFORT, JAY B.; AND OTHERS (1967).  EPOCH, EDUCATIONAL PROGRAMMING OF CULTURAL HERITAGE--ESEA TITLE III SUBMISSION OF PACE FOR CONTINUATION GRANT. 

DESCRIBED IN THIS REPORT IS A PROJECT WHICH OFFERS INTERDISCIPLINARY HUMANITIES INSTRUCTION THROUGH EXTENSIVE MULTIMEDIA RESOURCES, INNOVATIVE TEACHING METHODS, AND ADVANCED EDUCATIONAL TECHNOLOGY. THE PROJECT, STILL IN THE PLANNING STAGE, WILL ULTIMATELY BE HOUSED IN A SCIENTIFICALLY DESIGNED RESOURCE CENTER WHERE EDUCATIONAL EXHIBITS, INFORMATION RETRIEVAL SYSTEMS, AND SPECIAL TEACHING DEVICES WILL FACILITATE LEARNING, TEACHING, AND TEACHER TRAINING. IN ONE SECTION OF THE REPORT SUCH MAJOR PROJECT ACTIVITIES AS THE RESEARCH PROGRAM, CURRICULUM STUDY, ACQUISITION OF RESOURCE MATERIALS, AND SEARCH FOR SPACE AND DESIGN DEVELOPMENT ARE DISCUSSED, AND IN AN ADDITIONAL SECTION THE PILOT PROGRAM WHICH WILL EMERGE FROM SOME OF THESE PLANNING ACTIVITIES IS DESCRIBED. ALSO PRESENTED ARE TENTATIVE DIAGRAMS OF THE RESOURCE CENTER AND CERTAIN TEACHING DEVICES.

Montgomery, Margaret Anne Patricia; Weakland, Jean Marie (1967).  The Effects of Different Methods of Practice on Film-Directed Performances. Final Report. 

The effects of various rates of presentation were studied in combination with massed and spaced, concurrent and nonconcurrent, overt and covert practice modes on film-mediated perceptual performance. Selected values of the independent variables were investigated within a 3x3x2 factorial design, and the experimental treatments were randomly ordered and assigned to 180 graduate students. Three experimental films were prepared, each containing 24 identical performances of the criterion task, an unfamiliar knotted figure. The films were photographed simultaneously at different speeds: normal speed and two slow motion speeds, with verbal instructions programed on tape cartridges. This method allowed examination of three levels of massed-spaced practice and concurrent-nonconcurrent practice. A criterion testing period followed the single practice period to evaluate four dependent variables, involving step analysis scores and the number of criterion tasks completed. Using variance analysis and the Duncan New Multiple Range Test, significant F ratios were calculated for the main effect of rate. The slower rates were found to be more effective. The data suggest that further research may reveal significant differences for concurrent-nonconcurrent practice modes and may demonstrate interactions.

MOORE, J. WILLIAM, ED.; SMITH, WENDELL I., ED. (1962).  PROGRAMMED LEARNING--THEORY AND RESEARCH, AN ENDURING PROBLEM IN PSYCHOLOGY. SELECTED READINGS. 

THIS IS A COMPILATION OF ARTICLES DEALING WITH PROGRAMED INSTRUCTION AND AUTO-INSTRUCTIONAL DEVICES (TEACHING-MACHINES). THE LITERATURE IS REVIEWED AND AN OVERVIEW OF THE FIELD IS PRESENTED. THE APPLICATION OF INSTRUCTIONAL TECHNOLOGY AND LEARNING THEORY TO TEACHING MACHINES IS DISCUSSED, AND THE PROCEDURE AND RULES OF PROGRAMING METHOD. SAMPLES OF RESEARCH BASED ON THE METHODS OF PROGRAMING ARE GIVEN. INCLUDED ARE A GLOSSARY OF TEACHING MACHINE TERMS, AN APPENDIX PROVIDING NAMES AND ADDRESSES OF MACHINE MANUFACTURERS AND PROGRAM DISTRIBUTORS, AND A LIST OF PUBLICATIONS CONTAINING ADDITIONAL INFORMATION ON THE TOPIC. THIS DOCUMENT IS AVAILABLE FOR $1.95 FROM D. VAN NOSTRAND CO., INC., PRINCETON, N.J.

MOORE, OMAR KHAYYAM (1967).  ON RESPONSIVE ENVIRONMENTS. 

EDUCATIONAL TECHNOLOGY IS OF GREAT IMPORTANCE NOW BECAUSE THE ENORMOUS INCREASE IN THE RATE OF TECHNOLOGICAL CHANGE WHICH TOOK PLACE DURING THE 1940'S HAS ALTERED OUR SOCIETY FROM A PERFORMANCE TO A LEARNING SOCIETY. IN A PERFORMANCE SOCIETY, LEARNING IS A PRELUDE TO THE PRACTICE OF A FIXED SET OF SKILLS. HOWEVER, IN A LEARNING SOCIETY THE REQUIRED SKILLS CHANGE TOO RAPIDLY FOR THIS TO BE POSSIBLE. LEARNING MUST CONTINUE INTO ADULTHOOD, AND MAKING THIS POSSIBLE REQUIRES A THOROUGHGOING REFORM OF EDUCATIONAL INSTITUTIONS. THESE MUST NOW INCULCATE FUNDAMENTAL CONCEPTS AND ABSTRACT SYMBOLIC SKILLS RATHER THAN TECHNICAL VIRTUOSITY. THROUGH THE USE OF COMPUTERS AS TEACHING MACHINES, TECHNOLOGY CAN BE TURNED BACK ON ITSELF TO SOLVE THE PROBLEMS IT POSES. THIS USAGE IS NOW BEGINNING TO BE REALIZED THROUGH THE INTERVENTION OF "BIG BUSINESS" AND GOVERNMENT. ONE EXAMPLE OF THIS USAGE IS THE DEVELOPMENT OF THE EDISON RESPONSIVE ENVIRONMENT MACHINE OR "TALKING TYPEWRITER." HERETOFORE, THE BEHAVIORAL SCIENCES HAVE NOT CONTRIBUTED TO EDUCATIONAL TECHNOLOGY, BUT THIS MACHINE IS BASED ON A SOCIOLOGICAL CONCEPTUALIZATION OF THE LEARNER AND HIS ENVIRONMENT. THIS HAS LED TO STARTLING RESULTS. IT ALSO HAS OFFERED A POSSIBLE SOLUTION TO THE PROBLEM OF MATCHING HARDWARE AND SOFTWARE AVAILABILITIES BY USING THE LEARNER AS A SOURCE OF MATERIAL FOR HIS OWN EDUCATION. SOME EXAMPLES OF THE CAPABILITIES OF LEARNERS, IN THIS CASE CHILDREN FROM 3 TO 6 YEARS OF AGE, ARE ILLUSTRATED BY 5 FILM CLIPS (REFERRED TO AND DESCRIBED BUT NOT INCLUDED IN THE DOCUMENT). THIS PAPER WAS PRESENTED AT THE ABINGTON CONFERENCE '67, "NEW DIRECTIONS IN INDIVIDUALIZED LEARNING," APRIL 23-27, 1967. | [FULL TEXT]

Morgan, Robert M. (1969).  ES'70--A Systematic Approach to Educational Change. 

In May 1967, a group of individual school districts from around the nation joined forces with the U.S. Office of Education to devise and execute a long-range program for the development of a new secondary school curriculum and organization. The program is called "Educational Systems for the Seventies" (ES '70). The 18 participating schools represent a cross-section of the nation's schools. The planning effort for the project has identified four broad classes of activities to be carried out: (1) Staff development, (2) instructional management and career guidance, (3) school management, and (4) evaluation. The activity having the highest priority is the setting of educational goals and operationally defining the performance objectives. Each graduate will have received a comprehensive education including the requisite background for college entry and salable job skills. This will be accomplished by individualized instruction. The project also provides for the development of models for curriculum development. The use of computers will be necessary in the management of the learning function and for data processing purposes. A number of related activities have already been started to assist ES '70.

Morgan, Robert M. (1969).  A Review of Educational Applications of the Computer, Including Those in Instruction, Administration and Guidance. A Series Two Paper from ERIC at Stanford. 

The educational applications of computers for instruction, administration, and vocational guidance are herein reviewed. Reports on recent trends in computer-assisted instruction and computer-managed instruction toward forming behavioral objectives and reducing learning time and implementation costs provide an introduction for a description of the Office of Education's proposed program, a Computer Utility for Educational Systems (CUES). The CUES program; designed to provide demonstration centers of feasible and economic computer applications (including administrative data processing, a course in computer technology, integrated problem solving, and vocational training) is defined at some length, and the problems and costs of implementing computer systems are discussed. Next, the value of computers in career decision processes and in individualizing instruction (including the development of sequenced behavioral objectives) is illustrated through references to projects. Finally, barriers to change are examined and a case is presented for the utilization of a systems approach to effect educational improvement. A bibliography is included.

Morisseau, James J. (1969).  Educational Facilities Laboratory: Catalyst for Innovation  Educ Screen Audiovisual Guide, 48, 10. 

Full-Text Availability Options: 600.

Morphet, Edgar L., Ed.; Jesser, David L., Ed. (1969).  Preparing Educators To Meet Emerging Needs. Reports Prepared for the Governors' Conference on Education for the Future (December 11-13, 1968). 

This final volume in the Governors' Conference on Education for the Future series contains 13 papers prepared for the conference on preparing educators to meet emerging needs. The papers are presented in six chapters: papers in the first chapter focus on the educational implications of a changing society, including needed revision of educational practices (such as modes of thought about ability, motivation, and evaluation) and implications of change for teacher roles and preparation; papers in chapter 2 explore the need for teacher education programs to include university faculty and for a school-based approach to teacher education (as seen in experimental schools); papers in chapter 3 advocate the use of intensive group experiences to improve education at the high school, junior college, and college levels, and the application and use of instructional technology in teacher education; papers in the fourth chapter deal with the need for pre- and inservice staff development programs for professional school personnel excluding teachers; papers in chapter 5 consider a systems approach to develop teacher education programs that are relevant to the teacher's role and the need for effective use of communications technology in education; and the papers in the final chapter expose some problems of education, especially in urban areas and universities, and the need for increased relevance in schools.

Morphet, Edgar L.; Jesser, David L., Eds. (1969).  Planning for Effective Utilization of Technology in Education. Designing Education for the Future, No. 6. 

The sixth volume of "Designing Education for the Future" series, a project initiated by eight state departments of education and supported by the U.S. Office of Education. This volume presents 34 papers in which 39 authorities from education and industry discuss the contributions that modern technology can make to educational planning, research, and to the improvement of educational programs and the instructional process.

MORRIS, BARRY (1962).  MEDIA DEMONSTRATION AND WORKSHOP FOR FACULTY MEMBERS OF TEACHER EDUCATION INSTITUTIONS. FINAL REPORT. 

SPECIFIC PURPOSES OF A CONFERENCE TO IMPROVE PRESERVICE EXPERIENCE OF TEACHER TRAINEES WERE (1) TO DEMONSTRATE APPLICATIONS OF MODERN COMMUNICATIONS MEDIA TO EDUCATION AND TO SHOW THE IMPLICATIONS OF THESE MEDIA FOR TEACHER EDUCATION AND (2) TO PROVIDE OPPORTUNITY FOR FACULTY MEMBERS OF TEACHER EDUCATION INSTITUTIONS TO WORK WITH AND TO INCREASE COMPETENCY IN THE USE OF NEW EDUCATIONAL MEDIA. THE CONFEREES PARTICIPATED IN ACTIVITIES WHICH INCLUDED--(1) A GRAPHICS LABORATORY, (2) AN EQUIPMENT LABORATORY WITH AN ASSORTMENT OF AUDIOVISUAL EQUIPMENT, (3) A REFERENCE CENTER, AND (4) FILM DISCUSSION GROUPS.

Morton, F. Rand (1960).  The Language Laboratory as a Teaching Machine. 

The Language Laboratory Teaching Machine (LLTM), as it is conceived to function at a typical high school, serves as an independent teaching facility having a wide variety of applications. Description of the different mechanical and electronic components accompanies discussion of student involvement. Distinctions between the "audio" teaching machine and the "visual" teaching machine conclude the article.

Morton, F. Rand, Ed. (1961).  The College Language Laboratory: Selected Work Papers Presented at the Conference on the College Language Laboratory, November 1960. 

Selected papers of a conference dealing with development and use of language laboratories in the early 1960's are presented in this publication. Selections include: (1) F. R. Morton's "Recent Developments in Language Laboratory Equipment for Teaching and Research", (2) Pierre Delattre's "Testing the Oral Production of Language Students", (3) Capretz's "The Preparation of Materials for the Language Laboratory", (4) Gustave Mathieu's "Recommendations on the Learnings Which Should Occur in the Language Laboratory and in the Classroom", (5) A. S. Hayes's "Step by Step Procedures for Language Laboratory Planning", and (6) "Planning and Operating a Language Lab or an Electronic Classroom in a High School: A Dozen Do's and Don'ts". Introductory remarks by Elton Hocking are included.

Mowrer, Donald E. (1969).  The Language of Behavioral Engineering  Educ Technol, 9, 7. 

Full-Text Availability Options: 631.

_____. (1969).  Multi-Media Curriculum Development: The Economics Analysis Course. 

A multimedia course on economic analysis was developed and used in conjunction with the United States Naval Academy. (See ED 043 790 and ED 043 791 for the final reports of the project evaluation and development model.) This document describes how various project activities were performed in designing the course and gives a rationale for the way in which things were done. The document is divided into six sections: introduction, approach and course descriptions, the course model, materials development and validation, course evaluation, and some early results. EM 010 787 and EM 010 283 are related documents.

Muller, Gerhard K. (1969).  Our Way Into the Twenty-First Century: The Meaning of Educational Technology  J Educ Data Process, 6, 5. 

Discusses the strongly connotative meanings of educational technology, the role social attitudes play in changing educational philosophies and methods, and suggests a systematic frame of analysis for rational development of new educational technology in West Germany.

Mundy, Philip (1969).  Educational Technology in New Zealand. Looking Inward  Educ Technol, 9, 11. 

Discusses the relationship of New Zealand's economic development to its educational development, reviews the status of instructional media there, and points out that programed learning has had no impact to date in that country.