Educational Technology | O

Oettinger, Anthony G.; Marks, Sema (1968).  Educational Technology: New Myths and Old Realities. Harvard University Program on Technology and Society. Reprint Number 6.  [The Harvard Educational Review] 

It has been claimed that in the near future computers and their accompanying new technology will solve the outstanding problems of education. The authors believe that the problems of implementation, costs, and reliability may slow if not prevent the rapid assimilation of the new educational technology into the average school system. They also question the ability of teachers to deal with the sophisticated engineering aspects of computers. A language laboratory currently operating in the Watertown, Massachusetts Public Schools and the Stanford-Brentwood Computer Assisted Instruction Project are criticized as examples of the failure of modern technology to achieve its stated goals. Six authorities in the field of computer assisted instruction each wrote a critique of the authors' discussion, taking issue with a variety of points--the sources of quotations, definitions, and assumptions made concerning the attitudes of educators toward technology. The authors conclude the discussion with a brief rebuttal to these criticisms.

Oettinger, Anthony G.; Marks, Sema (1969).  Run, Computer, Run; The Mythology of Educational Innovation. 

The introduction of computers, systems analysis, and various new media into education has been heralded as a panecea for for all the problems now facing our schools. The potential of new educational technology is indeed great, but much needs to be done before it can be realized. Computers and computing languages need extensive development to be sensitive and reliable enough for educational use. Before a systems approach to new curricula can be implemented, educational goals must be established which balance the need to foster creativity with the need for rote learning of basic formula and facts. The cost and unreliability of autoinstructional aids has been underestimated, as has been the time necessary to develop and test new equipment. Retraining of present faculties and training of new teachers to use the material now available lags far behind. Therefore, any partial step toward the intelligent use of computers and other innovative devices should be based on an evaluation of the educational system and of the economics of computers, communications, and so on, as they are now. The views presented in this book are supported by two appendices. One recounts a visit to a showplace school in a typical small city, and the other is a collection of correspondence concerning the malfunctioning of a piece of equipment.

Ofiesh, Gabriel (1969).  Educational Technology and the Necessary Revolution in Education  Amer Ann Deaf, 114, 5. 

Paper presented at Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March 17-19, 1969).

OFIESH, GABRIEL D. (1967).  STATE OF THE ART OF DIAL ACCESS INFORMATION RETRIEVAL. INTERIM REPORT ON LIBRARY RESEARCH. 

THIS REPORT COVERS A REVIEW OF THE LITERATURE ON THE DIAL ACCESS INFORMATION SYSTEMS (DAIRS), USED FOR RETRIEVING AND TRANSMITTING AUDIO AND/OR VISUAL INSTRUCTIONAL MATERIALS TO CARRELS OR CLASSROOMS ELECTRONICALLY. AFTER FORMULATING A WORKING DEFINITION OF THE SUBJECT, A CLASSIFICATION SYSTEM AND SPECIFIC SUBJECT HEADINGS FOR USE IN THE SEARCH WERE DEVELOPED, AND WRITTEN DOCUMENTS ON THE SYSTEM'S TECHNICAL AND INSTRUCTIONAL ASPECTS WERE SURVEYED. IT WAS FOUND THAT THERE IS A PAUCITY OF LITERATURE ON THE SUBJECT, INDICATING THE RECENT, RAPID EMERGENCE OF DAIRS. BECAUSE OF THE GROWING POPULARITY OF DIAL ACCESS SYSTEMS, THE NEED FOR RESEARCH AND EVALUATIVE STUDIES IN BECOMING INCREASINGLY IMPORTANT. THE LITERATURE SEARCH ALSO SHOWED THAT SOME EDUCATORS SEE A MAJOR TECHNOLOGICAL REVOLUTION IN THE EDUCATIONAL FIELD, AND THERE IS A TREND FOR DAIRS TO BE USED IN DEPARTMENTS OUTSIDE THE FOREIGN LANGUAGE LABORATORY, FOR WHICH IT WAS ORIGINALLY INSTALLED. IN THE FUTURE, INFORMATION DERIVED FROM THE CONTINUED SURVEY OF THE LITERATURE AND DIAL ACCESS SYSTEMS IN OPERATION, TOGETHER WITH AN ANALYSIS OF USERS' EXPERIENCES OBTAINED FROM ON-SITE VISITS, WILL BE COMPILED IN A GUIDELINES HANDBOOK FOR EDUCATORS. A 45 ITEM BIBLIOGRAPHY AND GLOSSARY ARE INCLUDED, AND APPENDIXES LIST SOURCES USED IN REVIEWING THE LITERATURE, THE DAIRS PROJECT INFORMATION CLASSIFICATION, THE SUBJECT HEADINS USED, AN EQUIPMENT SURVEY, AND TITLES OF PERIODICALS THAT GIVE INFORMATION ON DAIRS. | [FULL TEXT]

Ofiesh, Gabriel D. (1968).  Instructional Procedures and Media  Educational Sciences - An International Journal, 2, 2. 

Full-Text Availability Options: 480.

Ofiesh, Gabriel D. (1968).  Dial Access Information Retrieval Systems: Guidelines Handbook for Educators. Final Report. 

Guidelines for the planning, purchase, and utilization of dial access information systems for educational instruction were researched and studied, and incorporated into a handbook for educators. Among the questions asked by the investigating committee were: (1) costs involved in such a system for educational purposes? (2) What is the number and locations of the facilities in operation and those planning operation? (3) What are the attitudes of students and faculty towards acceptance and use of the system? Three-hundred questionnaires were sent to institutions and 10 schools and colleges were chosen for onsite interviews. It was concluded by the committee that at the present time maximum advantage cannot be taken of the dial access technology or the instructional materials and programs available to it. The rapid developments in electronic technology for the retrieval and transfer of stored audio, visual, and printed information and the possible instructional patterns for utilizing this technology, do not present the kind of stability that an institution can confidently expect for finding and adopting tried and true instrumentation and technology. However, the new technology is directing its goals to providing students with a superior education by exploring and using the latest learning techniques and concepts.

Ofiesh, Gabriel D. (1969).  The New Education and the Learning Industry  Educ Leadership, 26, 8. 

Full-Text Availability Options: 646.

Ofiesh, Gabriel D. (1969).  A National Center for Educational Media and Materials for the Handicapped  Audiovisual Instr, 14, 9. 

Full-Text Availability Options: 599.

Ofiesh, Gabriel D., Ed.; Meierhenry, Wesley C., Ed. (1964).  Trends in Programmed Instruction; Papers from the First Annual Convention of the National Society for Programmed Instruction. 

This compendium of ninety papers given at the first Programed Instruction Institute of the National Society for Programmed Instruction (NSPI) attempts to define what programed instruction is, to show what it is accomplishing right now in many fields of endeavor, and to develop a plan for its future use. The papers center on the theme of the practical application of programed instruction and are organized to reflect trends in areas of social importance such as education, industry, the military, government, and medicine. The role of the teacher in the presentation and development of programed instruction is examined, and its possible applications to the exceptional student are outlined. Instructional programing, the development of systems applications, and program evaluation are discussed. A bibliography is appended.

Oguri, Mitsugu (1969).  Educational Technology in Japan. Attention to "Technology "  Educ Technol, 9, 11. 

Reviews programed instruction's boom and decline in Japan, relating this to the development of educational technology in general in that country.

OHANNESSIAN, SIRARPI; WINEBERG, RUTH (1966).  TEACHING ENGLISH AS A SECOND LANGUAGE IN ADULT EDUCATION PROGRAMS--AN ANNOTATED BIBLIOGRAPHY. (PRELIMINARY EDITION). 

THIS ANNOTATED BIBLIOGRAPHY IS A SELECTED LISTING OF--(1) BACKGROUND READINGS IN THE TEACHING OF ENGLISH AS A SECOND OR FOREIGN LANGUAGE, (2) TEACHERS' GUIDES AND HANDBOOKS, (3) ADULT EDUCATION COURSE MATERIALS, (4) GENERAL COURSE MATERIALS, AND (5) SPECIALIZED ENGLISH LANGUAGE TEXTS AND DICTIONARIES. THE MATERIALS INCLUDED WERE TAKEN MAINLY FROM THE LIBRARY OF THE CENTER FOR APPLIED LINGUISTICS, AND LISTS AND BIBLIOGRAPHIES PREPARED BY STATE AND CITY EDUCATION SYSTEMS. SELECTING WAS CONFINED LARGELY TO PUBLICATIONS BY AMERICAN AUTHORS AND THOSE MATERIALS BEST SUITED FOR USE IN THE UNITED STATES. THIS BIBLIOGRAPHY IS AVAILABLE ON REQUEST FROM THE ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAM, CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C., 20036. SINGLE COPIES ARE FREE, ADDITIONAL COPIES ARE $0.25 EACH. | [FULL TEXT]

Oliver, G. L. (1969).  A Technological Rationale for Curriculum and Instruction. 

Lack of effectiveness in current instructional output is due to the nature of the theories formulated to improve the structuring of the content of instruction. A rationale is presented for a theoretical position. Based upon this rationale a paradigm is outlined which provides the basis for a comprehensive category system for instructional design data and related strategies. Points are made concerning the important implications of such a rationale and paradigm for the development of a technologically useful network of curricular and instructional theory. Such technological design paradigms provide a basis for internally consistent, functionally related, and mutually supporting category systems for the ordering of instructional design data and decisions. The paradigms provide a basis for developing specific design strategies and techniques and provide a reasonable approach to defining concepts such as curriculum and instruction. A 46-item bibliography is included.

OLIVER, G.E.; AND OTHERS (1962).  A STUDY OF PRESERVICE TEACHER EDUCATION IN THE USE OF MEDIA OF MASS COMMUNICATION FOR CLASSROOM INSTRUCTION. 

A STUDY WAS CONDUCTED (1) TO ASCERTAIN WHAT EMPHASIS COULD BE PLACED ON THE EFFECTIVENESS OF VARIOUS TYPES OF INSTRUCTIONAL MEDIA FOR PRESERVICE TEACHER EDUCATION PROGRAMS, AND (2) TO ESTABLISH EFFECTIVE PROCEDURES FOR THE SELECTION AND UTILIZATION OF THESE MEDIA FOR TEACHING. THE PROCEDURES INVOLVED (1) CONDUCTING A LITERATURE SEARCH, (2) PREPARING A LIST OF INFORMATION, SKILLS, ATTITUDES, COMPETENCIES, AND EXPERIENCES, (3) USING A QUESTIONNAIRE AND INTERVIEWS TO GATHER OPINIONS OF SUPERVISING TEACHERS, (4) USING THE PREVIOUS INFORMATION FOR SELECTING EXPERIENCES TO BE USED IN THE INSTRUCTIONAL PHASES OF THE PROJECT, (5) PLANNING AND CONDUCTING 20 HOURS OF CLASS INSTRUCTION, (6) COORDINATING THIS INSTRUCTION WITH 3 MONTHS OF LABORATORY WORK IN INSTRUCTIONAL MEDIA FOLLWED BY 3 MONTHS OF STUDENT-TEACHER FIELD EXPERIENCE, (7) CONDUCTING AN ORGANIZED FOLLOWUP, AND (8) ANALYZING ALL COLLECTED DATA ON A COMPARATIVE BASIS. CONCLUSIONS INDICATED--(1) IF SPECIFIC EMPHASIS IS PLACED ON THE CLASSROOM USE OF INSTRUCTIONAL MEDIA DURING PRESERVICE TEACHER EDUCATION, THAT THE RESULTS OF THAT EMPHASIS WILL BE REFLECTED IN THE EFFECTIVENESS OF THE CLASSROOM USE OF SUCH MEDIA BY BEGINNING TEACHERS, (2) INSTRUCTIONAL USE OF MEDIA SHOULD BE EMPHASIZED DURING STUDENT-TEACHING, (3) PRESERVICE EMPHASIS ON INSTRUCTIONAL MEDIA SHOULD RECOGNIZE CONDITIONS IN THE SCHOOLS EMPLOYING TEACHER-EDUCATION GRADUATES, (4) THE INSTRUCTIONAL MEDIA PROGRAM FOR PRESERVICE EDUCATION SHOULD BE HIGHLY FLEXIBLE TO ALLOW FOR ADAPTATION OF CONTENT TO THE CHANGING STATUS OF TECHNOLOGICAL DEVELOPMENTS IN TEACHING MEDIA.

_____. (1968).  Open Circuit Television and the Community College. 

This report describes the setting, implementation, and findings of an experiment in educational telecasting of 17 one-hour lectures, a course for college credit in lower division health education. Units included (1) quackery, (2) self-diagnosis, (3) preventive medicine, (4) syphilis and gonorrhea, (5) environmental health, (6) cancer, (7) heart disease, (8) arthritis and exercise, (9) cigarettes and health, (10) nutrition and obesity, (11) mental illness, (12) drug abuse, and (13) smoking and dental health. Over 2,000 students enrolled and an estimated 32,000 adults viewed the program each week. Findings included: (1) 72% of those taking the course were over 30 years of age; (2) 10% were under 21; (3) almost half of the enrollees completed the course; (4) 10% of those completing the course were public school teachers, 30% were homemakers, 24% were in full-time employment, and 70% were married. It was concluded that the course reached an entirely different segment of the population from the typical junior college class, and that the many visual aids not ordinarily used in classrooms (close-up charts, models, objects, professional artwork, and selective portions of films) accounted for the greater effectiveness of the cou"se. It was estimated that the college received over $200,000 worth of publicity in the form of promotional advertising time as a concomitant of the series.

_____. (1969).  Operational Requirements for Multi-Media Economics Course. 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 document briefly reports on the need for a course administrator to perform non-instructional functions which have been performed by the course developer, site representative, and two Naval Academy instructors. It also indicates the need for a materials resource center to provide services necessary for conducting a multimedia course. EM 010 787 through EM 010 823 are related documents.

Orlich, Donald C., Ed.; Hilen, Charles O., Ed. (1969).  Telecommunications for Learning. 

This report of a seminar on the application of telecommunications technology to educational theory and practice contains eleven speeches. The first presents illustrations of the need for feedback from the user, basic considerations for planning in telecommunications, and uses of the new equipment. The second describes the function and mechanics of a telephone system and the available services provided by telephone companies, and the third speech deals with voice grade communication devices and their uses. The fourth offers criteria for analyzing a data communications system and a description of data sets and services provided by the Bell System, and the fifth details different modes of telecommunications and the services and supportive hardware offered by telephone companies. The sixth speech considers ways to plan and apply data communications devices to education, while the seventh considers these devices in relation to the financial industry. The eighth explores special functions of the new technology in education, and the ninth details operational costs and the concept of time sharing. The tenth is concerned with the uses of two-way television in the future of education, and the final speech deals with problems of educators in making predictive judgements concerning the uses of data communications technology. | [FULL TEXT]

Ornstein, Allan C. (1969).  Toward the End of the Teaching Strike  J Secondary Educ, 44, 6. 

Full-Text Availability Options: 604.

OXHANDLER, EUGENE K.; TAYLOR, ELEANOR C. (1964).  THE THREE R'S PLUS OR A NEW APPROACH TO EDUCATION'S PROBLEMS. 

CONCERN OVER THE FOLLOWING QUESTIONS LED TO A CONFERENCE HELD APRIL 2-4, 1964 AT SYRACUSE UNIVERSITY--(1) WHAT POTENTIAL DO NEW TECHNOLOGIES HAVE FOR SOLVING SOME OF THE URGENT PROBLEMS IN THE FIELD OF EDUCATION AND (2) HOW CAN AN AUTOMATED SYSTEMS APPROACH, SPECIFICALLY OPERATIONS RESEARCH, BE APPLIED TO DEVELOP NEW DIMENSIONS FOR RESEARCH THAT WILL RESULT IN IMPROVED INSTRUCTION IN SCHOOLS. THIS MONOGRAPHY WAS BASED ON MATERIAL PRESENTED DURING THE CONFERENCE WHICH WAS ATTENDED BY 40 LEADING EDUCATORS AND SCIENTISTS. HIGHLIGHTS OF DISCUSSIONS ON CONTRIBUTIONS, RESULTS, AND DIFFICULTIES OF OPERATIONS RESEARCH APPLICATION IN EDUCATION WERE DISCUSSED. PRIMARY AUTHORS WHOSE PAPERS WERE INCLUDED IN THE APPENDIX OF THE MONOGRAPH WERE (1) DR. RUSSELL L. ACKOFF, WHARTON SCHOOL OF FINANCE, (2) DR. CARL A. BENNETT, GENERAL ELECTRIC, (3) DR. ALEXANDER M. MOOD, OPERATIONS RESEARCH SOCIETY OF AMERICA, (4) DR. C. WEST CHURCHMAN, UNIVERSITY OF CALIFORNIA, AND (5) DR. LAWRENCE STOLUROW, UNIVERSITY OF ILLINOIS.