Educational Technology | R

_____. (1967).  RACIAL ISOLATION IN THE PUBLIC SCHOOLS. VOLUME 2, APPENDICES. 

THESE APPENDIXES TO THE 1967 U.S. CIVIL RIGHTS COMMISSION INVESTIGATION OF RACIAL IMBALANCE IN AMERICA'S SCHOOLS CONTAIN EXTENSIVE DISCUSSION AND DATA RELEVANT TO THE STUDY'S FINDINGS. PRESENTED IN THE FIRST APPENDIX ARE TABULATIONS OF THE DEGREE OF PUPIL AND TEACHER SEGREGATION IN VARIOUS ELEMENTARY SCHOOLS IN 1965-66, AND OF THE GROWTH OF SEGREGATION IN SOUTHERN, BORDER, AND NORTHERN ELEMENTARY SCHOOLS FROM 1950 TO 1966. THE TABLES AND DISCUSSION IN THE SECOND APPENDIX DESCRIBE SELECTED CHARACTERISTICS OF CITY AND SUBURBAN SCHOOLS IN THE NORTHEAST, GREAT LAKES, GREAT PLAINS, SOUTHEAST, AND FAR WEST REGIONS. FURTHER ANALYSIS OF THE EQUALITY OF EDUCATIONAL OPPORTUNITY SURVEY (COLEMAN, ET. AL.) IS REPORTED IN THE THIRD APPENDIX. HERE TABLES INDICATE THE EFFECT OF THE RACIAL COMPOSITION OF A SCHOOL AND CLASSROOM ON NEGRO STUDENTS, ESPECIALLY ON THEIR COLLEGE ASPIRATIONS, AND ON NEGRO AND WHITE ADULTS WHO HAVE ATTENDED SEGREGATED OR DESEGREGATED ELEMENTARY SCHOOLS. ALSO INDICATED IS THE RELATIONSHIP BETWEEN STUDENT PERFORMANCE AND SUCH FACTORS AS STUDENT FAMILY BACKGROUND, TEACHER CHARACTERISTICS, CURRICULUMS, AND SCHOOL FACILITIES. THE REPORT INDICATES THAT THERE APPEARS TO BE AN UPWARD TREND IN THE ACHIEVEMENT LEVEL OF NEGRO STUDENTS AS THE PROPORTION OF THEIR WHITE CLASSMATES INCREASES. CONTAINED IN AN ADDITONAL SECTION ARE EVALUATIONS OF COMPENSATORY EDUCATION PROJECTS IN PHILADELPHIA, PENNSYLVANIA, AND SYRACUSE, NEW YORK. ACCORDING TO THE EVALUATIONS THE PROJECTS DID NOT IMPROVE THE STUDENTS' READING PERFORMANCE. HOWEVER THE READING PERFORMANCE OF NONPROJECT STUDENTS WHO WERE BUSED TO SCHOOLS WITH A MAJORITY OF WHITE STUDENTS NOTABLY INCREASED. THE LAST APPENDIX CONTAINS FIVE PAPERS WHICH DISCUSS EDUCATIONAL PARKS, DESEGREGATION, EDUCATIONAL TECHNOLOGY, AND EDUCATIONAL EQUALITY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C., 20402, FOR $1.00.

Rao, V.K.R.V. (1966).  Education and Human Resource Development. 

This book, written by an Indian economist, attempts to show the role education and educational planning can play in human resource development. Though the volume is written in the Indian context and the last section is on purely Indian problems (language, youth, and social integration), the broad policies it deals with, the logic it contains, and the facts which are used for illustration are intended to have relevance to the developing economies in general and especially to nations in Asia and Africa which are trying to accelerate their economic growth through planned effort. After discussing the connection between economic growth, human resource development, and education, the book deals with such specific problems as manpower planning, education as investment, the place of higher education, and the technology of education. Two appendixes include (1) a reproduction of the author's address to a Conference of State Education Ministers held in June 1965, containing his thinking on educational policies and priorities in India's Fourth Plan; and (2) 12 tables and two graphs all bearing on the Indian situation, but also on other developing countries.

Rath, Gustave J. (1969).  Constraints to Educational Systems Design  Educ Technol, 9, 9. 

Full-Text Availability Options: 594.

Rathe, Gustave H. (1969).  Computer-Assisted Instruction and Its Potential for Teaching Deaf Students  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).

Reade, Lewis P. (1969).  Technology of Training: Which Road to Better Training?  Training in Bus and Ind, 6, 4. 

Full-Text Availability Options: 626.

Reinhard, Erwin A.; Roth, Charles H., Jr. (1968).  Computer-aided Instructional System for Transmission Line Simulation. 

A computer-aided instructional system has been developed which utilizes dynamic computer-controlled graphic displays and which requires student interaction with a computer simulation in an instructional mode. A numerical scheme has been developed for digital simulation of a uniform, distortionless transmission line with resistive terminations and arbitrary voltage sources at either or both ends of the line. The numerical transient and steady-state solution is independent of the number of spatial increments used to simulate the transmission line. The numerical solution provides data for an on-line CRT display unit which permits visual observation of the space-time dynamic behavior of the voltage and current waves. A computer-controlled audio tape recorder, a special keyboard, and special software for dynamic scope displays and for lesson programing have been developed as part of the instructional system. This system permits student interactions with a computer programed lesson and associated laboratory stimulations to create learning experiences which cannot be duplicated in the classroom or laboratory.

Reisman, Arnold (1968).  Flow of Doctorate Holders into College and University Staffs: A Computerized Study. Final Report. 

A conceptual and methematical model was developed to study the preparation of persons holding Bachelor's, Master's and Doctoral degrees and to discover the proportion of them who assume academic positions. Data were collected on the number of US and foreign engineering students enrolled, degrees granted, and their employment in academic, industrial, governmental and other sectors of the national economy. The model, consisting of over 200 non-linear difference equations, was programmed for computer simulation and validation against data collected. It broke down the academic sector into undergraduate, master's, doctoral and post-doctoral programs; each of the other sectors were broken down according to the highest degree held by their employees. Project objectives included a study of the dynamics of employment in higher education, interrelationships of academically trained manpower with the rest of the economy, the usefulness of available data, the impact of inflow and outflow of foreign nationals on US economy, and the impact of development in educational technology upon the manpower redistributions in the economy. The overall aim was to determine future manpower needs and set national standards for higher education in order to meet those needs. Software problems which developed with the Burroughs B500 computer installation were not resolved and the simulation results were inconclusive. A supplementary final report will be submitted upon completion of current work.

_____. (1969).  Relationship of Automatic Data Processing Training Curriculum and Methodology in the Federal Government. 

A conference, held in Washington, D. C., in 1967 by the Association for Educational Data Systems and the U.S. Office of Education, attempted to lay the groundwork for an efficient automatic data processing training program for the Federal Government utilizing new instructional methodologies. The rapid growth of computer applications and computer use was cited as the reason for the overwhelming need for such a training program. Specific needs for data processing personnel in the Federal Government were considered with special attention to the need for systems analysts and managers. Training needs for data processing personnel in higher education and industry were also identified. Training objectives for managers and systems analysts were outlined as a basis for defining subject-matter content. The structure and content for curricula for a management training program and a systems analyst training program were agreed upon. The possibility that new educational media, particularly computer-assisted instruction (CAI), could be used in this training program was examined. A request for proposals for a pilot project to conduct training in data processing for the Federal Government was drawn up. Abstracts of conference papers summarizing the major features of CAI and of programed instruction are appended, along with a directory of selected organizations involved in educational technology and major CAI centers. | [FULL TEXT]

_____. (1967).  RESEARCH AND DEVELOPMENT IN TRAINING MOTIVATION AND LEADERSHIP, WORK PROGRAM FOR FISCAL YEAR 1968. 

THE FISCAL YEAR 1968 WORK PROGRAM FOR THE HUMAN RESOURCES RESEARCH OFFICE (HUMRRO) OF GEORGE WASHINGTON UNIVERSITY WILL PROVIDE FOR BASIC AND APPLIED RESEARCH, CONTINUATION OF A TECHNICAL ADVISORY SERVICE FOR HELPING TO SOLVE PROBLEMS RELATED TO THE HUMRRO MISSIONS, AND THE CAREFUL EXPLORATION OF AREAS LIKELY TO CONTAIN SIGNIFICANT PROBLEMS AMENABLE TO RESEARCH. THE OBJECTIVE IS TO DEVELOP MEANS AND PROCEDURES FOR EFFICIENT ACQUISITION AND RETENTION AND MAXIMUM UTILIZATION OF REQUIRED MILITARY KNOWLEDGE AND SKILLS. SIX WORK AREAS COMPRISING ABOUT 40 WORK UNITS OR TYPES OF ARMY ACTIVITY WILL BE DEALT WITH--INDIVIDUAL TRAINING AND PERFORMANCE (47 PERCENT OF THE TOTAL WORK EFFORT), UNIT TRAINING AND PERFORMANCE (SIX PERCENT), TRAINING FOR LEADERSHIP, COMMAND, AND CONTROL (12 PERCENT), LANGUAGE AND AREA TRAINING (12 PERCENT), TRAINING TECHNOLOGY (20 PERCENT), AND TRAINING MANAGEMENT (THREE PERCENT). BASIC RESEARCH ON SELECTED PROBLEMS IN THE PSYCHOLOGICAL AND SOCIAL SCIENCES WILL COMPRISE FIVE PERCENT OF THE TOTAL EFFORT. (THE DOCUMENT INCLUDES SIX INDEXES.) THIS DOCUMENT, AD-660-791, IS AVAILABLE FROM THE CLEARINGHOUSE FOR FEDERAL SCIENTIFIC AND TECHNICAL INFORMATION, SPRINGFIELD, VA. 22151. MICROFICHE $0.65. HARDCOPY $3.00. 133 PAGES.

_____. (1968).  Research and Development: Advances in Education. 

This document presents vignettes illustrating improvements in learning resulting from educational innovations developed through research sponsored by the Cooperative Research Act of 1954, the National Defense Education Act of 1958, the Vocational Education Act of 1963, the Higher Education Act of 1965, and the Elementary and Secondary Education Act of 1965. Innovations described include a tape recorder technique for developing socially acceptable language in children, Individually -rescribed Instruction (IPI), a soap opera format for televised adult education programs, a new method for teaching history, physics classes designed to attract liberal arts students, a "New English" which uses inductive teaching to develop critical readers, microteaching, an early childhood education reading program, simulation and other techniques for teaching social studies, Computer Assisted Instruction (CAI), a reading-language program for teaching English to Spanish-speaking children, a technique for learning mathematics by doing it, a program which teaches mothers how to work with their children, tests for matching a student's traits with those of a college, experimental vocational education programs for high school dropouts, simulation training for school principals, "Gateway English" for urban disadvantaged children, foreign language tests to facilitate language teacher placement, a computerized manikin used to train anesthesiologists, and a special method for teaching music to children. | [FULL TEXT]

_____. (1969).  Research and Development in the Educational Materials Industries. 

Under the sponsorship of the Carnegie Corporation and the Ford Foundation, a study was instituted to examine research and development in the educational materials industry. Using the open-ended interview method, data was collected from executives of major book publishers and their subsidiaries, and producers of materials other than books. Interviews were designed to uncover information concerning the respondent's perceptions of what constitutes research and development for the industry, the actual practices and procedures which constitute the research and development process for his company, and his perception of the company's role in the educational process. A provocative work paper was also sent to some carefully selected publishers for their comments and corrections. Sixteen annotated replies were obtained. This data was analyzed to reveal the dimensions of the research and development process in theory and practice. No accurate definition of research and development was arrived at that could be applied universally to the educational materials industry. Two dimensions felt to be useful when examining research and development were the locus of control and the degree of technological complexity. A bibliography is appended along with a list of participating companies.

REYNOLDS, JAMES H. (1966).  EXPLORATIONS OF THE RELATIONSHIPS BETWEEN UNDERSTANDING AND DRILL IN THE LEARNING PROCESS. 

FIVE EXPERIMENTS WERE RUN AS A SERIES OF INITIAL EXPLORATIONS TO DETERMINE A WORKABLE, RESEARCH DEFINITION OF THE TERM "UNDERSTANDING" AND TO EVALUATE EXPERIMENTALLY ITS RELATIONSHIP TO DRILL, OR ROTE LEARNING. THE FIVE EXPERIMENTS DEALT WITH THE EFFECTS OF A VISUALLY IMPOSED COGNITIVE STRUCTURE UPON ROTE LEARNING, THE EFFECTS UPON ROTE LEARNING OF STRUCTURES IMPOSED BY VISUAL AS OPPOSED TO AUDITORY STIMULI, THE TRANSFER EFFECTS AFTER PREFAMILIARIZATION WITH INTEGRATED AS OPPOSED TO PARTIALLY INTEGRATED VERBAL-PERCEPTUAL STRUCTURES, FURTHER EVALUATION OF DIFFERENCES BETWEEN INTEGRATED AND PARTIALLY INTEGRATED VERBAL-PERCEPTUAL STRUCTURES, AND THE ABSTRACTNESS OF COGNITIVE STRUCTURE AND RETROACTIVE INHIBITION. THE RESULTS OF THE EXPERIMENTS GENERALLY INDICATED THAT A VIABLE DEFINITION OF THE TERM "UNDERSTANDING" WAS ACHIEVED BY RELATING IT TO THE THEORETICAL TERM "COGNITIVE STRUCTURE," AND THAT EMPIRICAL EVIDENCE EVALUATING THE RELATIONSHIP BETWEEN COGNITIVE STRUCTURE AND ROTE LEARNING COULD BE OBTAINED.

REYNOLDS, ROBERT R.; AND OTHERS (1966).  REPORT ON COMPUTER ASSISTED INSTRUCTION, PROVIDENCE COLLEGE, PROVIDENCE, RHODE ISLAND, OCTOBER 1, 1965--JUNE 30, 1966. 

PARTICIPANTS IN A PROJECT TO TRAIN VOCATIONAL EDUCATION TEACHERS IN THE USE OF COMPUTER-ASSISTED INSTRUCTION WROTE COURSE SECTIONS AS AN EXERCISE IN THE USE OF THE "COURSEWRITER" LANGUAGE AND THE APPLICATION OF THE BASIC PRINCIPLES OF PSYCHOLOGY THAT HAD BEEN STUDIED DURING A PREVIOUS COURSE IN THE SUMMER OF 1965. UPON COMPLETION OF THE LESSON-WRITING EXERCISE, THE 13 STUDENTS WERE FAMILIARIZED WITH THE OPERATION AND PROCEDURES USED WITH THE 1050 DATA COMMUNICATIONS SYSTEM. EQUIPMENT LIMITATIONS PREVENTED THE STUDENTS FROM USING A SLIDE PROJECTOR OR TAPE RECORDER WITH THEIR PROGRAMS. SOME PARTICIPANTS WERE HANDICAPPED BY INADEQUATE TYPING ABILITY, AND MANY FOUND THEIR LESSON PROJECTS WERE TOO BROAD TO BE COVERED EFFECTIVELY IN THE LIMITED TIME AVAILABLE. SOME OF THE CONCLUSIONS OF THE PROJECT DIRECTOR WERE (1) BRIEF SAMPLE PROGRAMS SHOULD BE WRITTEN BY STUDENT PROGRAMERS TO BECOME ACQUAINTED WITH THE USE OF "COURSEWRITER" LANGUAGE BEFORE ATTEMPTING TO WRITE A USABLE PROGRAM, (2) STUDENTS WHO ARE TO TAKE COMPUTER-ASSISTED COURSES SHOULD HAVE A PREVIEW COURSE IN THE USE OF THE EQUIPMENT, (3) TYPED MESSAGES TO THE STUDENT SHOULD BE KEPT TO A MINIMUM NUMBER OF WORDS, AND (4) FOR STUDENTS WHO ARE NOT ABLE TO TYPE, THE RESPONSES REQUIRED SHOULD BE LIMITED TO A SINGLE CHARACTER OR WORD.

Richason, Benjamin F., Jr. (1969).  Geography Via the Audio-Visual-Tutorial Method. 

Geography teachers have available to them a wide variety of audiovisual aids. But the methods by which these materials should be used to produce the greatest impact upon learning deserve careful consideration. The Audio-Visual-Tutorial (ATV) laboratory at Carroll College purposes to improve the content of the freshman-sophomore course in physical geography, stimulate interest, promote independent learning, provide flexibility of class meeting times, make adjustments for the diversity of educational backgrounds, and promote economy in instruction. Fifteen study carrels are equipped with tape transports, slide projectors, and space for displaying models, samples, and instruments as needed. A large demonstration table also exhibits materials and instruments. Eight millimeter continuous-loop, rear projection units, independent study booths, and a weather station are also provided. The course consists of laboratory work and discussion sessions. Approximately 40 per cent more content is thus presented and examination scores have improved 28.75 per cent.

Richmond, W. Kenneth (1967).  The Teaching Revolution. 

An overall view of contemporary educational innovations in Great Britain is presented and a rationale for them is provided in this book. Developments are discussed in view of their tendency to progress in isolation and of their common features. They include team teaching, the new mathematics, fresh approaches to the teachings of science and English, audiovisual aids and multimedia communication systems.

Roberts, Bryan (1966).  A Manual on Programs for Parents of Pre-School Children Participating in the Queens Borough Public Library's Operation Head Start Picture Book Program for 3-5 Year Olds. 

Parent programs for the Queens Borough Public Library's Operation Head Start Program are informational in nature and presented in the form of group discussions led by library personnel. This manual provides guidelines and materials listings, developed by the Library under the direction of the Adult Services Consultant, to assist branch librarians and their staff in planning and conducting specific programs. The guidelines are divided into two sections, with the first including programs conducted from April 1965 to January 1966. This is followed by details on a program-evaluation survey conducted in January 1966. Questionnaires for parents and program leaders and a statement on the findings of this survey are provided. The second section outlines the programs conducted from January to June 1966, subsequent to the survey.

Roberts, Don (1969).  Libraries to the (Electric) People  Wilson Libr Bull, 44, 3. 

A cursory look at the recent media revolution.

Robinson, Jacques H.; And Others (1966).  Bimodal Educational Inputs to Educable Mentally Retarded Children. Final Report. 

The usefulness of paced auditory presentation combined with simultaneous visual presentation of lesson material was examined as a technique of improving reading skills in the educable mentally handicapped. A 30-day instructional period involved four groups of students (IQ's 58 to 86, ages 12-11 to 17-11). The groups were as follow: a machine audio group (MAud) exposed to rate controlled taped material by audio means alone; a machine audiovisual group (MAV) that received visual copy and also listened to the taped recordings; a teacher audiovisual group (TAV) using bimodal stimulation; and a control group (C). Materials were recorded and presented at appropriate rates of presentation by means of a tempo regulator, a machine which varies rate without pitch distortion. Results indicated little impact of the experimental procedures on the standardized pre-post test measures; however, daily comprehension measures favored the bimodal presentation modes, particularly the MAV group. Some trend favoring slowed presentations was evident. The subjects demonstrated significant retention of instructional material after a 1-month interval, and significantly higher performance on a relearning measure than on initial presentations, after a 2-month interval.

Roebuck, Martyn (1969).  Educational Technology in West Africa. The Importance of Environment  Educ Technol, 9, 11. 

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Roman, Richard Allan (1969).  Developing and Implementing Materials for Computer Assisted Instruction. Information System for Vocational Decisions. 

This final report discusses certain parts of the successes and failures, strengths and weaknesses of the development of the Information System for Vocational Decisions (ISVD) in terms of their relevance to the issues within the area of computer-assisted instruction. A major focus is on the kinds of computer-assisted instruction that promote interactive learning and access to data. In this regard, the scripts which assist inquirers to become monitors of their own decision processes are presented in some detail. A second major focus emphasizes the interaction between subject matter specialists and computer programmers which facilitates the creation, evolution and effectiveness of a computer language for information systems such as ISVD. The third major aspect of this report is a consideration of the setting and constraints surrounding the development of a computer-based system for guidance.

Root, Augustin A. (1969).  A Proposal for Innovations in Undergraduate Engineering  J Eng Educ, 59, 6. 

Paper presented at Symposium on the Application of Technology to Education, Washington, D.C., September 9-10, 1968.

Rooze, Gene E.; And Others (1969).  A Model for the Development of Adapted Courses. 

An Educational Cooperative is a confederation of school districts which, in concert with an area university and a state department of education, employ media, mobile facilities, and communications technology to change and improve both educational organization and process. This paper details a general model for the development of adapted courses to be used in this cooperative context. There are two parts to the paper. The first explains Fig. 1, Flow Chart for Development of Adapted Courses, which outlines sequenced questions to be answered and actions to be accomplished before proceeding with the required field of work necessary for developing a particular course adaptation. The second discusses Fig. 2, Program Evaluation and Review Technique (PERT), which outlines sequenced work efforts and the required time for the accomplishment of each effort. In combination, the two charts constitute a planning and implementation model to be used in creating cooperative adapted courses.  | [FULL TEXT]

_____. (1968).  [Round Table on Life-Long Integrated Education.]  [Indian Journal of Adult Education] 

Papers from a three day Indian Adult Education Association round table on lifelong integrated education (New Delhi, February 25-27, 1968) consisted of the following--(1) a statement of the need, because of rapid technological and socioeconomic change, for continuous learning experiences covering all stages and most aspects of life, (2) a working paper that defined lifelong and integrated education and further discussed the need for educational changes (especially for greater attention to adult education for different clientele groups), and (3) two essays setting forth the implications of lifelong education for such areas of Indian life as educational and social planning, educational technology and methodology, and library resources. The document includes a list of publications of the Indian Adult Education Association.

RUGG, K.C. (1960).  IMPROVING INSTRUCTION--BUDGETING YOUR AUDIO-VISUAL PROGRAM. 

AN ATTEMPT WAS MADE TO LOCATE AND DESCRIBE SUCCESSFUL AUDIOVISUAL PROGRAMS IN THE UNITED STATES THAT WERE IMPROVING INSTRUCTION IN THEIR RESPECTIVE SCHOOL SYSTEMS. AFTER A PRELIMINARY SURVEY, THE INVESTIGATOR SELECTED 28 SCHOOL SYSTEMS FOR INDIVIDUAL CASE STUDY. SELECTION WAS BASED ON GEOGRAPHICAL LOCATION, SIZE OF SCHOOL SYSTEM, WILLINGNESS TO BE INCLUDED ON AN ANONYMOUS BASIS, TYPE OF SCHOOL SYSTEM (CITY, COUNTY, OR SUBURBAN), PER PUPIL EXPENDITURE FOR THE AUDIOVISUAL PROGRAM EXCLUDING SALARIES, AND COMPLETENESS OF NECESSARY INFORMATION. EACH AUDIOVISUAL DIRECTOR OF THE 28 SCHOOL SYSTEMS WAS ASKED TO PROVIDE FIVE KINDS OF INFORMATION--(1) SCOPE OF THE PROGRAM AND SERVICES OFFERED, (2) RELATIONSHIP OF THE DIRECTOR TO OTHER SCHOOL SYSTEM PERSONNEL, (3) UNIQUENESS OF THE PROGRAM BASED ON THE LOCAL SITUATION, (4) PERSONNEL NECESSARY TO CARRY THE PROGRAM FORWARD, AND (5) THE BUDGET (DELINEATED SO AS TO BE MEANINGFUL) NECESSARY FOR THE PROGRAM. DISTINCTIVE FEATURES OF MANY OF THE 28 PROGRAMS WERE EMPHASIZED IN THE INDIVIDUAL CASE STUDY DESCRIPTIONS IN THIS REPORT. THE REPORT DID NOT ATTEMPT TO PROVIDE FORMULAS OR DICTATE WHAT SHOULD BE SPENT ON NEW AUDIOVISUAL PROGRAMS. IT MERELY DESCRIBED WHAT EDUCATORS WERE DOING IN THE FIELD OF AUDIOVISUAL MEDIA, TO PROVIDE SCHOOL ADMINISTRATORS WITH USEFUL INFORMATION FOR AUDIOVISUAL PROGRAM PLANNING AND SUPERVISING.

Ryan, Paul (1969).  The Raw and the Overcooked: Cable Television and the Schools  Media Methods Explor Educ, 6, 2. 

Full-Text Availability Options: 584.