Educational Technology | S

Sabella, Anthony C. (1969).  Procedures for Creating a Media Environment to Help Change Teacher Role from Disseminating Information to Guiding Independent Learners. Final Report. 

This study attempted to show that preparation for and use of an audiovideo dial-select information retrieval system in a new middle school could help to change the teacher's role from that of dispenser of information to guide in an independent learning situation. Because of unavoidable delays in the installation of the dial-select equipment, the central premises of this study were never tested. This report provides a narrative history of the inservice training program that introduced staff to the dial-select system. Possible uses of this information retrieval system are described and the available evidence of change in teacher and pupil attitudes and behavior is analyzed. An account of the main operational and research problems encountered by the staff and a list of the major outcomes and recommendations conclude the report. [Photographs on pp. 72-76 may reproduce poorly.]

Saettler, Paul (1968).  A History of Instructional Technology. 

Theoretical and methodological foundations of the modern audiovisual/radio/television/programed instruction complex have been provided by educational theorists from the Elder Sophists of the fifth century B.C., to the medieval scholars who taught in the monastic or cathedral schools, to the reformers of 1700-1900, to the psychologists of the 20th century. In the 20th century, scientific technology joined learning theory in classroom applications. World War II--a period of expansion in military and industrial research--marked the confluence of audiovisual and instructional technology in the United States. Since then, school systems have borrowed wartime advances in areas such as instructional film, television, and radio. The development of national organizations devoted to instructional media coincided with the post-war technological boom. This cooperation led to the rise of programed instruction and the prospect of the systems approach to learning, a true science of instructional communication. From 1945 to 1965, research on instructional media was stimulated by a concern with education as a response to forces of technological change working in America. That research, born and living on an institutional basis, continues to respond to contemporary problems of what to teach, to whom, and how.

Saks, Lewis (1969).  The Congresswoman and the Teacher  Audiovisual Instr, 14, 6. 

Full-Text Availability Options: 634.

Sawyer, Robert N. (1969).  An Overview of New Technology in Counselor Education  Educ Technol, 9, 9. 

Full-Text Availability Options: 595.

Schack, Ann; And Others (1969).  Computer-Translation: Grade 2 Braille from Print. Final Report. 

Two studies of computer production of mathematical texts and musical scores in Braille analyzed production practices and input preparation problems; the studies also reviewed the Nemeth Code of Braille Mathematics and Scientific Notation and the Revised International Manual of Braille Music. Both studies demonstrated automation to be feasible. Additional studies considered means of advancing computer translation of English Braille, including hyphenation, the 1968 program, proofreading, economic factors, and contraction contexts. A program abstract and a discussion of the potential of the IBM 360 series are included; also appended are a mathematical Braille translation system and a computer program to produce musical Braille.

Schaefer, James (1969).  A Bibliography of References Used in the Preparation of Nine Model Teacher Education Programs. 

This bibliography of references used in the preparation of the nine Office of Education-funded model teacher education programs (ED 025 456-7, ED 025 490, ED 025 491-2, ED 025 495; ED 026 301-2, ED 026 305-31, ED 027 283, ED 027 284, ED 027 285-7, and SP 002 907) contains 1,372 entries published between 1916 and the present. Entries are divided into four topic areas in teacher education: the nature and training of teachers (further divided into research and development techniques, analysis and innovation, microteaching, teacher characteristics and behavior, and teacher aides), education and educational practices (with entried subdivided into societal factors influencing education, evaluation and innovation in educational management and instructional organization, teaching language arts, production and teaching of children's literature, and teaching science and mathematics), educational psychology (including citations subdivided into cognitive and affective domains, counseling and psychotherapy, social learning, basic behavioral operations, contingency management, and personal communication and interaction), and educational technology (with references under instructional media, computer-assisted instruction, programed instruction, and educational simulation and games). | [FULL TEXT]

Scheier, Elaine; Senter, Donald R. (1969).  Evaluation of Learning 100: An Adult Basic Education Project in Bedford-Stuyvesant, 1967-68. 

This study compared the effectiveness of Learning 100 (L-100) with that of a conventional reading program in the Bedford Stuyvesant section of Brooklyn. L-100 is a multimedia, multimodal, multilevel communication skills system designed for use with undereducated adults, out-of-school youth, and potential dropouts. There were 49 in the experimental group and 47 in the control group; both groups met for nine hours per week. All students were given the Metropolitan Achievement Test, Reading Intermediate level, after 10 hours of instruction, and after 100 and 200 hours. To the extent that the sample is representative of the population from which it was drawn and that the teacher questionnaires, interviews, and testing instruments were valid for this population, it appears that significant differences in achievement favoring the L-100 group were attained. The L-100 system can be successfully managed by teachers who have had little previous experience with educational technology; for students, high interest and motivation are maintained and positive changes in attitude toward learning are exhibited as a result of the interest level of the reading selections and the instrumentation inherent in the system.

Schick, George B., Ed.; May, Merrill M., Ed. (1967).  Junior College and Adult Reading Programs Expanding Fields; Sixteenth Yearbook of the National Reading Conference. 

Focusing on expanding fields in junior college and adult reading programs, the 35 articles in this volume were drawn from the sixteenth annual meeting of the National Reading Conference held in 1966. Among the topics discussed in the articles are the following: an interdisciplinary approach to the identification and remediation of severe reading disabilities, the retrieval of learning sets by the external display of reading materials, simulation in reading, college reading improvement programs, the ideal study environment for university students, trends in adult reading, counseling and reading skills for the terminal student, educational technology, reading research, Job Corps reading programs, reading and cognition, a psychology of reading, reading programs at the secondary level, the "interjacent" student, teaching Braille to the blind, group guidance and reading improvement, adult literacy programs, lifetime reading, and reading diagnosis.

Schrag, Peter (1969).  Miami-Dade's Encounter with Technology  Change High Educ, 1, 2. 

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SCHRAMM, WILBUR (1962).  PROGRAMED INSTRUCTION, TODAY AND TOMORROW. 

THE PAST, PRESENT, AND FUTURE USE OF PROGRAMED INSTRUCTION IN EDUCATION IS DISCUSSED. IN 1962 MORE THAN 100 PROGRAMS WERE AVAILABLE TO SCHOOLS, BUT QUANTITY WAS NOT MATCHED BY QUALITY. THERE WAS NO CONCERTED EFFORT TO TRAIN TEACHERS IN THE EXPERT USE OF PROGRAMS, NOR ANY GENERAL MOVEMENT OF TEACHERS COLLEGES TO USE PROGRAMED INSTRUCTION. PROGRAMED INSTRUCTION CAN PLAY AN IMPORTANT ROLE IN MEETING THREE CHALLENGES IN CONTEMPORARY EDUCATION--IT CAN MEET THE CHALLENGE OF THE INDIVIDUAL STUDENT'S APTITUDE AND READINESS BECAUSE OF ITS ABILITY TO FIT ITS PACE TO THE STUDENT'S PACE, IT CAN EASE THE CHALLENGE OF THE TRADITIONAL STRUCTURE OF EDUCATION WITH ITS EMPHASIS ON THE SELF-CONTAINED CLASSROOM AND REGULAR ANNUAL PROGRESSION THROUGH THE GRADES BY HAVING PROGRAMS SUBSTITUTE AT TIMES FOR THE TEACHERS WHO ARE NOT AVAILABLE, AND IT CAN MEET THE CHALLENGE OF THE EDUCATIONAL EXPLOSION IN UNDERDEVELOPED COUNTRIES WITH TEACHER SHORTAGES. IF PROGRAMED INSTRUCTION IS TO SUCCEED, MORE EFFORT SHOULD BE EXPENDED ON EXPERIMENTATION, MORE RESEARCH SHOULD BE DIRECTED AT THE LARGER IMPLICATIONS AND THEORETICAL PROBLEMS, SCHOOLS SHOULD USE PROGRAMS MORE IMAGINATIVELY, TEACHERS SHOULD BE TRAINED TO USE PROGRAMS EXPERTLY, THE SKILLS AND UNDERSTANDINGS OF PROGRAMED INSTRUCTION SHOULD BE SHARED WITH THE DEVELOPING NATIONS, AND ADEQUATE CHANNELS OF INFORMATION SHOULD BE ESTABLISHED AMONG INTERESTED PARTIES.

SCHRAMM, WILBUR (1963).  THE EDUCATIONAL MEDIA AND NATIONAL DEVELOPMENT. 

THE AUTHOR DEFINES EDUCATIONAL MEDIA AS INTELLECTUAL MULTIPLIERS, WHOSE MAIN CHALLENGES ARE TO CARRY EDUCATION TO UNDERDEVELOPED, UNDER-STAFFED, OR UNDER-FINANCED AREAS AT THE LOWEST COST, AND TO TRAIN TEACHERS AND TO PROVIDE ADULT EDUCATION. THE ROLE OF UNESCO AND THE U.S. IN DEVELOPING AND SPREADING MEDIA USAGE IS ALSO DISCUSSED. THIS ARTICLE IS PUBLISHED IN "UNESCO IN A DECISIVE DECADE", UNITED STATES NATIONAL COMMISSION FOR UNESCO, WASHINGTON, D.C., 20520.

SCHRAMM, WILBUR; AND OTHERS (1962).  NEW TEACHING AIDS FOR THE AMERICAN CLASSROOM, A SYMPOSIUM HELD AT THE CENTER FOR ADVANCED STUDY IN THE BEHAVIORAL SCIENCES, NOVEMBER 13-14, 1959. 

A SYMPOSIUM ON THE STATE OF RESEARCH IN INSTRUCTIONAL TELEVISION AND TEACHING MACHINES WAS HELD NOVEMBER 13-14, 1959, AT THE CENTER FOR ADVANCED STUDY IN THE BEHAVIORAL SCIENCES, STANFORD, CALIFORNIA. IT INVOLVED A SMALL GROUP OF SCHOLARS, INFORMED AND EXPERIENCED IN RESEARCH ON THE NEW MEDIA, WHO DISCUSSED CURRENT DEVELOPMENTS AND FUTURE RESEARCH DIRECTIONS. THE CHIEF PAPERS OF THE CONFERENCE WERE PUBLISHED IN THIS VOLUME WITH A FOREWORD BY WILBUR SCHRAMM. THERE ARE THREE MAJOR SECTIONS--(1) "THE CLASSROOM OF TOMORROW" CONTAINS PAPERS BY RALPH W. TYLER, ROY M. HALL AND WILLIAM E. SPAULDING, (2) "RESEARCH BACKGROUND" CONTAINS PAPERS BY ERNEST R. HILGARD, JOHN W. RILEY, JR., AND WILBUR SCHRAMM, AND (3) "RESEARCH FOREGROUND" PRESENTS PAPERS BY C.R. CARPENTER, CHARLES F. HOBAN, J.H. KANNER, AND A.A. LUMSDAINE.

Seebach, Barbara, Comp. (1969).  Sprachlabors in der Bundesrepublik, Stand: August 1969 (Language Laboratories in the Federal Republic of Germany: A Status Report as of August 1969). 

This report lists all the language laboratories in West Germany as of 1969. The entries, arranged alphabetically by city, include the type of school, its name and address, the kind of laboratory, its manufacturer, and date of installation. Supplementary charts give a breakdown of the number of laboratories by state, type of school, and manufacturer, and depict the growth of laboratory installations from 1958 to 1969.

Seidel, Robert J. (1969).  Project IMPACT: Computer-Administered Instruction Concepts and Initial Development. Technical Report 69-3. 

This report summarizes Project IMPACT activities in fiscal year 1968. The goal of the project is to develop a computer-assisted instruction (CAI) training system in the COBOL language for the U.S. Army. Following an introduction, the report explains the instructional decision model which is used with an interactive computer system. The hardware system for Project IMPACT is then explained briefly. COBOL course development is described in terms of training objectives and instructional content. Software developments such as IMPACT CAI LANGUAGE (ICAIL) and future coherent programing are explained in the last chapter. Appendixes include a summary of staff development, a checklist for man-hour computation, a flow diagram from the preliminary COBOL course, COBOL course criterion tests, and an explanation of the IMPACT list processor.

Seidel, Robert J. (1969).  Computers in Education: The Copernican Revolution in Education Systems.  [Computers and Automation] 

With the computer and the environments it makes possible, the author feels, we are on the threshold of being able to coalesce the study of learning and the prescription of instruction. To accomplish this, however, man must change his egocentric views concerning the value of traditional education. In the future, he predicts, an interdisciplinary instructional team will design courses which will meet more efficiently the individual requirements of the students. He points to Instructional Model Prototypes Attainable in Computerized Training (IMPACT) as an example of a project which is aimed at the development of appropriate classes of instructional decision models.

Seidel, Robert J.; Hunter, Harold G. (1968).  The Application of Theoretical Factors in Teaching Problem Solving by Programed Instruction. HumRRO-TR-68-4. 

In continuing research into the technology of training, a study was undertaken to devise guidelines for applying programed instruction to training courses that involve the learning of principles and rules for use in problem solving. As a research vehicle, a portion of the material in the Army's Programing Specialist Course was programed to explore several different factors in using automated instruction to teach computer programing. Experimental versions of the course were administered to over 900 subjects in various experimental groups. Criterion and retention tests based on actual job problems were used to measure subject's performance, along with in-training measures. Results in a series of prompting/confirmation variations indicated that giving subjects extensive stimulus support during training helps motivate them and improves scores during training, but hampers them in using what they have learned. Requiring subjects to fully write out rules during training hindered them in developing problem-solving skills applying these rules; however, using mnemonics during training aided subjects in retaining what they had learned.

Seidel, Robert J.; Kopstein, Felix F. (1968).  A General Systems Approach to the Development and Maintenance of Opitmal Learning Conditions. Professional Paper 1-68. 

In the context that a general systems approach to the development and maintenance of optimal learning conditions is a point of view rather than a doctrine, two empirical examples are given. To illustrate the desirability of the systems-like approach in studying the nature of learning, the organisms chosen were representative of two widely separate points on the phylogenetic scale. The first comes from a study done with the hooded rat and the second from research on human behavior. Finally, an illustration of a total systems approach is given by describing the development of an instructional model a priori to experimentation.

Sekerak, Robert; McDonald, Byron A. (1969).  Two Views of Educational Technology  Educ Technol, 9, 8. 

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_____. (1966).  SELECTED PAPERS FROM THE ANNUAL CONVENTION OF THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES (46TH, ST. LOUIS, FEBRUARY 28-MARCH 4, 1966). 

THE TEXTS OF TEN PAPERS ARE INCLUDED--(1) REFLECTIONS FROM OUTSIDE, (2) DIVERSITY AND DIVISIVENESS IN HIGHER EDUCATION, (3) EDUCATION FOR THE NEXT GENERATION, (4) THE COMMUNITY CAMPUS, (5) THE JUNIOR COLLEGE AND INTERNATIONAL EDUCATION, (6) THE FLORIDA-COLOMBIA ALLIANCE PROGRAM, (7) THE JUNIOR COLLEGE TRUSTEE, (8) BOARD RELATIONSHIPS TO ADMINISTRATION AND FACULTY, (9) BOARD RESPONSIBILITY FOR A CLIMATE OF CREATIVITY, AND (10) TRENDS IN EDUCATING HEALTH SERVICE WORKERS. ALSO INCLUDED ARE MATERIALS FROM FORUMS--(1) EVALUATING TEACHER EFFECTIVENESS, (2) FEDERAL LEGISLATION, (3) COMPUTERS AND COLLEGES, (4) STRENGTHENING STUDENT PERSONNEL SERVICES, (5) THE NEW CURRICULUMS, (6) FROM JUNIOR TO SENIOR COLLEGE, AND (7) REPAIRING STUDENT DEFICIENCES IN ENGLISH. THIS DOCUMENT IS ALSO AVAILABLE FOR $2.00 FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036.

_____. (1968).  Selected Sources. [In] Information About Educational Technology. 

This list gives names and addresses for manufacturers of films, filmstrips, 2x2 slides, 8mm films, prepared transparencies, records and prerecorded tape, maps, globes, charts, and production equipment and materials.

Selden, David; Bhaerman, Robert D. (1969).  Instructional Technology and the Teaching Profession. QuEST Paper Series, #6. 

Examination of potential corrosive effects which the use of instructional technology could have on the teaching profession indicates that there are three problem areas where alternatives exist. First, educational objectives should be the criteria used in assessing the new approaches, the basic question being not how much use can be made of the devices but what their contributions are to the outcomes of education. Second, standards in such areas as class size, teacher qualifications, and instructional budgets must be maintained or strengthened, with technological devices such as statewide television networks following as supplements to instruction, not as substitutes for quality standards. Third, indications that the new media and appliances will provide a variety of new educational roles (leading to increased specialization) and will require additional personnel (thus increasing costs) have resulted in pressure to use varying pay grades for staff members. The proposed vertically differentiated staffing patterns, hierarchies in which each teacher is paid according to the role he plays, will lead to divisiveness among teachers and will extend the disjunction between teachers and administrators. A preferred alternative is the increased use of paraprofessionals and a more flexible horizontal differentiation based on differing assignments and tasks with personnel still being paid according to the level of their academic degree and years of experience. | [FULL TEXT]

Shaftel, Fannie R. (1969).  The Stanford Evaluation of Nine Elementary Teacher Training Models. Final Report. 

The objective of the Stanford evaluation team was to identify philosophical and conceptual, as well as technical, considerations which might guide the evaluation of the proposals made by the nine USOE-funded elementary teacher training models. The nine models were studied intensively by sub-teams, discussed and criticized by the entire team over a period of three months, and further explored in consultation with representatives of each of the models in a two-day conference. This report is organized to present (1) general comments involving perceived strengths and weaknesses of all of the programs and (2) analyses of each of the nine models in relation to certain persistent questions. Major issues treated are individualized instruction for prospective teachers, modeling behavior, systems analysis and computer technology, behavioral objectives, coalitions, and innovations and change. Although the overall evaluation of the models is positive, the emphasis of the report is on restating and responding to eight questions which make explicit certain normative issues which have fundamental practical consequences for program design and implementation. It is the continuing examination of these questions (e.g., "Does it make a difference whether a program takes its departure from a holistic orientation or an atomistic one?") which the evaluators believe ought to be the first concern of the educators of teachers in their evaluation and/or use of the teacher education models.

SHERBURNE, E.G., JR. (1961).  SCIENCE CURRICULUM REVISION AND THE TECHNOLOGICAL CLASSROOM. 

THE REVOLUTION IN THE ORGANIZATION AND STRUCTURE OF THE SUBJECT MATTER OF SCIENCE AS TAUGHT IN THE SCHOOLS MUST NOW BE MATCHED TO ANOTHER REVOLUTION IN EDUCATION--THE TECHNOLOGICAL CLASSROOM. CURRICULUM REVISION MUST BE MADE WITH A VISION OF WHERE THE CLASSROOM MAY BE HEADED IN THE FUTURE. THE TRADITIONAL, THE TRANSITIONAL, AND THE TECHNOLOGICAL CLASSROOMS ARE LOOKED AT TO PERCEIVE THE CHANGE TAKING PLACE IN THE EDUCATIONAL SETTING. THE TRADITIONAL CLASSROOM WITH ITS CURRICULUM IS TEACHER-ORIENTED AND SELF-CONTAINED. THE TEACHER IS THE CHANNEL OF COMMUNICATION BETWEEN THE MAKERS OF THE CURRICULUM AND THE STUDENT. SOME TEACHERS MAY ALLOW CONSIDERABLE EXPERIMENTATION BY PUPILS, OTHERS MAY USE SUCH AUDIOVISUAL AIDS AS TELEVISION FOR ENRICHMENT PURPOSES. IN THE TRANSITIONAL CLASSROOM, THE TELEVISION SET AND PROGRAMED INSTRUCTIONAL DEVICES ARE EVIDENT. SUCH A CLASSROOM IS NO LONGER COMPLETELY SELF-CONTAINED. HERE AN IMPORTANT SEGMENT OF ONE OR MORE SUBJECTS IS TAUGHT ON A PREDETERMINED BASIS IN SOME WAY OTHER THAN BY THE TRADITIONAL CLASSROOM EXCHANGE. THE PORTION OF THE CURRICULUM SO TAUGHT IS SUBSTANTIAL, AND THE USE OF THE TECHNIQUE IS PREDETERMINED AND NOT AT THE OPTION OF THE TEACHER. CURRICULUM MAKERS MUST PROVIDE MATERIALS TO BE USED IN CONJUNCTION WITH THE TEACHER, NOT BY THE TEACHER. THE TECHNOLOGICAL CLASSROOM OF THE FUTURE WILL BE A COMPLEX OF TEACHING TECHNIQUES OF GREAT DIVERSITY AND FLEXIBILITY. EMPHASIS WILL BE ON DISCOVERY TEACHING, OR AN ATTEMPT TO HELP PUPILS UNDERSTAND THE INTELLECTUAL MEANS THROUGH WHICH NEW KNOWLEDGE IS DISCOVERED. PREDICTIONS ARE THAT THE ONE CLASSROOM TO WHICH THE CHILD IS RESTRICTED WILL VANISH, AND WORKROOMS EQUIPPED WITH TOOLS OF THE TRADE IN EACH SUBJECT WILL DEVELOP. "SCIENCE AND ITV" AND "PROGRAMED INSTRUCTION AND THE EMERGING EDUCATIONAL TECHNOLOGY" WERE TWO OF THE ACCOMPANYING ARTICLES PUBLISHED IN SCIENCE EDUCATION NEWS, OCTOBER 1962.

Shipley, C. Morton; And Others (1964).  A Synthesis of Teaching Methods. 

An attempt is made in this guide to synthesize the best attributes of the traditional methods of teaching (where subject orientation is primary) and the more progressive methods (where the child as a personality is the central focus). The traditional approach is used in explicating the conventional qualities of a good teacher, methods of lesson planning, assignments and homework, and drill periods. Progressive techniques are utilized to demonstrate unit grouping of pupils (rather than grade grouping), use of modern technology in the classroom (i.e. programed learning and television), teaching for creativity, and teaching for appreciative learning. Other areas examined are teaching and maintaining discipline, development of citizenship skills, use of audiovisual aids, and general classroom management. The synthesis of traditional and progressive methods is believed to help the teacher fulfill her obligations to society and to the child. A subject index is provided.

Shirley-Smith, Katalin (1968).  Programmed Learning in Integrated Industrial Training. 

Beginning with the system of industrial training boards and other background considerations, this British work gives detailed, practical guidance on applying programed instruction (PI) principles in various job functions and industries. Potential advantages of PI in industrial training are summarized, along with uses of audiovisual aids and teaching machines, outside sources of programs, integration of PI with other training approaches, and the costs of PI. The role of PI in universal training areas (aptitude testing, orientation, safety, hygiene) is indicated. More detailed guidelines follow for apprentice training, machine operator training, office occupations, salesmanship, management and supervisory training, government employees, the armed forces, computer training, accounting, banking, and insurance. Ideas are offered on how small companies can benefit from modern training techniques through group training schemes and other arrangements. Finally, expected developments in educational technology are predicted. Included are an index, photos, 15 charts, and references.

Shoemaker, Harry A.; and others (1969).  Instructional Technologists: Who Needs Them? And Where Will They Come From?  NSPI J, 8, 5. 

Speeches given at the Symposium on Instructional Technologists, American Educational Research Association Annual Meeting (Los Angeles, February 6, 1969).

Shuford, Emir H., Jr.; Massengill, H. Edward (1966).  The Worth of Individualizing Instruction. 

In decision-theoretic psychometrics, to determine the worth of individualizing instruction, equations are developed for expressing the cost and gain for applying an instructional sequence. This report is divided into three parts: first, a logical analysis of guessing; second, the effect of guessing on the quality of personnel and counselling decisions; third, the worth of individualizing instruction. The expected return from assigning instruction on the basis of admissible probability measurement, admissible choice testing, conventional choice testing, prior information only and matching the average student is computed for each of seven distributions of state of knowledge. The performance of admissible probability measurement is outstanding, matching the average student is surprisingly good, while the others are disappointing.

Shukla, S. (1967).  Educational Techniques and Educational Planning (with Particular Reference to Demographic Factors in Under-Developed Countries)  Educational Sciences - An International Journal, 2, 1. 

Full-Text Availability Options: 443.

Silberberg, Norman E.; Silberberg, Margaret C. (1969).  The Bookless Curriculum: An Educational Alternative  J Learning Disabilities, 2, 6. 

Full-Text Availability Options: 640.

SILBERMAN, HARRY F. (1961).  THE COMPUTER CONCEPT OF SELF-INSTRUCTIONAL DEVICES. 

THE COMPUTER SYSTEM CONCEPT WILL BE DEVELOPED IN TWO WAYS--FIRST, A DESCRIPTION WILL BE MADE OF THE SMALL COMPUTER-BASED TEACHING MACHINE WHICH IS BEING USED AS A RESEARCH TOOL, SECOND, A DESCRIPTION WILL BE MADE OF THE LARGE COMPUTER LABORATORY FOR AUTOMATED SCHOOL SYSTEMS WHICH ARE BEING DEVELOPED. THE FIRST MACHINE CONSISTS OF THREE ELEMENTS-- A BENDIX G-15 COMPUTER, A LARGE RANDOM ACCESS SLIDE PROJECTOR, AND AN ELECTRIC TYPEWRITER. THE STUDENT SITS IN FRONT OF THE TYPEWRITER AND READS INSTRUCTIONAL ITEMS WHICH ARE DISPLAYED BY REAR-VIEW PROJECTION FROM 35 MM SLIDES IN THE RANDOM ACCESS PROJECTOR. HE THEN ENTERS HIS MULTIPLE CHOICE ANSWER ON THE TYPEWRITER. ANSWERS ARE RECORDED AND EVALUATED IN THE COMPUTER. FEEDBACK IS SUPPLIED BY A TYPEWRITER PRINTOUT. THE COMPUTER DERTERMINES WHICH SLIDE TO PRESENT NEXT AND SELECTS THAT SLIDE FROM THE PROJECTOR, THEN THE CYCLE IS REPEATED. THE DECISION CRITERIA GOVERNING SLIDE SELECTION ARE PREPROGRAMED BY THE PERSON DESIGNING THE LESSON. THE COMPUTER MAY BE PROGRAMED TO SELECT DIFFERENT SLIDE SEQUENCES IN RESPONSE TO A VARIETY OF STUDENT BEHAVIOR. BECAUSE OF SOME LIMITATIONS OF THE MACHINE, A MUCH ENLARGED FACILITY CALLED CLASS (COMPUTER-BASED LABORATORY FOR AUTOMATED SCHOOL SYSTEMS) IS BEING INSTALLED. THE CONTROL UNIT FOR THE CLASS FACILITY IS A LARGE PHILCO 2000 GENERAL-PURPOSE DIGITAL COMPUTER. THE CLASSROOM WHICH IS CONTROLLED BY THIS MACHINE CONTAINS 22 DISPLAY UNITS, 22 RESPONSE DEVICES, AND MONITORING EQUIPMENT FOR THE TEACHER. CLASS ALSO HAS SPECIAL ROOMS FOR SIMULATING THE COUNSELING AND ADMINISTRATIVE FUNCTIONS IN A SCHOOL. CENTRAL RECORDING APPARATUS, ONE-WAY WINDOWS, AND CLOSED-CIRCUIT TELEVISION PROVIDE FOR CLASSROOM OBSERVATION. EACH STUDENT HAS A DISPLAY UNIT AND A RESPONSE DEVICE. THE COMPUTER RECORDS AND ANALYZES ANSWERS, AND THEN DETERMINES WHAT ITEM THE STUDENT SHOULD SEE NEXT. THE CLASS FACILITY CAN BE USED AS A GROUP MODE. THIS PAPER WAS PRESENTED TO THE NATIONAL CONVENTION OF THE DEPARTMENT OF AUDIOVISUAL INSTRUCTION OF THE NEA (MIAMI, APRIL 25, 1961).

Silberman, Harry F. (1969).  Computer-Managed Instruction: Use of a Computer to Monitor Student Performance  J Eng Educ, 59, 6. 

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

Silverman, Robert E. (1969).  Educational Technology in Israel. Open to the Future  Educ Technol, 9, 11. 

Focuses on ORT Israel, a project to develop and test programed materials for Israel's vocational high schools which successfully introduced programed instruction to that country.

Simmons, Robert F. (1968).  Linguistic Analysis of Constructed Student Responses in CAI. 

Protosynthex III (PSIII) is a language processing system developed as an (as yet inadequate) experimental vehicle for testing student responses, with a view to constructing a model of an automated tutor. A version of the PLANIT system was modified so that a human tutor could be used to make instructional decisions in response to students' constructed answers to questions presented by PLANIT, and the resulting interactions used as examples of the breadth of language that the language processor eventually must straddle. The project is based on two interdependent assumptions yet untested: that the model will be effective as a teaching instrument (it demands from the student greater subject mastery); and that it can be constructed as a working computer system. The automated model is fed with a correct answer which is just sufficient to satisfy the query--the canonical answer (CA). The model then takes the student response (SR) and compares it with the CA. There are five possible relationships between the CA and the SR, ranging from equipollent, through partially irrelevant, to totally irrelevant, and the model directs the student accordingly. The automated tutor is still in its infancy, and a great deal of work is foreseen before it becomes a useful system.

Simmons, Robert S.; Silberman, Harry F. (1967).  A Plan for Research Toward Computer-Aided Instruction With Natural English. Technical Memorandum. 

A research program was planned to develop a first, experimental computer-assisted instruction system that would permit interaction with students in a subset natural English. At the base of this system was a model of cognition that would represent the knowledge content of the material to be taught and the student's current knowledge of it. A comparison of the model of student current knowledge and the model of the material to be taught offered a basis for feeding back appropriate information to the student to move him toward the eventual training goal. The research was planned in two concurrent phases. The first developed language processing technology based on Photosynthex III. The second used tutorial studies to discover appropriate methods for training the students. The first appendix consists of material outlining the Cognitive Structure Model for Verbal Understanding, and the second is a Sample of the Minimal lesson Structure.

SKINNER, B.F. (1968).  THE TECHNOLOGY OF TEACHING. THE CENTURY PSYCHOLOGY SERIES. 

TEACHING AS A TECHNOLOGY IS THE ARRANGEMENT OF CONTINGENCIES OF REINFORCEMENT UNDER WHICH BEHAVIOR CHANGES. RECENT ADVANCES IN TECHNIQUES OF BEHAVIOR CONTROL HAVE MADE SUCH A TECHNOLOGY IMMANENT, BUT THERE IS A SHOCKING LACK OF APPLICATION OF THESE TECHNIQUES. INSTEAD, TEACHING CONTINUES TO RELY HEAVILY ON AVERSIVE CONTROL FOR MOTIVATION AND TO NEGLECT SYSTEMATIC REINFORCEMENT OF LEARNING. THE PROGRAMING USED BY TEACHING MACHINES MAKES GOOD USE OF THE CONTINGENCIES OF REINFORCEMENT, AND THEIR MORE WIDESPREAD USE WOULD FREE THE TEACHER FOR MORE INTELLECTUAL, CULTURAL, AND EMOTIONAL CONTACTS, WHICH MAKE UP HER PROPER ROLE. TEACHERS FAIL BECAUSE OF A NEGLECT IN THEIR TRAINING OF A PEDAGOGY BASED ON RESEARCH INTO STUDENT BEHAVIOR. PROGRAMED LEARNING NEED NOT BE LIMITED TO TECHNICAL SKILLS OR FACTS, BUT MAY BE BROADENED TO INCLUDE PROBLEM SOLVING OR SELF-MANAGEMENT AND EVEN ORIGINALITY AND CREATIVITY. THE VERY DISPLACEMENT OF AVERSIVE AND INEFFICIENT TEACHING PRACTICES BY TECHNOLOGICAL TEACHING ENCOURAGES FREEDOM, SELF-RELIANCE, AND SELF-DISCIPLINE. TO PROGRAM COMPLEX FORMS OF BEHAVIOR, ATTENTION MUST BE GIVEN TO EFFECTIVE SEQUENCING. THIS DOCUMENT WAS PUBLISHED BY APPLETON-CENTURY-CROFTS, DIVISION OF MEREDITH CORP., 440 PARK AVENUE SOUTH, NEW YORK, N.Y. 10016.

Slamecka, Vladimir (1969).  A General Information System for Learning. 

This paper is concerned with the application of information engineering approaches to the design of large general purpose educational systems. The subject is developed through a brief discussion of such topics as (1) design objectives of future educational systems, (2) an information processing model of the educational process, (3) a basic configuration of a general purpose information system for education, and (4) the state of art of information technology relevant to such a system. The paper concludes with a description of one educational system under study. | [FULL TEXT]

Smallwood, Richard D. (1968).  Optimum Policy Regions for Computer-Directed Teaching Systems. 

The development of computer-directed instruction in which the learning protocol is tailored to each student on the basis of his learning history requires a means by which the many different trajectories open to a student can be resolved. Such an optimization procedure can be constructed to reduce the long and costly calculations associated with straight-forward decision tree optimization calculation. In this procedure the decision logic acts on the basis of the student's history, including his most recent response. A quantitative representation of the purpose of the instruction and the costs of alternative routes is weighted by the probability of the student's following that route. This defines the maximum expected total utility for a student with a given history, the optimization equation. By then using this technique with general models of learning behavior and a branching network design, the optimum alternative at each level in the branching network can be stated. Using such an optimization policy, the total expected instructional cost is sixty to eighty per cent higher than the optimum policy.

Smith, Karl U.; Smith, Margaret Foltz (1966).  Cybernetic Principles of Learning and Educational Design. 

This book presents the cybernetic theory of learning and the evidence which supports it. Learning is more than the openloop forming of new stimulus-response associations--it is a process of reorganization of sensory feedback within a closed loop, or pattern, which increases the learner's level of control over his own behavior and the stimuli in his environment. Thus learning is space-organized rather than time-organized. After reviewing the evolutionary development of human learning and its differences from its animal counterpart, the book discusses the meaning of present experimental evidence on learning and shows how human learning is dependent on the design of the learning situation, especially the techniques and the instruments of education. Lastly the implications of the concept of feedback learning are discussed in terms of modern educational technology, especially audiovisual systems and teaching machines. A general overview of learning theories other than behavior cybernetics is included.

Smith, Robert D. (1969).  Integrated Information Systems for Higher Education: A Heuristic Approach  Educ Sci Int J, 3, 1. 

A technological approach to the management of higher education is presented.

Smith, Robert G., Jr. (1961).  Teaching Machines and Programmed Instruction. Some Factors to Consider in Implementation. Research Memorandum. 

Programed instruction is defined here as the use of a set of engineering techniques for applying learning principles in an instructional situation. Military commanders and their staff who may be interested in programed instruction for their training programs are offered a general view of what is involved in automating instruction. The qualification for a potential programer are noted and his training is discussed. Program preparation is described; from the statement of objectives, through the selection of a sequential or branching technique, to the testing phase. Teaching machines, it is noted, are uniquely suited for certain instructional situations, but are too costly for others. The paper lists a set of professional standards for programs and suggests administrative procedures which may enhance the effectiveness of programed instruction. A sample of a sequential program, a branching program, and a bibliography supplement the text.

SMITH, ROBERT G., JR. (1966).  THE DESIGN OF INSTRUCTIONAL SYSTEMS. 

A SYSTEMS APPROACH TO DESIGNING TRAINING IS DESCRIBED AND DISCUSSED, AND FACTORS BEARING ON TRAINING EFFECTIVENESS ARE CONSIDERED. AN EFFICIENT INSTRUCTIONAL SYSTEM IS ONE IN WHICH THE COMPONENTS FORM AN INTEGRATED WHOLE TO ACHIEVE MAXIMUM EFFECTIVENESS WITH THE LOWEST COST. SYSTEM COMPONENTS INCLUDE PRESENTATION MEDIA, STUDENT MANAGEMENT, TECHNIQUES FOR PRACTICING KNOWLEDGE AND PERFORMANCE, KNOWLEDGE OF RESULTS, DIRECTING STUDENT ACTIVITIES TOWARD THE TRAINING PROGRAM GOALS, AND TESTING AND EVALUATING THE SYSTEM IN TERMS OF EFFICIENCY AND COST. THIS DOCUMENT IS AVAILABLE AS AD 644 054 FROM CLEARINGHOUSE FOR FEDERAL SCIENTIFIC AND TECHNICAL INFORMATION, CAMERON STATION, SPRINGFIELD, VIRGINIA 22314, FOR $3.00 HC, $0.65 MF.

SMITH, ROBERT G., JR. (1967).  AN ANNOTATED BIBLIOGRAPHY ON THE DESIGN OF INSTRUCTIONAL SYSTEMS. 

THIS BIBLIOGRAPHY OF 449 ANNOTATED ENTRIES SUPPLEMENTS AN EARLIER HUMAN RESOURCES RESEARCH OFFICE REPORT, "THE DESIGN OF INSTRUCTIONAL SYSTEMS" (TECHNICAL REPORT 66-18, NOVEMBER, 1966). IT SERVES AS A GUIDE TO MANY OF THE STUDIES CONDUCTED ON THE DEVELOPMENT OF TRAINING METHODS AND TOTAL INSTRUCTIONAL SYSTEMS. AN INSTRUCTIONAL SYSTEM INCLUDES MEDIA, EQUIPMENT, PERSONNEL, AND METHODS INTEGRATED TO PERFORM FUNCTIONS REQUIRED FOR ACHIEVING ONE OR MORE TRAINING OBJECTIVES. REFERENCES USED DATE FROM 1950 TO 1965, AND ARE DIVIDED AMONG SEVEN MAJOR HEADINGS--(1) SYSTEMS--GENERAL, (2) TRAINING SYSTEMS, (3) PRESENTATION OF KNOWLEDGE, (4) PRACTICE OF KNOWLEDGE, (5) PRACTICE OF PERFORMANCE, (6) MANAGEMENT OF STUDENTS, AND (7) ADDITIONAL MATERIAL. A KEY-WORD-IN-CONTEXT (KWIC) INDEX AND AN AUTHOR INDEX ARE PROVIDED. THIS DOCUMENT IS AVAILABLE AS AD 653 128 FROM CLEARINGHOUSE FOR FEDERAL SCIENTIFIC AND TECHNICAL INFORMATION, CAMERON STATION, SPRINGFIELD, VIRGINIA 22314, FOR $3.00 HC, $0.65 MF.

Smith, Robert G., Jr. (1968).  Innovations in Teaching and Training. 

An instruction system is viewed as a "system of coordinated sets of instructional aids and activities designed to be as efficient as possible." The nature of an instructional system, cost-effectiveness ratios, automated instruction, and computer-based instruction are some of the topics considered. The general functions that must be designed into an instructional system are specified, and the advantages and disadvantages of various ways to accomplish goals of the system are noted. Specific problems concerning the design and evaluation of the system are taken up; these include sequencing instruction, designing lessons, and managing students. References which provide much of the basis for the report are cited separately for each chapter; additional references relevant to the general chapter topics are also supplied. Annotated bibliographies on training quality control and training objectives are also provided.

Snider, Robert C.; Twyford, Loran C (1969).  School Boards and Instructional Technology or "My, How You've Grown, A-V!"  Amer Sch Board J, 157, 3. 

Full-Text Availability Options: 614.

Snow, Glenn Gardner (1969).  An Analysis of the Doctoral Level Preparation Programs in the Field of Instructional Technology at Selected Institutions. 

The purpose of this study was to gain some insight into the competencies and experiences needed by professional personnel at the doctoral level for optimum preparation in the field of instructional technology. The higher institutions selected as the population sample were the University of Southern California, Michigan State University, Syracuse University, and Indiana University. Information was gathered from catalog listings , course syllabi, promotional brochures, and student handouts, as well as from a written questionnaire sent to randomly selected students, graduates, and staff. Recommendations were sought from scholars, innovators, and philosophers in the field. The related literature was reviewed. The result of the information-gathering process was an in-depth view of the process of doctoral education in instructional technology as it exists today and a set of guidelines for improving this process in the future. A bibliography, samples of the forms used to gather information, and a statistical analysis of the data are appended. | [FULL TEXT]

_____. (1964).  SOME APPLICATIONS OF PROGRAMED INSTRUCTION FOR ALLEVIATION OF POVERTY. 

THERE ARE THREE CIRCUMSTANCES IN WHICH THE EDUCATOR MAY DECIDE THAT PROGRAMS SHOULD BE PRESENTED BY MACHINE RATHER THAN IN BOOK FORMAT--(1) WHEN THE PROGRAM REQUIRES PRESENTATION OF A WIDER RANGE OF STIMULI THAN IS POSSIBLE IN MORE CONVENTIONAL FORMATS, (2) WHEN THERE IS NEED FOR MORE CONTROL OVER STUDENT PERFORMANCE THAN IS POSSIBLE IN BOOK FORMAT, AND (3)WHEN REPEATED USE OF A TEACHING MACHINE MAY RESULT IN SAVINGS IN COST. RESEARCH ON THE EFFECTIVENESS OF PROGRAMED INSTRUCTION INDICATES--(1) A GOOD PROGRAM IS ONE IN WHICH THE TRAINING OBJECTIVES AND THE CHARACTERISTICS OF THE STUDENTS FOR WHOM THE PROGRAM IS INTENDED ARE EXPLICITLY STATED, (2) THE PROGRAM SHOULD HAVE BEEN TESTED ON REPRESENTATIVE STUDENTS FROM THE INTENDED POPULATION AND REVISED TO TAKE INTO ACCOUNT TRYOUT DATA, AND (3) LEARNING FROM A GOOD PROGRAM SHOULD COMPARE FAVORABLY WITH LEARNING FROM CONVENTIONAL TEACHING SITUATIONS. THE USES TO WHICH PROGRAMED INSTRUCTION CAN BE PUT IN EDUCATIONAL ACTIVITIES IN POVERTY-STRICKEN REGIONS INVOLVE EXPANSION OF EDUCATIONAL OPPORTUNITY, INCREASED INDIVIDUALIZATION OF INSTRUCTION, AND MORE EFFECTIVE USE OF TEACHERS. EDUCATION AGENCIES CAN DEVELOP PROGRAMS TO ANSWER LOCAL NEEDS AND APPLY THE TECHNIQUES OF PROGRAM DEVELOPMENT TO PRODUCE OTHER TEACHING MATERIALS. IN THE SELECTION OF SELF-INSTRUCTIONAL PROGRAMS, THE TEACHER OR SELECTION COMMITTEE SHOULD FIRST STATE AS EXPLICITLY AS POSSIBLE THE OUTCOMES DESIRED FROM THE PROGRAM. THE EVALUATOR SHOULD THEN SURVEY THE TITLES OF PROGRAMS AVAILABLE IN THE CHOSEN SUBJECT AREA. EVALUATION SHOULD PROVIDE INFORMATION AND APPROPRIATENESS OF CONTENT, PROGRAM EFFECTIVENESS, AND USABILITY.

Sorber, Evan R. (1968).  Individualization of Instruction for Teacher Corpsmen. 

This preparation of the Temple-Philadelphia-Trenton Teacher Corps Program describes the use of the resources which are available to most colleges, universities, school systems, and communities to achieve the goals of technology in education--individualization and humanization. Staff deployment and characteristics (including intensity and diversity of involvement, ability to work as a team, knowledge, ability to communicate, and respect for individuality) are presented. The major portion of the report is a description of training techniques for individualizing learning. The first emphasizes the contract system (in which the student contracts with his teacher to make a study in a field chosen by the student) which involves a chance for students to study relevant problems, relates to democratic interaction, improves self-initiation, emphasizes cooperation, and gives the student stature as a person with rights and feelings. Another technique emphasizes individual experiences in school and community, a program in which the needs and individual skills of interns are diagnosed and structured into a system for involving students in the community. In addition, brief reports of the other techniques used in the program are provided, such as a human relations training laboratory, microteaching, and the use of individual team leader and intern skills. A 13-item bibliography is included.

(1969).  Space Impact on Education  Cath High Sch Quart, 27, 1. 

Reprint from "Challenge", publication of the General Electric Co. Missile and Space Division.

SPOHN, CHARLES L.; WHITNEY, D. RANSOM (1968).  DIAGNOSING AND CORRECTING INDIVIDUAL DEFICIENCIES IN LEARNING MUSIC. FINAL REPORT. 

THERE IS A DICHOTOMY WHICH EXISTS IN EDUCATION AND--IN PARTICULAR, IN THE DOMAIN OF MUSIC LEARNING--IN THE ASSUMPTION THAT INDIVIDUAL DIFFERENCES IN LEARNING ARE MET IN A LARGE GROUP-INSTRUCTION PROGRAM. THE MAIN OBJECTIVE IN THE RESEARCH WAS TO TEST AND TO EVALUATE A CLINICAL TYPE OF INSTRUCTIONAL PROGRAM BASED ON INDIVIDUAL DIFFERENCES IN SUCH A MANNER THAT DIAGNOSES COULD BE MADE AND INDIVIDUAL'S MUSIC AILMENTS COULD BE TREATED IN LEARNING THREE BASIC MUSIC ELEMENTS. PHASE I WAS AN ITEM ANALYSIS OF STUDENT WORKSHEETS AND TEST PAPERS ACCUMULATED FROM USING AUTO-INSTRUCTIONAL METHODS IN PAST RESEARCH. PHASE II WAS A DISCRIMINATIVE ANALYSIS SO THAT PREDICTIONS COULD BE MADE FOR THE SELECTIVE AUTO-INSTRUCTIONAL TREATMENT OF INDIVIDUALS. PHASE III WAS AN EXPERIMENT USING THOSE FRESHMEN MUSIC STUDENTS WHO WERE ENROLLED IN THE FUNDAMENTALS OF MUSIC COURSE AT THE OHIO STATE UNIVERSITY IN THE ACADEMIC YEAR 1966-67. FROM THE RESEARCH IT WAS POSSIBLE TO DISTINGUISH INDIVIDUALS AND GROUPS AS A PARTICULAR TYPE OF LEARNING PROBLEM, WHICH COULD BE DEALT WITH ON AN INDIVIDUAL-GROUP BASIS, WITH THE PREDICTED GAIN SCORES ESTABLISHED. | [FULL TEXT]

Squire, James R. (1969).  Taking the Long View of Media and Machines. 

Possibilities for greater technologically oriented education are explored. It is theoretically possible, if not economically feasible, to have computer classrooms producing individualized instruction for each child. In connection with technological media it is necessary to keep five ideas in mind. (1) Children today, subjected to many visual and audio experiences, are less print conscious than were children of previous generations. (2) Recent experience with varied instructional technology leads to less confidence that any medium or machine can bear the total instructional load in reading. (3) A trend is developing to design and produce materials through a systems approach, trying to identify the function of each medium and then to relate one to another. (4) Recently emphasis has shifted from attention to media as a teaching device to media as a learning device. (5) The long-range goal, to produce materials which will allow teachers to individualize instruction and to adapt to new methods, is slowly being realized. The problem meanwhile is to utilize what is available to the best purpose in the classroom.

(1969).  Statements from Ministries of Education  Educ Technol, 9, 11. 

Brief reports on the status of educational technology in nine nations.

_____. (1969).  Stanford Center for Research and Development in Teaching. Fourth Annual Report. 

This report presents the objectives and accomplishments of the Stanford Center for Research and Development in Teaching from November 1, 1968 to July 31, 1969. A section on organization and administration includes a chart of the programs and project activities, and the supportive services. The four program areas are (1) heuristic teaching, (2) the environment for teaching, (3) teaching the disadvantaged, and (4) nonprogrammatic research. Each program is composed of a number of projects. The current state of each project is explained, as are the workings of the support services. Other information includes the names, duties, and organizational features of the officers, executive board, advisory panel, and the research and development associates staff. The professional staff are identified and a brief resume of their fields of interest is supplied. A list of center publications and products is included. [Chart on p. 13 may poorly reproduce on hard copy due to small print.]

Stansfield, David (1969).  The Educational Technology Myth  Educ Technol, 9, 7. 

Full-Text Availability Options: 544.

STEPP, ROBERT E. (1966).  SYSTEMS APPROACH IN DEAF EDUCATION, SYMPOSIUM ON RESEARCH AND UTILIZATION OF EDUCATIONAL MEDIA FOR TEACHING THE DEAF (LINCOLN, NEBRASKA, APRIL 4-6, 1966). 

PROCEEDINGS FROM THE 1966 SYMPOSIUM ON RESEARCH AND UTILIZATION OF EDUCATIONAL MEDIA FOR TEACHING THE DEAF INCLUDE KEYNOTE ADDRESSES AND DISCUSSION PAPERS. A SUMMARY OF THE CONFERENCE'S ACTIVITIES AND PURPOSES IS FOLLOWED BY ROBERT HEINICH'S EXPLANATION OF "APPLICATION OF SYSTEMS CONCEPTS TO INSTRUCTION." DISCUSSION PAPERS ON INSTRUCTIONAL SUBSYSTEMS (PROJECTED MATERIALS, PRINTED MATERIALS, AND ELECTRONIC RESOURCES) INCLUDE "SYNTHESIZING LANGUAGE ART SKILLS WITH THE OVERHEAD PROJECTOR" BY ALICE A. KENT, "8MM FILM AND THE EDUCATION OF HANDICAPPED CHILDREN" BY JOAN ROSENGREN FORSDALE, "THE LEARNER AND THE PRINTED PAGE--THE PLACE OF GRAPHICS IN A LEARNING SYSTEM" BY ADRIAN B. SANFORD, "THE AUDITORY CHANNEL IN THE EDUCATION OF DEAF CHILDREN" BY ROBERT FRISINA, AND "RATIONALE FOR DECISION--SELECTING THE RIGHT TOOL FOR THE JOB" BY ROBERT M. DIAMOND. S.N. POSTLETHWAIT'S DESCRIPTION OF "A MULTI-FACETED APPROACH TO TEACHING" IS FOLLOWED BY ROBERT J. SCHMITT'S DISCUSSION PAPER ON "A MULTI-MEDIA APPROACH IN THE CLASSROOM FOR THE DEAF." HARRIET GREEN KAPP'S ANALYSIS OF "APPLICATIONS OF SYSTEMS CONCEPT TO TEACHING THE DEAF" IS INCLUDED AND A SYMPOSIUM DISCUSSION SUMMARY IS PROVIDED BY MARIE FOCHT. BIOGRAPHIC INFORMATION PRECEDES EACH PAPER OR ADDRESS. BIBLIOGRAPHIES AND FIGURES ARE SOMETIMES GIVEN. APPENDIXES PRESENT THE CONFERENCE PROGRAM AND THE ROSTER OF ITS PARTICIPANTS. EXPLANATIONS OF THE LIBRARY SURVEY PROJECT AND THE EDUCATIONAL RESEARCH INFORMATION CENTER ARE APPENDED. THIS DOCUMENT IS THE AMERICAN ANNALS OF THE DEAF, 111(5)/596-703, NOVEMBER 1966.

STERN, CAROLYN (1966).  CHILDREN'S USE OF KNOWLEDGE OF RESULTS IN THINKING. 

A SERIES OF EXPERIMENTS WAS DESIGNED TO STUDY THE VALUE OF TEACHING CHILDREN SUCH A COMPLEX PROBLEM-SOLVING STRATEGY AS TO USE KNOWLEDGE OF RESULTS AFTER A PERFORMANCE TRIAL TO REJECT MORE THAN ONE HYPOTHESIS AT A TIME (MULTIPLE HYPOTHESIS STRATEGY). APPROXIMATELY 150 THIRD-GRADE CHILDREN WERE DIVIDED INTO 3 GROUPS--THOSE TAUGHT THE MULTIPLE HYPOTHESIS STRATEGY, THOSE TAUGHT TO SELECT A HYPOTHESIS AND STICK WITH IT UNTIL PROVEN WRONG (SINGLE HYPOTHESIS STRATEGY), AND THOSE GIVEN NO STRATEGY INSTRUCTION WITH AND WITHOUT OPPORTUNITY FOR PRACTICE. INSTRUCTION AND TESTING WERE CARRIED OUT BY MEANS OF AUTOINSTRUCTIONAL PROGRAMS WITH COMPUTER-GENERATED SEQUENCE. THE EVIDENCE INDICATED THAT INSTRUCTION IN PROBLEM-SOLVING STRATEGIES WAS SUPERIOR TO UNGUIDED DISCOVERY. RELIABLE DIFFERENCES BETWEEN MULTIPLE AND SINGLE HYPOTHESIS STRATEGIES WERE NOT OBTAINED. MULTIPLE HYPOTHESIS STRATEGY INSTRUCTION WAS CONCLUDED TO BE NOT DEPENDABLY INFERIOR TO THE SINGLE HYPOTHESIS STRATEGY. INDIVIDUAL DIFFERENCES IN ABILITY AND AGE, HOWERVER, CORRELATED WELL WITH ALL THE TESTED STRATEGIES.

STEWART, DONALD (1963).  A SYSTEM APPROACH FOR EDUCATION. 

TECHNIQUES IN EDUCATION MUST BE DEVELOPED WHICH ARE IN KEEPING WITH TECHNOLOGICAL ADVANCE. A DOCTRINE OF "CONCURRENCY" IS NECESSARY SO THAT EDUCATION WILL COINCIDE WITH NEW DEVELOPMENTS IN SOCIETY. A SYSTEM APPROACH IN EDUCATION CAN DO THIS BY PROVIDING A CONCEPTUAL FRAMEWORK FOR PLANNING, ORDERLY CONSIDERATION OF FUNCTIONS AND RESOURCES, AND A PHASED AND ORDERED SEQUENCE LEADING TO THE ACCOMPLISHMENT OF SPECIFIED AND OPERATIONALLY DEFINED ACHIEVEMENTS. A SYSTEMS APPROACH SHOULD PROVIDE A WAY TO CHECK RELATION OF PERFORMANCE TO FACTORS REQUIRED BY ECONOMY. THE LATTER REQUIRES SOME NATIONAL CONTROL OF THE TRAINING AND EDUCATION DEVELOPED THROUGH THE SYSTEM. THE PROPOSED SUBSYSTEMS TO THE OVERALL SYSTEM WILL ELIMINATE SUCH EXISTING PROBLEMS AS SURPLUS SKILLED UNEMPLOYMENT, BALANCE OF UNEMPLOYMENT THROUGHOUT THE COUNTRY, AND DISPARITY IN ACHIEVEMENT CAUSED BY INDIVIDUAL DIFFERENCES. FROM ESTABLISHED SKILL AND PROGNOSIS OF FUTURE EMPLOYMENT NEEDS, AN ASSESSMENT CAN BE MADE OF THE PROBABLE CONTENT TO BE TAUGHT. CORRESPONDING CURRICULUM CHANGES MUST KEEP PACE WITH THE PREDICTED NEEDS AND CAN BE COMPUTER DIAGNOSED. A SPECIFIC TRAINING PERIOD WILL RELY ON COMPUTER ANALYSIS OF THE FUNCTIONS A STUDENT IS DIRECTED TOWARD. A PARTICULAR STUDENT'S QUALIFICATIONS WILL BE COMPUTER ASSESSED TO NARROW FIELDS FOR HIS CHOICE OF CAREER. A BIBLIOGRAPHY IS INCLUDED.

Stewart, Rolland C. (1969).  The Undergraduate Library Collection. 

The development of undergraduate library collections is shown under two aspects: (1) the formation of the basic collection of the Undergraduate Library of the University of Michigan, and (2) the problems, practical and theoretial, encountered in the day-to-day effort to maintain the collection. The budget is the sire of all selection criteria. Objectives and the means to achieve them must be commensurate. Even in the effort to assemble a basic collection, the amount of investment needed for subsequent support must be anticipated. The policies adopted at the outset of the selection project concern: (1) extent and range of collection, (2) service patterns for handling of required and recommended reading, (3) budget arrangements for maintaining the collection and (4) basic selection responsibilities for future development. Sources from which preliminary selections may be drawn include: (1) the Lamont Library Catalog, (2) faculty reading lists, (3) in-print publisher's catalogs, announcements, etc., (4) current acquisitions of the University of Michigan Library, (5) University of Michigan Library Shelflist, and (6) special biliographies, guides, lists, and journal reviews. Correlated with the amount of money committed, the selection proceeds in three stages: (1) the indispensable, (2) the necessary, and (3) the highly desirable.

Stockman, Carl E. (1969).  Planning the Technology Area: Its Inflexibility by Weight of Mechanical Servicing. 

The problems of planning and designing educational facilities are outlined with regard to the ever-changing educational programs, teaching methods and technological facility needs. Problems of flexibility are concerned with how much flexibility is required and how much flexibility can be economically justified. Requirements for flexible school design are given with three example plans. Shop and laboratory flexibility are discussed with emphasis on flexibility and environmental controls systems, building services and utilities, and building equipment and interior spaces.

STOLUROW, LAWRENCE M. (1963).  PSYCHOLOGICAL AND EDUCATIONAL FACTORS IN TRANSFER OF TRAINING, PHASE I. QUARTERLY REPORTS 2 AND 3. 

PSYCHOLOGICAL AND EDUCATIONAL FACTORS INVOLVED IN THE TRANSFER OF TRAINING WERE STUDIED BY USE OF PROGRAMED SELF-INSTRUCTION USING TEACHING MACHINES. THIS MEDIUM WAS CHOSEN BECAUSE IT PROVIDES LABORATORY-LIKE CONDITIONS SUCH AS STABILIZED METHODS, AND STIMULUS CONTROL INCLUDING CONTROL OF TEACHER PERSONALITY, PLUS A STEP-BY-STEP RECORD OF THE STUDENT'S BEHAVIOR. THIS REPORT COVERS THE ACTIVITIES OF THE FIRST 7 MONTHS OF A 10-YEAR PROJECT. THE PRIMARY OBJECTIVES OF THE 2-YEAR PERIOD OF PHASE I WERE (1) TO DETERMINE THE RELATIONSHIPS BETWEEN TRANSFER AND LEARNING, PROBLEM SOLVING, AND INDIVIDUAL DIFFERENCES, (2) TO DETERMINE THE IMPLICATIONS OF EXISTING KNOWLEDGE OF TRANSFER FOR EDUCATION AND EDUCATIONAL MEDIA, (3) TO CONDUCT PILOT EMPIRICAL RESEARCH ON TRANSFER, AND (4) TO PREPARE A RESEARCH PLAN FOR PHASE 2. REPORTS OF PROJECTS UNDERTAKEN IN THE 2-YEAR PEROD OF PHASE 1 WERE INCLUDED. THEY WERE (1) A STUDY OF THE TRANSFER EFFECTS OF WRITTEN INSTRUCTIONS TO TASK PERFORMANCE AND OF TASK PERFORMANCE TO TASK PERFORMANCE, (2) LEARNING HOW TO LEARN UNDER SEVERAL CUE CONDITIONS, (3) THE EFFECTS OF SEQUENCE AND STRUCTURE ON COMPLEX CONCEPT FORMATION, (4) THE USE OF A MODEL AND A GENERALIZED PREVIEW TO FACILITATE THE LEARNING AND RETAINING OF COMPLEX SCIENTIFIC MATERIALS, AND (5) SOCIAL REINFORCEMENT IN A PROGRAMED LEARNING TASK.

Stolurow, Lawrence M. (1968).  Some Factors in the Design of Systems for Computer-Assisted Instruction. 

Computer assisted instruction (CAI) can achieve its potential as a tool for individualizing instruction only if the flexible logic and memory capabilities of computers are utilized. An instructional program must be written in such a way that it can handle at least three variables: (a) who is being taught; (b) what is critical; and (c) how the teaching is to be done. The program must also be capable of choosing the most effective mode of instruction in a given instance: problem solving, drill and practice, inquiry, simulation and gaming, or tutorial instruction. Student response data constitute an additional variable. An idiographic model may be a useful approach to considering both the prescriptive and descriptive aspects of programed instruction. Useful techniques for achieving individualization and student participation may be seen in studies involving the use of CAILAN (CAI language) and symbolic logic as the teaching material. A bibliography supplements the text.

Stone, C. Walter (1969).  An A-V Report Card for Librarianship  Wilson Libr Bull, 44, 3. 

A discussion of the audiovisual service responsibilities of American libraries and proposals for the library education programs and instructional technology needed to fulfill these responsibilities.

_____. (1969).  Strategy for Change in the Junior College; Selected Proceedings of the National Conference (2nd, Vincennes, Indiana, June 15-18, 1969). 

When the Program with Developing Institutions was funded for a second year, it was decided to hold a national conference at Vincennes University, plus subsequent regional meetings, on the new faculty development program. It was to stress change in relation to faculty development and improved instruction, with a chance for small-group discussions. Main addresses were on reasons for change, process of affecting change, innovative colleges, challenge of educational technology, change in a small private college, USOE and developing colleges, plea for starting over, students as change agents, new communication potentials for junior colleges, comparative guidance and placement as a change tool, general and technical education, and time for a change. Panels discussed the change process, catalysts of change, how students are turned on, and education for whom. Major ideas from the small-group discussions were the use of interaction analysis, role playing, and sensitivity training; use of tapes to aid in evaluation; more use of students as tutors, counselors, etc.; faculty workshops in using visual aids; limited class size for developmental courses; released time for innovation; constant appraisal and revision of teaching methods; interdepartmental cooperation in remedial programs; compensatory programs for the deprived; peer-group interaction to turn students on; student participation in all phases of college life; turned on faculty to produce turned on students; change as a function of student needs.

Strachan, Dora L. (1969).  Innovation in Educational Technology  Int J Educ Sci, 3, 2. 

The Atom Craft System is a programmed learning system which "permits the student to create models of reality from theoretical concepts...with this course the teacher is able to acquaint himself...with the latest scientific concepts as well as gaining competence in using new teaching media. (Author)

STREVELL, WALLACE H. (1960).  HIGH SCHOOL PHYSICS BY TELEVISION--THE HOUSTON AREA PROJECT. 

THE EFFECTIVENESS OF TELEVISION TEACHING WAS INVESTIGATED UNDER VARIED CONDITIONS OF SCHOOL ORGANIZATION SUCH AS URBAN-RURAL, SEGREGATED SCHOOLS, AND HOMOGENEOUS GROUPING. ADDITIONAL OBJECTIVES OF THE PROJECT WERE TO (1) INTRODUCE TEACHING BY OPEN-CIRCUIT TELEVISION AMONG INDEPENDENT SCHOOL DISTRICTS IN THE HOUSTON AREA, (2) DEVELOP PRACTICAL WORKING RELATIONSHIPS BETWEEN THE TELEVISION STATION OF THE UNIVERSITY OF HOUSTON (KUHT) AND THE PUBLIC SCHOOL SYSTEMS, (3) INVESTIGATE TEAM TEACHING AND IMPROVEMENT OF TEAM TEACHING, AND (4) IMPROVE THE QUALITY OF INSTRUCTION OF HIGH SCHOOL PHYSICS. THE SUBJECT OF HIGH SCHOOL PHYSICS WAS CHOSEN BECAUSE OF ITS POTENTIAL FOR DEMONSTRATION TEACHING AND BECAUSE OF CURRICULUM NEEDS. THE TEST RESULTS INDICATED THAT TELEVISION-TAUGHT HIGH SCHOOL CLASSES ACHIEVED EQUALLY AS WELL AS THE TRADITIONALLY TAUGHT CONTROL CLASSES. THERE WAS ALSO EVIDENCE THAT HOMOGENEOUS CLASSES WERE MORE EFFECTIVE THAN HETEROGENEOUS CLASSES WITH TELEVISION TEACHING. IN ADDITION, THE RURAL HIGH SCHOOL CLASSES AND THE NEGRO HIGH SCHOOL CLASSES MADE SATISFACTORY GAINS WITH TELEVISION TEACHING. INCLUDED IN THE REPORT WERE DISCUSSIONS OF THE ADMINISTRATION OF TELEVISED INSTRUCTION IN RELATION TO INDEPENDENT SCHOOL DISTRICTS, AND THE ROLE OF THE TEAM TEACHER AND HIS CLASSROOM TECHNIQUE.

_____. (1969).  Studies and Reports Relating to Training and Education, FY 1968. 

The 1968 directory of Federal training and education programs has been compiled to encourage wider use of findings by other agencies, to avoid duplication of research efforts, and to stimulate experimentation needed to keep pace with technological progress. Federal agencies report both completed and in-progress studies and include such agencies as Agriculture, Civil Service Commission, Defense, District of Columbia, Health, Education and Welfare, Interior, Justice, Post Office, Transportation, Treasury, and Veterans Administration. Agencies have used their own resources and personnel to perform these studies. The studies were designed to determine needs for training; develop training programs for effective manpower utilization; and to evaluate specific training programs and particular training methods. Each of the 95 studies reported includes a brief description of the study, performing organization and author, contact for further information, or availability of publication information. Studies are indexed alphabetically.

STURGES, A.W.; AND OTHERS (1966).  INDIVIDUALIZING INSTRUCTION, A REPORT OF THE FALL DRIVE-IN CONFERENCES, UMSSP. 

THIS PAPER DISCUSSES THE 12 AREAS OF CHANGE IN SCHOOLS--MULTIPLE CLASSES, TEAM TEACHING, USE OF TEACHERS' AIDES, SHARED SERVICES, MODIFICATION OF EXISTING FACILITIES, USE OF PROGRAMED MATERIALS, FLEXIBLE SCHEDULING, USE OF SPECIAL MATERIALS, INSERVICE TRAINING, USE OF NONGRADING PROCEDURES, INCORPORATION OF RECENT TECHNOLOGICAL DEVELOPMENTS, AND EMPLOYMENT OF CURRICULAR CHANGES. THE NATURE OF AND THE NEED FOR INNOVATION IN GENERAL ARE DISCUSSED, AND EXAMPLES OF CHANGES THAT HAVE TAKEN PLACE IN MINNESOTA SCHOOLS ARE GIVEN.

Sullivan, Arthur M. (1969).  A Structured Individualized Approach to the Teaching of Introductory Psychology  Programmed Learning Educ Technol, 6, 4. 

"The project reported in this paper was designed to apply recent research in human learning and educational technology to the teaching of large classes of introductory psychology students. (It) was supported by Negotiated Development Grant No. D-5 from the National Research Council and by funds from the Memorial University of Newfoundland."

_____. (1968).  Summary of the Educational Specifications for a Comprehensive Elementary Teacher Education Program. Summary of the Final Report. 

A comprehensive undergraduate inservice model for the preparation of elementary school teachers was developed to accommodate the forces of societal and educational change. Behavioral objectives were formulated from topics derived from five specific sources of change (instructional organization, educational technology, contemporary learning-teaching processes, societal factors, and research) for each of six target populations: preservice preschool and kindergarten teachers, preservice elementary school teachers, inservice teachers, college and university personnel, administrative personnel, and supportive personnel. Each specification component was coded to provide easy access to program components for the development of special purpose programs. Any program based on the above specifications and objectives will be activity-centered; will progress from observation to direct classroom involvement; will use both individual and group study; will use conference, performance, and observation for evaluation; and will use a variety of media for implementation. Program evaluation was accomplished through two procedures: Context, Input, Process, and Product (CIPP) which was developed especially for the model; and the Program Evaluation Review Technique (PERT). (The complete report is ED 025 456-7. This summary was previously announced as ED 032 259.) | [FULL TEXT]

Suppes, Patrick; And Others (1968).  Computer-Assisted Instruction: Stanford's 1965-66 Arithmetic Program. 

A review of the possibilities and challenges of computer-assisted instruction (CAI), and a brief history of CAI projects at Stanford serve to give the reader the context of the particular program described and analyzed in this book. The 1965-66 arithmetic drill-and-practice program is described, summarizing the curriculum and project operation. An edited version of the daily log of the project operation documents the types of problems encountered in the first application of a new technology in an operational setting. The results of surveys of students, parents, and teachers at the school made after the drill program had been in operation several months are presented and discussed. Previous research on methods of arithmetic teaching is reviewed; the implications of this research for the design and content of the drill program are described. The report presents some models for student performance in considerable detail. A controlled experiment conducted within the drill program is reported. The hardware, programing logic, and programing language developed to handle the program are described and analyzed. Appendixes provide a report on the previous year's program in CAI mathematics and several examples of the set of drills used by students at various grade levels.

Swanson, Edwin A., Ed. (1965).  New Media in Teaching the Business Subjects. National Business Education Yearbook, No. 3. 

A practical approach to the use of the new instructional media in business education subjects is presented in this yearbook. With the awareness of urgent problems and the expanded program for business education comes an appreciation for the instructional media, both old and new, that can be applied in everyday teaching. The new media are powerful tools and they are effective tools for those who are skilled in their use. Fifteen chapters from 18 contributors are entitled: (1) An Overview of the New Media, (2) Utilization of Staff and Resources, (3) Instructional Technology--The Systems Approach for Business Education, (4) Programed Instruction and Teaching Machines, (5) Television in Business Education: Today and Tomorrow, (6) New Media for Teaching Shorthand, (8) New Media for Teaching Typewriting, (8) New Media for Teaching Bookkeeping and Accounting, (9) New Media for Teaching General Business, (10) New Instructional Media in Business-Economic Education, (11) Dynamic Techniques for the Instruction of Business Law, (12) Applications of the New Media in Secretarial Office Practice, (13) New Media in Teaching Business Machines, (14) Newer Instructional Media in Business Mathematics, (15) New Developments in Business Communications.

Swope, Mary Ruth (1969).  Interinstitutional Graduate Programs; Seedbeds of Potential In Home Economics  J Home Econ, 61, 2. 

Full-Text Availability Options: 678.

_____. (1967).  Symposium on Research and Utilization of Educational Media for Teaching the Deaf: The Educational Media Complex (Nebraska Center for Continuing Education, Lincoln, Nebraska, April 10-12, 1967). 

Papers consider the problems of combining library science and audiovisual education into educational media complexes, or instructional materials centers (IMC's), in schools for the deaf. Areas covered include the concept of such centers, their relationship with the school library, and the personnel, equipment, materials, and production facilities required. Existing library programs are reviewed and implementation of media programs is discussed. Inservice teacher education in the use of media is also treated, as are the role of the small IMC in diffusing educational innovations and the purpose of educational media in the learning process.