Educational Technology | T

Talley, M. Robert (1969).  An Overview of Training Techniques at the Travelers Insurance Companies  Educ Technol, 9, 9. 

Article from TRAINING TECHNOLOGY, v1 n1 pS20-S23, Sep 1969, a supplement to EDUCATIONAL TECHNOLOGY.

TAUBER, MAURICE F.; AND OTHERS (1966).  CONFERENCE ON THE USE OF PRINTED AND AUDIO-VISUAL MATERIALS FOR INSTRUCTIONAL PURPOSES. 

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

_____. (1964).  Teacher Education and Media-1964; A Selective, Annotated Bibliography. 

This bibliography is designed to be a working reference for teacher educators and administrators concerned with new media utilization in the improvement of teacher training programs. Books, periodicals, and dissertations are listed under these headings Projected Media, Recorded Materials, Television, Programed Instruction, Multimedia Systems, Computers, Language-Learning Laboratories, and plant Desing for Educational Technology. Other annotated listings include U.S. Office of Education Research Re orts, General References in Instructional Technology and Basic Audiov sual Texts, References Pertinent to Current Teacher Preparation Curriculum Revision, Directory of Organizations Disseminating Information on Educational Media and Teacher Education, and New Educational Media Guides, Directories, and Bibliographies.

_____. (1965).  Technology in Learning. An Interim Report of the Study Committee on Instructional Aids and Techniques. 

Today's children receive information in relatively unstructured form through communications media which surmount barriers of time and space. In comparison, traditional sequential learning may seem slow and uninteresting. Technological innovation in education would make it possible to place emphasis on student discovery through informative media, an approach which is to be preferred over two popular communications theories which place greatest importance on clear, orderly transmission of messages, or on persuading a person to display a desired terminal behavior. No single innovation will solve all the problems of educators. A variety of teaching methods will always be needed, especially if the "dehumanization" often expected of machine-oriented media is to be avoided. Laymen may assume from press coverage of atypical schools and from the lipservice given technological innovation by educators that modern media are being fully utilized. In fact, educators, for reasons of prejedice or ignorance, have not made full use of them. Information services, adequate training for teachers, and prototype units for experimentation and demonstration would facilitate acceptance of new methods. Research into methods available, and studies to aid administrators in budgeting adequate funds and evaluating equipment are also needed.

_____. (1967).  TELEVISION AND RADIO IN ADULT EDUCATION, NUMBER 1. CURRENT INFORMATION SOURCES. 

AN ANNOTATED BIBLIOGRAPHY CONTAINS 32 INDEXED ITEMS, MOSTLY WITH ABSTRACTS, ON ASPECTS OF EDUCATIONAL AND INSTRUCTIONAL RADIO AND TELEVISION, PARTICULARLY VIEWING HABITS, MOTIVATION, PUBLIC TELEVISION, MEDIA TECHNOLOGY (INCLUDING COMMUNICATION SATELLITES), INFORMATION DISSEMINATION AND PATTERNS OF INFORMATION SEEKING, THE USE OF CORRESPONDENCE STUDY AND LISTENING OR VIEWING GROUPS IN CONJUNCTION WITH BROADCAST MEDIA, THE TEACHING OF FOREIGN LANGUAGES, AND APPLICATION TO WOMEN'S EDUCATION AND OTHER SPECIAL AREAS OF NEED IN DEVELOPING COUNTRIES. A COMPARATIVE STUDY OF EDUCATIONAL TELEVISION IN CANADA, CZECHOSLOVAKIA, AND JAPAN IS INCLUDED.

_____. (1969).  Television Report Number 3. 

Videotape and closed circuit instructional television (ITV) have been used for training Internal Revenue Service agents, and its use should be expanded. Experiments show that for every hour of conventional instruction converted to ITV a 25% time savings with equal or increased learning effectiveness can be expected. Although the capital cost of about $100,000 for building and operating a production facility is high, estimates show the full cost would be offset by savings in the first year of use. Recommended studio equipment includes two Raytheon 500 cameras and two Ampex videotape recorders for a total cost of $57,000. The basic field system should include an Ampex videotape recorder and camera, three TV monitors, three microphones, and an audio mixer for a total cost of $3,150. Additions to the basic field unit could raise the field unit price to approximately $8,000. Minimum personnel needs are a television instructor working full time and producing one hour of programming per week, and a full-time producer/director to work on methods and production. | [FULL TEXT]

(1969).  The New Teaching Tools--What You Must Have, Why You Must Have It  Grade Teacher, 86, 9. 

Full-Text Availability Options: 649.

(1969).  The Proposed Educational Technology Act of 1969  Educ Technol, 9, 4. 

Full-Text Availability Options: 550.

(1969).  The NCR Expansion Program for American Schools  J Educ Data Process, 6, 4. 

Discusses computer programs for aid in teaching, student diagnosis and learning developed by the National Cash Register Company.

_____. (1963).  The Use of Programed Instruction in U.S. Schools; Report of a Survey of the Use of Programed Instructional Materials in the Public Schools of the United States During the Year 1961-1962. 

The second half of a two part survey dealing with available programed instructional materials, and the use of these materials in schools is reported in this volume. The information will assist the potential user of programed materials in handling the parameters with which he is most apt to be concerned: cost, size of experimental population, most frequent methods of use, decisions involved, and the reactions of teachers, administrators, boards of education, parents and students to early experimentation in the schools. The problems, advantages and attitudes occurring at the early stage of the use of programed instruction are discussed. Appendices include the questionnaire used in the survey (along with the response percentages) and several data tables.

_____. (1967).  THE ADMINISTRATION OF ADULT BASIC EDUCATION, A MANUAL OF TRAINING MATERIALS. 

TRAINING MATERIALS, DEVELOPED FOR THE 1967 SUMMER INSTITUTES FOR ADMINISTRATORS OF ADULT BASIC EDUCATION PROGRAMS, ARE PRESENTED IN TWO PARTS--(1) CASE STUDIES DEVELOPED AROUND EVENTS COMMONLY OCCURRING IN THE ADMINISTRATION OF ADULT BASIC EDUCATION PROGRAMS, AND (2) PROGRAM GUIDELINES MEANT TO SUGGEST APPROACHES TO HANDLING SPECIFIC SITUATIONS. THROUGH ANALYSIS AND DISCUSSION OF THE CASE STUDIES, PARTICIPANTS IN ADMINISTRATIVE INSTITUTES CAN ARRIVE DEDUCTIVELY AT GUIDELINES OF THEIR OWN THAT ARE APPLICABLE TO THEIR PROGRAM AND COMMUNITIES. DISCUSSION AND ANALYSIS OF PREEXISTING GUIDELINES MAY ASSIST PARTICIPANTS IN COMPARING THEIR OWN EXPERIENCES WITH COMMONLY ACCEPTED PRINCIPLES OF ADMINISTRATIVE PRACTICE. CASE STUDY TOPICS ARE--BRINGING ABOUT A CHANGE IN A HIERARCHY, EDUCATIONAL TECHNOLOGY, INTERAGENCY COOPERATION, AND COMPREHENSIVE EDUCATIONAL PLANNING. GUIDELINES ARE--THE DEVELOPMENT OF AN ADVISORY COUNCIL, THE EFFECTIVE ADMINISTRATION OF ADULT BASIC EDUCATION PROGRAMS, THE USE OF PARAPROFESSIONAL PERSONNEL, AND THE USE OF COMMUNITY RESOURCES. | [FULL TEXT]

_____. (1967).  The Craft of Teaching and the Schooling of Teachers. National Conference, the U. S. Office of Education Tri-University Project in Elementary Education (1st, Denver, September 18-20, 1967). 

This report of the First National Conference of the U.S. Office of Education Tri-University Project in Elementary Education (a project to study what goes into the education of teachers and to picture optimum learning situations for children with the aim of improving the education of teachers) includes a list of conference participants; an introduction, "The Craft of Teaching and the Schooling of Teachers," by Paul A. Olson; papers delivered at the conference; a transcript of the group discussion; and committee reports. Papers delivered at the conference include "Conceptions of Learning with Implications for Styles of Teaching Young Children" by J. McV. Hunt, "School Style: Pictures of Places Where Young Children Can Learn" by John Holt, "Images of Man and the Persuasive Style: Writing in the Elementary School" by A. L. Becker, "Children and the Language of the Schools: Styles and Forms" by Herbert Kohl, "'Other' Groups and 'Our' Children" by Douglas Oliver, and "Cognitive Elements in Maternal Behavior" and "Maternal Attitude Toward the School and the Role of Pupil: Some Social Class Comparisons" both by Robert D. Hess and Virginia Shipman.

_____. (1967).  The Contribution of Behavioral Science to Instructional Technology. 

A series of five papers is presented here in an effort to relate the problems of instructional technology to insights and evidence from the behavioral sciences. One paper describes the application of present knowledge and empirical methodology, in the form of the systems approach, to the solution of particular behavioral problems. A second paper has as its focus learner outcomes (e.g., concepts, principles, skills, personality characteristics), learning processes (information selection, transmission, storage, transformation and retrieval), and the conditions of learning, that is, the materials and procedures used in the process of instruction. A third paper deals with the many ways individuals differ and with the problem of designing instructional materials and/or systems in such a way that they are appropriate for learners who possess varying patterns of characteristics. Recent media research is summarized in the fourth paper and the scientific and instructional uses of various technologies are considered. The last paper addresses the question of determining the essential structure of behavioral science and its relationship to instructional technology. Each paper is followed by a bibliography.

_____. (1968).  The School Scene--Change and More Change.  [Porgressive Architecture] 

Current and future trends and directions in education, and their impact on school equipment and building design, are discussed in a series of articles in a special issue of "Progressive Architecture". The topics covered include--(1) teaching aids and educational technology, (2) problems in urban school design and the effects on city organization, (3) examples of educational parks, and (4) school design and educational innovation in new towns. Examples are drawn from existing and planned solutions throughout the country, and include photographs, floor plans, diagrams and charts. Specific solutions and implications for future design are extensively discussed.

_____. (1968).  The Relationship of ADP Training Curriculum and Methodology in Federal Government. Final Report. 

A conference held in Washington, D.C. in May 1967, had as its objective the determination of recommendations for the establishment of an effective and efficient Automatic Data Processing (ADP) training program utilizing new instructional methodologies for computer systems analysts and managers in the federal government. The 45 participants, including subject matter specialists, resource specialists in programed instruction, educational technology manufacturers, ADP training consulting firms, industrial firms, and federal government officials concerned with the administration of ADP programs, attempted to determine behavioral objectives or training development goals and to list the subject matters which should be contained in the training programs. Recommendations of the conference were to develop through a pilot project (1) a methodology to determine who needs training in ADP, (2) a sequential and modular array of subject matter curriculum, and (3) a technique whereby the practitioner or student could diagnose his needs for training. Specific areas discussed include: (1) the environment and need for ADP training and development. , (2) ADP training in industry and in higher education, (3) development (2) ADP training in industry and in higher education, (3) educational media and ADP training.

_____. (1968).  The Implications of Social and Economic Changes for Educational Policy in the Next Two Decades-- A Pilot Study. Working Papers. 

Six working papers written as part of the National Planning Association's pilot study of the implications of economic and social change for educational policy in the 1970's and 1980's make up this volume. Attention is directed toward current and future social and economic challenges to education and the potential responses of the educational system to these challenges. The titles of the working papers are (1) "Education in Low-Income Areas During the Next Two Decades," (2) "The Systems Approach to Educational Systems Planning," (3) "Changes in Educational Technology and Their Implications for Education in the Next Two Decades," (4) "Economic Changes, Manpower Requirements, and Their Implications for Educational Policy in the Next Two Decades," (5) "Educational Change for Manpower Development," and (6) "The Social Bases for the Education of the Negro American Urban Poor During the Next Two Decades." A related document is EA 002 044.

_____. (1969).  The North East Regional Conference on Quality Educational Standards in Teaching. Summary Findings (Albany, March 7-8, 1969). QuEST Report Series, #1. 

This booklet reports a workshop conference sponsored by the American Federation of Teachers (AFT) Council for Quality Educational Standards in Teaching (QuEST) to involve delegates from locals in clarifying and solving professional problems. Summary of the workshop on "The Diffuclut Child" includes description of the effects of disruptive children on instruction, discussion of emotional disturbances in children, recommendations to the QuEST Committee for study, and guidelines for programs for the emotionally handicapped. The workshop report on "Uses of Technology in Education" discusses the need for teacher involvement in choice and development of technical innovations, lists topics needing discussion before basic policy is developed, and makes recommendations to AFT regarding an evaluation and information-dissemination program. The report on "Decentralization" (a restructuring of a large school system in order to share decisionmaking power by restructuring the roles of parent and teacher) contains suggested means of gaining teacher policymaking powers and lists recommendations for promoting closer alignment with the community. The "Teacher Training" workshop summary notes shortcomings of inservice education and lists recommendations to the union for establishing minimum standards through collective bargaining and the development of cooperative relationships with colleges and universities, state departments, and other agencies. | [FULL TEXT]

_____. (1969).  The Application of Technology to Education. 

A symposium was sponsored by the American Society for Engineering Education; experts in the fields of technology, economics, and pedagogy gathered to evaluate the potential technological advances in terms of cost-effectiveness and feasibility within the existing educational framework, and to help delineate the ways in which educational institutions could apply specific technological advances within the coming ten years. The papers presented are grouped under the headings: The Roles of Computers in Education, Systems Analysis in Education, and Managing Change. Although their main emphasis is on engineering curriculum and university level education, many of the papers have a broader topic, relating to some of the problems of computer-assisted education in general. The members of the symposium agreed on the need for better communications and better information dissemination among themselves. They also proposed investigating the impact which research and development investment could have on subsequent expenditures for education, setting up a major systems analysis to allow for more efficient use of extant funds, and preparing an inventory of experts in the field. They agreed to prepare experts' reports for use by Congressional committees or other governmental agencies.

_____. (1969).  The Use of Modern Educational Technology for Instruction of Undereducated Adults: Research Possibilities. 

The major goal of the Developmental and Demonstration Project in Adult Basic Education at North Carolina State University is to identify, develop, and evaluate innovative materials and instructional systems that will accelerate and enhance the learning process in undereducated adults through the use of modern educational technology and media. Emphasis has been placed on determining the appropriate role of computer assisted instruction, programed instruction, and other self-instructional media in teaching adults. The purposes of this paper are to generate discussion in regard to the research opportunities and possibilities within the Adult Learning Resources Center at North Carolina State University; to review examples of current related research; to suggest specific research problem areas; and to delineate desired methodological procedures.

_____. (1969).  The Operation of a Center for Effecting Educational Change, Fairfax County, Virginia. End of Budget Report. 

This report provides statistical and narrative data on innovative projects and methods developed in Fairfax County's Center for Effecting Educational Change. These study activities focused on effecting changes in the kindergarten, child study, fine and performing arts, and educational technology programs. A broad outline provides an overview of the objectives and activities for each of the four study areas during the 1967-68 and the 1968-69 school years. Following the outline, specific program evaluations of the kindergarten, child study, and fine and performing arts project areas are reported. A description of the evaluation instruments and an on-site evaluation report are provided in the appendixes.  | [FULL TEXT]

_____. (1969).  The Campus Plan: Quality Education for Elementary Schools. 

The concept of educational parks composed of elementary schools was introduced to the Syracuse community in 1966. The first campus was planned for 4,320 children who were to be housed in eight 540-pupil schools. A review of the size, cost, and location of the first campus has led to some modifications in the original plan. This summary describes the modifications of school replacement priorities, enrollments, and expenditures. (For related document, see ED 044 810.)

THELEN, HERBERT A.; AND OTHERS (1961).  A RESEARCH STUDY OF THE RATIONALE, METHODS, AND RESULTS OF "TEACHER-FACILITATIVE" GROUPING. 

INSTRUCTIONAL METHODS WERE DEVELOPED FOR STUDENT GROUPS WITH VARYING PATTERNS FOR TEMPERAMENTAL READINESS AND ORIENTATION IN LEARNING TO HELP THE ELEMENTARY OR HIGH SCHOOL TEACHER ESTABLISH MORE MANAGEABLE AND PRODUCTIVE CLASSES, SATISFY HIS DESIRE TO HELP CERTAIN STUDENTS, AND HELP HIMSELF AT THE SAME TIME. THESE INNOVATIVE TEACHING METHODS EMPHASIZED SUCH ELEMENTS AS VERBAL GROUND COVERINGS, LEARNING BY DOING, SOCIAL INTERACTIVENESS, AND CONSCIOUS SELF-DIRECTIVENESS. THE INVESTIGATION SURVEYED 15 TEACHERS AND A NUMBER OF FUNCTIONAL COURSES. BASED ON TEACHER SELECTION AND THE RESULTS OF A LARGE TEST BATTERY, STUDENTS WERE SELECTED FOR AN EXPERIMENTAL CLASS FOR EACH TEACHER. A CONTROL CLASS FOR EACH TEACHER WAS ALSO SELECTED BY STANDARD PROCEDURES. EVALUATION OF STUDENT PROGRESS WAS ACCOMPLISHED THROUGH PRE- AND POST-TESTING AND GENERAL OBSERVATION OF BEHAVIOR. THE RESULTS OF ALL TEACHING METHODS STUDIED AGREED THAT HIGHER GRADES WERE GIVEN IN THE TEACHABLE OR EXPERIMENTAL CLASSES, BUT OTHER CONCLUSIONS SHOWED EXCEPTIONS IN A FEW CASES. IT WAS DETERMINED THAT ANY ATTEMPT AT HOMOGENEOUS EDUCATIONAL GROUPING MUST ACCOUNT FOR ATTITUDES AND CHARACTERISTICS OF STUDENT AND TEACHER ALIKE IF ANYTHING BUT ACCIDENTAL SUCCESS IS TO BE ANTICIPATED. FURTHER CONSIDERATIONS AND SUGGESTIONS WERE DISCUSSED IN THE REPORT SUMMARY.

_____. (1969).  Third Report. 1 June 1968-31 August 1969. Phase I, Conclusion of the Information System for Vocational Decisions. 

This third annual report provides a comprehensive picture of the work that has been done to construct a prototype of a computer-based Information System for Vocational Decisions (ISVD), the major objective of which is the improvement of vocational decision-making. The report is divided into 7 parts: (1) the inception of the ISVD; (2) its underlying theory and overall design; (3) its work organization with accomplishments to date and future plans; (4) a list of ISVD's personnel; (5) a list of its publications; (6) 2 appendices which illustrate the College Script Network and the Occupational Script Network, through which system users gain access to the data files; and (7) an extensive bibliography.

THOMPSON, WENDA (1966).  A SELECTIVE BIBLIOGRAPHY ON NEW MEDIA AND THE EDUCATION OF THE CULTURALLY DISADVANTAGED. 

THE FIVE SECTIONS OF THIS BIBLIOGRAPHY REFER THE USER TO (1) BASIC TEXTS AND GENERAL REFERENCES ON INSTRUCTIONAL TECHNOLOGY, (2) SELECTED WORKS ON THE CULTURALLY DISADVANTAGED, (3) ARTICLES AND PAPERS ON INSTRUCTIONAL TECHNOLOGY AND THE EDUCATION OF THE DISADVANTAGED, (4) DOCTORAL DISSERTATIONS WITH IMPLICATIONS FOR MEDIA IN EDUCATING THE DISADVANTAGED, AND (5) REPORTS OF CURRENT RESEARCH AND PROJECTS RELATED TO THE USE OF EDUCATIONAL MEDIA IN EDUCATING THIS GROUP. THIS ARTICLE IS APPENDIX F TO THE EDUCATIONAL MEDIA COUNCIL. A STUDY OF THE CONCENTRATION OF EDUCATIONAL MEDIA RESOURCES....PART I--EDUCATION OF THE CULTURALLY DISADVANTAGED. FINAL REPORT.

Thornton, James W., Jr.; Brown, James W. (1968).  New Media and College Teaching. 

Five hundred current innovative media projects in 300 colleges and universities are reported here by faculty members responsible for them; these reports are the basis for state-of-the-art evaluations; and both evaluations and reports are arranged in this Higher Education Media Study by fields; instructional television, mediated self-instruction, special multimedia facilities; transparencies, telephone applications, simulation, systems, and media services management. Introductory comments relate media to their instructional use and this study to one in 1963, "New Media in Higher Education." Some of the concluding remarks are that: applications seem to be more adaptive than creative, credible materials of instruction need to be developed nationally and regionally, and housing of media is still inadequate. Indices by topic, contributore, and institution are provided. A "Media Activity Inventory-Directory," the product of two nationwide mail surveys (1966-67) is appended; it is arranged by state, institution, and media project leader.

Tiedeman, David V. (1965).  The Organization and Intention of a Proposed Data and Educational System for Vocational Decision-Making. 

An Information System for Vocational Decisions (ISVD) is described and discussed. The system is intended to accommodate, in potential, the vocational needs of users extending from kindergarten to retirement. With ISVD, occupational facts/data can be converted into vocational information by means of personal inquiry which is at least initially conducted under supervision of a professional counselor. Two major goals of ISVD subsume much of what is elaborated throughout the paper: (1) to bring a person to a condition of readiness and confidence at each of the several discontinuities of vocational development; and (2) to permit the accumulation of data about vocational decision-making, as experienced and undertaken by the individual. The author recapitulates the line of thinking which has led him to his current beliefs about vocational development. For the rest, he discusses the organization and functional intention of ISVD, its machine routines, and some of its materials. Finally, he considers the existence of ISVD in relation to problems of vocational readiness and placement of college students.

Tiedeman, David V. (1968).  The Information System for Vocational Decisions: Description, Subsequent Development, and Implications. Information System for Vocational Decision. Project Report No. 16b. 

The author provides a rationale for the computer making a great impact in the area of vocational counseling. He suggests the Informational System for Vocational Decisions (ISVD) and recommends a process whereby data about educational, military, and vocational opportunities are turned by each inquirer into information about a personally-determined career. The data are primarily like the files of abstracts created by Educational Research Information Centers (ERIC) system. The system guides the inquirer through personal interaction with the data files. In order to check, evaluate, and encourage understanding a computer control function called Monitor is further explained. Monitor operates at various levels of awareness related to different stages of exercising personal responsibility during the decision-making uses of the ISVD. Implications for counseling include becoming familiar with computerized guidance information systems, their potential for improved guidance services by bringing facts and data and their scientific processing directly to the inquirer as well as the means of economically making them feasible within one's own institution.

Tiemann, Philip W. (1969).  Analysis and the Derivation of Valid Objectives  NSPI J, 8, 6. 

Full-Text Availability Options: 633.

TOBIAS, SIGMUND (1967).  DIMENSIONS OF TEACHER'S ATTITUDES TOWARD INSTRUCTIONAL MEDIA. 

TEACHERS' RATINGS ON SIX 7-POINT SEMANTIC DIFFERENTIAL SCALES (GOOD-BAD, WORTHLESS-VALUABLE, FAIR-UNFAIR, MEANINGLESS-MEANINGFUL, WISE-FOOLISH, DISREPUTABLE-REPUTABLE) WERE OBTAINED FOR THE FOLLOWING TERMS--AUTOMATED INSTRUCTION, SELF-INSTRUCTIONAL PROGRAM, TEACHING MACHINE, MECHANIZED TUTOR, PROGRAMED TEST, PROGRAMED INSTRUCTION, TUTOR TEXT, WORK TOOLS, EXERCISE BOOK, FILMSTRIP, AUDIOVISUAL EDUCATION, FLASHCARD, TEXTBOOK, TV TUTOR, EDUCATIONAL TECHNOLOGY, EDUCATIONAL TELEVISION. FACTOR ANALYSIS OF THE 179 RATINGS YIELDED THREE FACTORS--(1) PROGRAMED INSTRUCTION, (2) TRADITIONAL TEACHING AIDS, AND (3) AUDIOVISUAL DEVICES. HOWEVER, THE FACTORS OF PROGRAMED INSTRUCTION AND AUDIOVISUAL DEVICES WERE ALSO CONSIDERED TO INDICATE THE DEGREE TO WHICH A TERM CONNOTES REPLACEMENT OF THE TEACHER'S INSTRUCTIONAL FUNCTION BY MACHINE OR AUTOMATION. TRADITIONAL TEACHING AIDS ON THE OTHER HAD, APPEARED TO REFLECT THE DEGREE TO WHICH TEACHERS FEEL A DEVICE IS LIKELY TO BE USED BY THEM, RATHER THAN INDEPENDENTLY OF THEM. DEVICES LOADING ON FACTOR TWO, TRADITIONAL TEACHING AIDS, WERE VIEWED MORE POSITIVELY BY TEACHERS. THE AUTHOR CONCLUDED THAT TEACHERS HAVE SIGNIFICANTLY LESS FAVORABLE ATTITUDES TOWARD TERMS WHICH DIRECTLY CONNOTE AUTOMATION THAN THEY DO TOWARD COMPARABLE TERMS THAT ARE NOT IDENTIFIED WITH AUTOMATION. THIS FINDING IS INTERPRETED IN TERMS OF THREAT. THIS PAPER WAS PRESENTED AT THE EASTERN PSYCHOLOGICAL ASSOCIATION CONVENTION (BOSTON, APRIL 1967). | [FULL TEXT]

_____. (1969).  To Improve Learning: A Report to the President and the Congress of the United States. 

A Commission on Instructional Technology has been established to assist the nation and to meet some of the most pressing educational needs. The Commission's task was to determine if belief in technology's value for education is justified. The starting point of the study is learning. The value of any technology used in education is therefore measured by its capacity to improve learning. In the conviction that technology can make education more productive, individual and powerful, give instruction a more scientific base, make access to education more equal, more democratic, the Commission concludes that the nation should increase its investment in instructional technology. Six recommendations are proposed: (1) Establish the National Institute of Education--well funded and broadly based; (2) Establish a National Institute of Instructional Technology within the National Institute of Education; (3) Establish a national center or library of educational resources; (4) Propose projects to demonstrate the value of technology for instruction; (5) Support programs based on stepped up research and development to train and retrain administrators, teachers and specialists; (6) Establish a National Council of Education and Industry. The Commission envisions that education can be improved by the possibilities inherent in the new technology. The Commission believes that following its proposals will help achieve this vision.

_____. (1969).  Toledo Teacher Corps: An Undergraduate Program for the Development of Teachers for the Inner City. 

This set of documents includes the original proposal (December 1968) for the 2-year Toledo Teacher Corps program and a summary description of the program half way through its first year (November 1969). The program summary describes it as an undergraduate training program designed to improve the educational process in urban poverty areas and to improve the training program for elementary teachers in such areas through focus on human sensitivity, cooperative efforts of the university and the school system and community, and instructional organization within the school. Narrative sections outline the major phases of the program: 1) summer preservice program of community activities and concurrent seminar; 2) inservice program during the junior and senior school years including a team teaching internship in local schools and concurrent seminars on societal factors, instructional organization, contemporary learning-teaching process, educational technology, and research; 3) interim summer program of liberal arts requirements; and 4) community involvement activities throughout the 2 years leading to a bachelor of arts degree in education. Included in the proposal is material on certification and degree requirements, staff and team leader selection and training, evaluation procedures, the four participating schools, etc.

Tompkins, James R.; Allen, Adaline, Ed. (1968).  A Condensation of a Series of Addresses Relating to the Treatment, Rehabilitation and Education for Children. 

Society's priorities and the history of federal activity with emotionally disturbed children are reviewed; the new Bureau of Education for the Handicapped is discussed; and the responsibilities of its three Divisions, Research, Educational Services, and Training Programs, are given. Expenditures for emotionally disturbed children are noted with the incidence of emotional disturbance mentioned as probably 2% of the school population. Problems of training teachers and administrators in higher institutions are outlined, including the lack of doctoral levels and difficulties in getting educators to clarify commitments to the handicapped. Emerging trends and issues discussed in the area of emotional disturbance are the cooperation of clinicians and educators, two separate definitions of emotional disturbance by educators and mental health specialists, abandonment of the medical model of disease and the special class model, expansion of the regular class teacher's knowledge, educational technology, a socially-psychologically orientated education cadre, recognition of civil liberties of deprived groups, and the concern of federal and state legislatures with emotionally disturbed children. | [FULL TEXT]

TORKELSON, GERALD (1964).  INSTRUCTIONAL TECHNOLOGY AND MEDIA PROJECT, SECOND ADVISORY PANEL MEETING APRIL 24, 25, AND 26, 1964 CHERRY HILL, NEW JERSEY, SUPPORTING PAPERS. 

A SECOND ADVISORY PANEL MEETING OF THE INSTRUCTIONAL TECHNOLOGY AND MEDIA PROJECT (ITM) WAS HELD ON APRIL 24, 25, AND 26, 1964, AT CHERRY HILL, N.J. VARIOUS REPORTS WERE GIVEN INCLUDING--(1) ITM PROJECT HOUSING REPORT, (2) 12 CONFERENCE AND MEETING REPORTS, (3) A STATUS REPORT ON ITM'S INFORMATION STORAGE AND RETRIEVAL SYSTEM, AND (4) A REPORT ON THE PUBLICATIONS PROGRAM OF THE EDUCATIONAL MEDIA BRANCH. DR. WILLIAM ALLEN, EDITORIAL DIRECTOR OF ITM, PRESENTED THE LATTER REPORT. ALLEN EXPLAINED THAT, ALTHOUGH THIS ACTIVITY EXPANDS ON THE DESIGNATED RESPONSIBILITY OF THE MONOGRAPH PREPARATION PHASE OF THE ITM PROJECT, IT SEEMED DESIRABLE TO PLACE THE MONOGRAPHS WITHIN PUBLICATIONS PROGRAM. FIVE TYPES OF DISSEMINATING ACTIVITIES AND FIVE AUDIENCE GROUPS WERE USED TO ILLUSTRATE THE IMPORTANCE OF PUBLICATIONS. REMEDIES TO CORRECT DEFICIENCIES IN REPORTING TO USERS WERE SUGGESTED.

Torkelson, Gerald M. (1968).  Educational Media; What Research Says to the Teacher Series. Number 14. 

Designed to acquaint educators with research findings into the scope and uses of educational media and their impact on the teacher's changing role, this booklet discusses the shift in research from the consideration of media in general to the effects of specific media and stresses that in the teaching process the human tutor is indispensable. Teachers must understand the characteristics and functions of the various media before they are able to use them imaginatively as tools for teaching. They may then join their unique forces with those of educational media and explore how media materials may be selected in terms of learning goals and processes. Teachers and researchers should work together to improve the effectiveness of educational media. A bibliography is included.

_____. (1969).  Toward a Significant Difference: Final Report of the National Project for the Improvement of Televised Instruction, 1965-1968. 

A three-year National Project for the Improvement of Televised Instruction was devised to develop a plan for using instructional television (ITV) in education. The project placed major emphasis on learning efficiency and a systems approach and used two sources of continuing information: a National Seminar on Learning and Television and a Field Consultant Service. It was found that ITV was deprecated by educators and educational television broadcasters alike, that the use of ITV was spotty and optional, that emphasis in ITV productions was placed on teaching inputs rather than learning outputs, and that teachers were not aware of the use of educational technology in facilitating educational change. As a result of these findings, an inservice self-instructional course kit and problem-oriented workshops (on the societal, state, and individual urban school district levels) were devised to acquaint educators with the process of systematically analyzing objectives and problems in terms of the learner and to use educational technology to implement comprehensive educational change. In addition, a group of educators visited Samoa to examine the school systems there which operate on the basis of a systems approach and which use educational technology extensively.

_____. (1969).  Towards More Effective Learning. The Report of the National Council for Educational Technology 1967-68. 

The National Council for Educational Technology (NCET) was established in 1967 by the British government as a central agency for the promotion of research, the initiation of development, the coordination of training, and the dissemination of information relevant to educational technology. This report covers the activities of the council from its inception to the end of 1968, including a summary of the conclusions of a three-day working session held at the Royal Naval College, Greenwich. Various committees addressed themselves to the problems of training and innovation, information dissemination, publication, user requirements, research and development, and planning and finance. Appendices list the staff and committee members, the publications of council members, and the responsibilities of the Council and its committees.

TRAVERS, ROBERT M. W.; AND OTHERS (1964).  RESEARCH AND THEORY RELATED TO AUDIOVISUAL INFORMATION TRANSMISSION. 

THIS MONOGRAPH BRINGS TOGETHER A BODY OF KNOWLEDGE CONCERNING AUDIOVISUAL TECHNIQUES FOR THE TRANSMISSION OF INFORMATION. THE AUTHORS POINT OUT VARIOUS IMPLICATIONS FOR EDUCATIONAL PRACTICE. NINE CHAPTERS ARE INCLUDED IN THE PUBLICATION--(1) CURRENT CONCEPTIONS OF THE ROLE OF AUDIOVISUAL DEVICES IN LEARNING, (2) THE IMPLICATIONS OF RESEARCH ON AUDIOVISUAL DEVICES FOR THE DESIGN OF LEARNING SITUATIONS, (3) INFORMATION THEORY - A REVIEW OF IMPORTANT CONCEPTS, (4) CONCEPT LEARNING, (5) THE MECHANICS OF THE TRANSMISSION OF INFORMATION IN THE CENTRAL NERVOUS SYSTEM, (6) THE RELATIVE EFFICIENCY OF AUDITORY AND VISUAL TRANSMISSIONS OF INFORMATION AND SOME STUDIES OF MULTIMODALITY TRANSMISSION, (7) THE PERCEPTUAL SYSTEM AS A SINGLE CHANNEL SYSTEM, (8) ATTENTION, AND (9) MODEL FOR INFORMATION TRANSMISSION BY MEANS OF AUDIOVISUAL MATERIALS.

Travis, Dorothy L., Ed.; Missling, Lorraine, Ed. (1967).  Selected Readings in Business and Office Occupations-Designed Especially for the Classroom Teacher. National Business Education Yearbook, No. 5. 

Five high school business education teachers reviewed over 1,500 articles which had been published in the "Business Education Forum" beginning in 1947. Articles selected to be included in this yearbook were felt to be of special value to the high school classroom teacher of business and office occupations. The articles chosen may present different viewpoints and the reader should weigh the merits of each and arrive at a decision which is satisfying to him. Seventy-two articles are presented in 11 sections, which cover (1) enrichment of the subject matter, (2) effective teaching procedures, (3) suggested standards and evaluation, (4) improving personality, (5) effective guidance, (6) utilizing instructional media, (7) The impact of national business entrance test, and (11) future business leaders of America.

Trim, J. L. M. (1969).  Educational Technology in Foreign Language Training  Education and Culture, 11, 33-37. 

"Education and Culture is a publication of the Council for Cultural Co-operation of the Council of Europe. The autumn 1969 issue is a special number devoted to modern languages. (DS)

Trow, William Clark (1963).  Teacher and Technology, New Designs for Learning. 

Technological devices present a challenge that educators cannot afford to ignore. Properly incorporated into a controlled environment, these tools need not bring about any dehumanization of the schools. Traditional teaching methods, promotion policies, marking practices, and classrooms organized by grade level may allow control over what is taught, but not over what is learned. Teaching machines and television haphazardly incorporated into such a system effect little improvement. Thus, the educational machinery must be completely changed. While the good aspects of education's traditional methods must be retained, the new media must be properly integrated into a man-machine system. In the school of the future there should be no conventional classrooms, no grouping of pupils by age, and no courses of arbitrary length. Each student should follow an individual program of instruction at his own pace, a program using teaching machines, television, and discussion where appropriate. A bibliography containing 103 items is included.

Turner, Harold E. (1968).  The Relationship of Curriculum to School District Organization. 

This paper attempts to place in perspective the necessary relationships between school district organization and the curriculum in today's society. In the first part of the presentation, the author describes some of the forces currently affecting the curriculum and those forces likely to continue making an impact in the future. Future needs suggested include a balanced curriculum, more teaching of concepts, clear statement and definition of future objectives, and a broad inservice program in support of the curriculum. Next, the author describes some of the individuals and groups active in the curriculum development process, indicating the ingredients necessary to mount a solid program. He focuses on the educational structure from the local attendance unit to the Federal Government, although the author contends that curriculum development often begins and ends at the building level. Also discussed are the specific limitations and restrictions placed on desirable curriculum development and the instructional specialists and supporting services vital to the curriculum development process. Finally, recognition is given to the increased importance of research and to the significance of the contributions of various outside pressure groups to the process of curriculum development.

TURNEY, DAVID (1967).  EDUCATIONAL TECHNOLOGY AND THE DISADVANTAGED ADOLESCENT. 

SINCE THE CULTURALLY DISADVANTAGED STUDENT OFTEN MANIFESTS AN AVERSION TOWARD THE ACADEMIC AND HIGHLY INSTITUTIONALIZED EDUCATIONAL PROCESS WHICH NOW EXISTS, EDUCATORS MUST EXPLORE THE POSSIBILITIES INHERENT IN EDUCATIONAL TECHNOLOGY TO MAKE THIS PROCESS LESS FORMAL. PROGRAMED MATERIALS AND OTHER SELF-TUTORING DEVICES ADAPTED TO THE LEARNING NEEDS OF THE DISADVANTAGED YOUTH WILL CREATE A RESPONSIBLE AND RELIABLE LEARNING ENVIRONMENT VOID OF THE HUMAN AUTHORITY WHICH THIS STUDENT RESENTS. IN TIME, HOWEVER, THE DISADVANTAGED AND ALIENATED STUDENT MUST BE HELPED TO FIND HIS WAY BACK INTO THE HUMAN COMMUNITY OF LEARNERS. TO THIS END SOME HOPEFUL POSSIBILITIES ARE PROVIDED IN THE FORM OF SIMULATION GAMES IN WHICH GROUPS OF STUDENTS ENGAGE IN COOPERATIVE PROBLEM-SOLVING ACTIVITIES. WITHIN DISADVANTAGED NEIGHBORHOODS VISUAL AND PRINTED MEDIA MATERIALS MUST BE MADE AVAILABLE, AND NEIGHBORHHOD COMMUNICATIONS ENTERPRISES SHOULD BE ESTABLISHED. ALSO, EDUCATIONAL TELEVISION FACILITIES COULD BE EXPANDED TO INCLUDE SKILL DEVELOPMENT PROGRAMS AND PROGRAMS WHICH PORTRAY SUITABLE ADULT MODELS AND "HIGHER HORIZONS" EXPERIENCES. IN THESE PROGRAMS A DIRECT-LINE TELEPHONE SHOULD BE AVAILABLE TO THE AUDIENCE FOR "TALKING BACK" TO THE TELEVISION STUDIO. HOWEVER, TO MAKE THE SCHOOL LESS INSTRUCTIONAL, TO CHANGE THE "COMMUNITY-SCHOOL" INTO THE "SCHOOL-COMMUNITY," EXTENSIVE ADMINISTRATIVE, FINANCIAL, AND CURRICULAR CHANGES MUST BE MADE. IN PARTICULAR, THE CONTINUITY BETWEEN IN-SCHOOL AND OUT-OF-SCHOOL LEARNING EXPERIENCES MUST BE CAREFULLY ESTABLISHED. THIS ARTICLE IS APPENDIX B TO THE EDUCATIONAL MEDIA COUNCIL STUDY OF THE CONCENTRATION OF EDUCATIONAL MEDIA RESOURCES...., PART I--EDUCATION OF THE CULTURALLY DISADVANTAGED, FINAL REPORT.

Tuttle, Helen W. (1969).  Operating an Effective Acquisition Department. 

There is no "perfect" organizational pattern for an acquisition department nor for its place in the library's technical services. Whatever the areas of responsibilities assigned to the acquisition department, its organization should provide for these basic conditions and relationships: (1) distinct subunits with well-defined assignments of responsibility, (2) each staff member responsbile to only one supervisor, (3) allowance for flexibility in the use of staff, and (4) regular meetings of the subunit heads to iron out the questions which will arise regularly, with minutes circulated among all staff. Aspects of acquisitions are discussed under the following sub-titles: (1) departmental guides (a manual of procedures and a department policy statement), (2) files and records, (3) meshing of selection and processing, (4) relationship to sources of publications, (5) scientific management, (6) statistical model, and (7) personnel. To run an acquisition department at maximum effectiveness the acquisition librarian should keep up with developments of all sorts as they relate to the acquisition processes and possibilities. Suggestions of ways for doing this are presented.