Educational Technology | W

Wade, Serena E. (1968).  Individualized Instruction: An Annotated Bibliography. A Series One Paper from ERIC at Stanford. 

To provide material for decision or policy-makers with questions concerning policy, applications, and/or operations in the field of individualized instruction, 31 published books, journals and ERIC documents are listed and annotated. 32 Elementary Secondary Education Act Title III innovative projects described in PACE abstracts are listed by ES number. Emphasis is placed on systems requirements of individualized instruction with special attention to different types of media. All material noted was published between 1964 and 1968.

Wade, Serena E. (1969).  Media and the Disadvantaged--A Review of the Literature. 

This review covers books, journal articles, and ERIC documents, 1966 and later. Much emphasis is placed on media program and project descriptions, rather than reports of completed research. The review points to trends of common media use and student performance and tries to shed some light on the general direction of future media efforts for the disadvantaged. These propositions are supported in the review: (1) media are useful in extending frames of reference and providing models and motivation for the disadvantaged; (2) media can emphasize each individual's approach to learning (thereby de-emphasizing the learning disadvantages with which some children come to school); (3) media can teach basic skills, but seem to be inadequate to teach assimilation skills to the disadvantaged; (4) projects that focus on older disadvantaged children or adults will have greater difficulty in achieving noticeable success in a short period of time, mainly because these individuals are more difficult to reach. Critique and marginal comments are provided by Adelaide Jablosky. Bibliography, including ERIC document numbers, is included.

Wagoner, Roderic L.; Mackenzie, Blair (1969).  In-Service Training with Television in a Developing Nation  Educ Technol, 9, 12. 

WAGNER, ROBERT W. (1966).  A SERIES OF MOTION PICTURE DOCUMENTS ON COMMUNICATION THEORY AND THE NEW EDUCATIONAL MEDIA. FINAL REPORT. 

A SERIES OF 40 FILMS WAS DEVELOPED FOR COLLEGE-LEVEL INSTRUCTION IN FOUR ASPECTS OF COMMUNICATION THEORY AND THE EDUCATIONAL MEDIA. THE TOPICS COVERED ARE--(1) THE INFORMATION EXPLOSION, (2) PROCESS OF COMMUNICATION, (3) PERCEPTION AND COMMUNICATION, AND (4) THE TEACHER AND TECHNOLOGY. THIS REPORT DESCRIBED THE CONCEPTS USED IN THE PRODUCTION OF THE FILM SERIES, SUGGESTED PATTERNS FOR USE OF THE SERIES, AND PROVIDED A BACKGROUND MONOGRAPH ON COMMUNICATION THEORY. THE REPORT WAS A FILM-USE MANUAL, INTENDED TO STIMULATE THINKING ABOUT HOW TO TEACH WITH MOTION PICTURES AS WELL AS HOW TO USE THE SPECIFIC FILMS IN THE IMMEDIATE SERIES. | [FULL TEXT]

Wagner, Robert W. (1966).   

This publication contains four film scripts, each comprising from six to eleven short sequences. Each script has a complete shot list and transcript of the soundtrack, which contains narration, interviews, discussions, and synchronous sound from documentary situations. The six sequences in "The Information Explosion" cover the history of communication; systems of information storage, retrieval, and control, with illustrations from government, industry, and the professions; and a discussion of the effect of media on children. The eight sequences in "The Process of Communication" deal with communication theory; its application in various training situations where simulation, multimedia techniques, and computers are used; and the use of models of communication, such as the teacher."Perception and Communication" covers, in six sequences, sensory learning, the theory of perception, perceptual training in industry, intercultural perception, and various means of overcoming perceptual barriers. The eleven sequences in "The Teacher and Technology" present the history of educational technology and illustrate a variety of uses for advanced educational media in learning situations, paying particular attention to the teacher's role, and to possible developments in schools of the future. | [FULL TEXT]

Wakerley, P. A. (1969).  Educational Technology in Rhodesia. A Relevant Technology  Educ Technol, 9, 11. 

Focuses on the status of various instructional media in Rhodesia.

WALLIS, D. (1966).  THE TECHNOLOGY OF MILITARY TRAINING. 

THIS DOCUMENT IS PART OF THE PROCEEDINGS OF A CONFERENCE ON OPERATIONAL AND PERSONNEL RESEARCH IN THE MANAGEMENT OF MANPOWER SYSTEMS, HELD IN BRUSSELS IN 1965. A MODEL ILLUSTRATES THE DEVELOPMENT OF AN IMPROVED MILITARY INSTRUCTIONAL SYSTEM WHICH PROVIDES CONTINUOUS FEEDBACK AND CONTROL OF LEARNING. THE TRAINING COURSE INCLUDES--(1) A CLEAR STATEMENT OF BEHAVIORAL OBJECTIVES, (2) ANALYSIS OF THE FINAL SKILL IN CONTINUOUS SEQUENTIAL STEPS, (3) INDIVIDUALIZED INSTRUCTION, (4) A MEANS OF ELICITING AND RECORDING RESPONSES, (5) CONTINUOUS COMPARISON OF ACTUAL BEHAVIORAL OUTPUT WITH DESIRED RESPONSES AT EACH STAGE, AND (6) A BUILT-IN SET OF DECISION RULES. CRITICAL STAGES IN DESIGN AND CONSTRUCTION OF THE SYSTEM MUST BE ACHIEVED IN CHRONOLOGICAL ORDER. THEY INCLUDE--TASK ANALYSIS OF THE SKILL TO BE LEARNED, A STATEMENT OF TRAINING OBJECTIVES, CONSTRUCTION OF CRITERION TESTS, DETERMINATION OF STUDENT ABILITY, BEHAVIOR ANALYSIS, PROGRAM CONSTRUCTION, ASSESSMENT OF TRAINING EFFECTIVENESS AND EFFICIENCY, AND ARRANGEMENTS FOR CONSERVATION OF ACQUIRED KNOWLEDGE AND SKILL. THIS DOCUMENT APPEARED IN MANPOWER PLANNING, OPERATIONAL RESEARCH AND PERSONNEL RESEARCH, EDITED BY W.N. JESSOP. IT IS AVAILABLE FROM AMERICAN ELSEVIER PUBLISHING COMPANY, INC., 52 VANDERBILT AVENUE, NEW YORK, N.Y. 10017. 30 PAGES.

WALLIS, D.; AND OTHERS (1967).  PROGRAMMED INSTRUCTION IN THE BRITISH ARMED FORCES, A REPORT ON RESEARCH AND DEVELOPMENT. 

THE BRITISH ARMED SERVICES HAVE APPLIED PROGRAMING IN SCHOLASTIC SUBJECTS. A MARKED IMPROVEMENT IN THE TECHNOLOGY OF TRAINING HAS RESULTED IN THE DEVELOPMENT OF A MORE SYSTEMATIC DERIVATION OF TRAINING OBJECTIVES, CLOSER ASSESSMENT OF KNOWLEDGE AND ABILITY OF POTENTIAL STUDENTS, AND MORE ACCURATE SPECIFICATION OF CONTENTS, METHODS, AND MATERIALS FOR TRAINING EFFICIENCY IN TERMS OF PERFORMANCE STANDARDS AND COST EFFECTIVENESS. ADAPTIVE TEACHING MACHINE SYSTEMS ARE SUCCESSFUL IN INSTRUCTION OF KEYBOARD AND RADAR SKILLS, FAULT FINDING AND GENERAL COMPREHENSION, WHILE COMPUTER-BASED INSTRUCTION SYSTEMS ARE UTILIZED IN ACQUISITION OF KNOWLEDGE. WIDESPREAD USE OF PROGRAMING WOULD IMPROVE TRAINING BY REDUCING DEMANDS ON INSTRUCTORS AND INSTRUCTION TIME, INCREASING KNOWLEDGE AND PROFICIENCY, AND THE NUMBER OF TRAINED PERSONNEL. FUTURE MILITARY RESEARCH MUST DEAL WITH SUCH PROBLEMS AS--DEVELOPING NEW PROGRAMING STYLES AND DEVICES AND MORE SUITABLE CRITERIA FOR JUDGING PROGRAM EFFECTIVENESS, AND EVALUATING THE ROLE OF THE INSTRUCTOR. (THE DOCUMENT INCLUDES A FOLD-OUT TABLE OF CLASSIFICATION OF TRAINING AREAS AND INSTRUCTIONAL METHODS.) THIS DOCUMENT IS AVAILABLE FROM HER MAJESTY'S STATIONERY OFFICE, LONDON, ENGLAND.

Ward, Ted (1968).  The Talking Dictionary. The Prospectus Series, Paper No. 2. 

Three talking dictionaires designed to increase independence and resource-use skills of handicapped children have specific advantages and limitations. System I involves a random access tape recorder, a printed or braille dictionary which contains the inquiry numbers for words, a console (similar to an adding machine) on which the number is punched, and a microphone through which the word is spoken after being automatically searched. A major limitation of System I is the chance for student error. System II uses a magnetic card reader (similar to the Language Master). A sighted student searches for a word in the card reader, removes the card, and places it on the play-back device, which sounds the word from the tape recorded strip at the card's lower edge. Shortcomings of System II include a bulky card file and need for the card's return to the correct alphabetical position. Advantages include teacher selection of a word list for student use as well as low cost. System III is essentially an automated version of System II, however the search for the correct card and maintenance of the card file are handled by automatic card-sort equipment. The only requirement for System III is sufficient student coordination to punch into a search card and insert the card into the inquiry console. System III is fast, accurate, and expensive.

Warfield, John N.; And Others (1968).  Planning To Meet Educational Needs in Ohio Schools. Phase 1. Summary Report. 

This report condenses the essential findings of seven task reports on educational needs for the Ohio Department of Education. Emphasizing present needs, resources, and tentative solutions, the summary covers seven topics: vocational and technical education, educational finance, use and training of auxiliary personnel, data processing centers, educational technology, school library manpower, and pupil transportation. The study concludes that the State should establish regional centers to provide selected educational services to local school districts. An appendix listing the 1970 goals of the Ohio State Board of Education is included. The study was funded under Title III of ESEA. Related documents are ED 028 279, ED 032 737, ED 035 967, and EA 002 869. | [FULL TEXT]

Wartenberg, Milton, Ed. (1969).  One School System's Approach to Media  Audiovisual Instr, 14, 5. 

A series of 20 brief papers by teachers and administrators in the Norwalk Connecticut School System.

Wastler, B. Jean, Ed. (1969).  Project REFLECT: Computer-Assisted Instruction Project. Annual Report June 1968 to June 1969. 

Although computer applications in the commercial and scientific realms have expanded tremendously, only a small number of the computers in the public schools are utilized for instructional purposes, and an even smaller number are capable of CAI applications. The terminal objective of Project REFLECT is the design of a model plan which could be utilized by other public school systems in the implementation of validated and feasible CAI technologies. Project REFLECT is designed to answer questions such as: Which basic CAI techniques and strategies are effective in the public school environment for which specific subject matter disciplines and for what student target populations? Which CAI applications can be shown to be effective in the public school environment for which specific subject matter disciplines and for what student target populations? Which CAI techniques, strategies, and applications are feasible for the immediate future? What resources (personnel, materials, equipment, money, etc.) and planning are necessary to implement those feasible CAI applications identified in question three? The activities to date deal with planning, equipment, staff development and modular instructional packages. | [FULL TEXT]

Weisgerber, Robert A., Ed. (1968).  Instructional Process and Media Innovation. 

Education should make human use of human resources. Conversely, those elements of instruction and learning which are non-human in nature are appropriate for technological implementation. Research findings in the latter area make possible the utilization of technology in education. Part I of this book considers the relationship of media to: curriculum, acquisition of skills, concepts, and understandings; to attitude development; and to creativity. The second part discusses public schools, higher education, and adult education. Part III looks at art, science, social studies, humanities, business, retarded children, and the economically and culturally deprived. Part IV discusses computers, films, and television; their educational history and impact; and present directions. The final section treats the implications of instructional objectives for learning; location, selection, and production of teaching and learning resources; the follow-up of use of audiovisual materials, and criterion-referenced testing for the measurement of educational outcomes.

(1969).  What Schools Are Doing  Nat Sch, 83, 4. 

Full-Text Availability Options: 655.

White, Carl M. (1969).  Duplicated Information Acquired by Libraries. 

The object of this study is to make a start toward determining the extent of duplicated information that is being acquired in spite of customary precautions to avoid it. Referring to a specific case, the percentages in Table II show the frequency of appearance in five other works of 19 items in Mitchell's "Encyclopedia of American Politics." While reference and information service was in its infancy, the main problem was to develop the tools to do the job and any overlapping of sources was of less concern. Now we can begin to see duplicated information rising with increasing distinctness as an ancillary problem that deserves more attention. Librarians have more money than time to evaluate individual purchases and do not stand back at purchasing duplicated information if a publisher packages it with significant new information. Publishers, library budgets and book collections would benefit if better guidelines for distinguishing justifiable from unjustifiable duplication were developed. To determine whether an attractive new package of information effectively rounds out, or materially duplicates, information already present in a sizable collection requires in-depth, expert attention that book-reviewing machinery is poorly organized to provide. More work needs to be done of the problem. This study is exploratory and the results are fragmentary.

WHITE, THURMAN J. (1967).  THE FUTURE OF AMERICAN ADULT EDUCATION. TITLE I NEWSLETTER, 12. 

THE AUTHOR PREDICTS TEN FUTURE EVENTS THAT WILL MARK THE TRANSFORMATION FROM OPPORTUNITY TO REALITY OF EDUCATION FOR ALL AMERICANS. (1) THE FEDERAL GOVERNMENT WILL EMERGE WITH PRIMARY RESPONSIBILITY FOR ADULT EDUCATION. (2) MORE INSTITUTIONS OF HIGHER EDUCATION WILL OFFER ADVANCED DEGREES IN ADULT EDUCATION. (3) BY 1980, 20 PERCENT OF THE ADULT POPULATION WILL BE COMMITTED TO AT LEAST ONE PROGRAM OF PART-TIME STUDY. (4) ADULTS WILL BE PAID TO GO TO SCHOOL AS AN ORDINARY PRACTICE. (5) ADULT EDUCATION WILL EMERGE AS A MAJOR CONCERN OF SOCIAL SCIENTISTS. (6) "EASIER LEARNING IN LESS TIME," MADE POSSIBLE BY EDUCATIONAL TECHNOLOGY, WILL ENJOY A BRIEF PERIOD OF GENERAL ENTHUSIASM BY THE EDUCATIONAL SCIENTIST. (7) THE COMMUNITY COLLEGE WILL EMERGE AS THE FASTEST-GROWING SEGMENT OF ADULT EDUCATION. (8) THE ADULT EDUCATION ASSOCIATION WILL GAIN ENORMOUS STRENGTH AS THE NATIONAL ASSOCIATION OF ALL ADULT EDUCATORS. (9) COMPARATIVE ADULT EDUCATION WILL BECOME A FAVORITE STUDY OF PROFESSIONAL ADULT EDUCATORS. (10) A CONCERN FOR VALUES WILL REQUIRE ASSISTANCE OF PHILOSOPHERS IN DEVELOPING CURRICULUM. (THIS IS A REPRINT OF A SPEECH MADE AT THE TENNESSEE CONFERENCE FOR INSTITUTIONAL REPRESENTATIVES CONCERNING TITLE I, CONDUCTED AT NASHVILLE, ON AUGUST 4, 1967)

WIENS, JACOB H. (1966).  PLANNING FOR INSTRUCTIONAL TELEVISION. 

EXPERIENCES OF THREE JUNIOR COLLEGES WERE THE BASIS FOR THIS SUMMARY OF (1) PROCEDURES FOR ACQUIRING A TELEVISION CHANNEL, (2) METHODS OF SETTING UP AND FINANCING A STATION, AND (3) PROGRAMS SUITABLE FOR A DISTRICT OWNED STATION. THE COMPLEXITIES OF ACQUIRING A CHANNEL ASSIGNMENT ARE DESCRIBED IN DETAIL, INCLUDING THE FUNCTIONS OF LAWYERS AND ENGINEERS OFTEN NEEDED IN FCC HEARINGS. ATTENTION IS GIVEN TO CONSTRUCTION PERMITS, OWNERSHIP REPORTS, EQUIPMENT TESTS, PROGRAM TESTS, TIME OF OPERATION, LICENSE RENEWALS, AND FINANCING (INCLUDING FEDERAL AID, COMMUNITY SERVICES TAXES, SALE OF TIME AND SERVICES TO OTHER SCHOOL DISTRICTS, AND APPORTIONMENT OF STATE FUNDS FOR REGULAR CLASS ATTENDANCE). BECAUSE OF THE DEMAND FOR ASSIGNMENT OF AVAILABLE CHANNELS FOR COMMERCIAL ACTIVITIES, THE AUTHOR URGES INTERESTED EDUCATORS TO APPLY EARLY FOR CHANNELS AND TO BEGIN EARLY PLANNING OF THE USE OF TELEVISION FACILITIES.

WIENTGE, KING M., ED.; AND OTHERS (1967).  PSYCHOLOGICAL RESEARCH IN CLASSROOM LEARNING, REPORT ON A CONFERENCE (BROMWOODS RESIDENTIAL CENTER, WASHINGTON UNIVERSITY, ST. LOUIS, MO.). 

PAPERS WERE PRESENTED AT A CONFERENCE ON CLASSROOM LEARNING ON SUCH TOPICS AS PROGRAM DESIGN, TESTING, AND OTHER EVALUATION TECHNIQUES, COMPUTER ASSISTED INSTRUCTION, PROGRAMED INSTRUCTION, SIMULATION, PACING, AND RETENTION. SEVERAL TREATED MILITARY TRAINING, ADULT LEARNING, AND ADULT-CENTERED CLASSROOM TECHNIQUES. IN ONE PAPER, THE SYSTEMS APPROACH TO ADULT LEARNING WAS PREDICATED ON THE APPLICATION OF ENGINEERING LOGIC IN FORMULATING OBJECTIVES, IDENTIFYING AND ALLOCATING FUNCTIONS, AND PLANNING FOR OPERATION OF THE SYSTEM AND SYSTEM TESTING. ANOTHER STUDY COMPARED THE PERFORMANCE OF NAVY TRAINEES IN RADAR AND RADAR NAVIGATION TECHNOLOGY AS MEASURED AT FOUR POINTS IN THE TRAINING SEQUENCE. ONE RETENTION STUDY COMPARED PROGRAMED AND CONVENTIONAL INSTRUCTION IN A NAVY TECHNICAL COURSE. ATTITUDES OF INSTRUCTORS, TRAINING ADMINISTRATORS, AND NAVY AND MARINE ENLISTED MEN TOWARD PROGRAMED INSTRUCTION WERE SURVEYED AT EIGHT AVIATION TECHNICAL TRAINING SCHOOLS. A STUDY OF ELECTIVE PARTICIPATION IS CURRENTLY BEING MADE. THE DOCUMENT INCLUDES TABLES, DIAGRAMS, AND A BACKGROUND PAPER. THESE PAPERS WERE PRESENTED AT A CONFERENCE HELD AT THE BROMWOOD RESIDENTIAL CENTER, WASHINGTON UNIVERSITY, ST. LOUIS, MISSOURI.

Williams, Everard M. (1969).  Toward a Systems Approach in the Design of Learning Systems  J Eng Educ, 59, 6. 

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

WILSON, ROY K. (1960).  CONFERENCE ON DISSEMINATION OF INFORMATION ON NEWER EDUCATIONAL MEDIA, REPORT OF NATIONAL SCHOOL PUBLIC RELATIONS ASSOCIATION, WASHINGTON, D.C., DECEMBER 19-21, 1960. 

A CONFERENCE OF SCHOOL PUBLIC RELATIONS ADMINISTRATORS WAS HELD TO FORMULATE PROPOSALS AND SUGGESTIONS FOR A LONG-RANGE INFORMATION PROGRAM FOR THE ENCOURAGEMENT AND MORE EFFECTIVE USE OF THE NEWER EDUCATIONAL MEDIA. CONCLUSIONS DERIVED FROM THE TOPICS DISCUSSED WERE THAT SPECIFIC PROJECTS INVOLVING THE NEWER MEDIA SHOULD BE DEVELOPED THROUGH OTHER EXISTING GROUPS, BUT THAT THERE IS A MAJOR NEED FOR A RATHER LARGE SINGLE PROJECT WHICH WOULD (1) IDENTIFY NEWS AND MATERIALS WHICH WOULD APPEAL TO AND AFFECT THE THINKING OF EDUCATORS AND OF THE PUBLIC AT LARGE, (2) REPORT ON SUCH MATERIALS IN A FORM WHICH WOULD HAVE IMPACT UPON THESE AUDIENCES, AND (3) EFFECTIVELY DISTRIBUTE THE RESULTING MATERIALS.

WILSON, ROY K.; AND OTHERS (1967).  TECHNOLOGY IN EDUCATION. EDUCATION U.S.A. SPECIAL REPORT. 

THE POSSIBLE RESULTS AND IMPLICATIONS OF THE NEW TECHNOLOGICAL DEVELOPMENTS IN EDUCATION ARE DISCUSSED, WITH SPECIAL ATTENTION TO THE CURRENT STATE OF THE ART, TEACHER-STUDENT RELATIONSHIPS, EDUCATION IN SLUM AREAS, INDIVIDUALIZED INSTRUCTION, A MODERNIZED LEARNING SYSTEM, EDUCATIONAL ADMINISTRATION AND FUNDING ON THE NATIONAL LEVEL, NECESSARY ADJUSTMENTS IN THE EDUCATIONAL SYSTEM, AND THE NEGRO STUDENT. INFORMATION SOURCES ON EDUCATIONAL TECHNOLOGY ARE GIVEN. COPIES OF THIS DOCUMENT MAY BE ORDERED FROM THE NATIONAL SCHOOL PUBLIC RELATIONS ASSOCIATION, 1201 16TH STREET, N.W., WASHINGTON, D.C. FOR $1.50.

WING, RICHARD L. (1965).  USE OF TECHNICAL MEDIA FOR SIMULATING ENVIRONMENTS TO PROVIDE INDIVIDUALIZED INSTRUCTION. 

AN ESTIMATE WAS OBTAINED OF THE EFFECTIVENESS WITH WHICH THE SIMULATED ENVIRONMENT MODE CAN BE USED TO TEACH CERTAIN UNITS IN EIGHT DIFFERENT SUBJECT AREAS--ART, BIOLOGY, CHEMISTRY, ELECTRONICS, ELEMENTARY PHYSICS, FRENCH, MUSIC, AND ECONOMICS. THE SPECIFIC MODE USED WAS A SPECIAL CASE OF SIMULATION IN WHICH THE USEFUL FEATURES OF VARIOUS LEARNING SITUATIONS WERE EMPHASIZED. CERTAIN ACTIVITIES WERE CONDUCTED UNDER CONTROLLED CONDITIONS WHICH WOULD HAVE BEEN DIFFICULT OR IMPOSSIBLE IN THE NATURAL (TRADITIONAL) CLASSROOM. IN ADDITION, THE SIMULATION ALLOWED PARTICIPATING STUDENTS TO PRETEND THEY WERE USING EXPENSIVE EQUIPMENT, AND PERMITTED THE COMPRESSION OF TIME (FOR EXAMPLE, BY THE USE OF TIME-LAPSE PHOTOGRAPHY). THE ELEMENTS OF THE LEARNING ENVIRONMENT WHICH WERE SIMULATED INCLUDED THE BEHAVIOR OF TEACHERS (LECTURE, DIALOGUE, COACHING, AND TESTING), A LABORATORY ENVIRONMENT, ENVIRONMENTS EXTERNAL TO THE SCHOOL (UNITED NATIONS, SKETCHING SCENES, ECONOMIC SYSTEM, MUSICAL ACCOMPANIMENTS), AND CONVERSATION.

Witherspoon, John P. (1966).  New Communications Technology and Its Relationship to Instruction. 

The State of Minnesota is contemplating the establishment of a microwave system to transmit television signals between its institutions of higher learning. Factors to be considered in planning this educational interconnection system relate to the planning of similar systems and networks of systems by other aggregations of states, universities, and organizations. It is especially necessary to place such system-design development in the context of the rapidly changing technology of communication. The flexibility and variety of communication techniques provided by a network save money over the life of a system and improve educational performance. Other aspects of the new technology to be considered are sophistication in computer capabilities and cooperation among institutions of higher learning. Two specific problems must be dealt with: that of copyright laws, and that of laws related to common carrier tariffs.

Witherspoon, John P.; Kessler, William J. (1968).  Instructional Television Facilities: A Planning Guide for Educational Administrators. Final Report. 

As soon as the educational objectives of a proposed Instructional Television System (ITV) have been determined, professional technical advice should be obtained. In planning a system, there are many choices possible between various television production systems, transmission systems, reception facilities, and video recorders. The system chosen must meet initial objectives, mesh with other instruction technology in use, and allow for future expansion of the program. To facilitate communication with the consulting engineer, it would be useful to know the meaning of scanning linearity, gamma response, detail contrast, and video signal to noise ratio. Familiarity with the limitations and possibilities of orthicon and vidicon Television cameras, open and closed-circuit transmission, Instructional Television Fixed Service (ITFS), quadruplex and slant track video recorders, color capable and color compatible equipment will allow the educational administrator to make better use of professional advice. The staffing of an ITV project also requires some knowledge of the functions of the technical and production staff. Appendices offer specific information concerning consultant help in engineering, sources of information and programing, and a paper by the Federal Communications Commission on educational television.

Woodruff, Asahel; Froyen, Len (1967).  Implications of Technology for Teaching and Learning. Annual Professional Education Seminar of Central States Colleges and Universities (3rd, November, 1967). 

This report of the proceedings of the 3rd Annual Professional Education Seminar of the Central States Colleges and Universities centers upon the implications of technology for teaching and learning and contains addresses delivered, including "Some Concerns Related to Technology in Education," by Len Froyen; and "Implications of Technology for Teaching and Learning" and "Models for Uses of Technology," both by Asahel Woodruff. A foreword is written by Ned Ratekin. Also included are a summary of seminar reports, "Directions of Change," and an appendix listing seminar participants. | [FULL TEXT]

WOODWARD, JOHN C. (1964).  THE EFFECT OF IMMEDIATE FEEDBACK ON LEARNING IN SOCIAL SCIENCE - REPORT 8. 

ONE OF THE PROBLEMS OF TELEVISION TEACHING IS IN THE AREA OF STUDENT INSTRUCTOR INTERACTION. THE INSTRUCTOR HAS NO WAY OF KNOWING WHETHER OR NOT ANY LEARNING IS TAKING PLACE OR IF THE STUDENTS ARE LISTENING. A FEEDBACK SYSTEM HAS BEEN DEVELOPED TO ENABLE A STUDENT TO INDICATE HIS RESPONSE TO A TV LECTURER'S QUESTION BY PUSHING ONE OF FIVE BUTTONS AT STUDENT STATIONS IN THE TV LECTURE AREA. VIA A READ-OUT DEVICE THE INSTRUCTOR EVALUATES THE STUDENT RESPONSES AND ANSWERS, THEN HE ELABORATES HIS DISCUSSION OR HE CONTINUES LECTURING. CHART RECORDERS KEEP A PERMANENT RECORD FOR LATER ANALYSIS. AN EARLIER STUDY INDICATED THAT THIS FEEDBACK SYSTEM COULD BE EFFECTIVE IN THE HUMANITIES. THIS STUDY FOLLOWS SIMILAR LINES USING THE SOCIAL SCIENCE AREA. THE EXPERIMENTAL GROUP OF 100 STUDENTS SELECTED AT RANDOM RESPONDED TO QUESTIONS PRESENTED BY THE TV LECTURER BY PUSHING ONE OF FIVE BUTTONS LOCATED AT A STUDENT STATION IN THE CLASSROOM. CONTROL GROUPS IN OTHER ROOMS RECEIVED THE SAME LECTURE AT THE SAME TIME BUT DID NOT HAVE FEEDBACK EQUIPMENT. A FINAL EXAMINATION WAS CONDUCTED 9 WEEKS AFTER THE CONCLUSION OF THE LECTURES TO TEST BOTH FEEDBACK AND RETENTION. RESULTS SHOW THAT THE EXPERIMENTAL GROUP DID SIGNIFICANTLY BETTER ON THE NONFEEDBACK QUESTIONS, THE CONTROL GROUP DEMONSTRATED NO DIFFERENCE IN PERFORMANCE ON FEEDBACK AND NONFEEDBACK QUESTIONS, AND THE TWO GROUPS DID NOT DIFFER WITH RESPECT TO PERFORMANCE.