Educational Technology | Z

Zabawski, Irene (1972).  Should the Classroom Be Off-Limits to Televised Instruction?  Educational Technology-Teacher and Technology Supplement, 12, 5. 

Full-Text Availability Options: 3470.

Zachert, Martha Jane K.; Pantelidis, Veronica S. (1971).  A Computer-Assisted Sequential In-Basket Technique  Educational Technology, 11, 12. 

Describes a computer-assisted method for teaching administrative decision-making that presents a problem in such a way that the student must make a series of decisions and deal with the consequences of these decisions.

Zafirau, S. James (1978).  Educational Computing: Yesterday, Today, and Tomorrow  NASSP Bulletin, 62, 414. 

Offers some suggestions about the selection and use of computers in the schools.

Zakia, Richard (1972).  AV Instruction: Closed Circuit Television at RIT Focuses on Low-Cost Production Without Blurring the Quality  College and University Business, 53, 4. 

Full-Text Availability Options: 3438.

Zdep, Stanley M.; Irvine, Sidney H. (1970).  A Reverse Hawthorne Effect in Educational Evaluation  J Sch Psychol, 8, 2. 

In an evaluation of the effectiveness of broadcasting media in education the control class achieved higher posttest scores than the experimental classes. These results suggest that when experimental and control classes are housed at the same location, teachers of control classes may and can motivate their students so that their classes no longer provide a valid base line to which experimental classes can be compared.

Zeckhauser, S. H. (1972).  A Look at the Media in Higher Education  Programmed Learning and Educational Technology, 9, 6. 

Describes the Applications Technology Satellite Project involving an orbiting educational satellite to be launched in 1974.

Zeigler, L. Harmon (1975).  School Board Research: The Problems and the Prospects. 

Educational researchers examining school boards and school governance have commited some conceptual errors in the past. For example, to judge school boards according to traditional political concepts of responsiveness and representativeness is to ignore the insular nature of most boards of education, as well as to fail to take into account the at least partially successful attempts of the reformers to remove the schools from the influence of "politics." Systems theory has been applied to educational management with little substantive results, since systems theory offers no propositions that can be empirically tested. Although educational governance did not in the past receive the kind of attention it deserved from researchers, this area is a fruitful area of investigation, especially as the demands of technology increasingly strain the traditional notions of democratic governance in education. The author proposes directions for future research, concluding that the relation between decision-making styles and policy output in education is a legitimate, necessary area of investigation.

Zeitlin, Naomi; Goldberg, Albert L. (1970).  Structural Communication: An Interactive System for Teaching Understanding  Training Technol, 2, 2. 

Briefly describes an innovative technique for teaching understanding through a controlled situation package involving multimedia techniques. Training Technology is a quarterly supplement to Educational Technology Magazine.

Zender, Bryce F. (1972).  Neither Soviet Giants nor Windmills but Cybernetic Devices  Educational Technology, 12, 5. 

A discussion of major events and trends in the development of both the hardware and software for automating Soviet instruction''.

Zender, Bryce F., Ed. (1975).  Computers and Education in the Soviet Union. 

Recent decades in the Soviet Union have witnessed a prolific growth of technology. The school system has been under pressure to become more systematic and to supply more qualified candidates to meet the demand of industry. Computer technology has been introduced in order to facilitate more detailed attention to educational objectives. Individualized Programed instruction has been developed, and the system is designed to provide constant and immediate feedback to the student. The recent emphases of the development program have been: (1) the use of electronic computers for controlling the instructional process; (2) analysis of methods and algorithms for optimal instruction; (3) means of input and output for the computer during instruction; (4) construction of an adaptive training system; and (5) the use of computers to administer and organize the functioning of all levels of education. The next includes a collection of reports delivered at a conference held in the Soviet Union in 1968.

Zender, Bryce Franklin, Jr. (1970).  Soviet Techniques and Devices for Automating Instruction. 

Various Soviet conceptions of technology and their influence on the automation of instruction in the Soviet Union are examined, and the history of the development of Soviet programed instruction is sketched. Key principles and techniques from Soviet psychology, pedagogy, computer technology, and cybernetics are explained in terms of their application to programed instruction. Electronic devices which are used in Soviet classrooms, ranging from small teaching machines to digital computers, are described. Case studies illustrate concretely the ways in which the Soviets apply electronic devices and programed material in various educational settings. Finally, some recommendations are made concerning those phases of the development and use of Soviet programed instruction which could merit further investigation by American scholars and educators. The author collected much of the information for this study from first-hand observation and from materials gathered in the Soviet Union. An extensive bibliography of both Russian and English language sources and a directory of Soviet personnel are provided.

Zerling, J. P. (1975).  L'Ordinateur, Un Nouveau Pedagogue? Quelques Exemples d'Application de l'Ordinateur a l'Enseignement des Langues Vivantes (The Computer: A New Teacher? Some Examples of the Use of the Computer in Second Language Teaching). Melanges Pedagogiques, 1975. 

The aim of this paper is to present linguists--both members of research teams and language teachers--with some possible applications of computing science to language teaching. First, it is possible to use a computer's output system merely in order to print any type of information, e.g., a list of students' names and their marks. The computer also allows the teacher to make more elaborate calculations and obtain very useful results, such as the arithmetic mean, the standard deviation and so on, whatever the number of students. To illustrate clearly these applications, a concrete example is given concerning the improvement of a reading comprehension test. The test is fully described and its evaluation over three years is presented and explained: modifications of all sorts were introduced in accordance with the interpretation of mathematical and statistical data. The discrimination factor makes it clear whether any particular item discriminates effectively; the frequency factor shows the number of answers--right or wrong--given for each exercise. Finally, the correlation factor shows whether all the different series of exercises really contribute to testing the same kind of reading skill. All these data are plotted or given in charts, and are thoroughly discussed in order to explain how it is possible to transform such skill-testing material to make it as concise as possible while giving it as great a discriminatory power as possible.

Ziegler, Warren L., Ed. (1970).  Essays on the Future of Continuing Education Worldwide. 

Topics chosen for these eight seminar papers divide basically into three categories: discussions on processes and methods for planning for the future of adult education; attempts to project into the future such worldwide problems as urbanism, conflict, the population explosion, and specific adult education trends; and discussion of the current scene to determine how adult education is shaping its own future. Papers by Ziegler and Weaver approach the future from theoretical and policy planning perspectives. Ely describes the availability and application of new developments in instructional communications and educational technology. Wilcox describes a range of dynamic new adult educational experiences in urban ghettos among the poor, the disenfranchised, and blacks. Birenbaum focuses on the relationship between continuing education and the quality of urban life. A paper by the staff of the United Nations Institute for Training and Research suggests the rightful role of adult education in coping with conflicts among and between nations. Papers by Blakely and Deleon deal with adult education trends in general, together with larger problems whose solution will not emerge from adult education alone. An epilogue gives excerpts from seminar discussions.

Ziener, George G.; And Others (1970).  Educational Technology Project, Volume Five, Management Kit (Set 6). Final Report. 

This volume is the last of four sets of materials produced for training science supervisors in educational technology. It describes the contents and use of kits designed to help supervisors analyze their jobs in five basic supervisory areas: budget; equipment, supplies, and materials; optimum learning systems; provision of services to science teachers; and reports. The necessity to relate these functions to improved student learning is emphasized. A bibliography is appended. Examples of management systems developed by science supervisors, samples of charts, and a copy of the criterion assessments used as follow-up activities are included as appendices to the report. | [FULL TEXT]

Ziener, George H.; And Others (1970).  Educational Technology Project, Volume One. The Development of Materials for the Training of Science Education Personnel in Educational Technology. Final Report. 

The planning, production, validation, and revision of learning materials designed for use in institutes for science supervisors is described in this first of five volumes. Four sets of packages, ("Role of the Science Supervisor,""Introduction to Educational Technology,""An Application of Educational Technology," and "Management Kits,") each using educational technology methods to describe educational technology were produced. They need not be used in a linear manner, but were designed for flexible programing. The materials can be used for inservice development of supervisors, or by them to meet local training needs. Simple media, audio-tape, photographic slides, and written materials were used. "Educational technology" does not mean "use of machines for instruction" but is a"process approach to learning", utilizing learning theory, a systematized approach and various instructional tools to produce learning in individuals. Examples of feedback responses to progress reports sent to supervisors during project development, copies of pre- and posttests given to groups and individuals used for validation, summarized validation results, and operations charts are appended. | [FULL TEXT]

Zierer, Ernesto, Comp.; And Others (1974).  Relacion Clasificada de los Trabajos del Departamento (Annotated Bibliography of Department Publications). 

This is a bibliography of the publications of the Department of Languages and Linguistics at the University of Trujillo in Peru from 1959 through 1974. The 323 entries include works both by department members and others. The bibliography is divided into three main categories: (A) Linguistics, the principal areas being (1) General Studies, (2) Contrastive Studies, (3) Diachronic Studies, (4) Translation, (5) Individual Language Studies, (6) Bilingual and Multilingual Glossaries and Dictionaries, (7) Psycholinguistics, (8) Sociolinguistics; (B) Foreign Language Teaching, including (1) Evaluation, (2) Curriculum, (3) Methods, (4) Organization and Planning, (5) Educational Technology; and (C) Programed and Cybernetic Instruction. While the majority of titles is in Spanish, a large number is in English, and a few in German or French. Author and publication indexes are provided.

Zifferblatt, Steven M. (1972).  Architecture and Human Behavior: Toward Increased Understanding of a Functional Relationship  Educational Technology, 12, 8. 

Full-Text Availability Options: 3297.

Zimmerman, Joseph; And Others (1971).  Doing Your Own Thing with Precision: The Essence of Behavior Management in the Classroom  Educational Technology, 11, 4. 

The authors describe the organization and implementation of a workshop in behavior management for elementary school teachers and describe some representative projects that can be readily conducted by a single teacher in a classroom.

Zink, J. (1976).  An Exponential Teaching Model for Educational Cablevision with Implications for an Advanced Degree Program in Applied Learning Systems  Journal of Educational Technology Systems, 5, 3. 

The design and implementation of a cablevision delivered course on Grand Opera is described. The unique aspect of this project is that both the viewers and the production teams experienced active learning situations.

Zink, Lee B.; And Others (1973).  Evaluation of the Impact, Costs and Benefits of the Albuquerque Model Cities Library Materials and Cultural Centers. Final Report. Volume I and II. 

The purpose of this study was the examination of the Albuquerque Model Cities Library Materials and Cultural Centers and of their impact upon the community they serve. This was not a traditional cost/benefit study although it contains many of the aspects of such an analysis. The area served by the Centers is an area of relatively poor persons of primarily Spanish and/or Mexican descent with a few Blacks, American Indians and "Anglos." The study was conducted in the following manner. First, personal interview surveys were made of a sample of residents of the poor area (MNA) and of residents of a similar area without special library services, and of a middle-income area of Albuquerque. Results of these three sets of surveys were then compared to discover differences in attitudes of persons in the areas relating to their library services. Some nine months later, a similar survey was conducted again in the MNA to determine if differences had arisen over time. A much smaller survey was conducted on the library premises. Throughout the entire period of the study, the operations of the Library and Cultural Centers were examined and costs for various functions were allocated. Volume II contains the appendix.

Zinn, Karl L. (1972).  International Push for Instructional Computing  Datamation, 18, 10. 

An overview of the conference held at the International School on Computers in Education in Pugnochiuso, Italy.

Zinn, Karl L. (1973).  Contributions of Computing to College Teaching and Learning Activities at the University of Michigan. 

Material on instructional computing drawn from various reports, surveys, and recommendations was assembled for use by the Communications Review Committee at the University of Michigan. The Committee was charged with the responsibility of examining the potential impact of media and instructional technology upon the University. A report, aimed at providing it with relevant information, begins with a brief history of the instructional use of computers at the University. This is followed by a section offering examples of instructional-related uses, including drill, skills practice, programed and dialog tutorials, testing and diagnosis, simulation, gaming, information processing, computation, problem solving, model construction, graphic display, the management of instructional resources, and the presentation and display of materials. The third segment relates activities at other universities, and the fourth reviews some conclusions from national studies. Recommendations for instructional computing are presented and the report concludes with a view of the future. Appendixes offer a bibliography on computers in college teaching, a review of University expenditures for instructional computing, and a list of University of Michigan schools and departments reporting the use of computers for instructional purposes.

Zinn, Karl L. (1976).  Free and Inexpensive Materials on Computing in Teaching and Learning Activities  System, 4, 2. 

An excerpt is given of a document prepared for the Project EXTEND Information Exchange listing inexpensive reference materials and periodicals on use of computing in teaching and learning activities.

Zinn, Karl L. (1978).  Sources of Information About Computing in Instruction  Educational Technology, 18, 4. 

General advice and directions are provided on what to read, where to visit, which conferences to attend, and how to get into the channels of communication.

Zinn, Karl L. (1979).  Using the Microcomputer: One University's Experiences.  Educational Technology, 19, 11. 

Reports on uses of microcomputers at the University of Michigan including word processing, extending laboratory experience, simulation, games, tutorial uses, and building skills in computing.

Zinn, Karl L., Ed. (1974).  On-Line; Special Summer Issue on ICM 74. 

The proceedings of the 1974 Conference on Instructional Computing in Michigan comprise this special issue of the newsletter on educational use of computers among Michigan colleges and universities. Individual papers were presented on conceptual, technical, and practical aspects of instructional computing in (1) mathematics, (2) the physical and environmental sciences, (3) the behavioral and social sciences, and (4) the arts and music. The last section of the document includes materials and papers on the administration and operation of instructional computing systems. Demonstrations of existing systems and capabilities in the state of Michigan are described. Appendixes include listings of contributors, displays from institutions, and program committees and supporting institutions.

Zinn, Karl L., Ed.; And Others (1974).  Computers in the Instructional Process; Report of an International School. 

A conference attended by 40 "students" and 20 "teachers" was held to explore the state of the art in computer-assisted instruction (CAI). The school was held in a remote Italian resort, but direct connections with computers in Italy and the United States were made to provide opportunities for demonstrations of existing systems. The papers presented fell into three broad categories. The first dealt with issues of CAI usage in different educational contexts and in various disciplinary areas. The second group considered technical issues in the development, use, and evaluation of CAI. Included were papers on instructional software, learner controlled CAI, mathematical models of learning and performance, and the use of CAI for dispersed populations. The final group of papers described use of CAI at five institutions including Coast Community Colleges District in California, Bari University in Italy, Stanford University, University of California at Irvine, and the University of Michigan.

Zinov'ev, S. I. (1971).  Ucebnyj process v sovetskoj vyssej skole (The Process of Instruction in Soviet Higher Education). 

This document is an English-language abstract (approximately 1,500 words) of a book intended for research students and new teachers in higher educational establishments. Discussion of important problems of the theory of instruction in higher schools is followed by suggestions for solving problems and for further research. The reader is cautioned against ready-made, dogmatic attitudes on the subject, and stress is laid on the importance of creative approaches in education. Eight principles are laid down for the process of instruction: (1) instruction must be inspired by Marxist-Leninist ideology; (2) theory must be combined with practice and practical experience with learning; (3) specialists must be trained systematically and consistently; (4) students must be trained to adopt a conscious, active, and independent approach to study; (5) students must learn to combine individual study with group work; (6) abstract reasoning must be combined with concrete demonstration; (7) knowledge must be thoroughly assimilated; and (8) scientific knowledge must be made accessible. The book concludes with discussions of correspondence courses, programmed instruction, industrial practices, and teaching specialized subjects.

Zuckerman, Susan (1971).  Interview (with) Neil Postman  Reading Newsreport, 5, 3. 

Full-Text Availability Options: 2889.

Zworykin, Vladimir K. (1976).  Keynote to Issue: A Challenge to Dream  Educational Technology, 16, 5. 

An inventor of television technology challenges educators to use television to its greatest potential by being unafraid to dream about going beyond the confines of the known.