Educational Technology | A

Abboud, Victorine (1981).  Computer-Assisted Instruction in Arabic at the University of Texas at Austin. 

A computer-assisted instructional program to teach the Arabic writing system and elementary vocabulary and comprehension, which was developed at the Center for Middle Eastern Studies at The University of Texas at Austin in cooperation with the university's College of Liberal Arts, is described. Among the benefits of the computer-assisted approach are that the active participation of the student maintains interest and alertness, quick reinforcement and feedback promotes learning correct answers and reduces the possibility of repeating the same error; and the student can follow a flexible learning pathway suited to individual capacities and needs. The following instructional design model has been developed at the computer-assisted instructional laboratory: describe the contractual agreement between staff and student; describe the order of presentation, the number of tests, the conditions for success in a test, the branching techniques, and the number of frames in each section; write a clear definition of the goals and behavioral objectives and carefully analyze the course content; describe what a learner must do to demonstrate that the objectives have been reached; specify the learning hierarchy and intermediate objectives needed to reach the terminal objectives; determine the individualizing techniques to be used; and choose the interface techniques. It is suggested that correct analysis of the content and objectives of the course forms the foundation for choosing the most appropriate display of subject matter, response techniques the student can use, and subsequent feedback by the computer. Appended materials include a description of the computer-assisted instructional program for modern standard Arabic, including sample frames, and a reprint of an article that describes the writing system ("The Computer as an Instructional Devise for the Arabic Writing System," 1972, by Victorine C. Abboud).

Abdulla, Abdulla M.; And Others (1984).  The Use of Natural Language Entry and Laser Videodisk Technology in CAI.  Journal of Medical Education, 59, 9. 

The use of an authoring system is described that incorporates student interaction with the computer by natural language entry at the keyboard and the use of the microcomputer to direct a random-access laser video-disk player.

Abed, Farough (1989).  What Training Institutions Should Know about Visual Designers.  Educational Technology, 29, 6. 

Discussion of the role of a visual designer in media programing highlights the relationship between content, design, and technical aspects. Collaborative effort between the content expert, the instructional developer, and the technical staff is described, the role of style is discussed, and the function of communication is emphasized.

_____. (1984).  About the Scottish Microelectronics Development Programme. 

Activities of the Scottish Microelectronics Development Programme (SMDP) related to the introduction and coordination of educational microcomputing in Scotland from 1980 to February 1984 are described. The background of the program is outlined, and it is noted that SMDP has become a division of the Scottish Council for Educational Technology (SCET), operating as the main executive arm of a new Microelectronics in Education Committee (MEC). Also described are the Support Software Library, a collection of educational software developed by SMDP programmers and freely distributed to Scottish schools, and SMDP information dissemination activities. Additional activities and projects described are the Primary Software Development Project, which produces programs for use in primary schools; the Edinburgh Software Project; the Scottish Community Education Microelectronics Project (SCEMP), which is funded by the Scottish Education Department and the Scottish Community Education Council to increase general community awareness of the potential scope of microcomputers; the Schools Computer Administration and Management Project (SCAMP), aimed at the computerization of secondary school recordkeeping/administration; and two special education projects for the mildly mentally handicapped. Appendices present a list of SMDP publications, a sample order form, a list of SMDP software distribution centers, and annotated listings of software in the Supported Software Library and SCEMP software.

Abrams, Arnie; Streit, Les (1986).  Effectiveness of Interactive Video in Teaching Basic Photography.  Technological Horizons in Education, 14, 2. 

Describes a study which examined the effectiveness of interactive video as an instructional tool. Compares acquisition of basic photography skills by teacher education students through interactive video and linear video methods. Suggests that interactive video can be a powerful and effective training tool if used in the proper educational context.

  Abstract: Discusses impact of the introduction of educational innovation on Latin American culture, highlighting technology and culture, the industrial model in education, the situation of the teacher within the technological model, and an educational technology for Latin America. Seventeen references are cited..

  Abstract: Designed as a guide for policy formation, program development, and resource allocation, this report identifies and evaluates future trends and their implications for California's De Anza College (DAC). Section 1 contains introductory information on the purposes, processes, and components of institutional planning at DAC. Section 2 assesses the current state of the college, summarizing the results of the college's self-evaluation based on the following "critical success factors": attractiveness to students, transfer rates and post-transfer academic success, job placement, persistence rates, staff productivity, program expenditures, faculty salaries, purposeful innovation in instruction and student services, fiscal soundness, and reputation. This section also describes program assessment at DAC, reviews physical plant needs, and offers conclusions about DAC's strengths and weaknesses. Section 3 presents seven planning premises, with supporting data and discussions of implications: (1) demographic trends towards increasing diversification in age, ethnicity, and lifestyle; (2) rapid changes in technology, the economy, lifestyles and values; (3) effects of the knowledge explosion on the college and the local economy; (4) the impact of new educational technology on instructional delivery systems and administration; (5) increasing competition and cooperation; (6) enhancement of fiscal resources; and (7) the tension between state and local control. The final sections focus on new and renewed strategies for the 1980s and beyond, and the challenge of changing plans into reality..

_____. (1984).  Academic Policies Leading the Way: Selected Resolutions and Position Papers, 1974-1983. 

This compilation of resolutions and positions of the Academic Senate for California Community Colleges (ASCCC) provides a collective representation of the current and past recommendations of the Senate for strengthening academic standards in California's community colleges. First, ASCCC resolutions are presented regarding academic standards, academic rigor, and course repetition; the associate degree; course classification and the credit/non-credit policy; general education; grading policy; and telecommunications and independent study courses. The resolutions are presented in the order in which they were adopted between fall 1976 and fall 1983. Appendices present an extended resolution on associate degree applicable courses adopted in fall 1983; position papers on "General Education Model Criteria for the Associate Degree,""Instruction as a Priority,""Academic Standards: The Faculty's Role," and "Guidelines for California Community Colleges in the Use of Telecommunications Systems in Instruction"; and a list of 29 ASCCC publications. | [FULL TEXT]

Acker, Stephen R.; Gordon, Joan M. (1987).  Designing the Group Use Videodisc: Socializing Communication Technology.  Communication Education, 36, 1. 

Indicates that students were favorably impressed with their videodisc learning experience, though the process of reaching consensus seemed to require the re-ordering of individual rankings. Discusses the relationships between design strategy, student interaction in the learning process, and funding educational technology.

Adams, Charles F.; Howland, Ruth (1982).  The Effects of a Student Achievement Information System on Student Learning.  Journal of Educational Technology Systems, 11, 3. 

Describes the formative evaluation of Project IMPACT, a computer-based information system designed to provide school personnel with frequent systematic evaluation information on student progress. Preliminary evidence indicates that with this information instructors can modify instruction to meet the needs of the students and thereby may increase student achievement.

Adams, Dennis M. (1985).  Experience, Reality, and Computer-Controlled Technology.  Journal of Experiential Education, 8, 3. 

Explores roles of computer technology and real world experiences in the learning process. Encourages teaching of critical viewing skills and other aspects of visual fluency. Forecasts changes in the educational system to accommodate emerging technologies and new ways of thinking and interacting with the world.

Adams, Dennis; Hamm, Mary (1988).  Changing the Texture of Learning.  Journal of Epsilon Pi Tau, 14, 1. 

The ability to analyze, interpret, and extract meaning from video messages increases students' power to think and learn. The authors present practical techniques for developing students' critical thinking and visual literacy skills.

Adams, Richard C. (1989).  Computers in School: What's the Real Use?  NEA Today, 7, 6. 

Computers in schools can be helpful, but only if properly utilized. Given time and training, teachers can use them to teach more effectively. Studies indicate computers are relatively inexpensive and very useful, but there are too few available, and not enough teachers have correctly incorporated them into their classrooms.

Adams, Thomas M., II; And Others (1987).  Aptitude-Treatment Interaction in Computer-Assisted Instruction.  Educational Technology, 27, 12. 

Describes a study that examined the relationship between academic ability or aptitude, as measured by grade point average and American College Test scores, and achievement with and without computer-assisted instruction. (15 references)

_____. (1987).  ADCIS Conference Proceedings. International Conference (29th, Oakland, California, November 9-12, 1987). 

These proceedings include papers on such topics as authoring systems, computer-managed instruction, testing, instructional design, management education, simulations, intelligent computer-assisted instruction, and other areas related to computer-based education. Fifty-six papers and 104 abstracts are organized by Association for the Development of Computer-Based Instructional Systems (ADCIS) special interest groups: (1) computer-based training; (2) elementary, secondary, and junior college educators; (3) educators of the handicapped; (4) health education; (5) home economics; (6) implementation and management; (7) interactive video-audio; (8) mini/micro computer users; (9) music educators; (10) PILOT users; (11) PLATO users; and (12) theory and research.

Adelman, Clifford (1982).  College Curriculum: Shape, Influence, and Assessment. Background Briefing Paper for a Special Panel of The National Commission on Excellence in Education (Kingston, Rhode Island, August 27-28, 1982). 

Issues concerning the influence of college curricula are considered as part of a background briefing paper for a special panel of the National Commission on Excellence in Education. The objective was to examine features of contemporary college studies to determine what should be protected or changed to improve the quality of postsecondary education. Attention is directed to the following concerns: (1) the shape of college curricula as reflected in program and degree requirements, the ways in which content is delivered to students, and the grounds for credentials; (2) the influence of college curriculum on secondary schools and secondary school students; and (3) the assessment of the effects of curriculum requirements and delivery on what college students learn. Specific issues include: the influence of the changing student constituency; modes of teaching and learning; the potential and limitations of educational technology; the value of various new forms of assessment, particularly "value-added"; factors accounting for the proliferation of courses and degree programs; whether personal improvement courses should be credited toward baccalaureate degrees; whether class contact hours is a justifiable criterion; and whether there are regional variations in college exit standards. A list of papers commissioned for the panel is included. | [FULL TEXT]

Adelman, Clifford; Reuben, Elaine (1984).  Starting with Students: Notable Programs, Promising Approaches, and Other Improvement Efforts in American Postsecondary Education. Volume II. 

Sixty-six descriptions of notable programs and promising practices related to specific problems, practices, and goals in American postsecondary education are presented in this study, a continuation of Volume I. The programs are the result of searches made by the staff of the National Commission on Excellence in Education, although neither the staff nor the Commission has validated these programs. Responses to the Commission's searches were voluntary. The programs are divided into six parts: (1) academic time: calendars of institutions and individuals; (2) retention and academic work; (3) the uses of instructional technology; (4) language: expanding personal space; (5) joint ventures of colleges and employers/worker education; and (6) assessment: the bottom line. Academic time was approached in two ways: as a resource and as an alterable variable in the teaching/learning process that affects student achievement. Most of the profiles in this section address different temporal frameworks within which adults seek education. The section on language focuses on writing, but also addresses reading, listening, and speaking skills, as well as some foreign language programs. The section on assessment covers both student evaluation and the use of assessment information to improve performance measurements. Included is an index listing each institution (as presented in both Volume I and Volume II) with addresses. A letter from the American Council on Education is appended. It explains the categories chosen by the National Commission on Excellence in Education for the identification of notable academic programs. Lists of these categories and of the items to be covered in determining notable programs are presented as an attachment to the letter. | [FULL TEXT]

Adey, David, Comp.; And Others (1987).  Distance Education in Southern Africa Conference, 1987. Papers 7A: Late Submissions, Additional Papers. 

Six papers from the University of South Africa's Conference on Distance Education are presented. They include: "Teaching-Learning Models in Distance Education Using New Media" (Karlheinz Rebel); "Adult Learning in the Context of Development" (Jan R. Hakemulder); "Text Design in Distance Education: Print and Facilitating Adult Learning" (John Aitchison and Jenny Aitchison); "Distance Education and the Regime of Academic Literacy" (John Aitchison); "The Issues of Educational Technology and Curriculum Design" (Felicity Simmons); and "Interactive Multi-media Learning: A Business Case Study in Distance Learning" (Ray C. Johnson).

_____. (1984).  Adult Education Report. 

A study was initiated to investigate the current status of technology initiatives in terms of their impact on six adult education centers in Massachusetts. It was designed to provide new insights into the educational effects of computer instruction upon adult basic education students. A second effort focused on the presentation of a model of statewide technology transfer and diffusion. The site reviews indicated that the centers serve a very diverse clientele; the main programs offered were adult basic education and English as a second language; and each center was organized as a service site to reach out to clients. Project activities were aimed at designing and operating computer literacy programs for adult educators; designing and offering a software leadership institute for training trainers; providing microcomputer equipment for instructional purposes through a lease/purchase arrangement; designing an administrative database to be field tested in two adult learning sites; and documenting and disseminating findings from these technology initiatives and new practices. Recommendations were made that will assist future planning by adult educators who are studying and exploring ways to optimize the use of technology within their educational and training settings. (Appendixes include workshop agendas, software evaluation forms, the Philadelphia Department of Education's list of adult education courseware, and a 33-page bibliography of print resources and courseware.)

_____. (1988).  Adult Literacy & Technology National Conference (Pittsburgh, Pennsylvania, July 27-31, 1988). 

This document provides advance information on the symposia, workshops, and presentations of a conference the purpose of which was to teach about new techniques and methodologies for applying technology as a solution to adult illiteracy. Brief summaries are provided of the content of the symposia, workshops, and presentations. Representative topics include social and economic importance of literacy in the workplace, literacy strategies in the military, teaching the teacher to use technology, using hypermedia in adult literacy programs, teaching reading with a computer, using telecommunications to provide literacy training, combining literacy and employment training for women, creative uses of computers with adult literacy students, interactive video disc and workplace literacy training, using readability-calculations software, family literacy efforts, models for developing statewide literacy networks, a model for staff development and technical support for literacy providers, and microcomputers in the adult learning environment. Other themes are teaching workplace literacy through television, creating job-training opportunities through computers, a video series demonstrating effective teaching practices in adult literacy, and program management. | [FULL TEXT]

_____. (1989).  Adult Literacy & Technology: Guide to Literacy Software. 1989 Edition. 

This second issue of an annotated listing of educational software suitable for use with adult basic education (ABE) students was compiled through reviews of software by ABE teachers and their students for its effectiveness and appropriateness to adult literacy instruction. The featured programs include drill and practice, simulations, educational games, word processing programs, and tutorials. The software is listed alphabetically by instructional category (English, life skills, mathematics, reading). The annotated remarks include descriptions and some perceived strengths and weaknesses of individual programs; information on publisher, price, type of computer on which the software runs, subject area, and level of use is also provided. An appendix to the guide is divided into three main categories: technical assistance (glossaries, hardware decisions, illustrated guide to the computer), listings of reviewed software; and resources, publisher addresses, and a comment form.

_____. (1982).  AEDS Proceedings: The Tomorrow in New Technology; Frontiers in Administrative Computing; Adventures in Instructional Computing. 

The 122 papers in this collection were presented in 15 sessions of the 20th annual convention of the Association for Educational Data Systems which was held in Orlando, Florida, May 10-14, 1982. Individual papers covered a wide variety of topics, including computer assisted instruction, computer managed instruction, computer literacy, instructional and administrative uses of microcomputers, software evaluation, computer assisted testing, use of computers with various handicaps and in specific subject areas, teacher education, information dissemination and library automation, computer graphics, and teaching computer programming. The AEDS board of directors, 1982 convention team, affiliate presidents and representatives, institutional members, and sustaining members are listed in the front of the book.

_____. (1980).  A Gateway to the Use of Computers in Education. Proceedings of the Annual Convention of the Association for Educational Data Systems (18th, St. Louis, Missouri, April 13-16, 1980). 

The 45 papers in this collection are contributed, refereed papers submitted for publication in the proceedings of the 18th Annual Association for Educational Data Systems Convention. They cover educational applications of computers in the following areas: computer assisted instruction, computer managed instruction, instructional and learning processes, computer-related curriculum, educational administration, computer resources, and data-center administration. Many papers are introduced by author abstracts and contain research methods, results, and lists of references cited. Information regarding the "vendor sessions" is not included.

(1985).  A Guide to Classroom Software.  Inter-Change, 14 n4 p1, 4 Dec 1985. 

Explains the variety of instructional formats that are currently employed in population education computer programs. Describes the ways computer tutorials, simulations, instructional games, problem solving, and graphics could be used in population studies.

Ahl, David H.; And Others (1981).  Minnesota Educational Computing Consortium.  Creative Computing, 7, 3. 

A collection of interviews and an overview of the Minnesota Educational Computing Consortium (MECC) are presented.

Ahmed, Afzal; Oldknow, Adrian (1981).  Scampi and Chips: Computers on the Mathematics Menu.  Mathematics Teaching. 

The use of the Computer to Help In Problem Solving (CHIPS) is described, along with Small Computers Aiding Mathematical Problem-solving and Investigations (SCAMPI). Sample activities involving combinations and "shuffles" of elements are used to highlight the use of computers, with the BASIC programing language featured.

Aho, Leena (1985).  New Prospects and Challenges in Teacher Education in the Age of Information Technology. 

This paper underlines the need for training teacher educators and developing readiness that will enable them to adapt the benefits of information technology for use in teacher education and related research. Information technology and its challenges for teacher education are examined, as far as the student is concerned, from two points of view: first, how will computers with statistical programs, word processing capacities, graphics, etc. benefit the student's own studies or enable the student to understand things at a deeper level; second, what kind of knowledge and which skills will the prospective educators need to be able to adapt information technology for use at the various levels of school. The paper focuses on how, by developing educational research and teacher education, it is possible to involve in education the positive, developing aspects of information technology. It is pointed out that teachers and teacher educators should have up-to-date knowledge and skills, initiative, creativity, and ideas to develop pedagogy that will meet the demands of the times in a positive way.

Akahori, Kanji (1988).  Evaluation of Educational Computer Software in Japan (II): Practical Problems.  Programmed Learning and Educational Technology, 25, 1. 

Discussion of problems encountered in educational software development in Japan is the second of a two-part series on evaluation of Japanese microcomputer-based software. Problems associated with content, learner attitude, and graphics presentation are described, and future challenges in simulation and integrating courseware with other teaching materials are discussed.

Akinyemi, K. (1986).  A Study of Technophobia among Primary School Teachers in Nigeria.  Programmed Learning and Educational Technology, 23, 3. 

This study was designed to investigate Nigerian elementary teachers' apathy towards use of equipment in instruction and to verify possible links with technophobia. Subjects demonstrated lack of knowledge of educational technology and only slight traces of technophobia. It was suggested that teachers should receive rigorous training in educational technology.

Akinyemi, Kunle (1987).  Nigeria: Low Cost Educational Technology Promoted by Exhibitions.  Media in Education and Development, 20, 4. 

Discussion of low-cost educational technology in developing nations focuses on Nigerian experiences with using exhibitions to promote the use of inexpensive instructional materials. A systems approach to instructional material development is described, and a model used to develop low-cost educational aids in student teacher courses is explained.

Akiyama, Takashiro; And Others (1988).  School Broadcasting in Japan--Status and Trends. The 1986 Academic Year National Survey on Utilization of School Broadcasting.  [Educational Technology Research] 

The new media--including videodisks, microcomputers, and communication networks--are now becoming widely accepted in the world of education. It is predicted that as a result there will be many rapid changes in school education, both in content and in methods. In order to analyze rates, degree, and methods of utilizing the new media, the NHK Radio and Television Culture Research Institute conducted a nationwide survey on the use of school broadcasting in Japan. The survey was designed to clarify the relationships between the use of school television and video recorder diffusion and utilization, the recording and use of videotapes of school programs from previous years, the use of general television programming in instruction, the use of locally-produced videotapes, and the use of commercial educational videotapes. It is noted that the diffusion of video recorders has changed the utilization of educational broadcasting in Japan and that other media, such as the microcomputer and the videodisk, have not achieved the popularity of the video recorder. (3 references)

Akkermans, Jaap; Plomp, Tjeerd (1982).  Information Technology in Dutch Education: Will There Be a National Policy?  European Journal of Education, 17, 4. 

Prospects for a national policy for computer use in Dutch education are reviewed based on stated educational objectives. Resources and their allocation will greatly influence whether the emphasis is placed on specialized education in information science or computer literacy in all fields of study.

Akogo, Benedict C. (1989).  Relevance of Art in the Training of Creative Architects in Nigeria.  Journal of Educational Technology Systems, 17, 3. 

Description of education for architects in Nigeria focuses on the impact of art education in the development of creative architects. Highlights include guidelines for current architectural education; admission requirements for schools of architecture; syllabi for architecture schools; and recommendations for training the architect for the future. (eight references)

Akst, Geoffrey (1984).  Computer Literacy: An Interview with Dr. Michael Hoban.  Journal of Developmental & Remedial Education, 8 n2 p16-19, 31 1984. 

Dr. Michael Hoban responds to questions concerning the role and future of computers and microcomputers in education, the design of computer education, computer software, and faculty development.

Alber, Charles J. (1989).  Information Technology and Chinese Language Instruction: A Search for Standards.  Journal of the Chinese Language Teachers Association, 24, 2. 

Future technological advancements in computers will soon provide high-definition video and graphics ability to simulate language learning situations. Trends in technological options, networks, word processing, and database management are explored, and their usefulness to Chinese language study is discussed. (59 references)

Albright, Michael J. (1988).  A Case for Integrated Instructional Technology Services (IITS) in Higher Education. 

This paper, which presents a model for Integrated Instructional Technology Services (IITS) that is somewhat different from the existing published models for instructional technology services at the postsecondary level, begins by providing background information on the development and implementation of instructional technology services at the postsecondary level from the early 1900s to more recent times; the systems approach to teaching; the process of college teaching; faculty development programs; and classifications of instructional development services that need to be provided for institutions at the course, faculty, media development, and media utilization levels. Seven logical functional areas used to form the IITS model are then described in terms of how they can be viewed within the framework of an IITS concept: (1) learning resources; (2) classroom technologies; (3) media development; (4) instructional/faculty development; (5) instructional telecommunications; (6) instructional computing; and (7) research evaluation. Eight suggestions for implementing the model on a college or university campus conclude the paper. (8 references)

Albright, Michael J. (1989).  It's Time To Rethink Instructional Technology Services in Higher Education.  TechTrends, 34, 5. 

Discussion of the role of instructional technology in higher education highlights a model for Integrated Instructional Technology Services (IITS). Topics discussed include instructional development; faculty development; learning resources; media development; instructional telecommunications; instructional computing; research and evaluation; and the relationship of the library and computer center to the IITS model.

Alessi, Stephen M.; And Others (1982).  Effectiveness of a Computer-Based Reading Comprehension Program for Adults.  Journal of Educational Technology Systems, 11, 1. 

Discusses the content and structure of a computer-based instructional program in reading for disadvantaged adults and describes the design, test materials, procedures, and results of a formative evaluation with 36 pre-GED students in an Illinois Correctional Center. Results support the value of such complete computer-based reading comprehension curricula.

Alexander, Lamar (1986).  "Time for Results": An Overview.  Phi Delta Kappan, 68, 4. 

Summarizes the work of seven National Governors' Association task forces (on teaching, leadership, parent involvement and choice, readiness, technology, school facilities, and college quality) and the "action agenda" proposed. The governors' recent report is unique for its authorship, the tough issues tackled, and its follow-up plan.

Allee, John G., Jr.; Williams, Robert L. (1980).  A Challenge for the Language Arts CAI Developer.  Creative Computing, 6, 9. 

Challenges facing the developers of computer assisted instruction (CAI) for language instruction are presented along with sample programed lessons.

Allen, Brockenbrough S. (1981).  The Video-Computer Nexus: Towards an Agenda for Instructional Development.  Journal of Educational Technology Systems, 10, 2. 

Discusses the increasing compatibility and capabilities of the video and computer technologies, outlines factors that will influence the benefits of the union of the two technologies for education and entertainment, and notes the lack of a theoretical base for their appropriate application. A five-item bibliography and 19 references are provided.

Allen, Brockenbrough S.; And Others (1989).  An Educational Technology Curriculum for Converging Technologies.  Educational Technology. 

Outlines curriculum reforms being made in the master's level educational technology program at San Diego State University. Topics discussed include technological changes and the roles of educational product designers; human information processing; knowledge base design; student design of educational adventure games; interactive video design; and HyperCard. (25 references)

Allen, Dwight W.; McCullough, Lawrence N. (1980).  Education and Technology: The Changing Basics.  Educational Technology, 20, 1. 

Notes the changing role of technology in education and society and explores the increased use of educational technology with its sophisticated simplicity, new skills development, and the humanizing, freeing effect of technology mastery.

Allen, Michael (1980).  Computer-Managed Instruction.  Journal of Research and Development in Education, 14, 1. 

Computer-managed instruction (CMI) has potential for helping solve research and instructional management problems. Computer-managed individualized instruction involves the scoring of diagnostic tests, generation of study prescriptions, and record keeping.

_____. (1980).  Al-Manakh. Language Centre Journal, Volume 4, Number 1.  [Al Manakh] 

This issue of a journal devoted primarily to teaching English as a second language to engineering students contains the following articles: (1) "The Contribution of Educational Technology to ELT [English Language Teaching]" by Mike Laflin; (2) "Looking Again at Student-Centred Study Skills" by Andrew E. Seymour; (3) "Troublesome English T" by Victor W. Mason; (4) "ESP for the Machine-Shop" by Tim Hayward; (5) "EST TTI [Teacher Training Institute] Corvallis 1979" by Jonathan Elliman; (6) "The English Language Placement Test and the Oral Ability of ELU Arts Students" by Steven Spurling, Edward Richards, Geoffrey McGraw, and Ralph Setian; (7) "Scoring Reliability: Writing Test, Engineering Placement Test" by Donald J. Malcolm; and (8) a review of Swoles and Fannings "English in the Medical Laboratory" by Diana E. Adams Smith.

Ambron, Sueann (1986).  New Visions of Reality: Multimedia and Education.  [Learning Tomorrow: Journal of the Apple Education Advisory Council] 

Multimedia is a powerful tool that will change both the way we look at knowledge and our vision of reality, as well as our educational system and the business world. Multimedia as used here refers to the innovation of mixing text, audio, and video through the use of a computer. Not only will there be new products emerging from multimedia uses, but multimedia may also change the way we think and solve problems--just as in recent years, word processing, spreadsheets, and databases have changed how we think about writing, accounting, and information access. Multimedia will affect education by providing instructors, students, and others with a dramatic new environment for presentations--i.e., they will no longer be bound by the limits of illustrating processes on chalkboards or in slide presentations. Multimedia holds great promise for improving the quality of education by providing the ability to illustrate ideas with visual, audio, text, or any combination of media so that users can create new ways of communicating ideas. Teachers will be freed from the constraints of textbooks and chalkboards, and students who have difficulty expressing ideas in writing can now have a new way to communicate and a new class of material to learn from. Multimedia allows the user to be an active learner, controlling access to and manipulating vast quantities of information with a computer.

Ambron, Sueann, Ed. (1986).  Long Range Technology Planning.  [Learning Tomorrow: Journal of the Apple Education Advisory Council] 

This summary of a meeting of the Apple Education Advisory Council, on long range technology plans at the state, county, district, and school levels, includes highlights from group discussions on future planning, staff development, and curriculum. Three long range technology plans at the state level are provided: Long Range Educational Technology Plan for California Schools; Learning Technologies and Telecommunications in New York State; and The Use of a Computer To Help Teach the School Curriculum (Minnesota). A county level plan from the Sonoma County Office of Education and a school level plan from the Cincinnati (Ohio) Country Day School are also provided, as well as district level plans from the Palo Alto (California) Unified School District, the Los Angeles (California) Unified School District, and the Keene (New Hampshire) School District. The texts are supplemented by various charts, diagrams, and illustrations, and some references and other resources are listed by individual plans. | [FULL TEXT]

Ambron, Sueann, Ed. (1988).  Toward a Seamless Society: Networking in Education.  [Learning Tomorrow. Journal of the Apple Education Advisory Council] 

This collection of papers includes both presentations at a two-day conference of the Education Advisory Council at Apple Computer which considered information and insights on the use of telecommunications and networking in education, and papers describing other telecommunications projects that have been identified since the council's meeting. Following an introduction by Randy Pennington, 18 papers are presented under five headings: (1) National Networking Systems: "SpecialNet: A National Computer-Based Communications Network" (Alfred J. Morin); "Chieffile: The Electronic Mail, News, and Information Service of the Council of Chief State School Officers" (George Rush); and "MIX--The McGraw-Hill Information Exchange" (Stephen M. Laliberte); (2) Statewide Networks: "Florida Information Resource Network" (Francis C. Watson); "New Hampshire--A Case Study: Getting Started in Educational Telecommunications" (Molly Watt and Dan Watt); "Communications--How AppleLink Improved Apple's Information Flow" (Stacey Bressler); "Superintendents at the Workstation?" (Larry Vaughan); and "METN--Networking in Maryland" (Michael F. Sullivan); (3) Community-Based Networks: "Learning Link--A Model for Low-Cost Educational Networks" (Robert A. Spielvogel); "CMS School-Net--A Practical Approach to Effective School Networking" (Al Rogers); "Connected Education--The First Two Years" (Paul Levinson); and "The Network Advantage in Education (for the Apple Macintosh)" (Carl M. Durance and Shirley L. Fenton); (4) Distance Learning Projects: "Distance Learning in Alaska's Rural Schools" (William J. Bramble); "Telecommunications and Distance Learning Systems in New York State" (Peter Frederick Stoll); and "The Hawaii Global TELEclass Project and Multimedia Computer-Based Educational Telecommunications (CBET)" (John H. Southworth); and (5) Summary: "Session NOTES" (Larry Vaughan); and Commentaries: "Networking in Education--The Need for Managerial and Political Innovations" (Charles L. Blaschke); and "EUREKA!" (from "An Electronic Net-Rider's Journal," Gerri Sinclair). The text is supplemented by various figures, tables, and illustrations, and many of the papers contain bibliographic references. | [FULL TEXT]

_____. (1986).  A Microcomputer Utilization Study, K-12. Beverly Hills Unified School District. 

This report is designed to provide the Beverly Hills Unified School District with an analysis of current utilization of microcomputers throughout the instructional program and to provide recommendations for practical changes to refine the district's microcomputer program. Data were collected through a variety of methods, including the administration of an attitudinal survey to a representative sample of board members, parents, students, and teachers; on-site visitations; interviews; and review of district documents. Survey procedures are described; a detailed analysis is presented for selected survey items; and findings and recommendations are presented for the areas of curriculum, training, articulation and coordination, software, hardware, staffing, policy and planning, and funding, both in summary form and in detail, for the elementary schools, the high schools, and the district. Classroom observation guidelines, the survey instruments, and extensive survey data for all groups with questionnaire items are appended.

Amodeo, Luiza B.; Martin, Jeanette (1982).  The Computer Experience Microvan Program: A Cooperative Endeavor to Improve University-Public School Relations through Technology. 

To a large extent the Southwest can be described as a rural area. Under these circumstances, programs for public understanding of technology become, first of all, exercises in logistics. In 1982, New Mexico State University introduced a program to inform teachers about computer technology. This program takes microcomputers into rural classrooms (via a van that travels throughout the state) in order to introduce microcomputer technology and its potentials for educational programs to students and teachers. The program's organizational structures involves support from the International Space Center, the International Hall of Fame Foundation, New Mexico State University, and Texas Instruments Corporation. The van program cost for schools is $150 per day. Objectives of the project encompass: (1) computer awareness; (2) computer literacy; and (3) hands-on machine time. The van project has been effective in improving university relations with public elementary and secondary schools.

_____. (1980).  An Agenda for Action: Recommendations for School Mathematics of the 1980s. 

Eight recommendations for school mathematics in the 1980s are given. These are based partially on results from mathematical assessments and other studies, and are intended to launch a decade of action in mathematics education. For each of the following recommendations, the document includes a short commentary and a series of recommended actions to be taken: (1) problem solving should be the focus of school mathematics in the 1980s; (2) basic skills in mathematics should be defined to encompass more than computational facility; (3) mathematics programs should take full advantage of the power of calculators and computers at all grade levels; (4) stringent standards of both effectiveness and efficiency should be applied to the teaching of mathematics; (5) the success of mathematics programs and student learning should be evaluated by a wider range of measures than conventional testing; (6) more mathematics should be required for all students and a flexible curriculum with a greater range of options should be designed to accommodate the diverse need of the student population; (7) mathematics teachers should demand of themselves and their colleagues a high level of professionalism; and (8) public support for mathematics instruction should be raised to a level commensurate with the importance of mathematical understanding to individuals and society.

_____. (1984).  A Nation at Work: Education and the Private Sector. 

This report is based on five regional forums held in 1983 on the topic of business and vocational education. The forums, conducted in cooperation with the National Commission for Employment Policy and the State Advisory Councils on Vocational Education, provided the opportunity for an exchange of ideas and information with representatives of the private sector. Employers discussed their perceptions of vocational education and education generally, their expectations, and areas where improvements are needed. Several themes were heard repeatedly throughout the forums. One was the reliance of employers on high quality vocational programs to provide trained workers. Another was a desire to see improvement in all areas of vocational education to bring programs up to the highest standards and keep them abreast of the latest developments in technology and skill requirements. Also stressed was the need for greater relevance in education generally to the requirements of the workplace so that all students will be prepared to function when they move into the world of work. The businesses represented were willing to work in partnership with education to help improve quality. (This report contains an overview of the forums, a discussion of business-education partnerships, and conclusions and recommendations by the Council.)

_____. (1985).  An Agenda for Excellence at the Middle Level. A Statement by NASSP's Council on Middle Level Education. 

To help young adolescents reach their potential, middle schools must provide high quality intellectual climates that foster the development of adaptive skills which students can use throughout their lives. Accordingly, practical advice is presented for 12 interrelated dimensions of schooling at the middle level that merit the highest priority attention: (1) core values, (2) culture and climate, (3) student development, (4) curriculum, (5) learning and instruction, (6) school organization, (7) technology, (8) teachers, (9) transition (from elementary to high school), (10) principals, (11) connections (to the community), and (12) client centeredness. Each of these dimensions is taken up in a separate section, and each section begins with a brief statement of what is necessary for excellence in the particular area discussed, followed by a list of suggestions for achieving these goals.

Anandam, Kamala (1986).  Technology for Education: Promises and Problems.  New Directions for Community Colleges, 14, 3. 

Urges educators to recognize the potential benefits and problems of educational technology. Encourages interaction between the proponents and detractors of technology; interdependence of technological innovation and educational research; collaboration among content specialists, educational psychologists, and technology experts; educational environment restructuring; delineation of appropriate technological uses; and accentuation of human qualities.

Anandam, Kamala (1989).  Instructional Technology 15 Years Later: What Has Happened, What Has Not?  Community. 

Draws from site visits to 50 2-year colleges to identify computer applications in instruction, services to disabled students, testing, and distance education. Discusses areas in which computer technology has not been used to its full potential.

Anandam, Kamala, Ed. (1989).  Transforming Teaching with Technology: Perspectives from Two-Year Colleges. EDUCOM Strategies Series on Information Technology. 

Focusing on the diversity of the uses of technology in education and the institutions which apply them, this book presents 13 articles describing technological transformations in teaching at two-year colleges throughout the United States. The book contains: (1) "Tradition and Technology at Amarillo College: People Make the Difference," by Diana Hester Cox and R. E. Byrd; (2) "Academic Computing at Mt. San Antonio College," by Marvin Gore; (3) "Cerritos College: Accomplishing More with Less," by Norman Nicolson and Steven R. Helfgot; (4) "Supporting Faculty Computer Initiatives with Good Grantsmanship Strategies: Mercer County Community College," by D. David Conklin and Thomas N. Wilfrid; (5) "Academic Computing: Evolution at Montgomery College," by Floyd F. Cumberbatch; (6)"Computing and Cultural Change: Massachusetts Bay Community College," by Roger A. Van Winkle and Marjory A. Stewart; (7) "Academic Computing Strategies in Community Colleges: A Shared Responsibility at College of the Desert," by Douglas R. Garrison; (8) "The Promise of Parkland College: Excellence through Cooperation," by Jonathan Block and Greg Maybury; (9) "Maricopa County Community College District: A Shared Vision with Multidimensional Strategies and Technology for Achieving Students' Educational Success," by Naomi O. Story; (10) "Instructional Technology: A New Era for St. Petersburg Junior College," by John Busby; (11) "Fox Valley Technical College: Quality and Technology Shape Academic Environment," by Karen L. Kramer and Stanley J. Spanbauer; (12) "The Legacy of Miami-Dade Community College: Pragmatism and Futurism," by Kamala Anandam; and (13) "High Tech Centers for the Disabled: The Future of Computer Access in the California Community Colleges," by Carl Brown, Marcia Norris, and Jill Rivers.

Anandam, Kamala; Kelly, J. Terence (1981).  Evaluating the Use of Technology in Education.  Journal of Educational Technology Systems, 10, 1. 

Introduces the concepts of extensiveness, effectiveness, and endurance as the three phases of an innovation diffusion process. Research on educational uses of print, telecommunications, films, and video and computer technologies is reviewed and the implication of the 3-phase concept for technological innovations and evaluation is discussed. Nineteen references are listed.

Anandam, Kamala; Kelly, J. Terence (1982).  Teaching and Technology: Closing the Gap.  Technological Horizons in Education, 10, 2. 

Reviews literature on instructional computing to delineate principles helpful in closing the gap between teaching and technology. Focuses on faculty development (including faculty role shift), program development (including major activities in systematic exploitation of communication technology), and institutional arrangements.

Anastasio, Jon M. (1980).  Faculty Perceptions of a Basic Self-Instructional Teaching Analysis Programme.  Programmed Learning and Educational Technology, 17, 1. 

Reports the findings of a study that collected data from 14 college and high school faculty in a self-instructional teaching analysis program: their perceptions of the usefulness of the approach, the materials used, and the time required to administer the program compared with similar services from a specialist.

And OthersFast, Thomas B. (1980).  Computer-Based Management of a Clinical Teaching Program.  Journal of Dental Education, 44, 5. 

A University of Florida College of Dentistry management system is described that uses a computer to assist in the matching of patients and dental students, the monitoring of patient care, and the tracking of student clinical progress in a teaching environment that emphasizes the comprehensive patient care approach.

Anderson, Frances E. (1985).  Electronic Media, Videodisc Technology, and the Visual Arts.  Studies in Art Education, 26, 4. 

The potential of electronic media for art education is examined. Discussed are computers, video recorders, interactive video discs, and two-way cable television. Emphasis is on laser videodisc technology. What changes must occur in the educational system to accommodate technology and discipline-based art education are also discussed.

Anderson, J. S. A. (1980).  Exploring Teletext as a Resource.  Programmed Learning and Educational Technology, 17, 1. 

Reports on an examination of the potential of teletext as a curricular resource across the school curriculum and as a more general educational information resource. Two curriculum design and development tasks carried out by student teachers, involving currently available pages from teletext and screened-data techniques, are described and discussed.

Anderson, John (1982).  New Directions in Teacher Education.  Computer Education. 

Approximately one-third of Microelectronics Education Programme (MEP) funding is directed toward in-service teacher education. Three levels of competence (familiarization, understanding, applications) are fostered in each of four domains: electronics/control technology; computer as instrument; computer as learning; and electronic communications. MEP's role/commitment in regional in-service training activities is discussed.

Anderson, Jonathan (1988).  Computer Corner.  Australian Journal of Reading, 11, 2. 

Focuses on electronic mail and some of the many exciting developments that reading and language teachers are exploring around Australia, including: (1) Computer Pals across the World; (2) Sharing in a Global Classroom; (3) The Sadadeen Telegraph; and (4) a list of activities for electronic mail.

Anderson, Paul S. (1986).  Contents and Methods in Map Use Courses. 

An analysis of the content and methods of college courses in map use yields a three-section result. The first is a rather traditional overview of the general uniformity in content (scale, coordinates, symbols, relief, and directions) but some diversity in methods. The focus is usually on map use skills. The second part classifies and analyzes the methodological diversity. A challenge to map use educators about the nature and future of map use courses is posed in the third section. Major emphasis on map appreciation and map relevance could greatly increase the appeal of such courses to general students and adult learners. The comments are directed only to complete courses, not situations where map use skills are part of another course such as physical geography. | [FULL TEXT]

Anderson, Paul S. (1987).  Ongoing Activities to Facilitate Access to Supplementary Materials for Cartographic Education. 

A wealth of unpublished or unstructured educational materials for all aspects of cartographic instruction are widely dispersed and unnecessarily difficult to obtain. The Cartography Assistance Brochures Project of the Cartography Specialty Group of the Association of American Geographers (AAG), the North American Cartographic Information Society, and related organizations aims to improve cartographic instruction. A project description is included along with abstracts of papers presented at various AAG conferences; they are: "The Ten Commandments of Contour Lines and Other Educational Aids about Isolines" (Paul S. Anderson); "Experiential Exercises for Map Readers" (Dennis Fitzsimons); "Map Use Instruction: Measurement of Geographic Features and Associations" (Alan M. MacEachren);"An Exercise in Map Procurement" (Jeffrey C. Patton); "Instruction Aids for Thematic Cartography" (James R. Wray); "Contents and Methods in Map Appreciation Courses" (Paul S. Anderson); "Teaching Map Reading Through a Competitive Tournament" (Laurence W. Carstensen); "Large Classes in Map Use: Bureaucracy, Logistics, and Testing" (Phillip Gersmehl); "Role of Cartographic Values and Ethics in Map Appreciation" (Phillip Muehrcke); "Ongoing Activities to Facilitate Access to Supplementary Materials for Cartographic Education" (Paul S. Anderson); "Videodiscs and Surrogate Travel: Applications in the Instruction of Map Use" (Laurence W. Carstensen); "Map Position Finding from Nonmotion Photographic Images" (Allen B. Cox); "Practical Map Use Exercises" (Dennis Fitzsimons); "Integrating Geographic and Cartographic Concepts in Map Use Instruction" (Alan M. MacEachren); "Map Skills in the North Carolina Curriculum: Exercises for 4th Graders" (Michael W. Mayfield, Jeffrey C. Patton, Joseph W. Bencloski); and "Improving the Army's Packet Protractor" (Michael D. Sublett). | [FULL TEXT]

Anderson, Philip M., Ed. (1983).  Electronic English.  [The Leaflet] 

The nine articles in this focused journal issue are concerned with the revolution brought about by the video display terminal as the medium for television and the computer. Among the topics discussed in the articles are (1) the influence of television on students, (2) writing and word processing, (3) reservations about word processing for student writers, (4) recent trends in the oral communication curriculum in light of the coming of voice recognition computers, (5) word processing and the writing process, and (6) English teachers as computer programers.

Anderson, Ronald E.; And Others (1980).  The Affective and Cognitive Effects of Microcomputer Based Science Instruction.  Journal of Educational Technology Systems, 9, 4. 

Investigates the impact of a brief computer assisted instruction (CAI) experience on the attitudes, beliefs, and knowledge of high school students. A 20-30 minute science lesson on water pollution was administered to 350 students by Apple II microcomputers. Twenty references are listed.

Anderson, Ronald E.; And Others (1981).  In Defense of a Comprehensive View of Computer Literacy--A Reply to Luehrmann.  Mathematics Teacher, 74, 9. 

The approach taken by representatives of the Minnesota Educational Computing Consortium (MECC) to define computer literacy objectives is defended. The MECC approach is termed a comprehensive view of literacy that incorporates programing, awareness, and other aspects. It is felt that hands-on computer experience alone does not guarantee literacy.

Anderson, Terry; And Others (1988).  Cooperation and Collaboration in Distance Education: The Contact North/Contact Nord Experience. 

This paper describes Contact North/Contact Nord, a pilot project that attempts to improve strategies for distance education in Northern Ontario, Canada. The goals of the program include meeting ongoing and future educational needs of rural Canadians by improving the design and operation of technologically enhanced distance education programs. The project aims to enhance institutional collaboration in distance education course development, course credit transfer, and common open learning systems. Ministries of the Ontario government cooperated with the Ministry of Colleges and Universities to support the four-year, $20 million project. A fund was established to encourage proposals for a new development framework. Institutions either geographically or philosophically isolated worked to design collaborative projects. Monies were budgeted to implement a uniform, automated library service that was accessible across northern Ontario. The colleges' video production resources are used cooperatively and partner institutions are able to offer enhanced academic resources--specialized expertise can be traded for practical field experience, for example. Contact North/Contact Nord has configured its distance education network to accommodate a wide variety of delivery modes, the most common being print and audio tape packages supplemented by audio and computer conferencing. Collaboration is facilitated by local community site coordinators. Francophone and Native American liaison officers have been contracted to work with targeted groups. The document concludes that, while it is still early to assess the impact of the Contact North/Contact Nord project, Ontario will have pioneered an advancement in distance education.

Andrews, Dee H. (1988).  Relationships among Simulators, Training Devices, and Learning: A Behavioral View.  Educational Technology, 28, 1. 

Delineates the differences between simulators and training devices, and discusses the possibility of inadequate training when simulators are used as training devices. Guidelines for appropriate training device development using a behavioral learning approach are presented. (13 references)

Andriessen, J. J.; Kroon, D. J. (1980).  Individualized Learning by Videodisc.  Educational Technology, 20, 3. 

A short course on the heart comprising film and still pictures, with questions, explanations, and a glossary, were recorded on videodisc, then offered to 12 subjects via a videodisc player interfaced with a Philips P857 minicomputer. The system is described and recommendations made for future computer-interactive videodisc courses.

_____. (1989).  An Exploration of the Nature and Quality of Undergraduate Education in Science, Mathematics and Engineering. A Report of the National Advisory Group of Sigma Xi, The Scientific Research Society (Racine, Wisconsin, January 23-26, 1989). 

This is a report of the National Advisory Groups of Sigma Xi to explore the nature and quality of undergraduate education in science, mathematics, and engineering and to identify the significant topics and issues that should be addressed in charting a policy for undergraduate education. The topics identified are: (1) "Quality of Instruction" discussing hands-on experience, reward systems, and use of teaching assistants; (2) "Quality of Curriculum" suggesting changes of entry-level courses; (3) "Quality of the Human Environment" emphasizing personal relationships among students, faculty, and administrative personnel; (4) "Quality of the Physical Environment" discussing laboratory experience and educational technology; (5) "Accessibility and Flexibility of Curricula Essential for Student Mobility"; (6) "Attitudes and Perceptions of Students, Faculties, Administrations and the Public"; and (7) "Promises and Special Needs of Traditionally Underrepresented Groups in Science, Mathematics and Engineering." In this report, the last three are interwoven into the discussion of the first four. After discussing the potential of undergraduate education, initiatives to Congress and the National Science Foundation are described. List of participants, an entry-level course sequence, and the keynote address on profile of undergraduate are appended. | [FULL TEXT]

Angert, Jay F. (1980).  An Integration of Research Findings from Investigations of Pictorial Stimulus Complexity. 

This paper reviews research on pictorial stimulus complexity in instructional materials, examining still iconic visuals in particular. Five phases are proposed to assist in the integration of this research for generating useful hypotheses: (1) establishment of methodological and conceptual criteria; (2) collection of relevant literature; (3) identification and classification of variables; (4) analysis of data; and (5) identification of hypotheses and needed research. Limitations, delimitations, and assumptions for this integration are briefly discussed. A 90-item list of references is attached. | [FULL TEXT]

_____. (1980).  1979 Annual Report. 

This report presents the activities of the Corporation for Public Broadcasting for 1979. Sections deal with the following topics: telecommunications activities, including public radio, educational television, the program fund unit, educational activities, and the children's program project; planning and research, including communication and engineering research; human resources development, including minority and women's affairs; training and development, reporting the training grant program for inservice training for women and minorities; satellite technology for radio; and financing public broadcasting, reporting on the Corporation's compliance with the Public Telecommunications Act of 1978. A list of current board members, graphic presentations of data, the financial statement, and a list of grants, contracts, and awards are included. | [FULL TEXT]

_____. (1988).  Annual Report, 1987-88. South Carolina Department of Education, Office of Instructional Technology. 

This report summarizes the activities of the Office of Instructional Technology in providing instructional technology to South Carolina schools. The office is responsible for the development, acquisition, scheduling, and utilization of television and radio resources for grades K-12, staff development, and adult education, which are broadcast over the South Carolina Educational Television and Radio Networks, and for the administration of computer-assisted instruction in the public schools. The staff participated in identifying 56 major objectives for the office's Annual Management Plan, and a calendar of activities was developed so that each staff member could review monthly progress. Primary activities for the year in computer-assisted instruction included revising computer software advisory listings, providing workshops, and conducting the fifth annual statewide computer survey. The staff of the Utilization Section conducted an annual utilization survey of interactive television (ITV) and radio in order to better manage delivery of consultant services, improve local reception, schedule resources over the network, and place radio and television sets where they are most needed. In addition, a diversified program of staff development offerings was broadcast daily, consisting of 43 ITV and radio series and 99 single-program specials, and 13 teleconferences were held during the year. A statewide survey of computer use in schools and districts was undertaken, and the results are compared with those of previous surveys. The text is supplemented by various tables, charts, and diagrams. | [FULL TEXT]

_____. (1989).  Annual Report, 1988-89. 

This report summarizes the activities of the South Carolina Office of Instructional Technology during the 1988-89 school year. Objectives relating to planning, fiscal management, administration, computers, evaluation, dissemination, and reporting for the office's Annual Management Plan are outlined. An advisory system designed to facilitate communication between the office and schools is described, and 13 publications available from the office are listed. Primary activities in computer-assisted instruction are discussed, including the revision of software advisory listings and conducting the sixth annual statewide computer survey. Brief descriptions of instructional television (ITV) and radio resources developed by the Resource Development Section follow. Other activities of this section are noted, e.g., program evaluation, workshops, and new staff development resources. Data are also reported for major accomplishments of the Utilization Section inservice and training utilization, utilization services provided, television network expansion, equipment purchases, computer education utilization, and the Software Evaluation Exchange Dissemination project. The results of the annual survey of ITV and radio usage, ITV utilization history, ITV utilization trends, and staff development utilization are covered, and conferences/workshops and teleconferences are listed. Results of the annual computer survey are shown and compared with those of previous years. Activities aimed at increasing awareness of ITV and radio are summarized. Plans for 1989-90 to improve utilization and reception conclude the report. | [FULL TEXT]

_____. (1989).  Annual Report of the Commission for Higher Education Presented to the Governor and the Indiana General Assembly. 

This annual report of the Indiana Commission for Higher Education summarizes the planning initiatives on which it took action in 1989 and also gives a progress report on those initiatives which were begun in 1989 and have not yet been completed. The activities which were acted upon by the Commission and include: (1) efforts to improve college participation and preparation for postsecondary education; (2) efforts to strengthen postsecondary technical, professional, and graduate education; and (3) efforts to improve the use of technology in instruction. Appendixes include a summary of recurring Commission staff reports, lists of new degree programs which were approved and degree programs which were eliminated in 1989, and an annotated bibliography of background working papers and reports.

Annett, John; Sparrow, John (1985).  Transfer of Training: A Review of Research and Practical Implications.  Programmed Learning and Educational Technology, 22, 2. 

Examines issues in broad-based training in the context of transfer of training. Classical research findings on transfer are summarized and training policy implications are drawn. Transfer is reexamined relative to recent ideas in cognitive psychology, training methods to enhance transfer are suggested, and future research needs are addressed.

Anzalone, Stephen (1988).  Using Instructional Hardware for Primary Education in Developing Countries: A Review of the Literature. Education Development Discussion Papers Series. 

Research on the utilization of educational media, or electronic classroom instructional aids, in primary schools in developing countries is reviewed in this paper. Five kinds of hardware--radio, television, computers, videodiscs, and hand-held electronic devices--are compared according to cost and learning effectiveness. A model of learning production is used to define the educational system in terms of its interaction with family and society, and to illustrate the relationships among the components of educational management, which include content, instructional materials, classroom management, physical facilities, and learning technology. Radio was found to be the most cost effective means of improving both scope and quality of instruction. Effectiveness is enhanced if the technologies are used in combination with curriculum development, instructional resources, administrator support, and teacher training. A comparative table, describing seven educational interventions, a diagram of learning production, and an extensive bibliography are included. | [FULL TEXT]

(1986).  Applications.  Technological Horizons in Education, 14, 2. 

Discusses the use of laserdiscs and interactive video technology in an earth science classroom. Delineates the basic equipment needed for a laserdisc workstation, along with a software authoring system. Describes the development and use of a software program called Mission Earth, which contains four lessons on astronomoy.

_____. (1983).  A Quick Reference Glossary of Computer Terminology for School Officials and Teachers. ERS Information Aid. 

In response to the growing role of computers in education and the consequent need for computer literacy, this glossary of computer terminology has been developed to assist those responsible for making decisions regarding the use or purchase of either computer hardware or software. The glossary provides several hundred definitions of technical terms involved in computer technology, including examples specific to school instruction and administration.

Aquila, Frank D.; Parish, Ralph (1989).  The Clash of Cultures: Instructional Technology and the Craft of Teaching.  Journal of Research and Development in Education, 22, 2. 

Teachers, as members of a craft culture, utilize information differently than do members of technical cultures. Information dissemination efforts for educators must focus on developing a craft dissemination system; a clash of cultures results in little change or research utilization. Cultural change, not use of new information, is the issue.

Aquirre, Adalberto, Jr. (1981).  In Search of a Paradigm for Bilingual Education. 

The success of a new paradigm depends upon the level of coherency and organization within its supporting community, and Thomas Kuhn's argument concerning the resistance to new paradigms and their power to change the existing order can be used in the context of bilingual education. Bilingual education programs have the potential to create a scientific revolution in the field of education, have drawn a widespread resistance from existing paradigms, but have failed to instigate any paradigmatic changes in current educational practice. An examination of the various types of bilingual education programs currently functioning in American public schools raises the following questions: (1) Can bilingual education programs be characterized to the extent and level of technical knowledge that make them operational? (2) What are the effects of technological characteristics on the bilingual classroom structure and its outcomes? (3) Is it possible to structure bilingual education programs into "ideal type" models? Bilingual education has failed to arise as a paradigmatic response to a unique set of beliefs and has not developed a model that would generate hypotheses relevant to its survival in a bureaucratic environment. Bilingual education must gain control of itself and direct its own action.  | [FULL TEXT]

Araujo e Oliveira, Joao Batista (1982).  Making Good Use of Educational Technology.  Prospects: Quarterly Review of Education, 12, 3. 

Discusses the difficulties and shortcomings associated with the strategies utilized in the implementation of educational technology projects around the world. Three of the most common mistakes which occur when educational technologies are adopted as solutions for educational problems are examined.

_____. (1981).  A Report on the Four NSF-NIE Regional Conferences on Improving Mathematics Education through the Use of Information Technology. 

The material presents: (1) an overview of the Regional Conferences (2) a paper on Mathematics, Microelectronics, and American Education (F. James Rutherford and Joseph M. Dasbach), and (3) individual presentations on the Regional Meetings in Berkeley, Chicago, Newton, Massachusetts, and Washington, D.C. The meetings were designed to encourage communication between grantees and persons with an interest in computer use in education. The meetings typically lasted 1.5 days, and consisted of a mixture of presentations by participants and discussion. At a final wrap-up session in Washington, D.C., six interrelated issues were discussed which were viewed to have arisen consistently in the regional meetings. These were: (1) the need for a "new look" at the mathematics curriculum; (2) the need for software and hardware of high quality; (3) the need for support structures that will allow teachers at all levels to use computer technology in their classrooms; (4) the education of educators; and (5) the need for wide dissemination of information about computers and how they can be used in mathematics instruction. The document concludes with lists of the regional meeting participants. | [FULL TEXT]

_____. (1986).  A Regional High-Technology Delivery System Model for Adult Literacy. Final Report. 

The Houston Regional High-Technology Delivery System Model for Adult Literacy meets the need for a technology-based system to deliver instruction in basic literacy skills. The system provides multilevel instruction in reading, writing, and computation skills to out-of-school youth and under-educated adults. A variety of technologies are used to serve the students through technology-based literacy centers, in their homes, and through community centers, such as schools and libraries. Prior to developing the system, a high-school dropout study was completed and a systematic approach was taken to identify the following: resources, student needs, skills for entering the job market, suitable electronic transmission systems, and available instructional materials compatible with the systems. (This report describes the conduct of the project and includes many schedules used in developing the project: organizational contacts, recruitment guidelines, basic skills needed for entering the job market, room designs for adult literacy center and satellite center, a resource list of literacy videotapes, adult literacy projects, project evaluation, and public television involvement plans.)

Ariew, Robert (1982).  Integrating Video and CALL in the Curriculum: The Role of the ACTFL Guidelines. 

After an examination of the status of the use of media in the foreign language curriculum, the potential impact of video and computer-assisted language learning (CALL) is analyzed, and their advantages and disadvantages are charted. The role of the American Council for the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines with respect to video and CALL is also discussed, and avenues are proposed for using video and CALL appropriately in the classroom. A brief look is taken at upcoming technology. The advantages brought about by the new media are more than offset by the curricular problems they create. The positive trends that will counteract potential problems include these: that (1) the ACTFL Proficiency Guidelines will unify the curriculum; (2) the media will take up their respective niches in the curriculum and teachers will rely on them for specific tasks; (3) publishers will continue to provide methodological information and expand it to include curricular information; and (4) new technologies will add more functioning power to video and CALL, eventually merging the two into a powerful teaching tool. | [FULL TEXT]

Arms, Valarie M. (1984).  A Dyslexic Can Compose on a Computer.  Educational Technology, 24, 1. 

Describes the strategies used by a technical writing teacher who encouraged a dyslexic university engineering student to use a microcomputer as an aid in composition writing, and discusses how a word processing program was used to make the writing process easier and increase the student's self-confidence.

Armstrong, Anne-Marie (1989).  The Development of Self-Regulation Skills through the Modeling and Structuring of Computer Programming.  Educational Technology Research and Development, 37, 2. 

Discusses self-regulation, learning to learn, and adaptive problem solving, and describes study of third, fifth, and eighth graders. The study investigated whether providing a model of self-regulating skills via teaching a computer to solve problems would increase the number tasks completed, and decrease the error and trial rate. (11 references)

Arter, Judith A. (1983).  Six Years of Title I Evaluation Technical Assistance: Past Strategies and Measurement of Effectiveness. 

This paper describes the level and nature of Title I Evaluation Technical Assistance services provided in 14 western states over the past six years. The primary data source is the routine information collected by the Technical Assistance Center (TAC) on all contacts with clients. Points made as a result of this review are focused on what the data do and do not show about the development over time of technical assistance strategies and content. In sum, TACs have enjoyed a high level of impact and success with clients, much of which is not documented in numbers. Elements of the TAC structure which have contributed to success are a client-centered approach; flexibility in service provision, content and staffing; good needs assessment and awareness approaches; face-to-face contact; responsiveness; an initial focus and impetus for participation; and high quality information and materials. Other important factors are the perception of TACs as a resource, not a monitoring agency, and funding which allowed good quality personnel and materials.

Arter, Judith A. (1985).  Two Case Studies of Local Test Development. 

This paper describes two case studies of testing programs at local levels. The work was conducted as part of the Assessment Development and Use component of the Northwest Regional Educational Laboratory's (NWREL) Assessment and Development project. Two school districts were recruited to participate in this effort--McMinnville, Oregon, and Kyrene, Arizona. The draft case studies covered the demographics of each site, the testing system in place, the overall history of the activities, and the current status of each effort. Comparisons were made on the following subjects: (1) costs; (2) change agents; (3) role of technology; (4) curriculum alignment; (5) major issues and concerns; and (6) process of change. Extensive appendices attached to each case study provide background materials, such as five year curriculum plans, testing schedules, class profiles, philosophy of education, courses of study, program evaluation plans, and cost options. | [FULL TEXT]

Arwady, Joseph W. (1980).  The Oral Introduction to the Instructional Film: A Closer Look.  Educational Technology, 20, 7. 

Discusses reasons for an oral introduction to instructional films, types of oral introductions--i.e., substantive, attention-directing, anxiety-inducing, and advance organizers--and research related to these four areas. Recommendations for the use of the oral introduction are also offered.

Ascher, Carol; Flaxman, Erwin (1985).  Towards Excellence: An Urban Response to the Recommendations for School Reform.  [ERIC/CUE Trends and Issues] 

Although the general thrust of recent education reports and studies--to strengthen the academic quality of secondary education--has been salutary, efforts fall short of giving clear direction for school improvement in a number of areas particularly important to urban school superintendents. The reports fail to recognize the unique context of urban education and, in general, tend to remove education from its social context. Surprisingly, in a country where over a quarter of all students are from ethnic minorities, the current reports are nearly silent on the special needs of these students. The recommendations for reform need to address school issues with a clearer understanding of their urban context in at least the nine following areas: educational goals; academic achievement and diversity; student tracking and promotion; resources and planning; support services; curriculum and instruction; language instruction; vocational education; and technology. (The remainder of the paper addresses those issues and offers suggestions for improvement in each area.) | [FULL TEXT]

Ashcroft, S. C.; Bourgeois, M. S. (1980).  Recent Technological Developments for the Visually Impaired: State of the Art.  Journal of Special Education Technology, 3, 2. 

The development of electronic aids for the visually impaired is aimed at meeting the various needs of visually impaired individuals in business and educational settings. The need for evaluation of equipment and instructional programs is discussed.

Askov, Eunice N.; Brown, Emory J. (1989).  Templates for Literacy: Manual Evaluation. Final Report. 

A study evaluated the effectiveness of the Templates for Literacy manual, which is designed to help the adult beginning reader integrate computer and literacy learning. The manual contains guidelines and strategies for incorporating word processing, spreadsheet, database, and graphics software into literacy curricula. The draft manual was pilot-tested for 18 weeks in three adult learning programs in New York City; Salem, Oregon; and Weirton, West Virginia. Data were collected through site visits. Limitations of the study include the fact that methods for determining student learning varied among the sites, and pre- and posttest data were not always available. The following results are reported: (1) tutors and teachers were enthusiastic about the manual as a tool for helping to teach low-level literacy students; (2) almost all instructors limited their teaching to the word processing templates, with very few students attempting database templates and no one using spreadsheets or graphics; (3) students were highly motivated by using the computer and reported that the templates helped them improve their reading and writing; (4) students at all reading levels learned computer skills by using the templates; and (5) there was evidence at all sites that having an opportunity to work with computers was very desirable and a motivating force in recruiting students as well as tutors. (The document contains three case studies, interview guides, a reporting form, questionnaires, and photocopies of photographs showing the manual being used.) | [FULL TEXT]

Aspray, William (1982).  Selective Bibliography on the History of Computing and Information Processing.  Journal of Computers in Mathematics and Science Teaching, 1, 4. 

Lists some of the better-known and more accessible books on the history of computing and information processing, covering: (1) popular general works; (2) more technical general works; (3) microelectronics and computing; (4) artificial intelligence and robotics; (5) works relating to Charles Babbage; (6) other biographical and personal accounts; and (7) other works.

Astrein, Bruce; Steinberg, Adria (1985).  Computers, Equity, and Urban Schools. Report from a Conference (Cambridge, Massachusetts, November 29-30, 1984). 

This report summarizes a working conference held at the Educational Technology Center in the Harvard University Graduate School of Education to explore the uses of educational technology in urban schools and offer recommendations for developing policies and programs. Participants included urban practitioners, researchers, professors, policy analysts, and representatives of community-based institutions, computer corporations, and corporate and private philanthropy. Presentations and discussions focused on such concerns as the need to insist on equity in the distribution of computer hardware and software to all schools; community and parent involvement in bringing computer programs to the urban schools; whether urban students need to be computer literate, particularly as this relates to obtaining employment; and the need to incorporate computers into vocational programs in order to give these students a broader educational experience. The conference emphasized that insistence on equity in the distribution of computer hardware and software to all schools is the first step toward excellence, and it is noted that teachers and administrators who believe in their students' potential to learn and in the use of computers as a tool for motivating and educating them, will be needed if these goals are to be reached. A list of conference participants is appended, and a 13-item bibliography is provided.  | [FULL TEXT]

_____. (1983).  A Teacher Survey NEA Report: Computers in the Classroom. 

This report is based on data gathered from the National Education Association's (NEA) survey, "Computers in the Classroom," which involved 1,028 elementary and secondary school teachers' responses to a questionnaire gathering information about their knowledge of computers, instructional experience with computers, and opinions regarding a number of computer-related topics, such as inservice training, public school policy, and the effects of computer use on students. Chapter 1 provides an introduction to the survey. Chapter 2 reviews survey procedures. Chapter 3 describes the support and preparation of responding teachers for computerization in education. Teachers who use computers in the classroom are described in chapter 4. In chapter 5, teachers who use computers are compared with teachers who do not. Chapter 6 concludes the report with a summary of survey results and a discussion of their implications for policies of the NEA and its various state and local affiliates. Also included in the report are 36 tables and 5 appendices, containing a glossary of computer survey terms, copies of the survey materials used, descriptions of response patterns and statistical analyses, and a summary of federal initiatives for education and technology.

_____. (1983).  "A Technical Assistance Report" on Computer Technology Applications. Smithville School District, Smithville, Massachusetts. 

This report of the Technical Assistance Study provided to the Smithville Public Schools by the Technology Lighthouse of the Merrimack Education Center offers information for use in planning computer technology applications over a 3-year period. It provides specific guidelines and criteria for planning and development, equipment considerations, software and courseware, training, program activities, and financial implications. Charts indicate 23 implementation steps for an organizational structure of grades K-2, 3-5, 6-8, and 9-12, and costs are projected for the 3-year period from July 1, 1983, to June 30, 1986. Issues addressed include appropriate applications for computers in the school program, the effect of the computer on curriculum, and the priority areas for implementing educational technology on the 3-year timetable. Eight specific recommendations are listed that relate to the hiring of a computer applications coordinator, purchase of a high school minicomputer, continued purchase of microcomputers, training considerations, software selection and exchange, administrative and special applications, a system-wide computer committee, and evaluation and updates. Preliminary planning steps outlined include establishing a planning committee, conducting staff awareness activites, developing educational philosophy and policies, documenting current computer-based activities, identifying resources, conducting awareness for key groups, and establishing priorities.

Atkins, Brian (1983).  To What Extent Is a Systems Model Appropriate to the Diagnosis of Training Needs and the Conduct of Training in Organizations?  Programmed Learning and Educational Technology, 20, 4. 

An examination of the origin and content of general systems theory is followed by identification of the major characteristics of systems and brief discussion of use of models. Two ways of applying a systems model are identified and their appropriateness is assessed in relation to particular training circumstances. (55 references).

Atkins, D. E.; Olsen, Leslie A. (1986).  The University of Michigan's Computer-Aided Engineering Network.  Engineering Education, 77, 3. 

Presents an overview of the Computer-Aided Engineering Network (CAEN) of the University of Michigan. Describes its arrangement of workstations, communication networks, and servers. Outlines the factors considered in hardware and software decision making. Reviews the program's impact on students.

Atkins, Madeleine; Blissett, Gill (1989).  Learning Activities and Interactive Videodisc: An Exploratory Study.  British Journal of Educational Technology, 20, 1. 

Reports findings of a small-scale study on middle school students' use of interactive videodisc. Types of learning activities in which the ability-grouped pupils engaged are identified, the proportion of time spent on each activity is shown, and the dynamics of group process are discussed. (eight references)

Atkinson, Richard C.; Lipson, Joseph I. (1980).  Instructional Technologies of the Future. 

Projected technological developments are described and analyzed for their relation to education, including very large scale integrated circuits and microcomputers, videodiscs, instructional networks, Dynabook, electronic publishing, devices for creative expression (word processor, electronic palette, music composition aids, computer-aided design), learning prostheses for the handicapped, and authoring facilities for course materials. Four strategic issues are raised, whose resolution will influence the way instructional technologies are developed and integrated into American education: (1) whether new technologies should be used to deal with new or with existing problems; (2) how the behavioral sciences can respond to the paradigm shift occurring with regard to cognition, from an emphasis on fact and skill acquisition methods to the study and development of intelligent, knowledge-based instructional systems; (3) how talents can be mobilized to produce sufficient high-quality instructional materials; and (4) how educational organizations can adapt to capitalize on the new technologies. Finally, future goals are discussed, and current formats which may utilize the potential of the new technologies are listed. A 27-item reference list is included. | [FULL TEXT]

_____. (1988).  Audiovisual Facilities in Schools in Japan Today. 

This paper summarizes the findings of a national survey conducted for the Ministry of Education, Science, and Culture in 1986 to determine the kinds of audiovisual equipment available in Japanese schools, together with the rate of diffusion for the various types of equipment, the amount of teacher participation in training for their use, and the quantity of locally produced materials. Equipment covered by the survey included television receivers, tape recorders, radios, slide projectors, building-wide address systems, overhead projectors, record players, microcomputers, videotape recorders, and compact disc players. A brief outline reports the average number and diffusion rates of the various types of audiovisual equipment in the schools from kindergarten through senior high school. Short discussions are then presented on the following topics: diffusion rates and average numbers of major types of audiovisual equipment; trends in diffusion rates of video equipment, compact disc players, and microcomputers; utilization of audiovisual media and materials; frequency of utilization; utilization by subject area; participation in training seminars on educational technology and/or microcomputers; and local production of slides, overhead transparencies, videotapes, audiotapes, and computer software. Summaries of the data are presented in 13 tables and two figures.

Aulestia, Victor H. (1983).  The Impact on a Foreign Language Curriculum of Foreign Language Television Signals Received From Geosynchronous Earth Satellites.  NALLD Journal, 18, 1. 

Discusses the acquisition of a geosynchronous earth satellite receiving station and its subsequent impact on the foreign language curriculum at the University of Maryland's Baltimore County campus. Also outlines some current technological restraints.

Ault, Rosalie (1982).  Putting the Kids in Control.  Classroom Computer News, 3, 2. 

The nature of computer instruction that emphasizes student programing in elementary school settings is detailed. Several reasons for the approach taken are given and constraints that those who want to start elementary computer programs must deal with are noted. The receptiveness of girls to computers in elementary grades is noted.

_____. (1984).  Australian Education Council. First Annual Report for 1983. 

This report presents the accomplishments and activities of the Australian Education Council in 1983. The council held two meetings in 1983. One, in Canberra, addressed conditions regarding Commonwealth funding for capital purposes, criteria for registration of nongovernment schools, participation of young people in tertiary education, and a national youth policy. The second meeting, held in Adelaide, set up a Task Force on Education and Technology, as well as considering youth policy, aboriginal education, equity and access to tertiary education, Commonwealth schools and commission guidelines, and new arrangements for recurrent funding of schools. The report gives an overview of major developments in education in New South Wales, Victoria, Queensland, Western Australia, South Australia, Tasmania, the Northern Territory, and the Commonwealth as a whole. Included in the report are four appendixes.

Auten, Anne; Standiford, Sally (1983).  Computers in English: Is There Another Way? 

The ease of developing lower level computer software and the lack of specified rules or procedures in many areas of the language arts curriculum are largely responsible for the less than ideal quality of software currently available and the dominance of drill and practice programs. To take advantage of the more advanced tutorial programs that do exist, English teachers need either enough experience with computerized interactive instruction to judge for themselves or a reliable source of software reviews. Until now, developers have been designing lessons that focus on easily computerized topics, without a broad perspective on the instruction needed for a comprehensive teaching unit. Teachers should look closely at what they are teaching and then decide what aspects of that content can be computerized instead of just looking at what is available from commercial software publishers and then "fitting it in." The first step is defining what aspects of a course's content have specific, identifiable traits that can be modelled on a computer. Lessons that demand genuine open-ended input would be tremendously difficult to write, but similar lessons that offer students a choice among a limited number of answers could be used to teach such things as plot development or skimming. | [FULL TEXT]

_____. (1983).  Availability and Utilization of Self-Learning Materials in Continuing Education. Report on a Study. 

Continuing education for physicians and other health professionals is considered a necessity. One of the methods that physicians could select for their continuing education is the use of self-learning materials (SLM) such as audiotapes, videotapes, slides, television, videodiscs, and computers in the home. A survey taken by the World Health Organization (WHO) in Europe (through interviews with experts, by invited papers, as well as through a mailed questionnaire to England) showed that doctors approve of the concept of SLM although they seem to prefer small-group learning experiences and reading books and journals. The study concluded that SLM could be made more attractive for continuing education if their methods were updated so that they used the latest technology and up-to-date teaching methods, if they were readily available, and if physicians understood that their use could augment rather than supplant small-group learning techniques. WHO recommends that greater thought be given to preparation of SLM and to their promotion in convincing health professionals of their desirability.

Awotua-Efebo, Ebi Bio (1984).  Guidelines for Cost-Effective Training Product Development.  Educational Technology, 24, 3. 

Presents guidelines for cost effective product development for training managers charged with quality control of products and training specialists who design materials. Discusses phases of educational product development--diagnosis, design, development, and evaluation.

Ayers, Jerry B. (1986).  Teacher Education Program Evaluation: A Case Study Past and Future. 

Tennessee Technological University has long recognized the importance of systematic evaluation. Since 1973, the university has applied a longitudinal model for systematic data gathering and for evaluating its teacher education programs. The major goals of the university's system have been to evaluate the program objectives, provide information for those making decisions about curriculum evaluation and development, and aid in the long-range planning for the entire institution. Results derived from the project have been used to make changes in modules of study, courses, and the introduction of more educational technology. The university has now established a center, designated to study ways to improve the evaluation of programs for the preparation of teachers. The center's major activities will involve development and implementation of teacher education program evaluation models, research associated with teacher education evaluation, and dissemination of materials for use by higher education and other agencies.

Ayers, Jerry B. (1987).  Evaluation of Programs for the Preparation of Teachers of Young Children. 

This paper (1) briefly describes Tennessee Technological University's past involvement in teacher education follow-up evaluation; (2) discusses work related to the evaluation of programs training early childhood teachers; and (3) describes a new center established to study teacher education program evaluation. In 1973, the University developed and implemented a longitudinal model for systematic data gathering and for making evaluations of its programs in teacher education. During the past 13 years, a variety of data have been collected on 150 variables from over 200 graduates receiving bachelor's and master's degrees who were trained to teach in kindergarten and the primary grades. Graduates appeared to be at a level comparable to or above the 50th percentile and to exhibit many of the characteristics of good teachers. Because of the project, the teacher preparation programs have developed new modules of study in the elementary and early childhood education programs; made major changes in the historical and sociological foundations of education courses; and introduced more educational technology into the undergraduate teacher preparation curriculum. The final part of the paper discusses the Center for Teacher Education Evaluation, which was established in 1986 and aims to develop and implement teacher education program evaluation models; research teacher education program evaluation; and establish improved delivery systems for information about teacher education program evaluation.

Ayesh, Husni (1984).  Educational Technology's Problems and Challenges in the Arab World.  Educational Technology, 24, 2. 

Discusses problems of centralization versus decentralization, tradition versus modernization, teacher status, administrative burdens, and educational objectives in relation to the use of educational technology in the Arab world, and suggests some possible remedies.

Azarmsa, Reza (1987).  Teleconferencing: How to Be a Successful Host.  TechTrends, 32, 4. 

Describes various formats of teleconferencing and the technology involved, and presents guidelines for successfully conducting a teleconference in an educational setting. Highlights include preparation before the conference, such as providing proper physical arrangements and equipment; activities during the conference; and activities after the conference, including evaluation procedures.