Educational Technology | C

Caffarella, Edward P. (1982).  Using an Interactive Computer System to Teach Statistical Methods in Education.  Journal of Educational Technology Systems, 11, 1. 

Describes an introductory educational statistics course taught at the University of Maine using an interactive computer system for graduate students having no skills in statistics or computers. Details given include course schedule, instructions for using terminals, statistical packages and files, and a sample file and deck setup for SPSS.

Caffarella, Edward P.; And Others (1980).  Factors Affecting Instructor/Student Ratios for Self-Paced Instruction.  Educational Technology, 20, 12. 

Focuses on the use of personnel to supervise, instruct, or assist training in a military environment and offers a model to assess the use of instructional personnel for self-paced courses. Some implications for nonmilitary education and training are indicated.

Caffarella, Edward P.; And Others (1982).  Predicting the Diffusability of Educational Innovations.  Educational Technology, 22, 12.

Caffarella, Edward P.; Sachs, Steven G. (1988).  Doctoral Research in Instructional Design & Technology: A Directory of Dissertations, 1977-1986. 

This directory of doctoral dissertations in the field of instructional design and technology that were completed during the decade from 1977 through 1986 is designed to provide a complete overview of that doctoral research. It includes listings of the student's name, graduation year, dissertation title (in a rotated keyword-in-context index), and chairperson. This list is cross-indexed so that the information can be retrieved in a variety of ways, providing not only a way to look at all of the doctoral research in this field, but a way to compare the kinds of research being done at various institutions. It is noted that the entire database is also available on a computer disk. | [FULL TEXT]

Cafolla, Ralph (1988).  Piagetian Formal Operations and Other Cognitive Correlates of Achievement in Computer Programming.  Journal of Educational Technology Systems, 16, 1. 

Describes a study designed to determine if college students' success in writing computer programs is related to level of cognitive development as described by Piaget, verbal ability, and mathematics reasoning. Regression analysis showed that level of cognitive development, when combined with verbal reasoning, is linearly predictive of programming ability.

Cahill, Bruce, Ed. (1985).  Distance Education in Asia and the Pacific.  [Bulletin of the UNESCO Regional Office for Education in Asia and the Pacific] 

Issues related to the use of distance education are discussed in this bulletin, which also summarizes the status of distance education in 26 countries of Asia and the Pacific. Section 1 contains a rationale for distance education and points out possibilities offered by advances in communication technologies. Section 2 gives country-by-country reports of distance education services available in the region. Primary and secondary, postsecondary, and teacher education are covered. Topics include learning materials, modes of instruction, and special needs linked with population and geography. Specific information is outlined for Afghanistan, Australia, Bangladesh, China, India, Indonesia, Malaysia, the Maldives, Nepal, New Zealand, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Sri Lanka, and Thailand. Section 3 contains papers discussion China's use of distance education for higher education programs and the University of the South Pacific's experience with a satellite in distance education. A third paper presents guidelines for planning, operating, and evaluating a distance education system and offers specific questions and considerations for those responsible for planning new systems. Section 4 is a bibliographical supplement organized by country and listing over 100 annotated entries. | [FULL TEXT]

Caillods, Francoise, Ed. (1989).  New Educational Technologies. XXVth Anniversary Workshop. Booklet No. 4 = Les nouvelles technologies de l'enseignement. Atelier du XXVe anniversaire. Cahier No. 4. 

This series deals with new educational technologies, distance teaching, and the use of computers in schools. The three contributions published in this volume examine the extent to which new technologies could provide solutions to the problems of the quality of education, the inadequate coverage of the conventional system, and its excessive cost. They also raise the question of the planning and administration of these new teaching methods. The two chapters by Xavier Greffe, written in French and briefly summarized in French and English, are "Le plan 'Informatique pour tous': un essai d'evaluation de l'experience francaise," which describes the systematic effort of the French government in 1985 to cover the educational system's needs in regard to computer science; and"L'enseignement a distance: problemes et perspectives," which traces the initial programs developed for vocational training needs in distance education that have since extended to other areas. "The Use of New Information Technology in Education: Evaluating the Experience of Japan and Other Asian Countries," by Haruo Nishinosono, provides statistics on the availability of media devices in education in Japan and data on the utilization of information technology in schools. Media specifically evaluated in this article are audiovisual devices, computers, and communication technologies in the elementary, middle, and senior high schools.

Cain, Edward, Jr.; Taber, Florence M. (1986).  The 21st Century: Preparing for Tomorrow's World.  Exceptional Parent, 16, 6. 

The impact of the Information Age on today's disabled population is discussed in terms of how it will affect their quality of life in the twenty-first century. Areas discussed include educational and adaptive tools; population changes; changes in jobs and schools; technology linguistics; and recreation.

_____. (1989).  California Department of Education and California Community College Chancellor's Office Vocational and Technical Education Computer-Managed and Aided Instruction Project: Project Summary. 

This description of the Computer-Managed and Aided Instruction (CMAI) Project includes a summary of a December 1989 CMAI planning meeting, the text of a paper presented at the meeting, and descriptions of each of the five phases of the project. The paper, "Programming the Future," by Gerald C. Angove and Scott Smith, discusses: (1) the far-reaching impact of microcomputers and innovative software on industry, the workforce, and education; (2) the need for more highly skilled, knowledgeable workers in the American education system; (3) the need for a partnership between industry and education to transform the single-skilled worker into a multi-skilled worker; (4) a training partnership developed between Pacific Bell and Sierra Community College, and the resulting benefits to both parties; (5) the challenge to train a new generation of workers and retrain 80% of today's workforce in the next 5 years; and (6) the need for industry to provide resources to enable educators to be better prepared for the training and retraining challenge. The five phases of Sierra Community College's CMAI project are described next. Phase I involved the identification and evaluation of computer programs available in all vocational trades, the publication of a catalog of software, the identification of additional software requirements, the development of software to supplement existing packages, and a series of teacher workshops focusing on results. Phase II of the project was devoted to updating software, evaluating programs not assessed in phase I, and strengthening the evaluation instruments. During phase III, the need to update software evaluations became more apparent and, as a result, the CMAI workshops focused on informing instructors about the changes in software programs that would affect their curricula. A significant accomplishment of phase IV was the redesigning, updating, and strengthening of the general, construction, computer-aided design, and electronics evaluation instruments. The objectives of phase V included the development of a library of evaluated computer software, the evaluation of new software, and the inclusion of electronic publishing technology in the software evaluations. | [FULL TEXT]

Caldwell, Robert M. (1980).  Guidelines for Developing Basic Skills Instructional Materials for Use with Microcomputer Technology.  Educational Technology, 20, 10. 

Presents specific guidelines for designing instructional programs that will be delivered on microcomputers so that these programs will use the capacity of the microcomputer system in a way that will develop in learners a range of cognitive skills and help learners to evolve useful learning strategies.

Caldwell, Robert M. (1980).  Improving Learning Strategies with Computer-Based Education.  Theory into Practice, 19, 2. 

Advances in technology have encouraged educators to devise ways to make the educational experience more efficient and productive. The computer is a dynamic new tool for developing a range of cognitive skills.

Caldwell, Robert M. (1981).  Computers and Computer Courseware: New Directions for Helping Children Learn.  Journal of Children in Contemporary Society, 14, 1. 

Summarizes the characteristics and special features in a variety of mainframe, minicomputer, and microcomputer systems; discusses the applicability of each in school instruction; provides information about hardware, instructional capabilities, courses, and curricula available from computer manufacturers/publishers; and discusses future uses and impact of computers on schooling.

Caldwell, Robert M. (1981).  Computers and Curriculum--Promises and Problems. 

The educational problems of the United States have reached critical proportions, particularly if the nation is to maintain leadership in high technology industries. This document explores the promise technology offers for improving instruction and broadening alternatives for instructional delivery. The author considers how technologically assisted instruction affords such benefits as the provision of training programs at widely separated locations, the individualization of instruction, the use of modularized curricular units, the integration of media providing several types of sensory experience, easy handling of drill and practice, and easy transportation and flexible use of hardware. Cost benefits cited include the declining cost of hardware and the student attrition reductions caused by increased motivation. The practicability of nontraditional forms of education when supported technologically is noted. The author also addresses problems hindering the use of computers in education, including the lack of adequate courseware, the cost of development, the rapidity of technological change, the low level of computer literacy, and the unfair comparisons of computer-based systems with other media. Three myths concerning technology are noted and dispelled: that computers dehumanize the learning process, that computers will replace teachers, and that technology has not fulfilled its promise.

Callahan, Lois A. (1983).  New Technology Produces Savings and Results.  Community and Junior College Journal, 53, 6. 

Recommends delivery modes that use mediated instructional systems as a means of attaining desired levels of student achievement. Cites College of San Mateo's use of instructional technologies to achieve cost savings, multiply program availability, and alleviate unemployment, underemployment, and a trained employee shortage.

Callison, Daniel (1988).  Experience and Time Investment Factors in Public School Teacher Evaluation of Educational Microcomputer Software.  Journal of Educational Technology Systems, 16, 2. 

Reports findings of analysis of teacher evaluation forms completed during a statewide project in Indiana to evaluate microcomputer software in public schools. Comparisons between groups of teachers based on factors of either prior experience with software or amount of time invested in evaluation are described, and 31 references are provided.

Callison, Daniel; Haycock, Gloria (1988).  A Methodology for Student Evaluation of Educational Microcomputer Software.  Educational Technology, 28, 1. 

Describes a methodology for student involvement in courseware evaluation and for utilizing student reactions in purchasing and implementation decisions. The evaluation forms used in a survey of 2,308 Indiana students are presented, and the results of that survey are discussed. (18 references)

Calude, Cristian; And Others (1989).  New Information Technologies in Higher Education. Studies on the Introduction of New Information Technologies in Higher Education in the Europe Region. 

An overview of the current status of new information technologies (NIT) in teaching, training, research, and administration of higher education internationally includes 25 papers: "The Impact of NITS of Higher Education" (C. Calude and M. Malitza); "Educational Implications of Artificial Intelligence" (M.A. Boden); "On Theory of Knowledge" (L. Iliev); "Computer Technology and Education" (L. P. Steier); "New Information Technologies: The Role of Artificial Intelligence" (G. S. Pospelov); and "The Challenges of Cognitive Science and Information Technology to Human Rights and Values in University Life" (M. Pellery); "Computers at Stanford: An Overview" (P. Suppes); "The Use of the Personal Computer in Education at the University of Buckingham" (J. E. Galletly); "End User Computing--A Challenge for University Organization" (P. Baumgartner and S. Payr); "The Influence of Informatics and the Use of Computers in the Content and Methodology of Higher Education" (H. Mohle); and "Informatics in Higher Education in Switzerland" (excerpt from a report on informatics issued by the Federal Ministry for Education and Science); "Searching for Patterns of Knowledge in Science Education" (A. Kornhauser); "Medical Educational Computing" (D. Ingram); "Patient Simulation by Computer--C.A.S.E.S., Software for the Construction of Computer Patients" (H. A. Verbeek); "Microcomputers in Statistical Education: the Buckingham Experience" (E. Shoesmith); "Courses in Computer Graphics in Faculties of Mechanical Engineering in Czechoslovakia" (J. Novak); "On the Way to Chaos--An Analysis of a Family of Logistic Models" (T. Kinnunen); "Educational Technology and the New Technologies" (P. W. Verhagen and T. Plomp); "A Knowledge-Base for Instructional Design" (F. C. Roberts); "Facilities Concerning the Infrastructure for Development of CAI in Advanced, Further, and Higher Vocational Education in the Netherlands" (R. van Asselt); "Some Thoughts on Structures, Objectives, and Management of Centres for Computation Sciences and Software Technology" (D. Bjorner); and "The Social Impact of Technology: An Issue for Engineering Education" (A. Bitzer and R. Sell); and "The Emergence of Institutional Research and the Use of Microcomputers: New Roles for Institutional Researchers in Western Europe Higher Education Institutions" (E. Frackmann); "The Student Information System of the University of Helsinki" (A. Heiskanen); "The Impact of Information Technologies on University Administration" (R. Bouchet); and "An International Centre for Computers and Informatics (ICCI) to Promote Third World Development" (M. Munasinghe). | [FULL TEXT]

Cambre, Marjorie A.; Cook, Desmond L. (1987).  Measurement and Remediation of Computer Anxiety.  Educational Technology, 27, 12. 

Describes a study that used precourse and postcourse questionnaires to identify computer anxiety in a heterogeneous, voluntary population enrolled in a week-long introductory microcomputing course open to all ages as a community program. The relationships between computer anxiety and gender, age, and exposure to computers are discussed. (7 references)

Camp, William G. (1983).  Evaluation of Technology for the Vocational Classroom. 

This conference presentation outlines some of the important factors for teachers to consider when selecting software and hardware to be used as teaching tools in the vocational education classroom and as a means for teaching about the occupational applications of microcomputers. Addressed in a discussion of methods and criteria for evaluating hardware are central processing units, external memory, interfacing capability, monitors, and printers. The second half of the guide contains general guidelines for evaluating software; an examination of software costs; and a discussion of criteria for assessing the characteristics, documentation, user friendliness, and replicability of business and instructional software. | [FULL TEXT]

Camp, William G. (1983).  High Technology in the Vocational Agriculture Classroom. 

While many aspects of high technology may be directly applicable in the vocational agricultural classroom, the primary thrust of high technology into such programs, at least in the short range, will be centered around the microcomputer. Because of its cost and availability, the microcomputer will continue to play an ever increasing role in vocational agricultural programs in such areas as program administration, guidance, computer-managed instruction, and computer-assisted instruction. In addition, the microcomputer will become an increasingly important occupational tool that can be used in courses in word processing, computer literacy, computer programming, and data processing. As it is for educators in other fields, the microcomputer is a valuable resource that can help vocational agricultural teachers improve their teaching. The most important application of the microcomputer in vocational agriculture is, however, in teaching students how they will use microcomputers in their jobs. One such relevant use of microcomputers is in the area of numerical analysis. A large variety of farm management and agricultural business management software packages are already available. The occupational aspects of the microcomputer in secondary level agricultural education are practically limitless. (Appended to this report are a series of transparency masters describing the application of microcomputers in education.) | [FULL TEXT]

Campbell, Bob; And Others (1982).  Telecommunications: Information Systems for Special Education's Future.  Journal of Special Education Technology. 

The article examines the application of computer-assisted telecommunications technology in special education in terms of options (such as voice or visual communication), networks, and access to human and materials information bases. SpecialNet, a network created by the National Association of State Directors of Special Education, is described.

Campbell, Dale F.; And Others (1984).  Leadership Strategies for Community College Effectiveness: Outcomes of the North Carolina Community College Presidents' Leadership Institute. A Technical Report. 

Developed as a result of the North Carolina Community College President's Leadership Institute, this volume discusses the successful use of selected adaptive strategies to enhance community college effectiveness. Following information on the Institute and an overview of the volume, most of the remaining chapters review the work of prominent researchers and noted practitioners, brought together by the Institute to discuss both theory and practical experience in the diagnosis and evaluation of existing problems in the practice setting. The individual chapters in this volume present a synthesis and review of the Institutes' sessions; the chapters are: (1) "Strategic Planning: Ensuring Institutional Vitality" (Resource persons: George Keller and Byron McClenney; Reviewers: William J. Starling and John M. Duncan); (2) "Governance: Structure, Style, and Finance" (Resource persons: Richard C. Richardson, Jr. and George B. Vaughn; Reviewers: Charles E. Taylor, Jr. and Thomas B. Anderson); (3) "Leadership and the Curriculum" (Resource Persons: John E. Roueche and Thomas E. Barton, Jr.; Reviewer: Robert M. Stivender); (4) "Human Resource Development" (Resource Persons: James O. Hammons and James L. Hudgins; Reviewer: John T. German); (5) "Computers and Telecommunications" (Resource Persons: Louis W. Bender and Carl Christian Anderson; Reviewers: Thomas R. Rickman and Augusta A. Julian); (6) "Resource Development and Marketing" (Resource Persons: Barbara J. Keener and John T. Blong; Reviewer: Sylvia T. Pierce; and (7) "Institutional Impact and Image" (Resource Person: Richard L. Alfred; Reviewer: Pamela D. Grey). "Challenges, Adaptive Strategies and Competencies for the Future," presents concluding remarks by Dale F. Campbell. Appendices provide relevant resources. | [FULL TEXT]

Campbell, Patricia F. (1988).  Microcomputers in the Primary Mathematics Classroom.  Arithmetic Teacher, 35, 6. 

Suggests that microcomputers permit even young children to investigate mathematical relationships and to solve problems. Activities, both on the computer and off the computer, are suggested.

Campbell, Robert (1989).  (I Learned It) through the Grapevine: Hypermedia at Work in the Classroom.  American Libraries, 20 n3 p200-02, 204-05 Mar 1989. 

Describes a project that was intended to aid students researching "The Grapes of Wrath" and that resulted in a program that uses the Apple Macintosh computer with HyperCard and a videodisk to put users in touch with the sights, sounds, issues, and events of the United States in the 1930s. (three references)

Canelos, James; And Others (1986).  Test Development for Visualized Learning Environments and the Relevance of the Psychological Variable Encoding Specificity.  Journal of Visual/Verbal Languaging, 6, 1. 

Describes the third in a series of studies investigating effects of psychological variable of encoding specificity on cognitive learning, test design, and visualization during instruction and testing. Encoding specificity, its application to classroom learning and testing, and its significance to educational technology are explained. The first two studies are reviewed.

Canter, Gary (1986).  The Promise of Educational Technology. 

The paper examines the potential which various educational technologies hold for improving educational offerings of small, rural New York schools. Separate sections focus on computer use in education, a review of literature on computer-assisted instruction, interactive videodiscs (IVD), and the role of telecommunications in small/rural districts. Outlined as aspects to examine in evaluating a district's use of computer technology are a written district computing plan, kinds of hardware the districts have, access and equity, usage, staff training, maximization of the technology, and student and teacher attitudes toward technology. Listed as strengths of IVD are constancy and replicability, cost effectivness, provisions for learner control and choice, and suitability to specific instructional tasks. Mentioned as obstacles to the implementation of school telecommunications systems are high equipment costs; lack of a track record to give a basis for evaluation; need for teacher training; potential for dissension among faculty; imposition of new teaching/learning styles on students; and possible clash of state policies/regulations concerning certification, accreditation, curriculum adoption, and student/teacher ratios. Recommendations made to the New York State Education Department are grouped under categories of excellence, equity, and efficiency. Actions to enhance the infusion of technology into schools are offered to individual school districts and to the New York State Education Department.

Cantor, Jeffrey A. (1988).  The Training Effectiveness Algorithm.  Journal of Educational Technology Systems, 16, 3. 

Describes the Training Effectiveness Algorithm, a systematic procedure for identifying the cause of reported training problems which was developed for use in the U.S. Navy. A two-step review by subject matter experts is explained, and applications of the algorithm to other organizations and training systems are discussed.

Cantor, Jeffrey A. (1989).  A Systems Approach to the Design and Development of Interactive Videodisc Training.  Journal of Educational Technology Systems, 17, 4. 

Describes a four-phased process used by the U.S. Navy for the systematic design and development of interactive videodisc (IVD) courseware (ICW) used for training. Highlights include analyzing job/task data; system design and development, including training objectives, simulations, procedural path analysis, and feedback strategies; and evaluation and implementation.

Caravella, Joseph R. (1983).  Coping with the Challenge of Change.  Arithmetic Teacher, 30, 6. 

Resources and suggestions for establishing systems for coping with change are discussed. People are seen as the most important component in information systems, but teachers are no longer the primary disseminators of knowledge in our society. Teachers are seen as guides and coordinators of learning about technology within the classroom.

Carefoot, James, Comp. (1984).  The Birth of a Western Canadian Committee on University Distance Education. Proceedings of Meetings, April 1981-June 1982. 

Developments leading to the establishment of a committee on distance education for Western Canadian universities are reported in proceedings of meetings, a steering committee report, and a proposal. An invitational meeting was held in April 1981 to consider: the state of the art on the use of electronic communications media, consortia arrangements within and among provinces, provincial mandates for distance education, and possibilities for cooperation/coordination in producing distance delivery courses. The proceedings of this meeting include: information on Telidon for distance education applications; a meeting schedule; information on the University of Calgary's new teleconferencing center; data on radio/television use at Athabasca University, 1974-1981; and summaries of distance education at the Universities of Saskatchewan, British Columbia, Lethbridge, Alberta, and Victoria. Also included are proceedings of a September 1981 meeting that considered a steering committee report concerning the establishment of a distance education consortium. Finally, a May 1982 proposal to establish a Western Canadian Committee on University Distance Education is presented.

Carey, Regan; Gall, Meredith (1986).  Patterns of Microcomputer Use at Home and at School by Secondary School Students.  Educational Technology, 26, 10. 

Describes a study of Eugene, Oregon, secondary school students which was conducted to determine patterns of microcomputer usage at home and at school; microcomputer activities engaged in at home and at school and time spent on each activity; and relationship between home and school use of microcomputers.

Carey, Susan; And Others (1988).  What Junior High School Students Do, Can, and Should Know about the Nature of Science and Scientific Inquiry. Technical Report 88-2. 

One goal of science educators is to help students to understand the nature of scientific knowledge and reasoning. Reported are ideas related to what junior high students do, can and should know about the nature of science and the use of technology in imparting such knowledge. The studies reported in this document are designed to probe junior high students' initial understanding of the nature and purpose of science, the process of scientific inquiry, and to explore whether it is possible to move students beyond their initial conceptions. Study 1 reports the first field trial of a unit designed to replace the typical junior high unit on the scientific method. Study 2 reports the results of a trial in which a teacher used this unit with her seventh grade classes. Appendices include: (1) "Study 1 Written Test"; (2) "Study 1 Clinical Interview"; (3) "Quantitative Analysis of Study 1 Pre/Posttest Clinical Interview"; (4) "Study 2 Written Test"; and (5) "Study 2 Revised Clinical Interview." | [FULL TEXT]

Carey, Susan; And Others (1988).  "An Experiment Is When You Try It and See if It Works": A Study of Junior High School Students' Understanding of the Construction of Scientific Knowledge. 

Developing a constructivist view of scientific inquiry and knowledge is considered to be important to the training of future scientists, as well as to the understanding of scientific information by all citizens. The research reported targets the junior high school grades. Curricular materials that introduce seventh graders to the constructivist view of science have been developed and implemented. Students' initial epistemological stance concerning scientific knowledge is that knowledge is a passively acquired, faithful copy of the world, and that the inquiry process is limited solely to observing nature, rather than constructing explanations of phenomena in nature. The assumption guiding this curricular intervention is that if students are to gain a better understanding of the nature of scientific inquiry and knowledge, they must be actively involved in constructing and evaluating explanations for natural phenomena, and they must be engaged in metaconceptual reflection on that process. | [FULL TEXT]

Carl, Diana R. (1983).  Creating a Duet: Using Video and Video Teleconferencing to Meet the Needs of the Community.  Programmed Learning and Educational Technology, 20, 3. 

DUET, a project of Mount Saint Vincent University, uses cable television and video teleconferencing to solidify links between the university and community it serves. DUET is also an experimental laboratory for the university to explore video production and distribution systems as support tools for higher education.

Carl, Diana R. (1986).  Teaching on DUET. 

The experiences of a teacher for Distance University Education via Television (DUET) at Mount Saint Vincent University in Nova Scotia are related in this conference paper. The format used is that of a hypothetical conversation with a DUET faculty member, and the content is based on a series of structured interviews in which actual faculty members provided information about how DUET affects their work, their students, concepts of educational technology, and concepts of higher education. Topics covered include: (1) class participation; (2) course structure; (3) parity between distance and on-campus courses; (4) classroom environment; (5) teleconferencing; (6) teacher student interaction; (7) satellite time constraints; (8) course evaluation; and (9) casual viewers and videotaping.

Carl, Diana R. (1987).  The Integration of Educational Technology in the University.  Canadian Journal of Educational Communication, 16, 4. 

This examination of the literature on the implementation of instructional innovations in higher education highlights the integration of educational technology, factors related to nonintegration, the role of faculty in integration, factors related to technology, and resource allocation for integration. Thirty-eight references are provided.

Carlson, Elizabeth A.; Berger, Carl F. (1988).  Increasing Teacher Access to Ongoing Computer Training.  Technological Horizons in Education, 15, 9. 

Describes the Training Modules for Trainers (TMT) Project. Discusses the creation of competency-based materials, observing trainers at work and choosing a feasible model. Lists the titles and descriptions of TMT modules. Describes the purpose of the project as promoting the creative and productive use of computers as instructional tools.

Carlson, Helen L. (1986).  Social Studies Teacher Education: The Role of Interactive Videodisc in Understanding Cultural Diversity. 

Intended to improve the quality of social studies teacher education coursework, this paper discusses the use of interactive videodisks in understanding cultural diversity. Beginning with a review of studies about using videodisks, the paper describes the strategies for content development derived from interviews with 15 subject matter experts and a review of the published literature. Learner characteristics were analyzed by means of a survey of 90 undergraduate students at the University of Minnesota College of Education and Human Services Professions. The survey contained sections related to tolerance and discrimination issues, content background, and demographic characteristics. Upon completion of learner analyses and content development, the development of objectives, flow charts, and specific content in the form of modules was carried out. The use of interactive videodisks allowed learner choice and self-pacing, active learning, feedback, and exposure to multi-sensory learning sources. The paper concludes with a description of field testing and research, and a summary of the value of videodisks in social studies teacher preparation. A list of references is included. | [FULL TEXT]

Carlson, Helen L.; And Others (1989).  Designing the Human Factor into Videodiscs for Human Service Professionals.  Educational Technology, 29, 12. 

Describes methods for using videodisc technology in training human service professionals for use in college curriculums or for inservice education. Methods explained include videotaping from the learner's point of view, using a Simulation System Trainer, and a programing technique that saves learner responses for later evaluation. (10 references)

Carlson, Robert A.; And Others (1987).  The Role of the Private Sector in the Development and Implementation of the Work-Oriented Curriculum. A Description of the Role of the Private Sector in Curriculum Planning and Implementation in the District of Columbia Public Schools. 

This paper describes the programs initiated by the District of Columbia Public Schools with the private sector to provide experiences related to the world of work for students. The majority of programs involve grants from private organizations and the utilization of personnel from both the school system and the private sectors in the development of curricula related to entry-level jobs. Major funding for these programs come from a variety of sources, including large corporation grants and technical assistance and foundation grants. A brief description is provided of the purposes and areas of concentration (high school career programs, educational technology, staff development, the arts, and general support) of the programs, grants, and assistance.

Carman, Gary O.; Kosberg, Bernard (1982).  Educational Technology Research: Computer Technology and the Education of Emotionally Handicapped Children.  Educational Technology, 22, 2. 

Reviews a study designed to determine the effects of providing special education teachers with computer programs to aid them in developing appropriate math education programs for their students. The experiment demonstrated that math learning rate could be accelerated, but not whether the accelerated rate could be maintained. Thirteen references are listed.

Carnoy, Martin; Loop, Liza (1986).  Computers and Education: Which Role for International Research? Proceedings of the Stanford/UNESCO Symposium (Stanford, California, March 10-14, 1986). 

This report on a symposium sponsored jointly by Unesco (United Nations Educational, Scientific, and Cultural Organization) and the Stanford University School of Education to foster understanding of the role of educational technology in educational systems and to identify needs for further research begins by summarizing international trends in the use of computers in education. The state-of-the-art of research in four areas related to computers in education is then reviewed: (1) policy making and implementation; (2) cognitive and motivational outcomes; (3) cost-benefit and cost-effectiveness; and (4) methodological issues. Policies and development, economics, and learning are identified as areas in which further research is needed, and unanswered questions and priorities for research at the international level are described for each of these areas. Suggestions for international cooperation and information exchange and conclusions reached by the participants conclude the report. The annexes include the reports of a working group on policy and development and a working group on learning, a list of symposium documents, and a participant list. | [FULL TEXT]

Carpenter, J. P. (1989).  Using the New Technologies To Create Links between Schools throughout the World. Colloquy on Computerised School Links (Exeter, Devon, United Kingdom, 17-20 October 1988). 

The theme of this colloquy was selected as a response to the concern often expressed by teachers to create more effective communications among school systems in order to facilitate links among schools. Forming links among schools in different countries throughout the world has made a notable contribution to the enrichment of the curriculum and to the development of international awareness and understanding among pupils, their parents, and their teachers. Information technology is the great enabler. It provides for those who have access to it an extension of their powers of perception, comprehension, analysis, thought, concentration, and articulation through a range of activities. The intellectual amplification it provides, when properly exploited in education, can deliver the self-confidence and openness of mind that is indispensable for learning and development. This report discusses this theme, traces the preparation for the colloquy, summarizes the program presentations and activities, and presents the recommendations formed by the colloquy working groups. Appendices contain the reports of the working groups and a list of the participants.

Carr, Clay (1988).  Hypertext: A New Training Tool?  Educational Technology, 28, 8. 

Describes hypertext, a significantly different form of data retrieval, and gives an example of how it might be used in computer-based training. Hypertext software is discussed, including TextPro and KnowledgePro; the relationship between hypertext and expert systems is explored; and a hypertext document, PC-Hypertext, is described.

Carr, Clay (1989).  Using Expert System Job Aids: A Primer.  Educational Technology, 29, 6. 

Explains how current commercial expert system technology can be used to create useful job aids. Expert systems are defined, situations in which an expert system job aid will be most effective are described, expert system shells are discussed, and three commercial expert system products are described.

Carrier, Carol A. (1981).  Consulting with University Faculty: A Model of Teaching Improvement Based on a Developmental Perspective.  Educational Technology, 21, 6. 

Offers a model of teaching improvement which rests on the assumption that if college faculty are to make meaningful changes in undergraduate learning environments, these changes must be made in response to some of the developmental and learning characteristics of their undergraduate students. Four references are listed.

Carrier, Carol A. (1985).  A Two Level Program for Training Teachers to Use Computers in the Classroom.  Educational Technology, 25, 10. 

Discusses participant characteristics, course content, teaching strategies, and follow-up activities of two inservice teacher computer training programs responsive to needs of beginners (providing basic skills to teachers with no familiarity and computer anxiety) and advanced users (dealing with issues of systematic classroom integration of computers).

Carrier, Carol A. (1986).  A First Meeting of Professors of Educational Technology: A Summary of Issues.  Journal of Instructional Development, 8, 3. 

Reviews issues highlighted during a meeting of educational technology professors in April 1985: a need for core curriculum content; alternative research methods; role of educational technologists in public education; relationships with business; interinstitutional cooperation. Comments on graduate curriculum, researcher training, and an organization of educational technology professors are also given.

Carrier, Carol A.; Sales, Gregory C. (1987).  A Taxonomy for the Design of Computer-Based Instruction.  Educational Technology, 27, 10. 

Describes the inadequacies of the current software for computer-based instruction, and presents a framework of instructional components to guide the design of such software. A taxonomy of design considerations is then discussed, including instructional context, strategies, and technical capabilities that can be used to enhance instruction. (4 references)

Carroll, James (1982).  The Instructional Technologist and Hearing-Impaired Learner: Determining a Need for Professional Development Support.  American Annals of the Deaf, 127, 3. 

A survey completed by 230 media professionals, teachers, and resource personnel working with the hearing impaired revealed an interest in supporting a new organization or subgroup to address professional development needs and identified 33 major issues requiring immediate attention.

Carss, Brian (1983).  The Challenge of Information Processing to Education.  English in Australia. 

Discusses the demands that information technology places on education. Considers the educational applications of computers and calls into question the current concept of "school."

Carter, Alex; Schmidt, Kenneth C. (1985).  An Assessment of the Production and Utilization of Instructional Media by Student Teachers.  Educational Technology, 25, 11. 

The effectiveness of a media workshop for elementary and secondary level student teachers was evaluated through a survey designed to determine the extent to which the student teachers (1) utilized media, and (2) produced instructional materials for use in their teaching. Use of specific types of media was also investigated.

Carver, David; And Others (1980).  Self-Directness and Exploratory Microteaching in an In-Service ELT Programme.  System, 8, 3. 

Follows on an earlier paper on microteaching for a preservice course in TEFL by outlining procedures and rationale for microteaching in an in-service TEFL course. Presents exploratory microteaching as an appropriate model for in-service teacher training in TEFL where the teacher trainer emphasizes methodological categories rather than teacher skills.

Caskey, Owen L.; Trang, Myron (1980).  Videotape in Instructional Improvement: Using Interpersonal Process Recall.  Educational Technology, 20, 10. 

Covers the conditions that influence interpersonal process recall (IPR), how it can be used for instructional improvement, the types of recall which can be used with the IPR approach, and some long range outcomes and implications of IPR. Sources for an IPR manual and workshop information are given.

Cassidy, Michael F. (1982).  Toward Integration: Education, Instructional Technology, and Semiotics.  Educational Communication and Technology: A Journal of Theory. 

Advances a theoretical perspective for analyzing education and instructional technology as disciplines using the science of semiotics as a framework for identifying the components, relationships among components, and meanings of components in educational systems. A 30-item reference list accompanies the text.

Casteel, Carolyn P.; Johnson, Lowell E. (1989).  Personalizing Reading Instruction: A Systems Model for Teachers.  Educational Technology, 29, 5. 

Discussion of personalized instruction focuses on reading education and presents a systems model for teachers called a Teacher System for Personalized Instruction (TSPI). Topics discussed include diagnosing the needs of the learner; self-paced learning; motivation; achievement; mastery learning; evaluation plan; and cognitive, affective, psychomotor, and consequence objectives of instruction. (11 references)

Casteel, Clifton A. (1989).  Effects of Chunked Reading among Learning Disabled Students: An Experimental Comparison of Computer and Traditional Chunked Passages.  Journal of Educational Technology Systems, 17, 2. 

This study compared the effects of chunking sentences on the retention and comprehension of two groups of learning disabled high school students, who received chunked reading via computer assisted instruction (CAI) or traditional methods. Both experimental groups performed better on the posttest than the control group, who received CAI without chunking. (11 references)

Caulley, Darrel; Douglas, Marcia (1985).  Evaluating Instructional Film or Video: Suggestions for Feedback Before the Final Print.  Educational Technology, 25, 6. 

Presents a checklist of criteria that could be used in a formative evaluation of films and videotapes and describes six ways of assessing the products' effects on an audience: observation, questionnaires, group interviews, expert opinions, machine evaluation, and controlled experimentation.

Cawelti, Gordon (1981).  Training for Effective School Administrators. 

Forces of societal change have placed new demands on school administrators for skills to manage schools. The result has been an increasing realization of the need for improved university preparation programs and for more effective Human Resource Development (HRD) for practicing administrators. A growing body of research shows a very positive relationship between the leadership ability of principals and student growth in basic skill achievement. A comprehensive HRD program for potential or practicing school administrators requires substantial time, must be a sustained effort, and entails four major components. The first component is training in leader behavior. Administrators need to be helped to be sensitive to alternative models of leader behavior and to the human behavior aspects of leadership. The second component, training in management skills, involves the classic management functions of planning, organizing, and directing. The third component, training in instructional leadership, includes curriculum development, clinical supervision, staff development, and teacher evaluation. The final component of a comprehensive HRD program is the traditional administration course, covering such topics as school finance, theory, law, personnel, collective bargaining, public relations, and educational technology.  | [FULL TEXT]

Cawelti, Gordon (1987).  Strategic Planning for Curriculum Reform. 

Strategic planning is a process deliberately designed to help educational leaders conceive of the kinds of institutions that they would like to create to serve their students. Drawn from industry, strategic planning attempts to respond to a wide variety of factors determining the directions that schools should take in planning for the future. Curriculum planning must be a continual process if programs are to remain responsive to changes in society, to the characteristics of learners, and to the most recent knowledge in vital fields. Strategic planning affords a context for increasing the probability of answering each of these needs. The strategic planning process involves (1) analyzing social, economic, demographic, and political forces affecting the schools; (2) identifying needs or weaknesses of the schools' current programs; (3) diagnosing the current health of the school organization; (4) establishing a mission statement; and (5) creating action plans to achieve the established goals. The action plans could involve changing the school organization, developing a curriculum to prepare students for the future, improving teaching, or deciding on steps to take to increase the use of educational technology. To be successful, the strategic planning process must involve educators throughout the system as deeply as possible, and must be designed to obtain widespread support. | [FULL TEXT]

Cawelti, Gordon (1989).  Designing High Schools for the Future.  Educational Leadership, 7, 1. 

Efforts to improve American high schools must center on their most fundamental deficiencies. Out of the Association for Supervision and Curriculum Development's High School Futures Planning Consortium have evolved experience-based principles (outlined in sidebars) that other school leaders can adapt for improving their schools' organization, curriculum, staff development, and technology use.

Cawley, John F.; Murdock, Jane Y. (1987).  Technology and Students with Handicaps.  Contemporary Educational Psychology, 12, 3. 

Technological devices which can aid in teaching students with handicaps include: (1) interactive computer assisted instruction; (2) computer software; (3) hand-held calculators; (4) communication and prosthetic devices which aid in receptive and expressive language and practice; and (5) interactive video systems. (Sources of information about software in special education are included).

_____. (1989).  CBI Project Evaluation Phase II: Data Analysis Results. 

This report contains the data and results of a study conducted in each of the five Department of Defense Dependents Schools worldwide concerning uses of and attitudes about computers in the classroom. Questionnaires were distributed to 6,850 students in grades 5 to 12 and to 543 computer-based instruction (CBI) project teachers. Highlights of the analyses of the responses from 3,851 students and 522 teachers included the following: (1) students exhibited mildly positive overall attitudes about computers with males displaying more positive attitudes than females in grades 5 and 6, and those with non-school access to computers more positive attitudes than their peers; (2) teachers were uniformly positive about computers across regions, grade levels, genders, and school sizes, and they agreed that computers contributed to student creativity and productivity, as well as to increased teacher productivity; (3) teachers expressed a need for more inservice on how to take advantage of whole-group and small-group instruction with computers; (4) top inservice needs cited were learning what other teachers are doing, finding out what software is available, and learning how best to integrate computers into their classrooms; and (5) the optimal student-to-computer ratio was reported to be two to four students at a computer, varying according to subject areas such as computer literacy or writing that might require more individual use of a computer. Data are reported in both narrative and tablular formats. The appendices contain guidelines and a checklist for regional project coordinators participating in the survey, the questionnaire and anecdotal record forms for teachers at CBI demonstration sites, and the student questionnaire. | [FULL TEXT]

Cegelka, Patricia T.; Lewis, Rena B. (1983).  The Once and Future World: Portents for the Handicapped.  Journal for Special Educators, 19, 4. 

Implication for special education of rapid increases in technology are dealt with in terms of identification procedures, provisions of environmental supports, changes in the nature of schooling; and preparation for adulthood, challenges for the future, such as insuring equity in access to technological advances, are considered.

_____. (1989).  Center for Instructional Computing. 

The Center for Instructional Computing (CIC) at Eastern Michigan University is described in this report. The center serves as a model for making the infusion of innovative uses of microcomputers within instruction a faculty-centered effort. CIC provides a physical facility with IBM and Apple microcomputers dedicated to faculty use, both as a laboratory and as a home for ongoing assistance and program offerings. The single most unique feature of the CIC is its dual organizational configuration (the facility and certain support aspects are administered by the dean, and the program of services is in the faculty domain). Specific programs and services currently available include: peer workshops; peer training; a newsletter; open periods of time for use of hardware and software with professional assistance; a collection of resource materials on all aspects of computing available 40 hours per week; and a faculty summer grant award program for instructional computing projects. In its fourth year of operation, CIC is a vital component of faculty development within the university. Faculty are more comfortable and active in their use of microcomputers in instruction today than they were in 1984. Four appendices are: a graph of CIC total lab visits; a graph of cumulative hours by major topics; a graph showing perceived workshop influence on teaching; and a CIC newsletter.

Cerych, Ladislav (1982).  Computers in Education: Major Problems and Key Policy Options.  European Journal of Education, 17, 4. 

Choices to be made in the formation of national policies for computer use in education, in all countries, are outlined. They include the issues of curriculum priorities, need for broad computer literacy versus specialization, educational level for introduction, teacher training, software development, hardware needs, coordination, and locus of policy-making authority.

_____. (1988).  Changing Roles in Education and Training. [Report of the] Annual Conference on Teaching at a Distance (4th, Madison, Wisconsin, August 2-4, 1988). 

This report provides a brief description of a 1988 conference on distance education together with papers from 31 of the 44 sessions, including keynote addresses and presentations at general and informational sessions and application seminars. These sessions addressed the conference theme from different perspectives, and included consideration of instructional design, the teaching process, faculty development, administration/management, continuing education programming, and university/K-12 collaboration. Specific topics examined include the changing role and future of distance education and training; the Annenberg/Corporation for Public Broadcasting Project; correspondence study and the new media; audio and video teleconferencing; interactive media education; distance education in rural areas; joint college/school distance education programs; and change strategies for the adoption of technology. The text is supplemented by various figures, and many of the papers include references.

Chadwick, Clifton (1982).  An Overview of Educational Technology in Latin America.  Prospects: Quarterly Review of Education, 12, 3. 

Discusses the findings of a survey of 474 Latin American projects which used educational technology at all educational levels. The successes and failures of projects using television, radio, audio-visual materials, film, computers, and printed materials are described. Future trends in the use of educational technology are considered.

Chadwick, Clifton B. (1986).  Instructional Technology Research in Latin American. 

Both the broad field of educational technology and research activities in the more limited area of instructional technology in Latin America are examined. Research studies, the current situation, and/or research needs are reviewed briefly for each of the following areas: distance education; microcomputers; educational radio; learning strategies and study habits; instructional and text design; problem areas; behavioral objectives; democratization; student role; cognitive styles; and the effectiveness of educational technology in terms of its utility for educational systems in Latin America. Transfer and implementation studies are noted as being significant innovations in educational improvement in Latin America; and the importance of valuing the ideas, beliefs, interests, and role of the recipients of these innovations, giving them greater levels of participation in critical decisions, and responding to their cognitive styles and interests, is stressed. Most of the 50 references listed are in Spanish. | [FULL TEXT]

Chalfoun, Eileen (1986).  Off-Campus Library Services: Community College of Vermont.

Challis, A. James (1982).  Tap into Instructional Development for More Teaching Power.  Journal of Thought, 17, 2. 

Instructional technology provides a widening range of material--techniques and media which teachers must select from to package and present in manageable portions--to devise instructional strategies and design evaluative instruments. Instructional development specialists, educational psychologists, and communications researchers are suggested as support sources.

Chaloux, Bruce N. (1985).  State Oversight of the Private and Proprietary Sector. 

State oversight of private colleges and proprietary schools and the criteria used in evaluating institutions are considered. The primary approaches used by states in licensing and authorizing schools to operate and grant degrees are identified: minimum standards, honest practice, and realization of objectives. Tables show the current regulatory status and the variety of state agencies having oversight responsibility for both degree-granting and nondegree-granting institutions for private postsecondary education. Currently 43 states and the District of Columbia have some form of licensure or authorization procedures for private degree-granting institutions. All states except Utah have some form of licensure law for nondegree-granting institutions. Ten categories of criteria often found in state regulations are identified, along with examples of the types of information sought by many states. The criteria concern: purposes and objectives; administration and governance; finances; curriculum and program of studies; faculty; physical plant; library; student services, admissions, and refund policy; publications, and college records. Implications of telecommunications for states and the proprietary sector are briefly discussed. A statement on accreditation and authorization of distance learning through telecommunications is appended. | [FULL TEXT]

Chambers, Ellie (1989).  Pedagogical Research at the UK OU. 

This lecture describes the organization and kinds of pedagogical research undertaken in the United Kingdom Open University and, through a case study of educational research in the recently introduced Arts Foundation Course (A102), to show how one type of research can contribute to course organization and development. The Institute of Educational Technology (IET), a unit within the Open University, is primarily involved in pedagogical research and is the focus of this paper. Types of educational research discussed include comparative-evaluative research, investigative-evaluative research, and action-research or theoretical-investigative research. Research methods are also mentioned with interviews and surveys emerging as primary data collection tools. The lecture concludes with a brief discussion of some issues central to the organization, conduct, and purposes of pedagogical research in distance education. (10 references)

Champness, Brian; Young, Ian (1980).  Social Limits on Educational Technology.  European Journal of Education, 15, 3. 

Two explanations are given from a social perspective for disappointments in use of educational technology: lack of full consideration of the social context and nature of education, and teachers' resistance to technological advancement. It is hoped that such technology is soon extended to the social sciences.

Chandler, Harry N. (1983).  If We're Really on Our Way Shouldn't We Buy a Roadmap?  Journal of Learning Disabilities, 16, 1. 

With the advent of readily available computer technology, we have to develop a philosophy which considers the role of computers in education. Computers can be used for much more than role learning, and a philosophy must include the far reaching contexts of computers in school and life.

Chang, Ping-Tung (1980).  Re-Evaluating the Secondary Mathematics Curriculum for the 80's.

Charp, Sylvia (1988).  The System Is the Solution?  Phi Delta Kappan, 70, 1. 

Inspired by Lewis Perelman's vision, this article summarizes needed transformative changes, such as preparing teachers for new technologies, committing additional human and financial resources, educating the public, establishing a business/education partnership, restructuring the curriculum, obtaining federal assistance, and evaluating what works in both business and education.

Charp, Sylvia (1989).  Writing to Read: A Program for Literacy.  Technological Horizons in Education, 16, 9. 

Described are impressions of the Writing to Read program. The program is described and the apparent advantages are stated. General observations include teacher and student impressions of the program.

Charters, Alexander N.; And Others (1981).  Comparing Adult Education Worldwide. 

Comparative international adult education, defined as that field in which adult educators from various countries compare their own institutions and practices with those of their counterparts in other nations, is examined. Provided is an account of adult education in nine European socialist countries (including the Soviet Union), as well as definitions of new policies and practices from developing Third World nations that hold promise for improving programs in more industrialized and urbanized countries. Chapters include: Learning from Each Other (Alexander N. Charters); Australia in Asia--Comparison as Learning (Chris Duke); Adult Education Systems in European Socialist Countries: Similarities and Differences (Dusan M. Savicevic); Professionalization in Adult Education in the Federal Republic of Germany and the German Democratic Republic (Joachim H. Knoll); Adult Education Organizations in a Comparative Context (E. M. Hutchinson); The Function of Adult Education Legislation (Colin J. Titmus and Alan R. Pardoen); Educational Technology in Comparative Adult Education (Donald P. Ely); Reaching Unreached Adults (Kwasi Ampene); Design and Development of Literacy Programs (John W. Ryan); and Research (J. R. Kidd). A postscript by Charters indicates both the similarities and differences identified, government intervention, leadership needs, and social contributions. Notes about the authors, references, a name index, and a subject index are also provided.

Charters, Alexander N.; Holmwood, Donald (1983).  Syracuse University Publications in Continuing Education. List of Publications. 

This document is a complete list of Syracuse University Publications in Continuing Education (SUPCE). Publications are categorized under 16 headings: Notes and Essays and Reports Series in Continuing Education for Adults; Occasional Papers Series; Landmark and New Horizons Series; William Pearson Tolley Medal Series; Papers on Adult Education, University College Publications (Blue Books); American Foundation for Continuing Education; Fund for Adult Education Series; ERIC Clearinghouse on Adult Education; Single Publications; MSS Series; Clearinghouse of Resources for Educators of Adults (CREA); Syracuse University Related Publications; Library of Continuing Education at Syracuse University; Syracuse University Centennial Series; Distributing Agent; and Reprints (CSLEA). The title and author of each publication is followed by four columns. These columns represent the following as applicable: Syracuse University Archives call number; Library of Congress call number as denoted in the Ernest S. Bird Library at Syracuse University; ERIC Document Reproduction Service number; and holdings in the collection of Alexander N. Charters.

Chaudhari, U. S.; Buddhisagar, Meena (1981).  Educational Technology Research: Whole Versus Part Presentation of Advance Organizers in Text in Relation to Intelligence.  Educational Technology, 21, 6. 

Summarizes a study designed to ascertain the effects of advance organizers on learning from text, with the position of both "part" and "whole" organizers as a manipulated variable. The effect of intelligence and its interaction with the treatment was also studied. Ten references are listed.

Chaudhri, M. M. (1980).  Educational Technology and System Design for the Production of Educational Material for Adult Education Programme--A Case Study.  Indian Journal of Adult Education, 41, 1-2. 

Discusses India's National Adult Education Programme (NAEP), which was assigned the task of developing adult education materials. Details steps taken to develop these materials and to train administrators and teachers.

Chaudhri, M. M. (1986).  India: From SITE to INSAT.  Media in Education and Development, 19, 3. 

Identifies core of India's illiteracy problem and describes use of educational technology to educate rural children. Highlights include descriptions of the Satellite Instructional Television Experiment (SITE) project; motivation behind low-cost educational aids development in rural areas; an educational radio pilot project; and development and uses of INSAT (Indian Communications Satellite).

Chazan, Daniel (1988).  Similarity: Exploring the Understanding of a Geometric Concept. Technical Report 88-15. 

Previous work has identified four areas of difficulty that students seem to have with the topic of similarity: (1) understanding the definition of similarity; (2) proportional reasoning; (3) dimensional growth relationships; and (4) correspondences in right triangle similarity. This paper reports the results of an investigation into high school students' understanding of similarity. A unit addressing three of these difficulties was constructed for use with the "Geometric Supposer." Students were observed as they learned similarity with this unit and were given pretests and posttests on fractions, ratio and proportion, and similarity. From the observations and tests, clarification of these three difficulties will be sought. The resulting greater understanding of student difficulties with similarity will be of use to practitioners and of interest to the mathematics education research community. The use of technology, specifically the "Geometric Supposer," provides two benefits. First, it supports a pedagogy which seeks to attack directly the students' difficulties in understanding similarity. Second, the lab setting allows researchers as well as teachers to examine directly student thought processes in the classroom.  | [FULL TEXT]

Chen, David; Brovey, Daniel J. (1985).  Information Technology and the Educational System: I. Implications for Organizational Development. Technical Report. No. 10. 

Educational change does not occur overnight, but the introduction of information technology will initiate a chain reaction of changes in the curriculum, instruction, and organization of education. Research on the process of change both identifies factors involved in the introduction of innovations and suggests guidelines for educators. Two phases in the pursuit of change can be defined: (1) developing readiness in the educational system by teaching about the technology and redefining the educational problems amenable to technological handling; and (2) experimenting and exploring the solutions offered by technology to central problems in education, followed by diffusion and implementation. Teachers and curriculum decision makers and developers must be prepared to cope with the transition from a rigid format to a flexible one. Changes in instruction would enable increased productivity of learning, mainly through individualizing, i.e., adapting the instructional process to learner variables through automated diagnosis, advanced computer managed instruction, or the development of individualized instruction systems. Organizational changes resulting from the availability of information technology may include the home as an alternative site for learning, special interest study groups, and educational networks. Such changes should be approached with careful planning in order to minimize the social cost of hasty changes based on unrealistic expectations and beliefs.

Chen, J. Wey (1989).  From Workstation to Teacher Support System: A Tool to Increase Productivity.  Educational Technology, 29, 6. 

Describes a teacher support system which is a computer-based workstation that provides support for teachers and administrators by integrating teacher utility programs, instructional management software, administrative packages, and office automation tools. Hardware is described and software components are explained, including database managers, word processing, spreadsheets, and test generators. (six references)

Chen, J. Wey; Shen, Chung-Wei (1989).  Software Engineering: A New Component for Instructional Software Development.  Educational Technology, 29, 9. 

Discussion of software engineering for computer-based instruction (CBI) focuses on a model for instructional software development. Highlights include a multidisciplinary team approach; needs analysis; feasibility study; requirement analysis; prototype construction; design phase; implementation and development; testing and evaluation; and project team organization. (24 references)

Chen, Milton (1980).  Television, Science, and Children: Formative Evaluation for 3-2-1 Contact.  Journal of Educational Technology Systems, 9, 3. 

Studies were conducted with more than 10,000 children to determine the types of programing most popular with that audience, their attitudes towards science, and the techniques that maximize the appeal and comprehensibility of science material on television. Research results guided the development of the new PBS series, 3-2-1 Contact.

Chertok, Michael R. (1989).  Building toward Technological Literacy.  Technological Horizons in Education, 17, 1. 

Informal, museum-based technology education is discussed. A program in which family groups work together and learn robotics is described. Projected gains in technological and scientific literacy are highlighted.

Cheung, Y. L. (1981).  Equation-Solving with the Calculator.  Australian Mathematics Teacher, 37, 1. 

An approach to equation solving using calculators that promotes the trial-and-error method as a useful strategy when combined with calculators is presented. The approach is specifically geared towards the secondary schools as a way of moving to harder equations that the linear and quadratic ones traditionally used.

Chiang, Eleanor Yin (1986).  Educational Data Base and School Profile Reports. 

This report describes the development in 1986 of a management information system by the Sacramento City (California) Unified School District for use in high schools. A nine-page attachment, which comprises two-thirds of the report, offers profiles of selected schools drawn from the databases. Data sets of 200 information items, collected from all 85 schools, were grouped into 4 categories: school background data; student achievement data; opinion survey data from staff, parents, and students; and facility data. Strategies responsible for the system's success are the following: (1) seeking inputs--a committee of representatives from the district guided database development; (2) team strategies--management members brainstormed to produce database characteristics and developmental strategies; (3) continuity of tasks--tasks were divided into segments and implemented simultaneously by a group or continuously and sequentially by individuals until a main project resulted; and (4) utilization of computer technology--various computer skills and backgrounds used depended on staff members' backgrounds, system strength and capability, and consultation services. The preceding strategies are illustrated by a flowchart of task preparation by staff on school reports. The attached school profiles present data set results. Student, staff, and parent surveys include opinions on learning environments, programs, rules, and learning usefulness. Other data cover student achievement, district finances, and school demographics.

Chiarelott, Leigh (1984).  Cognition and the Media-ted Curriculum: Effects of Growing Up in an Electronic Environment.  Educational Technology, 24, 5. 

Examines forms of media in today's electronic environment including television, microcomputers, video games, and music television, and considers these media forms and their effects on cognitive processing. Implications for teachers and instructional designers in achieving curricular balance between print and electronic media are discussed.

Child, Derek (1989).  Access to Higher Education: Students with Disabilities at the Open University. Working Together? 

Services to students with disabilities at the Open University (OU) in Great Britain are described. This large distance teaching institution offers courses in multi-media form, using printed texts, audio and video material, radio and television programs, microcomputer software, and tutorial support (available either from local study centers or at 13 regional centers). Access for students with disabilities is facilitated through such services as preparatory courses to develop study skills for students with visual and hearing impairments, taped materials, identification of special needs in computer use, arrangements for home examinations, and assessment of individual functional requirements. These services are supported by an information and resource network with specialist organizations and through links to national and regional governmental and government-funded agencies. Experiences of two students with severe physical disabilities are described. Suggestions for the future include: a pilot project to encourage other higher education institutions to facilitate access to the OU system; early planning and preparation of students; equipping students to use new assistive technology; and providing opportunities for students to review their situation and choose other options if desired.

Choat, Ernest; Griffin, Harry (1988).  Modular Video with Children Aged 3 to 11.  British Journal of Educational Technology, 19, 2. 

Discussion of the use of video material with younger children focuses on projects in Great Britain that were designed to develop modular videotapes for classroom use by students aged 3 to 11. The use of videodiscs and video recorders is reviewed, and interactions between children, teachers, and television are described.

Chomsky, Carol; And Others (1985).  Doing Science: Constructing Scientific Theories as an Introduction to Scientific Method. Scientific Theory and Method Project (STAMPS). Technical Report. 

The Scientific Theory and Method Project (STAMPS) is concerned with students' understanding of two areas of science in secondary schools. One is understanding what a scientific theory is, and the other is understanding the methods used in conducting scientific research. In the science curriculum these topics are often described as the process of science as opposed to scientific facts. Students, along with learning about the content of the different scientific disciplines, need an emphasis on the scientific process as well. Two questions are considered concerning students engaging in various activities presented to them: (1) how do students think about these problems; and (2) what kinds of activities and materials are best suited for this kind of introduction to the scientific method? Three components of a unit dealing with these questions have been developed and piloted. The computer program "The King's Rule" was used to introduce hypothesis formation and testing. The program "The Scientific Method" was used to study experimental conditions and the effects of phenomena under investigation. The third unit experiments with natural language phenonema. The pilot program is presented along with excerpts and transcripts taken during trials of the program. | [FULL TEXT]

Christ, Frank (1982).  Computers in Learning Assistance Centers and Developmental Education: Beginning to Explore.  Journal of Developmental & Remedial Education, 6, 1. 

Urges instructors interested in applying computer technology in developmental education and learning assistance centers to survey campus and community computer resources, learn computer terminology, read computer literature, join computer organizations, and consult experts. Offers suggestions for choosing a computer system and programs, writing computer programs, and using the computer.

Christensen, Dean L.; Tennyson, Robert D. (1988).  The Relationship of Learning to Technology-Based Enhancements.  Computers in Human Behavior, 4, 1. 

Discussion of educational technology and its impact on instructional methodology and the learning process focuses on six basic educational components necessary to trace technology variables directly to specific learning processes. Highlights include learning objectives; knowledge bases; instructional strategies; computer-based enhancements; and retrieval strategies. (7 references)

Christensen, Dean L.; Tennyson, Robert D. (1989).  Educational Technology: Integration? 

This paper presents a perspective of the current state of technology-assisted instruction integrating computer language, artificial intelligence (AI), and a review of cognitive science applied to instruction. The following topics are briefly discussed: (1) the language of instructional technology, i.e., programming languages, including authoring systems; (2) technology assisted instruction using AI, including the formal study of AI in computer science and current applications of AI in education, industry, and high-technology fields; (3) AI principles applied to instruction, including the three components of the operational functions of an AI system, i.e., expertise module, student-model module, and tutoring module; and (4) a cognitive science paradigm applied to instruction, including computer based instructional (CBI) characteristics of systems that exhibit elements of machine intelligence and the development and characteristics of the MAIS (Minnesota Adaptive Instructional System). (22 references) | [FULL TEXT]

Christensen, Paul R. (1980).  Adult Education Programs in the Pacific Territories: Assessment Issues. 

A study explored those factors in the Pacific Territories affecting the conduct and validity of assessments of their Adult Education Act State Grant Programs. Examined were islanders' opinions on whether (1) educational models developed in the United States apply in the territories, (2) our efforts in the territories are having positive or negative effects, (3) territories and the states warrant different treatment, (4) the same administration standards should be applied in both places, (5) English should be the only language skill to concern federally funded educators, (6) territories are ready for advanced educational technology, (7) neglect is the way we can best help the territories, (8) islanders need information more than observation, and (9) consolidated grants will wipe out adult education in the territories. Questionnaire responses, interviews of adult education program personnel, and author observations yielded recommendations that territories should be treated differently than the states. They should be assisted in developing advanced educational technology and language skills besides English. Cultural sensitivity and non-standard evaluation designs should be used in dealing with territories. Assessments of island progress should be made jointly by local staff and external parties in multi-year efforts.

Christensen, Philip R.; Mugiri, Ephantus M. (1983).  The Intensive Use of Radio for Teaching English in Kenyan Rural Primary Schools. Exploring a Cost-Effective Application of Educational Technology. 

Instructional radio is a relatively low cost technology which can deliver effective educational programs to any school capable of receiving broadcasts, however remote the school might be. This paper explores the Radio Language Arts Project (RLAP), an application of instructional radio technology to the teaching of English as a foreign language. The advantages and disadvantages of the use of radio in education are noted, and successful realizations of radio's potential in Kenya and Nicaragua are described. The subject matter, English, is analyzed from the perspective of the Kenyan curriculum and the radio medium. The most significant instructional design principles used by the RLAP are enumerated. These are: more intensive use of radio and for longer periods, cost control, systematic instructional development, provision for distributed learning and immediate reinforcement, and the teacher/radio partnership. Finally, the formative and summative evaluation strategies for the RLAP are described and the project's implications are considered.  | [FULL TEXT]

Christie, Betti J.; Dolan, Dan (1982).  Montana's Task Force on Computer Education.  Technological Horizons in Education, 10, 2. 

Describes activities and recommendations of Montana's task force on computer education. Recommendations include integrating computers with regular classroom instruction, providing hands-on experiences for students, and using computers for problem-solving. An audiovisual presentation, handbook, and staff development program have been developed to implement their recommendations.

Chu, James (1982).  Television Universities in China.  Technological Horizons in Education, 9, 1. 

Educational television in China is described as a vital medium of instruction in higher education, alleviating shortages of instructors and facilities. The television universities serve both educational and political purposes while causing enormous frustration among college-age youth, for only one of 10 is admitted each year to universities.

Chuan de, Zhang (1986).  Computer-Based Education in China.  Educational Technology, 26, 7. 

This overview of computer based education (CBE) in China mentions pioneering work before describing recent activities in university-based research and development and the expansion of CBE into primary and secondary education. Developments in authoring and word processing systems in Chinese characters and problems to be faced are also discussed.

Cicciarella, Charles F. (1981).  Enter--The Microcomputer.  Journal of Physical Education and Recreation, 52, 6. 

Possible applications of the micro- or personal computer useful to the physical educator are suggested under four major categories: (1) data processing; (2) data storage; (3) control of peripheral devices; and (4) computer-assisted instruction.

Cirincione-Coles, Kathryn, Ed. (1981).  The Future of Education: Policy Issues and Challenges. 

Twenty articles, with an introduction, discuss future educational policies and problems in light of contemporary demographic, economic, political, cultural, technological, and social-psychological changes. The articles are grouped into three sections. Section one, comprising eight articles, examines the environment of education, including educational leadership, science education for women and minorities, rural educational needs, ethnic diversity in school staffs, the role of the superintendent, and political and demographic changes in school support. In the second section, another eight articles review practical problems and possible prospects in educational evaluation, fiscal reductions, the tasks of education, teacher education, collaboration between school districts and universities, private higher education, cooperative extension programs, and lifelong learning. The final section presents four articles that analyze larger cultural and global shifts, involving psychological and spiritual values, computer technology for education, definitions of children's rights, and worldwide economic developments and trends in the social sciences.

Clabaugh, Gary K.; Vogel, Robert (1984).  Public Policy and Learning Technology: On the Trail of the Red Herring. 

According to dictionary definitions, the concept of "technology" does not have to involve hardware, but refers instead to the application of scientific methods or scientifically derived knowledge to a practical task. Despite the availability of complex new instructional hardware to teachers, very little in the way of pedagogical technology has been effectively provided them. They rely instead on tradition, common sense, and charisma, and often adopt the attitude of "know-nothingism" that goes along with these imprecise guides to teaching practice. Such attitudes prevent the development of commonly understood information about teaching. The most powerful technology available to teachers today is based on the psychological and biological principles underlying human growth and development, yet too few teachers know, understand, or can apply the concepts drawn from these fields to their work with students. Until a technology of teaching is developed that will help teachers understand the impact and effective utilization of the tools at their disposal, training teahcers to use advanced hardware may only lead to their having greater impact in their incompetence. | [FULL TEXT]

Clark, Chris (1988).  Telecommunications Is Here and Now.  Computing Teacher, 15, 8. 

Presents an overview of telecommunications and its use in the field of education. Topics discussed include conferencing, electronic messaging, distance learning, networking, database searching, and projects relating to educational telecommunications sponsored by the International Council for Computers in Education

Clark, Chris; And Others (1989).  Telecommunications in the Classroom. 

This document is a resource guide for educators on using telecommunications in the classroom. The first chapter provides a brief history of telecommunications, describes what telecommunications is, and discusses its value in the classroom today. The second chapter discusses the parts of a telecommunications system and provides technical information, including the technical vocabulary needed to use telecommunications. The third section provides lesson plans for using telecommunications in the classroom. The plans were written by classroom teachers across the United States and Canada and selected as exemplary plans from entries received in the Computer Learning Month/ICCE 1988 Telecommunications Lesson Plan Contest. Each plan consists of a one-page summary of strategies for using computers and software in the classroom and includes the title, author, major objectives, grade level, materials checklist, time required, prerequisite student skills, activities and procedures, follow-up activities, and additional notes. The lesson plans include introductory lessons on telecommunications as well as language arts, mathematics/science, social studies, online research, and student dream projects. A chart is provided to aid in locating lessons by subject area and grade level. The final chapter lists telecommunications services and resources currently available, and a glossary of terms and an index are provided. (11 references)

Clark, Francis E.; Angert, Jay F. (1981).  Teacher Commitment to Instructional Design: The Problem of Media Selection and Use.  Educational Technology, 21, 5. 

Examines the problems encountered in engaging teachers in the specification and selection of media options in the instructional design process. Present inadequacy is traced to: (1) specific theoretical deficiencies in available models, (2) the evolutionary state of research, and (3) the reluctance of teachers to commit themselves in this area.

Clark, Francis E.; Angert, Jay F. (1984).  Is There a Light at the End of the Tunnel Vision?  Instructional Innovator, 29, 2. 

Discusses lack of integration between communication and educational technology research, and argues that theory and research must be reciprocal, that media research efforts will continue to produce limited observations without acknowledgement of commonality with communication, and that findings of previous media research need to be integrated along theoretical lines.

Clark, G. Christopher (1989).  Distance Education in United States Schools.  Computing Teacher, 16, 6. 

Describes various technologies used in distance education projects in elementary and secondary schools in the United States. Topics discussed include correspondence study; telephone audioconferencing; computer based messaging; audiographic conferencing; teleconferencing; interactive television fixed service (ITFS); satellite broadcast; and questions of certification and accreditation. (seven references)

Clark, John L. D. (1987).  Developments in Language Education. 

This report discusses three recent developments in foreign and second language education. The first is the "proficiency movement," which is leading teachers and curriculum planners to find effective ways of measuring functional language proficiency and of bringing students to pragmatically useful levels of speaking, listening, reading, and writing ability. The goal of foreign language teaching is now the effective use of the language in real-life communication settings. The second development is the introduction of the microcomputer to the language classroom. The following aspects of computer-assisted language learning (CALL) are discussed: (1) accessibility; (2) guidelines for CALL software development and review; (3) adoption of a systems analysis view of the instructional process; and (4) evaluation of CALL results. The third development is content-based language instruction--the simultaneous teaching of English and subject matter areas such as history or social studies to nonnative speakers of English. Guidelines are listed for developing effective programs of content-based language instruction. Future trends are covered and a list of references is included. | [FULL TEXT]

Clark, Margaret M. (1986).  Educational Technology and Children with Moderate Learning Difficulties.  Exceptional Child, 33, 1. 

The article identifies characteristics of children with moderate learning difficulties, relates these characteristics to features of educational technology, and lists strengths and weaknesses of computer assisted learning. The need for educational technology to compliment good teaching and not merely computerize outdated practices is stressed.

Clark, Richard E. (1980).  What Do We Know for Sure?  Instructional Innovator, 25, 1. 

The problems which researchers and practitioners in educational technology face are more complex than originally imagined, and the solutions are correspondingly more difficult to produce and implement; yet progress has been made.

Clark, Richard E. (1980).  Issues in the Transfer of Instructional Technology between Nations. 

Based on the assumption that educational technology transfers are vital to the continuing growth of all nations and that the issues connected with this activity are large and complex, this discussion addresses five major problems associated with international educational exchange: (1) inadequate understanding of the problem to be solved by technology, (2) conflicting theories which lead to conflicting employment of instructional methods, (3) misunderstandings about the science which underlies the technology, (4) vague definitions of technologies, and (5) unfortunate matches between problem and technology. After a review of the problems raised by each issue, suggestions for a solution or approaches which may lead to a solution are made. References are provided.

Clark, Richard E. (1989).  Current Progress and Future Directions for Research in Instructional Technology.  Educational Technology Research and Development, 37, 1. 

Discussion of research problems in instructional technology emphasizes two main needs: (1) development of a prescriptive research methodology; and (2) more front end analysis that produces a distinction between instructional design research and instructional development research. Two examples of research using the prescriptive technology approach are given from the field of psychology. (24 references)

Clark, Richard E. (1989).  Evaluating Distance Learning Technology. 

In the past, distance learning evaluations have been conducted as afterthoughts and have relied heavily on reaction questionnaires, which are unreliable and nonrepresentative of the participants involved. Even when evaluations attempted to collect information about changes in student achievement, questions were asked that confused the separate contributions of delivery media, which provide access to learning resources, and instructional technology, which includes instructional design theories, teaching methods, and motivational strategies. More robust evaluation plans must be adopted in the future. Three features of a strong plan are: (1) evaluation should begin at the start of distance learning program planning, as an early commitment to evaluation will provide more useful information about the strengths of a program and allows changes to be made as the program develops; (2) evaluation plans should measure participant reactions as well as achievement of program objectives, and should collect both qualitative and quantitative data; and (3) cost-effectiveness of both distance learning delivery systems and instructional technology should be measured. Levin's "ingredients method" may be used, in which program ingredients such as personnel, facilities, equipment, and materials are listed and valued. (27 references)

Clark, Richard E.; Voogel, Alexander (1985).  Transfer of Training Principles for Instructional Design.  Educational Communication and Technology, 33, 2. 

Presents evidence to establish that instructional technology applications often result in transfer of training failures, which are attributed to inappropriate mixing of behaviorist and cognitive instructional design models. Specific suggestions are made for instructional design prescriptions that support different levels of transfer for different types of learning objectives and learners.

Clarke, John L. (1981).  Educational Development. A Select Bibliography with particular reference to Further and Higher Education. 

This bibliography cites writings on the application of technology to education and the use of new teaching strategies, evaluation methods, and curriculum development designed to improve the quality of teaching and learning. It is divided into the following sections: (1) educational technology, development, and innovation; (2) curriculum development; (3) educational objectives; (4) strategies for learning; (5) educational media; (6) the evaluation of teaching and learning; (7) staff development; (8) the student in adult and higher education; (9) educational theory; and (10) studies in research in adult and higher education. A list of relevant periodicals is appended.

Clarke, Michael (1982).  Technology in Education or Educational Technology?  Prospects: Quarterly Review of Education, 12, 3. 

Identifies seven innovations in educational technology which will continue to be used by teachers and students in developed and developing countries. Current and future educational applications of printing and reprography, broadcasting, magnetic recording, video or recorded television, and computers are discussed.

Clarken, Rodney H.; And Others (1988).  Distance Learning with Microcomputers in the Virgin Islands. 

This paper discusses distance learning with microcomputers and describes how the University of the Virgin Islands (UVI) has used and plans to utilize this technology. The paper is divided into the following topics of discussion: (1) distance learning systems with microcomputers; (2) educational needs of the U.S. Virgin Islands; (3) a profile of UVI; (4) the beginnings of distance learning at UVI; (5) a distance learning experiment in BASIC programming using telecommunications equipment (remote site versus home learning site learning); (6) 17 general findings based on the results of the study; (7) recent research and development in remote site learning; and (8) future directions in distance education using microcomputers. (2 references) | [FULL TEXT]

Clarkson, Philip, Ed. (1982).  Research in Mathematics Education in Papua New Guinea: 1982. Proceedings of the Mathematics Education Conference (2nd, Lae, Papua New Guinea, May 1982). 

This document consists of papers presented at the Second Mathematics Education Conference in May 1982 at Lae, Papua New Guinea. Included are the following titles: (1) The Use of Academic Subjects in a Service Capacity; (2) Some Factors Affecting Mathematics Learning in a National High School; (3) An Extraneous Role for the VTR in Educational Research; (4) A Problem Solving Project - How to Do It; (5) In Algebra We Do Operations on Letters; (6) The Case for Changes in Approaches to Mathematics Curricula: Some Suggestions for Research and Teaching; (7) A Preliminary Study of the Mathematical Generalization Process in Late-Secondary Papua New Guinean Students; (8) The Rotation and Development of Surfaces - A Study of a Piagetian Spatial Task with PNG Secondary School Pupils; (9) Attitudes to Success and Failure in Mathematics; (10) Community School Mathematics: The International Connection; (11) The Use of Algorithms in Year 7; (12) Computer-Assisted Instruction at Unitech; (13) The Development of Time Concepts and the Use of Comparatives among Papua New Guineans; (14) Regional Cooperation: PEACESAT, PRIME and the SPMLC; and (15) Development and Implementation of Math Textbooks in PNG. The document concludes with a program outline of the conference.

Clauss, William A.; Wittwer, Frank (1989).  Establishing Legislative Support for the Funding of Technology in Rural Schools.  Rural Special Education Quarterly, 9, 4. 

Presents 10 guidelines for seeking legislative support and funding for new educational technology in small rural schools. Summarizes suggestions obtained in legislator interviews concerning effective proposals and presentations to legislators.

Clayton, John S. (1989).  The Multinational Project in Educational Technology.  Educational and Training Technology International, 26, 2. 

Describes a project organized by the Organization of American States to address educational needs in the areas of formal education, teacher training, and non-formal education in South America and the Caribbean. Personnel and training are explained, and failures of the project due to cultural differences are discussed.

Clement, Frank J. (1981).  Affective Considerations in Computer-Based Education.  Educational Technology, 21, 4. 

This literature review deals with the problem of attitudes about computer-assisted instruction (CAI) from the viewpoint of four distinct populations--student, instructor, lesson author, and administrator. Twenty-one references are listed.

Clements, Douglas H. (1984).  Implications of Media Research for the Instructional Application of Computers with Young Children.  Educational Technology, 24, 11. 

Reviews salient findings of media research involving young children and discusses implications of these findings for future research and applications in instructional computing. Effects of television viewing on attention and comprehension, achievement, development of mental skills, and behavior and socioemotional development, and comparative media research are reviewed. (74 references)

Clements, Douglas H. (1987).  Computers and Young Children: A Review of Research.  Young Children, 43, 1. 

Reviews the research concerning young children's use of computers in terms of their social/emotional development (peer interaction and cooperation, peer teaching and helping, social and cognitive interaction, and attitudes), language skills (language development, prereading reading, and writing skills), and mathematical and problem-solving skills.

Clinchy, Evans (1984).  The Pursuit of Excellence: Improving the Quality of Our Urban Schools through Desegregation, Equity and Choice. A Final Report from the Program Committee of The Worcester Conference on Equity and Choice (Worcester, Massachusetts, April 9-10, 1984). 

In April 1984, more than 350 parents, teachers, principals and administrators from major urban school systems in Massachusetts met to define what an "excellent" desegregated urban public school system should be. This conference report, following excerpts from a keynote address by John E. Durkin, documents seven workshops which focused on the following strategies for excellence: (1) the role of magnet schools; (2) systems of parental and teacher choice; (3) greater parent, student and public involvement; (4) superior staff development and parent involvement programs; (5) outstanding programs for bilingual and special needs students; (6) the development of district-wide systems of evaluation and accountability; and (7) new uses for high technology. A summary list of recommendations that workshop participants drew up for State education officials and State legislators also is included. In addition, the formation of a Superintendent's consortium of urban school students, which grew out of the conference, is outlined, and its activities for the future are described. The conference schedule, as well as a list of all practitioners who made presentations during the workshops, are appended. | [FULL TEXT]

Cline, Hugh F. (1989).  What Happens When a School Starts Using a Microcomputer Laboratory? The Impact of a Science and Social Science Microcomputer Program on the Structure and Functioning of a High School. Technical Report 89-4. 

The first report of an ongoing case study examining the impact of using a laboratory of microcomputers as a tool for teaching science and social science courses in a high school, this paper reports on a sociological investigation of the organizational change in the structure and functioning of the school brought about by the introduction of the microcomputer laboratory. Introductory materials include a brief introduction to the systems thinking approach which underlies the STACI (Systems Thinking and Curriculum Innovation) project and a brief review of the sociological research literature on the impact of technology on formal organization with particular reference to schools. The participating high school where the study was conducted--the Brattleboro Union High School in Vermont--and the methods employed are then described. The report concludes with discussions of the organizational changes resulting from the introduction of systems thinking as detected to date, and policy implications of these findings that are appropriate for promoting effective use of computer based technologies in schools. (21 references) | [FULL TEXT]

Cloud, Gayla Staples, Comp. (1985).  Selective Guide to Literature on Agricultural Engineering. Engineering Literature Guides, Number 4. 

Agricultural engineering overlaps many other disciplines. This document is a survey of information sources in agricultural engineering and is intended to identify those core resources which can help engineers and librarians to find information about the discipline. Sections include: (1) "Guides to the Literature"; (2) "Bibliographies"; (3) "Indexing and Abstracting Services"; (4) "Databases"; (5) "Dictionaries"; (6) "Encyclopedias"; (7) "Yearbooks and Surveys"; (8) "Handbooks and Manuals"; (9) "General Directories"; (10) "Biographical Directories"; and (11) "Standards and Specifications."

Clouse, R. Wilburn; Savage, Edward M. (1981).  Educational Policy Issues Related to Computer Literacy in Rural School Systems.  Journal of Educational Technology Systems, 10, 4. 

Presents and discusses the results of a survey of school districts in the state of Maine to determine if an educational disparity existed, related to computer science education, between rural and urban secondary schools in the state. Topics addressed include the importance of computer education and computer equipment availability.

Clow, David; Cochrane, Clive (1986).  User Education and Staff Training in a Continuing Education Programme.  Education for Information, 4, 1. 

Describes rationale underlying a module offered at Queens University, Belfast, whose systematic approach derived from educational technology enables librarians to identify objectives, select appropriate content and methods, implement, evaluate, and improve user education and staff training programs. The way this course has been conducted and its outcomes are discussed.

Coates, Bob (1982).  Curriculum Development in CBL and the Impact on Teaching Styles and Methodology.  Computer Education. 

Explores changes in curriculum practice that microcomputing is bringing about and new methodologies that teachers are beginning to employ to operate more effectively in the classroom. Includes implications of computer based learning (CBL) for teacher education.

Coates, Joseph F. (1984).  What Principals Should Know about Telematics, Their Impact on Education.  NASSP Bulletin, 68, 471. 

Telematics (the world's rapidly expanding technological capability) will be of increasing importance to education. As seen in technologies now available, schools at all levels must learn to integrate technological development into a student's education, work, and community environment.

Coaxum, Callie B.; And Others (1989).  Planning for the Acquisition of Information Resources at the Small College Level.  Educational Technology, 29, 7. 

Presents a systematic approach for small colleges to plan effectively for the acquisition of information resources, i.e., computers and telecommunications, based on five recommendations: (1) assign task force to assess needs; (2) establish institutional goals; (3) identify the technology required to meet the goals; (4) determine financial requirements; and (5) devise an implementation schedule. (eight references)

Cobb, Hazel B.; Horn, Charles J., Jr. (1986).  Planned Change in Special Education Technology.  Journal of Special Education Technology, 8, 2. 

Results of a survey of 298 special education/teacher education programs indicated that: (1) the institutions were not utilizing available technology; (2) there was no relationship between systematic planning and success of new technology; (3) and the most common technology adopted was microcomputers used for computer-assisted instruction and word processing.

Cobern, William W. (1986).  Programming Language Choice: A Positive albeit Ambiguous Case for BASIC Programming in Secondary Science Teaching. 

With the purpose of addressing the area of language choice in computer programming, this paper specifically addresses the use of BASIC as a language for secondary level students. Perspectives are offered on: (1) the role of computers in science education; (2) the differences in quality and intent of PASCAL and BASIC; (3) the role of a non-structured programming language approach; and (4) the problem of cognitive matching. An increase in research is advocated for such areas as the roles of programming in science education, an analysis of the task structure and curriculum demand of languages such as PASCAL, and the effect of prior unstructured programming experience on the acquisition of structured programming skills. A reference list is also provided. | [FULL TEXT]

Coder, Ann (1983).  Why Do Community College Faculty Resist Media as an Instructional Delivery System?  Educational Technology, 23, 5. 

Argues that increasing media use in community college instruction will come from active involvement of faculty in developing mediated curriculum. Faculty education through hands-on experience, staff development workshops, and institutional grants will foster faculty acceptance of the technology in use in society at large. An extensive bibliography is provided.

Coffey, John (1982).  The CET Open Learning Systems Programme: A Contribution to Career Updating. 

Because the current Council for Educational Technology (CET) open learning systems (OLS) program is ending and the new OLS program being planned has very different concerns, this report reviews the initial program, assesses its impact since 1975, and identifies factors which aided its success as an innovative program. Aims and objectives for each of the project's three phases are given, and the main aspects of the work are generally outlined. Good timing, a clearly identified target group, the early identification of a transferable model, and carefully-considered program objectives are identified as crucial to the effective promotion of open learning systems by project staff. Examples of methods used to overcome inertia in the system which would prevent innovation are outlined. Though the program has not been subject to formal evaluation, a subjective assessment of its major achievements is given. The main problems facing further spread of OLS in public sector institutions are listed, as well as a brief outline of the next stage in CET's OLS work. Twenty-one references are listed.

Cohen, Arthur M.; Brawer, Florence B. (1982).  The Technology of Instruction.  Community and Junior College Journal, 53, 1. 

Provides a basic model for instructional technology and discusses its applicability to community colleges. Reviews the role of mastery learning and competency-based instruction in reforming general education in the community college. Identifies the elements common to most successful instructional programs.

Cohen, David K. (1987).  Educational Technology, Policy, and Practice.  Educational Evaluation and Policy Analysis, 9, 2. 

Explores the relationship between educational policy, teaching practice, and instructional innovations. Offers explanations for the slow pace of educational reforms. Focuses on the use of computers in education.

Cohen, Eli (1980).  The Future and Educational Computer Simulation. 

Written for developers of classroom simulation who may wish to transfer their skills to the computer medium, this paper describes the procedures for writing and developing an educational simulation on a computer. Steps in the procedure include conceptualizing the problem to be simulated, operationalizing the variables, examining pedagogical considerations, writing the simulation manual, and simulation programming. The future for the educational simulation developer in computer simulation is also briefly discussed. References are listed.

Cohen, Elizabeth G.; Lotan, Rachel A. (1988).  Teacher as Supervisor of Complex Technology. 

This study tested, in the classroom, the proposition derived from organizational theory that the operation of the classroom organizational system is related to the aggregated achievement gains of the students, or, more specifically, that collective achievement is the product of the interrelationship of the instructional technology, the type of teacher supervision, and the work arrangements among the students. Students from lower socioeconomic family backgrounds in 15 classrooms in 1982-83 and 13 classrooms in 1983-84 used curricular materials in learning centers of five students each. Teachers used a classroom management system designed for the study which assisted them in delegating authority and avoiding direct supervision when students were working cooperatively at learning centers. Students were observed to determine the frequency of their working and talking together, working alone, and disengaging from their tasks, and were tested for achievement. The data showed that an increase in the number of learning centers in operation permitted less teacher supervision and teacher facilitation, while less direct supervision permitted more student working and talking together (or student communication). In addition, student cooperation correlated positively with gains on mathematical achievement tests. These findings are examined in terms of both theoretical applications to classroom organizational theory and practical applications to classroom management. Three figures and three tables are provided. (20 references) | [FULL TEXT]

Cohen, Karen C.; Meyer, Carol D. (1984).  Robotics: Using Technology to Teach New Technologies.  Technological Horizons in Education, 12, 1. 

Discusses the development of industrial robotics training materials, considering the need for such materials, preliminary curriculum design, the Piagetian approach followed, and the uses of computer assisted instruction. A list of robotics curriculum courses (with content and audience indicated) is included.

Cohen, Linda M. (1989).  The Role of Educational Technology in the Education of Limited English Proficient Students. New Focus No. 9. Occasional Papers in Bilingual Education. 

Significant advances in hardware and software have increased the possible applications for educating limited-English-proficient students. Two major studies have focused on technology and its relationship to the education of this population. There is a great diversity of hardware currently in use in schools, either stand-alone computers or computer networks. Several emerging technologies have potential applications: videocassette recorders, compact disk read-only memory (CD-ROM), videodisks, and computers that recognize speech. There is also a variety of available software in the form of drill and practice, tutorials, simulations, games, and applications of databases, spreadsheets, programming, authoring languages and systems, and word processing. Ideally, software should be both instructional and intellectual, and whatever its use, software should not supplant the teacher but provide new methods and tools for learning. The use of word processing offers a number of advantages for teaching reading and writing to limited-English-proficient students. Factors affecting the successful implementation of technology include lack of appropriate software, inadequate software integration into the curriculum, lack of compatibility between hardware and software or between hardware components, lack of funding to support repairs and maintenance of computer systems, and lack of teacher training. Correction of these problems and increased student and teacher access are recommended. | [FULL TEXT]

Cohen, Vicki Blum (1983).  Criteria for the Evaluation of Microcomputer Courseware.  Educational Technology, 23, 1.

Cohen, Vicki Blum (1984).  Interactive Features in the Design of Videodisc Materials.  Educational Technology, 24, 1. 

Describes features that can increase quality of student interaction in computer based materials, with emphasis on interactive videodisc projects. The features discussed include nonlinear format, user-control options, feedback that ensures remediation, modular content organization, program flexibility to accommodate individual user needs, and provision of a video databank.

Cohen, Vicki Blum (1985).  A Reexamination of Feedback in Computer-Based Instruction: Implications for Instructional Design.  Educational Technology, 25, 1. 

Discusses how operant conditioning has not brought instructional designers any closer to using feedback effectively in computer assisted instruction they design, defines and describes types of feedback, presents guidelines for effective feedback use, and suggests use of templates to bring instructional design to a sophisticated level of cooperation and design.

_____. (1983).  Colleges Enter the Information Society.  [Current Issues in Higher Education] 

The implications for higher education of the U.S. transformation from an industrial to an information society are discussed in six papers. Russell Edgerton provides an overview in "Entering the Information Society: An Introduction." In "The Computer: An Enabling Instrument," Louis Robinson considers the current era of the personalization of the information processing function, computers in colleges, computers as information processors, the technology of such machines, and the computer as a democratizing instrument. George Gerbner discusses the power of the mass media, especially television, as a prominent characteristic of the information society in "Liberal Education in the Information Age." Topics addressed by Ithiel de Sola Pool in "Academic Practices, Freedoms, and the New Technologies" include the following: the effect of communication technologies on academic practices and academic freedom, how centralized or decentralized the management of educational technology will be, and teaching with computers. In "The Library: Center of the Restructured University," Patricia Battin considers traditional roles and services of the librarian, new communication links, and six policy implications. Finally, Steven Muller's "The Post-Gutenberg University" discusses the nature of the challenge facing higher education.

Coldevin, Gary O. (1981).  Experimental Research in Television Message Design: Implications for ETV.  Programmed Learning and Educational Technology, 18, 2. 

A comprehensive framework for assigning experimental research in television message design strategies into either production or performer variable categories is developed, research related to each category is reviewed, and suggestions are made for the conception and reporting of continued research. Seventy-nine references are listed.

Cole, Henry P.; Lacefield, Warren E. (1982).  Theories of Learning, Development, and Psychoeducational Design: Origins and Applications in Nonschool Settings.  Viewpoints in Teaching and Learning, 58, 3. 

Psychoeducational design is a powerful technology with roots in experimental psychology and applied learning research in military, industrial, health care, and educational settings. The users of psychoeducational design should understand its historical, social, and philosophical purposes and significance.

Coleman, Donald G. (1989).  Future Facility Forecasting.  Educational Facility Planner, 27, 5. 

In recent years the trend in planning new school facilities has been "high tech" equipment. Reviews current movements in facility construction regarding technology; assesses the international issues destined to affect United States education; and discusses the implications of these issues and analyzes where they may lead. (20 references)

Collett, John (1988).  Adapting the Author Language Proforma for Test Purposes.  British Journal of Educational Technology, 19, 2. 

Outlines stages in the development of computer aided instruction in the University of Waikato French department, including the creation of the authoring language Proforma. Adaptations of Proforma to allow parallel versions of test materials are discussed, screen layout is described, and some aspects of test administration and timing are outlined. (27 references)

Collett, M. J. (1982).  PROFORMA: A Program to Assist Non-Specialists in the Use of Computers as a Teaching Aid.  British Journal of Educational Technology, 13, 3. 

Discusses a computer-assisted instruction authoring aid called PROFORMA which converts ordinary text into output on a computer screen in a format which contains, as desired, framed tables, reverse video, boldface print, moving text, and question-and-answer sequences. Use of PROFORMA in the teaching of French is discussed.

Collins, Allan (1983).  Learning to Read and Write with Personal Computers. Reading Education Report No. 42. 

Recent developments in personal computers will affect the teaching of reading and writing because they offer capabilities that simply were not possible before. For example, an information storage and retrieval system, developed as a "library" for elementary school children, allows them to store and retrieve information under different descriptors. "Dynamic books" have become part of an interactive text that allows the student to browse to find information about particular topics or questions. The browser provides both a table of contents index and a subject index, parts of which can appear on the screen at the same time as the book's text. Through online dictionaries and thesauri, children can merely point to a word they do not understand and its definition can be given to them automatically. Writing coaches are helpful in all phases of writing--helping the student to plan before writing, giving advice as the student writes, and suggesting to the student how to evaluate and revise when a draft is completed. The text editor lets students see the text on a display screen as they type it in and automatically moves the text around to make room for additions, removing extra space caused by deletions. Message systems provide a variety of capabilities for reading and sending messages. And, developments in publications systems enable students to create texts in different formats and with different page layouts. | [FULL TEXT]

Collins, Allan (1988).  Cognitive Apprenticeship and Instructional Technology. Technical Report. 

In earlier times, practically everything was taught by apprenticeships. Schools are a recent invention that use many fewer teaching resources, but the computer enables us to go back to the resource-intensive mode of education, in a form called cognitive apprenticeship. This involves the use of modeling, coaching, reflecting on performance, and articulation methods of traditional apprenticeships, but with an emphasis on cognitive rather than physical skills. In the situated learning approach, knowledge and skills are taught in contexts that reflect how the knowledge will be used in real life situations. Technology thus enables us to realize apprenticeship learning environments that were either not possible or not cost effective before. (3 figures, 31 references) | [FULL TEXT]

Collins, Angelo (1987).  A Description of the Strategic Knowledge of Experts Solving Transmission Genetics Problems. 

Descriptions of the problem-solving strategies of experts solving realistic, computer-generated transmission genetics problems are presented in this paper and implications for instruction are discussed. Seven experts were involved in the study. All of the experts had a doctoral degree and experience in both teaching and doing research in genetics. Two types of data were available for analysis and for the description of the strategic knowledge that was used by the experts. These were the transcripts of the think aloud protocols and the computer printouts of the sequence of crosses for each genetics problem. Tables are provided which summarize the experts' strategies. Implications for instruction in solving genetics problems are reviewed in the areas of: (1) the utility of the model used for the study of problem solving; (2) the content knowledge of expert problem solvers; (3) clear and explicit information on use of computer-generated problems; and (4) what strategic knowledge to teach and when and how to teach it. A flowchart of the solution path used by experts to solve genetics problems is also included. | [FULL TEXT]

Collins, J. H., Ed.; And Others (1988).  Proceedings of the International Conference on Technology and Education (5th, Edinburgh, Scotland, March 1988). Volume 2. 

The second of two volumes in these proceedings contains the text (or, in a very few cases, an abstract) of 87 papers on the use of technology at all levels of education, including elementary, secondary, and higher education. These papers were presented in 29 topic sessions and one plenary session. Themes of the sessions include: (1) educational administration; (2) enabling technologies; (3) computers to enhance instruction; (4) artificial intelligence; (5) open and distance learning; and (6) teacher education. Descriptions of 10 workshop demonstrations are also provided, as well as an alphabetical index of authors in this volume.

Collins, John W., III. (1989).  The Future of Educational Information: The Federal Role.  Education Libraries, 14 n1 p4-8, 13 Win 1989. 

Describes the activities of each unit of the Department of Education's Educational Information Resources Division, including ERIC; Research Libraries Branch; Information Technology Branch; and Technology Resources Center. A discussion of the need for a coordinated approach to information services provision uses the National Library of Agriculture as an appropriate model. (three references)

Collis, Betty (1988).  Relating North American Experiences with Computer-Related Technology in Education to Developing Countries. 

This essay considers several areas of research in computer technology for education in North America and the implications of these areas of focus for the implementation of educational computer technologies in developing nations. The five areas of focus are: (1) curriculum integration, or the general rationale for using computer technology in education; (2) the use of applications software as instructional tools; (3) telecommunications; (4) implementation constraints, including teacher training and their levels of concern; and (5) the influence of contextual variables, or the "environmental press" on the impact of technology (i.e., the interaction of the characteristics of the particular computer-related material itself with those of the teacher, students, and the physical and philosophical organization of the learning environment. A review of the literature suggests that these five areas of research may have transfer value to developing nations. It is concluded that emphasis on computer-related technology as a curriculum-related tool rather than as a vocationally-oriented tool seems generally valid for school environments in developing countries as well as in more developed countries. (23 references) | [FULL TEXT]

Collis, Betty; And Others (1989).  An Evaluation of Computer-Based Instruction in Statistical Techniques for Education and Social Work Students.  Journal of Educational Technology Systems, 17, 1. 

Evaluates the use of computerized tutorial support for elementary statistics instruction in five education and social work courses, both graduate and undergraduate. Pretests and posttests used to measure student attitudes toward statistics and toward computers are described, and preferred learning environments before and after the course are discussed. (8 references)

Collis, Betty; Gore, Marilyn (1987).  The Collaborative Model for Instructional Software Development.  Educational Technology, 27, 2. 

Presents a model for instructional software design as a collaborative effort involving computer scientists and educators, which stresses the process of design through documentation. The documentation used to exchange information at each phase of the process is described, and the advantages of this model are discussed.

Collis, Betty; Muir, Walter (1984).  Computers in Education: An Overview. Publication Number One. Software Engineering/Education Cooperative Project. 

The first of four major sections in this report presents an overview of the background and evolution of computer applications to learning and teaching. It begins with the early attempts toward "automated teaching" of the 1920s, and the "teaching machines" of B. F. Skinner of the 1940s through the 1960s. It then traces the development of computer assisted instruction (CAI) that began in the 1960s with the PLATO project, through to the emergence of microcomputer-based CAI. The second section describes the entry of microcomputers into the homes and schools of North America. Distinctions are made between learning about computers, learning with computers, using computers as educational tools, and using computers with specific student populations. The results of three surveys of computer use in elementary and secondary schools are cited. Section three notes the response of faculties of education to the challenge of preparing practicing teachers and student teachers in the intricacies of applying computer technology in their classrooms. The final section describes the facilities, courses, and programs that have been developed at the University of Victoria. Included in this section is a brief description of the IBM/University of Victoria Cooperative Project.  | [FULL TEXT]

(1980).  Computers in Undergraduate Teaching Revisited.  Pipeline, 5, 1. 

A survey of department heads and faculty members provides information to update a 1977 report on the current state of instructional computers in institutions of higher education.

(1982).  Computers in the Schools: What's Really Happening Around the Country.  Learning, 11 n3 p30-31, 34. 

Reports are given on the use of computers in elementary and secondary schools in five states. An analysis of the reports discusses various educational trends and implications evolving from computer use, including misapplied technology and the proper amount of learning and teaching via computers.

_____. (1983).  Communication Aids in Special Education. 

One of four reports designed to assess the current state of new technologies, the document reviews the current status of technologically oriented communication aids for the handicapped. Explained are such technological aspects as the characteristics of electronically based devices which permit special students to have access to technological applications in education. Emphasized is reluctance of private firms to develop aids due to the "thin" market, and noted are roles of individuals and organization in developing aids with federal funds. Described to aid communication of four exceptionalities are the following devices (examples are in parentheses): (1) partially sighted (high powered lenses, television cameras and systems), (2) blind (readers, recording, Braille system), (3) hearing impaired (speech interpretation, voice recognition components), and (4) nonvocal physically handicapped (special menus on the computer display, voice recognition/microcomputer systems). Six organizations which make communication devices are listed. Among factors described as affecting use of communication aids are need for information about availability, need for staff training in local schools, and imaginative funding. The summary both synthesizes information presented and makes such forecasts as that there will be a wider range of communication aids available in the next five years. | [FULL TEXT]

_____. (1983).  Computers in Schools: The Report of the Minister's Task Force on Computers in Schools and Executive Summary. 

Reviewing the current status of educational computing, this report makes 48 specific future policy recommendations for schools in Alberta, Canada. The first section discusses educational computing in Alberta and the other Canadian provinces and in Minnesota, Texas, and Florida. The second section describes aspects of the educational delivery system in Alberta and outlines ways computers can serve education. The third section makes recommendations for preservice and inservice teacher training; the evaluation, distribution, and development of courseware and hardware; the establishment of communication networks; and the development of peripheral equipment for handicapped students. It also makes recommendations concerning the planning, organization, and funding necessary to carry out these recommendations. The next section describes research studies that will be necessary to answer pedagogical questions about the most effective use of computers in schools. The last section summarizes conclusions and lists 11 goals to be accomplished in the next 5 years. A glossary of about 80 microcomputer terms is appended. The executive summary, which contains the recommendations and conclusions of the report but omits supporting material, is also included. | [FULL TEXT]

_____. (1984).  Computers in Education. Final Report of the Asian Seminar on Educational Technology (3rd, Tokyo, Japan, September 26-October 2, 1984). 

Third in a series, this seminar was organized to study the various uses of computer science in education and to analyze the main trends in that field, as well as to discuss problems encountered by the national education systems of 10 countries in the implementation of computer education. This report from that seminar is divided into five major sections. The introduction describes the purpose and organization of the Asian Programme of Educational Innovation for Development (APEID) together with its participation in advanced technology activities. Chapter 2 contains survey information on current computer education and future trends for the 10 participating countries: Australia, China, India, Japan, the Republic of Korea, Malaysia, the Philippines, Singapore, Sri Lanka, and Thailand. Chapter 3 discusses such issues as trends in computer use, training for business and industry, teacher training and retraining, curriculum materials for teacher training, quality and availability of software, determining priorities in purchasing microcomputers, equality of access, ergonomic considerations, copyright, developing policy, and identification of learners. Chapter 4 presents guidelines for curriculum evaluation and development in computer education, and Chapter 5 contains 13 recommendations for curriculum organization, teacher training, regional cooperation, and UNESCO/APEID responsibilities. Appendices include a copy of the opening address, a seminar schedule and agenda, lists of the participants and members of the organizing committee, and a curriculum guide from the Japanese Ministry of Education, Science, and Culture for microcomputer training for educators. | [FULL TEXT]

_____. (1985).  Computer Applications Planning. 

As part of California's comprehensive program to improve and strengthen its schools by incorporating educational technology into the entire curriculum, funds have been provided to school districts that have developed an educational technology or computer education plan. This guide identifies planning activities and describes steps district personnel can follow in developing their programs. It is organized according to five major steps in the planning process: (1) planning preliminary activities; (2) integrating computers into the curriculum; (3) delivering staff development services; (4) acquiring hardware and software; and (5) organizing and implementing the program. This publication may also be used as a reference manual, part of a staff development program, or in conjunction with training seminars. The approach to computer education is curriculum based and focuses on ways in which the curriculum can be improved by use of the computer. Staff training is allocated according to curriculum priorities, and hardware and software acquisitions are matched to application needs. This guide provides a comprehensive program plan, not only to help users find solutions, but also to help practitioners develop their own responses to needs within their districts. | [FULL TEXT]

_____. (1985).  Comprehensive Education Plan, School Year 1985-86. 

The administration of the District of Columbia Public Schools has developed a plan for coping with the issues of the 1985-86 school year and achieving long range objectives for the period 1983-87. An outline of the 29 steps of the planning process explaining the input of each relevant division and office, togetyher with a timelines chart, is provided. Promoting a viable and comprehensive instructional program for pre-kindergarten through 12th grade will require progress in the following priority areas: instruction, management, planning, quality assurance, resource development, and relations with the community and the Board of Education. Each of those areas has been analyzed and divided into steps called achievement indicators. Responsibility for each indicator is assigned to an appropriate office within the governing structure. Charts are included which illustrate how far each office has come towards fulfilling the relevant goals. The district will emphasize progress in such areas as: 1) attendance improvement; 2) educational technology; 3) automation of key management functions; 4) mathematics and science instruction; 5) gifted and talented education; 6) foreign language instruction; 7) guidance and counseling; and 8) enhanced secondary school instruction. Monetary and professional incentives, training courses and mentor programs are among the measures designed to improve the quality of instruction overall.

_____. (1988).  Computer-Assisted Instruction: A Review of the Literature.  [Florida Educational Research Council Research Bulletin] 

This review of the literature on computer-assisted instruction (CAI) addresses the following topics: background and scope of CAI; current research on software and learner variables; current research on microcomputers and other delivery systems; meta analyses of the effectiveness of CAI; and methods for evaluating CAI programs. It is concluded that although CAI is generally believed to have positive effects in learning, particularly in the area of computer literacy, current research fails to explain the educational strategies that cause these positive effects to occur. Additionally, computer software evaluation methods and program evaluation methods need to be developed in order to improve the use of educational technology in the classroom. (41 references)

(1982).  Conference Abstracts: NECC '82.  Journal of Computers in Mathematics and Science Teaching, 2, 1. 

Abstracts from eight papers presented at the June 1982 National Educational Computing Consortium (NECC '82) conference in Kansas City, Missouri are provided. It is noted copies of the conference proceedings may be purchased from the Department of Computer Science, University of Iowa. The papers examine a variety of educational aspects.

Conboy, Ian (1983).  Two-Way Radio in Schools (or, The Loneliness of the Long Distance Learner). An Evaluation of a High Frequency Short Wave, Two-Way Radio Trial. 

The Country Education Project in Victoria, Australia, tested the use of two-way radios to bring educational resources to isolated children studying correspondence courses in small rural high schools and to increase interaction among rural schools. Eight rural Victoria schools and the Secondary Correspondence School in Melbourne used two-way high-frequency short wave radio transceivers for 18 months. Data were collected from log books, observation, interviews, and questionnaires completed by 11 rural teachers, 22 Correspondence School teacher/supervisors, and 38 students. The Correspondence School teachers used the system an average of 25-30 times per month for curriculum meetings and tutorial sessions averaging 15-30 minutes in length. The subjects taught most frequently by radio were French, legal studies, art, politics, and Italian. Students used the system for formal subject meetings and for informal socializing. Rural teachers sometimes used the radios for meetings with neighboring schools. All users were enthusiastic about the radio system and felt it improved subject understanding. Although it increased their workload, teachers felt the system allowed more in-depth treatment of some subjects and easier advisement, motivation, and diagnostic and remedial work. Respondents noted problems with reception, scheduling, and the lack of accompanying visual information, but most participating schools have purchased the cost effective equipment.

Conboy, Ian (1986).  Computer Networking with the Victorian Correspondence School. 

During 1985 the Education Department installed two-way radios in 44 remote secondary schools in Victoria, Australia, to improve turn-around time for correspondence assignments. Subsequently, teacher supervisors at Melbourne's Correspondence School sought ways to further augument audio interactivity with computer networking. Computer equipment was purchased by the Country Education Project. Modems were provided to six schools in the Mallee region and to the Correspondence School. Additional computers enabled schools to supplement their two-way radio communication with text information. Difficulties were associated with teacher and student lack of keyboard skills, the importance of interactivity, the lack of clear data transfer procedures, and the quality of the radio link. Technically, the computer network using Telecom landlines worked satisfactorily, but use was deterred by cost of landlines. The CPU-100 radio carrier was too slow. Subjective evaluation results indicated radio modem trials between Murrayville and Sea Lake High Schools and the Correspondence School continue but no additional units be purchased until improved; the Correspondence School be provided with a Level 4 facsimile machine; plans for equipment maintenance in remote locations be considered; priority be given to enable students/teachers to acquire keyboarding skills; and attention be given to developing interactive lessons using telecommunications.

Connell, Cassie C. (1981).  Networking: What Are the Alternative Systems.  Technological Horizons in Education, 8, 5. 

Educational institutions use networks to connect devices to a common line or central course to share resources. Presented is information for selecting the best network system for present and future needs. Discusses configuration of line; transmission methods, rates, and lines; cable length; price; and interfacing.

Conner, Totsye J. (1980).  An Investigation of the Use of Hand-Held Calculators by Students in Elementary School. Research Monograph No. 32. 

This study investigated the effects of the use of hand-held calculators on problem solving and computational skills of elementary school students. It also considers the resulting implications for curriculum change. Evaluation focused on achievement in problem solving, computational skills, and number concepts of kindergarten, second grade, and fourth-grade students. The investigation examined differences in achievement test scores in mathematics of the experimental group which used calculators and the control groups which did not use calculators. The experimental group scored significantly higher than the control group in kindergarten. The data seem to indicate that there is no significant difference in achievement between the experimental and control groups in second and fourth grade. This seems to indicate that calculator use has no detrimental effect on mathematics achievement at these grade levels. An attempt to access parent attitudes was also made. Results of this questionnaire are reported. Appendices A, B, and C contain suggested calculator activities for kindergarten, second grade, and fourth grade, respectively. The parent questionnaire and various tabulations of responses to it make up the remainder of the appendices.

Considine, David (1985).  Media, Technology, and Teaching: What's Wrong and Why?  School Library Media Quarterly, 13, 3-4.

Considine, David M. (1987).  Visual Literacy and the Curriculum: More to It Than Meets the Eye.  Language Arts, 64, 6. 

Laments the lack of successful integration of current technological advances into American classrooms. Suggests that schools need to acknowledge the role, form, and function of the mass media in society, and that teachers should develop teaching strategies to help students cope with the iconic world in which they live.

Cook, John E. (1984).  West Virginia Schools to Secure a State-Wide Microcomputer Network.  Technological Horizons in Education, 11, 6. 

Describes a model state-wide microcomputer network for vocational education allowing students either to process information independently with one computer or access data and programs residing in the state central library. Each location will have 20 IBM microcomputers and four printers. Implications of this program for public education are considered.

Coombs, Norman (1989).  The Computer as the Great Communicator.  Technological Horizons in Education, 17, 1. 

Discussed is the use of microcomputers, networks, speech synthesizers, and electronic mail to help impaired students and faculty communicate. A telecourse is described. Accessibility is emphasized.

Cooper, Richard P. (1982).  What Do You Do with the New Computer?  Arithmetic Teacher, 30, 2. 

Ideas are presented which are designed to help teachers get started on using microcomputers. It is stated that getting acquainted with a computer is easier than it looks. Instructors are encouraged to take on the challenge offered by the machine. Microcomputers are seen as much more than another audiovisual aid.

_____. (1983).  Coping With Curriculum. Papers and Proceedings of the National Workshop on Distance Education (2nd, Perth, Western Australia, July 13-15, 1983). 

The proceedings of the 3-day Australian National Workshop on Distance Education, whose theme was "Coping with Curriculum," include 18 papers, 2 workshop reports, and appendices that list participants and state, territory, and New Zealand representatives. The 36 recommendations developed by the workshop groups include recommendations to state and commonwealth governments, and recommendations concerning interstate coordination and cooperation, curricula for distance education, teacher recruitment and development, human support systems, communications technology, and research and development. The section on developing curricula and learning materials in distance education contains two papers. "Producing Curriculum Materials in the State and Northern Territory Systems" includes five papers describing curriculum materials production in different areas. Two papers discuss the parents' viewpoint on distance education. Three papers on human support systems include discussions of teaching mothers and itinerant teachers. "Technological Delivery Systems" covers use of satellites, the telecom network, and other technology useful in distance education. Other papers discuss isolated children and revitalizing distance education. Themes of the two workshop summary reports are producing and using curriculum materials, and delivering curriculum materials.

_____. (1985).  Copyright. CET Information Sheet No. 6. 

The United Kingdom (UK) is a large producer of published materials and as such has a strong copyright law (the Copyright Act of 1956). The law protects eight categories of materials--literary, dramatic, musical, and artistic works; sound recordings; film; broadcasts; and published editions--but the law varies from one type of material to another. Some statutory exemptions from which education may benefit have been incorporated into the law, but these are very limited. In brief, copying is not allowed for "substantial" parts of original materials, sound recordings or films; published editions (except by librarians); or multiple copies of printed matter for class use. To assist educational users, certain groups of copyright owners will permit a limited amount of multiple copying of printed materials for teaching purposes; the copying of printed music and transferring of commercial sound recordings onto cassettes in certain circumstances; and some off-air recording of educational programs. Many of these organizations require licenses or fees and inquiry should be made to the publisher or production company regarding licensing arrangements. This leaflet provides only a basic outline of the subject of copyright; more detailed information can be found in other Council for Educational Technology (CET) publications.

Copeland, Peter (1983).  An Interactive Video System for Education and Training.  British Journal of Educational Technology, 14, 1.

Copple, Christine (1981).  Computers in the Secondary Mathematics Curriculum. 

The purpose of this document is to increase the educator's awareness of the present situation in computers in the school. Although the study was directed at computers in the secondary mathematics curriculum, of necessity much of the material dealt with broader aspects of the computer in all secondary curricula. The first section of this report consists of a glossary of commonly used computer-oriented terms. The bulk of the document is a series of annotations of some of the current literature on computers, the first portion focusing on facts, figures, poritions, and attitudes regarding computer use in the secondary curriculum. The second set of annotations deals with computer uses in the mathematics classroom, and is subdivided into the following areas of concentration: (1) the teaching of computer literacy; (2) the teaching of computer science; and (3) computer-assisted instruction. The final annotation section focuses on the special aspects of microcomputers. The document concludes with a summary, some general conclusions, and two specific recommendations regarding computer use at the secondary level.

Correll, Lou P. (1983).  Study of a Library and Information Science Adademic Program Accredited by State (TEA), Regional (SACS), and National (NCATE) Accrediting Associations. 

Following the substitution of a Learning Resources Specialist's (LRS) certification for the traditional school librarian's certification in Texas and the subsequent merging of the Departments of Library and Information Science (LIS) and Educational Media and Technology (ETEC) at East Texas State University (ETSU), the immediate supervisors of 28 1980-1983 ETSU graduates were interviewed by telephone to obtain information on the competencies demonstrated by the graduates. Educational media and technology graduates were subjects of evaluation as well as library and information science graduates. Four of the graduates were working as classroom teachers, the remainder as media specialists. On a five-point scale ranging from strong/positive to weak/negative, it was found that strong/positive ratings were assigned to most of the graduates in five areas: management competencies (82% rated as strong/positive); leadership abilities (82%); teaching competencies (79%); professional growth (75%); and personal qualities (82%). None of the graduates were reported as being below average or weak/negative in any of the five overall assessments. Additional supervisor comments were also found to be very positive. This report describes the development of the LRS certification process and the resulting changes at ETSU as well as the survey methodology and findings. A two-item bibliography and a sample supervisor evaluation form are provided.

Corrigan, Robert E. (1980).  Delivering Learner Success: Our First Educational Priority.  Educational Technology, 20, 4. 

The institution of results-oriented technology in delivering predictable learner success is explored. Models for the Systematic Approach for Effectiveness (SAFE), educational planning, and closed/open looped instruction and learning are offered.

Cory, Genevieve H. (1980).  Television Experiences in Other Nations.  New Directions in Continuing Education. 

Explores the politics, purposes, problems, and potential of instructional television (ITV) in lifelong learning, highlighting adult education ITV programs in Japan, Britain, Germany, Sweden, Denmark, India, and Canada.

Cosden, Merith A.; And Others (1987).  Microcomputer Use within Micro-Educational Environments.  Exceptional Children, 53, 5. 

An obervational study of micro-educational environments and microcomputer use within these environments was conducted in special day classes, resource rooms, and mainstream classrooms (N=90). Mildly handicapped students in special education settings had less variety to their instructional experiences than did either handicapped or nonhandicapped students in mainstreamed settings.

Cottingham, Carl D. (1986).  Limited Edition: Small Community Colleges Adapt to New Technologies.  New Directions for Community Colleges, 14, 3. 

Reports on the use of new instructional technologies in seven small community colleges, addressing such issues as the underlying philosophies toward the use of instructional technology in the classroom, use of new methods of delivering instruction outside the classroom, and the use of technology in the learning resource center.

Cousins, Candis; Duhl, Leonard (1983).  Technology and Learning Disabilities. Health Technology Case Study 25. 

A learning disability is seen as the outcome of a network of forces that include neurophysical, emotional, familial, organizational, political, social, historical, and technological cases. Options for research and development are based on this integrative view, and both "hard" and "soft" technologies must be considered. "Hard" technology refers to concrete discoveries and inventions such as facts about the brain and microcomputers. "Soft" technology refers to how the technology is used and who uses it. The complex of legislation, private and public organizations, programs, theories, and research are all "soft" technologies. These "soft" inventions provide the social context for "hard" technologies. This case study argues that unless this social context is addressed, the promise that advanced "hard" technology holds for learning-handicapped people might be seriously compromised. (216 references) | [FULL TEXT]

Covey, Preston (1989).  Project THEORIA: New Media for Values Education.  Educational Technology, 29, 5. 

Describes Project THEORIA, which was developed at Carnegie Mellon University to design interactive simulation environments for testing hypotheses and theories of the arts and human morals. Three projects in various stages of design and development are described: (1) "A Right to Die?; (2) "Art or Forgery?"; and (3) "Birth or Abortion?".

Cowan, John (1980).  Improving the Recorded Protocol.  Programmed Learning and Educational Technology, 17, 3. 

Describes the recording of protocols of student problem solving, some of the problems arising in this approach, and the difficulties faced by the researcher.

Cowan, John (1984).  The Responsive Lecture: A Means of Supplementing Resource-Based Instruction.  Educational Technology, 24, 12. 

Outlines positive and negative features of the lecture method and the resource-based learning method, recounts a personal experience with the responsive lecture, and discusses its potential.

Cowle, Kevin, Ed. (1981).  Media Education. A Report on the Media Education Conference Jointly Held by the Scottish Film Council, Jordanhill College of Education, and the Scottish Council for Educational Technology (Dowanhill, Glasgow, November 29, 1980). 

These proceedings include papers presented and summarize information and ideas exchanged by teachers and educators concerned with the development of media studies in all sectors of education in Scotland at a 1-day conference. The first part of the conference considered the nature and concept of media studies and the degree to which such studies could be carried out within the existing curricular structure. Following an introductory address by John Caughie, the participants discussed the questions brought up by the speaker in mixed seminar groups. The seminar groups also examined case studies related to their areas of interest and the summaries of these discussions are reported. The conference concluded with an open forum where delegates were invited to direct questions and comments arising from the day's deliberations to a panel of educationists with a particular interest in the development of media education. The appendix includes copies of the introductory paper and the three case studies that were presented in the seminar groups.

Coxford, Arthur F., Ed.; Shulte, Albert P., Ed. (1988).  The Ideas of Algebra, K-12. 1988 Yearbook. 

This volume is organized into six parts. Chapters 1-5, which make up Part 1, first discuss the forces impinging on algebra in the curriculum and suggest possible directions for change. Chapters 6-8, Part 2, concentrate on concepts and teaching possibilities available prior to the formal introduction of algebra. The notion that algebraic ideas are accessible to younger learners but, again, that care is needed in their development, is reinforced. In chapters 9-11, Part 3, equations and expressions in algebra are the focus. It is suggested that previous learning affects the learner's view of new ideas, that the solution of linear equations demands a careful developmental sequence, and that factoring and polynomials are important algebraic topics. Part 4, made up of chapters 12-14, emphasizes suggestions for teaching and using word problems in algebra. Part 5, chapters 15-24, emphasizes the use of technology in the algebra classroom. Suggestions include presenting guidelines for the development of instructional software, using computer programming as a way to introduce mathematical concepts, using computer generated data to teach concepts and processes, and using the calculator as a tool. Part 6, chapters 25-34, focuses on helpful, teacher tested, ideas for teaching algebra.

Crabb, Geoffrey (1988).  The Production of Software for Distribution in EEC Countries. Copyright and Contract Issues. 

This pamphlet begins by discussing two legal issues to be considered when negotiating and formalizing the production of computer programs for distribution within ECC (European Economic Community) countries: protection of the program against unauthorized copying, and the nature of the contracts to be prepared. It is noted that all member states of EEC have distinctive copyright laws designed to meet their own needs, and that, as signatories of the Berne convention, they are required only to protect the works of other member states to the same extent as their domestic product. The producer is advised to accept that, although software is likely to be protected in every EEC state, the character and extent of protection will vary from one to another, and that any attempt to protect software by preventing the transfer of tapes or discs across frontiers may be unenforceable under Treaty of Rome provisions. Discussion of the preparation of enforceable contracts acceptable to all parties emphasizes that this is a complicated issue, especially where parties are established in different countries. The producer is advised to seek advice from a lawyer familiar with international contract law, and to settle the various issues that make up the agreement in advance so that the lawyer is required only to prepare a document reflecting the deal and to advise on any outstanding problems. An outline of 12 main points that should be agreed upon and included in the agreement concludes the guide, and a list of the EEC countries with a brief note on protection of computer software in each country for which the information is available is appended.

Crabb, Geoffrey (1989).  The Use of Satellites by Education: Licences, Copyright and Contracts. 

This pamphlet is intended to answer questions about copyright with respect to the reception and use of satellite transmissions by educational establishments in the United Kingdom. Addressed to those who receive and record satellite transmissions, Part One discusses both license and copyright requirements, including situations in which permission may be needed under copyright law to use recorded broadcast programs; types of licenses that are required to operate receivers; how to obtain these licenses; the copyright implications of satellite reception in various situations; and Britain's treaty obligations to provide copyright protection for materials and performers from other countries. Part Two, directed at those who intend to use satellites to disseminate video material, notes that copyright is traditionally territorial, and that, since a satellite is a transmitter in space, it is not in the territory of any nation and the rights granted cannot be related to the law of any country. The problems created by this situation are then discussed together with the lack of an international copyright law and the interest of the EEC (European Economic Community) in treating broadcasts in the same way as goods and services. The implications for producers of video programs and what they should do are also considered. The pamphlet concludes by stating that, at the time of writing, it was too early to give guidance on either practical or contractual arrangements between educational producers of material and the operators of satellites. A statement on off-air recording for educational purposes which reflects the situation under the 1956 Act is appended.

Cradler, John (1986).  Three Messages Regarding Technology.  Social Studies Review, 25, 3. 

Summarizes the rationale, development, and products of the History/Social Science Technology in Curriculum Project which is designed to take the guesswork out of selecting educational technology for K-12 social studies teachers. Describes the CompuTHINK program, and makes recommendations for developers of computer and instructional television programs.

Craig, Jane (1980).  Britain's Open University: Text, Telly and Tutor.  Change, 12, 7. 

Britain's Open University is described as an open admissions university that does not compromise academic standards, a technological system that delivers a traditional education, and a distance learning institution that approximates on a mass scale the tutorial relationship of older British universities.

Cramer, Jerome (1984).  Make Sure Those Dandy New Computers Don't Do You In and Why You'd Better Look Those Gift Computers in the Gullet .  Executive Educator, 6, 3. 

Compiles the views of computer curriculum specialists on issues of school computer use, including teacher education, scope of use, scheduling, and integrating actual school needs with parents' concerns about computer education.

Craver, Kathleen W.; Ounanian, Lee Allison (1984).  An Introduction to Online Bibliographic Searching for High School Students: A Successful Approach.  Educational Technology, 24, 6. 

Describes how high school students were introduced to online bibliographic searching, taught to formulate search strategies, and observed their execution. The course objectives, methods employed, the students' achievement level responses, test results on course completion, and observations of the course are also examined.

Crawford, Douglas H. (1986).  The Mathematics Curriculum and the Use of Mathematical Knowledge and Skills in Canada in an Era of High Technology. 

Mathematics curricula in Canadian schools, especially at the secondary level, have until now derived much of their content and ways of teaching largely from university mathematics and mathematicians. This feasibility study represents a first step in collecting and analyzing data from hi-tech industries, businesses and organizations. In Phase I, a tentative list of 12 areas which seemed to comprise high technology was developed. In Phase II, a pilot field-study was carried out. Continued progress toward designing an expanded study was made by further examination of the meaning of high technology in practice. It was decided that the term "hi-tech" should mean the creation and use of advanced technology in all major areas of the economy, including research, manufacturing, consulting, service and government sectors. Finally, the relationship and interactions between computer science and mathematics were studied and analyzed to ensure that the instruments used in an expanded study would reflect this significant dimension. The bulk of the document consists of the following appendices which follow seven pages of references: (1) Materials Used in Visits and Discussions; (2) The Design of the Study; (3) A Taxonomy of Activities, Processes, and Skills in Mathematics; (4) Towards an Operational Definition of "Hi-Tech" for Research Purposes; and (5) Computer Science, Mathematics and the School Curriculum.

Crawley, Emmett L., Ed.; And Others (1981).  A Guide for the Developer of Basic Skills Products. The Product Developer's Manual. 

This manual is designed to provide the developer with information which, when considered during the developmental phase of a project, will help ensure that the product will be in an appropriate form for effective dissemination or market distribution. The initial phase involves defining the purpose of the project, conducting market research, specifying the audience, and identifying competitive products. The steps involved in the development of a draft version of the product are discussed in the second phase, including selection of a development team, development of objectives, choosing a medium, outlining section parts, planning the development schedule, developing the draft, insuring social fairness, producing and protecting a usable prototype, and developing an instructor's or user's manual. The draft critique process requires the identification of product critique factors, a review of the product, testing the product, analysis of the data, validation, making revisions, and development of a master copy. Once the format is chosen and print and nonprint materials are developed, legal issues must be considered. The final phase is concerned with the dissemination of the product. A 55-item bibliography and samples of forms used at different stages of the development process are included. | [FULL TEXT]

_____. (1989).  Creativity through Analogy. Proceedings of the ADCIS International Conference (31st, Washington, D.C., November 13-16, 1989). 

The theme of the 31st Conference of the International Association for the Development of Computer-Based Instructional Systems (ADCIS) was "Creativity through Analogy." This collection of conference presentations contains 66 papers and 131 abstracts for which there are no formal papers. The papers and abstracts are presented in two separate sections, but both are categorized by special interest group: (1) Academic Computing (SIGAC, 1 paper, 9 abstracts); (2) Computer-Based Training (CBT, 4 papers, 17 abstracts); (3) Elementary, Secondary, Junior College Educators (ELSECJC, 3 papers, 12 abstracts); (4) Emerging Technologies (ETSIG, 10 papers, 13 abstracts); (5) Educators of the Handicapped (SIGHAN, 1 paper); (6) Health Education (HESIG, 5 papers, 4 abstracts); (7) Home Economics Consortium (HOMEC, 5 papers, 7 abstracts); (8) Management Issues (MISIG, 3 papers, 3 abstracts); (9) PILOT Users Group (PILOT, 8 abstracts); (10) PLATO Users Group (PUG, 2 papers, 4 abstracts); (11) Interactive Video-Audio (SIGIVA, 7 papers, 26 abstracts); (12) Theory and Research (SIGTAR, 24 papers, 25 abstracts); and (13) Telecommunications (TELESIG, 1 paper, 3 abstracts). Many of the papers include abstracts and/or references, and an author index covering both sections is provided.

Creighton, Kim (1986).  Laserdisc Technology in the Classroom. 

The use of the laserdisc in the classroom is described. Major advantages of the laserdisc are durability and large information storage capacity. Connecting the laserdisc with a microcomputer allows quick access to and interaction with the information it contains. Five uses of the system are further discussed: archival, demonstration, illustration of a lecture, interactive, and student reports.

Criswell, Eleanor L.; Swezey, Robert W. (1984).  Behavioral Learning Theory-Based Computer Courseware Evaluation.  Educational Technology, 24, 11. 

Describes the general principles of a nonexperimental learning theory-based courseware evaluation which calls attention to instructional sequences in the courseware to determine if the sequence is programed around learning principles. The results of using this type of evaluation for two computerized training devices are summarized.

Crocker, Deborah A.; Foley, Gregory D. (1989).  The Impact of Calculators and Computers on the Undergraduate Mathematics Curriculum.  AMATYC Review, 11, 1. 

Examines some of the opinions and recommendations expressed in the current literature regarding changes computing technology may bring to the undergraduate mathematics curriculum. Discusses the views of educators, the stances taken by professional groups, and a look to the future. (26 references)

Crookall, David; Wilkenfeld, Jonathan (1985).  ICONS: Communications Technologies and International Relations.  System, 13, 3. 

Describes ICONS (International Communication and Negotiations Simulation) which involves about 20 university teams, each one representing a different country in the scenario. The team members come from the fields of International Studies, International Communications Technologies and internationallly used foreign languages, and they communicate by a variety of computer technologies.

Crooks, Roger E.; Kapel, David E. (1981).  In Search of Predictors: A Case Study of an Independent Mode of Instruction in Acquiring Media Proficiency.  Journal of Educational Technology Systems, 10, 1. 

Undergraduate and graduate students in an educational media equipment course were studied to examine the effect of independent study as a mode of instruction upon their attitudes, cognitive style, and personological variables. These variables were also studied as predictors of media equipment proficiency, GPA, and absences. Twenty-five references are listed.

Crooks, Terence J. (1980).  An Evaluation of a Program for Developing Teaching Skills.  Journal of Educational Technology Systems, 9, 2. 

Presents the findings of an evaluation of this training program for graduate teaching assistants (TAs) at the University of Illinois. Various activities of the program are described; the perceptions and judgments of departments, faculty, and TAs participating in the program are detailed; and costs involved in the program are assessed.

Crosby, Helen Mae (1983).  The Effectiveness of the Instructional Use of Computers for Students with Mild Learning Problems: A Review of the Literature and Research. 

The effectiveness of the instructional use of computers as measured by student achievement is examined. Attention is given to the following issues: (1) attributes that may make computer instruction applicable to students with mild learning problems; (2) problems and limitations of computer instruction; and (3) future potential and needs of computer instruction. Computer-assisted instruction (CAI) was found to be more effective as a supplement to, rather than a replacement of, traditional instruction. In general, instructional use of computers was found to be effective for special needs students. The need for future research in the following areas is cited: (1) computer managed instruction, (2) microcomputer program characteristics and their effects on rate and retention of learning, and (3) the relationship between computer program characteristics and learner characteristics.

Cross, K. Patricia (1981).  On the New Frontier.  Community College Frontiers, 9, 2. 

Uses the imagery of pioneer life to underscore the uncertainty of today's community college mission. Discusses the community college characteristics that represent a significant departure from traditional higher education: equal opportunity, open admissions, community involvement, comprehensive curriculum, and teaching orientation. Proposes methods for dealing with student diversity.

Crowell, Doris C. (1981).  Educational Technology Research: Should We Teach Children how to Learn from Television?  Educational Technology, 21, 12. 

Third-grade children were studied to determine whether (1) children can apply a cognitive strategy learned in language arts to television programs, (2) training improves comprehension of videotaped material, and (3) these skills generalize to other settings. Thirteen references and descriptions of the 10 videotapes and film used are provided.

Crowell, Peter; Bork, Alfred (1989).  Authoring Systems.  Instruction Delivery Systems, 3 n2 p10-15, 18-24 Mar-Apr 1989. 

Three articles discuss the development, availability, uses, and future of authoring systems. An overview of 74 authoring software packages is provided that includes vendors and costs; Crowell describes the development of interactive software, including programing and authoring languages; and Bork describes tools for developing technology-based learning materials.

Crowther, Sandra (1983).  Training: The Key Ingredient for the Effective Use of Microcomputers. Occasional Paper No. 8. 

A description is given of an intensive training program on the use of microcomputers which was implemented in a school district prior to the installation of the computers in the schools. Participants in the training program were elementary and junior high school teachers, and some administrators and secretaries. The format and sequential development of the two-year training program is described and a list is provided of needs that were identified as well as activities that were planned and implemented during the school year.

Cruickshank, Donald R.; And Others (1987).  Simulations and Games: An ERIC Bibliography, 1979-1986. 

This subject bibliography on simulations and games in education is composed of three parts. First there is an index of the 60 categories covered--e.g., Administrator Education, Exceptional Children, Physical Education, Teacher Education. Next there is an overview or short description of each of the 60 categories. Finally, there is the bibliography itself; the resource materials are in alphabetical order within the categories. ED (ERIC Document) numbers indicate that the entry comes from "Resources in Education." An EJ (ERIC Journal) prefix indicates that the entry is listed in the "Current Index to Journals in Education." | [FULL TEXT]

Cryer, Patricia (1985).  A Model for Structuring Training Activities--A Personal View.  Programmed Learning and Educational Technology, 22, 3. 

Presents a model for structuring teacher workshops and discusses its implications for teaching methods used, duration of sessions, participation of those in attendance, and role changes of everyone involved. Based on Bloom's Taxonomy of Educational Objectives, this rationale for workshop structure explains each workshop stage to participants.

Cryer, Patricia; And Others (1988).  Professional Effectiveness.  Programmed Learning and Educational Technology, 25, 2. 

Three articles review methods of improving teacher effectiveness in the United Kingdom. An evaluation of the effectiveness of video feedback to improve lecturer performance is described; institutional initiatives to encourage new approaches to teaching and learning are discussed; and case studies of three centers for staff training are given.

Culbertson, Jack A. (1983).  Leadership Horizons in Education.  Educational Administration Quarterly, 19, 3. 

The emergence of the information society as a force of irrevocable change and its implications for education and school leaders are examined. Issues challenging educational leaders include purpose setting, program adaptation, effective use of electronic technology, and ensuring equal educational opportunity and chances for self-realization.

Culley, Gerald R. (1984).  Making CAI Accessible. 

Although computerized instructional materials for foreign language instruction have begun to become available, computer assisted instruction (CAI) in this field has not lived up to its promise for four reasons: poorly designed materials, incompatible machines, incompatibility of machines with textbooks, and equipment costs. Real CAI in classical language instruction will appear when the profession: (1) draws on colleges and universities for the best-designed materials, (2) uses innovative techniques toward sensible ends, (3) develops and tests materials on mainframe computers and then converts them to microcomputer form, and (4) does not ignore the centrality of the textbook in instruction. Two CAI projects illustrate the importance of these principles: the Montevidisco Project at Brigham Young University--a videodisc simulation of a visit to a Mexican town, and the University of Delaware's Latin Skills Project using the computer to inflect variable parts of speech in Latin. The latter not only incorporates all the desired development features but also provides a greatly increased number of exercises without corresponding additional memory need, gives more sophisticated judging of student answers and feedback on partially correct answers, adds the ability to review missed verb forms "invisibly," by presenting a similar form several items after the missed one, and enhances flexibility without loss of individualization. | [FULL TEXT]

Cumming, Alister (1989).  Change, Organization, and Achievement: Teachers' Concerns in Implementing a Computer Learning Environment.  Journal of Educational Technology Systems, 17, 2. 

Description of the viewpoints of two experienced teachers who were implementing a novel computer program in grades five and six focuses on three main issues: learning to accommodate changes required by innovation; organizing new classroom routines; and indications of students' achievements. Curriculum content and computer literacy are also discussed. (16 references)

Cummins, John; And Others (1987).  Adult Learning Strategies and Approaches (ALSA). Resources for Teachers of Adults. A Handbook of Practical Advice on Audio-Visual Aids and Educational Technology for Tutors and Organisers. 

This handbook is part of a British series of publications written for part-time tutors, volunteers, organizers, and trainers in the adult continuing education and training sectors. It offers practical advice on audiovisual aids and educational technology for tutors and organizers. The first chapter discusses how one learns. Chapter 2 addresses how to become conversant with the wide variety of resources available, course design, and design and development of instructional materials. Chapter 3 looks at ways to present graphic material to the class. It considers basic lettering and drawing techniques and concentrates on the more traditional and commonly used visual aids--chalkboards and pinboards, charts and posters, and materials prepared for display in other forms. Chapter 4 on reprographics discusses ways of producing multiple copies. Chapter 5 on projection focuses on enlarging the material. Overhead projectors, slide projectors, film strip projectors, episcopes, and cine film projectors are covered. Recorded sound is the focus of Chapter 6. Chapter 7 is a guide to using video in the classroom and discusses film making. Chapter 8 offers pointers on computer-assisted learning. Sources of additional information are provided. A note of caution in the use of audiovisual aids is given in chapter 9. Chapter 10 lists further reading resources and useful addresses.

(1989).  Curriculum: Making It Work with Technology.  Electronic Learning, 8 n5 spec suppl p4-23, 26-47 Mar 1989. 

Discusses the role of technology in education and presents 10 case studies of schools that have implemented technological solutions to curriculum objectives in kindergarten through eighth grade classrooms. Highlights include the role of the teacher; writing grant proposals; integrated learning systems; inservice training; curriculum models; local area networks; and telecommunications.

_____. (1985).  Current Thought on Curriculum. 1985 ASCD Yearbook. 

Current issues and concerns facing both academic scholars and educational practitioners are presented in the following articles: (1) "Schools and Their Curriculum: A Continuing Controversy" (Alex Molnar); (2) "Three Currents of American Curriculum Thought" (Herbert M. Kliebard); (3) "Curriculum Theory/Curriculum Practice: A Gap or the Grand Canyon?" (Gail McCutcheon); (4) "Psycholgical Theory and Curricular Thinking" (Bernice J. Wolfson); (5) "Making Knowledge Legitimate: Power, Profit, and the Texbook" (Michael W. Apple); (6) "Curriculum and Technology" (Decker F. Walker); (7) "Qualitative and Aesthetic Views of Curriculum and Curriculum Making" (Vincent Rogers); and (8) "Curriculum from a Global Perspective" (Ulf P. Lundgren). | [FULL TEXT]

_____. (1987).  Current Issues in University Education of Korea and Japan. Proceedings of the International Seminar (6th, Seoul, South Korea, July 7-8, 1987). 

Fourteen conference papers on university education in South Korea and Japan are presented in this document. The papers cover administrative, social, student, and teaching issues and are grouped into six sections based on the major themes of the seminar. The sections are as follows: (1) university administration and management, including "Some Reform Policies for Korean University Administration and Management" (Myong-won Suhr) and "Organization and Administration of Universities in Japan" (Soichi Iijima); (2) social functions of university, including "Changing Structure of Japanese Higher Education" (Ikuo Amano) and "Social Service Functions of the University: Focusing on the Opening of the University (Kyu-whan Lee); (3) student guidance in university, including "The Nature and Scope of Student Participation in Policy Making in Academic Government" (Hyoung-heang Lee) and "About Students Who Are Mentally Ill on Japanese Campuses" (Taizo Kato); (4) teaching functions of university and curriculum, including "Curriculum and Teaching at Japanese Universities" (Kazuyuki Kitamura) and "Problems and New Directions of University Curriculum in Korea" (In-jong You); (5) teaching methods and education technology for university, including "Problems of Teaching Methods in Korean Higher Education" (Choong-hoe Kim) and "Educational Technology for Improving University Teaching" (Takashi Sakamoto); and (6) research functions of university and graduate school, including "Japanese Higher Education and Its Problems" (Morikazu Ushiogi) and "Research Role of the University and Graduate Education" (Wan-kyoo Cho). Two papers are presented as a summary: "Summary and Discussions on Papers of Korean Speakers" (Joung-kyu Whang) and "Reform for Survival in Japanese Higher Education" (Toru Umakoshi). A profile of contributors and list of participants are also provided.

Currence, Cindy (1985).  Telecommunications Opens up Reporting Tool for Students, Teachers.  Communication: Journalism Education Today (C:JET), 18, 4. 

Examines the way the Youth News Service (YNS) has combined computer technology with reporting about youth issues to make YNS work.

Currier, Richard L. (1983).  Interactive Videodisc Learning Systems.  High Technology, 3, 11. 

Interactive videodisc makes possible a powerful educational experience in which computer-based educational systems can display video imagery, real-time action, and stereo sound. Interactivity, teaching with videodisc, electronic tutors, videodisc technologies, and costs are among the topics discussed. Use of videodisc for games and simulating emergencies is also discussed.

Curry, Blair; And Others (1984).  State Leadership Assistance for Technology in Education (Project SLATE). Final Report. Volume I and Volume II. 

Project SLATE (State Leadership Assistance for Technology in Education) was designed to assist state-level policy makers plan effective uses of emerging electronic learning technology in education within their respective states. In addition to providing custom-designed workshops in 20 states focusing upon state-level priority issues and needs for state policy makers, the project team also provided follow-up assistance and information services throughout the 2-year project. The purpose of this two-volume final report is to identify priority policy issues that have surfaced or are beginning to surface and to discuss alternative federal policy options to assist states in planning over the next few years. The first of two volumes describes the project and discusses general state-level policy trends and the impact of SLATE upon state policy formulation related to the use of technology. The second volume addresses the major policy issues that were identified during the SLATE project, initiatives undertaken by the states, and alternative federal policy options, which if implemented, would appear to facilitate effective planning and use of technology at the state level. Appendices include lists of project advisory group membership, participating states and state coordinators, and 14 letters of appreciation. | [FULL TEXT]

Cutting, Alan K. (1989).  The Role of Media Technology within the Proposed Open University of Tanzania. 

This report begins by briefly reviewing actions that have been taken since the idea of an Open University in Tanzania was first proposed in the late 1970s. The main body of the report begins with a discussion of the role of media technology in an open university with emphasis on delivery and support systems. The current situation in Tanzania is then described in the context of the learning environment for distance education students; communications technology (postal services, radio and television, and telecommunications services); and media production and usage (Radio Tanzania, Tanzanian Film Corporation, the National Correspondence Institution, the Tanzanian Library Service, the University of Dar Es Salaam, and the Audio Visual Institute). Six recommendations are then presented for the areas of media materials (text-based materials, student study guides, audiocassette tapes, videocassette tapes, and experimental or project kits), training the trainers, the home study environment, basic and more comprehensive study centers, and media production. Extensive appendices include a questionnaire sent out by the Open University Planning Committee soliciting opinions on the Open University; a summary of the opinions obtained from visits to 24 of the 25 regions in Tanzania; a report on communications in Tanzania; a list of courses available through the National Correspondence Institution, Dar Es Salaam; and preliminary costs for media facilities at the proposed Open University. | [FULL TEXT]