Educational Technology | E

Eastmond, J. Nicholls, Jr.; Stoddard, Charles G. (1986).  An Assessment of Learner Needs within the Framework of Technological Innovation in Utah. 

The opinions of 89 educators in Utah on learner needs and the potential for using technology to meet these needs were gathered through a two-stage process of telephone interviews and written questionnaires. Persons included in the sample were the state's 40 district supervisors plus a sample of "key informants" identified by previous experience with technology projects. A list of the critical student learner needs based on telephone interview responses was developed, and responses to other telephone interview questions were summarized. In particular, the assessment teams noticed a polarization of opinion over the usefulness of educational technology in general. The written questionnaire requested that respondents rate each item on performance or importance and then choose the eight most critical needs for immediate attention. A listing of these immediate needs was compared with the rankings of the critical needs identified by the telephone survey. The third analysis performed was a means difference test of the item's rating of performance from the mean rating of importance. Finally, a Spearman rank correlation was done of the rankings obtained in the study. Analysis of the data provided a list of 14 learner needs which merit attention by Utah technology projects, and nine recommendations for technological interventions are made by the assessment team. Two appendixes provide notable responses from the telephone survey and some results of the data analyses, as well as copies of the survey instruments. | [FULL TEXT]

Ebner, Stanley G. (1987).  Determining Faculty Staffing Using Lotus 1-2-3.  Technological Horizons in Education, 15, 4. 

Discusses how to manipulate a database to create a spreadsheet which can be used to help decide which teaching areas are understaffed and by how much. Focuses on the use of the Lotus 1-2-3 database statistical functions.

Eckenrod, James S.; Rockman, Saul (1986).  Technology in a Curriculum for Citizenship. 

The implicit power of modern communications technologies to improve citizenship education is explored in this paper. The relationship between the use of educational technology and the effectiveness of social studies instruction are only beginning to be studied, and these inquiries have been focused more upon the "harder" science dimensions of the social studies, geography and economics, than on the "softer" areas of civic competency or citizenship education. After a brief review of the literature, the outcomes of projects designed to help teachers make better use of technology in social studies instruction are described. These projects, part of the Technology in the Curriculum (TIC) Program dealing with mathematics, science, and language arts, in addition to history-social science, were funded to help teachers use technology to enhance and extend their curriculum programs and to redirect the emphasis of the state's Teacher Education and Computer Centers (TECCs) from a concentration upon "computer literacy" for everyone toward the use of technology to improve instruction. | [FULL TEXT]

Eckenrod, James S.; Rockman, Saul (1988).  Connections between Television and the Social Studies Curriculum.  Social Education, 52, 5. 

Discusses California's Technology in the Curriculum Project for History/Social Science which was designed to identify technology resources, both computer and video, that were of appropriate technical quality to support social studies instruction. Explores the matching of television programs to instructional objectives, highlighting the potential of technology to increase learning enjoyment and support overall curriculum efforts.

Eckert, Paul; And Others (1989).  Graphing Calculators in the Secondary Mathematics Classroom. Monograph #21. 

The objective of this presentation is to focus on the use of a hand-held graphics calculator. The specific machine referred to in this monograph is the Casio fx-7000G, chosen because of its low cost, its large viewing screen, its versatility, and its simple operation. Sections include: (1) "Basic Operations with the Casio fx-7000G"; (2) "Graphical Solutions to Equations, Inequalities, Systems of Equations, and Systems of Inequalities"; (3) "Functions"; (4) "Real Valued Function"; (5) "Mathematical and Statistical Applications"; and (6) "Programming the Casio Graphing Calculator." Step-by-step instructions for the student, questions, and answers are included.

Eckert, Richard R. (1982).  A Microcomputer Gradebook.  Journal of Computers in Mathematics and Science Teaching, 1 n3 p24-25, 40-41 Spr 1982. 

Details are given of a program designed to facilitate record-keeping and grade averaging for college teachers. It is designed to run on a TRS-80, Model 1 microcomputer with at least one diskette drive. The program listing is included.

Ediger, Marlow (1985).  Philosophy in the Mathematics Curriculum.  Illinois Schools Journal, 65, 1-4. 

The lecture/explanation approach is used too frequently in mathematics teaching. Teachers and supervisors should study a number of educational philosophies and evaluate each approach in terms of its potential contributions to the teaching of mathematics. One or more philosophies might then be incorporated in lessons and units.

Ediger, Marlow (1988).  Computers at the Crossroads.  Educational Technology, 28, 5. 

Discusses reasons for the lack of computer and software use in the classroom, especially on the elementary level. Highlights include deficiencies in available software, including lack of interaction and type of feedback; philosophies of computer use; the psychology of learning and computer use; and suggestions for developing quality software. (4 references)

(1984).  Educational Computing Software: State of the Art in 1984: An Interview with Michael W. Allen.  Educational Technology, 24, 2. 

Dr. Allen discusses computer based instruction, today's educational software, qualifications for software designers and the importance of the author in the purchaser's view, courseware authoring tools and subject matter, interactive videodiscs, predictions on future hardware characteristics and capabilities, and the microcomputer as a catalyst for educational format change.

(1987).  Educational Technology 1987: A Report on EL's Seventh Annual Survey of the States.  Electronic Learning, 7 n2 p39-42, 44. 

Presents results of national survey of state departments of education which was conducted to provide an assessment of the level of interest in educational computing in elementary and secondary schools, as well as to learn about educational technology projects. Highlights include computer literacy, teacher training, and hardware and software budgets.

(1987).  Educational Computing Update: A State-by-State Look at Educational Computing Activities.  Electronic Learning, 7, 2. 

This summary of educational computing activities for each state (excluding Colorado, whose information was not available), provides the numbers of districts, students, and computers in each. New activities involving computers and other forms of technology are briefly described as well as future plans.

_____. (1980).  Educational Technology: Strategies for Developing Awareness. A Report Presented at the General Session of the Association for Educational Communications and Technology, (2nd, Denver, Colorado, April 22, 1980). 

The strategies presented in this report are suggested as ways to make decision makers at all levels of education more aware of the benefits of educational technology (ET) in improving the effectiveness, efficiency, and enjoyment of learning. These strategies emphasizing results and learning are provided, not to limit any person or group, but to suggest means of influencing decision makers; each individual or group has the responsibility to identify to what extent each of these suggestions is already being carried out and make others aware of what is already being done in these areas. Separate lists of strategies to increase the ET awareness level of decisions makers are given for six levels: (1) legislators (national and state); (2) state education agency administrators; (3) higher education administrators (deans, presidents, trustees); (4) local administrators (superintendents, board of education, principals, curriculum supervisors); (5) faculty; and (6) parents or other citizens.  | [FULL TEXT]

_____. (1981).  Educational Technology: Learning in the Eighties. 

Abstracts and cumulative data prepared by the Division of Educational Technology (DET) staff for all of the projects funded by the division since 1968 are listed alphabetically under the legislated programs: (1) Educational Television (ETV) and Radio Programming, (2) ESAA Television and Radio Series, (3) Telecommunications Demonstration, and (4) Basic Skills. The ETV and Radio Programming data include 75 television and eight radio programs funded by DET with title, producer, number and length of each program, date and amount of award, recommended viewing audience, ethnic theme, date of captioning for the hearing impaired, educational rights, and expiration of broadcast rights provided. A statement on distribution and utilization of this series follows the listing. The remainder of the document contains detailed descriptions of 16 ETV and radio projects, one 1981 ETV project, 39 ESAA television projects, seven ESAA radio projects, four 1981 ESAA television projects, 15 telecommunications demonstration projects, four Basic Skills projects, and three 1981 Basic Skills projects. Information provided includes title, contractor, duration, amount of award, abstract, print materials, and contact. An alphabetical index of the contractors and grantees is included. | [FULL TEXT]

_____. (1982).  Educational Telecommunications for Alaska. Volume IV: Individualized Study by Telecommunications. 

The fourth of four volumes, this report documents the implementation, evolution, and institutionalization of the Individualized Study by Telecommunications (IST) Program, a microcomputer-based system developed by the Educational Telecommunications for Alaska (ETA) Project to provide instruction and a set of core courses for rural high school students in Alaska. Following an overview of the context of educational needs in Alaska and a discussion of educational needs assessment in Alaska prior to ETA is a detailed account of IST development, with particular attention to project design principles, the formalization of the IST Instructional Needs and Implementation Plan (including user needs assessment and instructional alternatives analysis), the IST developmental configuration, the IST courseware development process, field testing of courseware (both exploratory and pilot testing), special courses developed for teaching general mathematics and developmental reading, operational testing, and the institutionalization of IST. Appended to the text are a set of review sheets for use in developing IST courses, cost models for field testing the system, information on the LEARN/Alaska network, and a list of new courses sponsored by the ETA project. A list of abbreviations and a bibliography are also attached. | [FULL TEXT]

_____. (1983).  Education for a High Technology Future: The Debate over the Best Curriculum.  [ERS School Research Forum] 

The 10 essays and reports collected here offer various perspectives on elementary and secondary curricula most appropriate to a future of rapid technological change. Articles by the National Science Board, Secretary of the Air Force Verne Orr, the Office of Technology Assessment (OTA), Shirley McCune for the Education Commission of the States (ECS) "Issuegram," and the Leadership Conference on Education and Economic Growth, prescribe education emphasizing math, science, and technical skills. The National Science Board urges increasing the mathematics, science, and technology literacy of all citizens, and Orr stresses expertise for defense and international economic competition. OTA outlines the possibilities information technology offers education. McCune recommends state initiatives, while the Leadership Conference advises a comprehensive federal policy for upgrading education. Proponents of a strong general education are Richard Hersch, George Bonham, Wynn De Bevoise, Herbert Bienstock, and Henry Levin and Russell Rumberger. Hersch recommends rethinking the goals, finance, and structure of our crumbling educational system, and Bonham endorses education in the humanities and liberal arts to give meaning to work. De Bevoise supports a foundation of basic skills as well as specialized training, while Bienstock proposes improving skills for the existing jobs that will remain in high demand. Levin and Rumberger foresee an expansion of lowest skill jobs, rather than high tech opportunities.

_____. (1983).  Educating Americans for the 21st Century: A Plan of Action for Improving Mathematics, Science and Technology Education for All American Elementary and Secondary Students So That Their Achievement Is the Best in the World by 1995. Source Materials. 

This volume is composed of 11 source documents which report activities sponsored by the National Science Board Commission on Precollege Education in Mathematics, Science and Technology, deliberations of a subgroup of the National Science Foundation Engineering Advisory Committee, and a paper prepared for the Pfizer Corporation. The first four presentations address the teaching/learning of mathematics, science, and technology in grades K-12. Issues of appropriate content and process are discussed. Suggestions for changing some of the content of traditional elementary and secondary education are presented and arguments for the need for all students to study mathematics, science, and technology every year during their elementary/secondary education are made. Section five reports on the uses of technology as a tool in education rather than learning about technology. The last five sections report on: research and cognition and behavior relevant to education in mathematics, science, and technology; results of a 50-state survey of initiatives in science, mathematics, and computer education; magnet schools; an assessment of programs that facilitate increased access and achievement of females and minorities in K-12 mathematics and science education; a case study of Lyons Township (LaGrange, Illinois) high school computer literacy program; and business' role in precollegiate education. | [FULL TEXT]

_____. (1983).  Educational Documentation: Present and Future. Proceedings of an International Meeting (Florence, Italy, May 31-June 4, 1982). 

The Library of Educational Documentation in Florence, Italy began work in 1980 on the establishment of an educational documentation system for Italy. Recognition of its role in this regard was accorded by the Regional Institutes for Educational Research, Innovation and Teacher Training (IRRSAE) and by the European Centre for Education (CEDE) in Frascati. The library envisages itself as a central point to which all organizations, researchers, scholars, and educators who are interested in educational problems can refer, confident of finding useful information and thereby avoiding repetitive research. With the acquisition of a large mainframe computer (IBM 370/148) in December 1981, the library began to establish an independent computerized system for the handling of educational documentation. In order to put this beginning effort on the strongest possible basis, the library decided to hold an international meeting on the subject of educational documentation and to invite speakers from other countries that had operational systems in this area. The proceedings of the meeting were envisaged as an opportunity for analysis and comparison that would benefit the Italian developmental efforts. Some of the major papers presented were: (1) A. M. Furtado, "The Present and the Future of the International Network for Educational Information"; (2) W. F. de Regt, "Eudised, a Decentralised System with a Common Thesaurus"; (3) S. Pissarro, "Information et Education: situation actuelle et perspectives. Le role du Centre National de Documentation Pedagogique (France)"; (4) E. Ekman, "Information on Actual Educational Research in Sweden and on Educational Documentation"; (5) W. E. de Regt, "Educational Policy Documentation in the Netherlands"; (6) A. Gwilliam, "Educational Documentation in the United Kingdom: Developments and Research"; (7) C. Hoover and T. Brandhorst, "Development and Current Status of the Educational Resources Information Center. A Model Bibliographic Control System Covering the Literature of Education in the United States"; (8) G. Biondi, "The Educational Documentation System in Italy: First Steps."

_____. (1983).  Educational Technology. Final Report, 1982-83. 

This report evaluates a project designed to provide systemwide direction to the application of education technology in the District of Columbia (DC) Public Schools. The evaluation follows the Planning, Monitoring, and Implementing (PMI) Evaluation Model for Decision Making which was developed by the Division of Quality Assurance of the DC school system. Following a brief summary and a list of 10 specific findings, background and project objectives are presented and the PMI model is described. Agreements and discrepancies for each objective are summarized, and general conclusions are stated. PMI status report forms show specific agreements and discrepancies in the inputs, processes, and outcomes for four project objectives: (1) identification and assessment of technology learning resources and related instructional management processes presently existing in the DC schools; (2) development of procedures for the purchase, operation, and maintenance of technological equipment for instruction, classroom management, administrative, and communication purposes; (3) establishment of guidelines for developing new programs and integrating existing technological programs into the school district's educational technology system; and (4) demonstration of effective management practices in the Educational Technology Office. Appendices include the evaluation model schema, Educational Technology Needs Assessment Questionnaire, Congressional Testimony on Computer Technology, and School Board Directive Concerning Recertification.

_____. (1984).  Educational Technology Center First Year Report. 

The Educational Technology Center (ETC) was established by the National Institute of Education in October, 1983, in order to find ways of using the computer and other information technologies to teach science, mathematics, and computing more effectively. This report describes the ETC, presents its framework for research, and summarizes work on 14 research projects. These projects dealt with the following topics: (1) fractions; (2) word problems; (3) heat/temperature; (4) weight/density; (5) scientific theory and method; (6) complex systems; (7) machine handling; (8) programming; (9) applications; (10) speech recognition; (11) state-of-the-art software and educational television; (12) interactive video; (13) science networking; and (14) national and local networks. | [FULL TEXT]

_____. (1985).  Educational Technology, E.C.I.A. Chapter 2. Final Evaluation Report. 

The Planning, Monitoring and Implementing (PMI) Evaluation Model for Decision-Making was used by the District of Columbia Public Schools to monitor their Office of Educational Technology in its efforts to provide direction and coordination for computer related activities, and to plan and implement educational television projects in math and science. The target population included 90,000 students in regular programs, special education, career development, and continuing education, and all teachers and administrators. Included are: (1) background and project objectives; (2) a description of the project; (3) the external evaluation design; (4) the program results; and (5) appendices, which contain the evaluation model schema, sample questionnaires, descriptions of television tapes, summaries of questions for science and math teachers on their rating and use of tapes and on their training for the program, a letter to the Board of Education concerning installation of the KU band down satellite receiver and the telecasting of the teacher training projects, documents verifying planning for summer computer camps, and purpose of the software guide. Evaluation findings show that, through the Office of Educational Technology, the two main aspects of educational technology--instructional television and computer related activities--have been advanced, and effective managment practices were demonstrated.

_____. (1985).  Educational Technology. E.C.I.A. Chapter 2. Final Evaluation Report. 

The Planning, Monitoring and Implementing (PMI) Evaluation Model for Decision-Making was used by the District of Columbia Public Schools to monitor the efforts of their Office of Educational Technology in providing direction and coordination for computer related activities, and in planning and implementing educational television (ITV) projects in mathematics and science. The target population included seventh grade mathematics and science students and teachers in eight pilot schools for the seventh grade Mathematics and Science Project, and kindergarten students and teachers in 15 schools for the Writing-to-Read project. Included are: (1) project summary and findings; (2) background and project objectives; (3) a description of the project; (4) the external evaluation design; (5) the program results; and (6) appendices. Appended materials include the evaluation model schema; summaries of teachers' implementation of the Writing-to-Read Program based on a configuration checklist and levels-of-use interviews; and results of teacher questionnaires on the Writing-to-Read program, including writing and typing components, classroom management questions, and teacher aide questions. Findings show that while there is little empirical evidence to evaluate its implementation, the ITV project seems to be functioning well; in addition, the majority of Writing-to-Read teachers are implementing the program in an ideal fashion and students have responded favorably to it.

_____. (1985).  Educational Technology: Local Planning Guide. 

Developed by the Educational Technology Task Force of the Georgia Department of Education, this guide was designed to help educators plan for computer use in schools. This step-by-step approach for the planning and implementation of educational technology was written from the standpoint of an entire school system, but the principles described apply equally well to individual schools, individual classrooms, or to any academic or administrative division. A brief introduction provides background information, which is structured in six major stages: (1) Conducting Preliminary Activities; (2) Setting Directions; (3) Integrating Technology into Curriculum, Classroom Management, and School Activities; (4) Selecting Software and Hardware; (5) Planning for Staff Development; and (6) Organizing and Implementing for Success. Appendices and tables include a job description for the Technology Coordinator position; samples of philosophy and work statements, survey instruments, and software evaluation forms; an introduction to Georgia's plan for educational technology; descriptions of computer applications; forms for faculty computer competency, hardware, and software/courseware inventories; needs assessment questions and tools; resource lists; an outline for a local staff development program; and software copyright information. A bibliography is included. | [FULL TEXT]

_____. (1985).  Education and the New Technologies. Report of the WCOTP Asian and South Pacific Regional Conference (10th, Seoul, South Korea, August 7-13, 1985). 

This report on the 1985 Asian and South Pacific Regional Conference of the World Confederation of Organizations of the Teaching Profession (WCOTP) presents the full text of three addresses presented during the opening ceremony, as well as four major presentations by invited speakers and three addresses from the closing ceremony. A day of discussion was devoted to each of the themes presented by the invited speakers, and rapporteurs for each day formed a committee to produce a final recommendation. The four theme presentations were: (1) "Changes in the Nature of Work and Leisure: Their Effects on the Goals of Education" (L. H. Horace Perera, Switzerland); (2) "Technology in Teaching and Learning: Changes in the Role of the Teacher and in the Skills Required by Teachers" (Se-Ho Shin, South Korea); (3) "Technology and the Status of Women: New Challenges for Education" (Edna Tait, New Zealand); and (4) "Effects on the Goals and Activities of Teacher Organisations" (Edna Tait, New Zealand; Kiyoo Nakakoji, Japan; and Shin-Bok Kim, South Korea). Resolutions on the theme of the conference are presented in the final chapter, and five appendices contain the conference program, a questionnaire on the theme, points for discussion based on responses to the questionnaire, four non-theme resolutions, and a list of participants.

_____. (1985).  Educational Technology Center Second Year Report. 

The Educational Technology Center (ETC) was established by the National Institute of Education in October, 1983, in order to find ways of using the computer and other information technologies to teach science, mathematics, and computing more effectively. This report describes the ETC, presents its framework for research, and summarizes work on 12 research projects. These projects dealt with the following topics: (1) weight and density; (2) heat and temperature; (3) scientific theory and methods; (4) complex systems; (5) fractions; (6) word problems; (7) programming; (8) applications of computers; (9) videodisc technology; (10) computers and television; (11) speech technology; and (12) science teachers' networks. | [FULL TEXT]

_____. (1986).  Educational Technology. Final Evaluation Report. E.C.I.A. Chapter 2. 

This report on the activities of the Educational Technology program of the District of Columbia Public Schools (DCPS) during the 1985-86 school year focuses on the planning and development of the next Educational Technology Five-Year Plan for the school district. The major emphasis of this program for grades pre-K through 12 since its first full year in 1983-84 have been computer literacy and educational television. Included are (1) a summary of the project and the findings of the evaluation; (2) background information and a description of the project; (3) the external evaluation design, i.e., the Planning, Monitoring, and Implementing (PMI) Evaluation Model for Decision Making developed by the DCPS Division of Quality Assurance; (4) a narrative summary of the results and reporting forms for the final evaluation and an interim evaluation; and (5) eight appendices. The appended materials include the evaluation model schema; documentation of the planning workshop, including a list of participants, the agenda, the goals from the reports of four small study groups, and an analysis of the results from the workshop questionnaire; and the draft Educational Technology Five Year Plan Matrix, which covers the computer literacy training laboratory, library/media services, instructional television, and provisions for the use of new and emerging technologies to improve instruction and learning.

_____. (1986).  Educational Technology Center Third Year Report. 

The Educational Technology Center (ETC) was established by the National Institute of Education in October, 1983, in order to find ways of using the computer and other information technologies to teach science, mathematics, and computing more effectively. This report describes the ETC, presents its framework for research, and summarizes work on 11 research projects. These projects dealt with the following topics: (1) weight and density; (2) heat and temperature; (3) scientific theory and methods; (4) hypothesis testing in genetics; (5) geometry; (6) word problems; (7) fractions; (8) programming; (9) applications of computers; (10) videodisc technology; and (11) science teachers' networks. | [FULL TEXT]

_____. (1987).  Education Offered Via Telecommunications: Trends, Issues, and State-Level Problems in Instructional Technology for Colleges and Universities. Report 87-49. 

Issues concerning telecommunications courses offered by California universities and colleges are reviewed with a focus on the progress made over the past 6 years regarding the lack of incentives for faculty to use instructional technology in their teaching, lack of coordination among interested institutions and agencies, and high initial costs for the purchase of equipment. These problems are still regarded as serious. Topics examined include: the new technologies (satellite television, microwave signals, instructional television fixed service (ITFS), computers, video teleconferencing, radio and television broadcast, cable television); uses of new technologies (administrative uses, instructional uses); policies and actions by other states (interstate activities, state initiatives); and policy issues that require statewide planning in California. Conclusions focus on opportunities to be met (e.g., providing foreign language instruction to distant campuses), objectives for state planning, (e.g., maximum creativity in using new technologies), issues for action (e.g., quality control), and role of the commission. 14 references. | [FULL TEXT]

_____. (1987).  Educational Affairs Plan: A Five-Year Strategy. FY 1988-1992. Second Edition. 

This document presents a 5-year plan for administering a focused and consistent set of aeronautics and space science education programs. The major initiatives outlined in this plan fall into two broad categories of five programmatic priorities and five institutional priorities. The 10 specific priorities are: elementary education; teacher education; underrepresented minority participation; educational technology; aerospace education services; university programs; educational publications and distribution; educational partnerships; educational research and evaluation; and educational affairs administration. Lists 18 references. | [FULL TEXT]

_____. (1988).  Educational Technology Center Fifth Year Report. 

The Educational Technology Center (ETC) has devoted the last five years to studying ways of using the computer and other information technologies to teach understanding in science, mathematics, and computing in the nation's elementary and secondary schools. The Center's research has focused on targets of difficulty, topics and concepts that are both central to their disciplines and recognized by teachers and students as difficult to teach and learn. By seeking to apply new technological capabilities at these particular points in the curriculum, they have attempted to make a real difference in the ability of schools to educate students. From the beginning it was realized that making a difference in schools would require a different sort of research and development approach than had previously been tried in science and mathematics education. A framework and five-point focus has become the hallmark of the Center's work: (1) subject matter; (2) student's ideas about subject matter; (3) teaching for understanding; (4) technology; and (5) implementation. This document presents summaries of the work of individual research projects. Work is summarized for the first four years of research and the fifth year is presented and discussed with implications for practice and future research. | [FULL TEXT]

_____. (1988).  Educational Technology. NEA Special Committee Report. 

The Special Committee on Educational Technology of the National Education Association (NEA) was given the task of reviewing the status of educational technology in the public schools and making recommendations for appropriate NEA policy and programmatic activities. Topics discussed in this report include technology and change in both the environment and the teacher's role; technology and long distance learning; collaboration and collegiality via bulletin board services and interlinked nationwide networks; and planning for technology. The policy positions presented include: (1) all teachers should have regular access to a computer and appropriate software, including classroom management software; (2) school districts and teacher associations should investigate options for teachers to have access to computers in their homes for training, instructional development, and research purposes; (3) teachers should be provided with both initial and regular inservice training in the use of technological applications for learning and management; (4) the NEA should begin planning to create interlinked, interactive networks for teachers; (5) the planning focus should be on students' needs rather than on the technology; (6) the involvement of NEA in the planning, implementation, and evaluation of long distance learning proposals and programs should be encouraged; and (7) planners need to understand the changing responsibilities of the instructional staff and provide time and flexibility for professional development, research, and planning. A list of committee members is included. | [FULL TEXT]

_____. (1989).  Education in Art: Future Building. Proceedings of a National Invitational Conference. (Los Angeles, California, February 2-4, 1989). 

The proceedings consisted of 3 days of discussion, exploration, and debate concerning the future of art education in U.S. schools. Day 1 began with a welcome by Leiliani Lattin Duke, followed by John Brademas' keynote address on "The Arts and Their Teaching: Prospects and Problems." The general session address by Mr. A. Graham Down concerned "Art Education for a New Generation." On Day 2 there were two general session addresses: "Discipline-Based Art Education: Moving from Theory to Practice" by Stephen Mark Dobbs, and "The Politics of Art Education" by Stephen S. Kaagan. Bruce Newlin responded to the latter address. District panel summaries of 17 school districts and regional institutes that have implemented a "discipline-based" approach to teaching art also were presented."Meet the Expert" workshops were conducted and the topics included: strengthening preservice and inservice teacher education, curriculum development, multicultural aspects, student assessment, educational technology, how to identify DBAE curricula, and the role of art specialists, artists-in-schools, and museum educators in DBAE. Day 3 consisted of a general session on "Art Education and Society," by Luis A. Jimenez, Jr., Leon Whiteson, and Ronald Young, and a luncheon address by Joan Adams Mondale on "The Arts and the Three Rs: An Essential Partnership." Appendices listing the conference speakers, district panel presenters, and the advisory committee are included.

Edwards, A. D. N. (1988).  The Use of Home Computers by Disabled Students at the Open University. Part 1: Previous Use of Computers in Courses. CITE Report No. 30. 

The monograph reports on two surveys conducted by the Open University (United Kingdom) to evaluate the likely consequences of the university's new home computing policy (which requires access to a microcomputer for certain courses) on students with disabilities. A telephone survey was taken of 23 disabled students, and questionnaires were completed by 16 disabled students. Results are reported in terms of student course selection, problems with computing courses, equipment reliability, financing a home computer, documentation and training, and special equipment. Major conclusions included the following: it is imperative that alternatives be made available to students who cannot afford to buy a computer; for many disadvantaged students, the home computing policy will improve their educational opportunities; disabled students will generally experience the same problems as other students under the home computing policy; there is a small number of disabled students whose disabilities make access to computers very difficult and who may be penalized by the home computing policy. Appended are a summary of the home computing policy and the questionnaire used in the survey. (Four references.) | [FULL TEXT]

Edwards, Allen (1982).  The Hand-Held Calculator in a Third-World Country. 

This document consists of extracts from "Numeracy in Papua New Guinea: An Investigation with Particular Reference to the Relationship between Number Skill Teaching and the Use of the Calculator," a doctoral thesis submitted to the Loughborough University of Technology in April 1982. The material is made up of chapters and parts of chapters, including: (1) Introduction and Background to Papua New Guinea; (3) Adult Numeracy With the Calculator in Papua New Guinea; (4) The Use of the Calculator in Full-Time Education in Papua New Guinea; (6) Rationale and Critique; (7) Summary and Conclusions; and (7) Appendix. The original thesis was the result of 4 years of work in Papua New Guinea. It is noted that the Department of Commerce had identified poor number skills as a major factor restricting business development. Calculators were quickly viewed as the route to the only possible solution. A government grant enabled the potential for general adult numeracy to also be studied. Materials were prepared and the reactions of village people to calculator-oriented instruction was tested. It is felt calculators represent a possible means of overcoming the lack of number skills in individuals, nations, and disadvantaged groups anywhere in the world.

Edwards, Bruce L., Jr. (1985).  The Functions of Literacy: The Past as Future/The Future as Past. 

In Western culture literacy encompasses a constellation of values and beliefs far beyond what might be attributed to the mechanical ability to read and write. Many people prize literacy as an end in itself, and attribute to it a whole spectrum of values and social privileges disproportionate to its actual functions in society. They forget that writing ability is a human invention created to satisfy specific needs in a society. This ambivalence toward literacy is exemplified in the skepticism with which teachers have met the intrusion of computers into the English curriculum. Cowering at this technological invasion, some seem to fear that computers may signal the end of literacy. The old literacy fostered writing--transcription, a particular technology; the new literacy facilitates composing, leaving the medium of creation open. Computer technology bridges both present and past, and past and future. Understanding the past functions of literacy and how new technologies usurp their place can free teachers from the bondage of time and linearity, helping them to embrace the future.

Edwards, Dee; Williams, David (1985).  An Experiment in Self-Monitoring amongst Tutors at the Open University: The Mr. Dummy Scheme.  British Journal of Educational Technology, 16, 1. 

Discusses process of continuous assessment that involves many tutors grading papers at Great Britain's Open University and the problem of grade unreliability within such a system. A longitudinal experiment involving grading of papers in one course by all tutors and comparing their grades to determine grading reliability is described.

Edwards, Fern (1980).  The Gallaudet College Library: Its Use of Technology.  American Annals of the Deaf, 125, 6. 

The technological functions of the learning center at Gallaudet College are described, including making videotapes available, providing microform materials, and developing computer operations.

Edwards, John S. (1980).  Computer-Assisted Testing.  Journal of Research and Development in Education, 14, 1. 

The most common functions of computer-assisted testing are item-banking, in which test items are collected and stored; test-construction, specifying item attributes and determining information required for identification of the test; and test scoring.

Edwards, Robert (1989).  An Experiment in Student Self-Assessment.  British Journal of Educational Technology, 20, 1. 

Describes an experiment in student self-assessment in a computer science course at the Polytechnic of Wales. Reasons for choosing self-assessment of learning and the assessment methods used are discussed, responsibilities of students and the teacher are examined, student and teacher attitudes are reported, and benefits of self-assessment are suggested.

Edwardson, Roger (1982).  Is There Life After MEP?  Computer Education. 

Difficulties in implementing the Microelectronics Education Programme are discussed. Difficulties include too few microcomputers in schools, networking within schools, teachers working in isolation, distribution of software; and the problem of raising the level of awareness of teachers in all subject areas.

Edyburn, Dave L.; Lartz, Maribeth Nelson (1986).  The Teacher's Role in the Use of Computers in Early Childhood Education.  Journal of the Division for Early Childhood, 10, 3. 

An Illinois survey of 84 kindergarten and special education early childhood teachers found that computers were used in over 50% of the kindergartens but only 7% of the special education classes, that most teachers had had some hands-on computer training, and that teachers were not contacted by parents for information about educational computer applications.

_____. (1985).  Effective Teaching at a Distance. [Conference Report] (1st, Madison, Wisconsin, August 5-6, 1985). 

This report provides a brief description of a 1985 conference on distance education together with the papers presented by six of the seven keynote speakers. It is noted that, in addition to these papers, the conference included 30 application sessions which allowed the 182 participants to select issues and topics to explore in small groups. The keynote papers included in this report are: (1) "Issues in Distance Education," in which Jerold Apps examines three modes of learning in distance education--technical learning, learning for meaning, and emancipatory learning; (2) "Adult Learning at a Distance," in which Michael Moore surveys some current distance learning programs and considers the factors that have made these programs effective and successful; (3) "Heuristics of Instructional Design for Distance Education," in which Terry L. Gibson presents some general rules or strategies for the effective design of instructional programs for distance learners; (4) "Administration of Distance Education Systems," in which Donald McNeil considers the requirements for a successful distance education program in terms of personnel, policies, and resources; (5) "Where There's a Will There's a Way," in which Kathryn S. Atman discusses some of the theory and research that may contribute to the achievement of academic success by distance learners; and (6) "Distance Learning: The Near Future," in which Michael Moore considers the long term developments that may occur in both distance education and the media used to carry out these educational programs. A theoretical model for goal accomplishment is illustrated and four of the six papers include references.

Efland, Arthur D. (1983).  Art Education during the Great Depression.  Art Education, 36, 6. 

The Depression of 1929 heralded a difficult time for the teaching of art. Changes during this era included more utilization of technology, a shift from elitism to art for all children, integration of art into the social studies curriculum, and emphasis upon self-expression, rather than art appreciation.

_____. (1986).  "EHA Amendments of 1986" Becomes Law; Establishes New Partnerships for Early Intervention Programs.  [Liaison Bulletin] 

Public Law 99-457, the Education of the Handicapped Amendments of 1986, reauthorizes the discretionary programs of the Education of the Handicapped Act, provides incentives to states to serve an estimated additional 70,000 handicapped 3- to 6-year-olds and creates a new discretionary program to address the special needs of handicapped infants and toddlers and their families. In this summary of the amendments, each of the titles is described. The section on Title I considers grants to states, components of a statewide system, individualized family support plans, and application criteria and approval. The section on Title II discusses eligibility criteria, sanctions, distribution to local education agencies, and amendments to the state plan. The section on Title III covers regional resource and federal centers; services for deaf-blind children; early education for handicapped children; research, innovation, training, and dissemination activities; postsecondary education programs; secondary education and transitional services; grants for personnel training; grants to state education agencies; research and demonstration projects; grants to recruit school personnel; and educational technology and media. The section on Title IV discusses such miscellaneous issues as removal of architectural barriers, expanded use of funds by state education agencies, special provisions regarding Native Americans, standards for qualified personnel, and evaluation.

Ehly, Stewart W.; And Others (1983).  Evaluation of a Consultation Training Program Component.  Teaching of Psychology, 10, 4. 

To evaluate students' skills acquired in an interdisciplinary college course in consultation, each student was videotaped in a consultative exchange at the beginning and at the end of the academic semester. The three academic disciplines involved were school psychology, counselor education, and instructional design and technology.

Ehrhardt, Margaret W.; Griffin, Mary Frances (1984).  Administrator's Guide to the Media Center. 

The purpose of this publication is to provide principals with guidelines to be used in the development of functional media center programs. Five elements are required before this goal can be achieved: adequate facilities, well-trained media specialists, appropriate collections, active media programs, and supportive budgets. Accordingly, advice is offered on the roles of the media center, principal, media specialist, and faculty, and guidelines are provided for the media center facility, materials, media program, and media center budget. Also included are the current certification requirements for media staff and an instrument for evaluating staff performance.

Ehrmann, Stephen C. (1988).  Assessing the Open End of Learning. Roles for New Technologies.  Liberal Education, 74, 3. 

Electronic Networking for Interaction (ENFI) is a technique for providing immediate electronic feedback on student work to promote open-ended learning. The approach suggests a growing range of applications of new technology for student assessment for improved learning.

Eicher, J. C. (1987).  Costs of the New Information Technologies in Education: Characteristics and Problems of Measurement. 

Although an increasing number of theoretical analyses and evaluations have been conducted since microcomputer technology was developed and introduced into classrooms, few new studies have been undertaken on the costs of these new information technologies (NIT). This report focuses on the methodological problems that must be solved in order to assess the costs of NIT and on possible consequences of the use of NIT on the cost of education. The first section addresses some general principles of cost analysis of educational systems using NIT, including discussions of basic concepts used in cost analysis and differences in cost structures between conventional education and a system making extensive use of NIT. The second section considers the effects of an extensive introduction of NIT on the costs of conventional education in both developing and developed nations, including costs of equipment, hardware operation, and other operations. Probable cost implications for the use of NIT in distance teaching are outlined in the final section. | [FULL TEXT]

Eilers, Howard F. (1989).  Microcomputers Remove Paper from Many University Labs to Keep Step with Industry.  Journalism Educator, 43 n4 p38-43, 49 Win 1989. 

Describes the changes resulting from the Texas A&M Journalism Department's switch to Macintosh-equipped writing labs, serving beginning and advanced writing classes, and classes in graphics and design. Discusses factors involved in choosing a microcomputer system for use in a journalism department.

Eisele, James E. (1980).  A Case for Computers In Instruction.  Journal of Research and Development in Education, 14, 1. 

Computers can effectively present many forms of instructional material. Computers can also facilitate response-judging; provide feedback; store, index, and retrieve collections of information pertaining to instruction; and assist teachers with many administrative functions.

Eisele, James E. (1980).  A Case for Universal Computer Literacy.  Journal of Research and Development in Education, 14, 1. 

Since computers are already involved in everyday activities and have increased in importance for problem-solving at home and at work, justification exists for universal computer literacy. Ethical considerations regarding production and consumption of computer services are being raised.

Eisenberg, Michael (1987).  Changing Roles of the Media Specialist. ERIC Digest. 

The traditional role of the school librarian encompassed collection development, reading guidance and literature promotion, and reference. Over time these functions have expanded and participation in carrying out functions has become more active. For instance, the teaching role of the library media specialist is a dramatic and far-reaching extension of the traditional function of reference and information services. Another trend is a disparity in perceptions of the role of library media specialists between members of the profession and others, as well as between the professional literature and actual practice. New technologies, the information explosion, and recent emphasis on lifetime learning are contributing to the importance of modern school media specialists in education, and a definable role is emerging that is responsive to a changing world even though it is based on traditional functions. This role includes: (1) collection management based on a unified media concept; (2) promotion of literacy and guidance in the use of media; (3) teaching information skills for an information society; (4) acting as a change agent in the schools through awareness of new technology and consultation on curriculum and instructional design; and (5) assuming information management responsibilities beyond the walls of the centralized library media facility. Nineteen references are listed. | [FULL TEXT]

Eisenberg, Michael B.; And Others (1988).  Trends and Issues in Library and Information Science, 1988. 

This synthesis paper provides a state-of-the-art analysis of the field of library and information science based on the results of a content analysis of its literature, including selected journals, conference proceedings, dissertations, and ERIC input. The 18 trends and issues identified by the analysis include developments in technology, management, services, professional education, and research and theory. The following trends are discussed: (1) CD-ROM's emergence as a major technology; (2) the effects of technology on the work done by library and information science personnel; (3) the impact of technology on ways information is presented; (4) the incorporation of planning processes into library management activities; (5) increased concern about the quality of collections; (6) new ways to promote literature and literacy; (7) the need to incorporate technology as a method of bibliographic instruction; (8) libraries' attempt to provide quality literature and services to the widest possible constituency; (9) librarian's professional image and identity; (10) the expanded roles and responsibilities of library and information professionals; (11) the need to provide library education in specific areas; (12) continuing education opportunities; (13) the impact of "Information Power" on the school library media field; (14) the information professional's recognition of ethical responsibilities; (15) concerns of information retrieval; (16) new research involving technological developments; (17) the application of methods from related fields to the problems of library and information science; and (18) bibliometrics. | [FULL TEXT]

Eiser, Leslie (1987).  Two Hundred Years Later.  Classroom Computer Learning, 8, 1. 

Describes several computer courseware packages designed to teach about the 200th anniversary of the United States Constitution. Lists the title, publisher, required hardware, suggested grade level, type of program, price, and description of nine such programs.

Eiser, Leslie (1988).  Choosing the Right Desktop Publisher.  Classroom Computer Learning, 9, 3. 

Investigates the many different desktop publishing packages available today. Lists the steps to desktop publishing. Suggests which package to use with specific hardware available. Compares several packages for IBM, Mac, and Apple II based systems.

Eiser, Leslie (1989).  The Best AppleWorks Add-Ons.  Classroom Computer Learning, 9 n5 p30-32, 34-35. 

Reviews 70 software programs and 19 print publications, and provides a short synopsis of the best programs. Included areas are: teaching others to use AppleWorks, writing templates, curriculum applications, tools for teachers and administrators, and desktop tools and utilities. Lists resource books for AppleWorks.

Eiserman, William D.; Williams, David D. (1987).  Statewide Evaluation Report on Productivity Project Studies Related to Improved Use of Technology To Extend Educational Programs. Sub-Report Two: Distance Education in Elementary and Secondary Schools. A Review of Literature. 

Current approaches to distance education in elementary and secondary schools are summarized in this review of the literature, which was conducted to identify distance education programs at the K-12 level, together with any associated evaluation or research findings, and discover implications of these findings for future developments in this area. The literature was identified through a search of the ERIC database using the descriptors Distance Education, Telecommunications, Teleconferencing, and Communication Satellites combined with the descriptor Schools. Five research reviews and nine primary research studies were selected from the 42 relevant documents retrieved, and these 14 studies were examined in relation to three research questions: (1) the types of media used in public school (K-12) distance education; (2) the focus of instruction in public school distance education, i.e., who is served and the content and instructional design that are used; and (3) the judgments that are being made about the effectiveness of distance education at the K-12 level. It was concluded that more evaluations of the effectiveness of distance education via electronic media are needed, and that a set of criteria needs to be established for both formative and summative evaluations to obtain meaningful data. A summary table is appended which provides information on each of the 14 studies analyzed, including the citation for the study, the population served, technology used and subject areas involved, conclusions reached, and implications of the findings. | [FULL TEXT]

Eisner, John; Carter, Thomas (1989).  University Faculty Teaching Activities in an Electronic Curriculum.  Educational Technology, 29, 4. 

Discusses the changes in the instructional activities of university faculty members as a result of new computer-related educational technologies. Topics discussed include computer-assisted instruction; computer-managed instruction; optical discs; microcomputers; lecturing versus computer-based tutorials; videodiscs; computerized evaluative feedback; cross-disciplinary collaboration; instructional design changes; and authoring systems.

Eldredge, Bruce; Delp, Kenneth (1981).  Software: How to Evaluate Educational Computer Programs.  Media and Methods, 17 n7 p4, 15 Mar 1981. 

Discusses the diagnostic function and adaptability factor of computer-assisted instruction, computer-managed instruction, computer games, and computer simulations.

_____. (1985).  Electronic Technologies in the Wisconsin Vocational, Technical and Adult Education System. A Resource Guide for Implementation and Utilization. 

A study was conducted in Wisconsin to determine which electronic technologies were currently in place, being implemented, and/or being considered for implementation in the state's 16 Vocational, Technical, and Adult Education (VTAE) districts. All 16 of the VTAE districts were surveyed in order to describe the electronic technologies currently being used at each institution, the extent to which the technologies have been implemented, and the details of these technologies. The results of the survey indicated that the 16 VTAE districts are substantially involved with 78 new and emerging electronic technologies. The degree of involvement varied among districts and included research, experimentation, operation, and significant experience with the technology applications. The most common applications within the VTAE system were word processing, computer-assisted design, optical scanning (grading, testing, etc.), internal closed-system educational television, and online student registration. More than 40 of the applications were in the areas of instructional delivery and classroom use, with the remainder being in administrative and student support. The least-implemented applications were low-power educational television, call-up educational programming, work cells used in instruction, instructional television fixed service, and computer teleconferencing. (The bulk of this report consists of information on each of the 78 electronic technologies in use in the Wisconsin VTAE system. For each of the technologies, the predominant features are listed: benefits; barriers; population served; cost for installation, equipment, personnel and operation; and advice.)

Elkins, Ruth (1985).  Attitudes of Special Education Personnel toward Computers.  Educational Technology, 25, 7. 

Teachers and teachers' aides in large midwestern school district who teach learning disabled and mentally and emotionally disabled students were surveyed to determine their attitudes toward using computers and feelings about computers and educational computing. Results indicate prior computing experience affects attitudes and facilitates acceptance and implementation of computer technology.

Eller, Ben F.; And Others (1987).  Computer-Based Assessment of Cognitive Abilities: Current Status/Future Directions.  Journal of Educational Technology Systems, 15, 2. 

Discusses the evolution of current decision support systems (DSS) computer software and their potential for use in assessing cognitive ability. Current applications of computer software for structured and unstructured problem solving are examined together with the feasibility of computerized adaptive testing. Characteristics of computer-based assessment and future trends are considered.

Ellington, Henry (1984).  A Guide to the Selection of Instructional Methods. Teaching and Learning in Higher Education, 2. 

This booklet is the first of four sequels to the guide "Educational Objectives" that discuss the selection and use of instructional methods. Following a brief introduction, the systems approach to course or curriculum design is reviewed, and the selection of appropriate instructional methods is described as the second key step in the course or curriculum development process. In addition, the wide range of instructional methods available to teachers and lecturers are discussed, and three broad categories of methods are identified--mass instruction techniques, individualized learning techniques, and group learning techniques. Finally, the range of techniques available within each category is examined, and the educational strengths and weaknesses of each technique are discussed. The text is supplemented with two figures and four tables, and two sources for further reading are listed. | [FULL TEXT]

Elliot, Chris (1988).  Spreadsheets in Science Teaching.  School Science Review, 70, 251. 

Described is the use of a spreadsheet to model dynamic phenomena using numerical iterative methods. Uses the discharge of a capacitor, simple and damped harmonic motion, and the flow of heat along a bar as examples.

Elliot, Sergio; Irigoin, Maria (1980).  SINCAD: An Application of Educational Technology for Distance Technical Education at INACAP.  Programmed Learning and Educational Technology, 17, 4. 

Describes the National System of Distance Training (SINCAD) which is a long-term effort at a systems approach application of educational technology in Chile. The history, system of course design, and work that has been done are discussed within the context of the role of vocational training in Latin America.

Elliott, Peggy G.; And Others (1984).  Trends and Attitudes in the Use of Educational Media and Materials.  Educational Technology, 24, 4. 

Administrator and teacher attitudes toward and trends in their use of various types of instructional materials were elicited through focus group interviews and a rating form. Results reported include discernable trends, suggestions for improvement in media use, ratings of instructional materials, and highlights of data analysis using various teacher variables.

Ellis, James D.; Kuerbis, Paul J. (1988).  A Model for Implementing Microcomputers in Science Teaching. 

The Biological Sciences Curriculum Study (BSCS), with support from the National Science Foundation, is conducting a three-year project to develop a model for implementing educational computing in school science. This paper explains the tentative model in detail and presents the results of a pilot test of the model, which project staff conducted during the first year of the project. The goals for the project are: (1) to develop and test a model of implementing educational computing in school science; (2) to train 260 science teachers and administrators in the Pikes Peak region of Colorado to use microcomputers to enhance science learning and teaching; (3) to establish a network in the Pikes Peak region to implement educational computing in school science; and (4) to disseminate a model of implementation for educational computing in school science. The project met its first year objectives and was successful at increasing science teachers' use of microcomputers. Project staff defined and measured implementation according to the Concerns Based Adoption Model (CBAM). Results from pre- and posttests using the Stages of Concern Questionnaire from CBAM indicated that the participants changed from a profile typical of non-users of an innovation toward one typical of users. Project staff developed an Innovation Configuration checklist to describe participants' use of microcomputers. Most of the participants were using microcomputers in several ways by the end of the year. Appendixes include the Microcomputer Use in Science Teaching checklist and the Stages of Concern Questionnaire. A 41-item reference list is also provided. | [FULL TEXT]

Ellis, Paul; And Others (1989).  Continuing Education.  Educational and Training Technology International, 26, 1. 

Six articles and case studies examine continuing education in the United Kingdom. Highlights include vocational education and training; the Professional, Industrial and Commercial Updating Programme (PICKUP); retraining in software engineering; Higher Introductory Technology and Engineering Conversion Course (HITECC); training needs in manufacturing; and the Seafish Open Learning Project.

Ellsworth, James B. (1989).  Education for the Twenty-First Century: A Philosophical Perspective. 

In the last 25 years, the continuous acceleration of technology use in society has produced significant changes which the founders of the present public education system did not foresee. As a result, the current system is not only inadequate by modern standards, but is maladapted for the task of carrying the United States into the future, a task which proliferating technology has made critically important. This paper explores the rationale behind this assertion, describing the past--and probable future--social and economic changes undergone by society which combine to mandate the redesign of American public education, and investigate the relationship of technology, past or present, to these changes. The paper further examines the impact of such transformations on the field of education, and suggests ways in which the American educational system could meet the requirements of a changing environment. Finally, the paper considers ways in which technology itself could be used to address some of the problems that it has created, and outlines an educational agenda which could meet the demands of the 21st century. | [FULL TEXT]

El-Meligi, M. Helmy (1985).  Distance Teaching and Learning: A Case Study. 

A description is given of a distance education program designed to up-grade and complete the education of teachers in Egypt, the majority of whom have not completed their education through the university level. Television and other audio-visual aids are used as communication media. Educational programs are televised daily to these teachers. Though educational technology has proved to be extremely useful, these advanced electronic equipment and developed audio-visual aids are not considered substitutes for the human teacher. Therefore, meetings wih university professors and lecturers in regional study centers for discussions on different subject matters are a part of the program. A model of self-training activities is included and conducted in different study centers located in critical geographic sites. After practicing the model activities, the teachers' initial passivity and indifference have changed to active participation, and they have become involved and highly interested in the activities. Evaluation of these activities shows the outcome of feedback and indicates changes in the teachers' role conception.

Elmore, Richard F. (1988).  Contested Terrain: The Next Generation of Educational Reform. 

The purpose of this paper is to assess the present instructional program of public education and to present recommendations for changing schools that will enhance the effectiveness of instruction. The midsixties to the late seventies are described as periods of equity and reform in the areas of rights and entitlements. Beginning in the late seventies, a shift in educational policy resulted in the current generation of reforms centering around quality, productivity, efficiency, and performance. The document speculates about the themes of the next generation in the areas of changing patterns of society, community and family; the lack of engagement in learning; and the professionalism of teaching. The focus then shifts to the central problem of school effectiveness, which is the constructing of various domains of authority and responsibility under which teachers and students operate. The domains discussed are the classroom, the school, the school within the school system, and the school system and their communities. Finally, five radical proposals that educators might pursue are outlined: (1) dramatic reductions in the scale of schools; (2) choice of the technology of instruction residing with the school; (3) choice of internal organization residing with the school; (4) choice of school by clients and educators; and (5) creation of policy "free zones" in which whole sets of existing regulations are waived for specific settings on conditions of performance. Appended are 10 references. | [FULL TEXT]

Elsom-Cook, Mark (1988).  Guided Discovery Tutoring and Bounded User Modelling. CITE Report No. 13. 

This paper discusses a range of teaching styles possible for use in Intelligent Computer Aided Instruction (ICAI) and suggests that they may usefully be thought of as points within a framework of guided discovery teaching methods. The nature of guidance in tutoring and possible ways of providing guidance are discussed in the context of teacher-student relationships and the teaching interaction that occurs during an educational exchange. The use of Bounded User modelling within a guided discovery framework is introduced, and an application of the technique in a Lisp teaching system is described. Also mentioned are various instructional programmed tutoring systems including GUIDON, WHY, WEST, and IMPART. Extensions to the system to support more flexibility of teaching styles in conjunction with the user-modelling method are outlined. A complete list of CITE reports is included. (20 references)

Elsom-Cook, Mark (1989).  Dialogue and Teaching Styles. Centre for Information Technology in Education Report No. 62. 

Because interaction is the only observable information people have about teaching processes, it follows that the primary aspect of intelligent tutoring systems (ITS) is interaction, and that future work on domains or student models should be driven by the needs identified in the study of interaction. This paper begins by examining the idea of teaching styles in terms of the implications that they have for types of interaction between student and machine. The second and third sections describe the teaching knowledge of two existing ITS systems, IMPART and Dominie, which are models of interaction. It is noted that the interaction in IMPART is based on cognitive models of dialogue in humans, while the interaction in Dominie is based on cognitive models of thinking. Subsequent sections relate these systems to current studies of dialogue, and a set of components is proposed that must exist in a tutoring system if it is to support the kinds of interaction described. It is concluded that the proposed model requires approaching interaction as a planning process in which multiple plans are created simultaneously at a variety of levels of abstraction and completeness. (27 references)

Elting, Susan E.; And Others (1982).  The Future Is Now: Educational Technological Assistance in the Search for Solutions.  Pointer, 26, 2. 

The article discusses the five issues considered as part of EduTech, a project to find technological applications that will help resolve service delivery issues in special education.

Elting, Susan; And Others (1988).  Become an Informed Technology Consumer.  Exceptional Parent, 18, 7. 

The article for parents and teachers of nonverbal children describes information sources identified by the Center for Special Education Technology including general print information as well as information on school and community services, technology use with specific disabilities, software and hardware, assistive devices, and funding sources.

Elting, Susan; Bailey, Nell (1987).  The "Exceptional" Micro: Using Computers to Assist Handicapped Children.  American Educator: The Professional Journal of the American Federation of Teachers, 11, 1. 

For handicapped children the computer is a uniquely valuable tool. The increasing availability of assistive devices is opening up the magical world of computer technology to more and more handicapped children.

Elton, Lewis (1983).  Conferences: Making a Good Thing Rather Better?  British Journal of Educational Technology, 14, 3. 

Outlines aims of professional conferences and discusses conferences as learning experiences and change agents. Discussion of conference focuses on ways to improve conferencing activities, participant preparation, and conference planning and organization. Appendices contain outlines of objectives of a conference on teaching and learning and a workshop for chairpersons. (25 references).

Elton, Lewis (1988).  Conditions for Learner Autonomy at a Distance.  Programmed Learning and Educational Technology, 25, 3. 

Discusses learner autonomy in traditional adult education and in adult distance education. Learning strategies are described, the teacher's role in each educational setting is examined, and examples of autonomy learning at a distance are given, one at the University of Surrey and one at the Open University in Great Britain. (32 references)

Ely, Donald P. (1980).  Technology A La Carte.  Instructional Innovator, 25, 1. 

Suggests lessons which have been learned from past unsuccessful applications of Western educational technology in developing countries.

Ely, Donald P. (1981).  Educational Technology and Distance Education. An ERIC Fact Sheet. 

The role of educational media and technology personnel in the development of distance education curriculum is the focus of this fact sheet. The definition and background of distance education are briefly described as nontraditional education involving communication between teachers and learners by such means as correspondence, radio, and television. Major characteristics and assets of distance education include: (1) increased continuing education opportunities for those unable to attend conventional courses; (2) centrally coordinated information distribution and management; (3) a wide variety of faculty contributions such as assistance in the creation of materials and seminars; and (4) carefully designed and coordinated self-instructional materials and procedures. A variety of delivery systems are mentioned including newspapers, radio, television, course notebooks, textbooks, programmed instruction, pictures, audio cassettes, and lab kits and computers. Reference is made to popular publications used to design materials and procedures. The second part of the fact sheet lists relevant entries in the ERIC database followed by a general bibliography of relevant books and articles. | [FULL TEXT]

Ely, Donald P. (1983).  The Field of Educational Technology. A Dozen Frequently Asked Questions. An ERIC Fact Sheet. Revised. 

Over 30 journals, books, and articles on the subject of educational technology published between 1967 and 1983 as well as relevant organizations are listed in this bibliography. Included are a list of seven major professional organizations, six most frequently read journals, three major comprehensive references in the field of educational technology, two recent and complete glossaries, four commonly used textbooks, and two indexes. Entries are arranged according to a dozen most frequently asked questions concerning the field of educational technology. Topics include a definition of educational technology, historical origins of the field, job descriptions and requirements, places of employment, sources of professional education, and disciplines providing good preparation for educational technologists. | [FULL TEXT]

Ely, Donald P. (1986).  Educational Technology Research: A Status Report on Classroom Applications. 

Pointing out that most educational research conducted is related to development (i.e., practical answers to problems which face teachers and learners), this paper reviews the contributions of educational media and technology research as it applies to instruction and assesses the current status of research in this area. Earlier interpretations and popular misconceptions of the role of educational technology are reviewed, five distinct periods of educational media and technology research are identified, and the following questions associated with each period are discussed: (1) whether it works; (2) how well it works; (3) the conditions under which it works; (4) the types of learners it works with; and (5) the conditions under which different types of learners achieve various objectives, which seems to be the current research focus. Changing emphases in educational media and technology research are noted, as well as the importance of asking the "right" research questions. Criteria for determining the potential utility of research findings are summarized and findings of prior research that are generalizable to the design and development of instruction are highlighted. A list of some specific areas where research is needed and a look at some trends that may build on those that are currently developing within the field conclude the paper. A 19-item bibliography is provided. | [FULL TEXT]

Ely, Donald P. (1987).  Education and Information Technology: What Are the Questions? 

Instructional technology is defined as a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific objectives, based on research in human learning and communication and employing a combination of human and nonhuman resources to bring about more effective instruction. The main question regarding technology, therefore, is how it can be used to improve education by helping each individual to become increasingly responsible for his/her own learning. This report analyzes the following issues regarding the role and use of technology in education: (1) reluctance to use technology as an integral part of the teaching and learning process, in spite of societal acceptance of technology; (2) technology's ability to create excellence as well as mediocrity; (3) education/information technology as a likely vehicle for teaching problem-solving; and (4) the quality of instructional software. Technology should not determine educational goals but it can be used to achieve them if educators and policymakers know what the goals are, who the learners are, and how success can be measured. A list of references is included. | [FULL TEXT]

Ely, Donald P. (1989).  The Diffusion of Educational Technology in Indonesia: A Multi-faceted Approach.  British Journal of Educational Technology, 20, 3. 

Describes efforts in Indonesia to use educational technology in appropriate ways to help alleviate education problems. Lessons learned are discussed as they relate to cultural affairs, personnel and training, organization and management; and leadership. Reasons for success are also highlighted, including local control, long range planning, and communications satellites. (four references)

Ely, Donald P. (1989).  Trends in Educational Technology: 1989. ERIC Digest. 

In order to identify and document the pervasive trends in the field of educational technology, an elaborate content review of the professional literature was performed. Literature examined included journals, conference proceedings, ERIC Resources in Education (RIE) documents, annuals and yearbooks, and dissertations. The trends that were identified include: (1) the design, development and evaluation of instructional materials and procedures are a primary concern among practitioners of educational technology; (2) professional education for teachers in the use of educational technology principles and practices is seen as a basic need for present and future professional service; (3) distance education is becoming a significant delivery system; (4) the computer is the dominant medium in the field, and telecommunications and video follow close behind; (5) the role of the educational technologist is unclear and varies from location to location; (6) case studies serve as models to follow in the implementation of educational technology applications; (7) the field of educational technology is concerned about its status as a profession; and (8) educational technology principles, products, and practices are just beginning to be integrated into courses and curricula. (10 references) | [FULL TEXT]

Ely, Donald P.; And Others (1988).  Trends and Issues in Educational Technology, 1988. 

This synthesis paper provides a state-of-the-art analysis of the field of educational technology based on the results of a content analysis of its literature, including selected journals, conference proceedings, dissertations, and ERIC input. The study focuses on the personnel, tools, and applications of educational technology as it examines what the people in the field are doing and saying and the concerns they express. The 11 trends that are identified and discussed are related to: (1) the design, development, and evaluation of instructional materials and procedures; (2) professional education of teachers; (3) distance education; (4) the computer as the dominant medium in the field; (5) the emergence of telecommunications and video, including interactive video, as major media delivery systems; (6) changes in the role of the educational technologist; (7) the implementation of educational technology; (8) educational technology as a field; (9) the integration of educational technology principles, products, and practices into courses and curricula; (10) the relationship of educational technology to society and culture; and (11) research activities. Issues arising from these trends are then outlined, and a retrospective look at trends over the past 20 years concludes the study. A select bibliography is provided, and four appendixes contain a description by Alan Januszewski of the content analysis methodology used in the study, two forms used in the collection and analysis of data, and a table presenting the data on trends by topic and source. | [FULL TEXT]

Ely, Donald P.; Plomp, Tjeerd (1986).  The Promises of Educational Technology: A Reassessment.  International Review of Education, 32, 3. 

Discusses the roots, definition, applications, and development of educational technology; educational problems which could be addressed by educational technology; and educational technology applications and reasons for their successes and failures. Guidelines for successful implementation of educational technology programs are outlined.

Emerson, Lawrence (1987).  Evaluation.  Instruction Delivery Systems, 1 n2 p22-24, 26-28 Mar-Apr 1987. 

Discusses the importance of both formative and summative evaluation of instructional design technology in educational and business settings. Topics discussed include interactive video, computer assisted instruction, courseware, industrial training methods, cost effectiveness, learner performance data, current research, computer simulation, and future evaluation needs.

_____. (1987).  Engineering Education Answers the Challenge of the Future. Proceedings of the National Congress on Engineering Education (November 20-22, 1986, Washington, D.C.). 

Reported are the discussions and votes on issues related to engineering education. Sections included are an introduction to the National Congress on Engineering Education and an overview of the meeting including 79 resolutions related to the four areas of broad-academic issues, faculty issues, curriculum issues, and issues on laboratories, computers, and educational technology; several major directions; and implementation. Appendices include presentations on: (1) "Engineering Education Answers the Challenge of the Future" (Nam P. Suh); (2) "Educating Engineers for the 21st Century" (Louis L. Guy); (3) "The Creative Mind and the Competitive Challenge" (Roland W. Schmitt); (4) "Curriculum Issues: A Summary and Overview" (Gene M. Nordby) (5) "Summary: National Congress on Engineering Education" (Leighton E. Sissom); (6) voting and resolutions; (7) voting statistics; (8) participant profiles; (9) resolution statistics; (10) references (76 items); (11) a list of participants; and (12) pre-congress packet of 70 pages.

Engel, F. L.; Andriessen, J. J. (1981).  Educational Technology Research: Computer-Aided Learning of a Foreign Vocabulary.  Educational Technology, 21, 5. 

Two experiments assessed individual and group response to using a microcomputer for vocabulary improvement in Dutch to English instruction. Findings indicate that a compromise has to be found between a straightforward learning aid such as a microcomputer and a more general purpose instructional system with additional facilities like sound and graphics.

Engelmann, Siegfried (1980).  Toward the Design of Faultless Instruction: The Theoretical Basis of Concept Analysis.  Educational Technology, 20, 2. 

Discusses basic differences between cognitive and behavioral approaches to instructional design, emphasing the role of concept analysis in the design of instruction.

England, Elaine (1985).  Interactional Analysis: The Missing Factor in Computer-Aided Learning Design and Evaluation.  Educational Technology, 25, 9. 

Describes two experiments on computer-assisted instruction (CAI) interaction in which interactional analysis is utilized to provide information on the interaction of students with microcomputers. It is suggested that interactional analysis is the key to improving the design and application of CAI materials.

England, Elaine (1989).  Instructional Design: Its Relevance for CALL.  CALICO Journal, 6, 3. 

Describes an interdisciplinary (language and educational technology departments) instructional design program that is intended to develop back-up computer programs for students taking supplementary English as a second language classes. The program encompasses training programs, the psychology of screen reading, task analysis, and color cueing.

Engler, Kevin P. (1989).  Animal-Related Computer Simulation Programs for Use in Education and Research. AWIC Series Number 1. 

Computer models have definite limitations regarding the representation of biological systems, but they do have useful applications in reducing the number of animals used to study physiological systems, especially for educational purposes. This guide lists computer models that simulate living systems and can be used to demonstrate physiological, anatomical, pharmacological, and medical concepts. The 48 programs are listed alphabetically and by subject; and an annotated description is given of each, including author, source, price, system requirements, and audience. | [FULL TEXT]

Englert, DuWayne C.; And Others (1987).  Evaluation Techniques for Individualized Instruction: Revision and Summative Evaluation.  Journal of Educational Technology Systems, 15, 2. 

Describes the collection and analysis of summative data for a slide/tape self-instruction program on an introductory zoology course. Points of concern regarding curricular changes, teaching assistant training, student use, student performance evaluation, development, and revision are discussed from their unique perspectives within the summative evaluation. Recommendations and conclusions are presented.

English, Fenwick W.; Steffy, Betty E. (1983).  Differentiating Between Design and Delivery Problems in Achieving Quality Control in School Curriculum Management.  Educational Technology, 23, 2.

English, Phillip C. (1988).  Back-to-School with Distance Learning.  Community. 

Highlights new developments in distance learning, including telecourses on audio and videocassettes, interactive videodiscs, teleconferencing via satellite, Instructional Television Fixed Service, digital compressed video, and correspondence courses via electronic mail.

Enright, Gwyn (1988).  Back to the Future: Thirty Years of Developmental Education. 

Drawing from the literature of the 1950s and more recently published articles from the 1980s, this essay attempts to analyze the extent to which the field of developmental education has changed and/or remained the same over the past 30 years. Comparisons are drawn with respect to the following: (1) the cognitive and affective scope of developmental education; (2) interdisciplinary and integrated approaches to basic skills instruction; (3) recognition of individual differences among students; (4) use of educational technologies; (5) appropriate criteria for evaluating the effectiveness of developmental education; (6) the number of developmental programs and services; and (7) changing demands of developmental programs. The paper concludes that several aspects of developmental education have not changed perceptibly in the past 30 years, including the emphasis on the student as a whole, the integration of programs across disciplines, and the individualization of services to specific students. Highlighted changes include advances in educational technology, though the paper notes that the trend toward the use of available technologies was evident in the 1950s; more sophisticated evaluation criteria and methodologies; significant increases in the number of community colleges providing a full range of developmental services; and the modification of the scope of these services in response to fiscal and political conditions. | [FULL TEXT]

Epeneter, Susan (1987).  A Creative Use for Television After All.  Child Care Information Exchange. 

Reports interviews with day care center directors on creative use of video equipment in child care centers. Directors' ideas include using video equipment for teacher training and evaluation purposes, as well as recording children's classroom activities for presentation to their parents.

Epstein, Joyce L. (1985).  Home and School Connections in Schools of the Future: Implications of Research on Parent Involvement.  Peabody Journal of Education, 62, 2. 

Research regarding parent involvement in their child's education is summarized. Parent involvement practices that may be developed when home and school computers are added as resources are discussed.

Eraut, Michael (1989).  The Information Society--A Challenge for Education Policies? Policy Options and Implementation Strategies. 

Intended to clarify the nature of the curriculum debate and to indicate the issues that need to be considered when formulating curriculum policy, this paper begins with a review of the educational reasons for using the New Information and Communication Technologies (NICT) and the thinking and experiences which lie behind them. Ways in which the existing educational infrastructure may be adapted to introduce the NICT are suggested, as well as some benefits of an NICT enhanced education, including the effective achievement of existing goals by computer-assisted learning, the development of information-handling and communication skills or prevocational skills in computer science and technical graphics, and the production of media by the students. A discussion of problems encountered when computers are introduced into the classroom is followed by consideration of the school-level policy and management issues involved in the implementation of such programs. The paper concludes with an examination of national policies for introducing computers into education with a special focus on software development and teacher training. The 105-item bibliography includes some materials in German. | [FULL TEXT]

Eraut, Michael; And Others (1980).  Training in Curriculum Development and Educational Technology in Higher Education. 

A recent inquiry into training needs in curriculum development and educational technology in further and higher education is documented. This book describes a research project begun in 1973 at Sussex University, which identified instructional and individual procedures, problems, and requirements in training and weighed them against current provisions in colleges, polytechnics, and universities. The development of an experimental MA course at Sussex for experienced staff is discussed, and the initial findings, which resulted in the establishment of three short courses at polytechnics and the Sussex MA in Curriculum Development in Higher Education, are summarized. The book describes the investigation, pilot courses, and their evaluations. The new MA course and its evaluation are also analyzed. Appendices contain the initial diagnosis of training needs in higher education and student reports on the prototype course. A 70-item bibliography is included.  | [FULL TEXT]

Erdmann, Charlotte A., Comp. (1985).  Selective Guide to Literature on Mining Engineering. Engineering Literature Guides, Number 6. 

The multidisciplinary field of mining engineering offers many challenges. Often, many sources must be used to solve a problem. This document is a survey of information sources in mining 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) "Dictionaries"; (4) "Handbooks and Manuals"; (5) "Directories"; (6) "Indexing and Abstracting Services" and (7) "Computer Databases." This bibliography does not cover the areas of metallurgy, mineralogy, or geology.

Ernest, Patricia S. (1982).  Educational Technology and Teacher Competence: Identification and Preservice Assessment. 

Using a panel of 50 experts in media and/or teaching, this study identified 69 educational technology competencies perceived to be related to teaching effectiveness. The questionnaire developed from the initial investigation (the Inventory of Teacher Competencies Related to Educational Media) was used with representatives from 26 institutions of higher education in Alabama with state-approved teacher education programs to assess their perceptions of teacher competencies related to educational media at the preservice level, and the degree to which the competencies were being taught in teacher education programs in Alabama. Results indicated that media specialists, teacher educators, administrators, and teachers perceive educational technology competencies for teachers as highly important, but that preservice preparation program graduates have not utilized educational technology at the importance levels established by the experts' and institutional representatives' perceptions. Most competencies were perceived as "very important" by the representatives. The only two competencies rated as less than "moderately important" concerned the use and operation of microcomputers. No single competency was taught in more than 57.1 percent of the institutions. This report includes data tables, 23 references, and an appendix with the ranked teacher competencies.

Ernest, Patricia S.; Lightfoot, Robert M. (1986).  A Model to Reduce Anxiety and Increase Utilization of Computers in the Classroom. 

This study conducted at the University of Montevallo (Alabama) was designed to assess the knowledge and anxiety levels related to microcomputers of inservice teachers prior to exposure to a model of instruction and after completion of instruction. A description is given of a model for the presentation of microcomputer experiences which includes explanation and hands-on experience with all components of a computer, program planning and creation, evaluation of commercial software, and management of the computer in the classroom. During the 1985-86 academic year, 50 inservice teachers and administrators self-selected an elective coursework experience in microcomputer literacy based upon the described model. Prior to the experience, knowledge and anxiety levels and perceived values of microcomputers were elicited from participants. The treatment intervention consisted of a 5-week, 40-hour exposure to the model of microcomputer experiences. A comparison of the results of the entry assessment of anxiety and the post-assessment indicated a significant diminishment of anxiety levels.

Estes, Nolan (1981).  Managing Technological Change in the Dallas Public Schools. 

Political, fiscal, technical, curricular, administrative, and policy-related factors affect the implementation rate and effectiveness of technological change in the public schools. This paper discusses the ways that problems in each of these areas impeded change in the Dallas (Texas) Independent School District and draws some general conclusions about the change process. Among these conclusions are that the most valuable resource in technology change is trained technicians; that curriculum developers need to know the potentials and limitations of new technology; that curriculum content should be determined before methods for teaching that content are selected; that school boards should be given hands-on demonstrations of technology rather than verbal descriptions; and that the management of technological change may be the most effective strategy available to administrators for improving schools and schooling.

Estes, Nolan; Klier, Betje (1985).  An International Study of the Impact of New Information Technologies on Curriculum and Institutional Structures. 

Designed to provide information on how educational institutions and government agencies are implementing new information technologies (NITs), this report combines an in-depth case study of 25 U.S. educational institutions (school districts, colleges, and universities) with an international study of exemplary educational programs in nine countries. Aspects addressed in the study include the role of the NITs in the instructional program, in policy structure, in management support services, and in teacher training and teaching functions. Information for the U.S. study was gathered through a lengthy questionnaire and comprehensive telephone and/or site visit interviews. Subsequent to the U.S. study, a similar study analyzed trends in curricula and institutional structures in Australia, Belgium, Canada, Denmark, Japan, New Zealand, the Netherlands, Turkey, and the United Kingdom. Concluding that the impact of the NITs on education has been powerful but is as yet inchoate and undefinable, the paper concludes with a discussion of the implications of the changes observed for future use of these technologies in education and some recommendations for research.

Etlinger, Leonard E.; Ogletree, Earl J. (1981).  Calculators and Microcomputers for Exceptional Children. 

The potential of using calculators and microcomputers successfully with exceptional children is addressed. This document features specific devices and models when referring to applications of calculators in the classroom. For the exceptional or handicapped student, calculators are viewed as the "least restrictive" learning device; which are destined to become more prominent in the classroom. The microcomputer is viewed as a device of the future, which appears to have great potential for adaptability. Currently available software functions and innovative devices such as speech synthesizers are noted, but no particular brands or models are described. The document concludes with a list of five ways calculators and/or computers can benefit students. The reasons listed are: (1) reinforcing the basic skills; (2) helping in the basic skills of reasoning; (3) reinforcing problem solving ability; (4) promoting logical thinking; and (5) encouraging creativity.

Etlinger, Leonard E.; Ogletree, Earl J. (1982).  Using Calculators and Microcomputers with Exceptional Children. 

The focus of this document is on descriptions of calculators, microcomputers, and related educational technology and materials. Calculators are viewed as innovative teaching tools that can have both practical and pedagogical functions in the classroom to enhance understanding and achievement in mathematics. Microcomputers are seen as glorified calculators, that may replace calculators since they perform calculator functions and are additionally easily programed to store and retrieve specific data, ask questions, and evaluate and report students' responses. A comparative list of features of some of the most popular microcomputers is provided. The report concludes by noting that calculators and microcomputers can benefit students by: (1) reinforcing the basic skills,; (2) helping in basic reasoning skills; (3) reinforcing problem-solving ability; (4) promoting logical thinking; (5) encouraging creativity; (6) developing concentration and independent learning; (7) broadening technological experiences; (8) providing stimulation and motivation; (9) developing mapreading skills; (10) helping to develop number sequencing concepts; (11) aiding in discovering mathematical concepts; and (12) developing music skills.

Ettinger, Linda F. (1988).  Art Education and Computing: Building a Perspective.  Studies in Art Education, 30, 1. 

Examines four historically important pedagogical issues in the field of art education: disciplinary traditions, the computer as art medium, computer design, and curriculum design. Questions are posed for art educators as a way to encourage continued examination of these issues in order to define perspectives and contribute to computer applications in education.

_____. (1986).  European Community Education Cooperation: The First Decade. 

Nearly one-third of the European Community population of 320 million is involved daily with some form of education. The Community Education Action Programme celebrated its tenth anniversary in February 1986. The initial thrust was to increase mutual understanding and promote closer relations between the different education systems of member states. In response to the harsh economic and political realities of the late 1970s/early 1980s, the Community recognized the importance of additional commitments to tackle the growing problems of youth and unemployment. From the mid-1980s the priorities of the Programme have been influenced by the need for policies to develop human resources as an essential pre-requisite to cooperation within a People's Europe and to face the challenge of developing a European Technological Community able to compete with the United States and Japan. Chapters are: "Historical Development"; "Overview of the Education Programme in the European Community"; "Transition of Young People from School to Adult and Working Life"; "Equal Opportunities for Girls and Boys in Education"; "Education and Training of Migrant Workers and Their Families"; "The Teaching of Foreign Languages"; "The Introduction of the New Information Technologies"; "Cooperation in the Field of Higher Education"; "Information Exchange: EURYDICE, Study Visits, Conferences, and Seminars"; "Illiteracy"; "Handicapped Children"; "Europe in the Schools"; "Conclusions"; and "Information Sources".

(1988).  Evaluation Guidelines for Institutional Information Technology Resources.  EDUCOM Bulletin, 23, 4. 

Provides evaluation guidelines for information technology resources that were developed and approved by the boards of CAUSE and EDUCOM, two national organizations dealing with information technology issues in higher education. Academic computing, administrative computing, and telecommunications resources are addressed in these guidelines, which are based on accreditation team experiences.

_____. (1987).  Evaluation of Two Rough-Cut Programs from "Solve-It." Research Report Number 98. 

This report describes the evaluation of two video programs from "Solve It," a sixth-grade mathematics series. The 18-part series is designed to improve students' critical thinking and problem-solving skills in mathematics. The purpose of the evaluation was to determine the instructional effectiveness and appeal of two rough-cut programs, "Geometry and Measurement: Measuring Volume," and "Problem Solving: Drawing and Interpreting Tables and Diagrams." The programs were shown to fifth- and sixth-grade students at nine schools in Illinois, Indiana, New Jersey, and New Mexico. In nearly all cases, evaluators obtained both student and teacher comments and scores from tests given before and after viewing. Reviewers found "Measuring Volume" to be both instructionally effective and enjoyable to watch. Students had a hard time understanding certain parts of "Drawing and Interpreting Tables and Diagrams." Teachers and students found the information too technical to grasp in such a short time. | [FULL TEXT]

_____. (1987).  Evaluation of Teaching/Learning at a Distance. [Report of the] Annual Conference on Teaching at a Distance (3rd, Madison, Wisconsin, August 3-6, 1987). Volume II: Informational Session Papers and Abstracts. 

The second of two volumes, this report provides a brief description of a 1987 conference on distance education together with 21 papers that were presented in the informational sessions. The papers included in this volume are: (1) "Evaluation of Student Outcomes in Distance Education" (Charles Feasley); (2) "Principles of Effective Video Teleconferencing" (John Marder); (3) "Computer Instruction and Enhancements via Audio Teleconferencing" (Gary Meister); (4) "Implementation Handbook for GED on TV" (Maija Wimer and John Tucker); (5) "Education via Satellite: A Tri-National Perspective" (Willard Shaw); (6) "The Operation and Evaluation of the Instructional Television System at Arizona State University" (Norman Wagner); (7) "Evaluating Interactive Television: Methods, Findings and Issues" (Diane Morehouse); (8) "Evaluating Experiential Learning for Distance Learners" (Joan Byrne); (9) "Policy Questions for State and Regional Action To Support the Use of Information Technologies in Higher Education" (Richard Jonsen and Mollie McGill); (10) "Developing a Public Policy on Distance Learning and Information Technology: A Checklist of Issues" (Ann Kelley); (11) "Is There an Audience for Evaluation of Distance Education?" (Patricia Kovel-Jarboe); (12) "Evaluation of Teaching/Learning at a Distance" (Larry Lienau); (13) "Variables Affecting Adult Learning in a Distance Education Setting" (Robert Fellenz, Constance Blackwood, and Alan Seamons); (14) "The Influence of Teaching Style and Instructional Device Use on Student Satisfaction and Student Preference in Electronic Distance Educational Methods" (Alan Seamons); (15) "Change Triggered by Computer Technology: Its Implications for Faculty Development" (Barbara Inch); (16) "Prologue: A Skills Assessment Strategy for Distance Learning" (Thomas Dehner); (17) "New Student Orientation Workshop" (John Adams); (18) "Faculty Training for Teaching via Technology" (James Shaeffer and Carolyn O'Donnell); (19) "Multi-Media Approach to Statewide Teacher In-Service" (Donna Dixon and Kathleen Cullen); (20) "Teacher Training via UAA's (University of Alaska at Anchorage) Rural Special Education Program (Debra Veit); and (21) "A Model for Distance Learning: Combining Computer Telecommunications, Pre-Produced Videotapes, On-Campus Instruction and Audio Teleconferencing" (Peter Balsamo). The last six papers are represented by summaries or abstracts. Tables and charts are included and most of the papers include references.

_____. (1989).  Evaluating the Use of Technology in Schools: What We Are Learning. Research Bulletin #2. 

The seven papers in this collection focus on effective teaching strategies for using technology, the evaluation of school technology programs, and the design and use of technology-related products. Titles of the individual papers are (1) "Student Empowerment in a High Computer-Access Environment--An Exploratory Study (ACOT Report No. 1)" (Charles Fisher); (2) "The Influence of High Computer Access on Students' Thinking: First- and Second-Year Findings (ACOT Report No. 3)" (Robert Tierney); (3) "At-Home Remediation via Technology: An Exploratory Study of a Computer Loan Program" (Gregory Sales and Jason Earle); (4) "A Case Study of a School District's Investigation of Computer-Managed Instruction" (Jason Earle and Gregory Sales); (5) "The Current Availability and Use of Computers in Science Education Grades 7-12 in Minnesota" (Frances Lawrenz, Elizabeth Thornton, and Richard Clark); (6) "A Report of an Evaluation Study of the Computer Applications Now (CAN--Computer Applications Now) Project" (Richard Kimpston and others); and (7) "Frequency and Spacing of Drill and Practice in the Learning of Verbal Information Using a Computer-Based Drill" (S. Del Marie Rysavy). Most of the papers include references. Additional resources on research in educational technology and specifications for manuscripts submitted to the Center for the Study of Educational Technology are also provided.

Evans, Beth; Elium, Michael D. (1982).  Changing Times: A Challenge for Educators.  Peabody Journal of Education, 59, 2. 

The ever-increasing importance of technology in the future of staff training programs is examined. Information access implies that children should begin to use computers in the early educational years. Technology may redefine the roles of teachers and cause drastic changes in the learning environment so that students will be able to acquire education in many different locations.

Evans, Christopher (1982).  An Invitation to the (Near) Future.  Today's Education, 71, 2. 

The use of microcomputers in classrooms of the future will focus on teaching computers which provide interactive personal teaching to the student. Microcomputers will be inexpensive and will be used by students from all social classes.

Evans, Christopher. (1982).  Microcomputers in the Classroom: An Invitation to the (Near) Future.  Today's Education: Social Studies Edition, 71, 2. 

Examines the impact of microcomputers on education in the next two decades. The range of tasks that a microcomputer will be able to perform as well as the advantages and disadvantages for teachers and students are discussed.

Evensen, Richard H. (1981).  Cassette Braille Evaluation.  Education of the Visually Handicapped, 13, 1. 

The National Library Service for the Blind and Physically Handicapped (NLS) has undertaken an extensive evaluation of the cassette-braille concept to determine braille reader acceptance of the concept, in addition to possible technical refinements and cost reductions. Approximately 80 braille readers from four cities were selected as volunteer participants.

Everest, Kenneth, Ed. (1984).  AMTEC '84 ... A Kaleidoscope of Media. Papers and Workshops (London, Ontario, June 17-20, 1984). 

This collection includes 16 conference papers and presentations and brief descriptions of 35 workshops and demonstrations. The document contains the following papers: (1) "Visual Literacy in the Elementary Grades" (David J. Bieman); (2) "Inservice Training for Sheridan's Audio Visual Staff" (Dave MacDougall); (3) "Auditorium Performance Criteria," with 16 charts and diagrams (Alan J. Powell), (4) "Do the 'Computer in the Classroom' Courses Change Teachers to Do a Better Job in the Classroom?" (Ray H. Topp); (5) "The State of the Art in the Use of Microcomputers in Elementary Education 1984" (Ray H. Topp); (6) "Robotics, Computers, Automation & You!" (Donald E. Coulman); (7) "Control Strategies and Image Placement Conditions in a Computer-Assisted Instructional Unit" (Robert M. Bernard and Claude Pineault); (8) "Naturalistic Evaluation in Action" (Mary F. Kennedy); (9) "Educational Media and Technology as a Social Inquiry: Teaching Instructional Communication as Social Science" (Stuart A. Selby); (10) "Introduction to the Production Process"; (11) "Television: A Distorted View" (Patricia A. Dolan Lewis, Richard F. Lewis); (12) "Educational Technology: Art or Science?" (Denis Hlynka); (13) "Duet: From a Pilot to a Reality"; (14) "The Role of Television in the Lives of Gifted Students" (D. J. Engel); (15) "Television Stereotypes as Role Models for North American Youth" (Nan-MacLeod-Engel); and (16) "The Brain and Educational Technology" (James J. La Follette).

Every, I. M. (1981).  Graphics and Animation in Teaching Dialogues. CAL Research Group Technical Report No. 14. 

An Open University project was planned to develop a set of computer assisted learning (CAL) microcomputer programs for a second level, summer school physics course, scheduled to begin in 1982. Major project aims were the development of an underlying system to effectively use medium resolution graphics with a simple animation capability; integration of simulations with tutorial style dialogs--in more or less natural English--which are not necessarily related directly to the simulation itself; and use of a flexible choice of "escape" options. This paper reviews the major issues which were involved in the design and implementation of the system as a whole and looks briefly at some of the individual teaching programs developed, which were planned to include about eight large teaching packages in kinematics, motion in force fields, electromagnetic fields, quantum mechanics, and statics. Concluding remarks indicate that UCSD PASCAL was a good language for the system development and writing of the teaching dialogs and simulations, that memory-mapped graphics devices have a tremendous potential in CAL, and that the most efficient method of animation seems to be via a direct data transfer to the screen memory. Four references are listed.

Ewell, Yvonne (1982).  Use Technology to Cope with the Scarcity of Math and Science Teachers.  American School Board Journal, 169, 9. 

To offset a shortage of mathematics teachers, the East Oak Cliff schools in Dallas (Texas) use an electronic chalkboard to convert chalk strokes made by a master teacher into electronic signals that can be transmitted to another classroom, reconverted, and displayed as written information on a television monitor.

_____. (1983).  Excellence in Education through Technology: The West Virginia Task Force on Technology in Education Final Report. 

There are three primary driving forces in West Virginia for responding to problems and for directing efforts concerning technology in education: (1) the "Master Plan for Public Education," calling for universal computer literacy, provides a framework for addressing within the educational system the issues, goals, and needs of an emerging information society; (2) the installation of a model of statewide computer-assisted education network has initiated an innovative approach to education that is planned to involve every school in the state; and (3) the commitment of the West Virginia educational system to technology has been demonstrated through the appointment of the West Virginia Task Force on Technology in Education. This monograph submits the final report of the Task Force to the State Superintendent of Schools. Information is provided on: (1) implementing the Task Force action plan; (2) the Task Force position statement, intent and visions, and recommendations; (3) assumptions; (4) a definition of technology in education; (5) programmatic implementation objectives; (6) identification of fiscal alternatives; and (7) disseminating the Task Force report. A detailed description of activities conducted by the Task Force to implement its plan of action is included in the appendices. | [FULL TEXT]

_____. (1988).  External Environment Papers. Working Papers of Planning and Development Research. Working Paper 88-5. 

These papers present the major issues and directions in five areas: (1) the socioeconomic and demographic environment (demography, the economies and labor forces of Canada and of Ontario, and the international and social environments); (2) education (K-12, postsecondary, adult, and the educational media resource market); (3) the broadcast environment (federal policy, Canadian Radio-Television and Telecommunications Commission, economic dimensions of the broadcasting system, the Canadian production and cable industries, audiences, educational broadcasting in Canada, public and commercial broadcasting in the United States, and the international environment); (4) the government environment (Canada, the Meech Lake Accord, and Ontario); and (5) the technological environment (cable, satellites, high definition television, stereo, VCRs, digital, videotex, and interactive television). The papers are a compilation of the opinions and understandings of those who work in, plan for, and study in each of the various fields. Sources are footnoted in each paper. The discussion in some of the papers exhibits the contradiction and lack of consensus evident in compiling the materials. The papers, therefore, do not provide answers but reflect the uncertainty of the environments in which TVOntario operates. Designed to stimulate discussion relevant to the future of TVOntario, each paper begins with a summary of the developments judged to have the most significance for the next few years. The remainder of the paper then provides details on these and other issues. | [FULL TEXT]

Eyster, Richard H. (1981).  Seymour Papert and the Logo Universe.  Creative Computing, 7 n12 p70, 72. 

The views of Dr. Seymour Papert, developer of the LOGO programing language, are presented along with a general discussion of the potential of LOGO to open up computers to young children.