Educational Technology | F

Fabrey, Lawrence J.; Roberts, Dennis M. (1981).  Effects of Calculator Usage and Task Difficulty on State Anxiety in Solving Statistical Problems. 

One hundred twenty-eight undergraduates were randomly assigned to one of four treatment conditions formed by crossing two levels of task difficulty (computationally easy or difficult problems) with two modes of calculation (solving by hand or calculator). When solving problems by hand, there was a large increase in state anxiety between easy and difficult problems. However, level of anxiety experienced on easy problems solved by hand was not lower than the difficult problems solved with the aid of a calculator. Results of this study provide additional evidence for the benefits of using calculators, particularly as problem difficulty increases.

Fain, Gerald S. (1989).  Using Technology to Advance Education, Leisure, and Demography.  NASSP Bulletin, 73, 519. 

Leisure is best when contributing to the excitement of independent learning and the advancement of individual growth and development. To help youngsters use free time effectively, public recreation providers should join with public education to provide out-of-school access to high technology. Such experiences should not be limited to the affluent.

Faiola, Tony (1989).  Improving Courseware Development Efficiency: The Effects of Authoring Systems on Team Roles and Communication.  Educational Technology, 29, 8. 

Discussion of courseware development for computer-based training (CBT) focuses on the effects of the use of authoring systems on courseware team roles and team communication. A team concept known as Team Integrated Productivity (TIP) is described and its possible effects on courseware development are discussed. (10 references)

Faiola, Tony; DeBloois, Michael L. (1988).  Designing a Visual Factors-Based Screen Display Interface: The New Role of the Graphic Technologist.  Educational Technology, 28, 8. 

Discusses the role of the graphic technologist in preparing computer screen displays for interactive videodisc systems, and suggests screen design guidelines. Topics discussed include the grid system; typography; visual factors research; color; course mobility through branching and software menus; and a model of course integration. (22 references)

Falchikov, Nancy (1988).  Self and Peer Assessment of a Group Project Designed to Promote the Skills of Capability.  Programmed Learning and Educational Technology, 25, 4. 

Discusses the concept of capability in relation to life both inside and outside the education system. A group film-making project at Edinburgh University which is designed to increase student autonomy in learning is described; problems of group process evaluation are discussed; and a self and peer process assessment questionnaire is explained. (21 references)

Fallon, Graham; Jones, Catherine (1988).  FEWDATA--A User-Friendly Viewdata System.  Economics, 24. 

Describes FEWDATA, a Welsh viewdata system serving colleges and schools throughout Wales. Discusses how to use the system and examines its features, including (1) on-screen tutorials and systems update; (2) existing data screens; (3) information screens on education in Wales; and (4) data concerning Welsh counties and elections.

Falsone, Anne Marie (1986).  Colorado Educational Telecommunications Study. 

Designed to propose ways for the Colorado Department of Education to provide leadership in the implementation of a statewide educational telecommunications network, this study examines ways in which telecommunications can be used by the state department of education, school districts, libraries, and other informational or educational agencies to meet a variety of needs. THe focus is on the creation of a network strategy, rather than a network infrastructure, and the use of telecommunications to solve existing problems or to provide more efficient and cost-effective service to all Coloradans. The first of two major sections, the Executive Summary provides a complete overview of the scope of the study and includes all of the recommendations. The recommendations are grouped into eight categories: (1) State Board of Education; (2) Colorado Department of Education; (3) Local Decision Makers; (4) Funding Strategies; (5) Instructional Delivery; (6) Access to Resources; (7) Teacher and Librarian Education/Staff Training; and (8) Implementation Strategies. Timelines for five years are included. Focusing on implementation strategies, the second section provides information on the history of telecommunications studies in Colorado, current telecommunications projects in the state, and options considered, as well as a detailed treatment of each of the recommendations. (91 references)

Fancher, Evelyn P. (1983).  Educational Technology: A Black Perspective. 

The emphasis of this paper is on the effects of educational technology on black youth. Educational technology, however, must be viewed in the context of the ethnic and cultural diversity of our society as a whole and of the microcosm that constitutes the classroom. Anything that transpires in the classroom is impacted upon by outside forces such as the mass media. The media, and particularly television, contribute to the overall stereotyped negative images of Blacks held by the majority of Americans, both black and white. For black youth, it is essential that educational technology be used deliberately to counteract the negative racial images that permeate the media. This means that educational technology should not be used to facilitate superficial training of black youth by teachers who hold stereotypes regarding their students and leave them to their own devices in self-paced electronic centers. Instead, educational technology should be used carefully to allow as much student-teacher interaction as is needed and to progressively diminish racism rather than nurture it.

Fann, Gail L.; And Others (1989).  Integrating Technology: Attitudes as a Determinant of the Use of Microcomputers.  Journal of Educational Technology Systems, 17, 4. 

Describes study of undergraduates in business communication classes at Arizona State University that was designed to investigate how attitudes affect students' use of microcomputers. Results indicate that students with more computer experience are more likely to have positive attitudes toward computers than those with less experience. (15 references)

Faraday, Sally; Harris, Richard (1989).  Learning Support. A Staff Development Resource Pack for Those Working with Learners Who Have Special Needs. 

This resource pack of 11 units is designed to help trainers and postsecondary and continuing education staff meet the needs of special needs students in Great Britain. The pack aims to enhance the knowledge, skills, attitudes, and confidence of staff working with special needs students; indicate how staff and learners may assist the processes of integration and progression; and provide a flexible, process-oriented approach to staff training. The pack consists of a user's guide, introductory element, resources section, and eight elements of information and exercises on the following subjects: curriculum/training program design and evaluation; devising individual learning programs; assessment and review; training/teaching and learning strategies; design and adaptation of learning materials; technical aids and information technology; guidance and support; and sources of help and advice.

Faraday, Sally; Harris, Richard (1989).  Learning Support. 7. Technical Aids and Information Technology. 

Technical aids and information technology are the subjects of this document, one of 9 modules in an 11-unit resource pack designed to help trainers and postsecondary and continuing education staff meet the needs of special needs students in Great Britain. Having completed the module, staff should be able to: (1) identify technical aids; (2) include the use of technical aids by learners in a course or training program; (3) show how technical aids can help learners with special needs gain access and participate; (4) identify the main uses of information technology (IT) in training and teaching; (5) choose appropriate computer-assisted learning (CAL) software packages to meet special needs; and (6) use two strategies for the application of CAL in a course or training program. The module explains the value of IT for special needs students and how to evaluate CAL programs. For special needs learners, it is recommended that programs should: contain minimal text with clear layout; facilitate instruction recall to the screen with single-key input; contain safeguards for error input so that mistaken input by the student does not result in a program's crashing; contain uncluttered and accurate graphics; allow easy input; permit variation in acceptable language input responses; include simple procedures for modifying the program; and provide for alternative peripheral input, such as joystick, light pen, thumb switch, and touch screen. Appendixes include: an outline of the process to assess study aids and strategies; checklists for context, technical needs, equipment, resources, and learner's needs; a sample questionnaire for obtaining checklist data; and an example of a self-profile used to ascertain the learner's perception of needs.

Farmer, Mike (1987).  Science Projects--A Modular Approach. Third Edition. 

This document was designed to be used as a tool to assist students with research-oriented science projects. It provides a step-by-step approach to the development of such projects addressing: (1) selecting a research topic; (2) learning about the subject; (3) developing a specific purpose for the research; (4) planning the project; (5) initiating experiments; (6) analyzing data; (7) writing the final paper; (8) preparing an exhibit; and (9) entering a science competition. It includes a checklist focusing on the major steps in science research. The appendices contain some science project ideas, examples of project categories, a list of computer software that may be appropriate for certain student projects, and some criteria for judging science projects.

Farnsworth, Briant J.; Wilkinson, John C. (1987).  A Fully Integrated Management System for Tracking Student Mastery.  Technological Horizons in Education, 15, 4. 

Describes a system recently implemented in a Utah school system which uses computer technologies to promote and monitor mastery learning. Discusses the development of the system, including the search for appropriate hardware and software, and the training of teachers to use the system.

Farrell, Edmund J. (1982).  And It May Come to Pass: Speculations on the Future of English Education.  English Education, 14, 3. 

Crucial to the healthy existence of those who profess English education is the potential enrichment offered by electronic media.

Farrell, Jane Jordan (1981).  Media in the Nursing Curriculum.  Nurse Educator, 6, 4. 

The inclusion of mediated instruction in nursing education has many implications. A nursing educator involved in such programs should consider the philosophy and conceptual framework of the curriculum, the desired content, and the special communication potential of the medium selected.

Fasano, Carla (1987).  Tomorrow's Technology Today: Surveying the Possible and the Desirable. 

Starting with an analysis of technological change and innovation cycles, this paper explores the effects of information technology on education in Australia over the past decade. Taking into account current programs and policies concerning the introduction of information technology in education, the paper outlines possible directions for future technological developments and educational responses to them. Part 1 addresses cycles of technological innovation, including product and process life cycles and convergence of technologies. Part 2 describes the responses of education to these technological developments, including engineering strategies, market strategies, public interest strategies, and transformational strategies. Part 3 is a speculative discussion of how technology will affect the future of education. The contrast between what is technologically possible and what is educationally desirable--and feasible--serves as a background to the analysis of policy developments which would assist education in managing the process of change that lies ahead.

Fasano, Carla (1987).  Information Technology in Education: The Neglected Agenda. 

After less than a decade from its inception, the introduction of new information technology in Australian education has already undergone some identifiable stages. These range from the scattered development of innovative programs to the formulation of state and national policies, from the original introduction of microcomputers into schools to the more recent developments in telecommunication and satellite technology. This paper identifies and analyzes the processes whereby, in each stage of development, certain elements predominate over others. In particular, comparisons are drawn between the predominant and "neglected" agendas of large-scale developments in education, on one hand, and the innovation sector where the more advanced applications of the technology remain confined to few schools and few learners. Against this background, this paper outlines the political, policy, and pedagogical implications of such differential developments with a view to establishing policy and research agendas to redress the balance.

Faust, Stephen M. (1980).  Instructional Developer as Content Specialist: Three Case Studies Utilizing the Instructional Development-Operations Research Model.  Educational Technology, 20, 9. 

Presents a 3-phase model (content research, specification, delivery) for instructional development-operations research and describes its application in developing courses in zoology, geology, and paleontology.

Fay, Gayle; And Others (1982).  The Electronic Schoolhouse: New Technology in the Education of the Severely Retarded.  Pointer, 26, 2. 

The authors describe the impact on education of the severely retarded of three major areas of technologic intervention--microcomputer assisted assessment, nonvocal communication, and information prosthetics.

Fearnley-Sander, Desmond (1980).  Learning to Calculate and Learning Mathematics.  International Journal of Mathematical Education in Science and Technology, 11, 1. 

A calculator solution of a simple computational problem is discussed with emphasis on its ramifications for the understanding of some fundamental theorems of pure mathematics and techniques of computing.

Feasley, Charles E. (1983).  Serving Learners at a Distance: A Guide to Program Practices. ASHE-ERIC Higher Education Research Report No. 5, 1983. 

The international literature on learning at a distance is reviewed with attention to student participation, faculty issues, the technology of delivery, necessary support systems, and the organization and process of distance education. Distance education is used in many content areas in economically diverse countries. Individuals who must learn at a distance have ongoing obligations (e.g., employment or caring for young children) or physical handicaps, or they live in geographically isolated areas. Distance faculty members are commonly called mentors or tutors, because they direct students to learning materials and personnel, provide emotional support, and evaluate students' progress. The more that distance learning expands students' heterogeneity, the greater the need for nontraditional recruitment, admissions, registration, and counseling. Despite a strong trend toward the use of multiple media, the major way of providing distance education remains printed materials. It is only when enrollment is high that the use of technology, especially broadcast media, in courses becomes cost effective in comparison to classroom-based students' achievements. Thirteen kinds of media that deliver instruction to distance learners are considered. An extensive bibliography is appended. | [FULL TEXT]

Feasley, Charles E.; And Others (1987).  Independent Study Program Profiles 1985-86. Final Report. 

This report, based on a mailed survey of institutions that were members of the National University Continuing Education Association during 1985-86, includes data from 66 responding institutions, including colleges and high schools. This report is organized in six parts. The first part outlines the total program scope, including enrollment and staff growth, special fees, on-campus enrollment, transcript policies, and course development. Part 2 describes college programs, including enrollments, course fees, grading compensation, and development compensation, while part 3 describes high school programs. Part 4 details noncredit programs, usually conducted on college campuses, while part 5 describes research availability. The final part describes the instructional media used for the independent study courses. Information in the report is presented in tables and narrative; an executive summary is included. Appendixes to the report include the survey instrument and supplemental information from the institutions. | [FULL TEXT]

Fedale, Scott V. (1985).  A Videotape Template for Pretesting the Design of an Interactive Video Program.  Educational Technology, 25, 8. 

A workable solution to the problem of how to test out an interactive video program before paying for videotape production and editing involves creating a videotape template of the computer program's flowchart to reproduce the actual interactive experience and thus check for program accuracy.

Feld, Marcia Marker; And Others (1983).  The Educational Policy Environment: National, State, and Local Educational Policy Assessment. Stamford Educational Public Policy Impact Study. Volume III. 

In the last decade, Stamford has been transformed from a suburban town to an urban center of national renown. A responsive yet directive public school system is critical in preserving a feeling of community. The Stamford Educational Planning Committee, a team of interdisciplinary professionals and a broad-based community group, examined trends in the environment and their effect upon public education in Stamford, and proposed policy changes. This third volume of their four-part report consists of two chapters. Chapter I examines the following educational policy changes occuring throughout the country: (1) lack of support for public education; (2) adjustments in school finance reform policies; (3) the changing role of the federal government; (4) the increasing popularity of the private school sector; and (5) the emergence of educational technologies. Without adequate funding, it will be impossible to meet the needs of a technological world inhabited by a diverse group of people. Chapter II offers an in-depth view of the role of private schools in America. Data are shared from a recent study of public and private schools; the results of five studies conducted on this topic throughout the country are presented; and the common reasons cited by parents for transferring children from public to private schools are identified. Appendixes contain a list of working papers for the study, lists of persons consulted and interviewed for the study, and an interview guideline. | [FULL TEXT]

Felder, David W. (1980).  Incentives and Systemic Change. 

Several factors determine whether it is in the interest of educational practitioners to utilize educational research. The first factor is the amount of work that is involved in utilizing research. Anything that makes it easier to use research weakens resistance to utilization. A second factor is the incentive structure of the schools. To motivate practitioners to use research it must be made clear that there are rewards for improving instruction and reducing costs. A third factor is whether the change proposed is a non-systemic one that can be done within the existing system, or whether the change is a systemic one that involves restructuring a system. There are systemic changes which are necessary in order to fully utilize educational technology, such as moving decision making regarding the use of media from the level of individual teachers to the level of curriculum planning. Unfortunately the present structure of incentives does not usually allow for systemic changes. When the existing incentive structure does not allow for systemic change, it is necessary to change the market structure of the schools so that desired change can occur.

Felder, David W.; Platt, Judith R. (1981).  Providing Incentives for Utilizing the Best Instructional Technologies.  Journal of Special Education Technology, 4, 4. 

The authors argue that incentives in the public schools inhibit the utilization of the best instructional technologies for special education students.

Feldhusen, John F. (1980).  Instructional Technology and Innovation in Higher Education.  Educational Technology, 20, 2. 

The role of educational technology, the cautionary use of instructional development in higher education change, and various personal glimpses in educational technology are discussed.

Feldstein, Sandy (1988).  Technology for Teaching.  Music Educators Journal, 74, 7. 

Offers an overview of the use of computers and electronic keyboards or synthesizers in school-based music instruction. Contends that teachers must keep abreast of new developments by attending conventions, reading trade journals, and visiting local music stores.

Feldt, Ronald C. (1988).  Mnemonic Instruction Research: Implications for Computer-Assisted Instruction.  Educational Technology, 28, 10. 

Discusses ways in which computer-assisted instruction (CAI) could be used for mnemonic instruction in the classroom. Literature on mnemonic instruction is reviewed, CAI and the acquisition of effective learning strategies are discussed, and software developed for memory improvement is described. (25 references)

Felker, Roberta M. (1984).  Special Education Dissemination Project. Final Report. 

The final report summarizes activities of a 3-year project which accomplished the following goals: (1) identification of the most pressing concerns in special education currently facing state and local education policymakers; (2) location of research information through the U.S. Department of Education and other sources which address these issues; and (3) provision of this information to state and local policymakers in formats specifically tailored to their needs. The project employed a variety of communication mechanisms and formats (newsletters, electronic mail, conferences, research abstracts, issue briefs) to disseminate special education research to more than 3,000 education policymakers and administrators on four identified topics: special education technology, special education finance, related services, and special education program effectiveness. Among conclusions drawn from project evaluation data are that policymakers use research indirectly (rather than directly) to shape policy debates; that custom-tailored communication is a key to effective dissemination; and that dissemination strategies are most successful when selected according to suitability for a specific task, at a specific stage in the policy decision-making process. Appendices, consisting largely of copies of dissemination project materials, comprise 80 percent of the document, and include an annotated bibliography. | [FULL TEXT]

Fellenz, Robert A., Ed. (1988).  Cognition and the Adult Learner. 

This report contains six research papers and a summary of a panel discussion on the topic of cognition and the adult learner. The papers are as follows: "Psychology and Adult Cognition" (Wilbert J. McKeachie); "Biology and Adult Cognition" (Frank Farley); "Technology and Adult Cognition" (Barbara Grabowski); "Enhancing Cognitive Skills" (Richard A. Block); "How We Solve Problems" (Charles E. Moon); and "From Research to Practice: The Practitioner's Perspective" (Joanne Erickson). The panel discussion focused on "Doing Research in Adult Learning." | [FULL TEXT]

Ferguson, Jim (1989).  Computing across the Curriculum.  Social Studies, 80, 2. 

Describes a project undertaken by a fourth grade class (Columbus, Indiana) to develop a computer game about Indiana history. Advocates using computing across the curriculum in a manner similar to the writing across the curriculum project. Provides a step by step guide to the development of the game.

Fernau, C. N. (1982).  Methods and Techniques: The Old and the New.  Labour Education. 

The author studies the effects of using educational media in training and students' fascination with the new visual techniques. He presents the changes that have occurred over the past one hundred years in the methods and techniques of teaching adults.

Ferrara, Joseph M.; And Others (1985).  Expert Systems Authoring Tools for the Microcomputer: Two Examples.  Educational Technology, 25, 4. 

Reviews factors that have delayed use of expert system authoring tools in education and describes applications of two such tools--Expert-Ease and M.1.--to special education. Learning to use the tools, creating programs, and consulting the systems are the topics covered. Sources for further information on expert systems are provided.

Fessler, Ralph (1980).  Moving from Needs Assessment to Implementation: Strategies for Planning and Staff Development.  Educational Technology, 20, 6. 

This article offers some strategies for closing the linkage between initial needs assessment and the implementation of change. Examined are: prioritizing needs through criteria analysis, developing a cyclical implementation/staff inservice plan, and utilizing an analytical problem solving approach to curriculum and decision making.

Fetler, Mark (1985).  Sex Differences on the California Statewide Assessment of Computer Literacy.  Sex Roles, 13, 3-4. 

Presents results of statewide survey of knowledge, attitudes, and experiences of California sixth- and twelfth-grade students in computer science and computer literacy during 1982-83 school year. Boys displayed higher levels of achievement, more computer exposure at home and school, and more positive attitudes towards the role of computers in the workplace.

Fetter, Wayne R. (1984).  Guidelines for Evaluation of Computer Software (with an Evaluation Form).  Educational Technology, 24, 3. 

An evaluation form used at Ashland College (Ohio) for critical evaluation of educational software is presented. The form covers basic product information, program content, educational appropriateness, organizational and technical components, teacher's manual, and product revision.

Feuer, Michael J. (1989).  Investing in School Technology: Weigh Today's Expense against Tomorrow's Gain.  American School Board Journal, 176, 3. 

Some studies of school technology demonstrate that cost-effective analysis allows similar programs to be compared. Cites a report "Power On! New Tools for Teaching and Learning," available from the Government Printing Office.

Fey, James T. (1989).  Technology and Mathematics Education: A Survey of Recent Developments and Important Problems.  Educational Studies in Mathematics, 20, 3. 

Provided is an overview and analysis of recent progress in applying electronic information technology to creation of new environments for intellectual work in mathematics. Describes the impact of numerical computation, graphic computation, symbolic computation, multiple representation of information, programing and information, and artificial intelligence.

Field, Cynthia E. (1987).  Earn Credits On Line.  InCider, 5, 10. 

Describes a computer network that allows individuals to take credit courses from colleges and universities all around the United States using only a microcomputer and a modem. Discusses the registration procedure and the broad range of courses offered.

Field, Hyman; And Others (1987).  Technology and the Faculty: A Panel Discussion.  National Forum: Phi Kappa Phi Journal, 67, 1. 

The impact of video, audio, and computer technology on college faculty is considered in terms of the challenge to traditional concepts of faculty roles, faculty self-concept, and the teacher-student relationship. Panelists were Hyman Field, Raymond Lewis, and Irving, J. Spitzberg;, Richard Alekna moderated.

Fields, Alan (1981).  Information Mapping Ten Years On: A Survey.  Programmed Learning and Educational Technology, 18, 3. 

Explores the development of information mapping as an instructional system, a means of classifying information, an information retrieval system, and a structured writing system, and looks at future prospects for information mapping. A 17-item bibliography is included.

Fifield, Marvin; Casto, Glendon (1986).  Utah State University Developmental Center for Handicapped Persons.  Journal of the Association for Persons with Severe Handicaps (JASH), 11, 4. 

The article cites projects and activities of the Utah State University Developmental Center, including the use of applied technology, in preschool, academic, and social curricula; the use of "expert systems" for special education consultation and decision making; a cost-effectiveness study; early intervention; and an interdisciplinary training program in developmental disabilities.

Fillmore, Charles J.; Kay, Paul (1983).  Text Semantic Analysis of Reading Comprehension Tests. Final Report. 

The Berkeley Reading Tests Project has selected as its principal object of study standardized tests of reading comprehension. The interest is in the assessment of such tests, with respect to their performance as measures of the reading comprehension abilities of school children. A serious study of the assessment of reading comprehension requires an understanding of the process of reading comprehension itself, and such an understanding requires in turn an understanding of general language interpreting abilities. This study is aimed at (1) the practical goal of evaluating and improving the existing technology for assessing reading comprehension in American schools; (2) the goal of increasing the knowledge of the reading process itself, and thus perhaps contributing to the improvement of the reading curriculum; and (3) the scientific goal of understanding language as a peculiarly human ability.

Finch, Curtis R. (1983).  Review and Synthesis of Research in Trade and Industrial Education, Third Edition. Information Series No. 260. 

This third edition of a review and synthesis of research for trade and industrial (T&I) education concentrates primarily on studies reported from 1977 to 1982, including some significant work published since the second edition (1969). Relevant research was identified through searches of the Educational Resources Information Center, the National Technical Information Service, Defense Logistics Studies Information Exchange, and the Dissertation Abstracts International databases. A selective discussion of representative and exemplary studies in the field, the document covers these aspects of T&I: (1) philosophy and scope, (2) student characteristics and needs, (3) curriculum development (i.e., models and frameworks, content determination, affective and transferable skills, and competency-based education), (4) instruction and learning (i.e., systems development, technology, computer-assisted instruction, psychomotor skills, cognitive and affective learning, and youth groups), (5) teacher education, (6) administration, and (7) evaluation. Some relevant technical training research conducted by the U.S. armed forces is also included. A summary of the state of the art, areas for future research, and an extensive bibliography of the cited studies conclude the document.

Fine, Marija Futchs (1989).  Networked Learning in 70001 Programs. 

The 7000l Training and Employment Institute offers self-paced instruction through the use of computers and audiovisual materials to young people to improve opportunities for success in the work force. In 1988, four sites were equipped with Apple stand-alone software in an integrated learning system that included courses in reading and math, test scoring, and recordkeeping. 70001 staff evaluated participants and staff at the four sites from August 1, 1988 through June 30, 1989. The 84 participants spent from several weeks to more than 4 months on the networked system. On average, they worked through 16 problems for every 10 minutes spent on the computer. Eighty-two of the 84 participants felt successful as they worked through the program. Average grade gains for 47 participants at 3 sites were 1.4l for reading and 1.92 for math. The fourth site used a different scale, with results comparable to the other three sites, roughly equivalent to one grade gain for every 100 hours of instruction. 7000l field staff pointed out five weaknesses in the use of computers to present instructional material: a lack of clarity in some learning concepts, a need for special inservice training, limitations in student assessment procedures, difficulty in using some computer commands, and the need for suggestions to meet needs of students at varying levels. (The paper includes 15 pages of data tables, surveys, and survey responses.)

Fingeret, Arlene (1984).  Adult Literacy Education: Current and Future Directions. 

To clarify and examine conventional wisdom and stereotypes about adult literacy, this paper focuses on the approaches of individually oriented and community-oriented programs. An examination of the literature base (encompassing research reports, informal accounts, manuals and handbooks, and theoretical, philosophical, and policy articles) leads to the conclusion that these different approaches work successfully with different segments of the illiterate adult population. The underlying issues of conflicting definitions of illiteracy, the nature of the reading process, characteristics of illiterate adults, and the purposes of literacy education are elaborated. A discussion follows of the implications of these issues for the choice of program models and of approaches to such program aspects as planning and evaluation, instructor preparation, curriculum, and instructional methods and materials, from the standpoints of the individual orientation and the community-based orientation. This information is synthesized in a concluding chapter that presents a series of recommendations for the improvement of literacy education: a wider range of program models, greater emphasis on community-oriented efforts, more leadership from literacy educators, a state and national context for literacy programs, new models of teaching-learning interaction, increased input from illiterate adults, and additional research on reading processes, competency-based education, volunteers, student characteristics, and educational technology.

Fink, Teri A. (1985).  Implementation of an Online Bibliographic Database into a Community College Library: An Evaluation.  Educational Technology, 25, 10. 

This study focused on the users of and their purpose in using the online bibliographic database DIALOG in the library at Wenatchee Valley College (Washington); cost effectiveness of the online system in a community college setting; amount of use the service received; and level of user satisfaction with the service.

_____. (1984).  First Special Education Technology Research and Development Symposium (Washington, District of Columbia, June, 1984). Proceedings. 

Proceedings from a June 1984 sympoisum on special education technology are presented in this document. A background paper on "Technology Trends in Special Education" (C. Blaschke) deals with microcomputer use, telecommunicaton systems, videodiscs communication aids and adaptive devices, and makes projections for instructional and administrative applications. A synopsis of the symposium presentations addresses five topics: evaluation of computer assisted instruction and computer managed instruction, use of existing technology in applied research settings, design and measurement issues related to CAI evaluation in special education, long-term potential applications and advanced technologies in special education, and research in other federal agencies. Five conference papers are then presented: "Issues and Problems in Devising a Research Agenda for Special Education and Technology" (G. Bracey); "Macro Research on Technology: Micro-Research on Education" (F. Roberts); "Expert Systems: Their Potential Roles within Education" (M. Colbourn); and "Robots and Special Education: The Robot as Extention of Self" (D. K. Kimbler). | [FULL TEXT]

Fischer, Olga Howard; Fischer, Chester A. (1985).  Electrifying the Composing Process: Electronic Workspaces and the Teaching of Writing.  Journal of Teaching Writing, 4, 1. 

Relates how a microcomputer with word processing capabilities can facilitate and enrich a student's writing.

Fisher, Francis D. (1983).  The Computer: New University Teaching Tool.  AGB Reports, 25, 2. 

The computer as a teaching device and as a locus for scholarship is discussed. Universities must develop policies and procedures for student access to data banks and bibliographic assistance, and courseware must be reviewed, evaluated, selected, and developed.

Fisher, Glenn (1983).  Word Processing--Will It Make All Kids Love to Write?  Instructor, 92, 6. 

Computerized word processing can be a valuable tool for writing instruction because the machines make it easier for students to properly revise and correct their work. Ways that teachers and students can use the machines are described, and problems, such as limited access to computer terminals and the necessity for students to type, are noted.

Fishwick, Wilfred (1989).  Developing Countries and Foreign Universities.  European Journal of Engineering Education, 14, 2. 

Discusses the way in which European engineering schools might advance the development of developing countries by cooperating with engineering and technical schools in those countries, including cooperation between schools and industry, continuing education, curriculum design, research and development, and educational technology.

Fitzsimons, Dennis (1989).  Creating Effective Type for the Classroom.  Journal of Geography, 88, 2. 

Defines basic typographic terminology and offers two classroom projects using microcomputers to create and use type. Discusses typeface, type families, type style, type size, and type font. Examples of student projects that include the creation of bulletin board displays and page-size maps.

_____. (1982).  Five-Year Plan for the Minneapolis Public Schools, 1982-1987. 

The purpose of the five-year plan described in this document is to enable the Minneapolis public schools to anticipate and respond to changing educational, economic, and demographic conditions that affect the school district. The plan affects all elements of the public school system and includes decisions regarding key actions or policies required to accomplish the system's mission. The plan is organized according to the following outline: (1) the educational program--guaranteeing basic school and life skills, programs to meet developmental needs, and programs to fit individual needs and values; (2) the learning environment--the climate for learning, parent/student/citizen involvement in school affairs, communications, and desegregation/integration; and (3) the organization of resources--central administration, school building management, facilities, applications of information technology, and finance. Goal statements introduce each of the three major sections. Each of the subsections consists of statements regarding the Board of Education's sense of direction, followed by an action plan. Background data on pupil enrollment, personnel, and basic skills objectives are contained in appendices.

Flanagan, Kelly (1982).  Computer Needs of Severely Mentally Retarded Persons.  Journal of Special Education Technology, 5, 4. 

The article reviews technology applicable for use by severely mentally retarded learners. Descriptions are given of assistive devices (including communication aids), controls and interfaces (such as single switch access to standard software), and software (including games to teach cause and effect and simple matching and counting).

_____. (1985).  Flexible Designs for Learning. Report of the World Conference of ICDE--International Council for Distance Education (13th, Melbourne, Australia, August 13-20, 1985). 

These proceedings of a world conference of the International Council for Distance Education (ICDE) contain the full text of the following conference presentations: (1) Official Opening (Senator Susan Ryan, Australia); (2) President's Address (John Daniel, Canada); (3) "The Broady Lecture: Opportunities of Distance" (Geoffrey Bolton, Australia); and (4) "Distance Learners, Telecommunications and the Technology/Pedagogy Gap" (James W. Hall, United States). A plenary session which identified such issues as identity of distance education, integration of different types of programs, growth in access and resource provision, learner-centeredness, flexibility, and assessment is summarized. Also provided are ICDE business meetings; reports on regional activities, current research, the conference program, and pre-conference workshops and visits; a message from the new president; an announcement of the 14th World Conference; a summary of proposed activities and initiatives; and a list of delegates. | [FULL TEXT]

Fleming, Malcolm (1981).  Characteristics of Effective Instructional Presentation: What We Know and What We Need to Know.  Educational Technology, 21, 7. 

Reviews findings from the behavioral sciences which are related to the referential, informational, demand, relational, and image-of-the-other characteristics of instructional presentations. The need for research which would extend knowledge about these items is also discussed. Five references are appended.

Fletcher, Dexter (1984).  Opportunities and Issues in Computer Based Instruction.  [OSSC Report] 

Although many people in education are intimidated by the use of computer-based instruction (CBI), others are committed to exploiting the opportunities it provides. Three areas comprise CBI: instruction about computers, instruction by computers, and instruction using computers; the first two areas have received the most attention. (1) Attention to instruction about computers, or computer literacy, has continued to grow rapidly since the early 1970's, and in the future computing teachers will be increasingly in demand. (2) Although the most successful type of instruction by computer thus far has been drill and practice, the goal of using computerized tutorials and tutorial dialogs to increase individualized instruction deserves continued consideration. (3) Similarly, although instruction using computers has been slow to develop, the computer's potential for testing and for creating individualized problem-solving environments should continue to be explored. In Oregon and elsewhere, the following computer-related issues currently confront the education community: (1) the provision of experiemental settings to test the uses of computers in education, (2) student equity in access to computers, (3) software quality, (4) software piracy, (5) the uses of computers for learning outside the school, and (6) certification standards for computing teachers. With careful planning, CBI offers the opportunity to excel in education.

Fletcher, J. D. (1981).  New Directions for Training Technology. 

Lower manpower quality and increasingly sophisticated equipment are creating training problems for both industry and the military. The training technology demanded by this situation must be delivered to and available at the job site, must be designed to motivate independent use by students rather than to encourage teacher acceptance, must be relevant to the job needs, and must be intelligent enough to respond usefully to student needs. Types of new training technologies currently being considered or developed include interactive movies, surrogate travel, microtravel, virtual team trainers, automated authoring of computerized training materials, optimized instruction through efficient techniques for fostering the memorization of necessary information, low cost portable simulators, and the use of electronic libraries. Since the goal of all these approaches is to improve system performance, a novel concept of training technology has been developed. This concept involves recognizing that people are part of the systems being affected by the training; that training research should aim at improved system performance rather than at improved training; that training involves creative learning rather than passive information transfer; and that training, manpower, personnel, hardware, and other requirements of the system are interdependent in their effects on system performance.

Fletcher, Jerry L. (1980).  Applications of Electronic Technologies to Rural Education. 

The paper seeks to find a way to make rural education the focus of special efforts to develop electronic technologies, and to use rural schools as the developmental sites for configurations of technology that have broad and general utility. The first section suggests that smallness is an asset to rural education, for education in small units is more humane, more time is spent on-task, and violence and discipline problems diminish. Administratively, special school programs can be provided to meet the needs of special learners, some schools can emphasize basics, and others, creative skills, etc. The next section deals with the myth that persists that the education provided in rural areas is poor, and that smallness is one of the main handicaps which leads to high costs, the low quality of existing instruction, the limited range of available programs, and the inability to provide special services to special populations. Additional sections cover questions concerning electronic technologies (can electronic technologies reduce costs? can electronic technologies improve the limited range of available programs in small schools? can electronic technologies provide special services to special populations?) and a conclusion. | [FULL TEXT]

Flinn, Jane Zeni (1988).  Composing, Computers, and Contexts. 

The Gateway Writing Project (GWP) at the University of Misouri-Saint Louis is described in this report. It is the St. Louis site of the National Writing Project founded at the University of California, Berkeley to meet the critical need for highly skilled teachers of writing. GWP has helped students at all levels learn to write by providng specialized training for their teachers. From 1984 to 1987, it developed a model integrating computers into a program of staff development, action research, and support for instructional change in writing. Staff development has consisted of summer institutes for teachers, 1-day seminars for administrators, and a variety of credit courses and noncredit workshops. Action research has included case studies, text analyses, and participant observation in the classrooms of trained teachers. Support has focused on four pilot schools where teachers and administrators formed writing improvement teams. The project's impact has been far-reaching and rapid, including five curriculum guides to teaching writing with computers, dozens of articles, and program replication at an inner-city teacher's college. Information has been shared with educators statewide and internationally. Because of this project, the university can now offer valid, classroom based information to schools and teachers planning computer equipped writing programs. A list of selected Gateway Writing Project publications and materials is appended. Contains 7 references. | [FULL TEXT]

_____. (1985).  Florida Satellite Network Study: Report and Recommendations of the Florida Postsecondary Education Planning Commission. 1985--Report 2. 

Prepared in response to the 1984 General Appropriations Act (Chapter 84-220, Laws of Florida), this report examines the feasibility of establishing a community college satellite telecommunications network within Florida to allow for the reception of programming transmitted by satellite and for teleconferencing. Following an executive summary, section I offers introductory material on a proposal submitted by Associated Industries of Florida (AIF) to develop a system of satellite receiving stations to be located at the state's 28 community colleges; and the responsibilities, approach, philosophy, and activities of the Postsecondary Education Planning Commission (PEPC) with respect to its study of the feasibility of the AIF proposal are also described. Section II reviews the 1982 PEPC report on educational technology in Florida, covering such topics as the types and increased use of educational technology, and state-level policy issues. Section III provides an overview of telecommunications technologies currently in use in Florida, including live video transmissions, live audio transmissions, and telecourses. Section IV presents a brief description of audio and video teleconferencing technology and applications and includes tables detailing ways in which specific organizations are using the technology. Section V offers an analysis of the proposed community college satellite network and presents the results of a needs assessment survey of postsecondary educational institutions in the state. Finally, in section VI, conclusions and recommendations are provided including that: (1) a satellite network system should be developed; (2) a state-level office within the Department of Education should develop the system and coordinate its usage; (3) a technical analysis of existing satellite receiving equipment should be undertaken; and (4) funds to purchase the equipment and cover operating and maintenance expenses should be appropriated specifically for that purpose, with the expectation that, in time, operating and maintenance expenditures would be supported through user fees, funds generated by credit instruction, and other non-state sources.

Flouris, George (1989).  The Use of an Instructional Design Model for Increasing Computer Effectiveness.  Educational Technology, 29, 1. 

Presents an instructional design model for software that was developed to increase the effectiveness of computer-assisted instruction in the classroom. The importance of basing the design of instructional materials on valid learning theories is discussed, and efforts to increase the effectiveness of instructional software are described. (39 references)

Flynn, Marilyn L. (1989).  The Potential of Older Adults for Response to Computer-Assisted Instruction.  Journal of Educational Technology Systems, 17, 3. 

Describes study that examined the general patterns of computer use and response to computer-assisted instruction by older adults age 45 to 70 in programs for jobless men and women to learn skills for labor market re-entry. Socioeconomic characteristics are examined, and the instructor's role in determining student attitudes is explored. (23 references)

Foell, Nelson A. (1989).  Using Computers To Provide Distance Learning, the New Technology. 

This study assessed the effect of an alternative delivery system using microcomputers. All 19 students enrolled in the University of Georgia's off-campus curriculum development course were assigned to the experimental group, and all 16 students taking the same course on campus were assigned to the control group. All students were vocational teachers in secondary, postsecondary, and correctional institutions. None of the experimental group students used microcomputers for communications, and 14 had never used computers before. Five of the group owned computers, and the rest were loaned computers for the study. Both groups received competency-based instructional modules with a packet of supplementary references materials. The control group met 12 times, was instructed in the conventional mode, and completed assignments in the traditional manner. The experimental group was instructed on how to use the computer for communications and attended six regular classes to receive additional instructional materials. At the end of the course, 48 percent of the experimental group were in favor of taking courses by microcomputer and 37 percent were undecided. Three students who were opposed were among those who had no prior experience with computers. The cost of providing an off-campus microcomputer course was 34 percent less than via the traditional delivery system. Data showed no significant differences in student perceptions of instructor effectiveness, midterm scores, and final exam scores between students in the control and experimental groups.

Fontana, Lynn A. (1988).  Television and the Social Studies.  Social Education, 52, 5. 

Highlights the potential for television as an instructional medium. Recognizes that television is a fact of life and a major determinant of what citizens know about history. Concludes that television has helped to create the information age, and the challenge of the information age needs to be addressed by our schools.

Foote, Victoria M.; And Others (1988).  The KEY Program: A University/School Partnership. 

This paper describes the KEY Program as a successful cooperative effort of the Rochester (New York) Institute of Technology (RIT) and the Livingston-Steuben-Wyoming Board of Cooperative Educational Services (LSW-BOCES). The KEY Program's primary mission is to expand course offerings to high school students in the Rochester area through distance delivery systems. LSW-BOCES worked with RIT and several high schools to coordinate the distance learning programs. The first courses offered through the KEY Program were taught at the first-year college level using videotapes, live two-way audioconferences, computer conferencing, electronic mail, study guides, texts, and other instructional materials. The program offered a pilot social studies course and later expanded to offer other courses in English and mathematics. Student and teacher responses to the pilot course were favorable. The students found videotapes to be the least helpful part of the course, but teachers felt the videotapes provided an important addition to the students' learning. Beginning in fall 1988, PC-based telewriter systems are to be made available to enhance the faculty lectures. A close working relationship among schools, RIT, and LSW-BOCES was found to be essential to the KEY Program's success.

_____. (1982).  Foreign Language Instructional Technology Conference. Proceedings (3rd, Monterey, California, September 21-24, 1982). 

Twenty-five conference papers are presented along with the conference agenda, two welcoming speeches, and lists of conference speakers and participants. The conference focused on the use of video and computer technology in foreign language instruction. The individual papers address such topics as: (1) video design and methodology for foreign language teaching, (2) a computer-based language instruction system, (3) interactive video, (4) computer-managed instruction, (5) a model for designing instructional systems, (6) multilingual processors, (7) microcomputers in language instruction, (8) video retrieval systems, (9) student-controlled interactive videodiscs, (10) computer games for German language teaching, (11) future technology in voice recognition and word verification, and (12) a user design program for the Apple II computer.

Ford, Nigel (1985).  Learning Styles and Strategies of Postgraduate Students.  British Journal of Educational Technology, 16, 1. 

This study explores extent to which postgraduate students are able to learn from holist and serialist learning materials and extent to which such competence is predictable by questionnaires. Results indicate 2 of 26 students scored equally well on holist and serialist competence tests, and such competence is predictable from questionnaires.

Forman, George (1986).  Observations of Young Children Solving Problems with Computers and Robots.  Journal of Research in Childhood Education, 1, 2. 

Children, aged three to seven years, were observed in spontaneous and structured situations using computer graphics and robots. It was found that computer graphics can enhance reflectivity and that robots present a rich problem-solving environment for pairs of children as they try to coordinate commands to one robot.

Fortune, Jim C.; Hutson, Barbara A. (1983).  Does Your Program Work? Strategies for Measuring Change.  Educational Technology, 23, 4. 

Discusses the meaning of change, purposes and models for measuring it, matching models to purposes and types of data, and using more than one model to measure change. Twenty-one references are listed.

Foshay, Wellesley R. (1988).  Educational Technology in Schools and in Business: A Personal Experience.  Educational Horizons, 66, 4. 

The author argues that the impact of educational technology has been blunted by a failure to understand what it is and what it can do. He states that educational technology has been misunderstood and oversold. Lessons for the successful application of technology in schools are presented.

Foshay, Wellesley R.; Foshay, Arthur W. (1981).  Curriculum Development and Instructional Development: A Father and Son Exchange Letters.  Educational Leadership, 38, 8. 

The strengths and weaknesses of the fields of curriculum development and instructional development are discussed in a father-and-son letter exchange.

Fosnot, Catherine Twomey (1984).  ECTJ/ERIC-IR Young Scholar Paper. Media and Technology in Education: A Constructivist View.  Educational Communication and Technology: A Journal of Theory. 

Describes recent turn in media research to functionalist perspective and brings into focus insights into learning mechanisms that might provide benefits to educational technology researchers. Learning factors that media could facilitate are discussed: self-regulation, conflict resolution and reflexive abstraction; coordination of correspondences and transformations; coordinations of negations and affirmations.

Foster, David (1988).  Technology: Implications for Long-Range Planning.  Educational Technology, 28, 4. 

Discusses the use of technology in the classroom and stresses the importance of long-range planning for successful implementation. Capabilities of future computer-assisted instruction are suggested, possible results of educational technology are described, state planning is reviewed, and changes in society resulting from technology are discussed. (10 references)

Foster, John F. (1988).  [Classroom Change (Three Papers).] 

The first paper, "Pupils--Panaceas and Pragmatism," provides background on computer-assisted instruction and national programs in Great Britain for introducing computers into the schools. The second paper (untitled) looks at the status of computers in education in Great Britain, the effects of the national curriculum on computer use, and some of the activities undertaken as part of a 5-year national program highlighting the uses of instructional technology in the curriculum. In examining problems and strategies related to the integration of the computer into the learning process, the third paper, "Provoking, Supporting, and Sustaining Classroom Change," focuses on the role of advisory teachers, i.e., teachers with curriculum expertise and training in instructional technology.

Fothergill, Richard (1982).  Development of the Microelectronic Education Programme.  Computer Education. 

Describes the development of the Microelectronics Education Programme for England, Northern Ireland and Wales, including funding, aims, and relationships of the national program with local organizations. The program focuses on incorporating uses/effects of microelectronic technology into the total school curriculum and ways of using this technology to help students learn.

Fothergill, Richard (1987).  The Director's View.  British Journal of Educational Technology, 18, 3. 

Reviews the Microelectronics Education Programme (MEP) from the director's point of view, including the origins and basic structure of the program which ran for six years. The collaboration of teachers, advisers, and trainers is emphasized, research and evaluation procedures are discussed, and learning processes, computer studies, and distribution and marketing are described.

(1987).  Four Reports from Discussion Groups.  Education and Computing, 3, 3-4. 

Lists key topics considered in four discussion groups at a working conference sponsored by the International Federation for Information Processing (IFIP) in 1987. Topics include effective teacher education; introducing new technology; teacher behavior; lack of software; simulation programs; program evaluations; and the information and technological society and its relationship to education.

Foucault, Alan (1986).  Demystifying CAI: A Team Approach to Authoring Systems.  Technological Horizons in Education, 14, 3. 

Presents a model for a system which coordinates the human resources needed to produce original, course-appropriate computer-assisted instruction (CAI) materials. This team approach to authoring systems has proved to be effective in producing more than 60 units of varying CAI materials for the community college environment.

Foulds, Richard A. (1982).  Applications of Microcomputers in the Education of the Physically Disabled Child.  Exceptional Children, 49, 2. 

Microcomputers can serve as expressive communication tools for severely physically disabled persons. Features such as single input devices, direct selection aids, and speech synthesis capabilities can be extremely useful. The trend toward portable battery-operated computers will make the technology even more accessible.

Fox, Michael E. (1988).  A Report on Studies of Motivation Teaching and Small Group Interaction with Special Reference to Computers and to the Teaching and Learning of Arithmetic. CITE Report No. 31. 

The purpose of this report is to see what the literature has to say about motivation and group interactions, both with and without the assistance of computers. The ultimate purpose is to examine in detail how the emerging ideas can be used to enhance the teaching and learning of arithmetic using computers. This report is divided into the following sections: motivation, teaching, and small group interaction. Each section contains general considerations and summaries of the major research papers of interest. Topics covered in these papers include curiosity, fantasy or play, interest of students, attitudes of students, teaching methods, discovery learning, Piagetian and Neo-Piagetian methods, evaluation of teaching methods, problem solving, knowledge processing, goal construction, and cooperative learning.

Fox, Raymond G. (1982).  Learner Appropriate Systems in Interactive Instruction Delivery.  Journal of Special Education Technology, 5, 4. 

An introduction to a panel discussion on technology for students with cognitive, motor, and perceptual handicaps examines potential benefits of interactive instructional systems and notes the tremendous increase in resources devoted to this technology in special education.

_____. (1989).  Framework for Languages. 

The Texas framework for modern and classical language programs in the elementary and secondary schools is intended to (1) establish a philosophy for a proficiency-based sequential language program; (2) outline the overall language program as specified in state rules and legislative mandates; and (3) describe expected student proficiency levels and suggested student objectives, instructional activities, and evaluation strategies. School district administrators may use the framework while writing new curriculum documents or revising old ones. Clarification and interpretation of state Board of Education rules may also help local administrators and practitioners better understand the purposes of language program components and details of implementation. After an introduction, the first section outlines the program philosophy, basic program goals and design at each school level, the elements of a proficiency-based curriculum, the role of advanced languages and nonsequential courses, and program evaluation. The second section addresses the curriculum development process, the role of state and district standards and procedures, lesson planning, and setting course goals and objectives. Proficiency descriptions are provided for three levels. Appended materials include scope and sequence matrixes for each school level and additional course and program planning helps.

Frager, Alan M. (1985).  Video Technology and Teacher Training: A Research Perspective.  Educational Technology, 25, 7. 

Review of empirical research evaluating use of video technology in teacher training situations focuses on the demonstration and feedback phases of microteaching, discrimination training, and videotape feedback for teachers in actual school classrooms. The value of video technology in clinical and peer teacher supervision and naturalistic observation is also discussed.

Franklin, Hugh Lockwood, Comp. (1985).  Selective Guide to Literature on Mechanical Engineering. Engineering Literature Guides, Number 2. 

Mechanical engineering has become highly interdisciplinary. It would not be possible to single out particular reference sources that are uniquely applicable to mechanical engineering. For the purpose of this guide, mechanical engineering deals with the generation, transmission and utilization of heat and mechanical power and with the production of tools, machines, and their products. This document is a survey of information sources in mechanical engineering and is intended to identify those core resources which can help engineers and librarians to find information about the discipline. Sections include: (1) "Guides to the Literature"; (2) "Bibliographies"; (3) "Indexing and Abstracting Services"; (4) "Computer Databases"; (5) "Dictionaries and Encyclopedias"; (6) "Yearbooks and Review Series"; (7) "Handbooks and Manuals"; (8) "Directories of Organizations, Manufacturers and Products"; (9) "Biographical Sources"; and (10) "Standards and Specifications."

Franz, Thomas R. (1984).  Teaching Spanish in a Typographic/Electronic Culture. 

Teaching Spanish while either restricting classroom use of the textbook or ignoring application of the computer is a losing proposition. Withdrawn from the typographic-video world that engages them daily, students are deprived of their most comfortable means of knowledge acquisition. Typography and visual images can be an immeasurable aid in language teaching provided they are subordinated to the student tasks of both understanding and producing oral standard utterances. The best way to instill correct models of such utterances seems to involve memorization of written texts whose structures will be expanded through written and oral drills. The materials memorized should be both tolerable and relevant to the students' peer groups, but without obsolescent or biased content. Once guided conversation begins, the somatic component should be encouraged, with students being prodded to use gesture and facial expression and permitted some movement in the classroom. Using print and computer-assisted instruction as a bridge to oral performance is not a short-cut, but a path to better achievement for more students, representing the best chance for success within the print biases and time constraints in the current academic world. | [FULL TEXT]

Frase, Lawrence T. (1987).  Creating Intelligent Environments for Computer Use in Writing.  Contemporary Educational Psychology, 12, 3. 

This review of computer-aided writing includes a brief software survey and an evaluation of current uses of educational technology. Recommendations for the future are also made.

Frase, Lawrence T; Diel, Mary (1986).  UNIX Writer's Workbench: Software for Streamlined Communication.  Technological Horizons in Education, 14, 3. 

Discusses computer editing and describes the capacities and features of an integrated software package, Writer's Workbench. Suggests ways in which this program can be used to improve writing skills. Reviews the effects of this program on technical users, college students, and high school students.

Fraser, Rosemary; And Others (1982).  Designing Material for the Microcomputer and Teacher Partnership in the Classroom.  Technological Horizons in Education, 9, 1. 

The television screen under computer control is seen as a very compelling focus of attention that can be harnessed and used to good educational effect. It is stated that the most vital and difficult task in curriculum development is to make useful material accessible to teachers.

Frederick, Franz J. (1982).  Inside Microcomputers.  Today's Education, 71, 2. 

The internal processes of microcomputer functioning are explained. Components include: (1) a central processing unit; (2) memories which store programs and data; (3) a clock which determines the order in which a computer performs its operations; (4) a bus consisting of receptacles for additional installations; (5) interfaces which connect the computer to other devices; and (6) a power supply.

Freeborne, Gerald L. (1984).  The New York Experience: Phase II 1980--To the Future. 

The New York State Boards of Cooperative Educational Services (BOCES) are designed to meet the demand for regional delivery of supplementary educational services and support for New York State school districts. BOCES have provided occupational education programs and special education programs for the disabled as well as other shared services. This paper discusses recent activities and future directions of BOCES. The first section describes a planning process to identify need for change in occupational education programs to reflect the transition from a manufacuring economy to one based on service and technology. The second section describes recent developments in special education, including a statewide network for providing inservice education to teachers, administrators, parents, board of education members, and support personnel. The third section describes the role of BOCES in providing inservice training in all educational areas. An action plan, designed to improve elementary and secondary educational results, calls for regional training and resource centers in each of the 43 BOCES and the 5 large cities. The fourth secion describes the 13 regional computer centers delivering management and instructional support services to the school districts in New York State. The fifth section describes regional planning and cooperation in instructional management, and the final section points out important future directions for BOCES, including proposed legislation to permit academic course offerings at regular BOCES centers.

Freeman, Eileen E., Ed. (1988).  Assessment in the Service of Learning. Proceedings of the ETS Invitational Conference (48th, New York, New York, October 31, 1987). 

Proceedings of a conference on educational assessment are presented. A speech accompanying presentations of the 1987 Educational Testing Service Award for Distinguished Service to Measurement and a list of winners of that annual award from 1970 to 1987 are included. The nine papers provided include: (1) "How Assessment Can Best Serve Teaching and Learning" (Bill Honig); (2) "Progress in Measurement, Cognitive Science, and Technology That Can Change the Relation between Instruction and Assessment" (Richard E. Snow); (3) "Testing in the Service of Learning Science: Learning-Assessment Systems That Promote Educational Excellence and Equality" (Joseph I. Lipson); (4) "Cognitive and Environmental Perspectives on Assessing Achievement" (Robert Glaser); (5) "The Teacher's Role in Using Assessment To Improve Learning" (Robert Calfee and Elfrieda Hiebert); (6) "The Wedding of Instruction and Assessment in the Classroom" (Margaret C. Wang); (7) "The Integration of Instruction and Assessment in Technical Jobs" (Alan Lesgold); (8) "Assessing Technical Expertise in Today's Work Environments" (Sherrie P. Gott); and (9) "A Realist's Appraisal of the Prospects for Unifying Instruction and Assessment" (Nancy S. Cole). | [FULL TEXT]

French, Margaret (1985).  Research and Theory into Instructional Practice: A Realistic Challenge or an Impossible Dream. 

Theorists, researchers, and practitioners should be problem solvers, and need to integrate research findings within practical models. Given a defined instructional problem, the recommendation of an appropriate solution should be based on the realization that only prescriptive design theory emphasizes methods and presentation specifications, and that descriptive theories cannot be directly translated into instructional practice. Models derived from research and theory can be developed which consider reliability, validity, and generalizability of research findings. However, problems have occurred because many theories have been developed outside the practical world of instructional development/design; researchers have focused on studies of instructional effects rather than instructional effectiveness; theoretical contributions have been reduced by misplaced emphasis on gross media comparisons; practical research studies are scarce because of the difficulties inherent in conducting classical experimental designs within the framework of day-to-day instruction; and key limitations of various theoretical models are rarely reported. Strategies that can be employed to increase the interplay of knowledge, expertise, and technology, and that make it possible to rely on the technology of instructional design and development for providing solutions include promoting open communication, examining graduate instructional technology programs to insure that they are effective, and integrating the roles of scientists and technologists.

Frenette, Micheline (1988).  Promoting Changes in Children's Predictive Rules about Natural Phenomena: The Role of Computer-Based Modelling Strategies. Technical Report. 

Trying to change the predictive rule for the sinking and floating phenomena, students have a great difficulty in understanding density and they are insensitive to empirical counter-examples designed to challenge their own rule. The purpose of this study is to examine the process whereby students from sixth and seventh grades relinquish their predictive rule in the face of counter-examples and to examine two variables that might affect their interpretation of counter-examples: the use of a computer simulation as conceptual referent, and prior awareness of an alternative concept of density. Two computer programs, "Weight and Density" and "Sink the Raft," were used as the treatment materials. Results show two main effects from the two variables. However, none of the differences in the groups remained by a posttest administered six to seven weeks after the experimental sessions. Appendices include 13 figures; 35 tables; scripts for introduction, model guided observation, and observation without the computer model; outline of treatments; a paper and pencil test; and scoring criteria. | [FULL TEXT]

Freshwater, Mike; Crawley, Rick (1985).  The Open Tech Programme: New Developments in Open Learning.  Programmed Learning and Educational Technology, 22, 2. 

Describes Manpower Services Commissions Open Tech Programme, a developmental, project-based program begun in 1982 to open adult access to updating and upgrading training at technical and supervisory skill levels. Discussion includes issues arising in the program's management, administration, and the design and process of open learning and impact and development of educational technology.

Freyd, Pamela; Kahn, Jessica (1988).  The History and Results of a Master's Degree Program in Computer Education.  Technological Horizons in Education, 15, 9. 

Describes a master's degree program at the Graduate School of Education at the University of Pennsylvania. Discusses the development of the program, course offerings and graduate research opportunities. The program is designed to promote the use of computers as tools for education.

Friedman, Edward A. (1981).  Technology and Humanism--Are They Compatible? 

Fears that the development of technology will lead to a rejection of humanistic values have prompted a number of critics to inveigh against further technological change. This document considers the differences between scientific investigation, which often occurs in the humanistic environment of the university, and technological "action," which frequently takes place in isolated technical institutes. The paper comments on the social role of technology, its ethically neutral character, and the distinction between the mindless creation of gadgets for its own sake and the application of technology to significant human problems. The author admits that technology can be poorly used and that technological development can divert resources from other concerns, but argues that with proper attention and care technology can increase the quality of life in many ways without detracting from it in others.

Friel, Susan; Roberts, Nancy (1980).  Computer Literacy Bibliography.  Creative Computing, 6, 9. 

This annotated bibliography is an alphabetized listing of current resources on computers under the following headings: computer applications/societal issues; programing, computer science and what is a computer; teaching resources; and periodicals. Publications are coded for elementary, junior high, senior high, and reference usage.

Friend, Jamesine (1989).  Interactive Radio Instruction: Developing Instructional Methods.  British Journal of Educational Technology, 20, 2. 

Describes three projects funded by the U.S. Agency for International Development that used new methodologies for educational radio with elementary students: (1) the Radio Mathematics Project of Nicaragua; (2) the Radio Language Arts Project of Kenya; and (3) the Radio Science Project of Papua New Guinea.

Friend, Jamesine, Ed.; And Others (1980).  Radio Mathematics in Nicaragua. 

This document reports on the Radio Mathematics Project (RMP) over a five-year period. In 1973, the United States Agency for International Development (AID) asked the Institute for Mathematical Studies in the Social Sciences (IMSSS) at Stanford University to develop an instructional program with radio as the medium of delivery. IMSSS was to devise a systematic method for producing instruction that could be used by any developing nation to substantially improve their educational programs. From June 1974 to January 1979, radio-based instruction that covered the first four primary grades was produced, and a well-documented, systematic methodology for the production of instructional radio programs was developed. After the departure of the Stanford staff, the experimental phase ended, and the Nicaraguan staff assumed responsibility.

Frith, Uta (1981).  Cognitive Processes in Spelling and Their Relevance to Spelling Reform. 

Cognitive psychology has provided an information processing model that distinguishes between input processes such as listening to speech or reading and output processes such as speaking or writing. It is useful for spelling reformers to consider reading (input) and writing (output) processes separately, because the demands of the reader and of the writer are, to a large extent, incompatible. The writer might wish to use a sound-to-letter strategy, possibly an individual shorthand. On the other hand, the reader may find phonetic or shorthand writing very demanding since reading rarely uses a letter-to-sound strategy. Readers tend to rely on a variety of cues present in conventional English orthography. These cues may relate directly (visually rather than phonologically) to the meaning, origin, and syntactic function of words. As seen from this point of view, a purely phonetic spelling reform would favor only the writer and penalize the reader. An ideally efficient communication system for written language would have to allow for the different requirements of the reader and writer. One solution would be a device that could be linked to a keyboard or writing pad and transform input written phonetically or in individual shorthand into output that would appear on screen or in print as widely readable copy and that could be programed to give as much graphic and orthographic information as is desirable.

Froehlich, Jurgen (1982).  The Language Lab: Renaissance or Extinction?  Die Unterrichtspraxis, 15, 2. 

Discusses ways to combine technological innovations in the areas of visual aids and computers with existing language lab equipment in order to motivate students in the area of second language learning.

Fuchs, Victor E. (1983).  Software Marketing Considerations. 

Seven factors that currently affect the potential for marketing and publishing computer software for education are discussed: (1) computers as an inplace technology in education, (2) marketing and distribution patterns for software, (3) consumer demand, (4) quality, (5) timelessenss, (6) basic skills, and (7) the future. The proliferation of computers in the schools creates a growing computer base to utilize whatever software is produced. As the industry learns how to effectively market and distribute software, the distribution of software products will be as widespread and well used as the distribution of print or audiovisual products. Consumer demand for software is affected by three constituents: the software publisher/producer/distributor, the purchaser, and the user. School acquisition practices are influencing consumer demand, since publishers seek areas that they can adapt software to match nonsoftware products they currently produce and distribute. Consumer demand for software ultimately will influence software development greatly. It is important to remember that quality software sells, and software that will retain its educational usefulness and relevancy over long periods will be needed by schools. In addition, software/courseware that helps students achieve minimum competency standards--the basic skills--will be attractive. Computer technology in education will force changes in the delivery and methods by which teaching and education are practiced.

Fuentes, Roy O. (1981).  Conference in Dialogue: Presentation By National Education Association. 

Designed to construct a frame of reference and to encourage attitudes that facilitate productive dialogue during and after the conference, this address gives an overview of American mobility, re-examines the problem of managing the education of the migrant/mobile student, explains the structure of the National Policy Workshop on Education for Migrant Secondary Students, and presents a primary challenge of American education. After a comparison between the impact of mobile families upon the real estate industry and the impact of student transfers on local school systems, the paper discusses the unrealistic expectations concerning the parent role in student transfers, the limitations which lack of information puts on the school's ability to provide services, the disruptive impact on instructional continuity caused by the mobility factor, the need for a computerized communications network to give each school system access to information on transfer and migrant students, and the importance of the Migrant Student Record Transfer System. The major areas to be covered by the workshops and the role of panel moderators are described. The address concludes by presenting the construction of a modern electronic system to provide educational continuity for mobile students as the primary challenge of American education.

Fullen, James, Ed. (1983).  OATYC Journal, Vol. VIII, Nos. 1-2, Fall 1982-Spring 1983. 

"OATYC Journal," which is published by the Ohio Association of Two-Year Colleges, is designed as a forum for the exchange of concepts, methods, and findings relevant to the two-year college classroom. Along with commentaries and letters of reaction from the readership, the two issues of volume VIII include the following articles: (1) "Focus: Stark Technical College--Tomorrow's Future," by Katie Anderson; (2) "A Recruiting Opportunity for Two-Year Colleges," by Glenn Bayless and Phyllis Thompson; (3) "Part-Time Faculty in the Two-Year College," by Mary Anne Oestreich; (4) "Our Fascination with Electronic Technology is Myopic and Quintessentially American," by Paul Connolly; (5) "Part-Time Faculty: Some Suggestions of Policy," by Howard P. Tuckman; (6) "Issue: Should Part-Time Faculty Be Granted Fringe Benefits? And If So, What Benefits?" by Joann Wiblin and Joseph Brannon; (7) "Use of Micro-Computers in Engineering Technology Instruction," by Monty Coffin; (8) "Focus: North Central Technical College: A Comprehensive Planning Process," by G. M. Rustad; (9) summaries of the 1982 OATYC conference presentations; (10) "High Tech, Higher Education, and Ohio," by Robert Klingensmith; (11) "Developmental Education: A State Perspective," by Elaine H. Hairston; (12) "Issue: What Is the Role of Developmental Education on Ohio's Two-Year College Campuses?" by Benjamin McKeever and Phyllis E. Thompson; and (13) "What Works Best in Developmental Education," by Mary Lou Conlin.

Fuller, Robert G., Ed. (1983).  Using Interactive Videodiscs in Open University Courses. I.E.T. Papers on Broadcasting No. 218. 

This nine-paper collection from a June 1983 Open University (OU) campus workshop in Milton Keynes, England, describes an interactive video project developed for an OU undergraduate course, T252, Introduction to Engineering Materials, and discusses varied aspects of interactive videodisc program development. The following papers are included: "Selecting Media and Possible Roles for Interactive Video in the Open University" (Tony Bates); "Interactive Videodiscs in America" (Dean Zollman); "Using Interactive Videodiscs in Open University Courses" (Bob Fuller); "T252 Videodisc, Its Origin and Aims" (Keith Williams); "Modes of Interaction with a Computer-Controlled Video System" (Paul Blenkhorn); "Organizing Material for an Interactive Videodisc" (Stephen Brown); and "Interactive Video Evaluation,""Evaluation of the T252 Videodisc," and "Questions for Discussion on Using Interactive Video in OU Courses," all by D. M. Laurillard. Appendices include a description of the videodisc lesson on material properties of metals and polymers, a content flowchart, a list of interactive video design tips, Philips videodisc mastering quotes, and the videodisc project proposal.

Fullilove, Robert E., III (1985).  Modern Technology and Urban Schools.  [The State of Black America] 

This paper discusses the use of computers in urban schools and mathematics education as it relates to computer literacy, especially for black students. First, the importance of computer literacy as an entry to the technological workplace is emphasized and computer literacy is defined. Mathematics education is presented as an important step in achieving computer literacy. Research findings from other studies on access to and use of computers show that urban and Title I schools report heavy emphasis on computer-mediated remedial/basic skills instruction and suggest that computers are less accessible in predominantly minority elementary schools than in white schools. The lack of exposure of minority students to computers and information science is cited as a danger to their future in the workplace. Statistics show that black students fall far behind white students in mathematics education, but there are programs that have successfully challenged black students to achieve in mathematics. The Professional Development Program of the University of California at Berkeley is profiled. In conclusion, it is recommended that black students must be given access to computers; efforts must be substantially increased to help black students become computer literate rather than use computers for drill or remedial instruction; and steps must be taken to increase black students' proficiency in mathematics. Tables giving the data from studies are appended.

Fulton, Kathleen (1989).  Technology Training for Teachers: A Federal Perspective.  Educational Technology, 29, 3. 

Discussion of the need to educate and train teachers to use educational technology emphasizes the viewpoint of the Office of Technology Assessment (OTA). Highlights include preservice and inservice teacher education; the roles of the Federal government, the states, and schools of education; and training and support from the private sector. (five references)

Furlong, Mary S. (1983).  Strengthening the Classroom Teacher through Microcomputer Technology.  Momentum, 14, 3. 

Highlights the microcomputer skills and competencies needed by preservice and inservice teachers (e.g., the ability to select and evaluate software; use computers to revise and edit lesson plans, write to parents, keep records, and prepare tests; access databases; and assume the role of instructional computing coordinator). Lists available resources.