Educational Technology | G

Gabay, T. V. (1982).  The Current State and Prospects of Automated Teaching Systems in the USSR.  Programmed Learning and Educational Technology, 19, 1. 

This discussion of the current use and development of computer based, automated teaching systems (AOS) in the USSR includes a description of the pedagogical and technical aspects of a new unified AOS currently under development. A bibliography of 11 items is included.

Gabriel, J. P.; Pillai, J. K. (1988).  Which Strategy for which Learner?  British Journal of Educational Technology, 19, 3. 

Describes study conducted with undergraduates in India to investigate the selection of suitable learning strategies in science instruction. Highlights include six independent and seven group learning strategies; components of students' learning potential; the influence of different components of learning potential on three achievement levels; and an analysis of achievement gains. (10 references)

Gabriel, J.; Pillai, J. K. (1981).  Modularization: An Attempt at Collegiate Level in India.  Programmed Learning and Educational Technology, 18, 3. 

The effectiveness of a modular approach to learning in a botany unit as compared to the traditional teaching approach in terms of learning efficiency, learning time, and mastery level is reported. Three references are cited.

Gagne, Robert M. (1980).  Is Educational Technology in Phase?  Educational Technology, 20, 2. 

Discusses whether educational technology has kept pace with recent developments in the related fields of psychology and communication science. Addressed are several areas in cognitive psychology: the process of selective perception, semantic encoding, the effects of previous learning, and the influence of metacognitlon.

Gagne, Robert M. (1980).  Educational Research and Development: How to Influence School Practices.  Educational Technology, 20, 4. 

Suggested are basic ways in which a system of educational research and development may meet the demand for successful R&D, from the formulation of research questions to the utilization of results. Stressed are local ownership of school-based R&D, the development of applied research efforts, and the utilization of outcomes.

Gagne, Robert M.; And Others (1981).  Planning and Authoring Computer-Assisted Instruction Lessons.  Educational Technology, 21, 9. 

Proposes that Gagne's nine events of instruction be incorporated into the systematic design of computer assisted instruction (CAI) for microcomputers and describes the nine events in relation to five different kinds of learning outcomes which occur frequently in CAI. Seven references are cited.

Gahala, Estella (1983).  Introducing Microcomputers in the Schools: The Lyons Township High School Experience.  Spectrum, 1, 2. 

Describes a strategy for introducing microcomputers into a high school curriculum, based on three objectives: computer literacy for all students, competency for many, and specialty for some. A teacher training program was supplemented by a summer workshop in computer curriculum development.

Gale, Janet (1980).  Proteus in a Kaleidoscope: The Educational Technologist in Open University Course Production.  Journal of Educational Television and Other Media, 6, 1. 

Describes the educational technologist's work in Open University course production in terms of the work's context and the potential roles and tasks that may be assumed, and concludes that the educational technologist must continually construct and reconstruct his/her own role according to a number of sets of criteria.

Gale, Janet; O'Pray, Michael (1981).  The Development and Implications of Frames of Reference in Curriculum Evaluation Programmes: The Experience of a British School of Medicine.  British Journal of Educational Technology, 12, 1. 

Describes the derivation of, and rationale for, the methods used to evaluate a new clinical curriculum at the Royal Free Hospital School of Medicine in London. Thirty-three references are appended.

Gall, Robert S.; Hill, W. Leigh (1988).  Some Developments in the Uses of Technology in Special Education in Alberta: A Brief Overview. 

The document describes efforts begun by the Canadian province of Alberta to apply telecommunications technology on a broad basis in special education, through the involvement of provincial and local agencies and public and private sectors. A brief history of the development of Alberta's educational technology over the past two decades is offered. The Distance Learning Project and the establishment of the Alberta Education Response Centre (ERC), which disseminates information; conducts professional and paraprofessional training, research, and demonstrations; and develops learning resources are particularly noted. Programs of the ERC include Response Line Services and the Alberta Special Education Network. Challenges for the future include the lack of hardware and software in the field, the necessity of raising the awareness level of local special educators, assembly and maintenance of Alberta-specific information, the changing policy context, and the rapid rate of technological change. | [FULL TEXT]

Gallagher, Brian (1986).  Film Study in the English Language Arts: Technology and the Future of Pedagogy. 

It is safe to assume that by the end of the decade the videocassette recorder (VCR) will be the only piece of educational technology available to virtually all students both in and out of school. Given that working out the pedagogical consequences of VCR technology will be the most important media-related task of the next few years, the following predictions on the interrelated development of film technology and film study in the English language arts can be made: (1) the new video technology, because it permits and so encourages a concentration on the "micro-skills" of visual analysis, will bring the study of film and of literature closer together; (2) visual literacy and language literacy will increasingly reflect each other and so continue to provide a fruitful instructional way of moving from seeing/interpreting to learning/practicing the act of writing; (3) the microcomputer will become an intermediary between visual and written texts, and so help foster the connections between film and written language; (4) laser disk technology will, to some extent, supplant videocassette technology in the classroom; (5) the new technology will, in many manifestations, imitate its predecessors' forms, whether efficiently or not; and (6) a new kind of hybrid text written and graphic, and perhaps even spoken, may come to replace, in part, the kind of traditional expository essay now required of writing students.

Gallagher, James J., Ed.; Weiner, Bluma B., Ed. (1986).  Alternative Futures in Special Education. 

Twelve author-contributed papers from a 1984 conference examine the future of special education. The following titles and authors are represented: "The Institute for Research on Exceptional Children at the University of Illinois" (S. Kirk and W. Spalding); "The Family with a Child Who Is Handicapped: Research Focus for the 1980's" (J. Gallagher); "Families with Mentally Retarded Members: An Agenda for Research 1985-2000" (B. Farber); "Future Directions in Early Childhood Education for Exceptional Children" (M. Karnes); "The Future of Early Childhood Special Education: A Perspective on Prevention" (K. Scott and D. Carran); "Technology and Special Education Futures: Paradigm Shift" (S. Ashcroft); "Technology: A Look Into the Future for Special Education" (L. Stolurow); "The Center for Studies in Education and Human Development: A Programmatic Approach to Research in the Area of Deafness" (D. Moores); "Leadership Training Models for the Future" (C. Howe); "A Proposed American Academy of Scholars in Education of the Handicapped" (L. Dunn); "The Future of Legislative Advocacy for Exceptional Children" (E. Boggs); "Public Policy and Special Education: An Unfinished Agenda" (E. Martin). | [FULL TEXT]

Gallagher, Neil E. (1983).  Going On-Line: Are You Ready?  Health Education, 14, 6. 

Before going "on-line" with the microcomputer, health educators must address three concerns: (1) accomplishments gained through use of microcomputers; (2) long-term educational and intellectual objectives for computer utilization; and (3) educational issues and problems. Implications of "going on-line" for the health education profession are also discussed.

Gallegos, Arnold M. (1982).  The Growing Education Crisis in Developing Countries: I. Conditions Affecting Improvement and Some New Perspectives.  Educational Technology, 22, 1. 

The first in a series of three, this article argues that the transfer of educational models and innovations from developed nations is not sufficient for developing countries. Recommended instead are bold approaches to education which can demonstrate direct application and benefits for meeting local and national goals.

Gallegos, Arnold M. (1984).  Educational Technology in Latin America: The Cultural Dynamics.  Educational Technology, 24, 3. 

Discusses the impact educational technology could have on education in developing nations where rural to urban migration is taking place, its cultural impact in a climate of social and cultural change, and what effects culture will have on the way educational technology is perceived, received, and utilized.

Gallie, Thomas M.; And Others (1981).  The Duke Personal Computer Project: A Strategy for Computing Literacy.  Perspectives in Computing, 1, 1. 

The introduction of an instructional computing strategy at Duke University that led to identification of three levels of user subsets and establishment of equipment clusters is described. Uses of the system in establishing computer literacy and special applications in chemistry, computer science, and the social sciences are reviewed.

Gallini, Joan K. (1983).  What Computer-Assisted Instruction Can Offer Toward the Encouragement of Creative Thinking.  Educational Technology, 23, 4. 

Argues that computer assisted instruction (CAI) contributes to a creative environment for students with varying abilities by encouraging student self-selection, exploration of new ideas and divergent thinking skills, and interaction between tutor and learner. An example of computer use to spur creativity is included. Fourteen references are listed.

Gallini, Joan K. (1985).  An Instructional Design Strategy to Develop CAI in Rule Learning.  Journal of Educational Technology Systems, 13, 1. 

An instructional strategy is constructed and implemented to develop a BASIC computer program for rule learning. The strategy identifies conditions of the instructional sequence including introduction to familiar vocabulary, designing an advance organizer, presenting the defining rule, providing examples, and learner generation cues. Advantages to this approach are discussed.

Gallini, Joan K. (1985).  Instructional Conditions for Computer-Based Problem-Solving Environments.  Educational Technology, 25, 2. 

Focuses on description of instructional-learning conditions for a LOGO environment hypothesized to be conducive to development of problem-solving skills for both given and new situations based on existing educational research. A LOGO activity for constructing squares and triangles is outlined to illustrate application of the instructional framework. (30 references)

Gambrell, Linda B., Ed.; McLaughlin, Elaine M., Ed. (1985).  New Directions in Reading: Research and Practice. 1985 Yearbook of the State of Maryland International Reading Association. 

Articles in this yearbook focus on reading and technology, teaching techniques, children's literature, and the reading/writing relationship. The 11 articles discuss the following: (1) computers and reading instruction, (2) using closed-captioned television in the classroom, (3) imagery training and the reading comprehension of below average readers, (4) a reading wheel of response cues for comprehension, (5) a practical strategy for assisting students to answer comprehension questions, (6) the use of signing as a reinforcement of sight vocabulary in primary grades, (7) a comparison of poor readers' preferences of prereading motivational activities and teacher practices, (8) discovering picture books with intermediate grade children, (9) facilitating bibliotherapy through the use of response guides, (10) the roots of reading and writing, and (11) reading and writing theory into practice.

Gana, F. Z. (1984).  Distance Education: A Nigerian Perspective. Educational Technologies to Enhance Learning at a Distance. 

Patterns of distance education in Nigeria are surveyed in this report, and the level of application of educational technology to enhance learning is addressed. Following an analysis of the concept of distance education and the need for such a system in Nigeria, three patterns of distance education are identified and discussed: those depending solely on print correspondence; those that are multimedia-based but dependent heavily on broadcast media; and those using print and study centers. Programs and methods used in Nigeria are described, including correspondence education; the University of the Air; the National Teachers Institute (NTI); the Correspondence and Open Studies Institute (COSIT), University of Lagos; Teacher In-Service Education Program; Nigeria Certificate of Education (N.C.E.) by correspondence; and the National Open University. Additional aspects and problems discussed relate to dominance of the use of printed course materials, long face-to-face teaching sessions (or contact sessions), study centers, and course offerings and entry qualifications. It is concluded that distance education in Nigeria is having the desired impact. Included are 19 notes and references, a 28-item bibliography, a categorization of unqualified teachers, correspondence college accreditation requirements, and lists of the Institute of Technology (IMT) University of the Air programs and COSIT courses.

Ganske, Ludwig (1981).  Note-Taking: A Significant and Integral Part of Learning Environments.  Educational Communication and Technology: A Journal of Theory. 

Reviews research studies on note-taking and identifies possible questions for future research in that area. A case is made for the inclusion of such studies within the domain of educational technology research. A 49 item bibliography is attached.

Ganske, Ludwig; Hamamoto, Pauline (1984).  Response to Crisis: A Developer's Look at the Importance of Needs Assessment to Teacher Educators in the Design of Computer Literacy Training Programs.  Educational Communication and Technology: A Journal of Theory. 

Argues that a needs assessment model that is comprehensive and accounts for both cognitive and affective factors would be important to understanding the role of microcomputers in learning environments and describes a study that sought to design a computer literacy curriculum in response to real teachers' needs.

Garbers, J. G. (1984).  Some Ideas on the Drawing Up of a Blueprint for the Education of Gifted Children in the Republic of South Africa. 

This paper, presented at the International Conference on Education for the Gifted, outlines points for consideration in designing a program for the education of gifted children in the Republic of South Africa. The points focus on the importance of mainstreaming, identification of giftedness, the need for close cooperation between home and school, and possibilities offered by new educational technology. To develop an educational system accommodating those points, a proposed system of education management has three levels: ministry of education of the central government, departments of education, and schools. The education of the gifted student can be accommodated within this structure through an enriched curriculum and stimulating educational climate, and through early identification at the preschool level. Teacher training for gifted student educators should involve identification procedures, teaching strategies, curriculum design, and design of individualized learning programs. Other important aspects of gifted education include school guidance, program evaluation, and creation of coordinating educational committees.

Garbosky, Jan (1987).  Educating Public Education: Using Instructional Systems Design to Solve One School's Problem.  Educational Technology, 27, 2. 

Describes the problem of non-use of classroom computers in an elementary school mathematics laboratory, and the use of a needs assessment survey and principles of instructional systems design to solve the problem. (19 references)

Garcia, Alvardo Pedrosa (1980).  The Role of Non-Formal Education in Rural Development: A 10-year Case Study of the Cauca River Valley, Colombia.  Educational Broadcasting International, 13, 4. 

Details several agricultural and health development programs initiated during the past decade in the Cauca Valley in Colombia. Introduced through nonformal educational strategies making use of media, these programs have had mixed results.

Gardiner, Tony (1987).  Maths View: Fishy Chips.  Mathematics in School, 16, 5. 

Takes issue with those who advocate the use of calculators in mathematics education. Rebutts four specific ideas relative to the use of calculators in school mathematics and argues that calculators may not be appropriate in teaching mathematics.

Gardner, John (1989).  Information Technology (IT) in U.K. Teacher Education.  Technological Horizons in Education, 16, 5. 

Describes and explains three varieties of information technology (IT): academic IT, vocational IT, and cross-curricular IT. Discusses teacher education and the use of IT. Provides recent trends in IT development in education.

Gardner, Ruth; McGinnis, Jo (1986).  Computers in College Composition: A Comparative Study of Ten Schools. 

To compare information about the uses of computers in composition in representative universities, this document reports on a study that gathered data from teachers, administrators, and students at 10 universities by means of questionnaires and interviews by letter, by phone, and in person during visits to campus computer labs and classrooms. The information is presented in chapters covering the following topics: (1) goals of the study; (2) materials and procedures; (3) institutions included in the study (colleges in Colorado, New Jersey, Pennsylvania, Michigan, Alabama, California, Minnesota, Utah, and Illinois); (4) types of institutions (public, private, two-year, four-year, technical, and liberal arts); (5) administrators and faculty members interviewed; (6) summary of information; (7) composition courses in which computers are used; (8) numbers of courses and students involved; (9) numbers and kinds of labs, hardware, software, lab personnel, and users; (10) costs; (11) comparative answers of instructors, students, and administrators; (12) other answers of interest from the questionnaires; (13) primary conclusions and summaries (indexed to the relevant pages of the study); and (14) secondary conclusions and recommendations. The appendix contains copies of the questionnaires from which the data were drawn.

Garnette, Cheryl P., Ed.; Withrow, Frank B., Ed. (1989).  Research Notes. OERI's Regional Laboratory Technology Efforts.  Journal of Educational Computing Research, 5, 2. 

Examines various educational technology projects that regional laboratories supported by the Office of Educational Research and Improvement (OERI) are undertaking. Highlights include innovative uses of instructional technology; tele-teaching using interactive audio conferencing; making informed decisions about technology; national teleconferences with the Public Broadcasting Service (PBS); MicroSIFT; and computer-managed instruction.

Garrett, Nina (1982).  A Psycholinguistic Perspective on Grammar and CALL. 

The potential of the computer in helping foreign language students learn to use the grammatical principles of the target language for communicative purposes is discussed. A philosophical contrast between the terms of computer-assisted instruction (CAI) and computer-assisted language learning (CALL) precedes a discussion of current approaches to grammar, including pedagogical attitudes toward grammar in general, how current software represents those attitudes, and ongoing efforts to improve error analysis and feedback within that CAI paradigm. A psycholinguistic (rather than a linguistic) perspective is suggested as a different way of thinking about possible solutions to theoretical and pedagogical problems. This notion is developed into a framework for the design of CALL grammar materials that address the problems of error analysis and feedback from this psycholinguistic perspective. Implications of the psycholinguistic approach for classroom practice and for related research in mediated second-language learning are discussed. | [FULL TEXT]

Garrison, D. Randy (1987).  The Role of Technology in Continuing Education.  New Directions for Continuing Education. 

Assesses potential technological benefits to the instructional and learning process in continuing education during the next 10-15 years. Discusses technological developments from the perspective of capabilities and role, as well as the instructional design process. Describes the need for an open learning system.

Gaudet, Alphonse (1989).  Adult Education at a Distance. 

This document, which examines the use of educational technologies for distance education for adults in Canada, consists of five narrative sections and a bibliography. The first section introduces the topic and the document's objectives (to describe those technologies used in Canadian adult distance education, paying particular attention to those most widely used; to identify current trends; and to locate centers of excellent practice). The second section describes the use of educational technologies in Canadian higher education, government, private enterprise, and social services. A table lists by province and by type of technology the number of distance learning activities at universities, colleges, school boards, provincial ministries of education, and educational communication authorities. The third section focuses on those technologies most used (for instance, audio conferencing, television, cable systems, satellite, and telephone). Section 4 reports a trend toward cooperation and intergovernmental arrangements for sharing distance education programs and states that Ontario and Quebec use all communication technologies more than do provinces in eastern Canada. Several collaborative distance education projects are discussed, among them the Open Learning Agency, the Canadian Distance Learning Development Center, and the Nova Scotia Educational Communication Agency. Section 5 lists eight agencies and projects "arbitrarily chosen for excellence." The document concludes with a 25-item resource list.

Gay, John E. (1984).  An Analysis of Aptitude as a Predictor of Achievement in an Individualized Mode of Health Instruction.  British Journal of Educational Technology, 15, 2. 

Describes an investigation of time as a learner variable in an individualized mode of health instruction where time was permitted to vary, hypothesizing that aptitude as measured by a standardized test could correlate more closely with time in instruction than with achievement where students were expected to reach criterion levels.

Gayeski, Diane (1981).  When the Audience Becomes the Producer: A Model for Participatory Media Design.  Educational Technology, 21, 6. 

Presented a model constructed to enable a designer to logically and systematically develop and produce instructional materials which reflect the constituency's needs, interests, and environments. Four references are listed.

Gayeski, Diane M. (1985).  Interactive Video: Integrating Design "Levels" and Hardware "Levels."  Journal of Educational Technology Systems, 13, 3. 

Presents a model which integrates design and hardware attributes for both videotape and videodisc technologies and incorporates a wider range of equipment and presentation/testing strategies than taxonomies dealing with hardware only. Model is designed to aid potential designers/users in categorizing and selecting appropriate hardware/software systems.

Gayeski, Diane M. (1989).  Why Information Technologies Fail.  Educational Technology, 29, 2. 

Discusses successes and failures in the field of instructional technology and suggests methods to design more appropriate systems that would present fewer barriers to adoption. Topics discussed include educational television; videotext; video technology; audiovisual aids; teleconferencing; computer assisted instruction; interactive video; CD-ROM; artificial intelligence; local production ability; and participatory design. (44 references)

Gaylord, Vicki D.; Franklin, Thomas E. (1985).  The Computer and User Indifference toward People: A Study of Computer Interaction in Meeting Social and Emotional Needs.  Educational Technology, 25, 4. 

Discusses results of a study of computer programers which assessed the emotional and social needs met by their interaction with computers, programers, and nonprogrammers. Since a significant portion of respondents expressed preference for computer interaction, an examination of needs fulfilled by computer interaction is presented, and societal implications are discussed.

Gebhardt, Richard F. (1985).  Twelve Year Survey of Media Availability in Public Schools in Washington State. 

A series of four questionnaires were mailed to schools in the state of Washington over a 12 year period to: (1) determine trends in media availability; (2) attempt to establish data for projections of media availability in the near future; and (3) consider geographic regions according to different availability. The surveys included 76 items concerning hardware and software in addition to demographic information, and were sent to student teachers from Washington State University in 1971, 1976, 1981, and 1983. The scope of the surveys included all hardware from photographic copiers to television to fade/dissolve slide units to copy cameras. For the 1983 survey, computers were added in the survey items. Software items increasing in availability over the survey period included transparency materials and thermal spirit masters. Software decreasing in availability included diazo materials, dry mount materials, and filmstrips. Reasonably strong increases were seen in hardware, including xerographic copiers, cassette recorder/players, and overhead projectors. Decreasing availability was seen for such hardware items as portable projection screens, reel type recorders, and primary and regular typewriters. Projections are made for future directions of software and hardware educational media. The media questionnaire is appended.

Gelpi, Ettore (1985).  Problems of Educational Research.  International Social Science Journal, 37, 2. 

The diversification and internationalization of educational activity and the growing relations between communication and education come up against the institutional world of educational research, which is not always able to apprehend these dynamic processes and finds it easy from its outside position to impose priorities, research topics, and evaluation criteria.

Geno, Thomas H., Ed. (1980).  Our Profession: Present Status and Future Directions. Northeast Conference Reports. 

The following reports on the status of and prospects for foreign language teaching in the United States are included: (1) "Present Status of Foreign Language Teaching: A Northeast Conference Survey" by Peter A. Eddy; (2) "Toward an Articulated Curriculum" by Robert C. Lafayette; (3) "Competence in a Foreign Language: A Valuable Adjunct Skill in the Eighties?" by Mills F. Edgerton, Jr.; (4) "Educational Technology" by James W. Dodge; (5) "New Approaches to Assessment of Language Learning" by Helen L. Jorstad; and (6) "The American Language Association: Toward New Strength, Visibility, and Effectiveness as a Profession" by David P. Benseler.

Geoffrion, Leo D. (1982).  The Feasibility of Word Processing for Students with Writing Handicaps.  Journal of Educational Technology Systems, 11, 3. 

Reports results of a preliminary investigation of the feasibility and effectiveness of using word processors for students with poor writing skills. Subjects were 10 hearing-impaired teenagers. A comparison of correcting written work by hand and word processor, a sample of students' written work, research methodology, and possible implications are presented.

George, Donald; And Others (1989).  A Communication Process: Electronic Media in Distance Education--A Review.  International Journal of University Adult Education, 28, 2. 

Reviews the current use of electronic media in distance education, emphasizing Canadian examples. Examines broadcast television, videotape, satellite, telephone, radio, audiocassette, and computer. Discusses trends in media use and institutional development, focusing on education as communication and on the importance of combining different media.

Gerber, Michael M. (1986).  Teaching with Microcomputers.  Academic Therapy, 22, 2. 

The introduction to the special section on microcomputers in special education reviews the trend toward increasing computer use, raises such issues as the need for special educators to provide leadership in the use of computers for individualized instruction, and summarizes remaining articles in the section.

Gerber, Michael M. (1988).  Tolerance and Technology of Instruction: Implications for Special Education Reform.  Exceptional Children, 54, 4. 

Two issues implied in "Placing Children in Special Education" are discussed: a theory of tolerance, which is a range of permissible deviation concerning teachers' perceptions of which students are teachable; and regular classroom teachers' need for increases in instructional resources or technologies to effectively focus on difficult-to-teach students.

Gershen, Jay A.; And Others (1980).  An Application of Interpersonal Process Recall for Teaching Behavioral Sciences in Dentistry.  Journal of Dental Education, 44, 5. 

Instructional packages used at the University of California Los Angeles School of Dentistry are described that include a series of video-cassettes in which audiotaped recall and videotaped interactions have been combined as a means of analyzing the interpersonal dimension of dental care in the classroom.

Gershman, Janis; Sakamoto, Evannah (1981).  Computer-Assisted Remediation and Evaluation: A CAI Project for Ontario Secondary Schools.  Educational Technology, 21, 3. 

Discusses a project to create and evaluate computer-assisted instruction (CAI) sequences for intermediate mathematics and a parallel project to produce and validate test items suitable for inclusion in the Ontario Assessment Instrument Pool (OAIP). Evaluation of the CAI project indicated positive effects on student achievement and attitudes. Four references are listed.

Gersten, Russell; And Others (1987).  Direct Instruction Research: The Third Decde.  Remedial and Special Education (RASE), 8, 6. 

Current research on direct instruction is reviewed with a particular emphasis on studies of instructional design and technology and research on effective staff development. Among conclusions was that the same instructional variables affecting learner performance with traditional materials affect learning with computer-assisted instruction and interactive videodisc instruction.

Gesshel-Green, Herb (1981).  Getting Started in a High School: A Case Study.  Mathematics Teacher, 74, 8. 

The experience of a mathematics teacher in a school system as it established a computer science course is reviewed.

Gibbs, Graham; And Others (1980).  An Example of the Quality of Students' Understanding: Initial Conceptions of Psychology. 

This paper discusses a survey undertaken to determine conceptions of psychology held by college students in an introductory social science course. Twenty-nine students were queried at the beginning of the course regarding the open-ended question, "If Esso garages were to invite a psychologist to improve the efficiency of petrol pump attendants, what sort of things would the psychologist do?" Review of transcripts of tape-recorded responses indicated that answers could be categorized into nine distinct conceptions of psychology and the role of psychologists. The nine conceptions were: (1) personnel officers/career guidance counselors, (2) arbitrators, (3) witch doctors, (4) ergonomists (organization and management consultants), (5) community workers, (6) environmental psychologists, (7) market researchers, (8) social psychologists, and (9) motivators. An overview of these responses indicated that students in the introductory social science course perceived psychology as a discipline based on processes which are subjective and intuitive rather than objective and scientific. Specifically, no students mentioned any areas of activity related to experimental psychology which embodied scientific method. Even those students who characterized psychologists as people who collected evidence and wrote it down--the market researcher conception--failed to recognize that there was any systematic use made of that evidence. One implication of this study is that educators will improve students' understandings of key ideas in psychology if they take into account the nature of pre-course conceptions of the discipline among students when designing curriculum and setting course objectives.

Gibbs, Graham; And Others (1982).  Student Learning and Course Design 1: In-Text Teaching Devices in Open University Texts. 

In designing teaching materials for Open University students' use, authors have been encouraged to incorporate in-text questions to assist students in understanding the materials. These are relatively simple, limited-scope questions relating directly to the preceding material, and are called enabling questions. These are contrasted with the broader self-assessment questions. This study was undertaken to learn whether the in-text questions are serving the authors' purposes of making the material more accessible to students, and whether it is understood how students use this technique. Arguments for and against the use of this device are reported and the literature reviewed. It is concluded that currently available research does not provide a clear and useful picture of students' use and perception of in-text questions, or of the ways student responses correspond to the authors' intent. Some evidence was uncovered that the questions have negligible or negative effects, suggesting urgent need for further research. A list of references is appended.

Gilbert, Leslie (1984).  Microcomputer Materials from MEP. An Annotated Directory of Packages of Interest to Further Education. An Occasional Paper. 

Designed to disseminate information to the post-school sector of United Kingdom education, this directory provides information on 50 microcomputer software packages developed by the Microelectronics Education Program (MEP) and available through educational publishers. Subject areas represented include accountancy, biology, business education, chemistry, careers, design technology, economics, food studies, general studies, geography, health science, home economics, mathematics, numeracy, physics, sciences, social studies, technician courses, vocational preparation, and work experience. For each subject area, information provided includes titles, content descriptions, suitability for individual or group work, learning materials forming the package, source/publisher, and technical specifications for microcomputer hardware.

Gilchrist, Richard; Sanders, Hugh A. (1983).  Implementing Computer Technology in School Systems. 

This study develops a model for introducing computers into the schools of the County of Grande Prairie, Alberta (Canada), and by extension into any small school system. Data were gathered from three sources: questionnaires to superintendents and school staff, onsite visits to schools needing computer instruction, and literature on the issues and strategies involved in introducing computers into instruction. The data covered information on the present use of computers (both instructional and noninstructional) in Alberta schools, current school policies on instructional computer use, distribution of computer software and hardware, existing teacher inservice programs in computer use, and training and interest among county school staff in using computers. The authors then create a model for introducing computers into small schools by focusing on the goals of computer-assisted instruction, on the budgeting considerations, and on possible issues arising in school board policy. Referring specifically to the County of Grande Prairie, they discuss the system's constraints, priorities, and policies affecting the introduction of computers; moreover, they note problems in the scheduling and budgeting of computer use and criteria in the evaluation of computer implementation.

Gill, Patricia; Myers, Carmen (1989).  Classroom of the Year 2001. 

Innovative teaching techniques for delivering courses in the 21st century will include use of audio, data, and video in classrooms, as well as transmission to distant sites. Toward this end, the University of South Florida, in opening its newest campus at Lakeland, has built facilities, designed an administrative organization, and provided financial and human resource support systems to create an atmosphere where faculty members can investigate the use of technology in a supportive environment. During the last 2 years, 26 senior faculty members have become part of an effort to incorporate technology to deliver part or all of a course. The facilities and organizational structure of the Lakeland campus incorporate a four channel receiving and sending system linking them with four other campuses and auxiliary receiving sites, and courses have been designed to use this instructional technology. Continuing evaluation of those courses indicates that, although there have been some technical problems, the number of students reporting that they would take another course using technology increased from 80% to 100% over three semesters.

Gillespie, Jack (1980).  Media Resources in Curriculum Development. 

Primarily concerned with input to secondary school curriculum development as promulgated in the four national centers of the Scottish Curriculum Development Service (SCDS), this study investigated the ways in which national working parties integrate media resources into their projects, how schools tackle the media elements, and problems of production and availability of media resources at the national level, as well as their function and use. An overview of the agencies involved in the field of media input provides brief descriptions of the agencies and their roles, including the Consultative Committee on the Curriculum, the SCDS, working parties, the Inspectorate, colleges of education, the Educational Authority Advisory Service, broadcasting authorities, the Scottish Council for Educational Technology, and publishers and national centers. The activities of the national centers in Aberdeen, Dundee, Edinburgh, and Glasgow are described, and areas of need identified by the investigation where appropriate action is thought to be desirable and practical are discussed.

Gillespie, Junetta (1983).  Striking the "R": Demythologizing the "Computer Revolution."  NALLD Journal, 17, 3-4. 

Gives five major reasons why the widely-predicted "computer revolution" in education will not occur: (1) economic considerations, (2) difficulties of producing adequate software, (3) lack of teacher preparation, (4) nature of educational system, and (5) limiting nature of the technology itself.

Gillespie, Robert G. (1983).  How Computers Are Transforming Higher Education.  New Directions for Higher Education, 44. 

Institutions must address planning, budgeting, training, organizational, and policy issues as they confront the explosion in use of computers. Five recommendations include identify goals for information services, assess information assets, develop an investment plan for information services, review policies and allocation and budget procedures, and identify resource-sharing opportunities.

Gillman, Thomas V. (1989).  Change in Public Education: A Technological Perspective. Trends & Issues, Series Number 1. 

This paper is one in a series of studies which highlight and synthesize recent research and practice in educational management. The paper presented here discusses recent research findings and current practice on the adoption, implementation, and integration of microcomputers into the instructional program at the elementary and secondary levels. The first part draws upon a recent two-year study that examined the empirical information derived since 1980 on the adoption, implementation, and integration of microcomputers within the elementary and secondary instructional program in the United States. The research findings are organized around six contextual divisions identified in the study: setting, resources, governance, implementation, process evaluation, and integration. The subsequent section discusses general implications for action, focusing on two primary areas of responsibility: (1) incorporating computer literacy as an integral part of the curriculum at all instructional levels and (2) exploiting the potential of this technology for improving instructional methodology. The correlates of educational policymaking relative to microcomputer adoption focus on three types of reinvention: operational, technical, and managerial. The final section is a case study of Sacramento City Unified School District's strategic plan entitled "Opportunity 21: A Guide to the Twenty-First Century." This strategy incorporates planning and feedback processes that are critical to the full integration of educational technology into the schools. The 12 most important ideas to emerge from the research are summarized, and a bibliography is included. | [FULL TEXT]

Gilman, Francie (1984).  What the Future Holds for Teacher Preparation.  Journal of Teacher Education, 35, 1. 

This article contains 18 annotated citations selected from the ERIC database to provide background information and stimulate discussion on future teacher education practices.

Gilman, J. A. (1983).  Information Technology and the School Library Resource Centre: The Microcomputer as Resourcerer's Apprentice. Occasional Paper 11. 

This book promotes use of the microcomputer in schools as a school-wide resource, with applications across the entire curriculum, rather than as the specialized tool of only one subject area. It suggests ideal within-school organization and management so as to facilitate this role and considers the immediate and long-term implications of the implementation of this role within the school. Use-related topics examined include microcomputer hardware applications; computer awareness and computer studies courses; computer assisted learning; information retrieval; and teletext, viewdata, and telesoftware. Under microresources organization, the discussion emphasizes microcomputer hardware and software, information storage and retrieval systems, micro-user training, and school based software, school library resource center (SLRC) management, and the microcomputer in the primary school. Finally, the implications addressed include the impetus toward the development of an SLRC, implications for SLRC staffing and operation, the expanding role of the SLRC, the future of education, and anticipated problems and conclusions. A 158-item reference section and a list of sources for further information are provided. An appendix discusses activities of the Information Technology Year (1982) in Great Britain.

Gimmestad, Beverly J. (1982).  The Impact of the Calculator on the Content Validity of Advanced Placement Calculus Problems. 

Nineteen Calculus II students were randomly sampled and divided into calculator (n=9) and noncalculator (n=10) groups. These students were asked to "think aloud" while solving 24 Advanced Placement calculus problems. Each student interview was videotaped, coded and analyzed for reasoning process as well as outcome. The results indicated that the use of calculators affected the testing of basic facts and reasoning processes at the individual problem level but basic concepts and principles were unaffected. A follow-up teaching experiment suggested that the content validity of Advanced Placement calculus problems could be more seriously affected if students had greater calculator expertise.

Gindele, John F.; Gindele, Joseph G. (1984).  Interactive Videodisc Technology and Its Implications for Education.  Technological Horizons in Education, 12, 1. 

Highlights some of the key points in the history and development of videodisc technology and implications they have for education. The two types of systems currently available, costs, storage capacity, and present and future uses of the technology are among the areas considered.

Gist, Thomas E.; And Others (1989).  The Air Force Academy Instructor Workstation (IWS): II. Effectiveness.  Journal of Educational Technology Systems, 17, 4. 

Discusses the results of measuring the in-class effectiveness of a computer-controlled instructor workstation (IWS) that was developed at the Air Force Academy. Treatments for the experimental and control groups in an introductory physics course are described, and effects on student performance, student attitudes, and instructor attitudes are examined. (seven references)

Gleason, Gerald T. (1981).  Microcomputers in Education: The State of the Art.  Educational Technology, 21, 3. 

This overview of instructional applications of computer-assisted instruction and microcomputer applications discusses current developments in hardware and software, the need for independent review and evaluation of CAI programs, the growing importance of computer literacy, especially for teachers, and projections for the future. Eleven references are listed.

Glenn, Allen D.; And Others (1984).  Teaching Economics: Research Findings from a Microcomputer/Videodisc Project.  Educational Technology, 24, 3. 

Describes field test findings of a project funded by the Minnesota Educational Computing Consortium and the Rockefeller Family Fund to demonstrate that microcomputers and home videodisc players can deliver instruction to students. Basic research questions and field testing procedures for a high school economics course are provided.

Glenn, Allen D.; Carrier, Carol A. (1989).  A Perspective on Teacher Technology Training.  Educational Technology, 29, 3. 

This discussion of the need to properly train teachers to use the new educational technologies effectively highlights articles that appear in this issue. Preservice and inservice teacher training are discussed, the role of the school districts is examined, and future needs are briefly explored.

_____. (1987).  Glossary of Educational Technology Terms. Second Edition, Revised and Enlarged = Glossaire des termes de technologie educative. Deuxieme edition, revue et augmentee. 

This glossary prepared by the International Council of Educational Media (ICEM) groups in one volume English and French terms related to educational technology in order to facilitate understanding of these terms, and to promote and encourage communication at the international level. Analysis of terms from the fields of audiovisual teaching, programmed learning, and educational television and documentation, produced an inventory of nearly 3,000 terms which were edited by teams of experts in three languages to determine which were the most important terms according to criteria of relevance and frequency of use. This list contained about 100 words pertaining to computer technology. Following revisions by various groups, the final glossary contains almost 2,000 entries. It has been published in three versions: English-French, French-English; English-Spanish, Spanish-English; and English-Russian, Russian-English. Entries were classified in alphabetical order with the determiner before the noun in languages where appropriate. The definitions proposed by the International Electrotechnical Commission and the International Organization for Standardization were retained whenever possible. A 33-item bibliography is provided and lists of the members of working groups constituted by the ICEM are appended.

Glover, D. M.; And Others (1989).  The CCAT Videodisc--A New Resource for Physics Education.  Physics Education, 24, 5. 

An interactive videodisk entitled "Motion: A Visual Database" developed at the Cambridgeshire College of Arts and Technology (CCAT) is described. Three of its 194 real experiments are discussed.

Glynn, Shawn M.; Britton, Bruce K. (1984).  Supporting Readers' Comprehension Through Effective Text Design.  Educational Technology, 24, 10. 

Discusses cognitive processes readers engage in when comprehending instructional text and identifies familiar devices utilized by authors of instructional materials to support each of these processes. Included are appropriate vocabulary and sentence syntax use for intended audience; listing instructional objectives; and use of hierarchical outlines, advance organizers, and analogy use.

Gohs, Frank X. (1981).  Individualized Study by Technology (IST). 

This booklet provides an overview of IST (Individualized Study by Technology) programs at small, isolated rural high schools in Alaska, which use individualized microcomputer-based courses to provide a more complete curriculum. First, a general description is given of the IST program, which utilizes teachers, traditional texts, and printed materials; microcomputer-assisted/managed instruction; and audiotape cassettes. Implementation of the four courses currently taught--Alaska history, English, developmental reading, and general math--is explained, focusing on teacher supervision, use of aides, use of the microcomputer, and materials storage. Additional sections discuss the evaluation design, pilot testing, microcomputer equipment reliability, characteristics of IST teachers, teacher training, and assistance. Study results summarized include those relating to teacher attitudes, student characteristics, course completion, student attitudes and achievement, and course costs. Major conclusions drawn from the evaluation of the 1980-81 pilot testing and projections for the program's future conclude the paper. Eight tables display pilot test evaluation data.

Gojak, Linda M. (1983).  Taking the First Step with a Computer.  Arithmetic Teacher, 30, 7. 

Ways that elementary teachers with no background in computers can begin to deal with them are detailed. High school mathematics teachers and parents who work with computers are viewed as invaluable resource people. Samples of activity cards that introduce computers to students and/or teachers are included.

Golas, Katharine C. (1983).  The Formative Evaluation of Computer-Assisted Instruction.  Educational Technology, 23, 1.

Goldberg, Albert L. (1980).  Musings of an Educator-Technologist, or I Never Could Get My Mother to Understand What I Did for a Living.  Educational Technology, 20, 1. 

Discusses what educational technology is today, who practices it and their concerns, and its likely future. In summary, 45 propositions, aphorisms or lessons learned, dealing with the past, present, and future of educational technology, are presented.

Goldberg, Albert L. (1985).  What Calls for Help May Tell Us about the Present and Future of Computers in Schools.  Educational Technology, 25, 1. 

To measure impact of microcomputers in schools and estimate near-term future, observations are made regarding client calls--range, issues, themes, and callers--made to a school district consultant requesting help with microcomputer technology. Discussion includes numerous technical questions asked and process questions dealing with decision making, policy formation, and organization.

Goldberg, Fred S. (1988).  Telecommunications and the Classroom: Where We've Been and Where We Should Be Going.  Computing Teacher, 15, 8. 

Discussion of the use of telecommunications highlights projects designed by the New York City Board of Education to investigate telecommunications alternatives for the classroom. Telecommunications systems models are described, including electronic bulletin boards and networking; and instructional models are explained, including computer mediated dialogs, user-supported libraries, and online research.

Goldberg, Leonard M. (1980).  Creative Use of Media in Schools and Programs for the Hearing Impaired.  Volta Review, 82, 6. 

The author discusses four instructional delivery systems which have proven successful in the education of hearing impaired students--computer assisted instruction (CAI), overhead projection, television, and telecommunications.

Golden, Anthony R.; And Others (1988).  The Effects of Nonexamples on Procedure Learning.  Journal of Educational Technology Systems, 16, 3. 

Discussion of the use of nonexamples as an effective strategy in teaching concepts focuses on a study of college students that explored the use of common errors to teach the procedure for color correction of color transparencies. Treatments for the experimental and control groups are described, and further research needs are indicated.

Goldenberg, E. Paul; And Others (1988).  Mathematical, Technical, and Pedagogical Challenges in the Graphical Representation of Functions. [Final] Technical Report 88-4. 

This report summarizes the work of a two-year project which focused primarily on the problems that students have with algebra in general, and graphs in particular. The first of two major sections in the document deals with the use of computer software to assist in the teaching of graphing. It concludes that thoughtful design and use of graphing software presents new opportunities for teaching about graphing. The next section of the report centers on the development of research instruments that are intended to study scale in the context of graphs of function. It includes a set of problem-based teaching materials that were used as research tools. The appendices contain descriptions of probes designed to see if students can interpret and create graphs of real-world phenomena, along with instruments dealing with mapping, scale, and computer explorations. | [FULL TEXT]

Goldenberg, E. Paul; Kliman, Marlene (1988).  Metaphors for Understanding Graphs: What You See Is What You See. 

Computer graphing makes it easier for students and teachers to create and manipulate graphs. Scale issues are nearly unavoidable in the computer context. In interviews and protocol analysis with six students from grade 8, and 12 students from grades 11 and 12, it became apparent that some aspects of scale are clearly understood very early while other aspects remain confusing to even some of the most successful students in pre-calculus and calculus, and that there is a consistency and meaning in metaphors which students invoked in explaining their ideas to themselves and teachers. Three metaphors inferred from students' words and one metaphor supplied by the authors are discussed. These are: (1) the computer as automatic paper and pencil; (2) scaling is like using a magnifying glass; (3) scaling as a rubber sheet (supplied by the authors); and (4) the mathematical curve as a bead necklace. Some implications concerning the curriculum are discussed. | [FULL TEXT]

Goldes, Harold (1984).  User Problems in Interactive Environments.  British Journal of Educational Technology, 15, 3. 

Describes the mechanics of information exchange between the computer and the user of, e.g., a word processing editor. The importance of user orientation, how it is affected by different types of interfaces, and space aids for orienting users in menu-driven or branching programs that present output in page format are discussed.

Goldman, Susan R.; And Others (1987).  Special Education Administrators' Policies and Practices on Microcomputer Acquisition, Allocation, and Access for Mildly Handicapped Children: Interfaces with Regular Education.  Exceptional Children, 53, 4. 

Special Education administrators (N=33) responded to a comprehensive survey on their use of microcomputers. Decision-making policies and practices indicated high levels of cooperation between special and regular education programs in acquiring hardware and software and in providing teacher training. Implications for subsequent directions for microcomputer innovation are discussed.

Goldman, Susan R.; Pellegrino, James W. (1987).  Information Processing and Educational Microcomputer Technology: Where Do We Go from Here?  Journal of Learning Disabilities, 20, 3. 

Research is reviewed on the use of microcomputer technology with learning disabled students in two major areas: (1) extended practice and its role in the development of increased automaticity of basic information processing skills; and (2) problem solving and metacognitive activities.

Goldstein, Sheldon (1984).  Communications Technology and Continuing Education.  Continuum, 48, 3. 

Focusing on three recent developments in communications technology--communications satellites, multichannel cable systems, and home videodisc players--the author discusses the current and potential applications of each to continuing education programs.

Golen, Steven; Smeltzer, Larry (1984).  Information Processing: A Vital Tool for the Late 80's.  Business Education Forum, 38 n8 p30-34, 39 Apr-May 1984. 

Indicates that business educators should take a leadership role in designing, implementing, and evaluating all aspects of information processing at all levels of business education.

Gonod, P. F. (1981).  Integrating the Planning of Education and Technology. 

To clarify the relationships among education, employment, and technological research, this study constructs a planning model based on these areas' component fields and their complex interrelationships. Emphasizing that little research has been done on the relationships of education and technology and that little understanding has been achieved of the patterns of technology transfers, the author sees the education system as an historical and socializing organism within which operate material, administrative, and pedagogical structures. The purpose of education, it is noted, is determined on the basis of the objectives chosen for the system at all levels--for the daily operational missions as well as for the broader educational goals. The movement towards more specialization, moreover, is characterized as preventing the formation of unified models of knowledge and fragmenting administrative organization in education. The system of technological production and dissemination is then analyzed in several aspects: its relation to scientific information, its transferring of information among sectors of society and between nations, and its administrative layers. The author sees the integration of technologies as a contribution to the growth of a technological culture and gives attention to developing countries' problems with the regulation and structure of spreading technologies. Concentrating finally on the central role of employment in bringing together systems of education and technology, the study concludes with projections for research into the relationships of the systems in the next century.

Good, Ron (1986).  Science Computer Software. A Handbook on Selection and Classroom Use. 

Designed for use by science teachers, this document provides selected lists of computer software collected by the Science and Mathematics Software (SAMS) lab at Florida State University. The commercially available software is compiled under the subject areas of biology, chemistry, and physics. Each list provides: (1) recommended grade level; (2) type of software (e.g. drill and practice, tutorial, simulation, game, tool); (3) publisher; and (4) price. Included are reviews done by the SAMS lab on selected software from each discipline. Twelve software programs are reviewed in the biology section, ten in chemistry, and eight in physics. The chapter on chemistry also mentions additional software available through the National Science Foundation-funded project SERAPHIM at Eastern Michigan University. Addresses of publishers/distributors of all the commercial software listed are also included. | [FULL TEXT]

Goodacre, Elizabeth (1987).  Reading Research in Great Britain--1985.  Reading, 21, 1. 

Reviews research in the areas of reading standards and tests, reading development, dyslexia and specific reading retardation, and reading materials and interests.

Goodman, Danny (1981).  Electronic Learning Aids.  Creative Computing, 7 n9 p272, 274 Sep 1981. 

Eight electronic learning aid products are reviewed. Prices and features are summarized.

Goodman, R. Irwin (1984).  Evaluating Scripts for Instructional Media Programs: A Structured Script Evaluation Procedure.  Educational Technology, 24, 3. 

Describes a structured set of procedures for critical script appraisal of nontheatrical scripts by carefully selected evaluators. An overview of the procedure, script reviewer qualities, the questionnaire's structure and objectives, and discussion of a sequence-by-sequence evaluation, script annotations, reviewer comments, and report preparation are included.

Goodman, R. Irwin (1984).  Focus Group Interviews in Media Product Testing.  Educational Technology, 24, 8. 

Discusses the focus group interview as an effective method of eliciting public opinions at three points in the media production process--concept development, script completion, and completion of rough cut. Interview characteristics, objectives, respondent characteristics, moderator role, physical arrangements, interview techniques, and data analysis and documentation are described in detail.

Goodman, R. Irwin (1985).  Skin Conductance Measurement in Communication Research.  Educational Technology, 25, 4. 

Describes skin conductance measurement as a physiological procedure to obtain information on onset, duration, intensity, and completion of private physiological responses to parts of films or media products. The mechanics of the technique, how measurements are recorded and analyzed, and types of skin conductance research literature are discussed.

Goodman, R. Irwin; And Others (1980).  The Effectiveness Index as a Comparative Measure in Media Product Evaluation.  Educational Technology, 20, 9. 

Describes an index for the evaluation of a media product. A pretest measure of an aspect of the product is taken, the audience is exposed to the product, a posttest measure is taken, and the index is computed as a ratio of the difference scores to the total change possible.

Goodrich, Kristina (1981).  Recreation and Cable: Don't Tune Out; Hook Up!  Parks and Recreation, 16 n5 p58-61, 80-82 May 1981. 

Cable television has great potential for the future of mass communication. While some recreators lament television as an unsocial form of recreation, others see it as beneficial for its ability to reach shut-ins and handicapped groups.

Goodspeed, Jonathan (1988).  Vendors' Summit '88: A Special Report on the Hardware Industry.  Electronic Learning, 7, 5. 

Presents report of the Hardware Vendors/Educators Forum, which was convened to discuss microcomputer hardware in elementary and secondary schools. Representatives from Commodore, IBM, Tandy/Radio Shack, and Apple Computer, addressed topics including sales and service, integrating technology into the curriculum, college versus secondary level research, inservice training, and federal legislation.

Goodwin, Gregory, Ed. (1988).  Celebrating Two Decades of Innovation, 1968-1988.

Goodyear, Peter (1989).  Development of Learning Technology at the European Level: The DELTA Programme.  Educational and Training Technology International, 26, 4. 

Describes the European Community's Development of European Learning through Technological Advance (DELTA) program, which is concerned with the technological resources needed to support open and distance learning in continuing or higher education. Activities in the United Kingdom are emphasized, and several DELTA projects are described.

Gooler, Dennis (1989).  Preparing Teachers to Use Technologies: Can Universities Meet the Challenge?  Educational Technology, 29, 3. 

Describes the responsibilities and the role of universities in adequately preparing teachers to use educational technologies. Topics discussed include instructional design and development of technology training; curriculum considerations, including interdisciplinary efforts; the availability of resources; and the role of faculty, including the need for continuing education opportunities.

Gordon, Edmund W.; Armour-Thomas, Eleanor (1985).  Computer Technology and Educational Equity. ERIC/CUE Urban Diversity Series, Number 91. 

The impact of the technological revolution on education is examined in this monograph, which focuses primarily on computers. First, the history of the educational uses of a variety of media (film, radio, television, teaching machines, and videodisc systems) is traced and assessed. As instructional aids, it is said, the media economize teachers' time and efforts, impart information efficiently, and can make learning more fun, but research has strongly suggested that the effectiveness of media is largely dependent on the abilities of a good teacher who uses them effectively. Next, the report describes current and emerging applications of the new computer-based technologies, including: (1) management of curriculum content; (2) management of pupil information; (3) presentation and monitoring of drill and practice; and (4) computer-assisted tutorial instruction. Following this discussion, an overview of research on the effectiveness of computers in instruction, and particularly in compensatory education, is presented. Next, difficulties in evaluating cost-effectiveness and feasibility of computer-based instruction are described. Finally, findings on the possible uses of computers in attaining educational equity are discussed. Striking inequities are said to exist between the affluent and the poor; differentials in access to equipment, program quality, and the usages of computers are reported. | [FULL TEXT]

Gordon, George N. (1980).  Happy Birthday, Ed Tech! A Grim Look at Past, Present, Future.  Educational Technology, 20, 1. 

Notes some of the successes and failures associated with educational technology, and suggests that the future challenge will be away from creativity and toward application.

Gordon, George; And Others (1989).  Technological Aids in Teaching and Learning. 

This paper discusses a survey of 339 teachers at the University of Strathclyde, Glasgow. The purpose of the survey was to: (1) evaluate the impact of educational technology on teaching and learning at the university; (2) ascertain those areas where staff training and development were required; and (3) determine ways in which both teaching and learning could become more efficacious through the appropriate use of educational technology. Responses pertaining to the impact of educational technology revealed that while most teachers believe that slides, films, and computers would be appropriate aids to teaching, only overhead projectors are used with any frequency by both teachers and students. Responses pertaining to staff development needs revealed that the major areas for concentration are production of overhead projector materials and training in computer skills, computer usage, and computer/classroom integration. Finally, it was determined that several barriers would have to be removed before innovative instructional materials could be used appropriately, including lack of time available to develop innovations; ill-equipped facilities; scarcity of relevant hardware and software; and lack of knowledge, resources, and materials. (5 references) | [FULL TEXT]

Gordon, George; And Others (1989).  A Study of Attitudes and Perceptions Concerning New Technologies. 

This paper briefly outlines the results of a survey of 339 teachers at the University of Strathclyde, Glasgow, the purpose of which was to evaluate the use and appropriateness of educational technology in teaching and learning. Results show that only the overhead projector is used with substantial frequency and that staff training and development in the production of overhead projector materials is required. Staff development in the use of computer assisted instruction is also needed. It is noted that lack of time to develop visual aids, poorly equipped rooms, unavailability of hardware and software, and the lack of resources and materials prevented more use of visual aids. | [FULL TEXT]

Gorny, Peter (1982).  New Information Technologies in Education in the Federal Republic of Germany.  European Journal of Education, 17, 4. 

General West German educational policy does not seem to influence application of new educational technology, which seems more dependent on the commitment of individual teachers, students, parents, and administrators. In addition, federal-state power structure influences related school funding and curriculum development.

Gorth, William Phillip; Nassif, Paula M. (1984).  A Comparison of Microcomputer-Based, Computer Managed Instruction (CMI) Software Programs (with an Evaluation Form).  Educational Technology, 24, 1. 

Discusses design and evaluation issues relating to computer managed instruction (CMI). Major functions described include establishing identification database, processing performance data, report formulation, and utility functions. Evaluation issues discussed include customized versus generic CMI, user-friendliness, documentation, data entry ability, report clarity, and staff development. Evaluation form is included.

Gough, J. E. (1980).  Communication Satellites: The Australian Debate. Occasional Paper, Number 1, May 1980.  [Open Campus] 

Developments concerning communication satellites and the Australian debate are outlined for the distance educator without a technological background. Social, economic, technical, and policy issues associated with the implementation of an Australian national communication satellite system were assessed in 1977 by a task force whose recommendations are included. An overview of the proposal and reactions of regional television stations, the public, and special groups are included from the text of a 1978 published report. Definitions of telecommunications terms and a summary of technical developments in other countries are also presented. Results of a survey revealed interest by the educational community in a network for continuing education. When economical service becomes available, a network may be developed that provides one-way television and two-way data to each classroom, therefore combining the features of prerecorded lectures, live interaction, and computer-managed instruction. Other applications of the system include: communication links between educational institutions originating educational television and radio programs and between educational institutions and educational centres for distance education purposes.

Gough, J. E. (1980).  Listening and Learning: Audio Cassettes at Deakin University. 

Student attitudes about using audio cassettes in the course "Images of Man" at Deakin University, Australia, were evaluated in 1979. A total of 192 off-campus and 39 on-campus students responded to a mail questionnaire. Responses indicate the following: students stopped cassettes to take a break and to replay sections; 70 percent listened to cassettes while doing a routine chore, and about 75 percent usually listened when they were free of interruptions; students did not always use the programs at the appropriate time and delayed their listening; some students desired program transcripts; women were much more likely to listen to cassettes when free of interruptions and when doing chores, and to feel that the voice on cassettes helped to overcome the isolation felt by being off-campus students; distance from campus did not seem to interact with the cassettes' role in lessening feelings of isolation or in keeping students working on the course; off-campus students seemed to enjoy cassettes more than did on-campus students, were more concerned to build them into their study programs, and were more accepting of the shortcomings of programs in content but more critical of production and technical shortcomings; the main dissatisfaction of on-campus students was not being provided with their own copies of audio cassettes as were off-campus students. It is concluded that a high proportion of students used and highly valued audio cassettes supplied as part of their teaching materials, and that more guidance should be given to students to improve their skills in using tapes effectively. Some student comments are included.

Gourley, Frank A., Jr. (1987).  1986 Bibliography of Information on Engineering Technology Education.  Engineering Education, 77, 7-8. 

Lists articles, papers, and reports on engineering technology education that were published in 1986. Categorizes the citations under headings of administration, computers, curriculum, electronics, industry/government/employers, instructional technology, laboratories, liberal studies, manufacturing, mechanical, minorities, research, robotics, and telecommunications.

_____. (1984).  Governor's Educational Summit Task Force Report. 

This booklet contains a series of potential educational goals for Michigan in 1985, prepared by a task force appointed by the governor. The selection of these goals was guided by three major considerations: programs likely to achieve progress within a year, projects directly affecting the classroom level, and goals with statewide effects. These goals address the following areas: (1) early childhood education, (2) expanded student testing and assessment, (3) high technology in education, (4) Michigan accreditation standards, (5) Michigan Certification Code changes, (6) Michigan Merit Scholarship program, (7) Michigan schools communication plan, (8) professional development, (9) school and business partnerships, (10) school district/university teacher exchanges, (11) school improvement process, (12) school attendance and discipline, (13) student career plan, (14) student transportation funding improvements, and (15) university/school district improvement program.

Gow, Doris T. (1980).  Intrinsic Analysis of Instructional Materials: An Aid to Site-Specific Tailoring of Instruction.  Educational Technology, 20, 5. 

An instrument for analyzing curriculum materials based on the constructs of opportunity, motivation, structure, and instructional events, is presented. A series of questions designed to guide the evaluator through the process are offered and a selection chart for instructional products is included.

Graczyk, Sandra L. (1988).  The Effect of the Computer Revolution on Educational Delivery Systems. 

The reasons for schools' lack of leadership in using microcomputers for technological diffusion are explored in this article. General systems theory is used to examine the effects of the computer revolution on political, social, economic, and educational systems. Selected characteristics of schools and computers are offered as possible explanations for education's reactions to the computer revolution. Two future scenarios are discussed: resistance to change, which results in increased irrelevance of educational institutions to the external environment and their eventual decline; or adaptation, which is accomplished by rational planning for computer system selection and implementation. An extended bibliography is included.

Graves, Ben E. (1984).  Distance Learning--Are You Ready?  American School and University, 57, 4. 

Describes a regional forum on "distance learning" (including telephone, radio or television, and downloading computer software from a central location) that was sponsored by the Southwest Educational Development Laboratory.

Graves, Norman J., Ed. (1984).  Computer Assisted Learning in Geographical Education. Papers Presented at an International Conference on Computer Assisted Learning in Geographical Education (13th, London, England, April 10, 1983). 

Containing papers presented at a multinational conference, this document examines the development of computer assisted learning (CAL) in geography, and describes program and curriculum development, teacher education, and experiences and problems of countries using CAL. Specific papers include: "Computer Assisted Learning in Geographical Education in the Netherlands: Initial Steps on Virgin Soil" (Van Beckum); "Spatial Diffusion and C.A.L. in Geography: The Case of Spain" (Hernando); "Interactive Computer Assisted Learning in Geography" (Stoltman); "Institutional and Individual Curricular Responses to Computer Assisted Learning in New Zealand Geography" (Forer); "Palaeotechnic Impressions of Computer Assisted Learning in the United Kingdom" (Hall); "Scope and Progress of Geography CAL from the Computers in the Curriculum Project" (Watson); "Computer Assisted Learning in the Geography Classroom--Explorations with Video Tape" (Wiegand); "Teacher and Pupil Involvement in Creating Computer Programs in Geography" (Ferguson and Hones); "Aspects of Pre-service and In-service Teacher Education with Reference to Computer Assisted Learning in Geography" (Barr and Williams); and "Settlement Unit: a Coordinated Suite of Analytical Programs and Data Files Designed for a Specific Geography Syllabus" (Jennings).

Graves, William H.; And Others (1989).  Inaugural Reflections from an Institute. Technology in Higher Education: Current Reflections. First in a Series. 

The Institute for Academic Technology is a university/industry collaboration designed to advance the educational value of affordable technologies. A broad spectrum overview of the program's goals from the point of view of the director, a faculty view of participation, and the industry participant's rationale for program support are presented in three papers. The first of these, "A Personal Perspective on Instructional Computing: A New Vendor-Supported National Program" (William H. Graves) asserts that affordable interactive technologies can add value to teaching and learning and that the traditional tentativeness of academe in curriculum revision and innovation argues for national dialogue and national action on new technology. The second paper, "Technology and Language Learning" (James S. Noblitt) examines the role of technology in the evolution of language learning methodologies; and the third and last paper, "IBM and Higher Education: A Continuing Partnership" (Gerald L. Hefley) explains how International Business Machines (IBM) invests in its next generation of workers and in the future of its industry through collaboration with higher education. | [FULL TEXT]

Gray, Howard, Ed. (1985).  Intermountain Leisure Symposium Proceedings (6th, Logan, UT, November 7, 1985). 

Topics covered in this symposium included: (1) a perspective for seeking commercial sponsorships; (2) developing an activity program that perpetuates developmental skills; (3) emerging American lifestyles: implications for park and recreation professionals; (4) clinical hypnosis: a possible adjunct to therapeutic recreation; (5) impact fees for parks and recreation; (6) developing a family philosophy of recreation; (7) outdoor recreation leadership; (8) risk activities at St. Cloud State University; (9) accident reports--tools for sound management; (10) Utah youth opinions on marriage and the family; (11) curriculum evaluation for educators in recreation and leisure services; (12) effective department administration; (13) public-commercial cooperation in recreation programs; (14) person-centered leisure services curricula; (15) five year follow-up of The Harborview Medical Center Rehabilitation Service Community Integration Program; (16) measuring satisfaction of National Outdoor Leadership School Students; (17) promoting health in the parks and recreation setting; (18) youth recreation leadership development and the Job Training Partnership Act; (19) fitness in America; (20) adventure games: safe risk recreation; (21) managing our way to a preferred future; (22) pricing for recreation; (23) the effect of year-round school on leisure patterns and programs; (24) the cultural arts park at Fargo, North Dakota; (25) the role of computers in developing leisure programs; (26) visual educational technology; (27) therapeutic recreation programming for the head injured patient; and (28) practicum agencies and excellence. | [FULL TEXT]

Gray, Robert A. (1988).  Educational Technology Use in Distance Education: Historical Review and Future Trends.  Educational Technology, 28, 5. 

Examines the potential for using educational technology in distance education in developing countries as well as in established programs. The British Open University is discussed, and technology described includes television, cable, videodisc, satellites, teletext, videotext, computers, and radio. Future trends in the field are also discussed. (15 references)

Gray, Robert A. (1988).  Robots: A High Tech Tool for the Learner.  TechTrends, 33, 5. 

Discussion of the development of robots and their use in industry and education emphasizes their potential as instructional tools. Current use in elementary and secondary schools and with gifted students is described; hardware systems are explained; teaching strategies are discussed; and guidelines are presented to improve robotic literacy programs. (eight references)

Greene, John W. (1984).  Suggestions for Maintaining Educational Technology Programs in Hard-Pressed Areas.  Journal of Negro Education, 53, 2. 

Discusses personnel development and inexpensive sources of equipment needed for successful educational technology programs in economically hard-pressed areas in the United States and in Third World countries. Surveys future technological trends and stresses need for planning and foresight.

Greene, John W.; McJulien, Wesley J. (1987).  Black Contributors to Educational Technology.  TechTrends, 32, 3. 

Recognizes and profiles seven outstanding black contributors to the field of educational technology: Harry A. Johnson, Lionel Sebastian Duncan, John W. Greene, Edward O. Minor, Howard A. Myrick, Diane T. Hopkins, Wesley Joseph McJulien, and Louis T. Harding.

Gregory, Ivan D. (1982).  Appropriate Educational Technology.  Media in Education and Development, 15, 1. 

Identifies 16 issues considered significant in the planning of educational projects and offers to assist in the selection of the most appropriate media and in the design of software. Twenty references are listed.

Griffin, William H. (1983).  Can Educational Technology Have Any Significant Impact on Education?  Technological Horizons in Education, 11, 3. 

Examines reasons why large-scale rejection of most forms of academic technology will continue, despite the fact that educators are faced with the inescapable conclusion that if education is to be brought closer to American life, use of technology must be taught and accepted in colleges of education.

Grimaldi, Ralph P. (1980).  Balancing Chemical Reactions With Matrix Methods and Computer Assistance. Applications of Linear Algebra to Chemistry. Modules and Monographs in Undergraduate Mathematics and Its Applications Project. UMAP Unit 339. 

This material was developed to provide an application of matrix mathematics in chemistry, and to show the concepts of linear independence and dependence in vector spaces of dimensions greater than three in a concrete setting. The techniques presented are not intended to be considered as replacements for such chemical methods as oxidation-reduction or the balancing of half-reactions. It is noted that it is possible to write down a chemical reaction that does not take place and still balance it by the matrix methods provided. Exercises and references are included to the problems supplied. | [FULL TEXT]

Groen, Gerrit, Ed.; Pichaske, David, Ed. (1985).  Bringing the Humanities to the Countryside: Improving Access to the Humanities in Western Minnesota. 

The use of new technologies to deliver courses in humanities to adult, off-campus students in rural western Minnesota is described in nine essays. A 4-year project was funded to improve access to the humanities, resulting in the redesign of 40 courses since 1981. In addition discussing the background of the project, evaluative mechanisms, and committee structures, descriptions are provided of faculty member's experiences in adapting and teaching the humanities courses using audio teleconferencing, audio tapes, video tapes, correspondence, and computer-assisted instruction. Essay titles and authors are as follows: "Institutional Cooperation to Improve Access to the Humanities in Western Minnesota" (Gerrit Groen); "Evaluation and Funding of Course Modification Proposals" (Mary Hickerson); "Adapting English Courses to Independent Study" (Vern Thompson); "Creating Computer-Assisted Instructional Programs for 'The Iliad' and 'The Odyssey'" (Gary L. Litt); "An Adaptation of an Elementary Spanish Course for the Rural, Adult Learner" (Janice Wright); "Adapting Three English Courses for Off-Campus Delivery" (David Pichaske); "Three Courses, Three Experiments in the Design of Independent-Correspondent Courses" (Joseph Amato); "Teaching 'Stereotypes of Women in Literature' by Telelecture" (Patricia K. Hansen); and "Structure and Freedom: Redesigning a Course in Scandinavian History" (Richard Lewis). | [FULL TEXT]

Grogono, Peter (1989).  Meaning and Process in Mathematics and Programming.  For the Learning of Mathematics--An International Journal of Mathematics Education, 9, 1. 

Trends in computer programing language design are described and children's difficulties in learning to write programs for mathematics problems are considered. Languages are compared under the headings of imperative programing, functional programing, logic programing, and pictures.

Gropper, George L. (1980).  Is Instructional Technology Dead?  Educational Technology, 20, 1. 

Traces the development of instructional technology over the past quarter century, and expresses the need for a single knowledge base, something definitive on which all in the field can agree.

Gropper, George L. (1988).  How Text Displays Add Value to Text Content.  Educational Technology, 28, 4. 

Describes a technology of text display that can help to make learning from text more effective. Topics discussed include the effect of text displays on the ways learners process information; implications of these effects for instructional design; and how text displays join with text content to help with verbal, experiential, and visual processing.

Gross, Michael P., Ed.; And Others (1989).  Working Together to Educate about the Environment. Selected Papers from the Joint Conference of the North American Association for Environmental Education and the Conservation Education Association (Estes Park, Colorado, August 18-23, 1989). 

Proceedings of a conference on environmental education are presented in this document. Featured at the conference were four general sessions, a number of additional invited presentations, three symposia, four workshops, and over 170 contributed presentations. The purpose of this volume is to provide a record of the papers presented at the conference. Presented papers focused on eight different conference strands. The papers in this proceedings are organized by strand and included alphabetically by author within each strand. The eight strands are: (1) "From Research to Application in Environmental Education"; (2) "Interdisciplinary and Interagency Cooperative Ventures"; (3) "Educating About Environmental Issues and Policies"; (4) "International Cooperative Ventures"; (5)"Curriculum and Teaching Strategies"; (6) "Communication Mechanisms: Networks, Consortiums, Newsletters"; (7) "Developing a Support Base for EE Programs: Marketing, Fund Raising, Volunteer Use"; and (8) "Materials and Programs for Educating About the Environment." Abstracts only are provided in cases where full-length papers were not received. | [FULL TEXT]

Gross, Richard; English, Phillip C. (1989).  Tele-Visions: Telecommunications Issues for the 1990s.  Community. 

Discusses issues facing the field of educational telecommunications, including the expansion and deregulation of the telephone industry; the blurring of institutional identity; the need for federal support of public television, compatible technical standards, and clearer outcomes assessment; the privatisation of educational technology, and the enhancement of educational opportunity.

Gross, Ronald, Ed. (1982).  Invitation to Lifelong Learning. 

In this anthology of readings, 28 scholars and educators consider the theoretical and practical forces that shape the concept of lifelong learning. After Ronald Gross's introduction, the first section begins its consideration of the Western tradition in adult learning with Plato's metaphor of the cave and includes Pico della Mirandola's essay on individual development, Benjamin Franklin's brief description of the founding of the experimental "Junto," and Robert McClintock's affirmation of a lifelong course of study. In Part II, Margaret Mead, Mortimer Adler, Paulo Freire, Eduard C. Lindeman, and Fred Harrington discuss lifelong learning as a contemporary imperative, underscoring the lateral transmission of knowledge, the benefits that maturity bring to learning, and American achievements in adult education. Leaders in the field of adult education, including Cyril Houle, Malcolm Knowles, Allen Tough, Carol Aslanian and Henry Brickell, and Mihaly Csikszentmihalyi, identify types of lifelong learners, consider the education of adults, stages in adult lives, and the role of learning for adults. In Part IV, practices in the field of adult education are considered by Samuel Brightman, Frank Adams, Carl Rogers, Jerold Apps, and Patricia Cross. The book concludes with a series of articles on the future learning world by James Botkin, Mahdi Elmandjra, and Mircea Malitza; Frank Spikes; a group of adult educators convened by Basic Choices; Buckminster Fuller; and Kenneth Boulding.

Grossman, David M. (1987).  Hidden Perils: Instructional Media and Higher Education. Occasional Paper. 

This booklet discusses issues to consider when using instructional media in higher education. Section 1 highlights quality control, discussing such key questions as how accountability and responsibility for creating instruction are determined and what the faculty's role is in determining how courses are to be adapted and delivered. Section 2 discusses the trivialization of instruction, noting that adopting instructional media methods deprives faculty of creative roles in instruction. Section 3 discusses the resulting homogenization of instruction. Section 4 examines the timeliness factor, or the loss of dynamic elements in instruction when using this static form of delivery. Section 5 discusses curriculum control, noting the potential for administrative tyranny. Section 6 discusses effects on the institution and the faculty who create such courses. For example, an institution loses control over the product which carries its name and reputation, and faculty who participate in course development for technological delivery take a back seat to production and technical personnel. Section 7 explains how to offer quality off-campus students instruction via modern technology, noting that instruction will be of higher quality if distance learning programs and technologically delivered instruction allow faculty to achieve the full realization of their professional responsibilities. | [FULL TEXT]

Grossman, Ronald P. (1982).  Online.  Journal of Learning Disabilities, 15, 7. 

The article offers suggestions to teachers and administrators for selecting a microcomputer to best meet students' needs and implementing a computer program in the school. Also addressed are the process of introducing computers into the classroom, technological advances in computer technology, and fringe benefits of computer assisted instruction.

Grossnickle, Donald R. (1980).  The Educational Impact Statement: An Aid to Planning Innovations.  Educational Technology, 20, 5. 

Discusses the use of educational impact statements and presents a functional process model for change facilitation. A specific example of the adaptation of this process is provided, going through the steps of: preplanning, strategy selection, implementation, and adoption, evaluation, research, and modification, monitoring, and follow-up.

Grossnickle, Donald R.; And Others (1982).  Profile of Change in Education: A High School Faculty Adopts/Rejects Microcomputers.  Educational Technology, 22, 6. 

This report on current uses of microcomputers in instruction at Palatine High School, a suburban Chicago public secondary school, presents and discusses the results of a survey of the high school's faculty concerning their use of microcomputers as instructional aids. Differences among academic departments are outlined.

Grosvenor, Gilbert M. (1989).  The Case for Geography Education.  Educational Leadership, 47, 3. 

In 1985, the National Geographic Society launched a new Geography Education Program to revitalize geography instruction in the nation's schools. Geographic Alliances in 27 states mobilize teachers, administrators, and policymakers to push for improved geography curricula. The society also produces high-impact publications and sponsors special events to spark students' interest.

Grundin, Hans U. (1983).  Audio-Visual Media in the Open University: Results of a Survey of 93 Courses. I.E.T. Papers on Broadcasting No. 224. 

The survey reported here of 12,008 students in 93 undergraduate Open University courses was designed to assist in Open University audiovisual policy development and planning and to provide a data base for summative evaluation of audiovisual media use in individual courses. Emphasis was on the first aim, and detailed data were collected only for 17 new courses. An introduction describes the sampling, response rate, weighted averages, and availability of survey data. Tables show student access to audiovisual equipment (television, video equipment, audiocassette equipment, and telephone), and to computers, including type of microcomputer and data storage medium. Results reported cover the use and appreciation of television and radio in foundation courses and in new courses, the role of television repeats, broadcasting versus cassette-mailing as a distribution method, use and appreciation of audio-cassettes, the cost of television, the economy of television in post-foundation courses, television versus face-to-face tutoring, television versus audio-vision, and media selection from a cost-benefit perspective. Recommendations, four references, and a list of courses covered in the survey are included.

Grundin, Hans U. (1985).  Report on the 1984 AV Media Survey. I.E.T. Paper No. 261. 

This survey questioned almost 6,000 students concerning media use for 16 new and seven continuing courses at the British Open University. Student access to and use of various types of media are detailed, and helpfulness, irrelevance, and difficulty ratings for various components and services in the new courses are presented. Brief feedback comments are also provided for each of the individual courses. The text is supplemented by three appendices, which include the tabulated data, a copy of the survey instrument, and brief reports on summer school and tutoring.

Gubser, Lyn (1986).  China Is Hungry for Educational Technology.  TechTrends, 31, 2. 

Association for Educational Communications and Technology (AECT) officials who travelled to People's Republic of China present a first-hand view of China's interest in and use of educational technology. Discussion includes China's educational environment, nationwide education goals, microcomputer and computer software suppliers and educational uses, and relationship with AECT.

Gubser, Lyn (1986).  National Task Force on Education Technology. "Transforming American Education: Reducing the Risk to the Nation."  TechTrends, 31 n4 p10-24, 35 May-Jun 1986. 

Presents the report of the National Task Force on Educational Technology, which focuses on current and emerging needs of learners rather than technology itself. It concludes that creative and appropriate use of information technology can help improve the quality of learning, increase educational equity, and ensure greater cost effectiveness.

_____. (1987).  Guelph Symposium on Computer Conferencing Proceedings (2nd, Guelph, Ontario, Canada, June 1-4, 1987). 

This proceedings provides the texts of opening remarks, the official welcome, and 37 papers presented at an international symposium on the theme, "Computer Conferencing: Allied Technologies and New Applications." The papers are divided into seven categories: (1) Distance and Adult Education; (2) Socio-Psychological Issues; (3) Computer Conferencing Applications; (4) General Educational Issues; (5) Electronic Conferencing and Beyond; (6) Electronic Message Interchange; and (7) Research Applications of Computer Conferencing. The text is supplemented by various figures, and most papers have reference lists.

Gueble, Ed, Ed. (1989).  Adult Literacy and Technology Newsletter. Vol. 3, Nos. 1-4. 

This document consists of four issues of a newsletter focused on the spectrum of technology use in literacy instruction. The first issue contains the following articles: "Five 'Big' Systems and One 'Little' Option" (Weisberg); "Computer Use Patterns at Blackfeet Community College" (Hill); "Software Review: Educational Activities' Science Series" (Lavier); "Recycle Computers for Literacy"; "Literacy in Mississippi (Lipscomb); "Audio Tape Recorders and Adult Literacy Training" (Jagger); "Jump Start" (Gueble); and "Library-Based Literacy Programs" (Eiselstein). The following articles appear in the second issue: "'World GeoGraph': Good Enough to Criticize" (Grady); "HyperText Possibilities" (Gueble); "An Engineer Discusses Factory Automation" (interview); "SUCCESS II": Computers Brought to Hard-to-Reach Learners" (Fish); "Cutting the Costs of Illiteracy in Deep East Texas" (Payette); "Out of Danger" (student story); and "Computer Curriculum Corporation Up-Date" (Taylor, Dickson). The third issue contains these articles: "Playing on Your Own at Playing to Win, Inc." (Gueble); "LEAP-Frogging One-on-One in Richmond" (Gueble); "Technology Futures" (Turner); "First Impressions: Two Software Programs for ESL Students" (Lane); and "Technology Transfer" (Egner, Gueble). The fourth issue includes: "You Are What You Speak" (Turner); "Word Processing and Writing" (Laidley); "Thinking the Unthinkable: Protection from Computer Viruses" (Pier); "Confessions of a Software Designer" (Statan); "Local Link-Ups: Is Networking in Your Future?" (Fleischman); "Laserdiscs: Beginning and Beyond" (MacDonald); "Evaluation of 'Keystrokes to Literacy'" (Brown, Askov); and "Research, Practice and Business Join over Workplace Literacy" (Laidley). A "Newsbriefs" section is included in all issues.

Gueulette, David G. (1988).  Better Ways to Use Television for Adult Learning.  Lifelong Learning, 11, 6. 

The appropriate educational uses of television and/or teleconferencing present similar but separate problems for adult learners. Adult educators should consult experts on planning and using these technologies before rushing ahead with them

Gueulette, David G.; Hanson, Connie (1987).  Psychotechnology as Instructional Technology: Systems for a Deliberate Change in Consciousness. 

This discussion of the importance of psychotechnologies such as biofeedback, meditation, and guided imagery to education focuses on the potential of such techniques to expand human learning capabilities and consciousness. The work of many theorists and researchers in the fields of education, physiology, and psychology is reviewed, citing evidence that psychotechnology can: (1) augment instructional design models; (2) generate extraordinary learning outcomes; (3) provide additional cognitive strategies to improve one's ability to learn; and (4) augur a future trend in the definition of instructional technology. A list of 47 references is included. | [FULL TEXT]

Guibert, Arlette Azevedo de Paula; Romiszowski, Alexander (1980).  Educational Technology in Vocational Training in Brazil.  Programmed Learning and Educational Technology, 17, 4. 

Traces the development of vocational training and distance education in Brazil, briefly describes distance education activities of several agencies, and discusses the use of programed instruction, the personalized system of instruction, training manuals, and training modules. Commercial educational technology services are briefly described and 14 references are listed.

Guild, Pat Burke; Esfahani, Russell (1989).  Meeting Students' Learning Styles.  Instructor, 99, 1. 

Typical learning style patterns; techniques for managing the variety of learning styles which may exist in a classroom; and ways to address various learning styles in reading, writing, math, and science are outlined. Using educational technology to accommodate students' learning styles is also discussed.

Gull, Randall L. (1980).  A Successful Transition from Mini- to Microcomputer-Assisted Instruction: The Norfolk Experience.  Educational Technology, 20, 12. 

Reviews reasons for the decision to change from a timeshare minicomputer to microcomputers, financial considerations involved, the purchase of hardware, the problem posed by the lack of compatible software for the microcomputers, and the development of the Assisted Instructional Development System (AIDS) for adapting minicomputer software and authoring additional lessons.

Gunawardena, Charlotte N. (1988).  Using Communications Technologies for Distance Education: Report on Current Practices in the United States. 

This paper discusses current practices in the use of communications technologies to deliver distance instruction as they were reported by respondents to a survey of 70 postsecondary educational institutions in the United States. Results of the 1987 survey indicate that non-interactive open-broadcast television, cable television, and videocassettes were used to a greater extent than any other media to deliver instruction. Television was thought to be an effective delivery medium in all of the subject areas in which it was used, and also the most popular medium among the students. To integrate television components with other parts of the course, pre-broadcast notes and after-viewing follow-up exercises were used, as well as exercises that required students to respond during transmission. Responses also indicated that helpful student support services for television delivery included study guides, faculty telephone office-hours, individualized feedback from the faculty, phone calls initiated by the faculty, and student access to public or college libraries. The major barriers reported to the use of television for distance instruction were production and distribution costs, faculty resistance to television instruction, and lack of institutional support. Data are presented in both narrative and tabular formats.

Gupta, Madhu S. (1981).  Remote Teaching by Electronic Blackboard.  Engineering Education, 72, 2. 

Reports the past use reactions to and experiences of teaching at remote locations through the use of electronic blackboards. Includes discussions of: (1) the equipment and its operation; (2) strengths of the system related to both remote and in-class students; and (3) mechanical, pedagogical, and psychological limitations.

Guralnick, S. A. (1981).  Deploying Educational Technology at an Independent, Urban Institution. 

From an institutional point of view, educational technology is a means to an end rather than an end in itself. Success in deploying a new technology therefore requires careful definition of the institution's goals and careful investigation of the merits of the strategies and tactics used to achieve those goals. This paper begins by listing the essential questions concerning goals, strategies, and tactics that must be answered in order to accomplish the large-scale changes that are associated with institute-wide deployment of educational technology. The adoption and use of an interactive instructional television system at the Illinois Institute of Technology (IIT) in Chicago are described next to illustrate the implications of both the listed questions and their answers in an actual situation. This section of the document covers the mission and goals of IIT, the significant features of its location, the nature of the potential clientele for its interactive instructional television offerings, and the characteristics of its television system. The paper concludes with an analysis of the financing of the system. Included among the tables of supporting data is a listing of commercial and educational organizations participating in the television system.

Gustafson, Kent L. (1986).  Succeeding as a Faculty Member in an Instructional Design Program. 

Criteria that might be applied in judging success as a faculty member are discussed, including roles of instructional design (ID) and technology faculty. Criteria of success include promotion, tenure, salary, professional recognition, control over courses one teaches and other faculty assignments, consulting jobs, and "perks" (e.g., travel funds, secretarial support, and phone use and equipment). While the teacher may derive a sense of success from advising students and selecting courses/students to teach, it is difficult to assess how well a faculty member must teach and advise to be a success. On the other hand, it is easier to measure and reward scholarly activity. The quantity and quality of research, writing, and conference presentations is fundamental to success as a faculty member. Obtaining funds for research is often used as a measure of the teacher's scholarly performance. Participation in university-wide committees or highly visible professional activities are more likely to provide recognition and reward from the college. Many service activities, while satisfying, consume the teacher's time without producing recognition and rewards from the college. The expertise of instructional technologists and ID faculty is often sought for organizational support activities and development projects. The key to success is for ID and technology faculty to be careful in selecting these projects.

Gustafson, Kent L.; Smith, Jane Bandy (1982).  Research for School Media Specialists. 

General research designs and procedures, special methods applicable to libraries and media centers, and research techniques from educational technology are discussed in this guide to research applications in the school media center. Topics covered include the nature of the research process; the identification and definition of researchable questions and accompanying hypotheses; the location of information, particularly in publications relevant to media library researchers; types of personal information systems; the evaluation of existing research; the elements of survey research and 10 additional research designs; the analysis and interpretation of data; and summarizing and reporting results. A research case study on the subject of children's preference for two types of book bindings and a 52-item bibliography are also provided. Appendices comprise a discussion of time and cost data collection instruments with a sample data collection instrument given; a series of pathfinders to related literature and other sources of information in the areas of audiovisual equipment, computers in education, educational technology, instructional design, and school media centers; a list of resources for locating reference materials, research reports, statistics, and other information; and a sample form for the evaluation of existing research. A feedback form concludes the guide.

Gwinn, John F.; Beal, Loretta F. (1988).  On-Line Computer Testing: Implementation and Endorsement.  Journal of Educational Technology Systems, 16, 3. 

Describes an interactive computer-testing and record-keeping system that was implemented for a self-paced anatomy and physiology course. Results of exploratory research are reported that focus on student preference for online testing, test anxiety, attitude, and achievement; and suggestions are given for integrating a computer-testing program into a course.

Gwyn, Rhys (1982).  Information Technology and Education: A Context for Development.  European Journal of Teacher Education, 5, 1-2. 

Current responses to the potential of information technology for education are analyzed. Further large-scale explorations of information technology's potential are necessary to create a responsible base on which to construct "l'ecole informatisse" (schooling that prepares pupils for life in the Information Society).

Gwyn, Rhys (1982).  Information Technology and Education: The Approach to Policy in England, Wales, and Northern Ireland.  European Journal of Education, 17, 4. 

The public agencies and individuals influencing British educational policy and some weaknesses of this system are examined with reference to educational technology. Characteristics of the government agency established to recommend policy for use of educational technology are outlined, and some perspectives are given on future development.