Educational Technology | J

Jackson, Gregory A. (1986).  Technology and Pedagogy: Making the Right Match Is Vital.  Change, 18, 3. 

For educational technology to improve higher education, two things must happen: (1) faculty must learn to consider educational technology in terms of their own teaching style, making adaptations as necessary, and (2) organizational traditions must come to accommodate educational technologies, and vice versa.

Jackson, Gregory A.; Deal, Terrence E. (1985).  Technology, Learning Environments, and Tomorrow's Schools.  Peabody Journal of Education, 62, 2. 

Although computers are being heralded as a revolutionary event for schools, the author argues that it is the learning environment itself which shapes the future of efforts to introduce technology in schools. A change in materials unaccompanied by other change seems to leave the learning environment essentially unchanged.

Jackson, Lorraine Morlock; Yamanaka, Ellen (1985).  Measuring Women's Attitudes, Goals, and Literacy toward Computers and Advanced Technology.  Educational Technology, 25, 2. 

Describes a study examining relationships between Canadian adult women's ages, goals, literacy, and attitudes toward computers and advanced technology. Results indicate a strong correlation between technical goals, enjoyment, and technical term understanding, and a belief men are more technically literate. Recommendations are made for educating women in advanced technology.

Jackson, Miles M. (1984).  Convergence: The New Information Sciences. (Short Communication).  Education for Information: The International Review of Education and Training in Library and Information Science, 2, 4. 

Convergence of disciplines is taking place among library science, information science, communication and instructional technology. Basic competencies running throughout the information disciplines are user information and communication; information and communication technologies; and policy studies. As a result of this convergence, library science curriculum increasingly reflects inclusion of information science courses.

Jackson, William K.; And Others (1985).  Computer Awareness and Use at a Research University.  Journal of Educational Technology Systems, 13, 1. 

Describes results of a survey measuring levels of computer awareness and use among University of Georgia faculty. Responses indicate a pattern of high interest in computers; moderate use of a mixture of micros, minis, and mainframes; and relatively low numbers of faculty publishing computer related materials and authoring software.

Jacobs, Alan; And Others (1986).  The Maricopa Story: Expanding Communication to Serve Students and Staff. 

Executive summaries are provided of a variety of projects undertaken by the Maricopa Community Colleges related to the use of technology, and to the staff and students in the district. Reports are presented for the following activities and plans: (1) Maricopa Community Colleges/Digital Equipment Corporation/Information Associates Partnership, a project to enhance the district's management information system; (2) Telecommunications Improvement Project, Phase I: Needs Assessment, a project designed to review the district's existing telecommunications system and to make recommendations for improvement; (3) Instructional Computing Master Plan, which offers recommendations for enabling the instructor to do instructional computing, provide programmer support, and exert leadership; (4) Library/Media Automation Project, for automating cataloging, public access, circulation, acquisitions, and media booking functions; (5) Center for Instructional Technology Strategic Master Plan, which outlines the center's plans for increasing college access to its resources and support services; and (6) Information Technologies Services Strategic Master Plan, which includes general directions for improving the use of various educational and information technologies. Finally, a list of development projects undertaken by the college between 1983 and 1986 is presented.

Jacobson, Marilyn D.; Grabowski, Barbara T. (1981).  Computerized Systems of Career Information and Guidance: A State-of-the-Art.  Journal of Educational Technology Systems, 10, 3. 

Describes three categories of computer-based information systems for career guidance (batch process, online information retrieval, and online career guidance), addresses the issue of effectiveness, and discusses the approach to system selection used for the Illinois Career Information Delivery System (CIDS) Feasibility Study. Thirty-one references are listed.

Jacobson, Michael J.; Weller, Martha H. (1988).  A Profile of Computer Use among the University of Illinois Humanities Faculty.  Journal of Educational Technology Systems, 16, 2. 

Describes survey conducted among humanities faculty at University of Illinois at Urbana-Champaign to assess their current use of and attitudes toward educational computing. Topics covered on the questionnaire include computer experience, skills and frequency of use, computer interest and anxiety, computer software, and use for instructional, research, and professional activities.

Jacobson, Stephen L. (1986).  Administrative Leadership and Effective Small-Rural Schools: A Comparative Case Study. 

A study of two neighboring rural school districts in New York State was undertaken to determine if differences in educational quality existed between the two communities--Applegate and Bakerville--and to identify factors affecting educational quality. Comparison of demographic and socioeconomic characteristics included racial and ethnic distribution, industrial bases, community life, leisure activities, religious life, attitudes about school, educational training, and community priorities. Comparison of school systems included district histories, experiences with reorganization, school board composition, administration, teachers, unions, curriculum offerings, student achievement, and student aspirations. The two communities were remarkably alike for all variables considered except that important differences existed in the academic offerings and educational service delivery of their school systems. While Applegate offered the type of limited educational program often associated with rural schools, Bakerville exhibited an academic vitality suggesting that the problems faced by rural schools are surmountable. The role played by the Bakerville superintendent appeared critical in that district's success and paralleled the role of principal for effective inner-city schools as described by Rosenholtz (1985). The processes underlying effective schools, as enumerated by Rosenholtz, existed in the Bakerville School District and included improved student performance as a clear objective and involvement of the faculty in realizing that objective. | [FULL TEXT]

Jacobson, Thomas (1985).  Increased Attendance Through Enhanced Communication.  Technological Horizons in Education, 12, 10. 

Related a high school district's attempt to reduce absenteeism through use of an autodialing machine. Explains the mechanisms of the system and proposes additional uses for it. Indicates that improved attendance rates occurred after its incorporation.

Janda, Kenneth (1989).  Teaching American Government in an Electronic Classroom. 

Electronic aids can be used to augment the lecturing process and improve students' learning experience when teaching large groups of students at the university level. They can, among other things, stimulate student interest in the material, display the unfolding structure of a lecture, provide students ready access to the instructor's own lecture outlines, and expand opportunities for students to put questions directly to the instructor. This paper reports on the findings of before and after surveys of 400 students' attitudes in two classes of U.S. Government toward four electronic techniques: (1) showing short video clips on events in U.S. politics; (2) projecting topic outlines of lectures on a screen during class; (3) providing students the ability to print full sentence lecture outlines; and (4) communicating with students via electronic mail. Student surveys taken before and after both courses show that students viewed the four techniques quite positively, often warming to the techniques during the quarter. Students demonstrated an ability to distinguish between the "best liked" techniques and those "most important for learning." The sentence outline technique was both the best liked and most important for learning but also contributed to reduced class attendance, which raises questions about its effectiveness. The paper includes graphs of findings and samples of material projected during class or retrieved by students via computer. The before and after surveys used in the study are appended. | [FULL TEXT]

Janey, Clifford B. (1989).  Technology in the Classroom: A Chance for Equity?  Equity and Choice, 5, 3. 

Reviews the role of technology in the classroom and the role that technology can play in educational reform. Discusses issues of educational equity connected with the use of computer-assisted instruction (CAI) in remedial, compensatory, and special education for minority students.

Janszen, Karen; And Others (1988).  Educational Videodiscs: The Influence of Design Approaches and School Factors on Early Classroom Uses. 

With videodisc still two to five years away from adoption in mainstream schools, it is now time to step back and assess how this new media can best serve teachers and learners. This assessment begins with informal profiles of videodisc use patterns in a variety of school classrooms and analyses of the key factors underlying these early and often experimental uses. This study shows two interconnected variables at work when schools use videodisc: those related to the disc itself and those related to the classroom or school environment. The design approach embedded in a videodisc influences how adaptable a disc is to a variety of classroom purposes. The ways teachers and students use videodisc is influenced by three major factors: the teaching and learning activity undertaken; the degree of access to videodisc equipment; and school-wide attitudes toward teaching with technology. It is concluded that videodisc can promote understanding through active inquiry when it offers flexible and open-ended design and opportunities for teachers and students to choose, explore, and manipulate videodisc images. Based on variables related to both videodisc design and educational context, ways for secondary school teachers and students to take best advantage of what is uniquely useful about videodisc technology are suggested. (16 references) | [FULL TEXT]

Januszewski, Alan (1988).  Linking Educational Philosophy with Micro-Level Technology: The Search for a Complete Method. 

Traditionally, educational technologists have not been concerned with social or philosophical questions, and the field does not have a basic educational philosophy. Instead, it is dominated by a viewpoint characterized as "technical rationality" or "technicism"; the most important assumption of this viewpoint is that science and technology are value-free. Critics argue that this is inaccurate, and that values are indeed being transmitted by educational technology through a hidden curriculum. In response to such criticism, a philosophy of technology can and should be developed. William Frankena's work provides a starting point for developing a more complete philosophy of educational technology. However, an effort must also be made to show the relationships between the differing aspects of philosophy beyond epistemology, metaphysics, and axiology. A complete philosophical framework can be used both to reduce the negative effects of a hidden curriculum, and to permit educational technologists to devise a process or hidden curriculum that is consistent with their social vision and that of their clients. Fifty-six references are provided.

_____. (1983).  Japanese-English Educational-Use Keyword Equivalents Selected from ERIC Descriptors--9th Edition. 

This book lists 4,876 descriptors selected from the Thesaurus of ERIC Descriptors, 9th Edition, with their Japanese language equivalents. It was prepared by personnel of the Center for Educational Technology at Aichi University of Education, which, since 1978, in cooperation with Unesco's Asian Programme of Educational Innovation for Development (APEID), has been collecting and preserving research reports published in Japan related to educational technology, as well as preparing and publishing English language abstracts of these reports. In order to make information about these reports more accessible to researchers and organizations, the project has also included the assignment of keywords. This book was prepared to assist researchers from other countries to use this system of keywords, and is a step toward preparation of Japan's own educational thesaurus. It does not include descriptors which had the comment "invalid descriptor" under the scope notes nor does it include identifiers. The second section of the book is a listing of the Japanese terms (in "kana" order) followed by their English equivalents, making it possible to back reference from Japanese to English.

Jarvis, Stan (1984).  Language Learning Technology and Alternative for Public Education.  CALICO Journal, 1, 4. 

While supporting the use of interactive video technologies in public education, universities, and government, the need for standardization of the materials is stressed, which would allow for program exchange and a wider use of expertise and creativity. Concerning technology-based language learning, an emphasis on quality, yet affordable programming, is mentioned.

Jay, Timothy B. (1983).  The Cognitive Approach to Computer Courseware Design and Evaluation.  Educational Technology, 23, 1.

Jelden, D. L. (1984).  An Educational Technology Center: A Proposed Organizational Structure. 

The proposed organizational and activity structure for an Educational Technology Center would provide opportunities for educational research, hardware/software/courseware services, and training programs to prepare professionals in the field. Advances in industrial, communications, and educational technologies necessitate the implementation of an interdisciplinary approach to the upgrading of inservice teachers and for the preparation of new teachers entering the field. Noting that educational technology is a diverse, multi-disciplinary area of studies, this report recommends the removal of restricting bonds and the implementation of a more flexible approach that would provide coursework in a variety of disciplines. The administrative structure is explored using a model that identifies three main areas the center should address: instruction (technology of curriculum design, learning theories, and teaching/learning styles); research; and services. Operational activities that the center should participate in are also looked at, and elementary functions are identified under each of the three major headings. A collection of courses available to educational technology students in one institution is listed to demonstrate the types of skills needed and the interdisciplinary nature of the course offerings.

Jelden, D. L. (1988).  CMI Unit Test Item Presentation/Feedback and Its Effect on Final Examination Performance: Staff Study.  Journal of Educational Technology Systems, 16, 2. 

Reviews study conducted to compare levels of achievement on final exams for college students responding to combinations of test-item feedback methods and modes of test-item presentation. The PHOENIX computer system used in the comparison is described, and the use of ACT (American College Testing Program) scores for ability comparison is discussed.

Jelden, David L. (1980).  The Microcomputer as an Interactive Instruction System in the Classroom. 

A study was conducted from March 1976 through June 1980 on the application and feasibility of a computer micro-system as an interactive tutorial instructional tool in a self-contained classroom. Literature on computer assisted instruction (CAI), hardware, and software was examined. Individualized CAI materials for industrial arts and technology electronics were generated. An instructional model and guidelines for its use were developed. Microprocessor system instructional effectiveness and human factors associated with its classroom use were examined. Findings include the following: (1) CAI program generation is possible only if instructors develop instructional units which stand alone yet interrelate with each other; (2) instructors must consider individual student differences and use student feedback extensively; (3) computers purchased for CAI use should be standard, meet certain minimum capacity requirements, and have readily available maintenance services; (4) most students found CAI as good or better than other media in teaching concepts and skills, felt CAI helped them better meet course objectives, and found lessons readable and easily understood; (5) CAI lessons showed a positive correlation to student grades. Findings affirm CAI feasibility. Investigation of microcomputers for simulation purposes or for use by the handicapped are recommended. (A 100-page appendix contains CAI sample "coursewriter," computer programs, evaluation forms, course outlines, a pretest, list of microcomputer suppliers by product/system, and a bibliography.)

Jelden, David L.; Brown, Bill R. (1982).  A Generalized Learner-Controlled Education System.  Journal of Educational Technology Systems, 11, 1. 

Describes the four basic components of the Learner-Controlled Educational System (LCES), i.e., the student information, instructional analysis, learning activity, and system evaluation modules. A computer-based multimedia instructional system generalizable to practically all content areas and fields of instruction, the LCES emphasizes self-paced, individualized learning.

Jenkins, Thomas M.; Cushing, David (1983).  How to Plug into Teleconferencing/Reach Out and Train Somebody.  Training, 20 n1 p30-33, 39 Jan 1983. 

Teleconferencing, as an interactive group communication through an electronic medium joining three or more people at two or more locations, can take one of three forms: audio, audiographic, or full-motion video. This multilocation technology is used in training and in conducting meetings and conferences; it works as a money- and time-saving tool.

Jenkins, Tracie M.; Dankert, Elizabeth J. (1981).  Results of a Three-Month PLATO Trial in Terms of Utilization and Student Attitudes.  Educational Technology, 21, 3. 

A study was undertaken to determine whether PLATO would be used by the medical students at Mercer University and whether attitudes toward this type of computer-assisted instruction would prove generally positive; results indicated that students did utilize the system and that this use generated an overall favorable attitude. References are listed.

Jenks, Lynn, Comp.; And Others (1982).  Invitational Forum for the Development of Coordinated Statewide Leadership in Educational Technology (California, July 14, 1982). 

Reports on a forum sponsored by the California State Department of Education in cooperation with the California School Boards Association and the Far West Laboratory for Education Research and Development, which was held to identify the most critical needs for educational technology in the state and to discuss possible strategies for meeting these needs. The final consolidated list of six critical educational technology needs--which were determined through small group brainstorming sessions and voting by all participants--is presented: (1) state and local planning; (2) public awareness of technology literacy issues; (3) adequate funding for planning and implementation of educational technology; (4) a new view of curriculum development and instruction incorporating technology; (5) staff development; and (6) formation of an educational technology clearinghouse. Proposed strategies to meet these needs are discussed; and participants' comments on the process and outcome of the forum, as well as highlights of remarks by the two speakers, are summarized. Appendices include a list of the names, organizations, and addresses of all participants; the agenda for the forum; and an outline of the needs identified by each of the small groups. | [FULL TEXT]

Jennings-Wray, Zellynne; Wellington, P. I. (1985).  Educational Technology Utilization in Jamaica's Secondary School System: Present Problems and Future Prospects.  British Journal of Educational Technology, 16, 3. 

Describes a study conducted to assess use of educational television (ETV) and self-instructional materials (SIM) in Jamaica's secondary school system and determine factors affecting their implementation. Current trends in adoption of educational technology in the Jamaican secondary schools and some implications for utilization in developing nations are discussed.

Jensen, Randall P.; Osguthorpe, Russell T. (1985).  Better Microcomputer Manuals: A Research-Based Approach.  Educational Technology, 25, 9. 

Describes two studies designed to identify and validate principles of effective microcomputer manual design. In the first, instructional science students rated design principles of four computer manuals using a computer manual checklist; in the second, instructional effectiveness of these design principles was tested by comparing microcomputer performance of users of original and new manuals.

Jensen, Robert J. (1987).  Teaching Mathematics with Technology: Common Multiples: Activities on and off the Computer.  Arithmetic Teacher, 35, 4. 

Two alternative representations for the concept of common multiples are presented. These representations can be modeled on or off the computer.

Jensen, Robert J. (1988).  Teaching Mathematics with Technology.  Arithmetic Teacher, 35, 9. 

Describes a sequence of activities for experimenting with scaling and includes a method for revising any turtle graphic procedure so that it can be drawn to a variety of scales.

Jensen, Torsten (1982).  New Information Technologies and Education in Denmark.  European Journal of Education, 17, 4. 

The status of computer-assisted instruction in Denmark, in the absence of formal policy governing it, is outlined for elementary, secondary, and vocational education. This situation is placed in the context of educational system objectives. The history of programing language usage is noted.

Jeon, Unna H.; Branson, Robert K. (1981).  Performance and Simulated Performance Test Results as a Function of Instruction by Still and Motion Visuals.  Journal of Educational Technology Systems, 10, 1. 

Evaluates the effectiveness of using motion/sound, slide/sound, and story boards in teaching a specific motor skill. Performance tests indicated that learners using motion film performed significantly better than those using either slides or workbooks, and required significantly less time. Thirteen references are listed.

Jernstedt, G. Christian (1983).  Computer Enhanced Collaborative Learning: A New Technology for Education.  Technological Horizons in Education, 10, 7. 

Briefly traces development of contributions of individualized and humanistic instruction to the learning process, discussing computer enhanced collaborative learning, a synergetic combination of computer and person. Indicates that impact of computers in education at present is principally in saving teacher/student time and in raising attitudes/achievement in learning.

Jewett, Ann E. (1980).  The Status of Physical Education Curriculum Theory.  Quest, 32, 2. 

Recent efforts in physical education theory building are reviewed in relation to general curriculum theory. The relationship between curriculum and instruction is examined. A model illustrates the process of relating physical education curriculum theory to general curriculum theory and the need for adaptation to differing values.

Johari, A. Rajab; And Others (1986).  Educational Technology and Mass Media--Notes.  International Review of Education, 32, 3. 

Six individual articles describe the Indonesian distance education satellite system; technology's impact on education in China; computers in public education in Hungary; utilization of educational television in Niger, the Ivory Coast, and Senegal (written in French); the Japanese University of the Air; and educational technology in the Arab world.

Johnson, Craig W. (1982).  Running a Completely Automated Experiment by Microcomputer: An Example Program in BASIC.  Educational Technology, 22, 3. 

Describes an experiment which compares the effectiveness of two key word techniques of vocabulary acquisition and gives the original 228-line program which was used. The program is written in BASIC to be run on Commodore CBM or PET machines with one disk drive. Eight references are listed.

Johnson, Craig W.; Orban, Deborah A. (1985).  Light Pen as Magic Wand: Computerize Classroom Visual Aids Using an Extended BASIC.  Educational Technology, 25, 3. 

Routines developed for an ongoing course in research methods and statistics provides examples of the custom instructional applications that can be created using extended BASIC and a light pen, including title and transition displays, progressive disclosure, animation, overlays, and simulations. Strengths of this technique are reviewed.

Johnson, David C. (1981).  Calculator Exploration for Concept Reinforcement.  Mathematics Teaching. 

Exercises designed to aid students to practice or apply particular mathematical concepts and/or relationships using calculators are promoted, with four specific reasons for allowing this kind of activity. Specific cases dealing with number relationships and estimation are covered as examples.

Johnson, James F.; And Others (1985).  Storyboarding for Interactive Videodisc Courseware.  Educational Technology, 25, 12. 

Describes a method for videodisc courseware development utilized by the University of Notre Dame Interactive Videodisc Laboratory staff, which includes production of a storyboard as the final component of the design phase. The three steps of group storyboarding, formative evaluation, and generation of production documents are discussed in detail.

Johnson, James S.; Kaufman, Martin J. (1982).  Special Education Tchnology: A Federal Perspective.  Journal of Special Education Technology, 5, 4. 

The Technology and Marketing Branch of Special Education programs within the US Department of Education has focused on promoting the availability, quality, and use of advances in education technology for handicapped persons. Activities have included assistance to developers, liaison with commercial publishers, and dissemination of information to local education agencies.

Johnson, James W. (1984).  From Plans to Reality at the University of Iowa.  EDUCOM, 18, 3-4. 

Provides a brief description of the University of Iowa (including the computing setting) and lessons learned while implementing an information technology plan. Such implementation considerations as sponsorship of effort, community involvement, and strategic choices are discussed. Refinements of the initial strategy are also considered.

Johnson, Jenny K. (1989).  The Degrees to Which...  TechTrends, 34, 4. 

Summarizes the latest survey of 170 U.S. masters degree programs in Educational Communications and Technology. Topics discussed include administrative responsibility, including evaluation and accreditation; program content; student requirements, including test scores and curriculum requirements; terminology describing degrees, including combined degrees and doctoral degrees; and faculty.

Johnson, Jenny K., Ed. (1981).  Masters Curricula in Educational Communications and Technology: A Descriptive Directory. 

This source book provides the name, location, and breakdown of course offerings and credit hours needed to complete each of the 154 university masters programs in educational technology that responded to a survey conducted in 1980 by the International Division of the Association for Educational Communications and Technology (AECT). Information is also provided on degree prerequisites, credit transfers and program duration, areas of emphasis in the curriculum, and instructional evaluation techniques used in the program. A list of faculty members by institution notes their degrees and research interests. Two programs are listed in Australia and one each in Canada, Colombia, Hong Kong, and Nigeria, as well as one or more in each of 41 states and the District of Columbia. A frequency table of course characteristics is provided as a summary at the end of the individual program section, and a copy of the questionnaire is attached. | [FULL TEXT]

Johnson, Jerry (1984).  Computers and Hot Potatoes: Starch for Teacher Preparation Diets.  Teacher Education Quarterly, 11, 1. 

Computers present a problem for mathematics teachers that may be solved through teacher education programs. Classroom teachers should be competent in programing languages, exploring software, and understanding the emphasis of computers in the mathematics curriculum.

Johnson, Marilyn Kay; Amundsen, Cheryl (1983).  Distance Education: A Unique Blend of Technology and Pedagogy to Train Future Special Educators.  Journal of Special Education Technology, 6, 3. 

In Alaska, potential students in regions distant from on-campus programs were able to participate in a graduate level certification program maintaining the same accreditation standards as the on-campus program employing video production, audioconferencing, audio cassettes and printed materials.

Johnson, Sandra; Mahar, Brian (1982).  Monitoring Science Performance Using a Computerized Question Banking System.  British Journal of Educational Technology, 13, 2. 

The question bank described which comprises a manual file of questions and a computerized file of question description labels, is designed for use in annual surveys of 11-, 13-, and 15-year-old pupils' science performance. Use of the system for test item construction is also discussed.

Johnson, Sandra; Maher, Brian (1984).  A Thesaurus-Linked Science Question-Banking System.  British Journal of Educational Technology, 15, 1. 

Outlines implementation and uses of the computerized question-banking system of the thesaurus-linked browse procedure used by APU National Assessment in Science Programme. The ROOT Thesaurus, a comprehensive indexing and searching tool for technological applications, is described and its modifications are discussed as the basis for the computerized question-banking system thesaurus.

Johnson, William S.; Morris, David C. (1980).  The Effects of Computer Oriented Student Research. 

This paper assesses the impact of computer based research activities on attitudes of students in an introductory sociology course at Ball State University toward sociology and toward course activities. Special emphasis is placed on attitude differences when research activities are incorporated on a voluntary or required basis. The objective is to provide insight into one aspect (i.e., student attitudes based on various types of experience with computer research) of the role of computer based technology in the shift in teaching methods in colleges and universities in the United States from lecture and textbook approaches to approaches based on more active student participation. The method involved surveying students regarding their attitudes toward having small research group meetings once a week instead of four lectures per week. Findings indicated that student attitudes toward computer research activities were more closely related to whether there was a choice about participating in the activities than they were to the activities themselves. Specifically, findings indicated that negative attitudes emerged when research activities were mandatory for the entire sociology class or for a selected group of students and that positive attitudes resulted when students participated in the activities by choice. Further, students in the mandatory research group found the computer activities difficult, indicated a high degree of anxiety about the course, disliked sociology, and recommended that research activities involving computers be dropped. The conclusion is that students will master computer skills more easily and react more positively toward computer based research activities when they are given the option of whether to participate in such activities. | [FULL TEXT]

Johnston, Cynthia Wilson (1985).  The Adult Basic Education Program: A Technological Approach to Adult Literacy Education. 

A description is provided of the development and outcomes of Central Piedmont Community College's (CPCC's) Adult Basic Literacy Education (ABLE) Project, a campaign designed to use educational technology, volunteer training, and neighborhood centers to provide literacy education. First, background information is presented on CPCC's involvement in adult basic education, and the extent of the illiteracy problem at state and national levels. The next sections trace the development of the ABLE Project, describing CPCC's first proposal for a comprehensive plan to eliminate illiteracy in Mecklenburg County, financial difficulties encountered at the state level and surmounted at the local level, and the research and planning activities that were undertaken. Next, the ABLE Project's first facility is described, indicating that CPCC rented 3,100 square feet of space for a literacy center in a shopping mall and equipped it with microcomputers, videotape players, tape recorders, slide projectors, telephones, and 30 carrels. A description of recruiting activities is followed by a discussion of the operations of the literacy center and the progress made by its students. Next, a discussion is provided on the expansion of ABLE to five additional locations in the county. Finally, concluding remarks suggest that ABLE could be a model for speeding the educational progress of adult illiterates.

Johnston, William J., Ed. (1985).  Education on Trial. Strategies for the Future. 

Problems and opportunities in educational reform at all educational levels are considered in this collection of 18 articles. Titles and authors are as follows: Introduction (William J. Johnston); "Evidence of Decline in Educational Standards" (Philip N. Marcus); "Standards--by What Criteria?" (Francis Keppel); "Educational Standards: A Public Educator's View" (Ruth B. Love); "Building Effective Elementary Schools" (Madeline Hunter); "Secondary Education" (Paul M. Possemato); "A View of Standards in Postsecondary Education" (Hobert W. Burns); "Educational Standards in Private and Public Schools" (Sally B. Kilgore); "California's Reform Program" (Bill Honig); "A Preliminary Diagnosis: The California Experience" (James D. Likens); "Teacher Education: Rhetoric or Real Reform?" (Bernard R. Gifford and Trish Stoddart); "Teacher Bargaining: Teacher Quality, Student Achievement, Public Control" (Robert E. Doherty); "Collective Bargaining with Educational Standards" (Albert Shanker); "Electronic Technologies and the Learning Process" (Richard Simonds, James Wiebe); "Educational Standards and the Technological University" (George Bugliarello); "A Ministry of Education for the United States? The Problem of Accreditation" (Glenn Dumke); "The Quest for Reason Amidst the Rhetoric of Reform: Improving Instead of Testing Our Schools" (Kenneth A. Sirotnik, John I. Goodlad); and "America's Schools: The Mission" (Ernest L. Boyer).

Johnstone, D. Bruce (1989).  The Costs of Higher Education: An Essay on the Comparative Financing of Universities. Special Studies in Comparative Education No. 23. 

The paper uses data from the United States and several other industrialized nations to evaluate the costs of post-secondary education. Discussed are: variations on the concept of higher educational costs; three cost issues (how much higher education, the unit costs of higher education, and sharing the costs); higher education costs and social goals--equality of opportunity, efficiency, and equity; the costs of higher education in five nations (United States, United Kingdom, Japan, Australia, Sweden). Among the international trends identified are the following: (1) aggregate expenditures will increase in real terms; (2) the underrepresentation of children from less privileged socioeconomic classes will remain a great problem in all nations; (3) pressures to spend more on aggregate higher educational capacity and on a per-unit basis will be resisted by increasing pressures from governments (taxpayers) to lower unit costs and become more productive; (4) technology (though unsuccessful in altering unit costs in Europe and North America) may play a role in the cost-effective expansion of higher education in Asia and sparsely populated regions; (5) higher education will become increasingly differentiated; (6) higher education will continue to broaden its revenue base away from overwhelming reliance on the taxpayer. Forty-four endnotes are attached.

Joiner, Lee Marvin; And Others (1980).  Insights from a Microcomputer Center in a Rural School District.  Educational Technology, 20, 5. 

Describes an in-house project run by students and local school staff studying the feasibility of microcomputers for school management, computer assisted instruction, computer literacy, computer programing, and community services. Hardware tested, rationale for system choice, and hardware problems, are also discussed.

Joiner, Lee Marvin; And Others (1980).  Microcomputers: An Available Technology for Special Education.  Journal of Special Education Technology, 3, 2. 

The article describes the capabilities and features of basic microcomputer systems and describes special education applications: computer assisted instruction, prosthesis, testing, communication, and enhancing personal relations. Problems such as the availability of authoring languages, high quality educational software, and computer safety are described.

Jolicoeur, Karen; Berger, Dale E. (1986).  Do We Really Know What Makes Educational Software Effective? A Call for Empirical Research on Effectiveness.  Educational Technology, 26, 12. 

Examination of methods used by two software review services in evaluating microcomputer courseware--EPIE (Educational Products Information Exchange) and MicroSIFT (Microcomputer Software and Information for Teachers)--found low correlations between their recommendations for 82 programs. This lack of agreement casts doubts on the usefulness of evaluations relying on subjective opinions.

Jolicoeur, Karen; Berger, Dale E. (1988).  Implementing Educational Software and Evaluating Its Academic Effectiveness: Part I.  Educational Technology, 28, 9. 

This basic plan for implementing educational software in the classroom incorporates a research design for evaluating its effectiveness. A study of fifth grade classrooms using game and tutorial software for spelling and fractions is used as an example. Topics discussed include software selection, selecting groups of comparable ability, and use of pretests and posttests.

Jonassen, David H. (1984).  The Generic Disc: Realizing the Potential of Adaptive, Interactive Videodiscs.  Educational Technology, 24, 1. 

Discusses conflict between instructional potential of interactive videodiscs and interests of educational publishers and proposes a generic videodisc as a solution. Generic disc design preferences, equipment needed by teachers to program various learning options to adapt materials to local needs, and a list of videodisc authoring systems are included.

Jonassen, David H. (1984).  Developing a Learning Strategy Using Pattern Notes: A New Technology.  Programmed Learning and Educational Technology, 21, 3. 

Describes types of learning and organizational strategies and suggests that pattern noting--a technique to organize information in a relational manner showing linkages between topics--is a powerful organizational strategy. An algorithmic procedure for semantically analyzing pattern notes and various pattern note applications are described.

Jonassen, David H. (1984).  The Mediation of Experience and Educational Technology: A Philosophical Analysis.  Educational Communication and Technology: A Journal of Theory. 

Defines and explicates the systems approach--the conceptual heart of educational technology--in the broader context of general systems theory, and presents four propositions based on principles from four schools of philosophical thought that may provide alternative means for analyzing the mediation of experience and practice of educational technology.

Jonassen, David H. (1985).  Learning Strategies: A New Educational Technology.  Programmed Learning and Educational Technology, 22, 1. 

Argues that learning strategies represent new educational technology replacing media-based with learning- and knowledge-based conceptions. This is substantiated by tracing educational technology's intellectual revolution along the paths of psychological/philosophical foundations, research interests, prominent strategies, and orientation. The training of learning strategies and their integration into instructional materials is discussed.

Jonassen, David H. (1985).  Interactive Lesson Designs: A Taxonomy.  Educational Technology, 25, 6. 

Proposes a taxonomy which describes interactivity and adaptation outside the context of any particular medium. Designed to facilitate the instructional design and media selection processes, this taxonomy is represented as a cube whose axes represent interactivity and internal and external adaptation levels. Levels of interactivity and adaptation are discussed.

Jonassen, David H. (1988).  Using Needs Assessment Data to Design a Graduate Instructional Development Program.  Journal of Instructional Development, 11, 2. 

Compares the process of instructional development (ID) in the corporate environment with ID in the educational environment. Needs assessments conducted by professional associations are reviewed, a critical incident survey to assess local training needs is described, and an outline for a graduate instructional technology program to prepare corporate trainers is presented. (16 references)

Jonassen, David H. (1988).  Designing Structured Hypertext and Structuring Access to Hypertext.  Educational Technology, 28, 11. 

Reviews conceptual bases for hypertext, relates them to hypertext design issues, and suggests research issues that need to be addressed. Topics discussed include cognitive psychology; schema theory and semantic networks; problems with hypertext; knowledge structures; software; inductive and deductive design methods; and expert systems. (12 references)

Jonassen, David H. (1988).  Developing a Cognitive Map of Research and Theory in Instructional Systems Technology. 

Cognitive mapping is used in this paper to develop a schemata which represents the knowledge domain or research and theory structure of the field of instructional technology (IST). Using the technique defined by Diekhoff and Diekhoff (1982), the primary set of concepts in instructional technology research were compared for similarity with all of the other concepts in a pairwise fashion, with the structure defined by the intercorrelation matrix of similarities. Participants were members of the Research and Theory Division of the Association for Educational Communications and Technology (AECT). Concepts were drawn from a study of the research interest of the membership; a review of titles, headings, and keywords from the Educational Communication and Technology Journal; and the Thesaurus of ERIC Descriptors. Participants were asked to rate terms in relation to their importance to the field of IST research and theory, and then to rate the degree of similarity or relatedness of 100 pairwise comparisons of randomly selected concepts. The 35 most important concepts from the first list were used to create a smaller sample of the responses from the second list, and a two-dimensional solution was plotted which shows that the IST field has a theory-into-practice orientation; however, it is suggested that a multi-dimensional analysis might produce more intellectual dimensions. A figure depicts the two dimensional plotting.

Jonassen, David H. (1989).  Mapping the Structure of Research and Theory in Instructional Systems Technology.  Educational Technology, 29, 5. 

Discusses the field of instructional systems technology (IST) and the definition of its subject matter domain; describes cognitive mapping and semantic relatedness; and reports results of a study that generated a cognitive map to define the structure of research and theory in IST. (three references)

Jonassen, David H.; Falk, Laurence M. (1980).  Mapping and Programming Textual Materials.  Programmed Learning and Educational Technology, 17, 1. 

Describes a study that compared two methods of structuring textual material--information mapping and programmed instruction--on the basis of their ability to facilitate recall and subsequent retrieval of information by college students enrolled in an introductory media course.

Jonassen, David H.; Hannum, Wallace H. (1987).  Research-Based Principles for Designing Computer Software.  Educational Technology, 27, 12. 

Presents a list of recommended practices for designing computer-based instruction courseware based on principles derived from learning research. Research-based principles and the corresponding design practices are outlined for the areas of stimulus design, learner responses, feedback, and lesson control. (6 references)

Jonassen, David H.; Hodges, Gerald G. (1982).  Student Cognitive Styles: Implications for Library Educators.  Journal of Education for Librarianship, 22, 3. 

Presents the results of a study undertaken to examine the cognitive styles of students in the Library Science/Educational Technology program at the University of North Carolina. The implications of the study for the education of library science students are enumerated. Three tables and a reference list are included.

Jones, Ann; O'Shea, Tim (1982).  Barriers to the Use of Computer Assisted Learning.  British Journal of Educational Technology, 13, 3. 

Summarizes the results of an evaluative study on the use of computer-assisted instruction at the Open University in Great Britain. Student responses on questionnaires identified computer-related problems such as physical access, equipment malfunction, and program quality. Makes recommendations for the effective use of computer-assisted instruction in distance education.

Jones, Barbara Jean (1985).  Preservice Programs for Teaching in a Rural Environment: Survey of Selected States and Recommendations. Summary of the Results and Recommendations. 

Directors of student teachers and administrators of field experience (n=240) assessed which of 26 suggested components of preservice/certification programs for rural teaching were available and which should be available. Results indicated that 21 of the 208 institutions in 27 rural states prepared students specifically for teaching in a rural environment. Fourteen of the suggested 26 components were currently available in over half of the institutions surveyed. The four components available at most institutions were: coursework in developing curriculum; training for work with exceptional children; coursework in educational technology; and training for teaching physical education, music, art, and community recreation. Although preservice programs were generally considered nonessential by respondents, the need for special preservice training for teaching in a rural environment was considered essential. Recommendations to implement preservice training programs for rural teaching or to upgrade existing ones related the components to six areas: general curriculum concepts; preparation for rural cultural, social, and economic factors; realities of teaching and living in isolated areas; availability of regional service centers; need for faculty specialization in rural education; and awareness of characteristics and needs of rural teachers and schools. Supporting tables are included and a brief directory of rural education resources is appended. | [FULL TEXT]

Jones, C. (1982).  Seeing Through the Window.  Mathematics in School, 11, 5. 

An exploration approach with calculators that promotes student investigation and development of mathematical processes and concepts is highlighted. The presentation helps to highlight the enormous potential of calculators to facilitate new and imaginative approaches to certain areas of number work, and shows how student interest is promoted.

Jones, Paul E.; Wall, Robert E. (1985).  Computer Experience and Computer Anxiety: Two Pilot Studies. 

Two descriptive pilot studies employed a multi-group and pre- and post-design to analyze the relationship between students' exposure to computers and reductions in their computer anxiety scores and the relationship between the amount of computer exposure to computer anxiety scores. In the first study, standardized measures of computer anxiety and computer knowledge were administered to 21 graduate students in instructional technology and 22 graduate students in education; the Myers-Briggs Type Indicator was also administered to both groups to assess the relationship of personality type with computer anxiety and gain in computer knowledge. Results indicated that the group with continuous exposure to computers showed greater reduction of anxiety scores and higher than predicted scores on a standard measure of computer literacy. The second study measured 127 undergraduates who had little or no previous computer science coursework, all of whom were enrolled in a fundamental computing course (47% males and 53% females). The only measure administered to this group was the Computer Anxiety Index (CAIN). No significant relationships were found between gender and computer anxiety, although the results did lend support to the proposition that there is a significant relationship between computer anxiety and computer experiences/exposure. An 18-item bibliography is included. | [FULL TEXT]

Jones, R. (1982).  MAPE - Micros and Primary Education.  Computer Education. 

The nature of the organization, Micros and Primary Education (MAPE) is detailed, and its history and development are noted. The primary purpose of MAPE is to promote and develop awareness and effective use of microelectronics as an integral part of the philosophy and practice of Primary Education.

Jones, Russel C. (1985).  Quality of Engineering Education Project: The Use of Educational Technology.  Engineering Education, 76, 3. 

Presents a preliminary report of the Quality of Engineering Education Project Task Force on the Use of Educational Technology. Reviews major issues and proposes nine goals: also offers actions that should be taken by engineering faculty, university administration, technology vendors, accreditation and professional societies, governments, and corporate employers.

Jordahl, Gregory (1989).  Communications Satellites: A Rural Response to the Tyranny of Distance.  Educational Technology, 29, 2. 

Provides an overview of several current satellites-based instructional systems and assesses their potential role in rural education. Highlights include the Oklahoma Arts and Sciences Teleconferencing Service (ASTS); the Texas Interactive Instructional Network (TI-IN); Washington's Satellite Telecommunications Educational Programming (STEP); Missouri's Education Satellite Network (ESN); and Kentucky Educational Television (KET). (25 references)

Jorgensen, Sally (1981).  A Call for a Truce Between Educational Technology and Teaching: Suggestions for Mutually Beneficial Collaborations. 

This paper provides a conceptual frame for ways in which the fields of educational technology and teaching can and do interrelate with each other. Three types of relationships are described. They call for educational technology to (1) assume a more open and attentive posture toward teachers, teaching, and classroom communication processes in order to stimulate ecologically valid research efforts in educational technology; (2) continue to seek ways to play a directive, or instructional role in teacher education, especially in advancing systems approaches to instructional problem solving; and (3) engage in collaborative ventures in inquiry and development with teachers, teacher trainers, and researchers. It is argued that all three of these relationships are predicated upon the need for a more cooperative paradigm between the two fields, which seem to exhibit more competition and condescension than cooperation and collaboration. Ideological and praxeological differences between educational technology and teaching are examined, as well as the disparities in the ways the two fields perceive each other. Seventy references are listed.

Jorstad, Helen L. (1980).  New Approaches to Assessment of Language Learning. 

The possible effects of applying new assessment techniques to second language learning is dramatized by two contrasting scenarios. The first describes a high school Spanish class as we might find it today: the teaching is effective, but the best results are not being obtained. The second scenario is set in the year 1990. Here, applications of testing and evaluation procedures available already in 1980 have resulted in an ideally functioning foreign language classroom. Between the two scenarios, the current state of knowledge with regard to test development in detailed under the headings of test congruence, item preparation, standardized tests, hardware, statistical procedures, language learning, and attitudes. Emerging issues in assessment are discussed, including expertise, technology, the need for a national professional effort, recent developments, global education, the politics of change, and self-evaluation.

_____. (1988).  Junior High/Middle School Science Improvement Project. 

A junior high/middle school science improvement project established by the New Jersey Institute of Technology and Fairleigh Dickinson University is described in this report. Among project goals are: to improve teacher skills and qualifications in science teaching and offer access to instructional resources; to eliminate teacher isolation; and to develop inter-district collaboration. This collaboration among university and secondary school science teachers has resulted in a model for the professional development of science teachers and improvement of science curricula. The model includes a regional computerized resource-sharing network that actively involves teachers in exchanging and integrating successful approaches, materials and curricula into their teaching practices. Inter-district cooperation and participation in curriculum and resource development occurs because the geographical boundaries normally constraining such a process are eliminated. The network reduces isolation of teachers from their peers and provides opportunities to seek help from experienced colleagues and university faculty. It brings the outside world to the classroom and takes students into the world to discuss topics of interest with students in other locations, visit with scientists, and participate in inter-school activities. The use of computer conferencing has increased throughout the duration of the project.  | [FULL TEXT]

Jurgemeyer, Fred H. (1982).  Programmed Instruction: Lessons It Can Teach Us.  Educational Technology, 22, 5. 

Discusses what is known about programed instruction as that knowledge relates to the avoidance of planning and design errors which limit the effectiveness of instructional programs. A 17-item reference list accompanies the text.