Educational Technology | K

Kadesch, R. R. (1980).  Interactive Video Computer Learning in Physics.  Journal of Educational Technology Systems, 9, 4. 

The learning system described, which consists of a Terak 8510a connected to a Discovision PR-7820 videodisc player, provides instructions for implementing and editing course materials in physics, and a workplace in which the student performs a variety of operations. Five references are cited.

Kagan, Dona M. (1988).  Learning How to Program or Use Computers: A Review of Six Applied Studies.  Educational Technology, 28, 3. 

Summarizes the results of six studies that examined differences between courses in computer programming and computer literacy, and the relationships between achievement in these courses, student personality traits, cognitive styles, and gender. Suggestions for future research are made. (7 references)

Kahanec, Frank A. (1985).  Video Mathematics.  Mathematics Teacher, 78, 4. 

How videotapes were developed to help students who miss instruction is described.

Kamouri, Anita L. (1984).  Computer-Based Training: A Cognitive Framework for Evaluating Systems' Designs.  Journal of Educational Technology Systems, 12, 4. 

Reviews literature on computer-based training in industry over 20 years. Studies reviewed are organized by training application into three groups--basic computer-assisted instruction systems, supplemented computer-assisted instruction with simulation and graphics modes, and simulators. Time savings, user attitudes, cost savings, and performance measures for each application are discussed.

Kanaba, Steve (1980).  The Role of U-Matic vs. Beta vs. VHS--Consideration for Educational Technologists.  NALLD Journal, 14, 3-4. 

Describes three videocassette formats comparing their technical characteristics to determine which is most suited for a given application. Discusses duplication problems and international exchange of tapes, advising about world standards and conversion from one to the other. Gives guidelines to selecting the proper hardware for different video needs.

Kandaswamy, Subramaniam (1980).  Evaluation of Instructional Materials: A Synthesis of Models and Methods.  Educational Technology, 20, 6. 

Reviews a number of models, paradigms, designs, techniques, and procedures for the evaluation of instructional materials.

Kane, Janet H. (1983).  Computers for Composing. 

A study investigated how eighth grade students used a microcomputer-based word processing system for composing. Five students, with a range of writing skills, used the technology across 10 class sessions. Data were gathered through interviews with the students about their models for composing, experiences that influenced their writing development, and opinions about the computer as a medium for writing. In addition, the students were systematically observed during class sessions and printouts of text files from each student were reviewed. Results showed that students initially assimilated composing with the computer to their general models of composing. As with pencil and paper, they produced text linearly, trying to write each sentence perfectly before going on to the next. Most revisions were corrections of spelling or punctuation. However, there was some evidence that the computer could be used to promote involvement with composing, focus attention on the overall organization of the text, provide opportunities for practicing revision procedures, and create a context for experimenting with alternative texts.

Kansky, Bob (1987).  Technology Policy Survey: A Study of State Policies Supporting the Use of Calculators and Computers in the Study of Precollege Mathematics. 

The Technology Advisory Committee of the National Council of Teachers of Mathematics recently conducted a survey to assess the status of state-level policies affecting the use of calculators and computers in the teaching of mathematics in grades K-12. The committee determined that state-level actions related to the increased availability of calculators and computers in the public schools are affecting the definition, delivery, and evaluation of K-12 mathematics in about half of the states. Due to the limited empowerment of many state educational agencies to actively promote curricular change, most actions have taken the form of model curriculum outlines, teaching guidelines, consultation, and information dissemination. A small number of states have: (1) sponsored teacher inservice on the instructional applications of computers; (2) proposed the revision of certification standards for teachers of mathematics in order to ensure teacher competency in the use of calculators and computers in teaching mathematics; (3) mandated the use of calculators on statewide testing of secondary students; or (4) encouraged the use of calculators in instruction and testing. The use of calculators during classroom instruction is supported by 40 percent of the states. | [FULL TEXT]

Kansky, Robert (1983).  The CPU and You: Mastering the Microcomputer.  Arithmetic Teacher, 30 n6 p12-13, 52-54 Feb 1983. 

Computers are both understandable and controllable. Educators need some understanding of a computer's cognitive profile, component parts, and systematic nature in order to set it to work on some of the teaching tasks that need to be done. Much computer-related vocabulary is discussed.

Kantowski, Mary Grace (1983).  The Microcomputer and Problem Solving.  Arithmetic Teacher, 30 n6 p20-21, 58-59 Feb 1983. 

Four goals of teaching for problem solving and the characteristics of microcomputers that could be used to further these goals are examined. The combination of an enthusiastic teacher and the new technology is expected to open up new vistas of possibilities for problem solving in the curriculum of the 1980's.

Kapp, Ann B.; Knickerbocker, Addie H. (1983).  Computer Literacy Development. A Project Report. 

The Computer Literacy Development Project in Research and Training in Vocational Education was a multi-phased project designed to determine the feasibility of changing the attitudes of vocational educators toward the use of computers, to identify the classroom and administrative applications of microcomputers, to determine the applications of microcomputers in vocational programs in other states, and to develop and implement a computer literacy workshop for vocational educators. After reviewing available literature and analyzing survey data detailing the responses of 45 state directors of vocational education concerning the vocational classroom and administrative use of microcomputers in their respective states, the researchers developed and presented a teacher workshop at Northeast Louisiana University in Monroe, Louisiana. Included among the topics addressed during the workshop were the following: using and caring for computers, word processing, telecomputing, developing and using test banks, BASIC programming, and developing and implementing a database management system. (Appendixes to this report include the workshop materials; an annotated bibliography that covers such topics as children and computers, computer literacy, legal issues, software and hardware selection, and the use of telecomputing; the project survey instrument; and selected references from the project literature review.)

Kaput, James J. (1985).  Multiplicative Word Problems and Intensive Quantities: An Integrated Software Response. Technical Report 85-19. 

This document reports on a project that is examining some of the difficulties encountered in teaching word problems involving multiplication, division, and intensive quantities. Some of the various uses of these operations and their structures are considered. Described are discoveries and assumptions regarding students' cognitive models of these operations, especially as they pertain to intensive quantities. The report also describes the project's computer software being developed to enrich and render more flexible student cognitive models of these operations and their quantities. | [FULL TEXT]

Kaput, James J. (1986).  Information Technology and Mathematics: Opening New Representational Windows. 

Higher order thinking skills are inevitably developed or exercised relative to some discipline. The discipline may be formal or informal, may or may not be represented in a school curriculum, or relate to a wide variety of domains. Moreover, the development or exercise of thinking skills may take place at differing levels of generality. This paper is concerned with how new uses of information technology can profoundly influence the acquisition and application of higher order thinking skills in or near the domain of mathematics. It concentrates on aspects of mathematics that relate to its representational function based on the beliefs that: (1) mathematics itself, as a tool of thought and communication, is essentially representational in nature, and (2) information technology will have its greatest impact in transforming the meaning of what it means to learn and use mathematics by providing access to new forms of representation as well as providing simultaneous access to multiple, linked representations. This report describes a few examples of novel software environments from the representation perspective, points to more novel approaches to curriculum reform in mathematics that will encourage the cultivation of higher order thinking skills and relates these to unresolved research questions and educational policy issues. | [FULL TEXT]

Kaput, James J. (1988).  Supporting Concrete Visual Thinking in Multiplicative Reasoning: Difficulties and Opportunities. Technical Report 88-16. 

The Educational Technology Center has attempted to develop a series of computer based learning environments to support the learning and application of multiplicative reasoning. The work and software described in this paper, including the teaching experiment that generated the error phenomena examined, is part of a larger ongoing research project. This document looks closely at certain difficulties occurring when students use a concrete environment to model situations involving multiplication and division of discrete quantities. Student difficulties seem to be the result of incongruences between the students' visual experience and the semantic structure of the situation being modeled. The environments themselves and the context in which the phenomena of interest occurred are described. Then discussed are observed difficulty, theoretical underpinnings, and suggestions for a modified environment. | [FULL TEXT]

Kaput, James J.; Pattison-Gordon, Laurie (1987).  A Concrete-to-Abstract Software Ramp: Environments for Learning Multiplication, Division and Intensive Quantity. Technical Report 87-8. 

This document is intended to describe several software learning environments in an order that parallels a reasonable sequence of use by students. It also describes a planned an designed, but not yet implemented, extension of these environments from the discrete to the continuous case. Each of the implemented environments was developed in continuous collaboration with teachers and their students from grades three to eight. An important characteristic of these environments is their systematic linking of concrete representations, beginning with iconic representations, to more abstract representations. The report is designed to serve two functions: (1) as an overview to learning the conceptual field of multiplicative structures; and (2) as a guide to software environments. The remainder of the report is organized according to the design of the software environments. This includes descriptions of the icon-based calculation environments, the environment that introduces the numerical and graphic representations, the algebraic representations that extend these environments, the sampling environments, and finally the transitions to the continuous environment. | [FULL TEXT]

Karon, James P. (1985).  Maintaining Comprehensive High School Programs in a Time of Declining Enrollment. 

Using information from relevant literature and recent surveys and interviews with administrators of many of Rhode Island's smaller school districts, the report identifies options/strategies which may be useful in counteracting the potential adverse effects that low, or significantly declining, enrollments may have on the comprehensiveness of a district's high school program. The options are grouped into four tables which include the perceived advantages/disadvantages of each approach and comments relevant to Rhode Island schools. Table 1 outlines nine "in-house" options for maintaining a broad curriculum: expanded grade range, combined related courses, alternate-year offerings, multiple certification of teachers, interdisciplinary courses, increased student course load, innovative instructional delivery, independent study, and flexible minimum enrollment policies. Table 2 presents five options for using business, cultural, and postsecondary education resources to maintain a broad curriculum: use of community resources, correspondence courses, expanded school mission, concurrent high school and postsecondary enrollment, and early college enrollment. Table 3 describes seven inter-district cooperative strategies and regionalization as curriculum maintaining methods: cross-registration, joint program offerings, specialized regional schools/agencies, itinerant teachers, tuition/voucher arrangements, support function cooperation, and consolidation/regionalization. Table 4 covers application of three new technologies to maintain a broad curriculum: taped or"over-air" instructional television, computer-assisted instruction, and interactive telecommunications. | [FULL TEXT]

Kassner, Kirk (1988).  Rx for Technophobia.  Music Educators Journal, 75, 3. 

States that teachers' fear of using computers and electronic technology in music education may prevent students from reaching their full potential. Includes suggestions for diagnosis and cure of "technophobia." Suggests that using electronic media to teach music will strengthen teaching and stimulate students' love of music.

Katz, Martin R. (1988).  New Technologies in Career Guidance: The Interactive Computer. 

Beginning in the 1960s the interactive capabilities of computers were recognized as providing unprecedented opportunities for the development of computerized career guidance systems. Such systems offered individualized assistance in career decision making to large numbers of people at low cost. Recognizing that each user may present a unique combination of needs, experiences, circumstances, values, interests, skills, styles, and perceptions, a developer can enable a well-planned system to respond appropriately to individual differences. A system can store, retrieve, and manipulate vast amounts of information, putting great resources at the fingertips of each user, and it can bring many personal, occupational, and educational variables together, combining them in distinctive ways for each client. These capabilities do not ensure that the substance of any system will be of high quality. Much of a system's worth depends on its conceptual framework, the strength of its theory and rationale, and the coherence of its functions and structures. The "black box" of theory underlying every system should be opened up and exposed to the light of scrutiny and evaluation. Examples from the principles, research, model, and structures for the System of Interactive Guidance and Information (SIGI) and SIGI PLUS are used to illustrate the links between theory and practice.   | [FULL TEXT]

Katz, Martin R.; Shatkin, Laurence (1980).  Computer-Assisted Guidance: Concepts and Practices. 

This report reviews and analyzes the development and status of computer-assisted-guidance (CAG) systems. In terms of eight major topics which are introduced in a discussion of guidance and the computer, the report discusses the capabilities of computers in reference to other resources for guidance and describes and differentiates various CAG systems. The eight focuses with their minor headings are scope (information and guidance, data processing, and populations and settings), content (appraisal, information, decision-making, and planning), structure (direct access to information, structured search for occupations, cross-walks, and recapitulation for decision-making), style (interactivity, hardware, system design, and script-writing), procedures (what to include, sources of data, interpretation of data, and updating information), costs (itemization of components and typical costs per terminal hour), effects, and rationales for guidance and models of career decision-making (Parson's true reasoning, trait-matching for success or membership, and freedom, understanding, competence, and satisfaction). A list of references and glossary of acronyms are appended. | [FULL TEXT]

Katz, Mary Maxwell; And Others (1987).  Facilitating Collegial Exchange among Science Teachers: An Experiment in Computer-Based Conferencing. Technical Report 86-14. 

Teacher isolation is a significant problem in the science teaching profession. Traditional inservice solutions are often plagued by logistical difficulties or occur too infrequently to build ongoing teacher networks. Educational Technology Center (ETC) researchers reasoned that computer-based conferencing might promote collegial exchange among science teachers by giving them a new way to communicate with each other--individually or in groups, from their own workplaces and homes, at whatever time suits them. Using "Common Ground" conferencing software created at ETC, these researchers established an electronic network and conducted two initial studies of its operation. Researchers studied both technical and substantive aspects of the network's operation. Initial feedback from teachers was quite positive, and data on their usage patterns yield several findings: (1) some participants need support and encouragement in the initial stages of learning to use a conferencing system; (2) some participants encountered snags in setting up their own equipment or using their communications software; (3) access to equipment remains a problem for some school people; (4) inexperienced participants tend to send more private than public messages; and (5) forum moderators and/or a network coordinator can play an important role in stimulating and sustaining substantive discussions. Half of the document consists of appendices. They include magaine articles, case studies of teachers' use and evaluation of the network, sample telephone interviews, and sample network messages. | [FULL TEXT]

Kauffman, Leonard A. (1983).  Computers in Health and Physical Education at Portland State University.  Health Education, 14, 6. 

Ways in which the School of Health and Physical Education at Portland State University (Oregon) uses its microcomputer include course evaluation, grading, health risk appraisal, mailing lists, statistical analysis, word processing, and information storage.

Kaufman, Roger (1980).  The Passion for the Practical: Are Educational Technologists Losing Their Idealism?  Educational Technology, 20, 1. 

Reflects on the shift in educational technology from an innovative style attempting useful change, to a narrow, conservative style emphasizing practicality. Systematic model types are analyzed in terms of five organizational elements.

Kaufman, Roger; Mayer, Hanna (1981).  Educating for Beyond Performance and Instruction: A Pragmatic Appraisal.  Performance and Instruction, 20 n1 p8-9, 12 Feb 1981. 

Analyzes courses offered in various educational technology programs in terms of the focus of each on one of five organizational elements, and recommends an expansion of current curricula to include not only input, process, and product-oriented learning experiences, but also to include outcome related experiences.

Kavanaugh, Andrea (1983).  NCIES Satellite Learning System.  ADFL Bulletin, 15, 2. 

Discusses the use of two-way audio-video satellite telecommunication in the second language classroom as a way to transfer applied skills and theoretical knowledge across cultural and national boundaries. Describes how the NCIES learning system works and how it can be adapted for use with larger classes.

Kay, Alan (1984).  Learning vs. Teaching with Educational Technologies.  EDUCOM, 18, 3-4. 

Discusses five values of personal computing, including its role as attention grabber, word processing (and related uses), information retrieval, simulation, communications. Also considers four ways of thinking about the future as related to computing and issues related to computers and education.

Kaye, Tony (1985).  Computer Conferencing for Education and Training: Project Description. Project Report CCET/1. 

The purpose of this project is to investigate the potential of communication networks using electronic mail, computer conferencing, and electronic databases for education and training at a distance within the Open Univeristy system of Great Britain, although it would be applicable within other contexts. This report discusses (1) the rationale for the project; (2) the technical requirements for implementing a system; (3) some advantages and disadvantages of computer conferencing; (4) factors to be considered in deciding which types of courses might benefit most; (5) a planned program of work for the project; (6) the principal phases of the proposed project; and (7) how electronic text technologies may be used on a wider context. Seventeen references are listed.

Kaye, Tony (1985).  Computer-Mediated Communication Systems for Distance Education. Report on a Study Visit to North America September/October 1985. Project Report CCET/2. 

This report of a study visit to North America describes three different computer-mediated conferencing systems (CMCS) and how they are used. The first system is COSY (COnferencing SYstem), at the University of Guelph, Ontario. The second system is EIES (the Electronic Information and Exchange System), at the New Jersey Institute of Technology. The third system is PARTICIPATE, developed by Participation Systems, Inc., and in use at the New York Institute of Technology. In Great Britain, each of these systems can be accessed from the Open Univeristy, and the purpose of this visit was to make contacts with educational users of the systems and investigate possible applications of computer-mediated communication for Open University courses. The visit provided useful guidelines for trials of electronic mail and computer-mediated communications in distance education, particularly on courses which already require students and tutors to have home equipment, and/or low population specialist courses where communication between participants is a key element in the learning process. The appendixes consist of: (1) information about on-line conferences on the three systems; and (2) a two-page bibliography listing sources of additional information on each of the systems.

Kaye, Tony; And Others (1989).  Computer Conferencing in the Academic Environment. CITE Report No. 91. 

This report begins with an introduction to the main features of computer-mediated communication, concentrating on the use of computer conferencing for collaborative and group work. Twelve case studies on the use of computer conferencing in the academic environment are then presented and analyzed, with attention being given to both positive and negative factors influencing the implementation and use of this technology. Three main application areas are covered: administration, academic collaboration, and teaching. Consideration is also given to the use of computer conferencing for social networking. Referring back to the case studies, the concluding section identifies four key areas that must be attended to for successful use of computer conferencing: access to the technology, user support, induction of novice users, and conference moderation. (23 references) GL)

Kayembe, Gulshan (1989).  The Silent Revolution--Can It Be Ignored Any Longer?  British Journal of Language Teaching, 27 n3 p148-51, 158 Win 1989. 

Observes the current impact and potential uses of computer technology in language instruction, discussing resources, funding, curriculum development, staff training, and equipment obsolescence.

Kean, Elizabeth St. Andre; Welsh, Catherine A. C. (1980).  Remedial Tutorial Programs at the University Level.  Educational Technology, 20, 7. 

Identifies features and activities of tutorial programs that contribute to success and examines the nature of successful teaching-learning interactions. Discussion is based on an evaluation of a chemistry tutorial program on the University of Wisconsin--Madison campus.

Kean, Michael H. (1986).  Testing: Future Challenges, Future Responses. 

A number of challenges will be faced by the school testing community in the future. The content of achievement tests must match the curriculum, which changes its focus over the years. Test content should reflect expanding curriculum areas such as computer literacy, consumer skills, and critical thinking. Test publishers will provide data for decision making, not merely instruments. Tests should be matched to the particular purpose for which the scores will be used. Careful test construction may result in shorter tests which provide more information. One important challenge involves learning how to utilize test information. A variety of audiences use test results, and they have different information needs. Advertising techniques will be used to communicate information to these audiences. Turnaround time in scoring tests must be faster; microcomputers and telephone transmission of data will help achieve increase in speed. Testing individuals at the proper level will be facilitated by computer adaptive testing and branching. Microcomputers will be used increasingly in both testing and instruction. Test data will be linked to other data bases, and comparative normative data will be updated more often. Finally, item analyses should also target what students have not yet mastered.

Kearsley, Greg (1988).  Authoring Considerations for Hypertext.  Educational Technology, 28, 11. 

Discusses some of the major aspects of authoring hypertext documents and databases as forms of interactive instruction. Highlights include knowledge structuring; root documents; authoring tools; screen formats; computer graphics; collaboration among authors; cognitive processes; and degree of learner control.

Kearsley, Greg (1989).  Introducing New Technology into the Workplace: Retraining Issues and Strategies. Background Paper No. 8b. 

Technological advances necessitate the continuous retraining of the work force. Three technologies are having greatest impact on the labor force: (1) the scope and depth of computer skills required by most jobs continue to expand; (2) robotics in manufacturing means that certain new jobs are more technical and require postsecondary education; and (3) telecommunications are becoming increasingly important in business. Consequently, a large proportion of workers is likely to be affected by one or more of these technologies. Three general effects of new technologies are skill twist, deskilling, and upskilling. Skill twist refers to the displacement of old skills with new ones. In deskilling, new technology reduces the level of skills required, and upskilling has the opposite effect. The nature of retraining for these three effects clearly differs; other influences are employee characteristics and organizational structures. Strategies for retraining include lifelong learning, use of educational technology, training sponsored by professional organizations, and vendor training materials. Issues in their use include affordability, accessibility, effectiveness, and the question of who is responsible--individuals or employers. Different policies are needed for skill twist, deskilling, and upskilling, as well as attention to the needs of groups whose level of literacy or economic circumstances limit their ability to participate in retraining. (33 references) | [FULL TEXT]

Kearsley, Greg P.; Frost, Jana (1985).  Design Factors for Successful Videodisc-Based Instruction.  Educational Technology, 25, 3. 

Describes examples of outstanding videodiscs, summarizes evidence on effectiveness of videodisc as a teaching tool, and discusses factors associated with design of effective videodisc for instruction. Such factors include interactivity, visual design, organization, active participation, metaphors and models, personality, and a team approach.

Keck, Jack A. (1984).  Regional Educational Media Centers: Meeting the Instructional Media and Educational Technology Needs of Elementary and Secondary Schools.  Catholic Library World, 55, 8.

Keckley, Denzil E. (1988).  Social-Technical Theory and Elementary Schools: An Exploratory Study. 

The potential usefulness of C. Perrow's (1967) social-technical approach to describing elementary schools is described. This approach is based on the organizational technology and proposed relationships among social, structural, and personnel dimensions of organizations. Perrow's formulation of technology contains two dimensions: (1) analyzability--the number of exceptional cases encountered and the nature of the search process in dealing with them; and (2) variability--the variability of the raw materials and the extent to which the materials can be handled in a standardized manner. Patterns of relationships with technologies include two structural variables: (1) coordination; and (2) influence. Regular full-time elementary school teachers (n=272) in 23 northern Alabama schools completed questionnaires classifying their schools by patterns of variability and analyzability. When schools were grouped by technology, four levels became apparent. Evidence indicates that the complexity that is associated with job involvement, motivation, meaningfulness of work, and satisfaction was limited to task variability and not strongly associated with cognitive complexity. Three figures conclude the document.

Keegan, Desmond J. (1980).  On the Nature of Distance Education. ZIFF Papiere 33. 

This introduction to distance education includes the following sections: (1) definitions of distance education; (2) the typology of distance education systems (including examinations of the correspondence school model, the consultation model, the integrated mode, the multimedia system model and media selection; (3) nature (the didactic structure of distance education systems, the linking of learning materials to learning, the role of the learner, sociological charactersitics, and administration); and analogues (the relationship between distance education and conventional higher-level university study, the use of educational technology in conventional programs, and the relationship between educational technology and distance education). A brief concluding statement posits that there are extensive differences in both didactic structure and administrative theory between distance and conventional systems. (40 references) | [FULL TEXT]

Keegan, John J., Jr. (1983).  The Role of High Technology in Salem Public School Classrooms.  Spectrum, 1, 3. 

High technology is a valuable educational tool, not a goal. Therefore, implementation must accord with primary purposes of education. An approach is described based on seven critical assumptions about education for the information age, followed by plans derived from these assumptions.

Keener, John R.; Bright, Larry K. (1983).  Micros and Interactive Videodiscs for Improving Access to Health Education.  Health Education, 14, 6. 

Health educators should explore the potential of interactive video for instruction and should also make certain that it is effectively and prudently applied. Advantages and problems of using interactive video in health education are discussed.

Kehrberg, Kent T.; Pollack, Richard A. (1982).  Videodiscs in the Classroom: An Interactive Economics Course.  Creative Computing, 8, 1. 

The development of an economics course that uses Apple computers and videodisc players is described. The course was chosen because it is one that is frequently eliminated when school budgets are tightened and enrollments drop, and it was felt that the new technology could offer a solution.

Keil, Karl-August (1982).  The General Introduction of Computers into Bavarian Schools.  Technological Horizons in Education, 9, 1. 

The setup of computers in schools in Bavaria is detailed, starting with the fulfillment of the preliminary requirements through teacher instruction. The plan from 1981 onward is to provide at least eight computers per school, with the use of microcomputers helping to keep the costs relatively low.

Kelemen, Paul; Thorpe, Diane (1980).  Reorganizing the Career Resource Center in a Community College. 

In response to the failure of North Lake College's Career Resource Center to meet its intended objectives, this report reviews the strengths and weaknesses of the original center proposal, assesses the present organization of the center, and outlines steps for its reorganization. The paper begins by providing background on the college and the center, which was created to provide students and community members with resources and services for self-assessment, career decision-making, occupational information, educational planning, job-search skills, and career adjustment. The present state of the center is then described, revealing that it is unstaffed, the materials are dispersing, and few students are being served. Plans for the center's reorganization, which are based to a large extent on a review of the literature, are presented with respect to: (1) securing a larger, more appropriate location; (2) creating an attractive and comfortable environment; (3) staffing requirements; (4) selecting resources in the areas of occupational, educational, and social information; (5) the best filing system for the center's bound and unbound materials (the advantages and disadvantages of four filing systems are considered); (6) computer-assisted guidance; (7) multimedia technology; (8) budgeting; (9) program content and delivery systems; (10) publicizing the center; (11) ongoing evaluation; and (12) options for the future.

Keller, Joan; Shanahan, Dolores (1983).  Robots in the Kindergarten.  Computing Teacher, 10, 9. 

Describes work with kindergarten children to improve their development of estimation, decision making, divergent thinking, directionality, numerical concepts, and creative problem solving skills through learning to program and control the robot Big Trak, a truck which moves along the floor in response to their commands.

Kellisch, Frederick J. (1981).  Computer Graphics on a Shoestring.  Instructional Innovator, 26 n6 p19-23, 38-39 Sep 1981. 

Provides a brief discussion of the graphics capabilities of microcomputers and describes specific graphics hardware and software that are available for the more popular microcomputers. The names and addresses of the producer/distributor and prices are given for each item.

Kellogg, Howard M. (1980).  The Logic Box.  School Science and Mathematics, 80, 6. 

The Logic Box, a mathematics laboratory device, is described. Students can solve simple problems, then go on and design moderately complex digital logic circuits in the program presented.

Kellogg, Ted; Latson, Jon (1986).  Teaching Scientific Methodology through Microcomputer Simulations in Genetics. Final Project Report. 

There are two major concerns about the teaching of high school biology. One is the degree to which students memorize laws, facts, and principles, and the second involves the role of the classroom teacher. These aspects result in a discrepancy between the theory and practice of science education. The purpose of this report is to provide: (1) a recapitulation of the targets causing the difficulty, the rationale, and the research questions; (2) a chronology of 18 months of work; (3) descriptions of the instructional material, teacher training, software, and experiments performed; (4) research findings; and (5) provisional conclusions and relevant issues concerning the research. Teachers involved in the study stated that they would use the technique again. Pilot teachers admitted feeling more comfortable using the materials in teaching the second class than their initial class. Most teachers found that the higher level of thinking required and the use of the scientific method made the materials more appealing. About one in eight of the teachers preferred alternate materials or teaching strategies to this method. The appendices include suggested revisions of software, tally sheets, homework assignments, teacher pre/post questionnaires, a student post questionnaire, and student pre/post tests. A reference list is also cited. | [FULL TEXT]

Kelly, J. Terence (1981).  Restructuring the Academic Program: A Systems Approach to Educational Reform at Miami-Dade Community College. 

In fall 1975 a study of the General Education program at Miami-Dade Community College (MDCC) was initiated to determine the appropriate role of an open-door community college in preparing students to live in and contribute positively to society. The central assumption underpinning the three-year study was that a General Education program should develop and integrate every student's knowledge, skills, attitudes, and experiences so that he/she can engage in a lifelong process of inquiry and decision making. To effect this goal a systematic approach to the total educational process was developed involving a "core" curriculum of five courses, i.e., the Natural Environment, the Social Environment, Humanities, Communications, and the Individual, plus second-level courses in the humanities, social and natural sciences and elective General Education courses. The changes in the curriculum were complemented by a commitment to continuously monitor student progress and provide guidance from the time of application for admission to graduation. This involves assessment of student abilities on arrival; the matching of individual skills to appropriate programs; the continuous monitoring of student progress by faculty; and the application of computer technology to provide information to students. Established standards of academic performance are maintained through a system of academic warnings and suspensions. An illustration of MDCC's student flow model is appended.

Kelly, J. Terence; Anandam, Kamala (1982).  Teaching Writing with the Computer as Helper. AACJC Pocket Reader 2. 

An instructional management system, called Response System with Variable Prescriptions (RSVP), is described in this report as it is used at Miami-Dade Community College (MDCC). Following introductory material, the relevance of such a system to current educational issues is explored and the use of computer technology in education is discussed. The RSVP system is then introduced, and its applications in subject area instruction, student advisement, and other areas are reviewed. The RSVP Feedback Program for Individualized Analysis of Writing is the focus of the remainder of the report. The program description indicates that the sequence of activities in the writing program includes the following: (1) students turn in writing assignments; (2) the instructor chooses a level of achievement represented by the writing sample; (3) the instructor identifies the errors which should be addressed; (4) the instructor makes comments on the writing sample; (5) the computer generates exercises and feedback to address the identified errors; and (6) the RSVP feedback letters are distributed in class with the assignments. Samples of student writing and the RSVP materials generated by the teacher and computer are provided. The report then presents results of a field test of the RSVP writing program and a discussion of how the writing program has been implemented with particular groups of students. A bibliography of literature on RSVP is followed by concluding remarks on the success and future of RSVP. | [FULL TEXT]

Kelly, J. Terence; Anandam, Kamala (1984).  Taking Advantage of Emerging Educational Technologies.  New Directions for Higher Education, 47. 

The chief academic officer needs to decide on appropriate attitudes, issues, implementation strategies, and evaluative criteria in dealing with new technologies. The attitudes and procedures appropriate for taking advantage of computer technology are examined.

Kelly, Mavis E. (1988).  Educational Development: A Developing Profession.  Journal of Distance Education, 3, 2. 

Discusses educational developers, their role in the preparation and delivery of distance education courses, and their interaction with teachers. Highlights include theories of educational development; a systems approach to educational technology; curriculum planning; setting educational objectives; designing instruction; and student assessment and course evaluation. (30 references)

Kelman, Peter (1982).  Computer Literacy: What It's All About.  Classroom Computer News, 3 n2 p19-21, 23 Nov-Dec 1982. 

Views of Arthur Luehrmann, an individual who has become known as one of the most vociferous advocates of computer literacy in educational computing, are presented. Spending four out of five days in a computer literacy course on computing and one out of five on awareness issues is advocated.

Kelman, Peter (1983).  Alfred Bork: In Defense of Computer-Assisted Learning.  Classroom Computer News, 3 n4 p17-19, 22-23 Mar 1983. 

In an interview, Dr. Alfred Bork (Director of the Educational Technology Center at the University of California, Irvine) discusses computer-assisted learning and its unique benefits for today's students. Includes comments on "Tribble Families," a program which deals with attributes.

Kember, David; Kemp, Neale (1989).  Computer-Aided Publishing and Open Learning Materials.  British Journal of Educational Technology, 20, 1. 

Discussion of computer-aided publishing hardware and software emphasizes their impact on the production of printed learning materials, especially for distance education and self-instructional texts. Highlights include desktop publishing; electronic publishing; typographic design considerations; distinguishing textual features; implications for instructional design; text revision; graphics; and personnel and training issues. (21 references)

Kemner-Richardson, Sue; And Others (1985).  Computer-Assisted Instruction: Decision Handbook. Final Report. 

This document is designed for use as a resource and reference guide for Air Force instructional managers who are considering the adoption or expansion of computer-assisted instruction (CAI) at some future time, and also as a decision aid for an instructional manager currently involved in the CAI decision process. The contents are intended to be helpful where CAI systems are already available to the trainers, as well as in those cases in which the adoption of CAI requires new system acquisition. The handbook is divided into five sections: (1) Introduction and History of CAI; (2) Understanding CAI; (3) Critical Factors for Adopting CAI; (4) Decision Aids for Considering the Adoption of CAI; and (5) Resources. The section on decision aids includes worksheets for use in evaluating the need for CAI, identifying configurations most closely matched to instructional needs and practices, and estimating the feasibility of initiating CAI implementation. Resources listed include a glossary, an extensive bibliography, and lists of related associations and periodicals. | [FULL TEXT]

Kempner, Ken; Castro, Claudio de Moura (1988).  Higher Education for Mid-level Technology: A Comparative Analysis of Brazil and the United States.  Comparative Education Review, 32, 4. 

Compares education of lower-middle and working classes in Brazil and the United States to examine effects of the educational system in supporting the changing technological infrastructure. Concludes that both countries need to improve access and minimize stratification to make their systems of education for mid-level technology more equitable.

Kemppainen, Rick (1984).  How We Use Computers for (Much) Better Education. 

Despite severe budget limitations, the Bellflower Unified School District in southern California has instituted an outstanding computer education program. This transcript of a panel presentation by school board and staff representatives of the Bellflower Unified School District, describes the district's computer program, its history, its impact on the educational program as a whole, and its future prospects. The district has purchased 356 microcomputers, distributed at a ratio of 1 computer per 25 students. These are employed in computer labs, rotated among classrooms, and assigned to individual teachers for 1 year at a time, based on competitive proposals. The program provides all students, K-12, with opportunities to use computers as an instructional tool, become computer literate, develop problem-solving skills, and engage in higher level thinking processes. The computer curriculum includes the following programs: computer-assisted instruction in reading, math, language, science, and social studies; computer literacy for students, parents, and community; and keyboarding skills and programming classes for all ages. The program is administered by four committees, formed by the instructional services division to perform the following functions: (1) curriculum design for computers, (2) software evaluation and selection, (3) school site support, and (4) staff development. Subsequent evaluation has revealed an overall 15 percent gain in student achievement scores since the program was implemented.

Kennedy, Don; And Others (1983).  Technological Delivery Systems. 

A section on technological delivery systems, presented as part of the second Australian National Workshop on Distance Education (Perth, 1983), contains four papers on using technological resources to provide educational services to persons in isolated locations. The first paper, by Don Kennedy, covers the use of satellite broadcasting of course material to reach persons in the community who, for a number of reasons, including isolation, are unable to attend normal scheduled classes. Australia's National Satellite System is seen as ideal for providing high-quality voice communications, transferring data to/from student microcomputers, and providing distribution of audio/video material. Brenton Phillis' paper on using the Telecom system (the Australian telephone network) in education covers schools of the air, teleconferencing products/services available/anticipated from Telecom, and information Telecom needs to provide educational products/services. "Appropriate Technology for Distance Education," by Tony Dean, gives an overview of technological resources, separating interactive systems and resource media now available from those forseen for future use, and examines issues associated with using television in distance education. Colin Dunnett analyzes and evaluates the present status and future of distance education in terms of communication of information in an interactive delivery system and compares it to traditional face-to-face education.

Kennedy, Jane B. (1981).  Graphing Polynomials with Computer Assistance.  Mathematics Teacher, 74, 7. 

The use of a computer to help honors second-year algebra students graph quadratic and higher-order polynomials is discussed. Sample computer programs are included.

Kenny, Minnie (1987).  Banquet Address--CALICO '87 in Monterey  CALICO Journal, 4, 4. 

Describes the monolingual nature of the United States in a multilingual world. Proposes a partial solution--a National Foreign Language Center which would utilize current technology to allow quick access to information about any language.

Kerka, Sandra (1989).  Communications Technologies in Adult, Career, and Vocational Education. ERIC Digest No. 81. 

The rapidly developing communications technologies (CT) have the potential to deliver education to more learners in more satisfactory ways. CT may overcome barriers to student participation in adult education, enable career educators to provide a higher level of career guidance to greater numbers, and facilitate currency in vocational preparation. Delivery modes include video, audio and audiographic, and computer. Examples of CT uses in adult, career, and vocational education are the AgriData Network, Instructional Television Fixed Service, Ohio State University's Cooperative Extension Service's microwave transmission to operate a television classroom, and several electronic networks. Various studies have researched the instructional effectiveness of CT. Findings indicate that instruction involving CT is most effective when the instruction is "high touch" and interactive, students are prepared in advance, students understand supplemental materials, and the instruction does not imitate face-to-face teaching. CT can increase access to learning opportunities and more and better information sources, be individualized to meet student needs, and enhance immediacy while saving time and money. However, concerns about the effects of CT include equity of access, ethics, quality of instruction, effect on learning, and accommodation of different learning styles. (13 references) | [FULL TEXT]

Kern, Alfred (1987).  BASIC Writing: The Student as Programmer.  ADE Bulletin. 

Recounts instances of computer use to teach English composition and poetry to college students and concludes that it is impossible to be a department chair these days without knowing something about a computer.

Kerr, Stephen T. (1982).  Appropriate Technology for Education in Developing Countries.  Programmed Learning and Educational Technology, 19, 3. 

Discusses appropriate technology such as folk theater and instructional radio in the development of Third-World nations and emphasizes the importance of community participation in all stages of the educational process. Ways in which this can be stimulated and channelled to support development in other areas are examined. Sixteen references are provided.

Kerr, Stephen T. (1983).  Inside the Black Box: Making Design Decisions for Instruction.  British Journal of Educational Technology, 14, 1.

Kerr, Stephen T. (1984).  Innovation on Command: Instructional Development and Educational Technology in the Soviet Union. 

This chapter presents the history, philosophy, and methodology of instructional development and instructional technology in the Soviet Union. It begins by analyzing the structure of the educational bureaucracy in the USSR and explaining the pathways through this structure through which educational decisions are made, and through which instructional materials are designed. The development of educational technology in the USSR is described, including the major successes and failures of the institutions and agencies involved in Soviet educational technology and instructional development, in particular the work of the Scientific Research Institute for School Equipment and Educational Technology (NII SHOTSO), and the Soviet program of "qualification raising" in institutions of higher education. Russian instructional development models are described, and misunderstandings between American and Soviet instructional technologists are discussed. Finally, the scope and future of Soviet instructional development are considered, and it is suggested that progress will be slow because the system, while impressive, is not very flexible. The text is supplemented by 64 references, 15 in English and 49 in Russian.  | [FULL TEXT]

Kerr, Stephen T. (1989).  Reform in Soviet and American Education: Parallels and Contrasts.  Phi Delta Kappan, 71, 1. 

The U.S. and the Soviet Union face serious problems in trying to reform their education systems. Both countries need to prepare students for productive participation in the world economy, while also addressing significant internal priorities (minority group needs, educator demands as professionals, and changes in educational technology). Includes 43 references.

Kerr, Stephen T. (1989).  Teachers and Technology: An Appropriate Model To Link Research with Practice. 

This paper first reviews the field of educational technology and teaching from two perspectives, that of the technologist and that of the teacher. It is noted that the activities of educational technologists are now defined largely in terms of instructional design and development and are increasingly distanced from the work of ordinary teachers in the public schools; and that the teacher's world is substantially limited by powerful social and administrative pressures to teach in particular ways, which results in very little opportunity to deal with educational technology as something larger than machines and software. The paper then characterizes the current state of the movement to radically restructure education, and suggests how educational technologists might join in and contribute to that discussion, the central issues of which focus upon democratizing school administration; teacher self-management and professional development; altered classroom roles and emphasis on critical thinking skills; and new modes of research on teaching and teacher preparation. The paper concludes with suggestions, drawn from current research on teaching and educational practice, for new initiatives that educational technologists might take in four areas: (1) the preparation of models for teaching-with-technology; (2) the design of intelligent software; (3) the creation of technologically-based tools to support teachers' professional work and development; and (4) the improvement of research on technology in education. (78 references) | [FULL TEXT]

Keyser, John S., Ed. (1985).  Toward the Future Vitality of Student Development Services. Summary Report of a Colloquium Held at Traverse City, Michigan, August 1984.

Khaleel, Ibrahim Adamu (1988).  The Spiral-Interactive Program Evaluation Model.  Educational Technology, 28, 5. 

Describes the spiral interactive program evaluation model, which is designed to evaluate vocational-technical education programs in secondary schools in Nigeria. Program evaluation is defined; utility oriented and process oriented models for evaluation are described; and internal and external evaluative factors and variables that define each factor are explained. (12 references)

Kierstead, Fred D., Ed.; And Others (1981).  The Future in Education: Problems, Possibilities and Promise.  Journal of Thought, 16, 3. 

The nine articles in this special issue discuss topics on the future of education, including educational priorities for the 1990's, teacher education, educational technology, and culture and synergy as tools for educational and social reconstruction. Journal available from University of Oklahoma, College of Education, 434 Hawthorn Street, Norman, OK 73019.

Killam, Rosemary N.; And Others (1981).  Computer-Assisted Instruction in Music.  Pipeline, 6, 2. 

The use of computer assisted instruction (CAI) in music education at North Texas State University is described. A special authoring language for CAI music lessons has been developed.

Killian, Joyce E. (1984).  Teachers Who Seek Computer Education: Their Attitudes, Needs, and Motivation. 

Teachers (n=61) who were participants in computer literacy workshops at Southern Illinois University were compared with a general sample of teachers in terms of their needs, attitudes, and motivation toward computer education. Nationwide data for comparison were taken from "Computers in the Classroom: A NEA Survey Report." The NEA sample of 1,700 yielded a response rate of 72.5 percent. Southern Illinois University workshop participants were asked to respond to 78 items on: (1) sources of encouragement for using computers with students; (2) level at which participants perceived themselves to be informed about computer subjects; (3) interest in learning how to use a computer for various purposes; (4) interest in learning about subjects related to computers in the classroom; (5) extent to which they believed that the future of schools and teaching would be influenced by computers; and (6) extent to which they believed that aspects of their teaching careers would be influenced by the computer movement. Comparison of group means indicated significant differences on several survey items. Workshop participants were more likely to report support from colleagues, administration, and students. Participants also had an interest in a wider range of computer subjects, were less threatened by the projected role of computers in education, and tended to shift their attitudes and interests over the course of the semester. | [FULL TEXT]

Kim, Jin Eun (1980).  Improving the Cost-Effectiveness of Vocational Education Programs: Perspectives and Problems.  Educational Technology, 20, 3. 

Focuses upon developmental perspectives and problems in improving program effectiveness, cost efficiency, and management performance for vocational education. Means for analyzing and improving the cost-effectiveness of vocational programs are discussed.

Kim, Synghan H., Ed. (1986).  A Perspective of the Future Development of Distance Higher Education in Korea. Proceedings of a Symposium (4th, Seoul, Korea, December 12, 1986). 

The following papers presented at the fourth annual symposium hosted by the Korea Air and Correspondence University address topics relevant to the future development of the university: (1) "A Perspective of the Future Development of Distance Higher Education in Korea" (Lee Yung Duk); (2) "Curriculum Operation and Faculty Development" (Yoo In Jong); (3) "Distance Higher Education and Service for Students" (Park Sung Soo); and (4) "Introduction to New Technology--Computer Assisted Instruction" (Lee Tae Wuk). A discussion of each paper by a professor within the university is provided, and general comments on the papers by Kim Jong Suh conclude the proceedings. The texts of the papers are provided in both the original Korean and in English translation. The conference program and a list of participants (the latter in Korean only) are appended.

Kimmel, Howard; And Others (1988).  Computer Conferencing as a Resource for In-Service Teacher Education.  Science Education, 72, 4. 

Describes a model of inservice education designed to increase opportunities for teacher interaction and the availability of instructional resources. Emphasizes teacher control. Discusses workshops, school visits, and computer conferencing. Presents an analysis of the participation of teachers in computer conferencing following the workshop.

Kimmel, Stephen (1981).  Programs for Preschoolers: Starting Out Young.  Creative Computing, 7 n10 p44, 46. 

Several programs deemed good for preschoolers are reviewed, including some that require the child and parent to work the keyboard simultaneously.

King, Brenda; And Others (1982).  Support Systems in Distance Education. Occasional Paper, Number 3, December 1980.  [Open Campus] 

Several approaches being used to support students in distance education programs in the United Kingdom, the United States, and other countries are described. Britain's Open University support services are offered through tutor-counselors in about 260 local study centres throughout the United Kingdom. Students are assigned to specialist tutors who deal with the academic content of the course and mark their assignments. In addition, self-help or study groups are sources of support in distance education in the Open University system. In the United States, the mentor system and contract learning illustrate concern to develop appropriate support for students. Assigned to 25-30 students, the mentor initially helps each student develop an individual study program and is then involved in all aspects of the student's progress, with weekly or biweekly consultations. In University Without Walls institutions in the United States, a teacher-advisor helps students develop a learning contract that serves as a basis for evaluating each student's performance. Various types of educational technologies are also a source of support in distance education.

King, Edmund (1980).  Education's Steps toward Computer-Assisted Learning.  European Journal of Education, 15, 2. 

There has long been a connection, it is suggested, between formal education and the technologies of production, distribution, and communication. There should be nothing alarming in recognizing a technological/educational linkage. The contacts, instrumentation, and resources of lifelong education in a microelectronic tomorrow will transform all learning prospects.

King, Paul E.; Behnke, Ralph R. (1989).  Video Audience Simulation Technique: A New Tool for Communication Instruction.  Southern Communication Journal, 54, 3. 

Proposes and analyzes Video Audience Simulation Technique (VAST), an electronic instructional aid related to video robotics, used to simulate audiences for public speakers, providing realistic speech rehearsal, instructor control of audience feedback to facilitate learning, and portrayal of specialized audiences unavailable in normal instructional settings.

Kingman, James C. (1981).  Designing Good Educational Software.  Creative Computing, 7 n10 p72, 74. 

A random sampling of computer software designed for educational use is reviewed.

Kinzie, Mable B.; Sullivan, Howard J. (1989).  Continuing Motivation, Learner Control, and CAI.  Educational Technology Research and Development, 37, 2. 

Describes study that investigated the effects of learner control and program control on the achievement and continuing motivation of high school students. The influence of the availability of computer-delivered instruction on student motivation was also examined, results are analyzed, and further research needs are suggested. (37 references)

Kirkland, George (1982).  'Tis Distance Lends Enchantment...'  Media in Education and Development, 15, 4. 

Discusses a two-year distance education course in educational technology developed at Jordanhill College (Scotland), including the students' learning activities, workshops and seminars, problems related to distance learning, and the justification of the existence of such a course.

Kirkman, Jane L. (1986).  "Hey, Ms. Smith, the Computer's Doing Something Funny Again!"  Clearing House, 60, 1. 

Discusses the dissatisfaction of teachers with using computers in the classroom and argues that the problem is not the computers themselves, but rather the deplorable state of educational software.

Kirks, Sandra H.; Sterling, C. H. (1983).  Overcoming Impediments to New Technology. A Summary of the Third Invitational Postsecondary Educational Review Panel. 

The role of copyright and other limitations on use of educational software and the effective training of teachers to utilize changing technology were the focus of the third and final session of a 1983 series of educational technology review panels. Daniel Brooks and Michael Remington discussed the current and changing status of copyright regulation and legislation. Policy implications of copyright law for federal funders of educational software, including television, were addressed by Richard Huber of the National Endowment for the Humanities, George Tressel of the National Science Foundation, and Frank Withrow of the Center for Libraries and Education Improvement (Department of Education). New technology and software rights were discussed by Eugene Aleinakoff, an attorney, John Carey of New York University, Larry Benincasa of Reston Publishing, and John Cecil of the Public Broadcasting Service. The need for proper teacher preparation and training for a changing technology was considered by Charles Tidball of George Washington University, Mont Mondale of the Educational Computer Service (National Education Association), Allan Hershfield of the Instructional University Consortium for Telecommunications and Learning, and David Wormser, an attorney for the Association of Data Processing Service Organizations. Paul Mertins and Joan Katz made brief presentations on current National Center for Education Statistics projects and research, including an arrangement with the Corporation for Public Broadcasting for several joint projects. An appendix lists 11 readings. | [FULL TEXT]

Kirkup, Gill (1988).  Considering the Effect on Women Students of an Increased Use of Microcomputers in Distance Education. CITE Report No. 28. 

In the past, computing facilities at the Open University in the United Kingdom have been provided through terminals and modems in local study centers. A new policy to implement home computer use will rely on student owned microcomputers. While this policy reflects a commitment to increasing the use of computers as distance education aids, it may have a deleterious effect on the university's female student population. Research shows that Open University female students are less likely to have access to a computer than male students. Also, women are less likely to register for courses that contain a compulsory computing component. Such inequality in the face of commitment to a sophisticated new technology may have serious ramifications on the success rates of women students. (7 references) | [FULL TEXT]

Kirkwood, Adrian (1987).  Access to Video Equipment for Study Purposes: Undergraduate Students in 1986. Findings from the Costs/Access Survey l986. Report No. 5. 

At the end of 1986 a survey of 1,200 new and 1,200 continuing undergraduate students of the Open University (Great Britain) was undertaken which addressed the related issues of costs of studying and access to television and video equipment for study purposes. The overall response rate was 75.4% when the data were analyzed in March 1987. Analyses of the data indicated that 77% of the undergraduate students had access to some kind to video equipment for study purposes, with approximately 60% reporting access in their homes. In addition, 26% of the students without home access to video indicated a willingness to buy or rent a videocassette machine if the Open University provided video material for course work. The data also provided some potentially important variations in patterns of access based on demographics and region. The text is supplemented by 12 figures and data for the study are displayed in four appended tables. (4 references) | [FULL TEXT]

Kirkwood, Adrian (1987).  Enabling New Students To Examine Their Expectations of Distance Learning. Some Examples from British and Australian Tertiary Institutions. 

Any advice and guidance offered to students about to embark on tertiary level distance education courses should help them to address problems that are not only practical and organizational, but also educational and intellectual. Students need to consider the suitability of distance education for their needs and circumstances as well as the intellectual demands of studying at the tertiary level. Several institutions provide assistance by means of materials in which a student-centered approach is adopted. These are designed to enable individuals to realistically assess their expectations and aspirations. Some examples of such materials are discussed in order to illustrate the advantages (and limitations) of this approach. Seven examples of materials for self evaluation by students are appended. These forms are designed to help the student: (1) analyze time used for studying; (2) assess his or her personal situation; (3) analyze family and friends' reactions to the student's decision to study with the Open University; (4) determine what the student expects to gain from such study; (5) assess the student's level of knowledge for a learning module and work that remains to be done; (6) evaluate progress in a course; and (7) identify the characteristics of a first-rate student. (9 references) | [FULL TEXT]

Kirkwood, Adrian (1987).  Access to Microcomputing Equipment for Study Purposes--Undergraduate Students in 1986. Findings from the Costs/Access Survey, 1986. Report No. 7. 

A survey of new and continuing undergraduate students was undertaken at the end of 1986 to obtain information on the related issues of costs of studying and access to equipment for study purposes. Questionnaires were sent to a sample of 2,400 students at the Open University (OU)--1,200 students taking their first OU course and 1,200 continuing students. The overall response rate was 75.4%. Analyses of the student responses indicated that one third of the students (33%) have access to some kind of microcomputer than can be used for OU study purposes, of these, 18% have a microcomputer at home; male students are far more likely than female students to have access to micro equipment; the quality of access that men have to micro equipment is better than for women; and that access is best for students taking courses in mathematics, technology, or maths/science/technology. This report provides analyses of the data in both narrative and graphs for access to microcomputers by age, OU status, sex, occupation, region, and course profile. Data are also analyzed for various factors related to the use of microcomputing equipment in the home; access to a microcomputer at work; features of the microcomputer system to which students have access and their experience in using microcomputers; and the effect of the home computing policy on students' study plans. Additional survey data, a tally of student responses to seven questions on the 1986 costs/access questionnaire, and list of reports available from the Student Research Centre in the Institute of Educational Technology are appended. (2 references) | [FULL TEXT]

Kissock, Craig (1985).  Enhancing Educational Opportunity Using New Technology. 

A new project, designed by educators in Minnesota, will develop, evaluate, and disseminate model procedures for integrating new information and communications technologies into precollege instruction in rural areas. Consortia of small rural schools using interactive telecommunications will serve as pilot sites for developing and assessing the effectiveness of different models. A motor coach supplied with information and communications technology equipment will serve as a portable classroom and demonstration site. It will offer educators access to new technologies so that their value in achieving goals of instruction can be assessed. As a result, educators will be able to determine the purposes of instruction before deciding how recent and expected developments in information and communications technologies can be used to achieve curricular goals. A presentation is made of the premises, intended outcomes, decision making processes, and activities of a project to guide educators in determining the appropriate use of new information and communications technologies to achieve goals, enhance quality, and provide equal educational opportunity for precollege students in rural areas.

Klassen, Robert (1980).  Support for Libraries in the New Department of Education.  Education Libraries, 5 n3 p51, 61 Fall 1980. 

Describes the role of the Office of Libraries and Learning Technologies (OLLT) and lists 12 programs funded by OLLT to provide assistance to libraries, information centers, and educational technology projects.

Kleiman, Glenn; And Others (1981).  Microcomputers and Hyperactive Children.  Creative Computing, 7, 3. 

Presented is research designed to find ways to capitalize on the potential benefits of computers for hyperactive and attention deficient children. The results indicated that children did almost twice as many problems on the computer as they did with paper and pencil.

Klein, James D. (1989).  Enhancing Instructional Design and Technology Academic Programs: A Summary of the Fifth Meeting of the Professors of Instructional Design and Technology.  Educational Technology. 

Summarizes issues affecting the field of educational technology which were addressed at the 1989 meeting of the Professors of Instructional Design and Technology (PIDT). Topics discussed include redefining the field of instructional design and technology (IDT); improving graduate studies in IDT; and conducting research in IDT. (16 references)

Klingstedt, Joe Lars (1983).  Contracting for Individualization: Let's Take a Fresh Look.  Educational Technology, 23, 3. 

Defines the concept of the learning contract, describes its purposes, and offers a rationale for its use. Typical components and how they might be negotiated are discussed as well as contract implementation and some advantages and cautions to be considered when using this approach. A checklist and 12 references are included.

Klopfer, Leopold E. (1986).  Intelligent Tutoring Systems in Science Education: The Coming Generation of Computer-Based Instructional Programs.  Journal of Computers in Mathematics and Science Teaching, 5, 4. 

Surveys the present status of science instructional software in the United States. Describes project efforts at the University of Pittsburgh on the development of intelligent tutoring systems (ITS). Explains the major components and provides microworld examples of ITS. Includes the software evaluation instrument and summarizes the evaluation criteria.

Knapp, Michael S. (1987).  Educational Improvement under the Education Block Grant.  Educational Evaluation and Policy Analysis, 9, 4. 

The contributions are reviewed of the federal education block grant--Chapter Two of the Education Consolidation and Improvement Act of 1981--to local educational improvement. Educational technology and staff and curricular development have been enhanced by the block grant, but improvements remain modest, with depth of impact traded for breadth.

Knapper, Christopher K. (1988).  Technology and College Teaching.  New Directions for Teaching and Learning. 

Despite rapid advancements in educational technology, postsecondary teaching methods remain remarkably traditional. However, the microcomputer has emerged as a powerful tool that is transforming what and how students learn, both inside and outside the classroom.

Knezek, Gerald A.; And Others (1988).  A Taxonomy for Educational Computing.  Educational Technology, 28, 3. 

Reviews traditional classification schemes for educational computing applications, and presents a new taxonomy based on the areas of knowledge dissemination, knowledge generation, and information management. (16 references)

Knights, S.; McDonald, R. (1982).  Adult Learners in Higher Education: Some Study Problems and Solutions from Australian Experience.  British Journal of Educational Technology, 13, 3. 

Examines learning problems encountered when adults return to the university as students, including lack of educational counselling, pressure of outside commitments, outdated mathematical and science skills, and anxiety about study skills. Strategies to assist mature students are described.

Koballa, Thomas R., Jr.; And Others (1989).  A Summary of Research in Science Education--1988. 

This volume presents a compilation and review of more than 400 research studies on science teaching and the preparation of science teachers that were reported in 1988, organized into 10 sections. The sections are: (1) "Professional Concerns"; (2) "Teacher Education"; (3)"Programs"; (4) "Curriculum"; (5) "Instruction"; (6) "Conceptual Development"; (7) "Problem Solving"; (8) "Achievement"; (9) "Attitude"; and (10) "Epistemology." Each major section begins with an overview of the research summarized in the section and a context for review, and ends with an invited commentary on the impact and implications of the research presented in that section. A master bibliography is appended. | [FULL TEXT]

Koch, Helmut; And Others (1988).  User Friendly Research: An Interactive Computer Software System Combining Teaching, Learning, Curriculum and Research. 

This paper describes a joint research project between science educators and computer science software engineers. A computer software system based on cognitive learning theory was designed that was intended to be relevant to teaching, learning, curriculum development, and research in science education. The generic prototype software system was designed to serve three purposes: (1) to aid instructors and students of science in the construction of a meaningful knowledge base in a science discipline by means of concept mapping; (2) to serve as an intelligent, individualized, and interactive tutor for learning the concepts and conceptual relationships in a specified knowledge domain; and (3) to generate a database for subsequent analysis of, and research on, student misconceptions and how these might change through computer-based instruction. The database generated by the software program was designed to be used to guide subsequent construction, modification, or improvement of curricula.

Koetting, J. Randall (1981).  Reconceptualizing the Theory-Base of Educational Technology: Re-opening the Theory-Practice Debates. 

Freire's model of emancipatory education is one alternative to the behaviorist theory of education predominant in the field of educational technology. The educational context, the teaching/learning situation, is an extremely complex situation. Reducing this situation to a question of inputs and outputs oversimplifies the many facets of education. Those in the educational technology field need to view education in its complexity and begin to deal with some practical solutions. Freire's model of education allows for the complexity of school life and is able to work with alternative forms of inquiry (other than the empirical model) in arriving at knowledge. If Freire's model were adopted as an alternative to the behaviorist theory of education, the application and utilization of educational technology would take on an "emancipatory intent" in the learning process, as opposed to being clearly defined for the purpose of control. A 20-item bibliography is appended.

Koetting, J. Randall (1984).  Philosophical Foundations and Instructional Design (Curriculum Theory). Research and Theory Division Symposium: Open Forum on the Foundational Issues of the Field of Instructional Technology. 

This symposium paper is concerned with curriculum theory and development and the place of curriculum theory within the area of instructional technology. It first identifies the central questions of curriculum (e.g., what should we teach?) and discusses the implications of the resulting issues: (1) why should we teach this rather than that? (2) who should have access to what knowledge? (3) what affects would accrue from the study, particularly the prolonged study, of a given domain of knowledge? and (4) how should the various parts of the curriculum be interrelated in order to create a coherent whole? The question of curriculum is examined and implications for the field of technology that might enhance the utilization of media within the instructional process are viewed. Conclusions indicate that linking the notions of curriculum and media together will suggest new ways of looking at the learning process and will provide a different language and conceptual framework for looking at the issues, problems, and concerns in the field. Ten references are listed. | [FULL TEXT]

Kokalis, Jerry, Jr.; Paquin, Dave (1989).  Rooting Out Aberrant Behavior in Training.  Educational Technology, 29, 8. 

Discusses aberrant, or disruptive, behavior in an industrial/business, classroom-based, instructor-led training setting. Three examples of aberrant behavior are described, typical case studies are provided for each, and preventive (long-term) and corrective (on-the-spot) strategies for dealing with the problems are discussed.

Koltai, Leslie (1983).  New Technologies in the Service of the Learner: An Imperative. 

The increased use of educational technology represents an attitudinal, as well as a technological, change in instruction. Educational technology affects instruction in that it allows the student to accept more of the responsibility and effort connected with learning; provides for new criteria for grading by competencies in specific areas; widens educational access for those who cannot attend a college campus; provides opportunities for expanding automatic reinforcement and promoting mastery learning; and frees the instructor from the presentation of rote material and thus permits more time for interpretation, analysis, and creative discussion. Experts are predicting even more dramatic uses of computers in the future, foreseeing greater interactivity, portability, multi-media capabilities, power, diversity, and availability. These advances not only represent technological improvements, but have broad philosophical implications, such as changes in the definition of intelligence, social views of education, and public and student attitudes toward educational productivity. In order to bring community colleges to the fullest use of computers, community college leaders must: (1) recognize that many faculty members are antagonized by the technological jargon and confused by the gadgetry, and, therefore, must be provided with an environment in which to overcome this hesitancy; (2) take an active role in seeing that the courseware that reaches the classroom is practical and worthwhile; and (3) initiate efforts to meet the high costs of acquiring and maintaining state-of-the-art computer systems.

Koltai, Leslie; Wolf, David B. (1984).  Critical Issues Facing the Community College. 

Resulting from a 2-day conference held to discuss the most critical issues facing community colleges, this paper provides summaries of the participants' conclusions regarding finance, access, quality, and technology. The first section reviews the relationship between mission and finance, asserting that proper institutional support includes moving away from funding mechanisms that are primarily enrollment driven and diversifying sources of support to protect against future funding crises. The next section reflects the participants' concerns about access to education, suggesting that community colleges introduce technological improvements, view clients as consumers, search for effective ways to integrate counseling and instruction, and develop leadership for student services. The impact of new technologies on the community colleges is discussed next, focusing on changes in curriculum, classroom activities, costs, and the need to balance organizational benefits against the perceived costs of increased technology use. The next section examines concerns about quality, recommending that greater care be taken in curriculum structuring, that vocational programs adopt more stringent standards, and that reforms emerging in secondary education be noted. Finally, additional themes emerging from the conference related to the community college mission, the need for public assistance, and new relationships with schools of education that research the community college are highlighted.

Kolucki, Barbara (1989).  Developing Strategies for Communications about Disability: Experiences in the U.S., Hong Kong, India and Pakistan. Monograph #47. 

The manual describes a variety of media approaches in the United States, Hong Kong, India, and Pakistan to changing attitudes toward the disabled. Four principles of media communications are stressed: (1) children's television is an important vehicle for changing attitudes; (2) it is vital to know the audience; (3) active participation by the target audience is the goal; and (4) begin with the indigenous structures of any culture. First, development of a disability awareness component for the American television program, Sesame Street, is reviewed. Among Hong Kong activities described are: the Festival of Arts with the Disabled, the International Arts Symposium, cable television, the Television Magazine format series, and the Children's Media Workshop. Indian programs described include: a workshop with the Central Institute for Educational Technology; a workshop on Childhood Disability; and a UNICEF consultancy. Activities in Pakistan include production of public service announcements, a photography project, a Workshop on Media and People with Disabilities, and an in-house UNICEF workshop on children and the media. Commentaries on the manual are provided by Robert Ruffner, formerly with the President's Committee on Employment of People with Disabilities, Louise Duval of the Department of Anthropology and Sociology of Fordham University, and Sandra Gordon of the National Easter Seal Society. | [FULL TEXT]

Komoski, P. Kenneth (1983).  4xE = Equitable Electronic Educational Excellence.  [Updating School Board Policies] 

Policy strategies for integrating microcomputers into public school curricula in a manner conducive to quality control and social equity are described. Educators should establish and maintain standards of excellence for instructional software, evaluating it prior to purchase, informing parents of purchasing criteria, and providing a list of school-approved software for home use. Equal access to educational technology can be promoted by a parent training program, coupled with agreements with computer vendors to provide discounts on school-compatible models and/or a pool of computers available on loan to low income parents who complete the training. These combined strategies can help policymakers manage the direction of the ongoing transformation so that educational technology is accessible to rich and poor alike as public schools interact with public libraries and the private sector to provide high quality electronic educational resources for all.

Komoski, P. Kenneth (1987).  Beyond Innovation: The Systemic Integration of Technology into the Curriculum.  Educational Technology, 27, 9. 

Reviews difficulties involved in integrating recent technological innovations into the curriculum and describes a computerized database and information management system, Integrated Instructional Information Resource (IIIR), which contains detailed information on learning resources and strategies for curriculum integration. Turnkey and local systems that integrate technology and learning strategies are also discussed.

Komoski, P. Kenneth (1987).  Educational Technology; The Closing-In or the Opening-Out of Curriculum and Instruction. An ERIC Information Analysis Product 1987, IR-77. 

Faced with the growing concern over educational effectiveness, efficiency, and productivity, many schools are turning to educational technology, especially the computer-based curriculum products known as integrated instructional systems. However, it is vitally important for educators to examine and gain a clearer understanding of technology's relationship to the learner over the longer term if they are to avoid moving towards a solution to the educational productivity problem that is socially undesirable. Educators must not only concern themselves with the systematic integration of materials and technologies into the curriculum, but they must also consider the systemic integration of materials and technologies into a balanced curriculum that will enable teachers to design, select, and arrange for both formal and informal learning experiences adapted to the needs of individual learners. This "opened out" approach is of utmost importance as a means of engaging the learner's interest, effort, and day-to-day involvement in the curriculum, and educational practitioners need access to information that will help them become less dependent on the "closed-in," prepackaged, computer-based systems now available. The EPIE (Educational Products Information Exchange) Institute is currently engaged in the development of a series of interrelatable databases--the Integrated Instructional Information Resource (IIIR)--which is designed to provide such information to both educators and parents. (28 references) | [FULL TEXT]

Kontos, George (1985).  Instructional Computing: In Search of Better Methods for the Production of CAI Lessons.  Journal of Educational Technology Systems, 13, 1. 

Investigates alternative methods of developing computer assisted instruction (CAI) lessons and concludes that a team effort of experienced educators and highly skilled computer professionals is essential for production of "better" CAI lessons. A model illustrating such a team effort for CAI development is presented and analyzed.

Koontz, F. R. (Bud) (1989).  Critical Barriers to the Adoption of Instructional Television in Higher Education.  Educational Technology, 29, 4. 

Examines barriers to the adoption of instructional television in higher education, for both the classroom and distance education. Characteristics that affect the adoption of innovations are described, the role and attitudes of faculty and administrators are discussed, and ways to make instructional television more effective are suggested. (12 references)

Koop, Janice B. (1982).  Calculator Use in the Community College Arithmetic Course.  Journal for Research in Mathematics Education, 13, 1. 

This study viewed the impact of calculators on achievement and attitudes and differential effects of this use on various population groups in a community college arithmetic course. Data did not confirm the use of calculators for motivational purposes, inspiring confidence, or increasing problem-solving skills for all types of students.

Koslowsky, Meni; And Others (1989).  Students' Computer Activity as a Function of Prior Experience.  Educational Technology, 29, 9. 

Describes study that was conducted at Bar-Ilan University (Israel) to examine the influence of previous experience on the computer activity of first-year university students. The average computer activity for high-experience and low-experience groups is analyzed, and implications for beginning computer courses are discussed. (10 references)

Kotesky, Arturo A.; Calderon, Patricio (1983).  Development of Educational Technology in Chile.  Educational Technology, 23, 5. 

Analyzes the effects of educational technology on the educational system and society, focusing on the cultural aspects, to provide a perspective in light of developments in the advanced world. Thirteen references are listed. | [FULL TEXT]

Kovel-Jarboe, Patricia (1987).  Empowering the Rural Adult Learner: Problems and Strategies. 

This paper summarizes the 16 projects that have been funded by the Minnesota Extension Service to demonstrate innovative and effective uses of technology in adult education. Several of the projects are described in detail. Actual and anticipated impacts are examined, and suggested strategies that others can apply to reach and empower rural adult learners are identified. Formative and summative evaluation data relate strategies to specific problems identified by rural learners. Topics covered by the projects summarized include the following: satellite video teleconference on teen depression and suicide; videotapes on family stress; videotape about selecting and working with a lawyer; distance computer training via telephone; expert system on mastitis prevention; consumer information systems; Northeast Minnesota Telecommunications Network; Interactive Videodisc for pesticide applicator training; computer-accessed bulletin board service; Todd County interactive telecommunications; stored-grain management national satellite videoconference; personal computer video production of grain marketing; food and nutrition education; the home landscape; a family education project; and the audiotex system. | [FULL TEXT]

Kowalski, Robert (1987).  Teaching Less and Learning More?--A Personal Experience.  Programmed Learning and Educational Technology, 24, 3. 

This discussion of teaching methods in higher education in Great Britain focuses on lectures as the dominant method and explores ways to change to more student-centered methods of instruction. A study is described that used interviews and questionnaires to determine teacher and student views on lecture versus discussion formats.

Kowalski, Rosemary (1989).  Computer CONFERencing in the English Composition Classroom.  Educational Technology, 29, 4. 

Describes the use of a computer conferencing program, Confer II, in freshman college composition classes. Benefits discussed include the opportunity to expand classroom discussions; promotion of interactions between students, both class-related and purely social; and exploration of the link between conversation and expressive writing. (five references)

Kozma, Robert B. (1987).  The Implications of Cognitive Psychology for Computer-Based Learning Tools.  Educational Technology, 27, 11. 

Defines cognitive computer tools as software programs that use the control capabilities of computers to amplify, extend, or enhance human cognition; suggests seven ways in which computers can aid learning; and describes the "Learning Tool," a software package for the Apple Macintosh microcomputer that is designed to aid learning of declarative knowledge. (12 references)

Kozma, Robert B.; Bangert-Drowns, Robert L. (1987).  Design in Context: A Conceptual Framework for the Study of Computer Software in Higher Education. 

The conceptual groundwork needed to examine the impact of technology, primarily microcomputers, on student learning is presented. Medium, method, and context are tied with a science of design. In section I, research on technology in higher education is reviewed, medium and method are defined, and interaction with context is discussed. Taxonomies on instructional contexts and design are considered in section II, including the purpose of a taxonomy, instructional contexts (learner aptitudes, learning tasks, and situations), and instructional designs. In the final section the taxonomy is used to identify and describe classes (tutorials, guided simulations, exploratory environments, cognitive tools, graphics, motivation, user interface, and feedback) of computer applications, or designs, and the instructional situations for which each might be most effectively used. A research agenda is provided from which NCRIPTAL (National Center for Research to Improve Postsecondary Teaching and Learning) researchers will work. One hunred and fifty references are included. | [FULL TEXT]

Krause, Scot; Parker, Gerald M. (1984).  Proceedings of the National Study Tours on Military Preparedness (Seattle, Washington, February 22-23, 1984 and Fayetteville, North Carolina, March 14-15, 1984). 

Under the general title of "Vocational Education's Role in Military Preparedness," two study tours examined existing relationships between vocational education organizations and elements of the defense establishment. Emphasis was placed on the benefits that could result from collaboration between the vocational education and military sectors as a contribution to defense preparations. The first study tour was held in cooperation with Olympic College, Puget Sound Naval Shipyard, and Fort Steilacoom Community College. The second tour was carried out in cooperation with the Fort Bragg Army Post, Fayetteville Technical Institute, Central Texas College, Central Carolina Technical College, and the North Carolina Department of Public Instruction. This report highlights portions of each of the expert presentations made at the study tours and other related discussions concerning defense preparedness. | [FULL TEXT]

Krendl, Kathy A.; And Others (1986).  Assessing New Instructional Technologies: Interactive Video Learning Tools.  Spectrum, 4, 3. 

Two critical factors affect the adoption of new educational technologies: (1) whether the organizational structure of the existing media in education is highly integrated, and (2) whether the existing organizational structure will allow the new technologies to fit.

Krist, Betty J. (1981).  Algebra and Instructional Computing.  Viewpoints in Teaching and Learning, 57, 2. 

Examples are provided which demonstrate the use of the computer as an instructional aid for the algebra curriculum. While the basic content of an algebra course would remain intact, computer technology can enhance and expand methods of algebra instruction.

Kulik, Chen-Lin C.; Kulik, James A. (1987).  Mastery Testing and Student Learning: A Meta-Analysis.  Journal of Educational Technology Systems, 15, 3. 

This meta-analysis of 49 comparative studies shows that mastery testing has positive effects on student learning, but the size of effect depends on the stringency of the criterion used and the degree of experimental control. The effects of instructional time, student attitudes, and differences in ability levels are also addressed.

Kulik, James A. (1983).  Synthesis of Research on Computer-Based Instruction.  Educational Leadership, 41, 1. 

A meta-analysis of 51 studies of computer-based instruction shows: a rise in student test scores; student attitudes toward the subject that are slightly more favorable; student attitudes toward computers that are strikingly more positive; and savings from 39 percent to 88 percent in student learning time.

Kulik, James A. (1983).  What Can Science Educators Teach Chemists about Teaching Chemistry? A Symposium: How Can Chemists Use Educational Technology Effectively?  Journal of Chemical Education, 60, 11. 

Meta-analytical procedures were used to review research studies dealing with Keller's Personalized System of Instruction (PSI), computer-based teaching, programed instruction, audio-tutorial instruction, and visual-based instruction. Results of most studies of student achievement and student ratings came out in favor of classes taught with these methods.

Kulik, James A.; And Others (1983).  Effects of Computer-Based Teaching on Secondary School Students.  Journal of Educational Psychology, 75, 1. 

The meta-analysis integrated findings from 51 independent evaluations of computer-based teaching in grades 6 through 12. Findings indicated that computer-based teaching raised students' final exam scores, improved student attitudes toward computers and toward their courses, and reduced the amount of time needed for learning.

Kulik, James A.; Bangert-Drowns, Robert L. (1984).  Effectiveness of Technology in Precollege Mathematics and Science Teaching.  Journal of Educational Technology Systems, 12, 2. 

Emphasis in instructional technology has shifted from programed to individualized to computer-based instruction. Programed and individualized instruction have had limited success in raising student achievement and improving attitudes, while computer-based instruction has raised achievement, positively affected time needed for teaching and learning, and altered student attitudes toward computers.

Kupisiewicz, Czeslaw (1985).  Second Reply: The Media in Education: 'Panacea' or Simple Teachers' Aids.  Prospects: Quarterly Review of Education, 15, 4. 

Contends that the electronic revolution will only supplement existing modes of education; that it is not a panacea capable of correcting all of education's ills. Maintains that the relationship between assumptions and empirical evidence has not been neglected.

Kurland, Norman D.; And Others (1984).  Role of Technology in the Education, Training and Retraining of Adult Workers. 

This report shows how new technological tools or devices are being used in adult education and training; it examines the evidence of their effectiveness and costs; and it suggests prospects for the future use of technologies. Particular attention is given to uses with displaced and employed workers needing basic skills, high school diplomas, and skill upgrading. The technologies examined are broadcast television; cable; Instructional Television Fixed Service (ITFS); videotape; videodisk; computers (including computer assisted instruction, computer managed instruction, and embedded training); simulators; emulators; telecommunications; job aids; and "off-the-shelf" programs. In addition to discussions of each of the technologies, this report considers future hardware/software systems; settings in which the technologies have been used; the results of and need for more effectiveness studies; computer assisted instruction in basic adult education; adult students' need for social interaction; instructional design strategies; costs; barriers to and incentives for educational change; and lessons from previous attempts to integrate technological innovations in education. It is concluded that, although new technologies will come to play an important role in adult education and training, there is a great need for more research and systematic studies to demonstrate the value of technology based programs. The text is supplemented by 11 tables, 108 references, and a list of the names and addresses of 81 persons interviewed.

Kurth, Ruth J. (1987).  Using Word Processing to Enhance Revision Strategies during Student Writing Activities.  Educational Technology, 27, 1. 

Describes a study designed to determine whether the use of computer word processing would improve both the amount and quality of revision done by high school student writers. The effects of word processing on composition length and revision, and students' attitudes toward writing and word processing are discussed. (47 references)

Kwiatek, Kathy Krendl (1982).  New Ideas in the Workplace: Learning From Interactive Television.  Journal of Educational Technology Systems, 11, 2. 

Describes an investigation of the effect of using cable television in an inservice training program for elementary school teachers. Results indicate a strong relationship between the learning of new ideas for classroom use and both viewing context and levels of feedback, as well as the communications structure within the organization.