Educational Technology | M

Maas, John; Bahn, Theodore I. (1983).  Service Improvements for State Computer Systems: An Approach Used by Minnesota.  Educational Technology, 23, 4. 

Explores the development of the systems architecture designed to meet problems identified by an evaluation of management information systems in Minnesota elementary, secondary, and vocational (ESV) education. Now a component of the long-range state plan for ESV information systems, the architecture integrates hardware, application systems, and communications.

Mace, John (1982).  Educational Media and Economic Analysis.  Media in Education and Development, 15, 2. 

Defines cost analysis and indicates how it may be used in decision making by educational planners, with emphasis upon a technique for the annualization of costs which enables planners to choose between instructional systems involving different educational media. Four figures accompany the text.

Macgregor, William B. (1982).  PLATO and the English Curriculum. 

PLATO differs from other computer assisted instruction in that it is truly a system, employing a powerful mainframe computer and connecting its users to each other and to the people running it. The earliest PLATO materials in English were drill and practice programs, an improvement over written texts, but a small one. Unfortunately, game lessons, entertaining drill and practice lessons that take advantage of PLATO's graphics, are mostly intended for young children and have been poorly adapted for deficient college students. Tutorial lessons that attempt to simulate human interaction are much more effective, but also much more rare. An advanced tutorial program (often referred to as a "problem solving design" or dialogue system) already on PLATO indicates just how much PLATO could do. This program helps students generate and organize ideas and explains mistakes "intelligently." But since current technology cannot produce a genuinely intelligent computer, another approach using a version of Peter Elbow's heuristics and the strengths of the PLATO system requires the computer to assume a stance as a nonjudgmental medium, a neutral manipulator of information--a tool that students can use to help them learn to use language on their own. The idea of teacher as arbiter is itself probably the source of the emphasis on computer as arbiter; both should be replaced by the idea of teaching as assistance, helping the student write for a real audience, his or her peers. | [FULL TEXT]

Macintyre, A. (1983).  The Use of School Broadcasting: Research Findings and Implications for Change.  Programmed Learning and Educational Technology, 20, 4. 

Describes structure, aims, methodology, and results of a study investigating the use of school broadcasts in primary and secondary schools in Scotland. Findings indicate that teachers and pupils value broadcasts highly despite problems with provision of equipment and facilities, management of resources, policymaking, and inadequate teacher training.

Macken, Elizabeth; And Others (1980).  Considerations in Evaluating Individualized Instruction.  Journal of Research and Development in Education, 14, 1. 

Micro theory can be used to reveal aspects of individualization that should be controlled in computer-assisted instruction (CAI) curriculum. Global theory is useful in evaluating educational projects as long as the individuals involved are similar in characteristics.

Mackey, Cecil (1984).  From Higher Education's Viewpoint.  American Education, 20, 2. 

Offers suggestions and contributions that higher education can make to public schools: (1) a better understanding of the complex problems faced by educators, (2) assistance in developing procedures for recognizing educational excellence and incompetence, (3) reevaluation of admissions standards and criteria, and (4) ways of implementing new technologies.

MacKnight, Carol B.; Balagopalan, Santosh (1989).  Authoring Systems: Some Instructional Implications.  Journal of Educational Technology Systems, 17, 2. 

Compares the strengths and weaknesses of four authoring systems that can be used for courseware development: (1) Quest; (2) PCD3; (3) IconAuthor; and (4) Course of Action. Evaluation procedures used to assess their power, ease of use, and productivity aids are explained; menu and icon structures are described; and interactive design implications are discussed. (10 references)

Mackowiak, Kate (1989).  Deaf College Students and Computers: The Beneficial Effect of Experience on Attitudes.  Journal of Educational Technology Systems, 17, 3. 

Describes study that investigated the impact of individual differences on deaf college students' attitudes toward computers at Gallaudet University. The impact of age, gender, computer experience, and major are examined, and results indicate a strong correlation between computer experience level and attitudes. (22 references)

Madaus, George F. (1981).  NIE Clarification Hearing: The Negative Team's Case.  Phi Delta Kappan, 63, 2. 

Argues against using results of minimum competency testing (MCT) as the sole determinant of student classification, promotion, or condition for graduation from high school. Favors accountability, but asserts that MCT is not the best alternative available.

Maddrell, David (1982).  The Influence of Developmental Aphasia in Training--With Special Reference to Abstract Thinking.  Programmed Learning and Educational Technology, 19, 4.

Maddux, Cleborne D. (1989).  Logo: Scientific Dedication or Religious Fanaticism in the 1990s?  Educational Technology, 29, 2. 

Discusses the appropriate use of Logo and microcomputers in elementary education and gives recommendations for its successful use. Highlights include problems with unsubstantiated claims for the benefits of Logo; the effects of teaching children to program; formal operational thinking; research on Logo; and problem solving and transfer to other domains. (38 references)

Maddux, Cleborne D. (1989).  The Harmful Effects of Excessive Optimism in Educational Computing.  Educational Technology, 29, 7. 

Identifies and discusses 10 overly optimistic claims for the use of computers in the classroom, and makes recommendations concerning each claim. Highlights include computer labs versus curriculum integration; the development of hardware versus software; the values of computer literacy; computer networking; computer education training; the use of Logo; and telecommunications. (15 references)

Maftoon, Javad (1982).  ITV: Are Teachers Using It?  Technological Horizons in Education, 9, 2. 

Reasons for the low use of instructional television in classrooms are reviewed, and results from recent studies of the use of educational television are presented. It is noted the advancement of the video disk offers new horizons to use and that many of the obstacles can be solved by teachers.

Magdarz, Ed (1984).  Does Training Affect Initial Task Confidence?  Educational Technology, 24, 2. 

Questions the effects of training on the confidence people have in their ability to perform newly-learned tasks. Factors that affect confidence and measurement of confidence are discussed, and examples are given of ways in which training might intentionally try to increase confidence.

Maggs, Alex; Maggs, Robyn K. (1980).  Back to Basics with the Pre-School Child.  Australian Journal of Early Childhood, 5, 3. 

This brief commentary argues that basic skills can and should be taught in preschool with the aid of instructional technology programs such as Distar.

Maher, Charles A.; Mossip, Caroline E. (1984).  An Evaluation System for Development and Improvement of Educational Programs for Gifted Children in the Public Schools.  Educational Technology, 24, 5. 

Describes a management-oriented system for the evaluation of educational programs for gifted children in public schools. Referred to as the Program Analysis and Review System, the approach comprises three sequential steps of program specification, documentation, and outcome determination, which are discussed in detail.

Main, Linda (1987).  Library Schools: Resource Laboratories for School Media Centers.  Technological Horizons in Education, 15, 2. 

Discusses the development of automated management systems for school library media centers. Suggests that schools of library and information science establish microcomputer laboratories containing state-of-the-art library management software and hardware that could be used for field work, inservices, and conferences.

Maiorana, Victor P. (1985).  Procognitive Individualized Instruction. 

The facts and ideas of subject matter are of little or no value unless such facts and ideas are used to promote thoughtful discourse. Those who teach with this idea in mind can be said to be thinking-skills centered or procognitive; those who teach without this idea in mind can be termed content-centered or procontent. The procognitive viewpoint is based on seven assumptions: (1) all subject matter can be taught procognitively; (2) subject matter and critical thinking skills can be taught at the same time; (3) all subject matter serves some purpose; (4) it is a teacher's responsibility to encourage discourse (thinking) by providing examples that arrange subject matter to show its purpose by revealing the relationships and interconnections which exist in all subject matter; (5) it is the learner's responsibility to understand and apply such example arrangements to new subject matter; (6) students must be actively encouraged to present subject matter in a procognitive manner; and (7) all modes of educational technology can be delivered procognitively. These assumptions derive from an integrated view of subject matter, critical thinking, teaching, educational technology, and learning. In turn, these five major procognitive concerns form a three-part model which consists of the resource, the process, and the result. The application of procognitive methodology is illustrated using this three-part model to plan a discussion of the topic, how to do well in college. A list of nine references is provided. | [FULL TEXT]

Malaney, Gary D.; Girves, Jean E. (1987).  Microcomputers in Graduate School Administration: The Design and Implementation of a Computerized Relational Data Base System for Monitoring Graduate Education.  Journal of Educational Technology Systems, 15, 1. 

Discusses design of a relational database system for monitoring activities related to graduate education at a research university. Current and projected applications are described: preparing informational reports and projections, monitoring student status, assisting graduation services, preparing departmental files, and researching matters related to student recruitment and retention.

Malaney, Gary D.; Thurman, Quint (1989).  Student Opinions regarding the Mandatory Use and Ownership of Personal Computers.  Journal of Educational Technology Systems, 17, 4. 

Describes telephone survey of undergraduate students at the University of Massachusetts at Amherst that was conducted to determine student opinions of policies that require them to take computer courses and/or to own a personal computer. Student attitudes toward computing and the variables that contribute to these attitudes are examined. (15 references)

Malone, Thomas W. (1981).  What Makes Things Fun to Learn? A Study of Intrinsically Motivating Computer Games.  Pipeline, 6 n2 p50-51, 49 Fall 1981. 

Two questions are examined: (1) What are the features that make computer games so captivating; and (2) How can these features be used to make learning, especially learning with computers, interesting?

Malpiedi, Barbara J. (1989).  In Pursuit of Computer Literacy.  Vocational Education Journal, 64, 2. 

The author discusses the changing definition of computer literacy for teachers and uses of computers in education. Factors that affect computer use (time, money, appropriateness, and quality control) are considered and related technologies are reviewed. The author concludes with a discussion of challenges facing users of computers in education.

_____. (1980).  Manitoba Physical Education and Recreation Instructional Media. 1980. 

This publication serves as a reference for teachers and school administrators in locating physical education resource materials and support services available from the Manitoba Department of Education. Curriculum guides (K-12), curriculum services, Department of Education Library Resources and Information Services, production and school broadcasts, and school film services are listed and described, and the addresses and telephone numbers for obtaining the materials are given. Books, cassettes, slides, kits, super 8 film loops, records, and 16mm films on various sports and exercises can be borrowed from the Manitoba Department of Education Library. The addresses and scope of selected federal, state, and province agencies and private organizations in Canada and the United States which provide physical education related material are listed. An order form for free mimeographed and printed aids from the Department of Education Curriculum Services is appended.

Mandell, Alan (1982).  Computer Literacy and Science Education.  Journal of Computers in Mathematics and Science Teaching, 1, 3. 

Recommendations regarding literacy and the responsibilities of science educators are reviewed. The opportunity for pioneering, base-line research studies on the use of microcomputers in the classroom is viewed to exist. Significant contributions science education can make to computer literacy are noted.

Mandell, Alan (1986).  A Simulation of AI Programming Techniques in BASIC.  Journal of Computers in Mathematics and Science Teaching, 6 n1 p56-57, 94 Fall 1986. 

Explains the functions of and the techniques employed in expert systems. Offers the program "The Periodic Table Expert," as a model for using artificial intelligence techniques in BASIC. Includes the program listing and directions for its use on: Tandy 1000, 1200, and 2000; IBM PC; PC Jr; TRS-80; and Apple computers.

Mandell, Phyllis Levy; Rosenthal, Shiri (1980).  Safety for the Elementary Grades: A Multimedia Roundup.  Previews, 8, 9. 

Presents abstracts of films and cassettes for the elementary school dealing with basic safety, bicycle safety, electrical safety, emergencies and how to deal with them, fire and holiday safety, playground safety, poisons, school and bus safety, signs and signals, skateboard and water safety.

Mandinach, Ellen B. (1989).  Model-Building and the Use of Computer Simulation of Dynamic Systems.  Journal of Educational Computing Research, 5, 2. 

Describes the Systems Thinking and Curriculum Innovation (STACI) Project, which is examining the impact of a technology-based curriculum innovation on teaching and learning outcomes in high school science and social studies. Systems thinking is discussed, simulation-modeling software is described, and implications for technology in educational practice are explored. Several problems, solutions, and models are appended. (13 references)

Mandinach, Ellen B.; Thorpe, Margaret E. (1988).  The Systems Thinking and Curriculum Innovation Project. Technical Report, Part 2. 

This is the second of two reports on the first year activities and results of the Systems Thinking and Curriculum Innovation Project (STACI), a two-year project which is examining the cognitive demands and consequences of using the STELLA (Structural Thinking Experimental Learning Laboratory with Animation) software to teach systems thinking, content knowledge, and problem solving. This report focuses on the performance of students at Brattleboro Union High School (Vermont) in physical science, biology, chemistry, and social studies on standardized and other tests; traditionally taught courses provided control. Four types of data are analyzed: (1) performance on achievement and ability tests and differences between students in traditional and systems classes within subjects; (2) performance on a reference battery of four cognitive tests and differences between subject classes; (3) performance on content-knowledge tests and the relationship between content and achievement tests; and (4) performance on systems thinking instruments, including the characteristics of the tests and the performance of students in different subject areas. Finally, interrelationships among all four types of data are examined and correlations are noted. The general effectiveness of each type of test is considered, and possible adjustments, changes, and revisions for the coming academic year are discussed. In addition, a new focus on self-regulated learning is detailed. Analyses of the data are presented in six tables within the text and five appended tables. (10 references) | [FULL TEXT]

Mann, Dale (1981).  Education Policy Analysis and the Rent-a-Troika Business. 

Educational policy analysis consists of a "troika" of major components--politics (or power), technology (ideas), and service delivery (workers). Three case studies of New York City programs illustrate how the components interact in different situations. The city's School Improvement Project aims to make schools more effective in teaching poor children. It has not been successfully implemented, however, because politicians have not committed additional resources and because neither they nor the workers (teachers) believe the project can succeed. In the case of early childhood projects, the federally-funded Head Start and day care programs are successful but do not coordinate with similarly successful nursery and kindergarten programs in the city's public schools, chiefly because of differing political origins and because of cleavages between the workers' two unions. Finally, the city's youth employment training projects are split between public secondary school programs and the city employment department's training programs. Because data are lacking on either program's content and performance, program decisions depend mostly on political and union factors. Hence, as with early childhood projects, parallel programs remain uncoordinated.  | [FULL TEXT]

Mann, Dale (1989).  High Tech for High Risk.  School Safety. 

Educational use of high technology, like interactive videodiscs, can teach kids about choices and consequences. Television has not ruined society, but rather society does not effectively use the visual media. If the United States education system does not improve technologically, companies will sell education directly to the parents.

Mann, Lori D.; And Others (1988).  Excellence in Environmental Education: Gaining Momentum for the Challenge Ahead. Selected Papers from the Annual Conference of The North American Association for Environmental Education (16th, Quebec City, Quebec, Canada, October 16-21, 1987). 

This document contains the proceedings of the annual conference of the North American Association for Environmental Education (NAEE). The conference featured seven keynote addresses and invited speakers, multiple workshops, panels, symposia, and contributed presentations. The first section of this document contains the speeches delivered by the keynote speakers as well as general session addresses. The remaining chapters contain extended abstracts of the conference presentations, including symposia and panels. Topics covered by the papers and symposia of this conference cover the areas of: (1) environmental education (EE) curriculum and instruction; (2) teacher education; (3) higher education and non-teaching professions; (4) environmental studies; (5) EE in the nonformal realm; (6) citizen action; (7) EE and communications; and (8) international EE. In instances where an extended abstract was not submitted, the short abstract from the conference program was included in order to provide a complete record of the conference. An author list of 128 names is provided.

Manning, D. Thompson; And Others (1983).  Interactive Videodiscs: A Review of the Field.  Viewpoints in Teaching and Learning, 59, 2. 

A detailed perspective on the current status of interactive videodiscs is provided, along with brief examples of their present uses in education. Considerations in program development and evaluation are also discussed. A substantial list of references accompanies the article.

Manning, D. Thompson; And Others (1983).  Student Acceptance of Videodisk-Based Programs for Paramedical Training.  Technological Horizons in Education, 11, 3. 

Describes an interactive videodisc application program developed to train army medics. Indicates that reduced instructor teaching time and a high degree of student satisfaction in mastering complex, high-stress tasks are the optimum results achieved by the program.

Manning, Jeanne L. (1988).  Using TV/Video as Primary Text in a Foreign Language Classroom at the University of Colorado, Denver.  Foreign Language Annals, 21, 5. 

Describes a fourth-semester French course using "France-TV Magazine," a videotaped news program broadcast via satellite, as the major text. Grammar, reading materials, and regular compositions are integrated to supplement and reinforce the primary text, television.

Manuelian, Andre (1980).  Technology as a Stimulus to New Educational Structures: A University Distance Teaching Federation in Eastern France.  European Journal of Education, 15, 3. 

A federation was established among several of France's Centers for University Teaching through Broadcasting to pool resources and activities to better serve external degree students. The administrative organization and activities of the group are outlined.

Maor, Eli (1980).  Some Uses of the Exchange Key on a Calculator.  Mathematics Teacher, 73, 3. 

Examples given for uses for the calculator exchange key include: generation of the Fibonacci sequence and geometric series, determination of square roots, and the chief use of the function, which is to interchange the numerator and denominator of a fraction.

Marchilonis, Barbara A.; Niebuhr, Herman (1985).  Television Technologies in Combating Illiteracy. A Monograph. 

Responding to a need indicated by President Reagan's 1983 Initiative on Adult Literacy, this monograph considers the past, present, and future uses of television technology in literacy programs. Recognizing the amount of time Americans spend viewing television and the new possibilities for service delivery offered by such technological developments as cable TV, videocassettes, and videodiscs, the document presents a classification scheme of literacy levels, examines literacy programming of the 1950s, 1960s and 1970s, and describes the British Broadcasting Corporation's pioneering outreach programs. Advantages and disadvantages of TV as an instructional medium are considered, as well as the potential audience; kinds of programming at Federal, state, and local levels; new applications of existing programs; and the use of innovative technologies to reach adult illiterates. The authors conclude with a moderate view of electronic media as part of an ecology of learning and stress the need for engaging leadership to meet the literacy challenge, perhaps in the spirit of campaign or competition that motivates other areas of American life. An appendix provides a comprehensive list of literacy television programs, including titles, descriptions, and information on availability. References are also listed. | [FULL TEXT]

Marchionini, Gary (1988).  Hypermedia and Learning: Freedom and Chaos.  Educational Technology, 28, 11. 

Describes hypermedia and its potential uses in learning and teaching. Highlights include storage and manipulation of information; levels of learner control; the roles of teachers and learners and the interactions between them; theoretical and technical problems; instructional difficulties; and evaluation principles for hypermedia.

Marcus, Stephen (1984).  Computers and the Teaching of Writing: Variations on a Theme. 

Software for computer assisted instruction in writing (CAI/writing) can be described in terms of "generations." The earliest (because easiest) application of computers to writing instruction was in the area of drill and practice. By focusing on one or another element of basic skills, well-designed drill and practice software provides instruction that takes advantage of the computer's capacity for presenting information in a compelling and interactive way while keeping track of students' progress. Second generation software--or writer aids--refers to software that focuses on one or another stage of the composing process: prewriting, writing, or rewriting. This generation, in addition to including prewriting programs and using word processors, provides programs that will analyze the surface features of the students' text and give feedback on such dimensions as the degree of sexist language, jargon, or imprecise diction. Third generation software includes integrated author systems. In addition to these more traditional approaches, there is the growing availability of telecommunications networks that provide students with the opportunity to write to others, get responses, and get real responses from real readers. The field of CAI/writing is fortunate in that it has plenty of good models to choose from in the instructional arena.

Marcus, Stephen (1985).  Computers in Thinking, Writing, and Literature. 

Gender, race, and socioeconomic status are important factors in the experience students have with computers before they reach college classrooms, and these experiences establish the foundation for student and faculty attitudes toward computers. English teachers' attitudes toward computers can be considered in the context of the thinking process model analogous to the writing process: the degree to which teachers' attitudes have resulted from prethinking rather than rethinking of facts, fears, and intuitions reflects humanities writers' and teachers' ambivalent relationships with technology. Historically, computer assisted instruction in writing has ranged from early single-activity drill-and-practice software to the notion of "idea processors." There are now numerous applications for computer assisted instruction in literature: tutorials, word processing activities, data base courseware, creative writing software, and interactive fiction. Attitudes toward this changing technology need to be reexamined. Teachers' prethinking, thinking, and rethinking will be a major force in making the most of current technology and students' preconceptions.

Marcus, Stephen; Blau, Sheridan (1983).  Not Seeing Is Relieving: Invisible Writing with Computers.  Educational Technology, 23, 4. 

Argues that when students interrupt their thought flow during composition writing to edit language, syntax, or mechanics, the pauses obstruct fluency and dilute concentration. Use of the word processor for invisible composition is described to show how computers reduce time spent on composing and alter quantity and quality of time.

Mardell-Czudnowski, Carol D. (1983).  Developing Interactive Computer Simulation Programs for Use in Training Regular and Special Education Personnel. 

An interactive computer simulation program has been developed at Northern Illinois University for use by undergraduate students majoring in special education. It was designed so that these students could learn to evaluate the exceptional student using diagnostic and remediation skills. Initially, the special education undergraduate is given only the name and age of the learner and a short statement from the teacher. The undergraduate then goes through a five stage process with the computer. Stage one involves the student deciding if there is a problem by selecting appropriate screening tests, assessing cognitive, motor, and language skills, to be administered. In stage two, screening decisions are made, based on test data, and it is determined whether further diagnostic testing is needed. In stage three, the education student, looking at the data gathered, determines the problems the exceptional student may have. Stage four involves the formulation of a diagnosis, and in stage five recommendations and referrals are made and a teaching plan developed.

Marker, Gerald; Ehman, Lee (1989).  Linking Teachers to the World of Technology.  Educational Technology, 29, 3. 

Discusses how to prepare teachers to use educational technology and how to affect their attitudes toward change. Technology in public schools in Indiana is examined, and the international Long Distance Learning Network Project (LDLN), which was designed to determine the effectiveness of long-distance learning in elementary and secondary schools, is described.

Markham, Paul L. (1989).  The Effects of Captioned Television Videotapes on the Listening Comprehension of Beginning, Intermediate, and Advanced ESL Students.  Educational Technology, 29, 10. 

Describes study that was conducted to determine the effects of captioned television videotapes on the listening comprehension of university students studying English as a Second Language (ESL). Results indicate substantial comprehension benefits for beginning, intermediate, and advanced students who view videotaped television material with captions. (15 references)

Markley, O. W., Ed. (1988).  Preparing for the Future of the Workplace. Volume III: Planning Materials for Educators. 

This volume is the third of three reporting research that is intended to help postsecondary occupational education deans and directors become able to plan more strategically for using new instructional technologies to meet emerging needs. "Planning to Use Emerging Instructional Technologies: Some Useful Methods and Guidelines" (O. W. Markley, Christopher J. Dede, Karla M. Back) describes a relatively simple, but practical, method called "Advanced Back of the Envelope Planning" and two alternative approaches--Entry-Level Strategic Planning and Advanced Techniques for Strategic Planning and Management. The focus shifts to planning that uses instructional technologies, and practical tips and a more tightly focused planning model, a checklist, and 13 references follow. "Intelligence Information for Future-Responsive Planning and Management" (Christopher J. Dede, O. W. Markley) provides a method for developing the "intelligence" needed for effective management of change in public-private settings and a forecast of technological, economic, social, and political factors that will help the reader better understand the trends and issues likely to affect occupational education in the future. A list of 52 references is included. "A Survey of Deans and Directors of Postsecondary Vocational Education in Texas" (Karla M. Back, O. W. Markley) presents results of a needs assessment to determine what instructional technologies are now being used and what future needs are perceived by 29 (out of 50) deans and directors of postsecondary vocational education in Texas. | [FULL TEXT]

Marks, Gary H. (1982).  Computer Simulations in Science Teaching: An Introduction.  Journal of Computers in Mathematics and Science Teaching, 1, 4. 

Topics discussed include: (1) what is a simulation; (2) why simulate; (3) when to use simulations; (4) planning for instruction; (5) cautions and limitations; and (6) future developments. Suggests that computer simulation in science is both entertaining and motivating.

Marland, Perc (1989).  An Approach to Research on Distance Learning.  British Journal of Educational Technology, 20, 3. 

Discusses the meaning of the term paradigm and outlines a hybrid paradigm for research on student learning that is based on research on learning at the tertiary level as well as on teaching effectiveness research. Applications to distance learning research are explored, highlighting how distance students learn from textual material. (23 references)

Marques, Juracy C.; Baquero, Rute Angelo (1983).  Educational Technology and the Development of Human Resources in Brazil.  Educational Technology, 23, 10. 

Discusses some problems and solutions related to the use of educational technology in teacher training for higher education, the historical aspects of the educational technology developments in Brazil in the last two decades, and basic trends and perspectives for use of educational technology in the future. Five references are listed.

Marsh, Merle (1983).  Computer Assisted Instruction in Reading.  Journal of Reading, 26, 8. 

Describes early computer assisted reading projects, reports on subsequent research, and suggests directions for future curriculum development.

Marshall, Jon C.; Bannon, Susan H. (1986).  Educational Computing in Rural Versus Urban Settings.  Research in Rural Education, 3, 3. 

Reports findings of survey of access to, attitudes towards, and knowledge about computers among 262 rural and 2,065 urban secondary students and 37 rural and 665 urban elementary/secondary educators. Shows rural students had more positive attitudes toward computers and greater access to computers.

Martellaro, Helena C. (1980).  Classroom Computers and Innovation Theory: Why Don't They Adopt Us?  Creative Computing, 6, 9. 

The reasons for the relatively small amount of computer usage in schools is reviewed. The author outlines several problems and predicts a long uphill struggle before they become well established in the classroom.

Martin, Barbara L. (1984).  Internalizing Instructional Design.  Educational Technology, 24, 5. 

Describes the variety of types of products produced by instructional designers, discusses the role of the designer, lists the critical instructional design attributes needed by instructors who design and implement loosely structured instructional products, and discusses prototype evaluation methods for less flexible, instructor-centered products.

Martin, Barbara L. (1986).  Aesthetics and Media: Implications for the Design of Instruction.  Educational Technology, 26, 6. 

This overview of aesthetics and aesthetic education covers definitions and approaches to aesthetic education; discusses two notable ways educational technologists can influence aesthetics in learning situations with use of visuals and music; and lists strategies educational media producers can incorporate in productions to enhance aesthetic aspects through visuals and music.

Martin, Barbara L. (1988).  The Ethics of Equity in Instructional Design. Symposium: Technological Equity: Issues in Ethics and Theory. 

This paper considers the question of how much of the instructional process instructional designers should control by pre-planning and managing instruction so that it is equitable, focusing on three specific concerns: (1) whether the designer who plans the instruction or the student is responsible for student learning; (2) whether or not the contingencies of instruction can be managed so as to ensure student learning; and (3) how instructional design can encourage learner self-development and ensure that students take some responsibility for their own learning. With regard to the first concern, it is argued that instructional designers often assume too much responsibility when students fail to learn, and that there is no guarantee that each learner will succeed without internal motivation and active involvement. With regard to the second concern, it is suggested that the search for a science of instructional design may be futile or, at the very least, may fail to address the needs of individual learners, special interest groups, ethnic and minority groups, and women and girls. With regard to the third concern, it is argued that greater opportunity for learner self-development may require instructional designers to relinquish some of the responsibility and control of the design process. (20 references)

Martin, Barbara L. (1989).  A Checklist for Designing Instruction in the Affective Domain.  Educational Technology, 29, 8. 

Presents a systems model for developing instruction in the affective domain and offers a checklist for instructional design. Topics discussed include conducting a needs assessment; behavioral objectives; sequencing affective objectives; the relationship between affective and cognitive behaviors; selecting instructional procedures; and designing affective evaluation strategies. (16 references)

Martin, Larry G. (1982).  Innovative Educational Technologies: Assets to Adult Educators.  Lifelong Learning: The Adult Years, 5 n8 p18-20, 23 Apr 1982. 

This article provides a systematic review of three innovative educational technologies (IETs): two-way TV, the educational telephone network, and computer-assisted instruction. Reviews the instructional limitations of IETs, teaching activities, sources of content, methods of evaluation, and other types of IETs.

Martin, Margaret (1982).  Building Adaptable Basic Skills Models: Strategies for Surviving in the 80s. 

Drawing from the experiences of the remedial/developmental program at Rockland Community College (RCC), this paper suggests a series of strategies for serving the educationally disadvantaged community college student amidst the economic and political pressures of the 1980s. Introductory comments identify the objectives for the development of remedial programs as: (1) to base proposals on the realistic needs of students; (2) to prepare students to meet the competency requirements of mainstream courses or to develop competencies which will be acquired in conjunction with other courses; (3) to maintain low attrition; and (4) to accomplish these goals in a cost-effective manner. Next, the paper explores the services which should be delivered in developmental programs, and the methods of delivery that will be used. Special attention is focused on the need for caution in using new technologies to ensure that they effectively serve the clientele of developmental programs. The next section describes the diversified staffing model used at RCC in the remedial/developmental program, including information on the specific roles and responsibilities of the professional and paraprofessional staff. Examples are provided of traditional instructors moving into developmental instruction. In the next section, changes within the institutional organization and structure are discussed, highlighting the areas of student assessment, counseling, and student support services. Finally, the paper outlines strategies for articulation and effective communication between the remedial/developmental staff and other personnel in the institution.

Martin, Ruth E. (1980).  Measurement of Student Attitudes toward Media Instruction.  Educational Technology, 20, 6. 

Reports a study of student attitudes toward videotaped presentations and contrasts live and videotaped presentations in an undergraduate home economics course using a 14-item instrument.

Martin-Molero, F. (1984).  Relationships between the Teacher, the Learner and Methods in Foreign Language Teaching: Some Basic Considerations. 

The relationships between the teacher, learner, and methods in second language teaching are complex, and success or failure in language learning and teaching cannot be attributed to any single factor. No method is best in an absolute sense; there are only methods that are better suited to specific situations. At present, the general trend is toward communicative approaches and a sociocultural emphasis. It is important to ensure that a method is suitable for a particular learner's, or group of learners', aptitudes, needs and interests, age and instructional level, and time available. The suitability of the method is also related to the teacher's understanding of the method, the learner, and the learning context. These factors suggest that teacher training should accommodate teachers' personal characteristics and produce teachers with knowledge of the target language, macrolinguistics, and didactics and skills in classroom management and educational technology. In addition, teacher training should be carried out using the same communicative methods the teachers are expected to use in the classroom.

Martindale, Elizabeth S.; Hofmeister, Alan M. (1988).  An Expert System for On-Site Instructional Advice.  Educational Technology, 28, 7. 

Describes Written Language Consultant, an expert system designed to help teachers teach special education students how to write business letters. Three main components of the system are described, including entry of students' test scores; analysis of teachers' uses of classroom time and management techniques; and suggestions for improving test scores.

Marx, George, Ed. (1989).  Energy Education. Volume I of the Proceedings of the International Conference on Energy Alternatives/Risk Education (Lake Balaton, Hungary, September 7-13, 1989). Volume I. 

The proceedings of the International Conference on Energy Alternatives and Risk Education contains papers which examine science teaching in relation to societal aspects of risk assessment. A challenge for the conference was to show how science education can help students learn the concepts of acceptable and unacceptable risks, leading to rational decision making. Energy education was chosen as a vehicle for answering this challenge. The proceedings are divided into sections on energy education, nuclear education, and risk education. Some of the papers presented include: "Energy Change, Difference and Danger" (Jon Ogborn); "Energy Education for Non-science Majors" (Joseph R. Priest, William H. Rauckhorst); "Microcomputer in Teaching about Energy Conservation" (Jozefina Turlo, Zygmund Turlo); "Student Energy Research Competition" (John FitzGibbons, Joseph Drenchko); "Training Atomic Energy, Aimed at Teachers" (M. Hiroshe et al.); "Nuclear Teacher Training in Hungary" (Kate Papp); "The Public Acceptance of Nuclear Power" (Philippe Berthelot); "Why in the World Should We Teach Statistics?" (Ed Jacobsen); "Risk Perception Studies in Schools" (Joan Solomon); "Acid Rain Monitoring in Schools" (I. Hobinka, M. Riedel, B. Javorszky); and "The Business of Future" (E. Leonard Jossem). The book includes summaries of 15 workshops, and a list of conference participants. | [FULL TEXT]

Marzuki, Saleh; Dilts, Russ (1982).  Bintang Anda: A Game Process for Community Development. Technical Note No. 18. 

Bintang Anda (Your Star) is not a single game, but is rather a format for a family of simulation games which was developed in 1975 when the Indonesian Ministry of Education and Culture began a search for innovations in educational technology that could be applied to problems of rural development. Indonesia's development goals emphasize improvement of the quality of life through development of its human resources, yet there is lack of staff, materials, and training to carry out these goals. Bintang Anda is a simple board game played by 10-15 people using a die, a pictoral game board, simple messages, and draw cards. The game incorporates real life situations along with relevant content information concerning important aspects of daily life (health, sanitation, nutrition, etc.). The educational purposes of the game include assisting villagers to critically analyze their current situation, raising community awareness of development potential and problems, promoting peer learning, and transferring needed content information to the community. Bintang Anda was developed and used in the District of Malang, East Java, and caught on rapidly. In many cases results could be seen in behavioral changes; awareness and attitudinal improvements were also noted. An example of a Bintang Anda game is provided.

_____. (1980).  Masters Degree Programs in Instructional Technology. 

This listing of 89 schools from around the world with master's degree programs in educational technology is based on the results of a survey completed by the International Division of the Association for Educational Communications and Technology in the fall of 1979. Countries represented in addition to the U.S.A. are Australia, Canada, Hong Kong, Korea, and Nigeria. Information for each entry includes admission requirements, graduation requirements, length of program, major fields or subjects, required courses, electives, grading evaluation, and curriculum administration and evaluation. The entries are alphabetically arranged by country, state, and school. A summary of the responses to 89 questionnaires is included, and a sample questionnaire is appended. | [FULL TEXT]

_____. (1988).  Master Directory: Research Projects Currently Funded by U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Division of Innovation and Development. Update. 

This directory provides basic information on all research projects receiving funding, as of December 1987, from the Division of Innovation and Development, Office of Special Education Programs, U.S. Department of Education. The projects included are the field-initiated and student-initiated grants, most of the directed competitions, and the secondary transition and technology grants. The projects deal with the topics of assessment, individualized education programs, instruction, language, least restrictive environment, nonvocal communication, parents, personal characteristics, pupil outcomes, service delivery systems, social skills, subject matter, teacher training, technology, and vocational education and transition. The directory is organized by the names of the principal investigators of the projects, and each listing includes project title, organization name, address, telephone number, and ending date. | [FULL TEXT]

Masat, Francis E. (1981).  An Immersion Course in BASIC.  Journal of Educational Technology Systems, 10, 4. 

Describes a 12-day undergraduate immersion course in computer science in which extensive experience is provided in programming in BASIC and WATIV on microcomputers and time-shared computers. The article includes a discussion of experience with the course at Glassboro State College for the years 1979-1981 which outlines course organization and content.

Mashiter, Judith (1988).  Interactive Video in Science.  School Science Review, 69, 248. 

Provides an introduction to new educational technology. Describes interactive video as a means to enhance learning not to improve teaching. Outlines some of the fears, apprehensions, and antipathies associated with this technology and suggests ways to alleviate them.

Mason, Emanuel J.; And Others (1981).  Evaluation of IST Courses. FY81 Pilot Study. Part I and Part II. Final Report. 

Findings are reported from 25 sites using the Individualized Study by Telecommunications (IST) program, an individualized, multi-media approach involving microcomputers which was designed to bring secondary education to small, isolated rural school districts in Alaska. This document summarizes the development and pilot-testing of the model, courseware (Alaska history, English, general math, and developmental reading), and procedures which were used in the project. In Part I, an introduction briefly explains the program, evaluation design, theoretical approach, and basis for the evaluation, and lists the 27 specific questions used to cover five broad areas--students, teachers, settings, courses, and costs. Four illustrative site visit reports are included to provide a context for the results. Part II summarizes the general and specific evaluation findings, and provides specific and general recommendations. Ten references are listed, and appendices contain study data tables, as well as the eight second site visit instruments with responses recorded, which provide information on school characteristics and course implementation, hardware and software, teacher and student classroom behavior, characteristics of IST communities, students' attitudes toward self, school and IST courses, student characteristics, and teachers' attitudes toward the courses. | [FULL TEXT]

Mason, Emanuel J.; And Others (1982).  Models for Estimating Costs of Computerized Instruction. 

This paper describes cost models designed to aid schools in effective cost planning through analysis of the relative costs and benefits of individualized, computer-based instruction. The models are then applied to the Individualized Study by Technology (IST) program of the Alaska Department of Education (DOE) using data obtained in a pilot study of four microcomputer-based high school courses at 24 rural school sites in Alaska during the 1980-81 school year. Illustrations include the analysis of DOE and local site costs for the pilot study; prediction of costs of expanding the number of courses, sites, and students that will use the materials; and comparison of the costs and benefits of the multimedia program to traditional methods. The conclusions presented indicate that, on the basis of costs, offering computer-based instruction is preferable to more traditional, teacher-based instruction, but that the computer-based program did not produce better learning. Data related to the models and the IST evaluation are displayed in six tables and eight figures, and eight references are listed. | [FULL TEXT]

Mason, George E. (1980).  Computerized Reading Instruction: A Review.  Educational Technology, 20, 10. 

Discusses some of the more familiar computer assisted instruction systems, their knowledge base, market sources, and adaptation in college, elementary, and secondary education reading programs.

Mason, Robin (1988).  Computer Conferencing: A Contribution to Self-Directed Learning.  British Journal of Educational Technology, 19, 1. 

This description of computer conferencing in its educational context as a tool for encouraging greater autonomy in the learner highlights programs in Britain's Open University and at Bath University. Topics discussed include teaching and learning trends in higher education and the role of conferencing in education in the future.

Mason, Robin (1989).  The Use of Computer Networks for Education and Training. Report to the Training Agency. 

The objective of this study has been to prepare a report which identifies the major issues concerning the use of computer networks, and particularly computer conferencing, in education and training. The report is divided into four sections: (1) a discussion of the major themes and issues as they apply in education, training, and community networking, including reasons for using teleconferencing, provision of hardware and software, costs and funding, organizational impact, introducing networking, and obstacles to use; (2) case studies that describe the issues in contexts such as vocational education and training in Denmark, training for the United States Armed Forces, networking in primary and secondary schools, networking in the corporate sector and the community, teachers and computer networking, technology based training, and computer conferencing in university education; (3) a complete listing of all European applications including projects in the United Kingdom, Belgium, Denmark, Finland, France, Germany, Italy, The Netherlands, Norway, and Spain with references for obtaining further details; and (4) appendices consisting of a glossary of technical terms, an overview of technological choices for learning networks, a report on computer networking in France, descriptions of nine currently used computer conferencing systems, and a 29-item bibliography. A report on the Training Agency Workshops is included as an addendum.

Mason, Robin; Morgan, Alistair (1986).  The Rough and the Smooth--Students' Experiences of O.U. Study. Open-Ended Feedback from the Student Opinion Survey. The "Pete Davey Survey." Report No. 2. 

The Student Opinion Survey was sent to a random sample of 2,600 Open University (OU) students who had gained at least two credits and were studying during 1984. The response rate was 84 percent. Responses to open-ended questions on about one-third of those questionnaires were analyzed to determine the significant phenomena in students' experiences of OU study. The subject that most occupied students' minds was tutors and tutorials. Well over one-third mentioned that the decrease in the number of tutors and the inaccessible locations of tutorials had hindered them. Students indicated that the quality of tutors varied from excellent to appalling; the quality of OU material compared very favorably with other academic institutions; and OU study had contributed to their change and development. Most comments about assessment were in the form of suggestions for change. The major concern regarding courses was the number that had been dropped from OU's offerings or postponed. Criticisms about books were that there were too many, they were too expensive, or they were not relevant. Criticisms about administration included increased fees and poor course guides. The critical feedback about summer schools focused on poor quality, expense, disruption to family arrangements, and the fact that they were not optional. Students suggested that OU might economize by scrapping television and radio. | [FULL TEXT]

Masterton, Pauline (1984).  A Futurist Looks at Edtech, or Wheel-Reinventing Reconsidered.  Technological Horizons in Education, 11, 4. 

Examines educational technology (EdTech) in Florida using the future-is-here-now technique, suggesting transposition of teaching/learning, rezoning research, and elasticizing experience. Scenarios are provided to illustrate computer-enhanced collaborative learning, electronic messaging (teleconferencing) and simulation or interactive gaming.

(1984).  Mathematics Education Research: 1983 in Review.  Journal for Research in Mathematics Education, 15, 4. 

Highlights the major areas of research in mathematics education in 1983 (including problem-solving, sex and minority-group differences related to mathematics, and the school mathematics curriculum). Indicates that additional emphasis needs to be placed on technology, problem-solving, teachers' conceptions, and the teaching of algebra.

Matheson, Nina W.; Cooper, John A. D. (1982).  Academic Information in the Academic Health Sciences Center: Roles for the Library in Information Management.  Journal of Medical Education, 57, 10. 

The rationale for the long-range development of integrated institutional information management networks is presented. How such networks can be achieved through the development of a technologically sophisticated library is described, and why a new library concept is essential in the emerging electronics-dominated information environment is explained.

Mathias, Haydn; Rutherford, Desmond (1985).  The Institutionalization of Professional Development: From Propositions to Practice.  Programmed Learning and Educational Technology, 22, 3. 

Examines propositions for professional development of teaching in higher education. These propositions are analyzed through two models of innovation processes, and recommendations are provided for practices that need to be implemented in higher education if priority is to be given to development of teaching.

Mathieson, Doris A. (1982).  Computers: From Confusion to Collaboration.  Educational Leadership, 40, 2. 

The integration of computers into the school curriculum can be aided by collaborating with the technical and corporate community and developing strategies for systemwide cooperation, communication, and coordination.

Mathison, Carla (1986).  Teacher Training in Educational Technology: What Student Teachers Want to Know.  Action in Teacher Education, 8, 3. 

A survey was made of almost 300 teacher candidates regarding an educational technology class. Students were asked to rate topics covered in the class as to importance and to note when more information would have been desirable. Results are presented.

Mattas, Linda L. (1985).  Only the Best. The Discriminating Software Guide for Preschool-Grade 12. A Special Report from the Editors of SchoolTech News. 

This report provides 1-page reviews of 113 highly-rated computer software programs, identified from the evaluation reports of the following 16 evaluation services and educational technology magazines: Province of Alberta (Alberta Education), Baltimore County (Maryland) Public Schools, Province of British Columbia Ministry of Education, California Library Media Consortium, Courseware Report Card, Florida Center for Instructional Computing, MicroSIFT Project, Minnesota State Department of Education, Texas Microcomputer Courseware Evaluation Network; Classroom Computer Learning magazine's "excellence award" panel; Educational Software Evaluation Consortium; Iowa City (Iowa) Community School District, Educational Computer Service (National Education Association), New York City Schools, North Carolina State Department of Public Education, and SECTOR (State of Utah). Descriptions include the title, producer, and system requirements; the conclusions of evaluation services and magazines reviews; and additional comments and tips. Programs are categorized by the subject areas of business education, college entrance examinations, computer education, early childhood education, fine arts, foreign language, language arts, mathematics, problem solving, science, social studies, and teacher utility. Also included are lists of 189 programs that nearly qualified as most highly rated and of 13 programs eliminated from the top or second rating because of one negative evaluation from the Province of Alberta, Canada.

Matthews, George E. (1981).  Verbalizing Mathematics Using APL. 

The nature of "A Programing Language" (APL) is viewed as unambiguous, consistent, and powerful. It is based on the notion of functions as imperative verbs, and is used by a small but growing number of mathematicians and computer programers. Three areas of mathematical activity are addressed: calculation of arithmetic expressions, evaluation of algebraic formulas, and computation of algebraic processes. The uses of APL in each of these areas is illustrated by elementary examples. Because of its design as a language rich in primitive functions, with extensions created by operators and user-defined functions, APL is seen as a powerful tool for mathematical exposition. | [FULL TEXT]

Matthews, James C. (1980).  Data Processing: DP and WP: A Look into the Eighties.  Business Education Forum, 34, 7. 

The author urges educators to take a look at curriculums, individual courses, the needs of business, the job opportunties generated by word processing and data processing technology, and the goals and aims of the actual teaching-learning strategies which are created and take place in the classroom.

Maughan, George R., Jr. (1989).  Planning Considerations for the Communication Infrastructures of Schools.  Educational Facility Planner, 27, 5. 

The convergence of technical communication devices and services is transforming the learning, administrative, and facility control functions in schools. A communication system's study procedure uses a multidimensional matrix to assist planners in analyzing communication's infrastructure needs and configuration.

Mayer, Richard E.; Bayman, Piraye (1981).  Analysis of Students' Intuitions About the Operation of Electronic Calculators. 

Thirty-three novices and 33 expert calculator users took a test in which they predicted what number would be in the calculator's display after a sequence of button presses (such as 2 + 3 +). Subjects' answers did not depend on the brand of calculator they actually owned. Simple production systems models were fit to the performance of each subject. Subjects differed greatly with respect to when they thought an expression would be evaluated, the order in which a chain of calculations was evaluated, and whether the display would be incremented. | [FULL TEXT]

Mayo, Michael; And Others (1986).  The National Assistance Project for Special Education Technology. Final Report. Part I: Project Description. Part II: Evaluation. Part III: Case Studies and Vignettes. 

This report on the National Assistance Project for Special Education Technology provides a description, evaluation of the project, case studies, and vignettes. The project provided technical assistance to local school districts to implement technology within special education programs. In year 1, technical assistance was provided to 27 local education agencies, 2 intermediate educational units, and 1 state education agency. Thirteen of these sites received additional assistance in year 2, and 17 new sites were added. Detailed case studies for seven of the original sites and five additional mini-cases helped to assess the components of effective technical assistance, as well as factors influencing the success or failure of change efforts in special education technology. Technical assistance was provided in needs assessment, problem identification, goal setting, keeping informed about and utilizing new technology in special education, planning for introducing educational innovations, on-site demonstrations of technology products and applications, training workshops, linking school districts with other technology resources, and consultation with experts. The 100-page evaluation section covers the theoretical framework, the evaluation design, and the results of the cross-case analysis. | [FULL TEXT]

Mayor, Mara; And Others (1987).  Technology and Higher Education: Report from the Front.  Community. 

Includes two reports on the current integration of technology in postsecondary education. Mara Mayor and Peter Dirr discuss the relationship between technology and access and quality. Valerie Crane presents study results on how students use and evaluate telecourses compared to on-campus courses.

McAleese, R.; Duncan, E. B. (1985).  Information Technology and an Educational Broadcasting Database.  Programmed Learning and Educational Technology, 22, 1. 

Explains the link between educational broadcasting and information technology. Some aspects of knowledge organization for information retrieval are explored and illustrated with reference to the University of Aberdeen's Educational Broadcasting Database. A pilot exercise includes communication of user-selected data from the database to microcomputers in schools using Viewdata and Ceefax.

McAleese, Ray (1985).  Some Problems of Knowledge Representation in an Authoring Environment: Exteriorization, Anomalous State Meta-Cognition and Self-Confrontation.  Programmed Learning and Educational Technology, 22, 4. 

Summarizes findings of a collection of research studies at the University of Aberdeen (Scotland) aiding fundamental understanding of knowledge representation and its applications. Issues arising when a knowledge representation system is incorporated into an authoring language are discussed, including the problems of exteriorization, metacognition, and self-confrontation.

McAllister, Carole; And Others (1987).  The Electronic Learning Laboratory: Evolving beyond CAI.  Journal of Developmental Education, 10, 3. 

Describes Southeastern Louisiana University's developmental English microcomputer laboratory and the changes undertaken since the facility was funded in 1983. Stresses the importance of a good support system of faculty and graduate assistants. Presents evaluation results showing improvements in students' attitudes and writing skills.

McAnany, Emile G.; Mayo, John K. (1980).  Communication Media in Education for Low-Income Countries: Implications for Planning. Fundamentals of Educational Planning--29. 

This booklet discusses, in the context of low-income countries, a series of planning issues bridging education and communication. The planning issues include the democratization of educational opportunity, the quality of instruction and learning, the impact of education through technology on rural areas, and the participation of people in their own education. Each of these issues is discussed in light of evidence from four case studies and from other sources. Much of the text is devoted to four relatively successful applications of communication media for education and development. Three case studies involve the use of radio: extended learning in the Dominican Republic, qualitative improvement of mathematics teaching in Nicaragua, and community action in Tanzania. The fourth study looks at the experimental use of satellite television broadcasting in India. The authors show how cost estimates depend on the level of technology adopted and on the context of its use. Conclusions and recommendations for planners close the report.  | [FULL TEXT]

McArthur, David; And Others (1988).  Multiple Representations of Mathematical Reasoning. A RAND Note. 

Described is the notion of multiple alternative representations of mathematical reasoning, particularly as they relate to algebraic notation and the potential of computers to change representations. Features of a desirable notation for algebraic problem solving are described. This is followed by a description of the RAND Corporation's intelligent algebra tutor and the specific tools it contains that support multiple representations: a boxes-and-weights tool and goal commands. These tools supply students with important learning opportunities. Finally, comments are made about continuing research in this area, and the importance of testing different representational systems in real educational contexts. In addition, theoretical work must be directed toward deriving a general classification scheme for representations. | [FULL TEXT]

McBeath, Ron J. (1984).  Educational Technology to Enhance Learning at a Distance. A Systematic Approach. 

The definition of educational technology has shifted from a focus on the organization and use of hardware and software items as a delivery system to recognizing that the introduction of technology into educational systems demands a systematic approach to enhance learning and human development. In the first definition, curriculum is the transmission of subject matter, while in the second it is a means to enable people from different backgrounds to reach their human potential. Enhancing human performance is not a simple, straightforward process. Growth steps can be categorized into four major stages of intellectual development: dualistic, multiplistic, relativistic, and commitment. The first two stages reflect the first definition, but the second definition must be implemented if students are to progress through stages 3 and 4. Distance education presents a particular challenge if students are to be participative, interactive, and critical inquirers with a sense of confidence and responsibility, because most distance education emphasizes one-way communication through different forms of media. However, through a systematic approach to designing and developing the program, an appropriate balance of media and tutors can be arranged to achieve interaction and two-way communication with students. Six references are listed.

McBeath, Ron J. (1987).  Stages in Learning, Teaching, and Media Support Services.  Educational Technology, 27, 10. 

Presents four stages of learning together with teaching techniques appropriate to each stage. The role of the media specialist in meeting the needs of students and teachers at each stage is discussed, and the four stages of media library services are outlined. (5 references)

McCabe, Jim (1980).  A School Computer, Yours for the Asking.  Creative Computing, 6, 9. 

A parent discusses how he went about acquiring a computer for his child's elementary school through gathering donated parts from several institutions.

McCabe, Robert H. (1981).  Technology and the Changing Economics of Education. 

Changes in the makeup of the student population at postsecondary institutions will stimulate greater use of communications technology. While fewer high school graduates are entering colleges, increasing numbers of older adults are returning to school or seeking higher education for the first time. The increasingly diverse needs of these students and the declining academic skills of high school graduates make more individualized and directed instructional efforts necessary. In the absence of funding for additional personnel, schools must find technological answers to these demands, such as use of cable television, video, and microcomputers and computer games. Technology can also help in monitoring students' progress, not only to meet the requirements of those agencies providing financial aid but also to provide for assessing student capabilities and needs in order to arrange the best grouping of students for instructional purposes. Costs for such extensive uses of technology can only be kept low if institutions share in development of systems and software.

McCahill, Penny (1984).  The Implementation of Microcomputer Technology into a Secondary-Level ESL Classroom: Food for Thought on the How and the Why.  TESL Talk, 15, 1-2. 

Discusses the implementation of microcomputer technology into a secondary level English as a second language classroom. Clarifies how technology is used in class and indicates how to develop language skills by using the computer. Emphasizes, however, that it is critical to maintain communication between people, rather than solely between a person and a machine.

McCall, J.; And Others (1983).  Assessing Foundation Science Practical Skills in the Classroom.  Programmed Learning and Educational Technology, 20, 1. 

Describes a Scottish research project--Technique for Assessment of Practical Skills in Foundation Science (TAPS)--to identify practical laboratory skills that students should acquire and to produce methods of formative and summative evaluation of these skills. Examples of appropriate practical objectives, test items, and evaluation criteria are given.

McCann, Scott K.; Kelemen, Eve J. (1984).  MicroComputers: New Directions and Methods for the Preparation of Special Education Personnel.  Teacher Education and Special Education, 7, 3. 

The article discusses the dual role of the microcomputer as a focus and a medium for training special educators. Current issues, applications, and outcomes surrounding the impact of microcomputer technology on the preparation of special education personnel are explored. Implications for inservice and preservice training of special educators are discussed.

McCannon, Roger S. (1983).  Serving Rural Adult Learners.  New Directions for Continuing Education. 

Indicates that changing needs, increasing numbers of adult learners, and new technologies are stimulating innovative continuing education in rural America. Identifies issues that must be resolved if access to and quality of educational services for rural adults are to improve.

McCarthy, Martha (1984).  Before Photocopying This Article or Videotaping That Television Show, Make Sure You Understand the "Fair Use" Provision of the Copyright Law.  American School Board Journal, 171, 2. 

School boards can formulate policies concerning the reproduction and use of copyrighted materials based on recent court interpretations of the following general factors in "fair use" exemption: reasons for copying, nature of reproduced material, amount of work as a whole copied, and effect of copying on potential market for copyrighted work.

McCarthy, Robert (1988).  Making the Future Work: The Road to Curriculum Integration.  Electronic Learning, 8, 1. 

Discussion of integrating computer technology into the curriculum of elementary and secondary schools focuses on the role of the teacher. Topics discussed include simplifying the technology; the need for better software; interaction between vendors and teachers; teacher training; the structure of learning; and the role of technology in education.

McCarthy, Robert (1989).  Multimedia: What the Excitement's All About.  Electronic Learning, 8, 8. 

Discussion of the use of multimedia for instruction in elementary and secondary school classrooms focuses on computer-controlled multimedia. Topics discussed include developmental software such as LinkWay and HyperCard; multimedia vendors; new configurations for term papers; the degree of learner control and activity; and impact on learning.

McConkey, Roy; O'Connor, Mary (1981).  Teaching through Video: An Experiment with Student Speech Therapists.  British Journal of Educational Technology, 12, 2. 

Argues that a series of video programs based on Borg's minicourse model could help to resolve some of the problems related to the training of speech therapists. A description of one specific video course is presented along with reports on its evaluation. Eleven references are listed.

McConnell, Barry (1982).  The Handicapple a Low Cost Braille Printer.  Creative Computing, 8, 10. 

Describes several ways in which microcomputers have been adapted to needs of the handicapped. One system consists of a Dynatyper (solenoid driven array of plastic plungers sitting above typewriter keyboard), Braillewriter, and Apple II microcomputer which produces hard-copy braille.

McCormick, Fred C.; McCormick, Eileen R. (1982).  Effective Utilization of Microcomputers and Other Technology in Rural and Small Schools. 

The state-of-the-art of three technological capabilities (i.e., audio, computer, and video) is discussed and descriptions of some interesting applications in rural and small schools are provided. Audio and audiographic technologies discussed include radio and telephone as well as voice-grade telephone lines which facilitate transmission of visual information from one location to another as exemplified by teletypes and facsimile equipment. Although no examples of audio tapes were forthcoming from the current survey, examples of radio usage from Louisiana and Michigan are provided along with telephone or teleconferencing usage in Wisconsin and Montana. In the section covering computer technologies, definitions are provided for minicomputers, microcomputers, and the major educational usages (i.e., computer-assisted instruction, computer-managed instruction, and computer-based education). Projects highlighted in this section include one each in Minnesota, Delaware, Arkansas, Indiana, and Oregon. In reviewing video technologies, a distinction is made between educational television and instructional television, with discussions centering around one-way or two-way transmission, videotape and videodisc media for storing and playing video materials, interactive video or computer-assisted video instruction, and seven interesting projects. Practitioner observations concerning planning, implementing, and maintaining the utilization of technology conclude the report.

McCormick, Fred C.; McCormick, Eileen R. (1982).  A Guide on Successful Uses of Technology in Rural Schools: A Project on Uses of Technology in Rural Schools. 

Prepared for rural school teachers and administrators, the guide asserts that problems associated with smallness (costs, range and quality of existing programs, and special services to special populations) can be overcome by utilizing various electronic technologies in rural schools. Following an introductory section, Section 2 discusses the history of technology usage and defines and/or describes current utilization of computers, instructional television, video discs, audio tapes, radio, telecommunications systems, programmed instruction, video tapes, and interactive video. Section 3 summarizes observations by rural school practitioners regarding planning, implementing, and maintaining the utilization of technologies under the topics of board and administrative perspectives, teacher involvement, student acceptance and instructional effectiveness, cost factors, and assistance of agencies beyond the rural school. Section 4 describes, in detail, successful uses of technology with 12 single school/district and 6 multi-district examples, selected because of geographical and technological balance, local education agency support, program longevity, technology utilization in instruction rather than in administration or support services, collaboration/cooperation with rural schools/districts, and amount of information provided. Section 4 also provides a descriptive list, by state (35 represented), of 86 projects which includes project title, grade(s) served, type(s) of technology utilized, and name/address/telephone number of each project contact person. | [FULL TEXT]

McCormick, Regina (1982).  Using Data Bases in Social Studies. ERIC Fact Sheet No. 5. 

Over 20 data bases available to social science educators are listed and described in this fact sheet. The data bases provide a wide variety of topics including American and world history, statistics, economics, philosophy, and social and political science. Educationally oriented data bases provide information on such topics as educational media, exceptional children, and special education. Indexes of congressional records, listings of foundation grants, and indexes of journals, newspapers, book reviews, and dissertations are accessible through a variety of specialized data bases. Also available are data bases containing: "The Encyclopedia of Associations," the machine readable equivalent of the printed "Monthly Catalog of U.S. Government Publications," the "Foundation Directory," and the "U.S. Public School Directory." Descriptions, dates of coverage, and addresses for each data base are provided. | [FULL TEXT]

McCormick, Robert (1985).  Students' Views on Study at the Radio and Television Universities in China: An Investigation in One Local Centre.  British Journal of Educational Technology, 16, 2. 

Reports views of students and tutors of the Radio and Television University (RTVU) in China on a new distance learning material package on digital computers; the RTVU; and study in general, including media role, how each medium should be designed, self-study, teaching in general, tutorials, examinations, and study problems.

McCredie, John W. (1982).  Strategies for Campus Computing.  Perspectives in Computing, 2 n3 p4-10, 12-13 Oct 1982. 

Report of a study of strategic planning, conducted by EDUCOM, a consortium of colleges and universities engaged in sharing educational technology applications, portrays information processing ideas, goals, and plans at 10 innovative colleges and universities.

McCullough, C. Sue; And Others (1982).  Measuring Potential: Uses and Abuses of Computers in School Psychology. 

This paper addresses the potential influence of current and projected microcomputer technological advances on the profession of school psychology. An overview of the uses and abuses of computers in school psychology is presented, followed by a brief discussion of three general uses of computers in school psychology: the computer as tool, tutor, and tutee. Ideas for innovations made possible by the use of computers in education are explored in a second section including: therapy; collection and storage of behavior intervention data; diagnosis of problems; facilitation of research; cataloging of resources; and development of pre-service and in-service training procedures. Current computer applications in school psychology are outlined and discussed: (1) test administration; (2) test scoring; (3) test analysis; (4) report writing; (5) data management; (6) research and statistics; (7) time management (8) networks; (9) computer-assisted instruction and computer-managed instruction; (10) career guidance; and (11) databases. Potential problems and possibilities for abuse of computer technology within the profession are organized into four classifications: professional status issues; ethical issues; research issues; and theoretical issues. Excerpts of interviews with recognized experts in the field of computers in education are presented at the beginning of each section. A small computer primer, and a glossary of computer terms are appended. | [FULL TEXT]

McCutcheon, John W.; Swartz, James (1987).  Planning for Cablecast Telecourses.  Technological Horizons in Education, 15, 2. 

Addresses the use of cablecast college telecourses as a means of offering retraining to a variety of individuals. Discusses the options of producing or purchasing telecourses, considerations for choosing appropriate telecourses, budgeting, and the coordination of class activities with other class experiences.

McDaniel, Thomas R. (1982).  Teaching Television Literacy to Teachers.  Educational Technology, 22, 8. 

The two and one half week workshop on television literacy for teachers that is described covered the historical development of television, advertising and the "hidden message," news programing, sociological and psychological perspectives, the development of critical viewing skills, and classroom applications. Course objectives, requirements, and evaluation criteria are also listed.

McDannold, Thomas A. (1983).  Instructional Use of the Microcomputer: Personal Experiences. 

The purpose of the paper is to address the instructional use of the microcomputer at the community college level. Specific attention is given to two principal types of microcomputer instructional use: computer managed instruction and computer assisted instruction (CAI). Five computer managed instruction applications are discussed: (1) the word processor for the generation of tests, outlines, syllabuses, and manuscripts; (2) the spelling checker for faster typing and the elimination of errors; (3) record keeping programs for assisting in classroom attendance and grade maintenance functions; (4) the file system for storing student data, course bibliographies, and research activities; and (5) graphing programs for the creation of graphs for classroom use. Following a brief discussion of self-authored and purchased courseware, three forms of CAI are discussed: drill and practice, tutorial, and simulation. The paper warns that certain conditions can be anticipated when using computer assisted instruction, such as lack of typing skills and fear of microcomputers by some students. The importance of the number of students and the structure of a team assigned to a microcomputer is emphasized. Eleven conclusions are listed, followed by appendices containing a sample grade sheet, a sample classroom graph, a list of courseware review sources, and a list of earth science courseware.

McDonald, J.; And Others (1984).  Organic Liquids Containing Oxygen. 

This unit is one of a group of units written to fit the Certificate of Sixth Year Studies (CSYS) chemistry course, but it could be used with most Sixth Form courses. It includes: (1) background information for teachers with notes on five topics (antifreeze, ethanol production, solvent prices, iron extraction, and paint solvents); (2) a student information packet, with introductory comments and suggested activities for each of the five topics; and (3) an oversized reference chart listing properties of various compounds. The topics were chosen to integrate the course material with the world of chemistry outside the classroom and the discussion takes into account such factors as economics and safety as well as purely chemical factors.

McDonald, Joseph P. (1985).  Microworlds and Expert Systems: Is It Either or Can It Be Both? Report of a Conference Sponsored by the Educational Technology Center (Cambridge, Massachusetts, January 11-12, 1985). 

This report summarizes the proceedings of a conference held at the Harvard Graduate School of Education which focused on the conceptual distinction between microworld software and expert system software in education. Microworld software is defined as software which lacks a specific teaching and learning agenda, and expert systems as software that comes with built-in knowledge of a domain and a built-in plan of instruction in that domain. To assist program presenters in examining the design polarities implied in the two systems, two pairs of educational software systems (carefully chosen to illustrate the polarity) were displayed and discussed. These systems--The LISP Tutor and Geometric Supposer on the one hand and The Writer's Workbench and Quill on the other, provided the basis for subsequent presentations and panel discussion. Presenters noted specific design and utilization differences between Geometric Supporter and LISP tutor: the former is a tool which students may use in an exploratory fashion and the latter makes inferences about a user's intentions at each step of a guided path. Workbench differs from Quill in that that the former, with its original design as an editing tool with explicit technical analysis, precludes its judging the writing product itself, while the latter is designed to help generate writing materials and facilitate writing between student and teacher, or among students. A more in-depth presentation of each of the four systems, along with the presenter's comments on its use and applications, follows the initial comparison of the systems, and closing remarks suggest that the concepts of both types of system should be utilized in an educational environment. | [FULL TEXT]

McDonald, Joseph P.; And Others (1985).  The Computer as a Teaching Tool: Promising Practices. Conference Report (Cambridge, Massachusetts, July 12-13, 1984). CR85-10. 

This report of a 1984 conference on the computer as a teaching tool provides summaries of presentations on the role of the computer in the teaching of science, mathematics, computer literacy, and language arts. Analyses of themes emerging from the conference are then presented under four headings: (1) The Computer and the Curriculum (the computer keeps learning connected to experience; the computer provides access to the underlying disciplines of subjects; the computer challenges the curricular status quo; and the computer aids implementation of the curriculum); (2) The Computer and Reality (computer-based models and simulations only imperfectly represent reality; a program may mask operations that students should experience to give depth and stability to their learning; and computers sometimes need to be used in conjunction with other, more concrete, experiences); (3) Perspectives on Teaching Practice (teaching is rooted in a teacher's own interests, need to understand, and social commitment; and teaching is, to a significant extent, a product of circumstance, not an entirely rational enterprise); and (4) Teachers' Professional Development (strategies and goals are needed for teacher training). The report concludes with a list of questions for further research. (11 references) | [FULL TEXT]

McDowell, Ceasar; And Others (1987).  A Model Program in Science, Mathematics, and Technology. Final Report TP87-9. 

Over the past 5 years parents, industry leaders, and policy makers have called repeatedly for the improvement of mathematics and science education in urban schools and for measures to insure that all students are "technologically literate." Various efforts at the national, state, and local levels have emerged in response to these calls, with projects ranging from software development to teacher training and from student skill development to business, school, and university partnerships. This report is a description of a collaborative project. One of the primary goals of the report is to share the experience of this project in a manner that will both guide and inform colleagues. The report has been organized along the four themes of the project: (1) the use of new technologies for mathematics, science, and computing education; (2) student motivation and achievement training; (3) school leadership and team building; and (4) building a collaborative process to facilitate school improvement. Each section provides a detailed account of the entire process, from conceptualization to implementation. A brief history of the collaborating institutions, and an overview of the project's goals and objectives precede the discussion of the four major themes of this project. | [FULL TEXT]

McGill, Mollie A., Ed.; Jonsen, Richard W., Ed. (1987).  State Higher Education Policies in the Information Age. 

Policy issues relating to the integration of information and communications technology into higher education are addressed, primarily for those with policy development responsibility at the state level. The following chapters are included: (1) "State Higher Education Policies in the Information Age: An Introduction to the Issues" (Robert G. Gillespie, Richard W. Jonsen, and John P. Witherspoon); (2) "Implications of Introducing New Technologies into Higher Education" (Mara Mayor); (3) "The State Environment: A Context for Developing Telecommunications Policy" (James R. Mingle); (4) "Principles and Guidelines for a Coordinated Telecommunications Plan" (Dwight D. Dively); (5) "Finance Issues in the Telecommunications Age" (Michael B. Goldstein and Suzanne H. Woolsey); (6) "The Role of the Faculty in the Use of Learning Technologies" (Patricia J. Dewees and Lee C. Frischknecht); (7) "Ownership of Intellectual Property and Implications for State Policy" (Richard D. Marks); (8) Strategies for Familiarizing Policymakers and Educators with Information Technologies" (Ralph D. Mills); and (9) "State Leadership: The Key to Successful Integration of New Technologies into Higher Education" (Patrick M. Callan). Two appendices are provided: a policy on televised instruction adopted by the Coordinating Board of the Texas College and University System, and a description of Project ALLTEL (Assessing Long Distance Learning Via Telecommunications) and its recommendations. | [FULL TEXT]

McGuinness, Kathleen, Comp. (1987).  Non-Traditional and Interdisciplinary Programs: Selected Papers from the Annual Conference of Non-Traditional and Interdisciplinary Programs (5th, Virginia Beach, Virginia, May 4-6, 1987). 

Nearly 100 conference papers from the George Mason University annual conference on nontraditional and interdisciplinary studies are presented. The are grouped into 14 categories: (1) assessment of prior learning, which includes "Lifelong Learning: Integrating the Liberal Arts and Experience in Adult General Education" (J. Gary Bernhard) and "Partnerships in Assessing Prior Learning: A Model College Union Program" (Hugh B. Hammett); (2) evaluation outcomes, including "Strengthening Adult Learning through Program Review: An Institutional Case Study" (Robert L. Norris); (3) corporate/university linkages, which includes "Using Instructional Television To Bring the University to the Corporate World" (Joan De Rooy) and "The Joint Partnership Role of Continuing Education and Labor-Management in Corporate America" (Robert B. Leiter); (4) honors programs, including "Social Constructionist Approach to Curriculum as an Integrative Dialogue" (Tim McCracken); (5) interdisciplinary undergraduate programs, including "Creating an Interdisciplinary College Minor" (Joy Cantrell) and "Guidelines for Non-Traditional Interdisciplinary Curricula" (Donald B. Pribor); (6) issues in interdisciplinary graduate programs, including "An Individualized Master of Arts Program in Interdisciplinary Studies" (Alfred Cohn); (7) military programs, including "Bachelor Degrees for Soldiers (BDFS) Systems" (Clinton L. Anderson); (8) related issues in non-traditional education, including "Kinderskills: Unique Intergenerational and Interdisciplinary Program of Skill Instruction" (Linda M. Carson) and "Planned Inertia: The Struggles of Two Experimental Colleges" (Gi Gardner); (9) teaching the teachers: a response to the call for quality, including "Instructional Strategies for Non-Traditional Learners" (Walter V. Hanclosky) and "Support Mechanisms for Part-Time Faculty at the School of Visual Arts" (Mark Salmon); (10) teaching writing across the curriculum, including "The Role of Writing in Interdisciplinary Programs" (Katherine K. Gottschalk); (11) technology and non-traditional interdisciplinary programs, including "The Electronic Seminar: Distance Education by Computer Conferencing" (Lowell Roberts); (12) the ascent of older, new students and other issues in the non-traditional/interdisciplinary education of adults, including "Values, Decision-Making and Power: An Interdisciplinary Course for the Adult Learner" (Dineh Moghdam Davis); (13) undergraduate interdisciplinary courses, including "Biological and Literary Interpretations of the Nature of Man" (Frank P. Riga and Kenneth R. Barker); and (14) ways of knowing interdisciplinary issues in the liberal arts, including "Integrating Science and the Humanities for Career-Oriented Students" (Stephen Gottlieb and Robert Martinez). Each paper includes a bibliography.

McKerlich, William (1988).  Technology and Schooling.  Education Canada, 28, 1. 

Describes current microcomputer use in the schools for word and data processing and vocational and special education applications. Criticizes the quality of software available for computer assisted learning, and envisions future educational applications of technology. 5 references.

McKernan, Jim, Ed. (1984).  Irish Educational Studies. Vol. 4 No. 2. 

The following papers dealing with education in Ireland are presented: "The Educational agenda: A View of the Future" (H. T. Sockett); "Curriculum and Policy in Irish Post-Primary Education" (B. O'Reilly); "A Response to Barney O'Reilly on Curriculum and Policy in Irish Post-Primary Education" (D. G. Mulcahy); "Constructing and Testing a Geography Trail" (Kevin Hurley); "Effective Communication of Mathematics at Primary Level: Focus on the Textbooks" (Catherine Mulryan); "Practical Work in the Leaving Certificate Chemistry Course" (Adrian J. Ryder); "Only Connect: Reflections on Autobiography and the Teaching of Literature" (Tom Mullins); "Introducing Irish Cultural Studies to the English Primary School" (Tom Arkell); "Some Aspects of the Psychological Concept of Motivation Applied to the Use of the Blackboard in the Classroom" (Francis Douglas); "An Examination of Selected Dimensions of National School Principals' Concerns for School Administrative Issues (Donald Herron); "Problems in the Financing of Higher Education" (A. C. Barlow); "Some Problems in the Financing of Second Level Education" (John Sheehan); "Community Workshops in the Youth Training Programme" (Rosemary Kilpatrick); "Education and Training for 16 Year Olds: New Approaches in Northern Ireland" (Jean Whyte); "The Role of Further Education Colleges in the Northern Ireland Youth Training Programme" (Colin McIlheney); "The Future of Adult Education in Ireland" (Liam Carey); "Television in Northern Ireland Secondary Schools: Research Findings and Implications" (C. W. J. Crough and J. J. Collins); "The Implications of Educational Technology for Postprimary Education in Ireland" (Michael Turner); "Information Technology - It's Impact on Irish Education" (Brendan Mackey)'"An ghaeilge I gCuraclam na Bunscoile" (Eoghan O'Suilleabhain). | [FULL TEXT]

McKibben, Bernice C.; Hackleman, Karen (1980).  Audiovisual Assessments in Health Sciences Institutions.  Journal of Education for Librarianship, 20, 3. 

Describes a study undertaken to determine the extent to which health sciences libraries and librarians are involved in audiovisual and instructional technology.

McLaren, Joan (1983).  The Information Technologies: Telidon and Education--Perspectives and Possibilities for a New Information Technology and Its Impact on Education. 

A discussion of the information revolution and society with the focus on education and a description of the current configuration of Telidon, a videotex system developed in Canada, provide the background for an in-depth exploration of the educational applications and capabilities of this new information technology. Capable of operating in either a one-way teletext or two-way videotex mode, Telidon is characterized as one of the major technological participants in the information revolution. Its role in bringing about and furthering the information society is discussed, as well as its potential for use at various levels of the educational system and in other locations such as the home and library. Topics highlighted are change and technology, functions of Telidon in educational technology, modes of instruction (passive, interactive, simulation, information resource), and educational communications (many-to-one, one-to-many, one-to-one, group-to-group, and network communication). A brief discussion of issues and implications for policy and a nine-page selected bibliography are included.

McLaughlin, Pamela, Comp. (1987).  Information Resources on Interactive Video. 

Annotations are provided for the 14 selected journal articles and 3 ERIC documents on interactive video listed in this bibliography. Areas covered include videodisc technology, applications of interactive video, system design, videodisc system selection, and findings of research on the effectiveness of interactive video. | [FULL TEXT]

McLean, Robert S. (1989).  An Educational Infrastructure for Microcomputers in Ontario.  Technological Horizons in Education, 16, 5. 

Describes Ontario Ministry of Education efforts to provide microcomputer facilities for schools, facilitate software development, reinforce the ministry's philosophy of education, and stimulate the Canadian computer and software industry. Provides historical perspective and notes recent initiatives taken.

McLean, Robert S., Ed.; McLean, Ruth W., Ed. (1981).  Microcomputers in Higher Education.  [University Education News] 

Some of the areas in which Ontario educators currently employ microcomputers in higher education are addressed in several articles, bibliographies, and book reviews. Various uses of computer-managed instruction and computer-assisted instruction (CAI) at Humber College of Applied Arts and Technology are outlined by Frank A. Ford. Microcomputer CAI at Sheridan College of Applied Arts and Technology is described by Ted Bangay, and CAI work in the language laboratory at the University of Waterloo is considered by Rebecca Anders. According to Nick Solntseff of McMaster University, universal computer literacy should have top priority in both schools and postsecondary institutions during the 1980s. He notes uses of computers and telecommunications in other countries. Computer literacy at York University is considered, based on an interview with Peter Danielson. The need for research to discover how computer-literate students differ from nonliterates and how these differences can be used to make them more effective learners are proposed by Ronald G. Ragsdale. The involvement of artists with microelectronics and computers, which crosses the boundaries of time and space, software and hardware, and culture and technology, is considered by Richard H. Hill, who also discusses the role of the Photo-Electric Arts Department of the Ontario College of Art. Peter Boos describes the Keyboard Computer Music system and its applications, and R. E. Drake describes the purpose of the Educational Computing Organization of Ontario, which seeks to exchange and disseminate information on the educational use of computers in Ontario. An annotated bibliography of microcomputer publications by Ron Adams and a second annotated bibliography on microcomputers and higher education and ongoing applications by Janette M. Baker are presented.

McMeekin, R. W.; Dede, Christopher (1980).  American Education in the 1980s.  Comparative Education, 16, 3. 

The authors highlight three important areas in which changes significant for American education are likely to occur in the 1980s. They discuss the implications of shifts in the American population, emerging developments in educational technology, and the federal role in education.

McMeen, George R. (1982).  In Search of Mediator and Rhetor: Toward a Strategy for Communicating Verbal Information in Multimedia Instructional Materials.  Educational Technology, 22, 2. 

Suggests the relative importance of the mediating and rhetorical roles of verbal language whch may be associated with nonverbal information in multimedia instructional materials, and looks to an interactional model such as Burke's pentad for an explanation of the hortatory nature of interactional communication. Thirteen references are listed.

McMeen, George R. (1983).  Toward the Development of Rhetoric and Content in the Communication of Meaningful Verbal Information in Multimedia Instructional Materials.  Educational Technology, 23, 9. 

Verbal information contained in a multimedia presentation should be seen in a holistic sense. A close interrelationship exists between audio and visual; they express information for a common purpose. The task of the designer is to interweave them meaningfully.

McMeen, George R. (1984).  Implications of a Computer Education Model for Teacher Training. 

In response to increasing demands for computer literacy, the University of Nevada/Reno College of Education, in cooperation with the Burroughs Corporation, developed a training program to acquaint future and inservice teachers with computer use and the potentials of computer education. In this model, groups of learners are stratified by levels of interest, skills, and abilities in relation to hardware and courseware concerns. Training progresses through four levels: (1) familiarization--teachers gain basic level skills in using hardware as well as an orientation to the possible uses of microcomputers in schools; (2) specialist/curriculum--teachers develop a sufficient background and critical perspective to facilitate the use of computers in their teaching; (3) teacher/author--teachers understand courseware and software design, and some orientation to programming; and (4) teacher/disseminator--teachers acquire an understanding of the computer and classroom organization, school resources priorities, computer literacy, new materials, dissemination case studies, and advances in hardware. The organization and structure of the training model are described, and its implications for future redesigning of curriculum are discussed.

McMullen, Harold G.; And Others (1982).  College Teaching Center: Inventory of Resources and Services. Fourth Edition. 

Developed by Lord Fairfax Community College's (LFCC's) College Teaching Center (CTC), this manual presents information on the center's resources and services for college teachers and support staff. First, a schematic plan for the CTC lists resources available for the study of college teaching, student development support, college teaching action research, and clinical instructional development referrals. After a discussion of the uses of the CTC and an outline of the activities of its chairperson, staff development activities projected for 1981-83 are enumerated, including teaching and learning workshops, career consultations, college clubs, recreational groups, and instructional clinics. Next, an annotated, selected bibliography on college teaching is presented, followed by lists of the materials available at the CTC including tools for the assessment and evaluation of college courses and teaching practices; special resources on education and instructional development; filmstrip programs on curriculum and instruction and educational technology; audio-cassette tapes on developmental/remedial studies; and films and videotapes on college teaching techniques and problems. Information on the CTC's new computer search service and its recently acquired microcomputer is followed by a bibliography of the educational materials available at the center. Finally, the faculty and staff development policy at LFCC is stated.

McNamara, Sue, Comp. (1988).  Distance Education by Interactive Telematics: A Checklist for Teachers. 

Designed to aid teachers who are planning classes in the telematics mode, this checklist begins by reminding them that, in this mode, students cannot see them in the conventional sense, and classes are conducted using computer, telephone, modem, and microphone links. The checklist covers the following areas of concern: (1) the planning stage, specifically, practical and administrative checks; (2) situational and operational checks; (3) trouble shooting and back-up checks; (4) materials development; (5) the first few sessions, when the students are introduced to the teacher and the equipment; (6) practical lesson checks; and (7) student learning characteristics checks. The checklist also offers helpful hints about the technology used.

McNeil, Don (1981).  The American Open University--One Answer to the Technology and Curriculum Lag. 

To overcome the barriers that deny part-time adult learners the opportunity for continuing their educations, the University of Mid-America proposes the creation of a nationwide American Open University (AOU). The AOU will be an independent, accredited institution with its own board, faculty, and administration. It will have regional centers across the country monitoring satellite study centers. Providing instruction through a variety of delivery systems, the AOU will offer credit for experience, provide counseling, serve as a credit "bank," and conduct continuing research in all phases of its own operations. The AOU will utilize technology wherever appropriate, including for computer-based and computer-managed instruction. The school will first offer bachelor's degrees and later offer master's degrees. Several of the technologically-based courses offered by the AOU will be designed and developed by the AOU, but more will be acquired from outside producers, at a cost of around $40,000 apiece. The faculty will use a team approach to curriculum development and will decide curriculum issues. Without competing with other institutions, the AOU will serve 50,000 students within 5 years.

McNeil, Donald R. (1980).  A Model Regional Open Learning System. Quarterly Report. 

Activities undertaken in four program divisions and in governance and administration within the University of Mid-America are reviewed in this progress report. The four divisions are research and evaluation, academic planning, course design and production, and marketing. In each section the program actions taken are enumerated, along with the multiple objectives for each action, and the related activities are described in further detail. Appended are a list of course ideas with brief descriptions, and a list of conferences within the division of academic planning. | [FULL TEXT]

McNeil, Donald R. (1988).  Status of Technology in Higher Education: A Reassessment. 

This paper identifies policies, programs, principles, and problems involved in the use of technology in education, which is described as currently minimal. The following topics are discussed: (1) indicators of the pressure on higher education to adopt a less resistant approach to the use of technology; (2) the progress that has been made in the past few years in the use of educational technology; (3) reasons why there is so much resistance to technology usage in colleges and universities; and (4) requirements that must be met by the institutions if students are to become involved and comfortable in the process of learning about technology. A concluding statement argues that individuals as well as institutions must begin to concentrate on how best to incorporate the use of technologies into the learning environment--and that once inculcated in the educational system, technology will not only alter our way of learning, but will change the society in which we live. | [FULL TEXT]

McNicol, Shirley; LeMaistre, Cathrine (1981).  Problem Solving with Calculators in Elementary School Mathematics: Report to the Protestant School Board of Greater Montreal. 

This pilot study was designed with four general objectives: (1) improving problem-solving strategies through the use of calculators; (2) determining the most effective timing for introducing calculators; (3) enhancing student interest in mathematics as a result of using calculators; and (4) identifying possibilities for further investigation. The main question was "Which of the basic skills in problem solving in elementary school mathematics can be developed through the use of the calculator?" Seven basic skills needed in problem solving were identified. The subjects were in grade three and grade five in each of two schools. One school became the experimental (calculator) group, and the other served as a control. Both schools followed the same mathematics curriculum guidelines and used the same text series. Results of the study indicate support for the use of calculators in developing certain basic skills in problem solving, with indications that further investigations are needed. Among the appendices are copies of the pretest, attitude scales, and a posttest used with both grade levels; teacher memos; suggested guidelines; record sheet forms; and selected samples of student-created problems.

McRobbie, Joan, Ed.; Berliner, BethAnn, Ed. (1989).  Looking Ahead to the Year 2000: Proceedings of the Issues for Rural Schools Conference (Tempe, Arizona, April 27-28, 1989). 

This collection of conference presentations focuses on the twin themes of restructuring and technology in rural schools. Rural America's increasingly polarized demographics, political leadership voids, teacher training, renewal strategies, and ever-shrinking budgets are discussed, along with ongoing media criticism, which is a reality for all educators in the 1980s. Opening speaker Ron Knutson described many rural problems as being associated with an economic decline that contrasts with the economic upswing enjoyed by the rest of the nation. Four educational administrators from Western states placed the responsibility for improvement on state and local administrators and educators. The major topic in education today is restructuring. Stanford University's Michael Kirst observed that ideas challenging traditional educational models suffer in the current atmosphere of low public confidence, but he depicted schools as having little choice but to restructure. Arizona State University's David Berliner raised a different restructuring question: Why is so little attention paid to the role of research in transforming schools? Because of its promise for the rural future, technology took center stage on the conference's second day. But technology specialist Robert Pearlman cautioned that the mere purchase of high-tech systems is no assurance that education will improve. The processes of learning and teaching must be reassessed and new technology appropriately exploited to turn students into active learners. Pearlman proposed making technology-smart teachers the buyers of technology, in order to create and exploit a genuinely enthusiastic constituency for technology education. | [FULL TEXT]

Mecklenburger, James A. (1985).  Looking Back to School.  Phi Delta Kappan, 67, 2. 

A fictional "look back" at changes in education from 1985 to 2005 predicts that the "excellence" movement and the "microcomputer revolution" will have peaked in 1985 and given way to a "productive schools reformation" based on more practical uses of many new forms of technology.

Mecklenburger, James A. (1986).  "Emerging" Technologies for Education.  Peabody Journal of Education, 64, 1. 

This article argues that if educators refuse to accept the reality that electronic tools for learning and teaching are reinventing schools, then others will take charge of bringing this technology to the classroom.

Mecklenburger, James A. (1988).  What the Ostrich Sees: Technology and the Mission of American Education.  Phi Delta Kappan, 70, 1. 

Reviews articles on educational technology appearing in this "Kappan" issue. Describes a National School Board's Association report calling for strong educational leadership. Mentions a Utah case study and articles discussing school restructuring, combining technologies in the classroom, the value of small changes, the need for teacher empowerment, and the electronic vision versus reality.

Meenan, Avis L., Comp.; Burns, Patricia E., Comp. (1987).  Adult Literacy and Technology Conference Proceedings (University Park, Pennsylvania, June 4-7, 1987). 

These proceedings contain the summaries of 60 presentations. Among those included are: "Desk Top Publishing & Experiential Literacy Material" (Arnold); "A Description of the U.S. Experience in Providing Vocational Skills to Individuals with Low Literacy Skills" (Barbee); "Audio-Disk Technology" (Bixler, MacClay); "Technology for Teachers: A Group Instruction Communication Network" (Brown); "Application of Interactive Video" (Gacka et al.); "Methods of Incorporating Technology into an Adult Resource Learning Center" (Gold, Chetelat); "Technology Breaks the Print Barrier" (Harrington, Sokol); "PLATO: Past-Present-Future" (Manak et al.); "Technology and Adult Education: The Massachusetts Model" (Milley); "Interactive Videodisc Systems for Adult Learning" (Pyatte); "Technology & Literacy" (Turner); "Beyond Word Processing: Using Interactive Writing Software" (Bartholomew); "The ENFI Project: Computer Networks, Collaborative Writing, & Literacy" (Batson); "Adaptive Uses: Older Technologies for Literacy in Developing Countries" (Brace); "Using Databases for Developing Thinking Skills in Adult Literacy" (Budin); "Adult Beginning Reading Instruction & the Computer" (Carman, Lower); "Meeting the Needs of Adult Learners" (Copeland); "Comprehensive Competencies Program" (Dassance); "Computers in Schools" (Gilbertson-Winburne, Green); "Adults' Attitudes toward Computers" (Lewis); "Using Computer Technology in a Volunteer Tutor Literacy Program" (MacCallister); "Reading, Thinking, & Computing" (Marshall); "Setting Up and Managing a CAI Laboratory" (Miller-Parker);"American Ticket: Electronic Motivation & Learning" (Oliver); "Educational Needs of Dislocated Workers" (Park); "CAI and the Adult Student" (Whittle); "Literacy Efforts Involving CAI in Missouri" (Jorgenson, Hollenbeck); "Dropouts: A Holistic Approach" (VanBrugghen); "Language Skills Improvement: The COMPRIS Experience" (Davies); "Proven Use of Human Voice in Interactive Software for Non-Readers" (Eversole); "Integrating Reading & Writing Software into a Literacy Curriculum" (Jagger); "Computerized Help for Adult Illiterates" (McConkie, Zola); "Creating Your Own Software for ABE/GED" (Marshall et al.); "Developing a Statewide Toll-Free Hotline" (Martin, Hudson); "Beyond Basic Literacy: Critical Reading with LECTOR" (Orndorff); "Templates for Literacy" (Stone); "Effective Use of Computers& Software in Adult Literacy Programs" (Szatkowski); "Information Sharing: The Goal Oriented Adult Learning Program" (Weyers et al.); "A New Path to Literacy: The Microcomputer & Interactive, Language Experience Based Approach" (Wangberg); "Enhancing Reading & Writing with Current Software" (Young); "Using Video Packets for Staff Development in ABE" (Fleischman, Tibbetts); "Microcomputers and Teaching Styles" (Migliorelli); and "Computers and the Role of Teachers" (Moscow). | [FULL TEXT]

Megarry, Jacquetta (1988).  Hypertext and Compact Discs: The Challenge of Multi-Media Learning.  British Journal of Educational Technology, 19, 3. 

Describes hypertext as software that improves the learner's control over a knowledge base, and discusses the role hypertext could play in compact disc technologies. Digital multimedia learning materials are discussed; relationships among data, information, knowledge, and expertise are explored; and examples of applications of compact disc media are presented. (14 references)

Mehan, Hugh (1989).  Microcomputers in Classrooms: Educational Technology or Social Practice?  Anthropology and Education Quarterly, 20, 1. 

Studies the use of microcomputers in four elementary school classrooms and their effect on classroom organization, teacher-student relations, and curriculum. Concludes that how people use a microcomputer, and not the machine's inherent features, determines how a microcomputer will be used in education.

Mehta, N. K. (1982).  Computer-Based Examination Management System.  Journal of Educational Technology Systems, 11, 2. 

Discusses the various problems encountered when scheduling examination timetables and a means for overcoming them using a computer-based examination management system to provide the registrar with an analysis and feedback to eliminate conflicts. The system uses color-coding to produce blocks of nonconflicting examinations.

Meighan, Roland; Reid, William (1982).  How Will the "New Technology" Change the Curriculum?  Journal of Curriculum Studies, 14, 4. 

Considers how new technologies may affect the form and style of the British school curriculum. For example, technology is forcing a new role on both school and home. The British Open University uses the home as a major base for self-instruction, where academic work is built around already available media.

Meister, Gail R. (1984).  Successful Integration of Microcomputers in an Elementary School. 

Microcomputers are already in a majority of American schools, but little is known about their integration into the school curriculum. This study examines the features of an elementary school--Skyline School in the South San Francisco Unified School District (California)--that have contributed to the successful integration of computers in its curriculum. Because implementation of computers must be seen both as an educational innovation and as a distinct educational technology, their successful integration in the curriculum requires unique site, district, and regional supports. Other features conducive to the success of the program have been a favorable school climate, ongoing teacher training, and active promotion by the principal. The analysis concludes with district and regional policy implications of this example, including issues such as hardware and software acquisition and adequacy, articulation of the curriculum, and provision of training, maintenance, and ongoing help. An appendix provides a methodological note on the case study. References are included.  | [FULL TEXT]

Melander, Nicole (1987).  Relational Database Technology: An Overview.  Technological Horizons in Education, 15, 4. 

Describes the development of relational database technology as it applies to educational settings. Discusses some of the new tools and models being implemented in an effort to provide educators with technologically advanced ways of answering questions about education programs and data.

Melear, Claudia Tarver (1989).  Cognitive Processes in the Curry Learning Style Framework as Measured by the Learning Style Profile and the Myers-Briggs Type Indicator among Non-Majors in College Biology. 

Curry's model of learning style framework with Claxton and Murrell's adaptations was used to study the profile of non-majors in a college biology course. The purpose of the study was to provide empirically derived data in both a qualitative and quantitative format of the non-major to improve the course. Over 600 students were administered the Learning Style Profile (LSP) and the Myers-Briggs Type Indicator (MBTI) to determine the students' learning styles as a predictor for success in the course. The differences between the MBTI profile and other profiles published were examined among sample groups. Selection Ratio Type Table (SRTT) analysis was done between sample and comparison groups. The only LSP subscale which showed a difference between students who were successful and those who were not was spatial ability. Canonical correlation showed that the SLP and the MBTI were related at a level of 0.5 for the first canonical variate. Recommendations for course improvement are suggested. The materials of Biology 110, instruments administration, the MBTI scoring program, and statistical results are appended.  | [FULL TEXT]

Mellin, Carolyn (1987).  A Prototype Science Interactive Videodisc: Research on In-School Use. Technical Report 87-4. 

This study investigated the use in junior high schools of a prototype interactive videodisc, "Seeing the Unseen." The experimental disc contains four lessons designed to teach scientific inquiry skills. Students determine the order of the lessons and interact with the disc by touching the screen to pause, replay, see a series of questions or examples, return to the menu, or move ahead. "Seeing the Unseen" was used to explore five aspects of videodisc technology: (1) the importance of user control and interactivity; (2) the importance of high quality visuals; (3) the potential of the videodisc for promoting inquiry learning; (4) the effectiveness of individual, small group, and whole-class instruction; and (5) the teacher's role in using videodisc technology. Students found it easy to use the disc, and they appreciated the high level of participation and control that it offered them. It combined the dramatic qualities of television with the self-pacing available through books and educational software, and they credited high quality visuals with contributing to the technology's appeal. Most teachers felt that the technology encouraged them to act as a guide or facilitator, although many had difficulty acutally assuming that role. (Appendixes present the student and teacher questionnaires, and sample worksheets.) | [FULL TEXT]

Mellon, Constance A.; Sass, Edmund (1981).  Perry and Piaget: Theoretical Framework for Effective College Course Development.  Educational Technology, 21, 5. 

Discusses the relationship between Piaget's theory of cognitive development and Perry's theory of intellectual and ethical development, and recommends a framework for their application in course design. Involving students in examining not only course content, but also their beliefs and reasoning patterns, is recommended as a route for improving instruction.

Mellon, John N. (1989).  Trends in Faculty Involvement in Marketing, Technology and Part-Time Teaching on the College Campus. 

Three aspects of faculty involvement are discussed: how computer technology affects personal relationships between faculty and students; how faculty talents help colleges and universities recruit students; and what role part-time faculty members play. Computer use can help faculty and students establish new patterns of sharing data, and computer aided relationships built around specific question and answer data can influence their frequency of contact. The computer is good for making instructional management more efficient. Its question and answer model lets faculty members become process centered expediters. Part-time teaching performance affects the institution's overall quality of academic progress. Institutional excellence includes faculty that combines part-time professionals with the core full-timers. Issues regarding part-time faculty involve status, use, workload, evaluation, support, and compensation. Colleges and universities must specify employment requirements for part-time faculty who meet the standards established by accrediting agencies. Recruitment strategy (integrating marketing and faculty involvement) is inclusive and involves all members of the campus community. The campus community must look at: where they are; where they want to go; and how they can develop an information system to keep them informed. The college/university mission must be rethought. Faculty involvement is critical to make the plan reflect the institution's academic mission. Institutional health is diagnosed on the basis of enrollment, and marketing is the common prescription for health. Contains 23 references. | [FULL TEXT]

Melmed, Arthur S. (1984).  Educational Productivity, the Teacher and Technology.  Technological Horizons in Education, 11, 6. 

Discusses the impact of the computer age on American educational needs and goals, assessing the increasing use of computers and the need for improved software. Considers costs involved in providing more powerful computers to schools and calls for research to clarify knowledge underlying software interaction paradigms.

Melmed, Arthur S. (1986).  The Technology of American Education: Problem and Opportunity.  Technological Horizons in Education, 14, 2. 

Discusses the relative lack of use of technology in American schools, compared with the explosion of technological advances in other aspects of society. Promotes a revision of the organization of schools. Stresses the need to increase student productivity, individualize the curriculum, and implement capital-intensive technologies for instruction.

Melmed, Arthur S.; Burnham, Robert A. (1987).  New Information Technology Directions for American Education. Improving Science and Mathematics Education. Final Report. 

This report is an analysis of the findings of four workshops exploring the ways interactive technology can be considered an option for improving American education after 25 years of research and development. Sections include: (1) "Manpower Needs and School Problems"; (2) "Science and Technology Option"; (3) "Barriers and Strategy"; and (4) "To Move Forward." The first program element aims to seed the development, distribution and maintenance of sophisticated new software for science and mathematics education. The second program element concerns selected large-scale educational trials aimed at demonstrating substantial improvement in science and mathematics education that require radical departure from traditional school arrangements. The third program element concerns strengthening the nation's applied cognitive science capacity, which is necessary to undergird development of a science and technology option over the long run. Teacher preparation and training is touched upon at the close. Summary reports of the four workshops are appended. | [FULL TEXT]

Melmed, Arthur; Lesgold, Alan (1987).  Information Technology Directions for NSF Science Education.  Technological Horizons in Education, 15, 2. 

Reports on a meeting held at New York University to discuss ways of improving the productivity of mathematics and science education in the United States using educational technology. Addresses several of the views reached by the participants of the conference.

Menashian, L. S. (1981).  Continuing Education Resources for Electronics-Based, High Technology R&D Professionals: Part One: An Overview.  Educational Technology, 21, 11. 

The first of two parts, this article provides an overview of the factors affecting continuing education and the emerging technologies that are changing the kinds of resources used to support and enhance instruction. Satellite and video technologies, teleconferencing, cable television, and computer-based systems are discussed. Thirty-six references are listed.

Mendrinos, Roxanne Baxter (1987).  The Educational Media Specialist: Training the Trainer.  Library Software Review, 6, 5. 

Describes a program designed to integrate new technology into the junior high school curriculum with emphasis on the role of the media specialist. Five steps are detailed: (1) needs assessment; (2) planning with teacher input how to fill student needs; (3) teacher training; (4) implementation; and (5) evaluation. (9 references)

Menis, Yosef (1982).  Educational Technology Research: Substituting Closed-Circuit Television for the Science Laboratory.  Educational Technology, 22, 4. 

Suggests a practical approach for coping with training students in laboratory skill through the use of videotaped (VTR) materials and discusses the technical advantages of using VTR as opposed to laboratory research. Six references are provided.

Menis, Yosef (1984).  Improvement in Student Attitudes and Development of Scientific Curiosity by Means of Computer Studies.  Educational Technology, 24, 5. 

Describes a study of Israeli ninth graders who answered a questionnaire on scientific attitudes, curiosity, and computer studies, to determine whether computers have an effect on development of student attitudes toward science by encouraging students' curiosity levels. Results indicate computers provide an opportunity to develop curiosity, thus improving science attitudes.

Menis, Yosef; And Others (1980).  Improving Achievement in Algebra by Means of the Computer.  Educational Technology, 20, 8. 

Reports findings of a research project in Israel that utilized drill exercises on a classroom computer terminal to improve the attitudes and grades of 10th-grade algebra students who had received low grades in mathematics and the natural sciences. Educational aspects, methods, and materials are described.

Menmuir, Katherine (1982).  Educational Technology by Distance Learning.  Media in Education and Development, 15, 1. 

Describes Dundee College of Education's experience in developing a course in educational technology for part time nonresident students both in Britain and overseas.

Menz, Frederick E., Ed.; And Others (1984).  Work Adjustment Competencies: Annotated Resources for Training. 

This resource manual is intended to be used by instructors and trainers in both preservice and short-term training as a tool to assist in designing new offerings and redesigning old offerings for work adjustment trainees. Annotations are provided of resources in 19 work adjustment competency areas, including the following: specific marketable skills and work habits, individualized client programming, professional communications and paper work, behavior modification, client supervision, rehabilitation as a process, vocational information and resources, vocational evaluation technology, principles of human behavior, personal and social development, disability and target group characteristics, vocational evaluation as a process, employment opportunities and client placement, staff supervision, teaching and training technologies, general and basic employment acquisition skills, job analysis and development, job modification, and production and industrial operations. Each annotation contains some or all of the following: a key term, a code indicating whether the content is applied or theoretical and general or specific, the target audience, a statement concerning format, the author and title of the resource, its source, and an abstract. Two vocational and work adjustment training needs inventories are provided. The resources are indexed according to key terms. | [FULL TEXT]

Merbitz, C. T.; Olander, C. P. (1980).  Precision Management of Instructional Technology: A Model.  Technological Horizons in Education, 7 n4 p32-33, 35 May 1980. 

Through course management and careful measurement of student performance, and through appropriate use of media and microprocessors in instruction, more effective courses can be developed.

Meredith, R. Alan (1983).  Materials and Equipment: The New Generation.  Modern Language Journal, 67, 4. 

Reviews the developments of the last 10 years and concludes with a vision of the future and the foreign language educators' role in shaping it. Also reviews authors who have provided comprehensive looks at various types of media and their application in the foreign language classroom.

Meriweather, Suzanne; Karnes, Frances A. (1986).  Gifted Education in Rural Areas.  Rural Special Education Quarterly, 7, 2. 

Describes responses of 35 state gifted education consultants and 76 teachers of gifted students in rural areas to survey of rural gifted programming. Finds many needs for gifted programming involving cooperative efforts, adequate funding, use of community resources, more consistent/appropriate identification methods, teacher influence, and role modeling.

Merrill, M. David (1980).  Can the Adjective Instructional Modify the Noun Science?  Educational Technology, 20, 2. 

This article contrasts instructional science with instructional technology, defines empirical research as it relates to instruction, and provides an example of this science-technology continuum.

Merrill, M. David (1988).  The Role of Tutorial and Experiential Models in Intelligent Tutoring Systems.  Educational Technology, 28, 7. 

Discussion of intelligent tutoring systems highlights various instructional models which emphasize experiential interactions. Topics discussed include computer assisted instruction; instructional strategies; the TICCIT system; branching; the Socratic method; definitions of tutoring and instruction; students' interactions with the computer; advisor functions; and expert systems. (7 references)

Merrow, John (1985).  Children and Television: Natural Partners.  Phi Delta Kappan, 67, 3. 

Many young people consider watching television as repetitive and unchallenging as going to school. Putting children both behind and in front of the TV camera can tap creative energies and spark the desire to learn. Suggestions for school-based video production programs are offered.

Mertens, J. (1986).  Media and Teacher Training Colleges. 

Many teachers resist the use of media in their classrooms, holding an anti-machinery bias much like that of the Luddite movement of 19th century England. Based on experience dating back to the protests by teachers in France against the introduction of books into the classroom in the 16th century, a law of media acceptance in the classroom can be suggested: the deeper the impact of the media on the teaching and learning process, the stronger the negative reaction. The degree of resistance to new media by the teacher increases as the new medium takes over more of the teacher's dominating role in the classroom, as seen in the progression of acceptance of blackboards and books through increasing resistance to educational films and television, teaching machines, and computer-assisted instruction. When educational authorities really want to introduce a reasonably media-minded (and more efficient) educational system, they should impose a compulsory integrated media course and provide a well-equipped educational media center in every teacher training institute.

Metty, Michael P. (1982).  Policy Implications and Constraints of Educational Telecommunications in a Subarctic Region. 

The introduction of telecommunications hardware and systems for educational purposes in Alaska has been rapid and dramatic, but has not adequately addressed the needs of rural Alaskans. The policy-making process for the delivery of educational systems has emphasized technical questions, the breadth of dissemination of programs, costs and benefits, and the choice available to consumers. While such policy approaches are likely to increase access to educational programs, they operate within a framework of the status quo and do not increase the control of the population over the technology or the content of the programs. Neither do these policies challenge the applicability to a rural Alaskan setting of programming based on the culture and values of white, middle-class America. Indeed, experience indicates that programs produced in and for the residents of the lower 48 states cannot adequately address the needs, capacities, experiences, and learning strategies of rural Alaskan residents without major modifications. If educational programming is to be based on community needs, rather than on the technological potential for dissemination, consumers must have adequate information about the system and provide input into the processes of prioritizing, producing, and disseminating educational programs. A final concern for policy making, that of the potential for community destabilization inherent in the introduction of new technologies, demands that policies reflect the purview of both the clientele and the state.

Metzger, Merrianne; And Others (1983).  Learning Disabled Students and Computers: A Teacher's Guide Book. 

This booklet is provided as a guide to teachers working with learning disabled (LD) students who are interested in using computers as a teaching tool. The computer is presented as a powerful option to enhance educational opportunities for LD children. The author outlines the three main modes in educational computer use (tutor, tool, and tutee) and shows how the computer meets the LD student's curricular needs in the three modes. The use of a computer with LD students allows the child to experience success in mastering skills while freeing the teacher for other work. Teacher education in computer use is presented as an important key in the development of computer education. The booklet provides a discussion of software and hardware definitions and needs, and equipment selection. A list of references, including magazines, books, organizations, networks, research, and bibliographies, is provided.

Meuter, Ralph E.; Wright, Leslie (1989).  Telecommunications: CSU Chico.  Technological Horizons in Education, 16, 9. 

Distance learning programs, services and clients since 1975 at California State University, Chico, are described. Background, funding, and the teleconferencing network are discussed.

Mevarech, Zemira R. (1986).  Time Engagement and Achievement in CAI.  Educational Technology, 26, 7. 

Describes a study of second, third, and fourth grade children in Israel to determine if computer assisted instruction is utilized differently by different groups of students (younger and older), and extent to which effort expenditure (total amount of time a child is engaged at the computer) is related to achievement.

Meyer, Rex; And Others (1982).  The Minicourse Approach: What It Is and How It Works. 

Characteristics of a minicourse developed at Macquarie University in Australia, its application in Australia, and potential for countries in the Asia-Pacific region are discussed. A minicourse is defined as an entire course of studies for a group, similar to a conventional course but compressed into a few hours. The Australian minicourse is characterized by: a systems approach, self contained, clear objectives, skills orientation, wide participation, varied learning activities and media, structured program, creative activity, overt and exemplary strategies, participant feedback, followup, and an educational technology design. In addition to describing minicourse development and the resources needed, a minicourse description, which includes the rationale and objectives, is presented. Examples of training areas in Asia and the Pacific where minicourses would be applicable are examined, including inservice education, curriculum development, material development and evaluation, and resource center administration. The following resources are also presented: titles of available minicourses, guidelines for adapting minicourses to the needs of developing countries, a case study of the application of the minicourse approach in Thailand, checklists for evaluating program design and presentation, and a bibliography. | [FULL TEXT]

_____. (1981).  Microcomputer Courseware/Microprocessor Games. EPIE Materials Report 98/99m.  [EPIE Report] 

This document is a quarterly report of the Educational Products Information Exchange (EPIE) Institute, a not-for-profit, consumer-supported agency. This issue is divided into two major sections, Microcomputer Courseware and Microprocessor Games. The first major section is divided into two parts. Part 1, Defining Effective Microcomputer Courseware contains the following: Introduction; The Evaluation Project; Exploiting Microcomputer Attributes in Courseware Design; State of the Art Report; and Glossary. Part 2, Courseware Analyses and Evaluations, has: Educational Micro Systems, Inc. (EMSI); Microsystems 80, Critical Reading; Milliken Math Sequences; Radio Shack K-8 Math Program; SRA Computer Drill and Instruction: Mathematics; and SRA Fact Track. The second major section contains parts 3 and 4, also subdivided. Part 3, the Educational Impact and Potential of Microprocessor Games: A Field Study, contains: Introduction; The Games Tested; The Study Design; and Findings. The final part, Product Descriptions, provides details on: Dataman, Math Master, Lil Genus, Little Professor, Quiz Kid, Speak and Spell, Spelling B, and Quiz Wiz microprocessor-based games.

_____. (1981).  Microelectronics and Special Education. CET/MEP Information Sheet. 

Used as an additional aid by the teacher, microelectronics can assist mentally and physically handicapped children to meet educational objectives that have been specifically agreed upon for the individual child. Microelectronics can help deaf children develop speech production, communication skills, and grammar and sentence construction; accommodate blind children with the use of portable reading aids, Braille and audio information centers, and text-processing systems; aid children with learning difficulties to develop thinking skills; and provide physically handicapped children with a means of accessing a variety of computer-assisted instructional (CAI) learning programs. It is difficult, however, to use microcomputers in helping non-communicative children who use Bliss symbols because of the difficulty in obtaining software, the amount of planning time and effort needed to use the software appropriately, and the lack of special technical support. Activities funded by the Microelectronics Education Programmme (MEP) in which the Council for Educational Technology (CET) has been involved include: curriculum development for deaf students; training for teachers, other staff, and parents of physically handicapped children; Special Education Microelectronics Resource Centres; consultancy centers on communication aids in education; and research on input/output devices software for the physically handicapped. Further reading resources are listed.

Micceri, Theodore; And Others (1989).  Must Computer Courseware Evaluation Be Totally Subjective?  British Journal of Educational Technology, 20, 2. 

Discussion of software evaluation for computer assisted instruction focuses on the Computer Courseware Evaluation Model (CCEM), developed at the University of South Florida. Criteria for reliability and validity are discussed, and areas of concern in software are addressed, including cost and presentation characteristics, instructional effectiveness, and management systems capabilities. (five references)

Michael, Joel A.; Rovick, Allen A. (1986).  Problem-Solving in the Pre-Clinical Curriculum: The Uses of Computer Simulations.  Medical Teacher, 8, 1. 

Promotes the use of computer-based simulations in the pre-clinical medical curriculum as a means of providing students with opportunities for problem solving. Describes simple simulations of skeletal muscle loads, complex simulations of major organ systems and comprehensive simulation models of the entire human body.

Micheli, Gene S.; And Others (1980).  Computer Based Instructional Systems--1985-1995. 

This report discusses developments in computer based instruction (CBI) and presents initiatives for the improvement of Navy instructional management in the 1985 to 1995 time frame. The state of the art in instructional management and delivery is assessed, projections for the capabilities for instructional management and delivery systems during this 10-year period are established, and viable alternatives to the current Navy computer managed instruction system are identified. The major categories of current CBI systems are examined in the context of their problems and capabilities, current and future trends in CBI systems are presented and an economic assessment of Navy needs is provided, which includes projected technological capabilities in hardware, software, and courseware to satisfy those needs. Functional components of CBI are identified and analyzed with an assessent of these alternatives in terms of key system characteristics. Finally, recommendations are provided for actions to be taken in support of CBI system development. Appendices list the consultants to this study and the major categories, subcategories, and functions of CBI.

_____. (1989).  Midwest Research-to-Practice Conference in Adult, Continuing and Community Education (8th, St. Louis, Missouri, October 12-13, 1989). 

Thirty-one papers are included in this compilation: "Learning as a Part of Political Campaigning" (Boggs); "Life Review among Senior Citizens as Product of Drama" (Boggs, Leptak); "The Knowing/Doing Dilemma" (Bodrey, Felstehausen); "Facilitating Individuation in the Adult Learning Group" (Dirkx); "The Fourth R: Relationships in the Adult Basic Education Classroom" (Dirkx, Spurgin); "Effects of Instruction in Metacognitive Skills on the Adult Learner" (Dixon); "Methodology of Base Christian Communities" (Emge); "Use of the Lens Model to Describe How Directors of University-Based Continuing Nursing Education Programs Make Decisions Concerning Programmatic Offerings" (Farrah); "Literacy among Noninstitutionalized Older Adults" (Fisher); "Comparison of the Effectiveness of Lecture, Case Study and Video Tape as Inservice Police Training Methods" (Goddard); "Identifying Appropriate Adult Educator Practices" (Henschke); "Use of Appropriate Learning Techniques for Teaching Adult Residents in a Correctional Setting" (Henschke, Perry); "Effects of Educational Orientation and Psychological Type of University Faculty on Adult Learner Satisfaction" (Hynes); "May 7 Cadre School" (Lan); "Media Selection Model and Preadoption Evaluation Instrument for Distance Education Media" (Lane); "Women's College Alumnae of an External Degree Program" (Littrell); "External Evaluation: Balancing Humanistic Philosophy with Behavioristic Methodology" (Mason, Kersten); "Hans-Georg Gadamer and Tradition" (McKenzie); "Characteristics and Implications for Effective Orientation and Training of New Extension Field Staff" (Nolting, Broz); "Modeling Continuing Professional Education" (Oaklief); "Intentional Culture Change by Managers within an Organization: A Multiple Case Study Analysis" (O'Neill); "Needs Analysis Conducted for the Service Training Department of Cummins Engine Company, Inc." (Paine); "Examination of Learning Styles of County Officials" (Peterson); "Relationships among Preference for Educational Structure, Self-Directed Learning, Instructional Methods, and Achievement" (Russell); "Traditional and Reentry Women Nursing Majors: Motivational Factors, Vocational Personalities, Barriers and Enablers to Participation" (Scott, Murk); "Technology: A Stimulus to Policy Development in Adult and Continuing Education" (Sexton); "Research in Adult and Continuing Education" (Snoddy, Levine); "A Model for Utilizing Applied Business Research in a University Continuing Education/Extension Program" (Spikes); "Adult Education as a Discipline in the University" (Weinstock); "Learning Opportunities for Volunteers: The Relationship of Learning Styles to Participation" (Wiederhoeft); and "Motivation as Patterns of Interactive Factors" (Wood, Wood).

Middleton, Teresa (1986).  The Education Utility.  American Educator: The Professional Journal of the American Federation of Teachers, 10, 4. 

This electronic utility promises to instantly deliver to the classroom a vast array of constantly updated instructional materials--software, textbooks, news services, video, databases, reference sources, word processing, and spreadsheet tools--and to bring all of technology's capabilities together into one integrated system.

Midoro, V.; And Others (1988).  Interactive Video and Artificial Intelligence: A Convenient Marriage.  Programmed Learning and Educational Technology, 25, 4. 

Describes the theoretical framework of a research project aimed at exploring the new potentials for instructional systems offered by videodisc technology and artificial intelligence. A prototype of an intelligent tutoring system, "Earth," is described, and types of interactions in instructional systems are discussed as they relate to the learning process. (10 references)

_____. (1987).  Mightier than the Typewriter: Using the Computer To Teach Writing for the Mass Media. A Report on a Conference (1st, Syracuse, New York, December 2-4, 1986). 

Prepared from taped transcripts, this report summarizes presentations and panel sessions from a conference at Syracuse (New York) University that investigated the power that computers deliver to teachers and students of writing and editing, and the challenge of making the transition from typewriters to computers in the classroom. Titles of the chapters of the report are as follows: (1) "Buying Hardware: Hard Choices and Second Thoughts"; (2) "Choosing Software: First Pick Your Word Processor"; (3) "Networking in a Writing Lab"; (4) "How Different Is It? Making the Transition from Typewriters to Computers"; (5) "Evaluating Educational Software"; (6) "The Computer as an Audio-Visual Tool"; (7) "The Computer as a Reporting Tool; How 'Newsday' Uses Data Bases"; (8) "Coaching from the Sidelines: Using Style and Spelling Checkers"; (9) "To Check or Not to Check: How Much of a Role Should Style and Spelling Checkers Play in Writing Classes?" An afterword on the transitional nature of the conference topic concludes the report.

Miguel, Richard J.; And Others (1985).  Knowledge Development and Utilization: Getting Employability Research into Public Use. 

The Knowledge Development and Utilization project was created to facilitate the public use of research by educators and trainers in the employability development field. The research to be disseminated emanated from the Youth Employability Research Program findings concerning employer demand and schooling effectiveness for employability. A user-driven approach to knowledge utilization involved potential users in activities ranging from giving advice to translating the research for other practitioners. Project staff collaborated with 21 national associations to develop brochures, articles, and workshops. Although project staff had to develop first drafts and sometimes complete final drafts, practitioners participated in design and review of all materials. Local education agencies and project staff developed two inservice booklets, three classroom products, and a job search videotape for students. All school-based products were extensively enhanced by ideas and activities suggested by the educator in the field trials. In cooperation with 50 state education agencies, project staff conducted two audioconferences, using telecommunications to disseminate research findings. (A synopsis of insights is intended as a guide to a user-driven approach to communicating research through existing channels in national associations, inservice and classroom materials, and telecommunication using videotapes and audioconferences. Descriptions of materials produced are appended.) | [FULL TEXT]

Milevski, Sandra N. (1986).  Public Laws of the 98th Congress Relating to Information Policy. Report No. 85-215 S. 

This study enumerates statutes of the 98th Congress treating information-related concerns. Limited to public laws of a substantive nature, the topical overview of areas of congressional concern is divided into nine sections: (1) Federal Information Resources Management; (2) International Communications and Information Policy; (3) Telecommunication, Broadcasting, and Satellite Transmission; (4) Intellectual Property; (5) Library and Archives Policies; (6) Information Disclosures, Confidentiality and the Right of Privacy; (7) Computer Security and Crime; (8) Information Technology for Education, Innovation, and Competitiveness; and (9) Government Information Systems, Clearinghouses, and Dissemination. Brief consideration of parallel developments in the executive branch and private sector for 1983-1984 are included, along with significant laws from the 95th through 97th Congresses. Information policy public laws for 1977-1984 are listed by year in the appendix. | [FULL TEXT]

Miller, Allen H., Ed. (1980).  Freedom and Control in Higher Education. Research and Development in Higher Education, Volume 3. Papers presented at the Annual Conference of the Higher Education Research and Development Society of Australasia (6th, Australian National University, Canberra, Australia, May 3-6, 1980). 

Proceedings of a 1980 conference on freedom and control in Australian higher education are presented in seven parts: (1) government "control" of higher education; (2) freedom to learn; (3) accreditation, certification and the control of learning; (4) institutional constraints on freedom; (5) professional development of academic staff; (6) educational media; and (7) perspectives. Among the 34 papers are the following: "Quality and Equality in Education" (B. C. Teague); "Checks and Balances in a Federal System" (D. N. F. Dunbar); "Institutional Autonomy and State Co-ordination" (R. E. Parry); "Issues in Tertiary Teaching: The Use of Cognitive Models to Guide Teaching Method" (K. Mason); "Freedom to Learn: Designing Courses for Students Rather Than Teachers" (J. Powell);"Independent Study: A Viable Option" (L. Marshall); "Involving Students in Planning, Teaching and Evaluating Their Own Programmes" (M. F. Fogarty); "Undergraduate Medical Examinations: A Conflict of Interests" (G. I. Feletti); "Professional Accreditation" (E. Stokes); "Can the University Teach Environmental Studies?" (J. J. T. Evans); "Sources of Political Power in Academia" (B. Martin); "A Framework for Selection Educational Method in Work Organisations" (J. Martin); "Self Appraisal in Professional Development of Tertiary Teachers" (D. Boud); "Staff Development Workshops: Freedom and Control in Theory and Practice" (A. J. Dare); "Professional Development of Academic Staff: A Policy-Making Workshop" (B. W. Imrie and H. G. Murray); "Growth of Instructional Technology: Greater Freedom for the Learner?" (D. Unwin); "Effect of Packaged Learning Units on Students' Freedom to Learn" (D. Hlynka and P. Hurly); "Media Accountability: Keystone of the Freedom to Learn" (M. B. McLaren); "Freedom of Access to Learning Resources: The Challenge of Big Government and Big Business" (G. R. Brong); and "Student Learning Skills; Attitudes of Australian Academics in Universities and CAEs" (J. Bowden and J. Anwyl). | [FULL TEXT]

Miller, Eleanor (1982).  Starting a Telecourse Program. 

The development of new communications technology is likely to transform everyday life in the coming decades, and a central question for educators is whether and how such technologies can be used to advance the education of both the historically disenfranchised and of those who are already educated but desire or need more education. In an effort to meet the challenge of the video revolution, Luzerne County Community College (LCCC) launched a program in fall 1981 entitled "Telecollege," which offered 85 adults the opportunity to earn college credits through study at home. The possibility of the program was conceived by the Director of Learning Resources, who brought the potential uses of the new technology to the college's attention. Later, instructional television options were examined by an institutional task force and links were established with a local Public Broadcasting System (PBS) affiliate, which was planning to offer four telecourses. The Assistant to the Academic Dean was charged with specific responsibilities related to offering these PBS courses for college credit, including establishing and maintaining communication with PBS affiliates, institutional administrators and faculty, and the telecourse administrator and making arrangements for facilities, texts, and mail-in registration. After outlining aspects of program development, this paper concludes by examining alternate modes of program evaluation and areas where telecourse instruction might be expanded.

Miller, Gary E. (1986).  Adult Students, Technology, and General Education: New Tools for Curriculum Reform. 

It is argued that adult education and educational technology have the potential to catalyze the revitalization of general education, in which the curriculum is focused on the goals of developing the student's ability to solve problems, to make decisions, and to establish values. In support of this claim, it is noted that adult educators have addressed themselves to these goals--and have had the means to achieve them--for decades. It is further noted that educational technology (especially in the form of the "newer" technologies such as computer-assisted instruction and interactive video) has been increasingly used in the past decade to articulate these goals. It is concluded that this revitalization requires professionals in adult education and educational technology to recognize the catalytic potential of their fields within their own programs and institutions and to communicate that potential to others. (5 references)

Miller, Gary E. (1988).  Interactive Technologies and the Transformation of the Curriculum. 

It is noted, firstly, that instructional technology has had difficulty in finding its place in higher education, and secondly, that higher education is currently undergoing a transformation as it adapts to new social needs. This transformation is described as revealing itself in a resurgence of curriculum reform with emphasis on general education and in the growth of the adult student population. It is concluded that the transformation offers new opportunities for instructional technology, but also underscores the need to create a new community of interest that combines technologists, curriculum reformers, and adult learning theorists. (2 references)

Miller, Harold (1988).  An Administrator's Manual for the Use of Microcomputers in the Schools. 

This book provides school administrators with the basic information they need to understand the potential of the microcomputer as an educational tool in today's schools. It covers the general operating principles for microcomputers, describes the hardware, discusses the principles of programming and the programs available, and introduces computer vocabulary. After an introductory overview, two chapters are devoted to the role of school administrators and the uses they can make of microcomputers in the school offices. Chapter 4 addresses academic and societal uses of microcomputers, while chapter 5 addresses the evaluation of educational software, on the premise that administrators must be involved in the development of instructional programs involving microcomputers. Chapters 6 and 7 explain the basic operating principles of microcomputers in simple, concise terms. Included are a brief explanation of computer language and binary mathematics, a discussion of various input and output devices, and criteria for evaluating and selecting hardware. Four specific machines are compared to illustrate application of these selection criteria. The last section includes reports on representative uses of microcomputers already found in schools across the country. Also included are summaries of the various forms of computer educational literature, some representative conference activities, and assistance available from academic and business institutions. Appended are the following: (1) a list of additional resources for computer users; (2) a discussion of important points for administrators when installing their programs; (3) specific instructions for using prepared programs and an introduction to BASIC; and (4) a short sample of a simple program.

Miller, Jerry W. (1981).  Accreditation and Technology Issues. 

Accreditation issues raised by the use of educational technology not being substantially different from those raised during the decade of the seventies by the nontraditional education movement, there are several lessons about accreditation issues which are applicable to both movements. For example, credentialing and accreditation issues are inseparable. The major concern of accrediting should address the question of whether the recognition conferred--a degree, certificate, or course credits--actually are a proxy for validated learning. If the educational outcomes of instruction by educational technology are intended to be credit applicable towards a degree, testing and certification should go hand-in-hand with course and curriculum design. This involves qualified faculty. However, assuming that not all instruction available through educational technology will be sponsored by colleges and universities, thought should be given to adapting the ACE credit equivalency recommendation process or the CLEP model to help the learners achieve recognition by accredited colleges and universities. The beneficial aspects of formal recognition for learning should not be overlooked. Degrees, and even course credits, are social accolades for learning which motivate people to learn.

Miller, Juliet (1983).  Communications Technologies in Adult, Career, and Vocational Education. Overview: ERIC Fact Sheet No. 22. 

This fact sheet provides an overview of the potential effects of new communications technologies on education. The topics which are addressed include: (1) examples of communications technologies including television, teletext and viewdata, Instructional Television Fixed Service and Multipoint Distribution Services, videodiscs, direct broadcast satellites, and personal computers; (2) influences these technologies will have on the workplace and on the demand for education; (3) ways that they will affect teaching methods and instructional delivery systems; and (4) potential effects they will have on the role of the educator. Four papers upon which this fact sheet is based (see note) are cited along with three additional resources, two of which are available from the Educational Resources Information Center (ERIC) system. | [FULL TEXT]

Miller, Max D. (1987).  Simulations in Medical Education: A Review.  Medical Teacher, 9, 1. 

Simulations provide practice in aspects of care without harm or inconvenience to the actual patient. Five types of simulations have been identified that vary in their fidelity to real situations - written simulations, three-dimensional models, computer-based patient management problems, multi-media approaches and simulated patients. Uses and design problems are considered.

Miller, William F. (1989).  Instructional Technology: The Chinese Approach.  TechTrends, 34, 1. 

Describes the current state of instructional technology in Chinese universities. Topics discussed include organizational patterns in audiovisual centers; the use of various media, including film, videotapes, overhead projectors, and television; the use of technology in language instruction; audiovisual equipment and appropriate technology; and software development, copyright, and piracy.

Miller, William F. (1989).  So You Want to Work in China?  TechTrends, 34, 1. 

Describes the experiences of an American professor who participated in an exchange program with a Chinese university to work in the audiovisual center, teach English, and study the use of instructional technology in Chinese universities. Cultural differences are discussed, and the need for cultural sensitivity is emphasized.

Millett, M. L., Jr.; Holloway, R. B. (1980).  Research In Industry and On Campus.  Engineering Education, 70, 6. 

Contrasted are industrial research and university research. Highlights include a description of the role of research in industry, as in new product development; an examination of positive and negative effects of research on engineering faculty selection and advancement; and a discussion of industry's expectations of new graduates as able researchers.

Mills, Helen; DeJoy, Judith Klippel (1988).  Applications of Educational Technology in a Self-Directed Learning Program for Adults.  Lifelong Learning, 12, 3. 

The authors describe their observations, as administrators of the Personal Adult Learning Lab at the University of Georgia, about the role of educational technology in adult self-directed learning and the adult learner's reaction to technology. The ways in which the lab is using computer-assisted instruction and interactive video technology are discussed.

Milne, J. A.; Anderson, J. S. A. (1984).  The Microelectronics Education Programme--Dissemination and Diffusion of Microelectronics Technology in Education.  Programmed Learning and Educational Technology, 21, 2. 

Describes the Microelectronics Education Programme, a development program which embodies the building of a springboard for the dissemination of microelectronic innovations that will benefit education. Springboard activities discussed in detail include information dissemination through regional information centers, inservice teacher training, and the publication and distribution of materials.

_____. (1986).  Minnesota Technology Demonstration Sites. 

Reasons for the importance of using technology in education and problems encountered by Minnesota schools in maximizing the potential of modern technology are discussed in the introduction to this report, which also summarizes actions taken by the state legislature to support technology utilization, inservice training for the use of technology, courseware package evaluation, courseware purchase, courseware package development, and technology demonstration sites. Programs at the 20 demonstration sites in the state are then described individually, including their technological focus, objectives, areas of research, and a contact person. The various technologies that can be observed at the sites are noted, including: (1) microcomputers; (2) networked computer labs; (3) computer literacy and programming curricula, K-12; (4) instructional television; (5) teleconferencing; (6) automated libraries; (7) computer software; (8) video production; (9) two-way interactive television; (10) satellite telecommunications; (11) robotics; (12) computer networks; and (13) online databases. Line drawings are used to illustrate many of the individual reports.

(1981).  Miscellany.  Arithmetic Teacher, 29, 1. 

This section has four topics: (1) sample mathematical competency problems for Indiana Elementary Teachers circa 1920; (2) an unusual problem suitable for calculators; (3) a unique way for teaching rounding off numbers; and (4) student construction of problems that create words on calculator displays when they are turned upside down.

Misanchuk, Earl R. (1987).  Desktop Publishing: A Sober Second Look at the Latest Local Production Fad. 

Arguing that the history of the field of educational technology has been one of glorious promises, many of them only partially fulfilled, this paper presents the premise that desktop publishing (DTP) is just another production fad that will have little lasting effect on the quality of education. Potential benefits of DTP are described as: (1) increased availability of higher quality printed learning materials for classroom use; (2) quick and easy modifications; (3) lower cost of production; (4) more exciting printed materials; (5) increased emphasis on visual communication; and (6) increased sales of computer hardware and software. The potentially detrimental effects are identified as badly-designed materials, duplication of effort, and costs of purchasing and maintaining the software/hardware. Both the current and the historical roles of educational technology in teaching are reviewed, and educators are urged to consider DTP in the context of past experiences with educational innovations. A 16-item reference list is provided. | [FULL TEXT]

Mitchell, Alison C. (1982).  Using Microcomputers to Help Teachers to Develop Their Assessment Procedures: A Development Project Report.  Programmed Learning and Educational Technology, 19, 3. 

Describes a Scottish project--"School-based assessment using item banking"--investigating the feasibility of producing computer-based test marking and reporting facilities. Teachers would construct their own tests from item banks and carry out diagnostic assessment and criterion-referenced measurement to evaluate students with SCRIBE, a new microcomputer package.

Mitchell, Charles E.; Blume, Glendon W. (1980).  An Introduction to Calculator Logic Systems.  Mathematics Teacher, 73, 7. 

Each of the hand-held calculator logic systems found on the market today is introduced, along with some of the advantages and disadvantages of each. The systems reviewed are: arithmetic logic, algebraic logic-no hierarchy, algebraic operating system, and reverse polish notation.

Mitchell, Maurice; Nelson, Tom (1982).  The Design of an Extended Learning System for the Des Moines Area Community College. 

In January 1981, a committee at Des Moines Area Community College (DMACC) began work to design a system to deliver non-group instruction to homes, businesses, and other off-campus sites. The committee first established criteria for the program to ensure that the Extended Learning System (ELS) would be compatible with and complementary to other college services. Next, interviews were conducted with DMACC staff, local business representatives, and prospective and current students to determine the problems and needs that could be addressed by formal ELS to expand DMACC's existing telecourse program. Based on the needs analysis and information gathered from other schools with ELS programs, objectives for the new ELS were established and an expanded program designed. This design incorporates a curricular component which covers course selection and scheduling and the evaluation of course offerings, future offerings, and system effectiveness; and an administrative component which promotes the curriculum, provides for faculty, recruits and enrolls students, and coordinates activities. The committee established a timetable for the implementation of ELS components including an extended learning center, promotion, expanded cable coverage, on-campus ELS, correspondence and radio courses, and computer assistance. In addition, the committee analyzed the potential costs and benefits of the ELS and prepared recommendations. Appendices present results of the planning session, executive review, and needs analyses.

Mitchell, P. David (1989).  The Future of Educational Technology Is Past.  Canadian Journal of Educational Communication, 18, 1. 

Discusses the field of educational technology and the need for new perspectives on the processes of learning, teaching, and doing research. Topics discussed include the scope of education; goal-directed feedback; control system theory; cybernetics and general system research; self-instruction; and suggestions for future planning for educational technology. (23 references)

Mitzel, Harold E. (1981).  On the Importance of Theory in Applying Technology to Education.  Journal of Computer-Based Instruction, 7, 4. 

Argues that a well-articulated theory of instruction provides a guide for the evaluation of computer-assisted instructional systems by helping to define the criteria. Individual differences, responsive environment, criterion-referenced education, and cognitive psychology are discussed in reference to adaptive education. Thirteen references are listed.

Mizokawa, Donald T.; Hamlin, Michael D. (1984).  Guidelines for Computer-Managed Testing.  Educational Technology, 24, 12. 

Suggestions for software design in computer managed testing (CMT) cover instructions to testees, their physical format, provision of practice items, and time limit information; test item presentation, physical format, discussion of task demands, review capabilities, and rate of presentation; pedagogically helpful utilities; typefonts; vocabulary; and error traps.

Mizokawa, Donald T.; Levin, Joel (1988).  Standards for Error Messages in Educational Software: An Initial Proposal.  Educational Technology, 28, 1. 

Presents a set of guidelines for the display features and content of information that should be given to the learner in a computer-generated error message. Examples of common errors and suggested message displays are given. (8 references)

Mockovak, William P. (1983).  Integrating Training and Manual Design Using Job Aids.  Educational Technology, 23, 2.

Modesitt, Kenneth L. (1989).  Lessons Learned in Computer-Based Learning. 

This personal account of the development of computer-based learning from the 1960s to the present argues that the 1960s were a period of gestation. Instructional applications of computers at that time included efforts to simulate physics experiments and the debut of the PLATO system, which already had the ability to deliver interactive instruction via a computer located miles away. Computer-assisted instruction (CAI) spread to academia in the 1970s, with CAI courses and PLATO workshops being held for both university faculty and students early in the decade. Students were enthusiastic about the system, and faculty at Indiana University-Purdue University at Fort Wayne teamed with students trained in the Tutor language of PLATO to develop CAI materials. PLATO materials were used in the implementation of the personalized system of instruction in the classroom, which involved mastery learning, self-paced instruction, lack of lecture, written material for each unit, and peer tutors. No longer considered 'toys,' and accepted for use in university environments, computer-based training was introduced into the work setting in the late 1970s to meet corporate training needs. The early 1980s saw computers finding widespread applications in both the school and the home with drill-and-practice lessons and small computer games. Software was developed for the home market, and PLATO materials for a large time-shared mainframe were adapted for use with a home computer that could be tied into a larger network at times. The focus on commercial markets for CAI continued in the late 1980s, technology was refined, and more and more applications in a variety of settings were developed. Predictions for the 1990s include a resolution of the schism between those who view CAI as helping people to learn how to do something, and expert systems, as helping people to do something directly. (23 references)

Moe, Alden J. (1980).  Analyzing Text with Computers.  Educational Technology, 20, 7. 

Reviews the literature and examines the state of technology for computer based text analysis. The computer capabilities of several available text analysis programs are presented.

Moeller, Joseph J., Jr. (1986).  Personal Ownership of Computers at Stevens Institute of Technology.  Engineering Education, 77, 3. 

Describes the comprehensive, college-wide approach to integrating computers in the curricula at Stevens Institute of Technology (New Jersey). Reviews how the personal computer ownership aspect of the program had an impact on the institution's organizational structure, faculty, and student body.

Moffat, Hazel (1988).  The Educational Use of Museums: An English Case Study.  History and Social Science Teacher, 23, 3. 

Discusses the establishment and function of the Museums Committee of Her Majesty's Inspectorate, a committee which was formed to encourage the effective use of England's museums. Describes the various programs initiated by the committee, focusing on the best practices of the schools using museum resources.

Mojkowski, Charles (1983).  Guide to Software Selection Resources: Part One. Educational Technology Resources in New York State. 

First in a series designed to provide teachers and administrators with a reference tool for identifying, evaluating, and selecting software for use in computer-based teaching and learning, this guide describes those resources available through the New York State Education Department and regional services throughout New York. The activities and services of the Center for Learning Technologies (CLT) are highlighted, followed by a description of Demonstration and Technical Assistance Centers and of the CLT's efforts to improve the quality of commercially available hardware. A report on activities conducted to plan and test a statewide telecommunications network emphasizes how the proposed network would facilitate the exchange of information in educational software and technology applications. Two other support resources are discussed, the Media Distribution Network and Computer Training Labs, which provide materials and professional development resources designed to help practitioners bring technology into the classroom. A general purpose glossary and a 38-item bibliography are included. Appendices provide a list of software publishers participating in CLT software initiatives and software publishers who attended a 1982 New York State Department of Education conference. | [FULL TEXT]

Mojkowski, Charles (1984).  Computer Applications Planning. A Guide to Planning and Implementing a District-Wide Computer Program. 

Designed to help school districts move from exploring the use of computers in the classroom to the comprehensive planning and development of computer education programs, this guide is organized around five steps essential to the process of developing a district program. Phase 1 includes the following preliminary activities involved in planning for technological change: (1) forming a planning committee, (2) establishing broad direction, (3) conducting orientation activities, (4) compiling an inventory of current computer applications, and (5) identifying the planning resources needed. Phase 2, "Integrating Computers into the Curriculum," requires developing broad goal and student competency statements, setting planning priorities, and developing curriculum objectives and instructional strategies and applications. Following phase 3, which involves identifying required and actual faculty competencies and establishing a staff development program, phase 4 is devoted to preparing procurement specifications for software and hardware acquisition. The fifth and last phase involves providing for program coordination and implementation by developing logistical, materials, and equipment support systems. The guide's final section, "Looking Ahead," includes a checklist for each stage of the planning and implementation process. Each of the guide's sections on the five major phases concludes with bibliographical information on supplementary readings. | [FULL TEXT]

Mojkowski, Charles (1985).  Ten Essential Truths to Help You Plan for Technology Use.  TechTrends, 30, 7. 

Discusses some of the complexities that educators must address if the potential of educational technology is to be realized. Topics include computers as tools; technology as a curriculum revitalization catalyst; teacher and administrator training; microcomputer limitations; computer literacy definition; computer education program evaluation; software inadequacy; and educational planning and change.

Molenda, Michael (1986).  Toward Transformation: How the Use of Technology to Improve Instructional Productivity Depends on Classroom Structural Reorganization. 

Although both the products and processes of technology have provided many means for better and faster learning at a lower cost, technology has not been implemented enough in elementary and secondary schools to make a difference in overall productivity. This is due to a basic contradiction between the organizational structure of today's schools and the organizational structure necessary for the implementation of technology in a cost-effective manner. Studies documenting the use of technology in schools have found that: (1) students use audiovisual and computer media a very small proportion of school time; (2) software typically used does not match curriculum objectives; and (3) teachers choose simpler media because of the many complex tasks they must perform. Technology will never be able to improve cost-effectiveness as long as school structures are based on instruction being controlled and delivered by teachers. What is needed is an instructional system in which: (1) classrooms are reorganized so that the tasks of teaching can be redistributed among different specialized workers; (2) computer-assisted instruction (CAI) and/or computer-aided design (CAD) are used to reduce costs; and (3) materials that have been tested and validated can be shared through mass media, rather than having each teacher design, produce, and implement materials just for his or her own classroom. | [FULL TEXT]

Molnar, Andrew R. (1981).  The Coming of Computer Literacy: Are We Prepared for It?  Educational Technology, 21, 1. 

Offers an overview of issues pertaining to societal readiness to cope with the information explosion. The need for computer literacy, an examination of computers in education, and the role of the National Science Foundation in computer literacy programs are discussed.

Molnar, Andrew R. (1982).  The Search for New Intellectual Technologies.  Technological Horizons in Education, 10, 1. 

Among the topics discussed relating to demands on business/industry/education resulting from the "pull" of the information explosion are: frontiers of knowledge, research on educational television, computer-based learning, intelligent videodiscs, quality of learning, science education/cognitive research, misconceptions, motivation, structure of knowledge, computer-based/expert-novice models, "expert systems," spatial data management, and broad/narrow cast systems.

Monaco, Jenny; MacDonald, Lesley (1984).  IT in Educational Administration and Management. CET Information Sheet No. 9. 

This document provides information on the use of information technology (IT) to assist in educational management and administration, considers where future developments may lead, and provides definitions of IT and its elements--information handling, communications technology, and information transformation. The involvement of the Council for Educational Technology (CET) in investigations of the use of IT for helping school administrators and teachers with administrative tasks is described and a number of tasks now being performed by computers are listed. The recommendations resulting from a seminar convened at CET to discuss the organizational, technical, and informational aspects of introducing IT into the schools are provided, and some factors to be considered when purchasing or developing computer-based educational administration and management systems are suggested. Also included are lists of sources for further advice and information; software suppliers; magazines, journals, and books on IT; and institutions currently or recently involved in research. A list of Microelectronics Education Programme (MEP) Regional Information Centres is appended.

Monk, David H. (1988).  Disparities in Curricular Offerings: Issues and Policy Alternatives for Small Rural Schools. Policy Issues. 

This review explores the debate on optimal school size and discusses policy options available to states for expanding curricular offerings in small rural schools. Policy options are divided into three broad categories: traditional, modified traditional, and nontraditional. The report explores the possibilities available under each approach, documents instances where various policies have been pursued, and offers speculation regarding largely untried alternatives. The traditional approach reflects the belief that low enrollment levels contribute to inadequate program offerings. Policies falling under this rubric include mandates for small districts to consolidate into larger ones. The modified traditional approach is similar except that it is more tolerant of locally developed means of raising enrollment levels. The nontraditional approach differs substantially from the other two because it places less emphasis on low enrollment as the primary source of difficulty for small rural schools. Instead, problems are viewed as having more to do with the utilization of available technology, the quality and nature of teacher resources, low fiscal capacity, and nonsize-related features of ruralness (such as isolation). The goal of the nontraditional approach is to address more directly the perceived causes of difficulty rather than to increase school sizes. It calls for further development of instructional technologies, more creative uses of itinerant services, alternative scheduling (such as the four-day week), and programs designed to enhance diversity. The document takes the position that each of the three policies holds promise, and pays particular attentions to the possibilities associated with residential schools (the traditional approach), locally designed reorganizations (the modified traditional approach), and the use of instructional technologies (the nontraditional approach). | [FULL TEXT]

Monk, David H.; Haller, Emil J. (1986).  Organizational Alternatives for Small Rural Schools. Final Report to the Legislature of the State of New York. 

This report provides an overview of a two-year study which analyzed reorganization/consolidation of small rural school districts, studied alternatives of inter-district resource sharing and new instructional technologies, and developed recommendations for changes in state laws/procedures. Researchers studied 11 small rural school districts in New York State, conducted interviews, studied community histories, analyzed statewide data, and reviewed research literature. Four conclusions emerged: (1) substantial problems existing in small rural school districts significantly disadvantage students, yet small districts provide important educational advantages to pupils and communities; (2) New York promotes district reorganization as the preferred solution to small rural school problems; (3) district reorganization has serious deficiencies and the state should not artificially encourage reorganization with financial incentives; and (4) neither resource sharing nor new technologies will solve problems related to school size. The report recommends 3 broad changes in state policy and 12 specific changes in state procedures/laws; the 3 broad changes are: (1) unbiased consideration of reorganization, (2) provision of additional organizational alternatives, and (3) state acceptance of financial responsibility for costs of expanding educational opportunities in small rural schools. Chapters discuss history of schooling in New York State, describe methodologies and towns/schools studied, examine politics/experiences of district reorganization, and explore resource sharing and innnovative technologies. | [FULL TEXT]

Monk, Des (1988).  Recent Developments in Computer Aided Learning: A Case Study. Research Papers in Economics Education, Number 13. 

This paper explores the changes that have occurred in computer aided learning in economics and business education between 1983 and 1988. Evidence is presented from interviews with leading software publishers, a survey of colleges in Hertfordshire (England), classroom observations, and interviews with lecturers. The main conclusions are that a wide range of software is currently available and that much of it is more appropriate for the average student than was the first generation of software. However, the existence of an information gap has meant that teachers often do not know about the available software, nor do they necessarily know how to make the best use of it. Economics and business studies students still receive only a handful of hours of computer assisted training per year. Economics teachers are more likely to have their own microcomputers. Ironically, this has not yet led to a significant increase in computer aided learning during the 1980's. Logistical difficulties seem to have hampered such a development.

Montague, Elaine C.; King, Richard A. (1985).  Which Computer Competencies Are Needed Most by School Managers? A Comparison of the Views of Computer Experts and School Principals.  Educational Technology, 25, 3. 

Compares two surveys--one of school administrators and one of computer experts--on perceptions of priorities among computer competencies for school administrators. Analysis includes importance of computer literacy; programing, application, hardware/software, and resource acquisition skills; and awareness of training needs. Experts were found to be in greater agreement on competencies.

Moonen, Jef (1985).  The Dutch Informatics Stimulation Plan: Activities of the Center for Education and Information Technology.  Educational Technology, 25, 11. 

Describes organizational structure and activities of the Center for Education and Information Technology (Netherlands), a national organization for exchange and distribution of the latest scientific and technical developments in information technology and its application in education, and a service institute to better the use of educational technology and stimulate its functioning.

Moonen, Jef (1989).  Involvement and Information: Fifteen Challenges for Computers in Education.  Educational Technology, 29, 12. 

Discusses issues relating to the use of computers in education. Topics discussed include computer laboratories; teacher training; educational software; multimedia learning materials; experimental school projects; integration of computers into secondary schools; the use of computers for school management; future international projects; and student assessment methods.

Moore, D. M.; And Others (1986).  Media Research: A Graduate Student's Primer.  British Journal of Educational Technology, 17, 3. 

Intended to provide the novice media researcher with an introduction, review, and current thinking on media-related research, this article traces the historical emphases and development of such research, discusses its positive and negative aspects, and presents recommendations by practitioners and researchers, as well as directions for future research.

Moore, David M. (1981).  Educational Media Professionals' Perceptions of Influence and Prestige in the Field of Instructional Technology: A National Survey.  Educational Technology, 21, 2. 

Educational media professionals were asked to rank-order individuals, positions, institutions, and journals in the general field of instructional technology for this survey of 350 members of the Association of Educational Communications and Technology (AECT). Responses to the six questions designed to determine centers of influence and prestige are summarized and discussed.

Moore, David M.; Braden, Roberts A. (1988).  Prestige and Influence in the Field of Instructional Technology.  Performance and Instruction, 27, 3. 

Presents results of a survey concerning peer perceptions of influence and prestige in instructional technology. Members of the Association for Educational Communications and Technology (AECT) and the National Society for Performance and Instruction (NSPI) completed questionnaires to determine the most influential people, positions, training institutions, publications, and factors that determine influence.

Moore, Dennis (1983).  What Should Computers Do in the Writing Center? 

The computer applications that hold most promise for writers form a large class of utility programs, including word processing and text editing. However, the computer can pose some problems for the student in the writing center. What proportion of writing center students arrive ready to work at the keyboard? Will learning to type present special problems to students already alienated from writing? What learning will students transfer from computer assisted writing to the old fashioned kind done with pencil? The computer can tell how long the sentences are and can calculate a readability rating according to a mathematical formula, but it cannot take into account factors far more relevant to communication. It is by no means clear how stylistic programs would aid progress toward the primary goals for writing center students--fluency and development of ideas, sense of audience and voice, or shaping and copyreading, to name a few. Human dialogue programs are even more difficult to assess since they differ greatly, not only in quality but also in subject, and range from teaching logic to leading a student through heuristic procedures for invention. The computer may not be the great panacea for the problems students bring to the writing center. Teachers should take a critical attitude toward educational computing--continuing to learn about it while asking questions. Pedagogy should take precedence over technology.

Moore, Gwendolyn B.; And Others (1985).  Robotics, Artificial Intelligence, Computer Simulation: Future Applications in Special Education. 

The report describes three advanced technologies--robotics, artificial intelligence, and computer simulation--and identifies the ways in which they might contribute to special education. A hybrid methodology was employed to identify existing technology and forecast future needs. Following this framework, each of the technologies is defined, considered in terms of the state of the art, discussed according to ratings of scenarios by a panel of technology and special education experts; and predictions are made for the likelihood of those scenarios. Near-term applications are identified: an object and mechanical device manipulating robot to help students perform independently daily living or vocational activities (robotics); a clinical diagnostic expert system to help in screening, diagnosis, and placement (artificial intelligence); and a personal management simulator to teach students about practical living skills (computer simulation). A series of eight conclusions are offered, including that certain applications of artificial intelligence and computer simulation appear more promising, in the foreseeable future, than those in robotics; that some significant technical and cost barriers exist; and that most of these barriers are generic to all applications of the technologies, not solely to special education settings. Appendixes contain summaries of industrial applications for which in-depth reviews were conducted, a questionnaire for expert panelists, instructions to panelists for developing scenarios, and scenarios of technologies in special education. | [FULL TEXT]

Moore, Gwendolyn B.; Yin, Robert K. (1985).  Identifying Advanced Technologies for Education's Future. 

A study to determine how three advanced technologies might be applied to the needs of special education students helped inspire the development of a new method for identifying such applications. This new method, named the "Hybrid Approach," combines features of the two traditional methods: technology-push and demand-pull. Technology-push involves creating new technologies before markets are identified; demand-pull strategies focus on identifying user needs and developing technologies to meet them. The hybrid approach identifies existing applications of technology in one field and forecasts their future applicability to situations in another field. Five steps are involved: (1) defining the technology, (2) identifying current uses of the technology, (3) obtaining specialists' views of the potential applicability of the current uses to new settings, (4) rating the scenarios developed in the previous step according to their chances for success, and (5) disseminating information about the potential uses found. A modified Delphi technique was used for the hybrid approach in the study. This paper draws on one aspect of the study (concerning applications of artificial intelligence technology to special education) as an illlustration of the workings of the process. | [FULL TEXT]

Moore, Jack (1985).  Technology Is Not Magic.  Exceptional Parent, 15, 6. 

The author reminds readers that computers are only tools, and that people make the technological adaptations work for adults and children with disabilities.

Moore, Joseph (1986).  Direct Instruction: A Model of Instructional Design.  Educational Psychology, 6, 3. 

Relates research on instructional sequencing and type of knowledge to be learned to a model of direct instruction. Maintains that the studies reviewed provide powerful support for the direct instruction approach to many kinds of learning. States that the model provides a partial understanding of the complexities of instruction.

Moore, Michael (1981).  Educational Telephone Networks.  Teaching at a Distance. 

The logical development of today's distance teaching systems is seen as an international network based on satellite telecommunications technology. It is suggested that Open University students will be able to participate in telephone tutorials in a huge nationwide system, using private lines and special amplification equipment.

Moore, Michael G. (1986).  Purpose and Practice of Home Study in the 1990's. 

This overview of distance education in the present and future begins by defining the concept of home study and briefly tracing its history from the 19th century to the present. Several distance education institutions around the world are mentioned, including Great Britain's Open University. In the United States, the work of the Annenberg/Corporation for Public Broadcasting project and the growth of networks and consortia of institutions for delivering distance education are identified as important recent developments. The impact of new technologies and the growing need for lifelong education are noted, and it is suggested that home study programs at the local, state, and national levels will develop in response to changing needs. Characteristics of the media available for distance education and ways in which they can be used are outlined; however, it is predicted that the printed word--the study guide and correspondence assignment--will remain the most important medium for home study. Elements of good design for course and printed materials are discussed in the contexts of structure, self-sufficiency, "personality" (the ability to give students a sense of excitement), and the provision of space for students to explore more widely outside the course and to use their own experience. The provision of support and counseling services for distance learners is also considered. A review of the current state of research in the field together with educational and research goals for the future concludes the paper. | [FULL TEXT]

Moore, Omar K. (1980).  About Talking Typewriters, Folk Models, and Discontinuities: A Progress Report on Twenty Years of Research, Development, and Application.  Educational Technology, 20, 2. 

Reviews the Clarifying Environments Program, the goal of which was to develop an empirically grounded theory of human higher-order problem solving. Four problem areas discussed are: communication and educational technology, analysis of human interaction and higher-order problem solving, applications, and heuristic-theory development.

Moore, Richard L.; Shannon, Michael C. (1982).  Meeting Needs for Continuing Education through Advances in Technology.  Lifelong Learning: The Adult Years, 5 n6 p4-6, 35 Feb 1982. 

Reports the results of a survey of the use of videotape programming in continuing pharmaceutical education. Examines sources of media, participant interest, problems, costs, and implications of technological developments for continuing education professionals.

_____. (1980).  More Hands for Teachers. Report of the Commissioner's Advisory Committee on Instructional Computing. 

This overview of the role and impact of computers on education and instruction examines: (1) computing applications for instruction, types of computer systems for instructional computing, and current instructional computing uses; (2) planning for future implementation of instructional computing, management concerns, and implementation issues; and (3) instructional computing costs, cost effectiveness analysis, and comparative costs of computer systems for computer-assisted instruction. The conclusions and recommendations of the report concern the assumptions on which Florida public policy should be based, policy formulation, priorities for the implementation of policies, and support of the policy implementation. References are listed. | [FULL TEXT]

Moran, Charles (1983).  Word Processing and the Teaching of Writing.  English Journal, 72, 3. 

Examines the implications of word processing technology for the English teacher.

Morehouse, Diane L. (1987).  Evaluating Interactive Television: Methods, Findings and Issues. Analysis Based on Evaluation of Minnesota's Technology Demonstration Program 1983-1987. 

This study evaluates interactive television (ITV) demonstration projects placed in Minnesota schools to minimize educational inequities between small, large, urban, and suburban districts. The basic data gathered for the first evaluation included exploratory interviews, document reviews, and case studies. The study found significant implementation delays caused by technical planning, negotiations of inter-district and inter-agency agreements, fundraising, and other factors. Student achievement analyses showed no consistent statistically significant difference in test scores. The paper concludes that the television medium and delivery of course content had no significant impact on student achievement levels. A great deal of interaction between students and teachers during the televised deliveries was observed, and students expressed very favorable attitudes toward the ITV classes. Teachers also expressed generally favorable attitudes about the technology, although they offered caveats involving participation and preparation. The implementation of ITV systems affects school districts in at least three ways: (1) it requires and promotes cooperation among districts; (2) it permits districts to offer an enlarged curriculum; and (3) it provides opportunities for expanded community and adult education. Minnesota's demonstration program has allowed, at least in the short term, the continued independent survival of a number of school districts that would otherwise have been forced to consolidate their programs. | [FULL TEXT]

Moreland, Neil; And Others (1988).  Governmental Initiatives in Staff Development.  Programmed Learning and Educational Technology, 25, 2. 

Six articles highlight governmental initiatives to encourage staff development in the United Kingdom. The Grant-Related In-Service Training Scheme (GRIST) is described from the perspectives of sponsoring institutions and local education authorities; course approval criteria established by government are reviewed; and teacher education through inservice teacher education (INSET) is discussed.

Morgan, Alistair (1983).  Theoretical Aspects of Project-Based Learning in Higher Education.  British Journal of Educational Technology, 14, 1.

Morgan, Alistair; And Others (1980).  The Work of the Study Methods Group. Report No. 1. 

This report describes the work of the Study Methods Group, which uses qualitative research methodologies to determine how Open University students approach learning and why they adopt a particular approach. Research considers student orientation to learning, the relationship of learning outcomes to learning approach, and student development as learners. The report also discusses other evaluation methods and research on student learning.

Morgan, Alistair; And Others (1980).  Students' Approaches to Studying the Social Science and Technology Foundation Courses: Preliminary Studies. 

The way that Open University students study technology (T100) and social science (D101) foundation courses was investigated using an inventory developed at Lancaster University. A comparison of study approaches of Open University and conventional university students, and data derived from student interviews were analyzed. The Lancaster inventory, which is appended, contains 16 scales that describe the four aspects of how students approach studying: meaning orientation, reproducing orientation, achieving orientation, and learning styles and pathologies. The way that recent research on student learning has been incorporated into the inventory is also addressed. The Open University study sample consisted of 153 T100 students and 204 D101 students. In addition to analysis of survey results, a small number of students were interviewed about their approaches to studying. Based on factor analysis, it was found that Open University and conventional university students approach studying in similar ways: the two main factors for both groups were "reproducing" and "meaning" orientations. However, D101 and T100 students are more similar in their study approaches than are conventional students of engineering and psychology. The evidence appears to suggest that Open University students have a greater interest in their studies and lower extrinsic motivation as well as a greater tendency towards a surface approach.

Morgan, Alistair; And Others (1981).  What Do Open University Students Initially Understand About Learning? Study Methods Group Report No. 8, 1981. 

The conceptions of learning of 29 students enrolled in the Social Science Foundation course of Open University, Great Britain, were analyzed in relation to the five conceptual categories of learning reported by Saljo (1979). The first three of these concepts describes learning as an increase in information, knowledge as external to the student, and the process of learning as involving the transfer of knowledge from an external source to the heads of the learners. In contrast, the essence of the other two of Saljo's concepts seems to be that knowledge is construed by individuals as a result of an active effort on the part of the learner. It is suggested that the difference between these two broad concepts is very similar to the distinction between surface and deep level approaches to learning tasks identified by Marton and Saljo (1976). A deep approach is usually but not always required by Open University course materials; yet, some of the students had little awareness of these different demands. Students who adopt a surface approach to studying concentrate on trying to remember as much detail as possible rather than on trying to understand the overall meaning. The students' descriptions of learning, some of which are included, were found to fit easily into the framework Saljo offers. It is suggested that students' concepts of learning seem likely to be linked to students' approaches to individual study tasks and to their orientation to study. Understanding subject matter as a goal in itself and understanding as a route to personal development are study orientations that are similar to Saljo's conceptions of learning as the neutral abstraction of meaning and learning as the understanding of reality in a personally relevant way.

Morgan, Alistair; And Others (1982).  Variations in Students' Approaches to Studying.  British Journal of Educational Technology, 13, 2. 

Describes an investigation of student approaches to study and briefly relates the results to the need for instructional improvement. Open University students in England were interviewed to determine their study habits and two approaches were identified: deep-level (relating ideas and constructing meaning from learning materials) and surface-level (memorizing details).

Morgan, James M. (1983).  Educational Technology in Ohio School Districts: A Report of Survey Results. 

To gain some perspective on the current interest in and use of educational technology, the Ohio Department of Education awarded a grant to the Cincinnati Public Schools to conduct a survey on the uses of new technologies in school districts throughout the state. The results of that survey are summarized in this report by the following topics: computer-assisted instruction, computer-managed instruction, computer-based learning, student academic records, student non-academic records, cable and broadcast television, video technology, microcomputers by school level, microcomputer funding, microcomputer brands, purchase policies, staff training, sources of training, program organization, and mainframe computers. Data tables illustrate problems and benefits associated with the use of educational technology, and a 20-item summary presents the major findings of the survey. Five appendices present data for survey responses by type of district, size of district, district per pupil expenditure, and joint vocational school results, and provide the survey questionnaire. Also included are references for computer-assisted instruction, computer-based learning, and program development and implementation.

Morgan, Robert M. (1981).  Job Corps Innovations in Retrospect.  Performance and Instruction, 20 n4 p21-23, 36 May 1981. 

Characterizes the Job Corps experience as the first significant application of the systems approach to instructional development, and discusses the project's mission, trainees, training environment, training programs, needs assessment, student learning units, group training techniques, effectiveness in preparing trainees for jobs, and cost benefits.

Morgan, Robert M. (1989).  Instructional Systems Development in Third World Countries.  Educational Technology Research and Development, 37, 1. 

Discusses the improvement of educational programs in developing countries. Highlights include systems analysis in education; education and national resources; instructional systems design (ISD) and improved efficiency; programed learning and teaching; and a development project to improve the efficiency of Korean elementary schools. (33 references)

Morrill, Paul H.; Spees, Emil R. (1982).  The Academic Profession. Teaching in Higher Education. 

Teaching in higher education is examined in terms of the normal duties and responsibilities of the college instructor, some of the newer instructional patterns and innovations, educational technology, and skills needed to guide the learning process. Chapters include: the context of higher education; roles in the academic profession; basic concepts; learning theories; planning to teach and classroom strategies; teacher characteristics; the innovative instructor; creativity and motivation; general teaching model; strategies for learning; educational technologies and course designs; aspects of research and compatibility with teaching; service in the profession; college and university governance; professional/educational associations; unionization and collective bargaining; academic freedom and tenure; evaluation in the academic profession; faculty development; and issues and reforms. It is suggested that higher education will have to constantly evaluate itself in terms of service to the community and student-technological changes that affect society, and the values and priorities system it will represent. It is concluded that the future will demand a more educated population as society becomes more complex, and it will be the task of higher education to respond to that need with programs that address social needs. The appendix includes a taxonomy of higher education that was prepared in 1974 by P.H. Morrill (revised 1979). A bibliography and index are also provided.

Morris, David C. (1989).  A Survey of Age and Attitudes toward Computers.  Journal of Educational Technology Systems, 17, 1. 

Discusses study that examined the relationship between age, education, sex, and household income, and attitudes toward computers. An eight-item Likert scale, which was developed to measure the attitudes (the Computer Orientation Scale) is described, and the findings are reported, i.e., age and education had direct effects on computer attitudes. (5 references)

Morris, Ian (1982).  Microelectronics in Scottish Education.  Media in Education and Development, 15, 2. 

Describes the Scottish Microelectronics Development Programme (SMDP), which was undertaken to advance the use of microcomputers in instruction at all educational levels in Scotland. The development of the microprocessor and its effect on educational technology are briefly considered, as well as initial problems and prospects for the future of SMDP.

Morris, J. Richard; Bass, Barbara D. (1989).  A Workshop on Using Software in Mathematics Classrooms.  Journal of Computers in Mathematics and Science Teaching, 8, 2. 

Describes a summer graduate level course at Virginia Commonwealth University for mathematics teachers. Notes that the purpose of the course was to allow the teachers access to software usable in their classrooms, and to have teachers program in BASIC and use word processing programs.

Morris, Janet (1981).  How to Develop Problem Solving Using a Calculator. 

This collection of activities shows how teachers can help pupils develop problem-solving techniques or strategies using a basic four-function calculator. The techniques "look for a pattern,""make a chart or organized list," and "guess and check" are used repeatedly in activities that range from discovery to application to strategy games. The activities are organized by standard mathematics content strands for easy correlation with classroom texts. While geared towards lower elementary levels, the material can be adapted for use throughout all elementary grades and in secondary school. They are dedicated to the proposition that calculators, in freeing children from burdensome paper-and-pencil calculating, also free them to think out problem solutions. Each worksheet is designed to be duplicated for student use. In addition to the teacher's notes corresponding with each activity, the document includes an introduction that discusses the fundamentals of teaching problem solving and how the calculator can be an invaluable aid in this process.

Morris, John (1982).  The Use of the New Information Technologies in Scottish Education.  European Journal of Education, 17, 4. 

Through the actions of several complementary bodies and at all educational levels, microelectronics and microcomputing in Scotland are being developed quickly and broadly. However, two problems remain: production, collection, and distribution of quality software and training the majority of teachers.

Morris, Jon D. (1984).  The Florida Study: Improvement in Student Achievement and Attitudes through Variations in Instructional Television Production Values.  Journal of Educational Technology Systems, 12, 4. 

Describes a study which compared the achievement of undergraduate economics students receiving instruction by two different television presentations, one depicting an instructor using a chalkboard, and the other employing animation and graphics. Results indicate differences occurred in immediate and delayed recall measurements on conceptual questions, and students preferred the innovative version.

Morris, Jon D.; Smith, Albert B., III (1988).  Using Focus Groups to Evaluate Instructional Media: A Case Study.  Educational Technology, 28, 5. 

Reviews case study that was conducted at the University of Florida to determine the effectiveness of a model for designing televised instruction. The use of focus groups to analyze and compare televised instruction is described, and quantitative and qualitative evaluations of the experimental and control videotapes are discussed.

Morris, Judith (1986).  Microcomputers in Schools. CET Information Sheet 1. 

This guide to references and sources of information for those exploring the use of microcomputers in secondary education, especially in the United Kingdom (UK), begins with brief descriptions of several government-sponsored projects to help students and colleges prepare for a microelectronics society. The guide then presents: (1) annotated bibliographies of books and journals on the educational uses of microcomputers; (2) advice on hardware selection and resource guides for further reading; (3) sources of information on computer software and software suppliers; (4) a directory of organizations that supply information on or offer services for teacher training, development of curriculum materials, special education, research and development, applications of microtechnology, microcomputers in primary education, small computer systems, support materials for teaching and learning, interactive video, and electronic mail; (5) a list of local education authority (LEA) officers in England, Wales, Northern Ireland, and Scotland who provide advice on microelectronics and/or computing; and (6) a list of recent Council for Educational Technology (CET) publications relevant to the use of computers in schools.

Morris, Judith (1986).  An Introduction to Information Technology in Training and Education. Revised. Information Sheet No. 11. 

Intended for trainers who have little knowledge of information technology (IT) and its use in education and training, this information sheet describes IT as consisting of three elements--information handling, communications technology, and information transformation--and explains how these elements contribute to the conveying of information. To illustrate the growth of IT, examples are given of the enhancement of older methods of communication; e.g., the videocassette has become the interactive video system, and the telephone has been adapted for use in teleconferencing in distance education. Systems that are used to provide information directories, known as teletext and viewdata, are explained. A basic outline is provided of the various components of a computer system and how they are used to accomplish the following: order and store information for libraries (i.e., databases); send, store, and receive information (i.e., electronic mail); store and process information (i.e., word processing); and aid in the development of problem-solving and decision-making skills. The development of the microprocessor is defined in terms of input/output, hardware, and data, and how these components work together is described. A glossary of terms and an annotated guide to resources on IT conclude this report. Resources listed are divided into sources of advice, information, and training, which include organizations, projects, services, associations, information centers, and video programs; books, both on IT in general and on specific types of IT; and journals.

Morris, Sandra (1987).  New Technologies in Education.  Education and Computing, 3, 3-4. 

Three articles on the use of new technologies in education focus on (1) Digital Video Interactive (DVI) Technology and its value in designing and developing educational materials for children; (2) problem solving with computers by using functions; and (3) new information technology and educational change in Norway.

Morrison, Gary R. (1986).  Communicability of the Emotional Connotation of Type.  Educational Communication and Technology, 34, 4. 

Describes study that investigated the communicability of the emotional connotation of various typefaces. Typographers, student instructional technologists, and naive readers (high school and college students) rated 30 typefaces using a semantic differential scale. Seven hypotheses tested are discussed and results are analyzed.

Morrison, Gary R.; And Others (1989).  Learner Preferences for Varying Screen Densities Using Realistic Stimulus Materials with Single and Multiple Designs.  Educational Technology. 

Discussion of learner preferences for text densities on computer screen displays highlights two studies of college students that compared preferences for multiple or single screen presentations with high-, medium-, or low-density screens from an actual course using computer-assisted instruction. Results are analyzed, and further research needs are suggested. (31 references)

Morse, Ronald A., Ed.; Samuels, Richard J., Ed. (1985).  Getting America Ready for Japanese Science and Technology. 

The proceedings of a conference on the development of language capabilities to prepare United States scientists to share in scientific and technological development with Japan include these papers: "Are Japanese Language Programs Reaching Scientists and Engineers?"; "Japanese Language Study for Engineers: High Tech Perspectives"; "Applied Japanese Studies for Science and Engineering at American Universities"; "Training and Certifying Japanese Technical Translators"; "Designing Effective Language Teaching for Professionals"; "Problems in Teaching Technical Japanese"; "Commentary" A Cautious and Deliberate Strategy Is Needed"; "Establishing a Japanese High-Technology Information Company in the United States"; "The Problems of Operating a Technical Translation Company in Japan";"The Japan Information Center of Science and Technology"; "A National Agenda for Japanese Language Training"; "National Language Policies and the 99th Congress"; "Machine Translations: Developments and Prospects"; "Fujitsu's Machine Translation System"; "The Bravice Computer Translation System"; "The MIT Athena Language Learning Project: A View from the Future"; "Teaching Japanese on the PLATO Computer-Based Education System"; and "Enhanced Language Instruction: Interactive Video and Audio Technology". A list of conference participants is also included.

Mortimer, G. J. (1983).  The Application of Diagnostic Assessment to the Teaching of Historical Skills.  Programmed Learning and Educational Technology, 20, 1. 

Reports a research study in Scottish secondary schools to create diagnostic tests for assessing historical skills--in particular in enquiry, interpretation, and reconstruction of historical materials. Examples of the diagnostic instruments used and the structure of a teaching module are given and favorable reactions from pupils and teachers are reported.

Moser, James M.; Carpenter, Thomas P. (1982).  Using the Microcomputer to Teach Problem-Solving Skills: Program Development and Initial Pilot Study. Report from the Project on Studies in Mathematics. Working Paper No. 328. 

This document reports on the initial phase of a project investigating how to relate formal mathematical representational and problem solving skills to informal strategies that children naturally invent to solve simple addition and subtraction problems. A program was developed that allows pupils to solve word problems on a microcomputer. A pilot study was carried out with four first-grade children. The subjects were individually instructed for a series of nine 20-minute lessons. The results of the study indicated that the program is effective in teaching representational and problem-solving skills. Before instruction, the subjects consistently wrote incorrect sentences for incorrect problems and generally did not use their number sentences for their solutions. Following instruction, three of the four children consistently used number sentences to solve a wide variety of addition and subtraction problems. It is concluded that further investigation seems warranted, and that this pilot investigation suggests that microcomputers can have important roles in instruction. | [FULL TEXT]

Moses, Ingrid, Ed. (1983).  Tertiary Education in the Eighties: Paths to Reward and Growth. Research and Development in Higher Education, Volume 6. 

Developments in college teaching, research, staff development in Australia during the 1980s are addressed in 38 papers from the 1983 conference of the Higher Education Research and Development Society of Australasia. Themes of the papers include: institutional change, staff perceptions of rewards, professional development, students and tertiary study, professional growth through innovative teaching, and applications of educational technology to teaching and learning. Titles and authors include the following: "Towards New Accountability Policies Pertaining to University Teaching" (J. M. Genn); "The Impact of Declining Promotion Opportunities" (Susan Payne); "Evaluation and Professional Development: The Probationary Period--A Case Study" (Ingrid Moses); "Curriculum Changes in a University Department: Review, Principles, Procedures and Outcomes" (B. W. Imrie & D. G. Pearson); "Implementing Curriculum Through a Democratic Process" (R. Laplanche); "The Impact of Higher Education: Graduates Report on What They Learnt" (J. P. Powell); "Essay Writing: Meaning as a Way to Language" (Hanne K. Bock); "A General Model of Undergraduate Teaching and Learning" (Peter John November); and "CAL in Technology: Directions for Future Development" (Geoffrey W. Smith).

Moskin, Robert J. (1989).  The Meaning of CAPHE. A Report on the First Five Years of the Consortium for the Advancement of Private Higher Education. 

This report reviews the first five years of the Consortium for the Advancement of Private Education (CAPHE) during which it has assisted small liberal arts colleges in the United States. Questions concerning the condition of these colleges today are addressed, as well as CAPHE's ability to help them and make a difference in their viability and the quality of the education they offer. The report is based on information obtained over 9 months of interviews with 145 persons, including visits to 14 U.S. campuses. In addition to describing the CAPHE organization, mission, and progress, the report also discusses the role of the small liberal arts college in America. Major sections are devoted to the objectives of CAPHE grants and discussions of current challenges and future opportunities. Subjects discussed within these sections include: modern technology and the small liberal arts college; the attrition of students and marketing endeavors to overcome this shortage (including marketing efforts at historically black colleges); and the academic interest in two currently fashionable subjects: multicultural education and the teaching of values. Appendices include lists of CAPHE grant recipients, 1985-1989; donors to CAPHE, 1983-1989; and the trustees of CAPHE.

Moskowitz, Jay H.; Birman, Beatrice F. (1985).  Computers in the Schools: Implications of Change.  Educational Technology, 25, 1. 

Reports on a long-range study examining the developments resulting from the introduction of microcomputers in large city and suburban school districts. Policy questions addressed include implementation plans for microcomputer use, teacher training, districtwide curriculum planning and development, goals of computer activities, student access, and government role in implementing microcomputer technology.

Mosmann, Charles (1980).  Computer-Based Learning in Higher Education--The Missing Revolution.  Journal of Research and Development in Education, 14, 1. 

Computers have affected higher education in several ways. The content of instruction has changed to include learning about computers and problem solving with computers. The impact of computers on the method of instruction has been less significant.

Moss, G. D.; Roopchand, Lloyd George (1987).  An Evaluation of the Attainment of Higher-Order Cognitive Objectives in Using Systematically Designed Learning Materials in Guyanan Schools.  Programmed Learning and Educational Technology, 24, 4. 

Describes study that compared the attainment gains of Guyanan secondary school children in science and geography following two different learning regimes, i.e., systematically designed learning materials, and conventional teaching. Implications of the results for curriculum design and teacher training are discussed.

Moss, James R. (1988).  Utah: A Case Study.  Phi Delta Kappan, 70, 1. 

To implement numerous educational reforms within the constraints of skyrocketing enrollment and limited financial resources, Utah has given technology a key role. Technology has already changed teaching and learning via satellite delivery systems, writing labs, distance learning, instructional television, and other innovations. Policies and funding patterns need reexamination.

Moursund, David (1983).  School Administrator's Introduction to Instructional Use of Computers. 

This booklet is intended to acquaint educational policy-makers with some of the current roles and potential applications of computers in the curriculum, and to encourage them to initiate actions that will lead to proper and effective instructional use of computers in school systems. It is organized as a series of questions and answers designed to give an overview of computers in education, with emphasis on instructional use. For each question, a brief answer is provided in boldface, followed by a more detailed discussion. Part I answers basic questions about computers, computing, hardware, software, and programming languages. Part II covers instructional use of computers, including the kinds of problems they can solve, the categories of educational use, the role they play in problem solving, their use as learning aids, and sections addressing computer education and calculators. Part III is devoted to the problems and procedure for developing appropriate goals, followed by a discussion of anticipated costs. Part IV consists of nine appendixes, seven of which are editorials by the author reprinted from "The Computing Teacher," while the remaining two are a brief glossary and a guide to periodical literature.

Moursund, David (1983).  Precollege Computer Literacy: A Personal Computing Approach. Second Edition. 

Intended for elementary and secondary teachers and curriculum specialists, this booklet discusses and defines computer literacy as a functional knowledge of computers and their effects on students and the rest of society. It analyzes personal computing and the aspects of computers that have direct impact on students. Outlining computer-assisted learning (CAL), the author delineates two types: tutor mode CAL (the computer imparts knowledge to the student) and tutee mode CAL (the student directs interaction with the computer). Discussing the use of computers as an aid to problem solving in the classroom, the author predicts it will substantially change parts of the curriculum. The discipline of computer and information science is a new and important discipline, and high schools may need to provide such courses as part of computer literacy. Describing entertainment uses for the computer, the author shows there is no clear dividing line between entertainment and education. Students understanding the computer's potential for change are better prepared to plan their future. The booklet includes a glossary of computer terms.

Moursund, David (1983).  Introduction to Computers in Education for Elementary and Middle School Teachers. 

Designed to help elementary and middle school teachers increase their level of computer-education literacy, this book discusses the capabilities, limitations, applications, and possible impact of computers in education. Chapter 1 briefly defines what a computer is and explains the book's goals and applications. Chapter 2 provides a technical overview of microcomputers and computer software and hardware, an appendix on calculators, and discussions of computer output devices, the computer's central processing unit, computer memory, and videodisks. Following chapter 3's demonstrations of how computers can provide "automatic flashcards" for students, chapter 4 describes a variety of educational computer games. In chapter 5, the author reviews the histroy of automated symbol manipulation and the development of computer languages such as FORTRAN and BASIC. Chapter 6 focuses on the use of computers for problem solving and outlines several possible applications. Chapter 7's discussion of computer and information science includes attention to modeling and simulation, information retrieval, computer graphics, artificial intelligence, and computer science's educational implications. Chapter 8 is devoted to the future of computers in business, industry, and education. The book concludes with an appendix on precollege computer literacy.

Moursund, David (1983).  Parent's Guide to Computers in Education. 

Addressed to the parents of children taking computer courses in school, this booklet outlines the rationales for computer use in schools and explains for a lay audience the features and functions of computers. A look at the school of the future shows computers aiding the study of reading, writing, arithmetic, geography, and history. The features of computers are then covered in two chapters: the first on the history and distinctive functions of computer systems, and the second on the properties of computer hardware and software, including the general problem solving strategies used by programmers. The three main instructional uses of computers--in computer-assisted learning, problem solving, and literacy--are then explained, with discussions of the realistic goals for computers in education and the esential elements of a successful programming curriculum. The author also points out what parents can do to help their children learn about computers, including using computers in the public library or science museum, or placing computers in scout troops and summer camps. To facilitate computer education at home, the final section discusses the major considerations in buying and using a home computer. An article by Merle Marsh, entitled "Comes the Dawn (If Only I Can Find the Switch)," about a mother's experiences in becoming computer literate is also included.

Moursund, David G. (1981).  Calculators in the Classroom: With Applications for Elementary and Middle School Teachers. 

This document was written for several purposes, the first being to serve as an introduction to calculators. Calculator design, functions, and limitations are discussed. A second purpose for the text is to help elementary and middle school teachers to apply calculators in classroom settings, with a variety of suggestions and applications presented. The third purpose of the document is to provide teachers with insights into the potential impact of calculators on the school curriculum, with emphasis placed on problem solving. A concluding section on calculators and computers compares and contrasts these devices and views the eventual effect of computers on the curriculum. The text is written from a mathematical perspective, but does not assume knowledge beyond an eighth grade level. The exercise sets are designed for teachers, but many problems, with slight modifications, would be appropriate for students. Problems in two chapters are classroom application sets specifically designed for classroom use. The document has a glossary and appendices that cover the metric system, calculator usage in schools, and a review of calculator research.

Msimuko, Arthur K.; Mtukwa, Joan Z. (1985).  Non-Verbal Forms of Communication in Africa and Their Use in Training.  Programmed Learning and Educational Technology, 22, 3. 

Discusses use of body parts, tribal marks, and external symbols as forms of nonverbal communication by Africans and describes the messages they convey; suggests ways to use nonverbal communication to facilitate learning in training situations; and describes how trainers and trainees subconsciously use nonverbal communication in a prejudicial, demoralizing way.

Mudore, Connie (1988).  Computers, Ethics, and the School Counselor.  Clearing House, 61, 6. 

Discusses the ethics of computer use within school counseling, addressing such ethical concerns as dignity and confidentiality. Finds that the ethical use of computers requires the counselor to (1) use the computer with discrimination, and (2) actively advocate computer use that promotes the rights and privacy of students.

Muller, Eugene W. (1985).  Application of Experimental and Quasi-Experimental Research Designs to Educational Software Evaluation.  Educational Technology, 25, 10. 

Develops generalizations for empirical evaluation of software based upon suitability of several research designs--pretest posttest control group, single-group pretest posttest, nonequivalent control group, time series, and regression discontinuity--to type of software being evaluated, and on circumstances under which evaluation is conducted.

_____. (1987).  Municipal Assistance Corporation/Vocational Improvement Program, Computer Education Program Evaluation Report, 1985-86. End of Year Report. OEA Evaluation Report. 

The Computer Education Program, funded by the Municipal Assistance Corporation/Vocational Improvement Program (MAC/VIP), assists New York City high schools in promoting computer education and integrating the use of computers in subject area instruction. Project goals include providing assistance in the evaluation, purchase, and installation of computer hardware, review and selection of instructional software, development and dissemination of related curriculum materials, and staff development support. This evaluation of the MAC/VIP Program during the 1985-86 school year was based on questionnaire responses from a sample of school administrators, computer coordinators, and teachers using the labs. Findings included the following: (1) most of the computers were installed and in use by October 1985; (2) administrators were generally satisfied with their hardware choices; (3) responsibilities of computer coordinators were wide-ranging and exceeded the officially allocated time; (4) computer labs were used for a majority of class periods during the school year; (5) a majority of teachers reported receiving some in-school assistance; and (6) large proportions of respondents believed in the value of computers in education. A list of recommendations is included.

Munro, Herb (1986).  Interactive Computer Graphics Enhancements to a Rural Academic Audio Conference Network. 

Several of the problems typically associated with efforts to extend higher education opportunities to rural communities--including small class size, lack of qualified instructors, and maintenance of quality standards--are successfully addressed by an audio conference network. Students in remote locations can participate in classes offered through regional centers where class size requirements are already met and trained instructors are available. The addition of computer graphics capabilities to such a network increases the potential for classroom interaction and reduces problems associated with delivery of visual aids and other learning materials to distance learning sites. The Voice-Too modem incorporated in the Optel Telewriter II-PC system transmits voice and data simultaneously on one standard, dial-up telephone line, thus preserving the cost effectiveness of the audio conference method, a key to realizing the goal of providing equal opportunity in education to rural America. The Optel interactive computer graphics system was selected to enhance successful audio conference courses offered in northeastern Washington. The Optel system is relatively inexpensive (particularly as compared with interactive television), requires little training to operate, and is portable. The potential exists for a wide spectrum of uses by many sectors of rural communities.

Munshi, Kiki Skagen (1980).  Mass Media and Continuing Education: An Overview.  New Directions for Continuing Education. 

Reviews the variety of options in educational technology for continuing education, and discusses administrative and instructional issues related to the choice of educational media.

Murgatroyd, Stephen; Woudstra, Andrew (1989).  Issues in the Management of Distance Education.  American Journal of Distance Education, 3, 1. 

Examines key issues facing administrators at Athabasca University and discusses their implications for distance education organizations. Topics discussed include strategic planning; accountability and cost effectiveness; consortia and cooperation; instructional design; managing technological innovation; marketing; quality assurance; and organizational design and structure. (68 references)

Murphy, Ann (1982).  Supporting Improvement of Instruction in Science, Mathematics and Foreign Language Instruction. Discussion Draft. 

Data from national and local studies have shown declines: (1) in the quality and quantity of mathematics and science instruction over the past 20 years; (2) in student enrollment in these subjects; (3) in student scores on standardized mathematics and science tests; and (4) in course offerings and enrollment in such foreign languages as German. Ways of addressing these problems include such approaches as upgrading teacher salary schedules, utilizing instructional strategies that emphasize problem-solving rather than rote learning, and developing technology-enhanced courses. It is this latter approach, the enhancement of existing instructional materials through utilization of educational technology (particularly through computer assisted instruction), that is proposed as a powerful means to improving science, mathematics, and foreign language instruction. The development of technology-enhanced mathematics and science courses is discussed, outlining the components of and activities in the development of such courses. Activities in identifying technology-based enhancements to support foreign language instruction are also discussed. Costs for implementing an individualized physics course for five students are included.

Murphy, David; Kember, David (1989).  Mathematical Typesetting from an Operator Perspective.  Educational Technology, 29, 4. 

Discusses the role of computer keyboard operators in typesetting complex mathematical expressions used in instructional materials, examines the role of software in producing good quality output, and describes Expressionist, software for Macintosh hardware that can be used with desktop publishing and word processing software to enter mathematical expressions. (four references)

Murphy, Harry J.; Loving, Steven D. (1987).  Postsecondary Educational Support Services for the 21st Century. 

In the future, postsecondary institutions must respond in nontraditional ways to disabled students' needs for physical accessibility to campus facilities and cultural accessibility to campus activities, both social and academic. The development of innovative services will require an entrepreneurial approach and should look upon the provision of disabled student services from a "marketing" point of view. California State University, Northridge, has added a number of nonmandated activities to its Office of Disabled Student Services which are products of a marketing approach model and are supported by outside funding: (1) a computer access lab; (2) a theater group; (3) a student leadership group; (4) conferences on the arts, computer technology, and learning disabilities; (5) a learning disabled program; and (6) a National Aeronautics and Space Administration grant to promote hiring of qualified disabled "high-tech" graduates. Administrators seeking to follow the marketing approach will find several elements crucial to their success. They will have to cultivate funding sources to obtain necessary resources, tap the tremendous potential of technological advances, expand staff training opportunities, and develop administrative policies to accommodate the entrepreneurial approach.

Murphy, John W.; Pardeck, John T. (1985).  The Technological World-View and the Responsible Use of Computers in the Classroom.  Journal of Education, 167, 2. 

Argues that technology not only represents a set of devices that teachers may use but, more importantly, advances a view about knowledge that shapes social existence and stifles the creative learning that most educators extol. Advocates humanizing educational technology and reintegrating it into the process of learning, not just the classroom structure.

Murphy, P. J. (1981).  Biological Simulations in Distance Learning. CAL Research Group Technical Report No. 12. 

When two biological simulations on evolution and genetics (one originally developed for a conventional university undergraduate course) were introduced into Open University distance education classes, the difficulties encountered required a reappraisal of the concept of using computer simulation for distance learning and decisions on which simulation features were essential and which were merely desirable. The evolution course adapted a simulation called EVOLVE, which models the genetic and evolutionary consequences of two populations of a single flowering plant species coming together after a period of genetic isolation. The second simulation, WHEAT, models the inheritance of height in wheat for an experiment which biometrically analyzes the inheritance of a continuously varying character. To overcome problems of limited access to computer terminals and the need for cost-effective, interactive computing at remote sites, both a fully interactive and a non-interactive version of EVOLVE and a non-interactive but stochastic version of WHEAT were developed. Although the interactive element of computer assisted learning (CAL) was lost entirely in overcoming serious logistical problems, the resulting non-interactive programs have provided a tolerable compromise and, in the case of WHEAT, perhaps even a superior approach than if interactive terminals were used. Eight references are listed.

Murphy, P. J. (1981).  Computers in Biological Education: Simulation Approaches. Genetics and Evolution. CAL Research Group Technical Report No. 13. 

Three examples of genetics and evolution simulation concerning Mendelian inheritance, genetic mapping, and natural selection are used to illustrate the use of simulations in modeling scientific/natural processes. First described is the HERED series, which illustrates such phenomena as incomplete dominance, multiple alleles, lethal alleles, linkage, sex-linkage, complementary genes, and epistasis, and simulates the hereditary mechanisms in particular species. A sample printout is used to explain the series. The second simulation discussed is LINKOVER, which involves genetic mapping and retains the essence of planning and performing crosses with living organisms while greatly speeding up the technique. The last simulation described is SELECT, a population genetics program based on simple colored bead models of natural selection in a one locus/two allele situation. It is concluded that, although some problems exist in using such computer simulations in genetics and evolution instruction, students' grasp of many difficult topics can be greatly enhanced through interaction with computer models. Twenty-five references are listed.

Murphy, P. J.; And Others (1981).  Evaluation Study on Simulation CAL in the Science Faculty of the Open University. CAL REsearch Group Technical Report No. 15. 

This report describes evaluations of two courses which were conducted, primarily through participant observation, in 1981. A general introduction looks at simulation in computer assisted learning (CAL) and at use of simulation CAL in the Open University science faculty. The first study discussed was based largely on a tutor's observations of student interaction with three genetics simulations during a week-long, summer school biology course. The simulations were EV299, a simple model of natural selection; OPERON, a more difficult program; and LNKOVR, which allows students to genetically map an "electronic organism." Evaluation of the second course focused on the CAL experiences of students during a summer school quantum mechanics course that involved use of two simulations: WELLS, which is used to find the eigenfunctions and eigenvalues of particles in potential wells by numerical integration of Schrodinger's equation, and MEASURE2, which allows students to describe what happens to eigenfunctions when various types of measurement are performed on a quantum harmonic oscillator. Study conclusions, a summary discussion, and six recommendations regarding CAL simulation in distance learning are included.

Murray, Denise E. (1988).  Computer-Mediated Communication: Implications for ESP.  English for Special Purposes, 7, 1. 

Computer-mediated communication (CmC) refers to interactive computer messages (E-messages), electronic mail (E-mail); forums, and computer conferencing. The use of CmC in business and classroom environments is described in light of (1) the organization of conversation; (2) surface discourse features; (3) choice of medium; and (4) the acquisition of CmC.

Murray, J. F. (1982).  The Place of Educational Broadcasting in the Pre-Service Training of Teachers.  Journal of Educational Television, 8, 3. 

Outlines the strategy adopted in conducting seminars in Scottish Colleges of Education on the value of educational broadcasting (television and radio) in pre-service education of teachers. The effectiveness of the seminars is evaluated, and the conclusion is reached that they encourage the effective utilization of broadcast resources in teacher education.

Murray, J. F., Ed. (1980).  Television Studies in Scottish Schools. Television Studies in Scottish Primary Schools. 

A discussion of the need for television studies serves as an introduction to a set of six papers which describe or suggest programs for the study of television in connection with specific courses and/or at various educational levels: (1) Television Studies in the Primary School; (2) Suggested Programme for Television Studies within the English Syllabus in SI and SII; (3) Television Studies and Modern Studies in SI and SII; (4) The Production of Programmes; (5) Analysis of Programmes; and (6) Discrimination in Viewing. The last three are concerned with English courses in the third and fourth years of secondary school. Recommendations and some comments on the outlook for the future conclude the report. A bibliography lists books specifically for student use as well as background/introductory texts and texts on specific facets of television. Appendices comprise examples of CSE courses and assessment procedures, current copyright regulations governing recording and use of broadcast material, and a bulletin for teachers, Television Studies in Scottish Primary Schools.

Mutiso, Margaret A. (1982).  Towards Determining and Developing an Appropriate Video Programme for In-Service Training of Primary School Teachers in Kenya. African Studies in Curriculum Development & Evaluation. No. 52. 

A study evaluated the social studies program in Kenya's Primary Education Project Schools as a prerequisite to designing and developing appropriate video media for future training of Kenya's inservice teachers. A questionnaire, a teaching-learning observation schedule, and informal interviews were used for collecting data from teachers in 49 trial schools, and several headmasters and parents. These instruments were prepared to help answer questions aimed at finding out teachers' familiarity with content and methodology of social studies, teachers' and pupils' reactions to various social studies units, and teachers' and parents' attitudes toward the subject. Data analysis showed that teachers used recommended teaching strategies and that both students and teachers were enthusiastic about social studies. Because teaching material was found to be lacking, a recommendation was made to prepare a video program illustrating effective use of field trips and resource people in teaching and learning. Such a program is outlined and includes a shooting/editing script and commentary. Many of the research instruments are appended, and numerous tables display study data.

Muzzin, Linda J. (1981).  Technology in Higher Education: Does It Really Improve Accessibility and Quality and Cost Less in the Long Run? 

Issues pertaining to the application of educational technology in higher education are considered. Educational technology has been applied successfully in reaching the geographically remote in several jurisdictions, including Canada, and it has been important in giving adults a second chance at a university education. Claims have been made that it also can reach the psychologically remote (i.e., the unmotivated). To increase accessibility to higher education, Canadian universities have offered to a limited extent courses via broadcast television or videotape. An alternative to off-campus centers and television courses for the geographically remote is the correspondence course. Other techniques include telephone networks and the audiotape cassette. Britain's Open University was the prototype for making university level work accessible to those who missed their first chance to attend. Views concerning the application of electronic programmed learning to reaching the unmotivated and potential dropouts are addressed. It is suggested that while there have been numerous demonstrations at various North American and European centers that the application of technology in higher education can be used to reach some of those who have been traditionally excluded. Serious questions remain about whether the quality of programs is improved by the application of technology, whether innovation of this type is possible except in a few centers, given the resistance by many conventional institutions. A bibliography is appended.