Educational Technology | N

_____. (1984).  NACCIS Working Papers. 

Problems and issues related to the financing and use of educational technologies in Arizona schools are addressed from both short- and long-term considerations. A brief review of the spread of computers in schools includes projections for future use of computers in education and a discussion of factors affecting the market, the convergence of technologies, and emerging trends. Pro and con viewpoints on critical issues related to school use of technology are outlined, and three possible scenarios for computer implementation are described. Additional topics include problems in accounting, market variables such as price attrition, and teacher training. Recommendations are made for implementing computers and for financing their acquisition through donations by educational technology producers and citizens (e.g., through tax credit plans), federal surplus, and public resources. Financing protocols are suggested, as well as measures for capital accumulation and equalization and data entry standardization. Twenty readings are listed. Appendices include results of a survey of computer distribution in Arizona schools and charts showing the computer purchasing cycle in schools and colleges, key buyers in public school districts, and microcomputers by brand in public schools.

Nadasi, A.; And Others (1982).  Multimedia Teaching Packages in Hungary.  Prospects: Quarterly Review of Education, 12, 3. 

Describes the Hungarian National Center for Educational Technology's program to develop multimedia teaching packages. A variety of packages, which incorporate audio-visual, printed, and other learning materials, were developed. Descriptions of packages on nouns for sixth graders and geometry for seventh graders are included.

_____. (1983).  NAIS Workshop Clearinghouse Resource Guide, 1983-84. 

This guide to 129 workshops selected by the academic services department of the National Association of Independent Schools (NAIS) is divided into three sections. In the first section, workshops are listed and information is provided on the name of the leader, design and content, length, group size, and phone numbers of reference persons. Brief biographies of the leaders, with the catalogue guide number of the workshops they offer, are given in the second section. The third section is an index that lists the workshops according to content.

Naiman, Adeline (1983).  Computers and Children with Special Needs.  PTA Today, 8, 6. 

Ways that microcomputers can help educate disabled children are discussed. Three kinds of computer applications are explored: (1) special purpose equipment for particular physical handicaps; (2) standard equipment which can be easily modified; and (3) software for use with physically, mentally, or emotionally handicapped children.

Nanus, Burt (1984).  Future Influences on Management Education.  Selections: The Magazine of the Graduate Management Admission Council, 1, 1. 

The developments and issues in the future of management education, as defined and discussed by a panel supported by the Graduate Management Admission Council, are outlined and discussed briefly. The information is taken from a larger report entitled "Future Influences on Management Education."

Napier, J. (1988).  Woodland Decomposition.  School Science Review, 69, 248. 

Outlines the role of the main organisms involved in woodland decomposition and discusses some of the variables affecting the rate of nutrient cycling. Suggests practical work that may be of value to high school students either as standard practice or long-term projects.

Naron, Nancy K.; Estes, Nolan (1985).  Technology in the Schools: Trends and Policies. 

This study of the impact of technology on education is an in-depth case study of 25 educational institutions, including both public school districts and colleges and universities. Information was gathered through the use of a lengthy questionnaire and a comprehensive telephone and/or site visit interview. Aspects of the study include the role of technology--primarily computers--in the instructional program, in policy structure, in management support services, and in teacher training and teaching functions. The strategies employed by the study institutions provide a frame of reference for current and future technological trends in education.  | [FULL TEXT]

Nash, John F.; England, Thomas G. (1986).  Computerizing the Accounting Curriculum.  Technological Horizons in Education, 14, 2. 

Discusses the use of computers in college accounting courses. Argues that the success of new efforts in using computers in teaching accounting is dependent upon increasing instructors' computer skills, and choosing appropriate hardware and software, including commercially available business software packages.

(1988).  National Educational Computing Conference '87.  Journal of Computers in Mathematics and Science Teaching, 7, 1-2. 

Includes the abstracts of seven of the 191 papers presented at a recent educational computing conference. Topics include computer-based tutoring, computer-assisted instruction with low achieving students, education-industry collaboration, hypothesis testing, Western Carolina University MicroNet, the New Jersey Science Supervisors Electronic Conference, and computer applications in magnet schools.

_____. (1986).  National Rural Education Association (N.R.E.A.) Goals and Purposes. 

The goals and purposes of the National Rural Education Association (N.R.E.A) as revised in October 1986 derive from the general goal to improve educational opportunities for children in rural areas with additional attention to those for whom opportunities have been severely limited in the past. Specific goals/objectives concerning national leadership and voice include serving as national advocate/representative for rural education through position papers, policy development, and expansion of rural publications; providing coordination at the national level for rural education programs/activities; providing leadership for rural education related conferences/workshops; and providing a forum for public educators in rural areas. Specific goals/objectives concerning needs of rural students include promoting state/regional delivery systems which identify rural education materials and program needs, encouraging mass media and technology to serve rural education more efficiently, and encouraging use of distance education technology; recognizing exemplary delivery systems and practices; encouraging collection/dissemination of practices, data, and other information; encouraging sharing of resources and services; encouraging colleges/universities to develop materials/resources for rural schools and to train school personnel for work in small schools; and stimulating discussion, research and policy for public and private agencies to develop educational materials/technology appropriate to rural children.

Nathan, Joe (1985).  Community Consensus: Computers in Education.  InCider, 3 n11 p122, 124-26 Nov 1985. 

Minnesota has adopted legislation that provides some guidance in thinking about how a district or state ought to plan for the use of computers and other advanced technology in schools. Characteristics of the Minnesota plan, teacher training, and implementation problems are among the areas discussed.

Nathan, Joe (1986).  Implications for Educators of "Time for Results."  Phi Delta Kappan, 68, 4. 

"Time for Results: the Governors' 1991 Report on Education" provides new perspectives for educators tackling school improvement agendas. The nation's governors divided into seven task forces to examine school readiness, facilities, teaching, leadership, educational technology, college quality, parent involvement and school choice and made numerous recommendations to increase school effectiveness. Includes 14 references.

Nathenson, M.; And Others (1981).  Learning from Evaluation at the Open University: I. A New Model of Course Development.  British Journal of Educational Technology, 12, 2. 

Discusses the philosophy underlying the development of "Living with Technology," a new foundation course developed at the Open University. Additionally, a new model of course development is discussed which is designed to evaluate and revise the course in the light of student and tutor feedback. Eight references are listed.

Naylor, Michele (1985).  Distance Education. Overview. ERIC Digest No. 44. 

Technological advancement has both facilitated and necessitated the development of distance education programming. In developing nations, distance education is often used to provide traditional education like that usually available in conventional institutions in the Western world. Whereas distance education in the Soviet Union focuses on improving productivity in the workplace, it is used in the United States to provide extension courses, adult basic education, regular postsecondary education programming, and professional continuing education. Since its beginnings at the University of Wisconsin in 1919, distance education has encountered many obstacles. Included among the media used to provide distance education are teletext, videodiscs, sideband FM transmission, cable television, and instructional television fixed service (ITFS). Of increasing popularity in the United States is the telecourse--an instructional program usually produced by a community college that involves video and printed materials and that generally relies on an array of support services, including computer-assisted counseling and testing, teleconferencing, and appointments with tutors. Although distance education has been slow to find widespread acceptance in the United States, research does document its effectiveness as an instructional form. | [FULL TEXT]

Neal, Donn C. (1984).  New Roles for Consortia.  Planning for Higher Education, 12, 2. 

Consortium-built bridges can provide college and university planners with a crucial flexibility, a wider range of resources, and some efficiencies. They can also help preserve quality instruction at a time when the pressure to abandon it will be intense.

Neal, Donn C. (1984).  Cooperating for Success.  AGB Reports, 26, 6. 

College consortia have grown in the last two decades. Their potential lies in five areas: enriching or supplementing academic programs, often with new technologies, developing partnerships with new audiences, particularly through continuing education and partnerships with schools; maintaining faculty vitality; and using collective economic strength for the memberships.

Nechvatal, A.; And Others (1984).  The Vinyl Chloride Problem: Several Routes to One Compound. 

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 in most Sixth Form courses. These materials are designed for use in a group decision-making format with each of three groups representing a different manufacturing process which produces vinyl chloride. The unit contains three parts: (1) presentation of different manufacturing processes in separate groups; (2) combining the groups; and (3) further activities. Materials include: teacher packet (background, guidelines and answers); general student background information; information packets for each manufacturing group (with guidelines and considerations); combined group guidelines; and suggestions for further activities. Experience and interaction among students during decision making should help them understand that decisions in the chemical industry are multidisciplinary.

Needham, Robbie Lee (1986).  Are Communications Technologies in Education a Threat to Faculty? ERIC Digest. 

Communications technologies have the potential to transform the educational process. In the community college context, these technologies have the power to change the the roles of faculty. On one hand, these changes might mean a reduction in the number and status of teachers. On the other hand, communications technologies may afford teachers greater opportunities for role differentiation and specialization. Another change made possible by the introduction of new technologies has been an upset of traditional power relationships in the learning process, with teachers relinquishing authority and students assuming more control over their own learning. Communications technologies also allow for much greater individualization of learning, permitting students to progress at their own speed and freeing teachers from repetitious analysis and prescription. As educators realize the potential of computers for innovation in education, many possibilities for enhancing student learning arise: (1) computers can create realistic models and involve students in real-world computer applications; (2) throughout the college, students are using the computer as a tool to analyze data, draft and revise sketches, perform laboratory experiments, or draft and revise reports; and (3) individualized instruction is available via computers in public libraries, video outlets, and electronic universities, diffusing higher education's monopoly on learning beyond high school. A final area in which communications technologies can affect the educational process lies in their potential for furthering the professional development of faculty. Realizing this potential requires that administrators and policymakers help faculty develop new skills through planning and allocating adequate resources for computer skills and courseware development. Perhaps technology's primary gift to community college faculty is the demand that they look again at the essentials of teaching and learning. | [FULL TEXT]

Neill, Shirley Boes (1984).  High Tech for Schools: Problems and Solutions. AASA Critical Issues Report. 

A 1982 survey of school superintendents provided much of the material for this discussion of the educational applications of microcomputers and other technologies, and for planning and developing these applications in schools. Chapter I is an interview with David Moursund, an educational computing expert who discusses issues and trends in school computer use. Chapter II describes a variety of applications and instructional programs and discusses changing definitions of computer literacy. Chapter III discusses technology planning theoretically and in several concrete instances, notably that of the Lexington Public Schools (Massachusetts); equity is noted as a growing concern. Considerations in computerizing--hardware selection and scheduling, budgeting, school staff roles and staff development, and software selection and design--are examined in chapters IV, V, and VI. Chapter VII outlines actual and potential administrative applications and offers advice on purchasing hardware and software for such applications. Special education applications are discussed in chapter VIII. Finally, chapter IX briefly explores other technologies, including cable television, electronic information networks, and videodiscs.

Neilson, David P.; And Others (1989).  Technology and Special Needs: A Survey of Current UK Research.  British Journal of Educational Technology, 20, 1. 

Describes results of a questionnaire-based survey directed at users, researchers, teachers, and support agencies to determine the use of computer-based aids among disabled people in the United Kingdom. Personal computers and peripheral devices are discussed, and research projects are identified.

Nelson, Charles E.; And Others (1987).  The Decline of Traditional Media and Materials in the Classroom.  Educational Technology, 27, 1. 

Reports the results of a survey that examined educational media usage and preference by teachers. Reasons for the increasing use of computers and videotape cassette recorders over traditional media are identified, and the need for media courses in teacher education curricula is discussed.

Nelson, F. Howard (1983).  Six Myths about Productivity and Education.  Educational Theory, 33, 3-4. 

This article examines several misconceptions about economic productivity and education. The importance of economic productivity is considered, and several concepts, important to the understanding of the myths about productivity and education, are discussed.

Nelson, John E. (1988).  The Transfer of North American Instructional Technology to Developing Nations. A Focus on Instructional Video. 

Evolving from a television library begun in 1962, the Agency for Instructional Technology (AIT) was established by American and Canadian educators in 1973 to strengthen education through technology, and in cooperation with state and provincial agencies, it develops and distributes instructional video and computer materials. It has been active in developing instructional technology that teaches intellectual skills, cognitive strategies, the affective domain, or motor skills in addition to presenting information. In its 1985 instructional video production "Math Works," students are taught to use cognitive strategies, such as critical thinking, to manage their own learning processes by watching peers cope successfully with a difficult math problem. AIT's 2-year program "Principles of Technology" uses 6 different learning situations to teach applied physics to vocational and technical students. It contains 1,500 pages of text, 72 video programs, 90 laboratory sessions, mathematics exercises, classroom presentations, and teacher/student interaction. All materials produced by the agency are evaluated by teachers and other subject matter experts. AIT funds curriculum design and program production by forming consortia of interested state and provincial educational agencies in the United States and Canada. AIT is also actively seeking mutually beneficial curricula-sharing projects around the world and has worked with geographers and television crews in 14 countries to produce a program entitled "Global Geography." Materials intended for use outside the United States are translated, correlated to foreign texts, and adapted to the culture in which they will be used; the videotapes on which the materials are recorded are subjected to various technical conversions. "Principles of Technology" is being adapted for use in Bophuphatswana, Mexico, and Turkey, and "Math Works" is currently being adapted for use in Israel. (A two-page description of "Principles of Technology" is appended.) | [FULL TEXT]

Nelson, Phillip; Waack, William (1985).  The Status of Computer Literacy/Computer-Assisted Instruction Awareness as a Factor in Classroom Instruction and Teacher Selection.  Educational Technology, 25, 10. 

Describes a study that surveyed Iowa elementary and secondary school principals to determine computer assisted instruction (CAI) use in different grade levels and subject content areas and their opinions on importance of computer literacy/CAI awareness in teacher selection, and whether all preservice teachers should complete one computer literacy/CAI awareness course.

Nelson, Steve; Sommer, Andy (1989).  Idaho Survey of the Educational Applications of Communications Technology: An Analysis. 

This report, which compiles the results of 89 superintendent district-level surveys and 315 building surveys, was a combined effort of the Idaho Department of Education, the Idaho Division of Vocational Education, and the Rural Education Program at Northwest Regional Educational Laboratory. Its purpose is to provide an initial framework for planning and policy-making in future educational technology efforts in Idaho. The three objectives of the surveys were to: (1) determine the current level of communications technology in Idaho elementary and secondary schools; (2) establish the potential and readiness for communications capability across Idaho schools; and (3) identify specific priorities of local school districts for communications technology applications in administration, staff development, and student instruction. Major findings of the study include information on computer uses in education, delivery systems, and course offerings at rural schools. The superintendents' and building survey results are discussed separately; the survey instruments themselves are appended, with responses. | [FULL TEXT]

Neroda, Edward W. (1988).  Campus Information Policy Analysis. 

This document reports the results of a study undertaken to explore the extent to which integration or convergence of campus information services was reflected in policy, with the goal of discovering whether or not such an analysis might possibly reveal instances where policy did not promote organizational goals. Investigated were information policies generated or adhered to by a number of departments at Eastern Montana College: courier services, the radio station, printing services, the bookstore, the communication center, audiovisual services, the library, and the computer center. A generic, open-ended questionnaire was used to survey key personnel in these units. Analysis of the data indicated that: (1) the evolution of policy, both oral and written, was affected and influenced by many external and internal forces (discussed in the paper); (2) while there were many commonalities among the various information handling departments, these did not insure uniform or consistent responses to similar issues; (3) the desire for improved communication to facilitate the use of existing resources was greater than the need for integration; (4) no policy appeared to be greatly at variance with organizational goals; and (5) policy integration appeared only at the executive level of the academic hierarchy. (7 footnotes)

Neubauer, Steven G. (1982).  The Use of Hand-Held Calculators in Schools: A Review. 

Research on the use of calculators in mathematics classes is reviewed. It is noted that calculators were initially too high-priced and of too low an availability to be viewed in terms of widespread use in classrooms. Technological and manufacturing advances have since made wide use possible. Proponents of calculator use see this technology as a learning aid that has the potential to increase student motivation levels and improve mathematics achievement. Some opponents are concerned that too early an introduction to calculators could keep pupils from learning and understanding some basic mathematical skills. Findings from many studies reflecting aspects of calculator usage are presented. The document concludes by noting that while the controversy over calculator use will continue, some generally accepted conclusions seem to exist. Among these is the idea that calculator use in mathematics classes prior to the junior high school level is ill-advised, since pupils in this group are still learning basic skills. Second, use of calculators by students of below-average ability appears ill-advised. Finally, it appears calculator use does aid pupils in logically planning approaches to problem solutions.

Neufeld, Helen H. (1982).  Reading, Writing and Algorithms: Computer Literacy in the Schools. 

Given the state of the art of computing in 1982, it is not necessary to know a computer language to use a computer. Three aspects of the current state of computing make it mandatory that educators from elementary through postsecondary levels rapidly incorporate this skill into the curriculum: (1) computers have permeated society--they are used in virtually every business; (2) they have begun to compete with schools for the attention of young people, as evidenced by the popularity of video games; and (3) they have potential as teaching tools. If this potential could be utilized, then the problem of the need for computing skills could be addressed early in the educational process, and educators might meet the competition of computer games. Since the individual teacher need not write computer programs, all that remains for educators is to obtain the computer and the programs and find someone who will demonstrate their use. Two invaluable resource persons are present in almost every community--the computer-knowledgeable parent, and the computer "whiz kid" from the local high school or university. The parent can give advice on obtaining computer hardware and the student can help "debug" commercial programs, as well as incorporate the instructor's ideas into programs written by others.

Neufeld, V. R. (1984).  Education for Capability: An Example of Curriculum Change from Medical Education.  Programmed Learning and Educational Technology, 21, 4. 

Case study of curriculum change in McMaster University's medical education program presents reasons, processes, and results of this change, with emphasis on education for capability. An approach to curriculum design for medical education is proposed, and questions are posed about defining needed competencies, fostering their development, and measuring their attainment.

Neugebauer, Roger (1988).  Computer Bits: 1988 Child Care Center Management Software Buying Guide.  Child Care Information Exchange. 

Offers information on financial and data management computer software programs designed specifically for day care centers.

Neuman, Delia (1989).  Naturalistic Inquiry and Computer-Based Instruction: Rationale, Procedures, and Potential.  Educational Technology. 

Describes a naturalistic paradigm and discusses the value of using a naturalistic, or qualitative, approach to study the effectiveness of computer-based instruction (CBI) and to design effective courseware. Topics discussed include data collection; data analysis; and findings of naturalistic studies of CBI effectiveness. (53 references)

Neuwirth, Christine M. (1988).  Intelligent Tutoring Systems: Exploring Issues in Learning and Teaching Writing. CECE Technical Report No. 3. 

This paper argues that Intelligent Tutoring Systems (ITS) offer the potential for advancing existing techniques for computer assisted instruction and deepening the understanding of issues in the learning and teaching of writing. The paper: (1) outlines the goals and significance of research in ITS, emphasizing their value in formulating knowledge about teaching more explicitly; (2) analyzes the pedagogical assumptions underlying research in ITS, focusing on theories of discovery learning and learning by doing; (3) describes the architecture of these systems; and (4) illustrates the instructional design issues by describing "Parnassus," a project to construct an ITS for exploring instructional design issues in teaching students to write. (Forty-five references and one figure are attached.) | [FULL TEXT]

(1985).  New Directions in Two-Year College Mathematics.  College Mathematics Journal, 16, 3. 

Presented are recommendations that emerged from a conference on the state of mathematics in two-year colleges. The recommendations focus on (1) the curriculum and new technologies; (2) collaborative efforts with secondary schools, colleges, and universities; and (3) faculty development and renewal.

(1987).  New Technologies and the Training of Teachers.  Western European Education, 19, 2. 

Discusses educational technology, particularly computers, and the implications that new technology has for teachers and teaching in general. Recommends preservice and inservice teacher education, indicates risks associated with technology in education, and argues the necessity of research in educational technology. Concludes that technology must be viewed as a tool for teachers, not vice versa.

_____. (1981).  New Technologies for Higher Education. 1981 Current Issues in Higher Education, No. 5. 

The applications of telecommunications technology, computers, and other technologies are addressed in five papers. In an overview, Raymond J. Lewis, Jr. suggests that colleges and universities are finding that telecommunication technologies offer cost effective ways of reaching adult learners, and that open broadcast television has been the primary vehicle for reaching off-campus students. In "What Makes a Telecourse?" Rodger A. Pool discusses television programs for instruction, the study guide, textbooks and reading, examinations, assignments, support services, and important new roles for the course instructor. In "Curriculum Issues in Telecommunications," Adele F. Seeff cites models of the educational use of telecommunications and describes the telecourse delivery system and full curriculum for off-campus students at the British Open University. A national consortium that is developing an American analogue is also described. In "Administration Issues in Telecommunications," Marlowe Froke suggests three major models by which new developments may be evaluated for inclusion in existing higher education institutions: the instructional services model, the miscellaneous model, and the open-learning model. In "Adapting to the Computer Revolution," John H. Strange suggests that the computer revolution is important to higher education because it will change the nature of work in society and will increasingly become a personal tool available to many people and will provide new means for transmitting data and instruction to the population without regard to their location. Additionally, business is beginning to invest in the use of computers for employee instruction and there will be an increasing amount of instructional software available.

_____. (1983).  New Directions for Educational Technology. Recommendations of the Joint Committee on Educational Technology. 

This report presents joint committee recommendations for improving the delivery of instruction in Connecticut schools and colleges through the effective coordination and use of educational technology. These recommendations are based on a review of the current use of educational technology in the state and studies by three task forces, who examined computers and instruction, information retrieval and transfer, and instructional television. The recommendations address hardware and software needs as well as individual techniques and delivery systems needed to assure that technology can further the state's educational goals. Individual recommendations are presented in four categories--coordination, information, leadership, and training--and the use of technology is addressed as both a learning tool and a subject of study. The report includes a report on the status of technology in Connecticut and a list of the task force members, who included representatives of elementary and secondary schools, colleges, universities, business, industry, and the general public. | [FULL TEXT]

Newby, Timothy J.; Alter, Pamela A. (1989).  Task Motivation: Learner Selection of Intrinsic versus Extrinsic Orientation.  Educational Technology Research and Development, 37, 2. 

Discussion of task motivation focuses on study that investigated the choice behavior of college students within a computer problem solving task as they controlled and selected problem difficulty levels which maximized either intrinsic interest or extrinsic reward. Sex differences are examined, and treatment for experimental and control groups is described. (36 references)

Newell, G. J.; Pike, D. J. (1982).  Computer Simulation Games in Mathematics Teaching.  Australian Mathematics Teacher, 38, 3. 

Two simulation games, which have been shown to be particularly valuable educational resources in the teaching of statistics, are profiled. Such games offer exciting extensions to the resources currently available to the mathematics teacher by enabling the instruction of standard concepts in creative and productive ways.

Newton, D. P. (1984).  The Use of Textbooks for Advanced-Level GCE Courses in Physics, Chemistry and Biology by Sixth-Form Students.  British Journal of Educational Technology, 15, 1. 

A survey of sixth-form students to determine the level of A-level textbook use in physics, chemistry, and biology in English schools found that texts are used primarily after the lesson, at the student's discretion, and with great variations between students. Biology texts were used most, and physics texts used least.

Newton, D. P. (1984).  A Way of Classifying and Measuring Some Aspects of the Illustration Style of Textbooks.  Programmed Learning and Educational Technology, 21, 1. 

Describes a way of classifying and measuring the representation of the physical world and the use of metaphor in textbook illustration which is based on information content. It can be used to provide data to help in assessing the value of textbook illustrations and compare their illustrative styles.

Newton, Ray (1984).  The Impact of New and High Technology upon University Instruction in Mass Communication. 

A pilot study of 40 accredited journalism and communications departments was conducted to see whether their curricula reflected the impact of new technologies on the mass media. New technology was defined as including pagination, cable and cable hardware, computer front end systems, electronic libraries, satellite systems, and laser and fibre optic transmission. The survey asked respondents to indicate whether (1) their academic programs offered a specific course that included uses and applications of "new technologies" in media; (2) they had other courses that included an instructional unit about "new technology" if their programs did not offer a specific "new technologies" course; and (3) they anticipated developing a course that focused on new technologies and their uses and applications. Nineteen institutions responded to the survey, too few to draw definite conclusions. The results, however, did indicate a possible trend. Many of those schools that do not presently have or do not plan to develop courses devoted to the impact of technology on journalism are including units on the subject in other courses, and seven of the schools intend to institute specific courses about the new technology within the next few years.

Newton, Robert R. (1980).  Educational Theories and Administrative Styles.  NASSP Bulletin, 64, 434. 

Isolates three educational theories that undergird much of teaching and administrative practice and describes their application to administration and how they lead to rather distinct administrative styles.

Newton, Robert R. (1980).  Teacher Evaluation: Focus on Outcomes.  Peabody Journal of Education, 58, 1. 

Administrators and faculties are beginning to search for new methods of evaluating teachers and for ideas for developing new motivational systems which would encourage teachers to higher levels of performance. The outcomes centered approach to teacher evaluation encourages better teacher performance by devising methods for recognizing and rewarding such performance.

Nicholl, James R. (1982).  How Microcomputers May Redefine English Teaching. 

Although the availability, economy, and independence of microcomputers have helped renew interest in computer assisted instruction (CAI) in English, at present there are six things hindering the use of CAI in college-level English: (1) lack of money, (2) educational conservatism, (3) current hardware deficiencies, (4) English techers' lack of interest in and knowledge of computers, (5) lack of knowledge of how people learn, and (6) scarcity of CAI software. But future developments will sweep away these hinderances. By 1992, most teachers and students will have, and will be writing on, microcomputers. Learning centers will have libraries of CAI software. Televised images created by word processing programs will dynamically demonstrate the value of revision. Routine tasks will be handled by computer, allowing teachers extra time to work with students. Microelectronic technology will produce major changes in printed media, and videodisc technology will provide amazing data storage and retrieval capability. Even farther in the future lie new directions in English instruction, such as automated paper grading and other, as yet undiscovered, uses of the computer.

Nichols, Randall G. (1987).  An Alternative Belief: Negative Aspects of Educational Technology. 

This exploration of the negative aspects of educational technology and their implications for education and society is based on the assumptions that educational technology and technologists are of a philosophic nature, and that many of our beliefs arise from beyond the empirical or rational--that is, from intuition or tacit knowledge. In the first three sections, discussions of philosophical concepts related to educational technology and technology in general cover the following broad areas: (1) the philosophical background from which educational technology derives, beginning with Plato; (2) selected educational technology literature which is overtly philosophical; and (3) the effects of the mental-technical model on control of the learning process. The social ramifications of educational technology are considered in the fourth section, and the following sections briefly cover issues of educational technology and freedom and note several other ethical issues. In conclusion, further investigation of these philosophical and ethical concerns is recommended. Thirty-four references are listed.

Nichols, Randall G. (1988).  Educational Technology: A Moral Issue. Symposium: Technological Equity: Issues in Ethics and Theory. 

This paper considers educational technology in the light of both rationalist and existentialist theory, arguing that the predominance of rationalism in educational technology may be a dangerous tendency. Existentialist theory is first considered as a way--albeit with limitations--to begin examining educational technology from an ethical standpoint. It is argued that to the extent that educational technology seeks a fully rational existence rather than a full existence, it is morally indefensible. It is suggested that educational technology needs to be examined as a moral issue, and a statement of ethics needs to be developed which: (1) seeks to understand the full implications--negative, positive and otherwise--of educational technology; (2) seeks less to control learning than to allow it; and (3) seeks learning in all aspects, i.e., mental, physical, and spiritual. (7 references)

Nichols, Randall G. (1989).  Reconciling Educational Technology with the Lifeworld: A Study of Habermas' Theory of Communicative Action. 

This paper characterizes selected criticisms of educational technology that go beyond the technical issues, and offers Habermas' theory of communicative action as a way of addressing these criticisms. First, the principal strains of criticism that appear occasionally in the literature of educational technology are reviewed, e.g., conceptions of knowledge and its uses; post-positivist philosophy; consequences beyond instruction; and disregard for the metaphysical. Jurgen Habermas' critical theory is then described from the standpoint of its beliefs about positive science, and its ability to demonstrate how several kinds of knowledge exist. The major tenets of Habermas' theory of communicative action are subsequently examined. These include the concept of the lifeworld (i.e., implicit knowledge that remains "at the backs" of participants in communication); rationality, communication, and the lifeworld; the evolution of rationalization of the lifeworld; and media and the breakdown of lifeworld and consensus. The paper concludes with discussions of four implications of the Habermas theory: (1) educational technology is clearly a system of purposive-rational action; (2) the lifeworld and the rational world are not completely separate, although humans do not formally admit the existence of a lifeworld; (3) some educational technologists conceive of knowledge too narrowly; and (4) humans do not for the most part operate consensually. (16 references)

Nicol, Anne; And Others (1986).  Multimedia in Education: Thought Pieces.  [Learning Tomorrow: Journal of the Apple Education Advisory Council] 

The six "thought pieces" presented in this document summarize the personal perspectives of conference participants on issues raised in formal or information discussions, but not part of the central themes of the conference or conference papers. They include: (1) "Assuming That..." (Anne Nicol, Apple Computer, Inc.); (2) "A Layered Theory of Design for Optical Disc Software" (Mike Liebhold, Apple Computer, Inc.); (3) "Links or Stories: A Compromise" (Bernard Frischer, University of California at Los Angeles); (4) "Getting a Boost from the Real World" (Ted Kaehler, Apple Computer, Inc.); (5) "Authoring with Hypermedia" (Carol Kaehler, Apple Computer, Inc.); and (6) "Navigation in Large Knowledge Spaces" (Steven Weyer, Apple Computer, Inc.).

Niemi, John A.; Gooler, Dennis D. (1987).  Themes and Issues.  New Directions for Continuing Education. 

Summarizes benefits and issues of advanced educational technology as it relates to distance education.

Nilsen, Alleen Pace (1980).  Changing Words in a Changing World. Instructor's Guide. 

The course described in this teacher's guide is intended to create an awareness of the pervasiveness of sexism in American culture as reflected in the language. Following an overview of the course, the guide provides a discussion of teaching methods that have proven useful in pilot studies of the course, including the following topics: introduction to linguistic principles; illustrations of linguistic principles; field work, analysis, and discussion; small group activities; supplementary field work; the keeping of a journal; and ways to grade. The course is based on four linguistic principles and the guide discusses each of the principles: (1) a language reflects the culture and values of its speakers; (2) language forms reflect the viewpoint of the majority or the powerful groups in a society; (3) exaggeration is an integral part of the communication process; and (4) language changes continuously, but in different ways with different speakers. For each principle there are activities and assignments with sexist examples provided, suggestions for relevant composition topics, and examples for supplementary discussion topics. | [FULL TEXT]

Nilsen, Alleen Pace (1980).  Changing Words in a Changing World. 

The course materials provided in this booklet are intended to create an awareness of the pervasiveness of sexism in American culture as reflected in the language. Information on the topic; assignments for field work, analysis, and discussion; and topics for compositions are given in four sections, each based on a separate linguistic principle. The first section, based on the principle that a language reflects the culture and values of its speakers, includes discussions of names of people, place names, language customs and weddings, and marriage and people's names. The second section, based on the principle that language forms reflect the viewpoint of the majority or the powerful groups in society, includes discussions of language in relation to aging, the pronoun problem, and the problem with the word "man." The third section is based on the principle that exaggeration is an integral part of the communication process and discusses metaphors and symbolization, presuppositions about females and males, and exaggeration for commercial purposes. The final section, based on the principle that language changes continuously but in different ways with different speakers, provides materials on historical changes in English about males and females and planned changes in English in relation to females and males. | [FULL TEXT]

Nilsen, Don L. F. (1984).  Live, Dead, and Terminally Ill Metaphors in Computer Terminology, or Who Is More Human, the Programmer or the Computer?  Educational Technology, 24, 2. 

Discusses the botanical, animal, clothing, and genealogy metaphors and personification present in terminology which describes the computer and its functions, and asserts that computers are becoming so personified there is little difference between terms associated with humans and computers. It is also suggested that programmers are becoming less human.

Nissan, M.; And Others (1988).  The MicronEye Motion Monitor: A New Tool for Class and Laboratory Demonstrations.  Physics Education, 23, 1. 

Describes a special camera that can be directly linked to a computer that has been adapted for studying movement. Discusses capture, processing, and analysis of two-dimensional data with either IBM PC or Apple II computers. Gives examples of a variety of mechanical tests including pendulum motion, air track, and air table.

Nix, Don (1988).  Should Computers Know What You Can Do with Them?  Teachers College Record, 89, 3. 

Using an experimental computer language, students were exposed to multimedia computer events of their own design. This nontraditional computer application allows students room for self-expression; they program the computer, rather than being "programmed" by it. Examples of projects are given.

Noble, John W. (1981).  Computerized Testing: A New System of Evaluation.  Mathematics Teacher, 74, 5. 

Use of computerized testing to give frequent evaluations of student progress is explained.

Noonan, Larry (1981).  Reading Level: Determination & Evaluation.  Creative Computing, 7, 3. 

Two programs designed to analyze reading selections and post a grade level based on number of syllables and phonetic make-up are presented. The materials are written in BASIC for a PET computer. The program, designed to analyze the phonics, is thoroughly documented.

Noonan, Larry (1981).  Computer Simulations in the Classroom.  Creative Computing, 7 n10 p132, 134. 

Good computer simulations are those which make good use of the capability of the computer and which promote student decisions based on logic, observation, and their knowledge of the real world.

Nord, James (1987).  The "Rear-View Mirror" Approach.  CALICO Journal, 4, 3. 

The "rear-view mirror" approach referred to by McLuhan refers to new media being used with the methods of older, different media. A Sens-it (SENtence- SENtence- SITuation) cell model is suggested as an effective use of interactive videodisk systems in contrast to the communicative competence approach.

Nord, James R. (1986).  Language as an Interactive Process.  [Nagoya University of Commerce Bulletin] 

In order to teach anything, two fundamental questions must be asked and answered continually: What should be taught, and how should it be taught? The answer to the second question is highly dependent on the answer to the first, but the present answer to the first question is inadequate and inappropriate to today's communication tools. Language must first be viewed as an interactive process in which content must be placed in context. Teachers alone cannot teach content without the appropriate context, but educational technology, particularly new interactive video systems, can do so. Unfortunately, the common approach to using such technological innovations is to adapt them to old methods rather than developing their unique characteristics and exploiting their potential for advancement. Possible new techniques include use of visually obvious segments from broadcast television, cable broadcasts into which quizzes and immediate feedback are integrated, and interactive videodisks containing games, entertaining feature films, and creative movie-making.

Nord, James R. (1987).  The "Rear View Mirror" Approach.  [Nagoya University of Commerce Bulletin] 

The new interactive videodisk systems with augmented audio capabilities have great potential for improving the teaching of foreign languages. At present that potential is unfulfilled because the profession is following a "rear view mirror" approach to media use: first, to fixate current practice; second, to distribute it broadly; and last, to manipulate the medium's distinctive characteristics in new and unusual ways to effect a higher level of communication. At present these systems are confined to the first two levels of use. As we become increasingly aware that (1) language is an interactive process of form and meaning occurring in the human brain, (2) new technology is ideal for manipulating form and meaning, and (3) learning is a neurological growth process rather than a behavior, we may begin to see how the new media can be used to improve foreign language teaching in a new and unique way. Possible uses of the unique characteristics of the new technology include use of narrative and descriptive discourse as the primary form of subject matter, and using individual responses to new and interesting materials as a guide to manipulating the interaction of form and meaning with technology.

Norenberg, Curtis D.; Lundblad, Larry (1987).  Distance Delivery of Vocational Education Technologies and Planning Matrixes. 

This document presents a general review of distance education as it currently pertains to secondary, postsecondary, and adult education. Chapter I discusses the general concepts of distance education. It addresses the nature of distance education and distance delivery, the distance learner, the distance instructor, and distance education learning materials and teaching methods. Examples of distance education and distance delivery are provided. Chapter II presents, compares, and contrasts technologies associated with distance delivery. These technologies include print materials, audio technologies, audio graphic, full-motion video, and computers. A matrix presents the technologies in one dimension and general, learner, teacher, and pedagogical considerations in the other dimension. Chapter III discusses interactive television separately. Matrix 2 compares and contrasts the various interactive television technologies. Costs, advantages, and limitations are considered. The final chapter contains a summary and conclusions. A bibliography is divided into five areas: distance education--background, technologies, distance delivery systems, pedagogical issues, and research issues and studies.

Norris, Neal A. (1985).  Title III Curriculum Enrichment Activity Instructional Support Program Evaluation Report for 1984-1985. 

Designed to inform and guide the work of the Professional Support Committee at Reading Area Community College (RACC) in Pennsylvania as it attempts to refine current instructional support procedures and create new growth initiatives, this evaluative report focuses on the activities and accomplishments of RACC during the third year of its Curriculum Enrichment Activity Project. Section A discusses the process of educational evaluation and different paradigms for evaluation; and presents the sources of data for evaluation of the instructional support program, i.e. a review of program documents and reports; interviews with program staff and participants; anecdotal evaluations from Professional Support Committee members; observations of professional development activities; and faculty surveys. Section B provides qualitative assessments of program accomplishments which include evaluations of the program's activities, achievements, and personnel noting strengths and weaknesses, ways to improve, and impact on the college community. Section C provides quantitative assessments of program facilities and services in the areas of the instructional media production laboratory; the instructional technology laboratory; the professional support center; and the coordinator of curriculum development. Section D provides a summary assessment of the instructional support program. Appendices include user evaluation surveys for the laboratories and professional support center, assessment forms, and book purchases.

Norris, William C. (1985).  Improving Education Through Technological Innovation.  Technological Horizons in Education, 12, 10. 

Challenges traditional methods of education and urges use of computer technology to increase learner productivity. Recommends a national program for innovative learning and advocates increased cooperation between industry and educational institutions. Suggests a Model Educational Center as a systematic approach for computerized instruction.

Norton, Linda S. (1981).  The Effects of Notetaking and Subsequent Use on Long-Term Recall.  Programmed Learning and Educational Technology, 18, 1. 

Describes the results of a study which analyzed first-year psychology students' attitudes to notetaking, the number of words noted, and subsequent use of notes as related to test performance. Six references are listed.

Norton, Priscilla; Heiman, Brenda (1988).  Computer Literacy and Communication Disordered Students: A Research Study.  Educational Technology, 28, 9. 

Describes study that examined the effects of computer use in the literacy program for communication disordered elementary school students, and determined which literacy effects could be attributed to problem-solving software and which to word processing software. Treatments for the experimental and control groups are described, and results are analyzed.

(1987).  1987 NRSSC Exemplary Program Awards Recipients.  Journal of Rural and Small Schools, 2, 1. 

Identifies ten recipients of exemplary program awards and describes each program. Award categories include educational technology, cross-cultural services, preserve/inservice training, special education, family/school/community partnerships, innovative and creative programs, secondary curriculum and instruction, at-risk services, elementary curriculum and instruction, and rural private school.

Ntiri, Daphne Williams (1981).  Training the Economically-Disadvantaged via Computer Assisted Instruction: An Experiment by Chrysler Learning, Inc.  Journal of Educational Technology Systems, 10, 4. 

Describes an experimental program in which computer-assisted instruction (CAI) was utilized by Chrysler Learning as a means for training disadvantaged youth in basic academic areas within given time periods. A comparison of two groups--one trained using CAI, the other trained without CAI--is presented.

Nugent, Gwen C. (1980).  What Can We Evaluate at the Script Stage in Instructional Television Programming?  Educational Technology, 20, 7. 

Findings of this study on the validity of script reviews in preproduction formative evaluation support the use of script evaluations as a means of identifying program strengths and weaknesses and serving as a guide for revision. Program areas that can be reliably evaluated at the script stage are discussed.

Nugent, Gwen C.; Stone, Casey G. (1980).  Videodisc Instructional Design.  Educational Technology, 20, 5. 

Discusses instructional design using the unique features of the videodisc. Instructional and authoring strategies for linear motion, linear stills, instructional units, and integration of stills and motion, and interactive instruction (multiple-choice branching and branching from constructed responses) are offered.

Nygren, Burton M. (1983).  Let's Don't Go Gaga over Computers.  Executive Educator, 5, 5. 

Educators must ask whether microcomputers and computer literacy will cause students to be better educated or will solve problems of budget balancing or student performance. They should remember that any educational technology is simply a means of educating children, not the education itself.