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Oates, William R. (1984).  Keyboard & Blackboard.  Journalism Educator, 39, 1. 

Describes various magazines that monitor developments about computers in education.

Oates, William R. (1985).  Educator's Role Changed by Media and Data Bases.  Journalism Educator, 40, 3. 

Discusses present signs of the shift from teachers to media as students' source of information, and how journalism schools and teachers can adapt to this change in roles.

Oates, William R., Ed. (1985).  Leadership in Literacy for the Information Age. A Report of the Committee on Instructional Technology, National Council of Teachers of English. Executive Summary. 

Responding to concerns of the National Council of Teachers of English (NCTE) Task Force on Excellence in Education that current uses of computers in teaching English language arts may undercut rather than advance excellence, this report, prepared by the NCTE Committee on Instructional Technology, summarizes the committee's thoughts and recommendations on the issue raised. After introducing the issue, the report identifies and discusses five concerns of the committee: (1) the use of computers in teaching composing and edition; (2) computer programs with responsive interaction in reading; (3) qualifications of teachers of word processing; (4) specifying technology in today's K-12 classroom; and (5) communication skills needed in an information society. The report concludes with the committee's recommendations for action: (1) develop a model teacher-training program to help schools and teachers realize the promise of excellence in teaching English through intelligent use of computers; (2) develop a computer-based communication network to serve as a new medium for teacher and student writing, and as a communication channel for council business; (3) initiate and support a "Schools Recognition Program for Exemplary Use of Instructional Technology in the Teaching of English"; (4) begin a new era of open cooperation and collaboration with business; and (5) become a force advocating greater computer access by English teachers and students. Appendixes provide a discussion of computers and the stages of writing and a decision guide for technology in the classroom. | [FULL TEXT]

O'Banion, Terry (1988).  Celebrating Two Decades of Innovation.  Community. 

Marks the 20th year of the League for Innovation in the Community College with a review of its accomplishments in the areas of information technology, leadership development, international education, energy and health education, and special projects.

O'Banion, Terry (1989).  Student Development Philosophy: A Perspective on the Past and Future.  New Directions for Community Colleges, 17, 3. 

Reviews the history of student development to provide a context for discussing four major issues facing community colleges in the coming decade: quality reformation, educational technology, finance, and the definition of the community college mission. Reflects on the current status of the student development profession.

O'Banion, Terry (1989).  Innovation in the Community College. 

An analysis is provided of the innovations that have marked the community college movement during the 1980s, including speculations about their effect on postsecondary education in the 1990s. The authors of the 13 chapters of the book were directed to cite examples of innovative practices from a range of community colleges to illustrate their points. Chapters include: (1) "The Renaissance of Innovation," by Terry O'Banion; (2) "Curriculum Change in the Community College: Pendulum Swing or Spiral Soar?" by Ruth G. Shaw; (3) "Innovations in Teaching: The Past as Prologue," by Suanne D. Roueche and John E. Roueche; (4) "The Student Success Systems Model," by John Keyser; (5) "Expanding Horizons for Learning and Technology," by Kamala Anandam; (6) "Innovative Management through the Use of Communications Technology," by Ronald D. Bleed; (7) "Initiatives in International Education," by Edmund J. Gleazer, Jr.; (8) "The College/Private Sector Connection: Boom or Bust?" by James P. Long; (9) "Innovations in Staff Development," by Al Smith; (10) "Entrepreneurial Management: A Fourth Concept of College Management for the Decade Ahead," by William L. Deegan; (11) "Governance in the High-Achieving Community College," by Thomas W. Fryer, Jr.; (12) "The Costs of Innovation," by Peter R. MacDougall and Jack H. Friedlander; and (13) "The Future of the Community College: Premises, Prior Questions, and Implications for Innovation," by Nancy Armes.

O'Brien, Frank (1984).  Computer Applications in Professional Writing: Systems that Analyze and Describe Natural Language. 

Two varieties of user-friendly computer systems that deal with natural language are now available, providing either at-the-monitor stylistic and grammatic correction of keyed-in writing or a sorting, selecting, and generating of statistical data for any written or spoken document. The editor programs, such as "The Writer's Workbench" (Bell Laboratories) and EPISTLE (IBM Yorktown Heights Laboratory), can correct spelling, grammar, and syntax mistakes or awkwardness and so remove a major drudgery from teachers and writers who would rather deal with the problems of style and concept handling. The content analysis programs, such as the CLOC program developed by Alan Reed at the Birmingham University Centre and the OCP designed by Susan Hockey at the Oxford University Computer Centre, can describe large bodies of text, which helps the users discover where the weaknesses are in language behavior. With these programs, teachers can see repetitive behaviors and other language mannerisms that need correcting. | [FULL TEXT]

Odden, Allan (1982).  Improving Schools with Limited Resources. ECS Issuegram. 

The financial health of the education system of most states is not good; those seeking to improve educational quality will have to find inexpensive methods. Areas of the American educational system in which quality standards are not being met include time spent in learning, curriculum content, appropriate use of new technology, and personnel. Educational reforms of the sixties and seventies worked, but they were expensive. For the eighties, reforms will have to be carried out with the limited funds available. Fifteen years of research have developed a consensus on strategies for improving basic skills performance. Six elements of these strategies are: (1) administrative leadership; (2) increased academic learning time; (3) a focus on basic skills; (4) improved teaching practices; (5) long-term staff development; and (6) school improvement efforts. The final section of this document lists affordable policy options which can increase academic learning time, improve the academic and substantive content of the curriculum, enrich teaching materials, make use of educational technology, and recruit and maintain a staff of high quality personnel. | [FULL TEXT]

O'Donnell, Holly (1982).  ERIC/RCS: Computer Literacy, Part I: An Overview.  Reading Teacher, 35, 4. 

Provides information designed to help educators become familiar with computer applications in the classroom.

O'Donnell, Peggy (1988).  Preparing Schools for the Year 2000. The Impact of Technology on America's Classrooms in the Decade Ahead. 

This document reports the findings of a study which used the Delphi Technique to survey the attitudes of a representative group of professionals toward developments in the curriculum, the design of instructional materials, and the use of new technology by classroom teachers at the kindergarten through ninth grade levels. Participants included classroom teachers, school library media specialists, administrators, college education/library media faculty, and representatives from state and national government agencies and associations. The respondents discussed the skills and subjects that will be emphasized in schools over the next 10 years in the context of their own predictions for the future world environment, and described their visions of the classroom in the year 2000. Participants also indicated the skills and subjects that will be emphasized over the next decade and into the following century, and considered which new technologies will play an important role in the classroom by the year 2000. Finally, participants expressed concern over equal access to technology in the future, and also expressed varying degrees of enthusiasm about the growth of educational technology. Opinions were gathered in 3 rounds; 78 educators participated in the first round and 50 remained for the final round. A diagram depicting a classroom as it might look in the year 2000 is included. | [FULL TEXT]

Offir, B. (1983).  Attitudes of University Instructors and Students Toward Using Computers for Learning: Discrepancies between Thought and Action.  Educational Technology, 23, 5. 

A survey of students and instructors in the Physiology Department of London University showed that students preferred lectures to acquire information needed to pass examinations. Instructors had positive attitudes toward using computers, but none used the programs written in accordance with their expressed aims of teaching to improve student understanding.

Ohles, John F. (1985).  The Microcomputer: Don't Love It to Death.  Technological Horizons in Education, 13, 1. 

As a form of warning to educators who might mistake novelty for value, a nationally recognized expert compares the present influx of microcomputers into academia, with similar and now historic moves by motion pictures, educational radio and television, language laboratories, and teaching machines.

Okwudishu, C. O.; Klasek, C. B. (1986).  An Analysis of the Cost-Effectiveness of Educational Radio in Nepal.  British Journal of Educational Technology, 17, 3. 

This study analyzes the cost effectiveness of the Radio Education Teacher Training Project in Nepal using the annualized total cost as a linear function of two independent variables, the number of teachers enrolled in the program, and the number of hours of radio lessons broadcast during the 1981-82 school year.

O'Laughlin, Jeanne (1982).  Future of Catholic Schools: A Perception.  Education, 102, 4. 

Surveyed Catholic educators for future trends (1985-2000) in Catholic education. Provides trends in finance, program, personnel, governance, and students. Technology, length of school day and week, lay persons for administrators and teachers, school board role, teacher housing supplements, and handicapped and gifted are among topics covered.

Oldknow, Adrian (1980).  Some Notes from a Microcomputer Workshop.  Mathematics Teaching. 

The current state of computers in mathematics education is discussed. Aspects of new technology available to mathematics teachers include high resolution color graphics, the potential for making computer films, and the use of computers in working out or helping in problem solving.

Olds, Henry F. (1981).  Teaching the Teachers: An Inservice Syllabus.  Classroom Computer News, 2 n1 p12-15, 40 Sep-Oct 1981. 

Some procedures for an inservice education program on computers are proposed. The program goal is to bring teachers to understand the microcomputer as a tool-making technology that asks people to learn how to teach it to do something. An inservice syllabus is presented in the form of a program.

Olivas, Jerry (1988).  Yes, You Can Run the Front Office on a Microcomputer System.  Classroom Computer Learning, 8, 6. 

Discusses some of the attributes of microcomputer-based school administration packages that are currently available that can provide small- to medium-size schools with full function computing capabilities for much less cost than mini and mainframe computer systems.

Oliveira, Joao Batista Araujo e (1980).  The Status of Educational Technology in Brazil.  Programmed Learning and Educational Technology, 17, 4. 

Describes the development of educational technology in Brazil and analyzes examples of successful and unsuccessful projects, particularly in the field of tele-education.

Oliveira-Reis, Fernanda (1989).  Vocational Training in the European Community 1988. Annual Report. 

Following an introduction, most of this document consists of descriptions of CEDEFOP (European Centre for the Development of Vocational Training) projects. Most of the descriptions include a section on "results," which are indications of steps toward achieving CEDEFOP's objectives, and a section on "observations," which relate to obstacles or impediments encountered. The projects are described under the following categories: (1) dissemination of information; (2) periodicals and occasional publications; (3) vocational training systems; (4) comparability of vocational training qualifications; (5) European Community program of study visits; (6) consultation with national research institutes; (7) specific measures for Southern Europe; (8) initial vocational training; (9) continuing training; (10) new training technologies and media; (11) training of trainers; and (12) regional development. A list explaining organizational acronyms is followed by a synopsis section reporting on CEDEFOP's human and financial resources that includes relevant facts about projects in tabular form. Appendices contain lists of members of the management board, staff, and CEDEFOP publications that appeared in 1988. | [FULL TEXT]

Oliver, Elizabeth (1984).  The Development of a Computer Database for Education.  Programmed Learning and Educational Technology, 21, 3. 

Traces development of the Higher Education Learning Programmes Information Service database, which locates and describes audiovisual materials for use in higher education. The database's potential, features, and search strategies, and other databases of interest to educators are discussed, stressing the importance of user feedback in determining future database developments.

Olsen, John R.; Bass, Virginia B. (1982).  The Application of Performance Technology in the Military: 1960-1980.  Performance and Instruction, 21, 6. 

This review of applications of educational technology in U.S. military training programs from 1960 to 1980 shows how the use of various audiovisual aids led, in turn, to programed instruction, the systems approach to instructional development, and the development of the Instructional Systems Design (ISD) Model. More than 30 references are listed.

Olson, Kerry; Buckleitner, Warren (1989).  Kids at the Keyboard.  Child Care Information Exchange. 

Critiques some commonly held rationales for having or not having computers in early childhood settings. Highlights issues worth considering with regard to the computer as an early learning material.

Olson, Michael (1983).  Videotex 1983. An ERIC Fact Sheet. 

The capabilities and potential of videotex, a two-way interactive communication and information retrieval service, are briefly described in this fact sheet. Videotex refers to a two-way linkage between databases and individual consumers in home or office. It is currently being used for information retrieval, transactions (e.g., bill paying, banking), messages, telemonitoring (home security), and computing with software. Because research, field tests, and operating videotex systems throughout the world have been aimed primarily at commercial markets, instructional materials are few. However, Great Britain, Canada, and France are currently engaged in aggressive videotex development efforts and its use is likely to become commonplace in these countries at a more rapid pace. A listing of commercial videotex and teletext (one-way information) systems, the country in which they are located, their area of use, and test and operating dates are provided as well as a 6-item bibliography on the subject. | [FULL TEXT]

Olson, Michael; Minor, Barbara B. (1985).  Videotex 1985: Educational Applications. ERIC Digest. 

Videotex is a generic term used for any electronic system that can be used to retrieve both print and graphic computer-based information via video display monitors or specially adapted television sets. Both one-way (broadcast videotex) and two-way (interactive videotex) exist; these can be used as an information source, a delivery medium, a distance education manager, or a communication network between any combination of teachers and students. Seven experimental projects illustrate different approaches to the utilization of videotex: (1) Northeast Educational Technology Consortium (NETC)--teachers as subject matter experts consult online with teachers and students; (2) Annenberg/CPB (Corporation for Public Broadcasting) Project, University of Wisconsin-Extension, Madison--electronic text materials support Public Broadcasting Service television programs in a college political science course; (3) Satellite Syndicated Systems and Keycom Electronic Publishing--a nationally distributed electronic teletext magazine service; (4) Cyclops--system used for tutoring sciences at the British Open University; (5) Alberta Correspondence School--vocational education programs delivered to rural areas; (6) Indiana University--use of a commercial videotex service for a middle school science class; and (7) Shasta County Public Schools Media Center--live broadcasts via a two-way communication link from students at remote sites to on-campus instructors. A brief discussion of future uses of videotex and a 15-item bibliography complete the digest. | [FULL TEXT]

Olson, Nancy S. (1983).  Using the New Technologies in Language Communication Education. The Talking and Writing Series, K-12: Successful Classroom Practices. 

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet examines the role of technology in the classroom. Following a brief discussion of the impact of television on students, the first major section of the booklet explores the power of television as a curriculum tool. The second section reviews the new technologies, such as videodiscs, microcomputers, and word processors; discusses new applications of computers in the language arts; and refutes two myths concerning computers--that they are dehumanizing and that students' interest in computer instruction is due to the novelty of the experience. Other topics discussed in this section include the microcomputer-based curriculum being developed by Bolt, Baranek, and Newman through Department of Education funding; the Writer's Assistant program produced by researchers at the University of California at San Diego; and the microcomputer software developed at the Wisconsin Center for Education Research for use in teaching young children speaking and listening skills. The final section presents some drawbacks of computer instruction. | [FULL TEXT]

O'Malley, Claire (1989).  Interface Issues for Guided Discovery Learning Environments. CITE Report No. 85. 

The nature of the learner-machine interaction is of central importance in the design of guided discovery learning environments. The interface to a learning environment is the only way in which a learner has access to the functionality of the system, and conversely, the interface in the only way in which the tutoring component of the system has access to the activities of the learner. Ideally, the interface system should be designed so that the system itself becomes the domain to be learned, rather than a representation of that domain. However, such a "direct manipulation interface" is practically impossible given the infinite number of ways that learners interact with the domain to be learned, with the symbols the interface uses to represent that domain (e.g., pictorial or iconic stimuli), and with the tasks necessary to manipulate those symbols within the interface. Similar complexities arise when determining how the learner is represented to the system, or the extent to which the interface provides a source of evidence for the tutoring system to make inferences about the learner. Such a learner-machine interface must take into account the learner's prior understanding, and the context in which the interaction takes place. (66 references)

O'Malley, Claire; Scanlon, Eileen (1989).  Computer-Supported Collaborative Learning: Problem Solving and Distance Education. Centre for Information Technology in Education (CITE) Report No. 75. 

Three studies of cooperative problem solving among university students examined how to design effective computer-based support for collaborative learning in distance education. The first was a questionnaire study of 150 Open University students who had participated in three different courses in physics and mathematics. Its aim was to determine students' participation in and preferences for cooperative work in their courses. The main finding was that although students expressed a preference for working alone, many participated in collaborative work in their courses and regarded such activities as helpful. More detailed investigation was needed to determine the nature of collaborative activities in which these students engaged and the ways in which they found them helpful. An observational study of group activities at summer school and a comparison of the use of two different kinds of interface for supporting synchronous cooperative problem solving were then conducted. The characteristics of successful divisions of labor observed in noncomputer-based activities suggested that one issue related to designing computer support for such problem solving is how to design appropriate tools and representations for joint activity. (Appendixes include 28 references and 5 figures.)

Oman, Paul W.; Willson, Debra (1986).  Paradigm for K-8 Computer Curriculum Design.  Technological Horizons in Education, 14, 2. 

Describes the development of a curriculum design model for computer education in grades K-8. Discusses the method used in producing the model and includes the composite of objectives that were produced in the study, along with suggestions for implementing the model at the local school level.

O'Neil, David R.; Jensen, Rosalie (1982).  Let's Use Calculators.  Arithmetic Teacher, 29, 6. 

Ways elementary school teachers might use calculators to help students are noted. A total of nine activities, listed under place value, computation, and estimation, are provided to assist the classroom instructor in effectively employing calculators.

O'Neill, Gerard (1987).  Interactive Video as an Aid to Learning.  Programmed Learning and Educational Technology, 24, 2. 

Describes the component parts of interactive video systems and suggests reasons for the increasing popularity of interactive video over other forms of instruction in education and training. A British project is described which is concerned with investigating the potential of interactive video for teaching foreign languages to secondary school students.

O'Neill, Joseph P., Ed. (1981).  The South-North Transfer of Educational Technology for the Basic Education of Adults. Proceedings of the South-North Workshop Conducted at the University of Texas at Austin (Austin, Texas, March 26-28, 1980). 

These proceedings contain two presentations as well as recreated dialogue from discussions at a workshop to explore potential areas of collaboration and cooperation between North and Latin America. The first presentation addresses the topic of adult basic education in Latin America. It describes the historical, cultural, and socio-political context in which the campaigns to reform and renew adult basic education have occurred. The second presentation considers five conceptual issues of some importance to efforts in North America directed at adults living in urban society which influence program and policy decisions and may affect North American needs for and ability to use technologies developed by colleagues in South America. It also presents several issues related to technology transfer. The dialogue reflects discussion from the floor as it concerns the basic issues of the conference: (1) Is there a basic philosophical difference in the way North and Latin Americans look at the social role of education? (2) In what sense is adult education political? and (3) Are teaching techniques transferable across cultures? These themes are addressed: hypothesis of south-north transferability, ideology and the adult as learner, methodology in teaching adults, and education and employment. An epilogue presents responses to an evaluation questionnaire mailed to participants three months after the workshop. A list of participants is appended.

_____. (1984).  Open Learning. CET Information Sheet No. 5. 

Beginning with a definition of open learning as flexible learning systems in which people study how, when, and where it suits them, this summary reports on activities of the Council of Educational Technology (CET) that are designed to promote open learning systems; explains different forms of open learning systems, such as flexistudy, learning by appointment, and correspondence studies; and describes the characteristics of open learning systems. The role of CET in the development of open learning in the United Kingdom (UK) is outlined, including exploring new opportunities for its application, providing help to institutions developing open learning arrangements, and providing information about open learning to those responsible for the development of education and training policies. Also described are CET's plans for future developments in open learning which will encourage the concept of negotiated learning, concentrating initially on learning exchanges, self-help groups, open learning in small companies, and the use of information technology to support this type of learning. Agencies interested in open learning are listed together with brief descriptions of their involvement and contact persons: the Open Learning Federation, the Further Education Staff College, NEC (National Extension College), MARIS (Materials and Resources Information Service), the Further Education Unit (FEU), the Scottish Council for Educational Technology (SCET), and the Open Tech Training and Support Unit (OTTSU). Publications which are available through CET and other resources are listed.

_____. (1985).  Open and Distance Learning. A Special Issue of the BACIE Bibliography. 

This bibliography for trainers and teachers interested in open or distance learning lists 68 books and articles devoted to particular aspects of the "learning revolution," i.e., arrangements to enable people to learn at the time, place, and pace that satisfy their circumstances and requirements. Materials are listed under 12 headings: Overviews; Open Tech; Administration; Course Design; Teaching Methods; Learning Skills and Difficulties; Guidance and Counseling; Case Studies; International Perspectives; Directories; Journals and Newsletters; and Sources of Help. The entries are annotated for clarification of content and an author index is provided.

_____. (1980).  Options in Education. Technology in College, Parts One and Two, Program Nos. 244-245. 

Scripts of public radio programs on the subject of technology in college are presented. The scripts are as follows: "Dental Videotape;""A Geography Student Talks About Learning by Computers;""Linda Harris Talks About Fear of Computers;""Charles Van Loan, Who Teaches Computer Science at Cornell University;""Students Who Learn Through Computers;""Mary Jane Richardson, A Teacher in Kirkwood College's Telenet System;""'The Heart,' One of 36 Half-Hour Television Programs That Make Up Coastline Community College's Telecourse Called 'Introducing Biology;'""Leslie Purdy, of Coastline Community College;""Video Dental Operation;""Charles Wallace and Howard Mevis, Managers of the Dental School's Media Division;""Dental Operation;""Charles Van Loan, Professor of Computer Science at Cornell University;""Don McTavish, A Professor of Sociology at the University of Minnesota;""Michael Rice of the Aspen Institute;""Professor Alfred Bork, at the University of California;" and "Michael Rice."

Orivel, Francois (1986).  Economic Crisis and Educational Crisis: Looking Ahead.  Prospects: Quarterly Review of Education, 16, 2. 

Examines the effects of worldwide economic crisis periods on the educational system. Suggests the decline of public education finance is independent of economic decline. States that the crises affecting public education finance will last and must be bolstered by new financing methods concurrent with new technologies for transmitting knowledge.

Osborne, Jonathan (1987).  New Technology and Newtonian Physics.  Physics Education, 22, 6. 

Points out two areas of difficulty in teaching Newtonian dynamics. Describes several alternatives to physics learning using new technology. Details the use of the LOGO computer language in teaching simple Newtonian environments. Suggests the potential for creating new learning experiences in dynamics with new technology.

Osguthorpe, Russell T.; Zhou, Lian (1989).  Instructional Science: What Is It and Where Did It Come From?  Educational Technology, 29, 6. 

Describes the development of the field of instructional science through a hypothetical dialogue. Topics discussed include programed instruction; behavioral psychology; learning theorists; cognitive psychology; concept learning; military training; applied versus basic research; behaviorism; computer-assisted instruction; educational evaluation; instructional design; and the future of instructional science. (32 references)

Ostini, M. F. (1985).  The Application of New Information and Communication Technologies in Higher Education Teaching: A Perspective.  Higher Education in Europe, 10, 4. 

A survey of nine Western European countries concerning use of the new information technologies in higher education is reported, the status of educational technology in Swiss universities is examined, and issues arising in the widespread adoption of educational technology in higher education are discussed.

Ostman, Ronald E.; And Others (1988).  Adult Distance Education, Educational Technology and Drop Out. The New Zealand Technical Correspondence Institute's Management Courses. Studies in Education, No. 48. 

The New Zealand Technical Correspondence Institute studied the internal and external factors influencing adult students enrolled in a tertiary-level distance education management course to abandon their studies. A literature review afforded definitions of: (1) distance education; (2) educational technology; and (3) drop out. Although research has been conducted concerning dropouts, little research has been done on dropouts among adult distance learners studying at the tertiary level. An investigation was conducted using an exploratory multivariate analysis. Questionnaire data were collected from 724 respondents. Information collected included job commitments, reasons for enrollment and withdrawal from study, and study and work attitudes. Based on study findings, the following recommendations were made: (1) learners should be given clear expectations prior to study; (2) special assistance should be provided to dropout-prone students; (3) tutors and learners should increase contact; (4) tutors and learners should work together for the class duration; (5) curriculum review and student reinforcement should be constant; (6) student contact should be monitored; (8) participation in study should be flexible; (9) dropouts should be encouraged to reenroll; and (10) course content should reflect job requirements. (A list of 66 references, appendices containing management course information, the study questionnaire, 27 tables, and 3 figures are provided in the report.)

Ostman, Ronald E.; Wagner, Graham A. (1987).  New Zealand Management Students' Perceptions of Communication Technologies in Correspondence Education.  Distance Education, 8, 1. 

Describes a survey of 724 management students in New Zealand's Technical Correspondence Institute which was conducted to determine whether the introduction of educational technologies could decrease the dropout rate. The multiple linear regression model that was used to analyze the questionnaire responses is presented, and predictor variables are discussed.

Otter, Annica, Ed.; Dahlberg, Ullabritt, Ed. (1988).  Education as Development: A Description of the NBE Research Programme. 

This document provides an overview of the research program of the Swedish National Board of Education (NBE) since 1962. The following subjects are discussed: (1) budget; (2) duration of the various projects; (3) fields of research; (4) transmission of knowledge; (5) transition from management by command to management by objectives; (6) research in the 1960s and 1970s; (7) research in educational technology; (8) local responsibility; (9) secondary school reform; (10) science role research; (11) goal achievement research; (12) adult education; (13) educational environment research; (14) longitudinal studies; (15) educational improvement; (16) sex differences; (17) writing instruction; and (18) standardized achievement tests. Charts illustrate the budget data.

Otto, Sue E. K.; Pusack, James P. (1988).  Calculating the Cost of Instructional Technology: An Administrator's Primer.  ADFL Bulletin, 19, 3. 

Suggests guidelines for administrators regarding ways in which technology can be used to benefit language learners. The recommendations cover level of engagement; facilities; access to materials; development support staff; colleague networking; collegiate coordination and support; released time for faculty; student assistance; collaboration with campus support units; delivery support; student acquisition plan; and reward systems.

_____. (1982).  Oversight on Educational Technology. Joint Hearing before the Subcommittee on Select Education of the Committee on Education and Labor. House of Representatives, Ninety-Seventh Congress, Second Session. 

This document presents the transcript of a hearing held to examine how rapid technological changes are affecting the American educational system and to learn what new equipment with potential for educational application is available, how technology can be integrated into the curriculum, and how students and teachers can acquire the skills needed for a technological society. Included are statements, letters, and materials, presented or provided by John H. Gibbons (Office of Technology Assessment, U.S. Congress); Joyce Hakansson, (Hakansson Associates, Inc.); Francis Fisher (Haverford College); Linton Deck, Jr. (consultant, Fairfax County Schools); Joe Miller (Arkansas State Department of Education); Denis Eichhorn (Control Data Corp.); Reta Kohari (Apple Computer, Inc.); and John Lipkin (Bureau of Social Science Research, Inc.). Reprints of the following published reports and articles are also provided: a summary of the Office of Technology Assessment's study, "Informational Technology and Its Impact on American Education," and reprints of "PLATO System Spurs Baltimore Students to New Achievements," Anne O. Emery; "Computer and Videodisc: A New Way to Teach CPR," Lynn Hessinger; "Interactive Video Disc with Microcomputer and Manikin"; "Toward Real-World Applications"; "What the Space Invaders Are Trying to Tell Us"; "How Devices Restore Democracy"; "Interactive Training in Cardiopulmonary Resuscitation," David Hon; and "And Now, Dynamic Discs," Richard Stengel. | [FULL TEXT]

Overfield, Karen (1989).  Training for the Trainer.  Technological Horizons in Education, 16, 10. 

Task analysis, needs analysis, curriculum design, and evaluation for training programs for on-the-job training teachers are discussed. Outlines, worksheets, and evaluation sheets are provided.

Owen, Richard (1985).  Soviets Aim to Put Desk-Top Computers into All of Nation's Schools and Colleges.  Chronicle of Higher Education, 29 n21 p35, 38 Feb 6 1985. 

The Soviet Union has embarked on a concerted campaign to put desk-top computers into every secondary school, college, and university in the country. The program envisages stepped-up production of computer technology, improved quality, and the development of new electronic hardware.

Owens, David (1988).  Designing Instruction for Older Adults.  Programmed Learning and Educational Technology, 25, 1. 

Reviews current findings of empirical research on older adult learning, notes key differences in how older adults and young people learn, and suggests strategies that could be used to enhance the effectiveness and efficiency of instruction designed for the elderly. (33 references)