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Paasonen, Johannes (1980).  The Electronic Hand Calculator in Finnish Comprehensive School Mathematics Teaching. Research Bulletin No. 53. 

This investigation of the possible effects of using calculators in mathematics teaching was based on an analysis of the cognitive and affective aims of mathematics education in the nine-year comprehensive school in Finland attended by all children aged seven through fifteen. The experiment consisted of a comparison of two fourth-grade classes using calculators with three control classes. Calculators were used in about 25 percent of the mathematics lessons of the experimental group during the study period. Results indicated posttest differences favoring the experimental treatment significant at the p

Page, M. (1980).  Teaching, Technology and Terminal Tutoring.  SASTA Journal. 

Reviews computer assisted instructional (CAI) technology now available in large scale systems such as PLATO, and in videocassette-linked computer systems. Computer Managed Instruction (CMI) is described as a means of fitting instruction to the student's cognitive style. Discusses briefly cable TV, electronic newspapers, desk-top computers, and other aids.

Page, Marilyn (1989).  Active Learning in Secondary Schools: Educational Media and Technology. 

The incorporation of media and technology into the classroom does not ensure the enhancement of student learning. Research has shown that students learn more through active participation in their own learning process. From 1984 to 1987, a teacher's secondary social studies students were actively involved in the National History Day Program (NHDP), one purpose of which is to promote student competency and interest in carrying out original research. Of the four program categories--paper, project, performance, and media--the media category was the most popular. Students worked in groups of from two to five to produce videos, dissolve slide/tape shows, standard slide presentation, computer programs, and overhead projection displays on designated themes. Compared to academically similar students in previous classes using alternative instructional methods, the NHDP students showed dramatic increases in involvement, learning, comprehension, and motivation. They learned how to find, interpret, analyze, organize, use, and present information in creative ways, and they learned skills related to everyday technologies. Participation in NHDP classes became popular with students in the school, more of whom tried to enroll each year although the work involved was extraordinary and relentless. In addition to active participation, cooperative group work, intergroup competition, and student choice of project may have contributed to the overwhelming success of the program. | [FULL TEXT]

Paine, Nigel (1983).  Cost Learning Materials. A Hypothetical Case Study. Open Learning Papers. 

This case study presents information on the actual cost of teachers' producing their own learning and instructional materials. The figures reflect the various elements that go into materials development and would need to be considered for similar undertakings. Descriptions of and average costs are given for 10 material development activities: (1) research and pre-writing; (2) writing; (3) course design; (4) secretarial and administrative tasks; (5) layout and typesetting; (6) pilot testing; (7) proofing; (8) print and production; (9) miscellaneous; and (10) training. In addition, unforeseen costs that were absorbed or not charged are listed. The sums listed reflect the cost of developing approximately 60-80 hours of student learning material. Recommendations are given on points to be considered when the decision to develop materials is made.

Paine, Nigel (1983).  How to Write Self-Assessment Questions. Open Learning Papers. (Revised Version). 

This paper introduces the use of self-assessed questions (SAQ) in interactive learning material. SAQs have two related but separate functions in learning materials: SAQs sustain the student's concentration and breaks up the text, and SAQs help the student assess progress of learning at a particular point in the material. Examples are given of these functions of SAQs. Descriptions and examples of types of SAQs are given: (1) multiple choice; (2) true/false; (3) matching; (4) sequencing; (5) completion; (6) one word answers; (7) filling in blanks; and (8) short prose answers or direct questions. Samples are presented of two case studies with analysis of what the student was expected to do or accomplish. A list of conclusions and recommendations on using SAQs is included.

Paine, Nigel (1984).  New Technology in Open Learning. SCET Open Learning Paper: 403. 

This paper examines various uses of new technologies in open learning, including methods of electronic delivery and computer assisted and managed learning, and contrasts their specific applications in the areas of administration, delivery of materials, production of materials, student support, and presentation of the materials. New technologies for student support are discussed, including videotex and telesoftware, which enables a user to download either text files or computer programs from a central computer to a remote learner. Characteristics of new technology are examined as they relate to the requirements of open learning materials, which should be individualized, self-pacing, and interactive. A summary list of benefits and constraints related to the use of new technologies in open learning is provided.

Palmer, Jim (1985).  Educational Television at the Community College.  Community Services Catalyst, 15, 1. 

Provides citations and abstracts for ERIC documents dealing with the use of educational television at community colleges.

Palmer, Jim (1986).  Sources and Information: Instructional Technology at Community Colleges.  New Directions for Community Colleges, 14, 3. 

Reviews ERIC literature on four major themes related to instructional technology at the community college: computer-assisted instruction, computer-managed instruction, distance education and televised instruction, and the role of learning laboratories and learning resource centers in housing and making available nonprint educational media.

Paneth, Eva (1986).  The Future of Projected Interpretation.  British Journal of Language Teaching, 24, 2. 

Projected interpretation could play a much larger part as a service at multilingual conferences and as a teaching strategy if the switch is made from overhead projectors to word processors with accompanying monitor.

Panhelainen, Mauri (1983).  Finnish Viewpoints on Higher Education Research and Research Collaboration.  Higher Education in Europe, 18, 1. 

Recent changes and emphases in Finnish higher education, research themes, and favored forms of research cooperation are outlined. Exchange of research information and contacts in the areas of instructional methods, educational technology, educational policy and administration, nontraditional education, and higher education and the labor market are major short-term objectives.

Pankratz, Roger (1981).  Synthesis and Interpretation of Knowledge: New Roles for University Faculty in School Improvement Programs. 

Now that demands on schools are greater than at any other time in history, a need exists for synthesis and interpretation of the vast amount of research and information to assist schools in solving educational problems. Despite the availabilty of storage and retrieval systems and new technologies, most local schools are not using this information because it is not in a form that is useful. New roles are proposed for university faculty--to serve as linking agents between information systems and local schools in the university's service area. An interactive model is suggested that involves a combination of generalist facilitators and specialists/synthesizers/interpreters who work directly with schools on improving programs and practices. This arrangement benefits the participating university in staff development and research capabilities. It is not without potential problems, however: funding; locating faculty with the requisite areas of expertise; and training the faculty linking agents in applied social and behavioral sciences.

Pannwitt, Barbara (1983).  Microcomputers for Classroom Instruction. Part I.  [Curriculum Report] 

The first of a three-part series on computer-assisted instruction (CAI), this report describes 11 exemplary programs across the country that involve the use of microcomputers for instruction in computer science, mathematics, and science at the elementary and secondary levels. At the head of each description are the name and address of the school (or consortium or school district) implementing the program and the name and title of a person to contact there for further information. The programs featured include a 5-year computer literacy plan, an inservice staff development scheme, a set of graphic data displays for teaching physics, a computerized math tutorial program entitled "Kids Helping Kids," various programs in computer science and word processing, computer-assisted vocational programs, computer-based adult education classes in business and data management, and a districtwide curriculum plan aimed at computer awareness in elementary school, computer literacy in junior high, and computer science in senior high. Also included is a description of the Minnesota Educational Computing Consortium, a statewide agency devoted to propagating instructional use of microcomputers and producing student-inspired courseware. Additional resources are listed for interested principals, including upcoming workshops and computer periodicals.

Pannwitt, Barbara (1984).  Using Microcomputers for Instruction in Humanities and Social Sciences. Part II.  [Curriculum Report] 

The second of a three-part series on computer-assisted instruction (CAI), this report focuses on the use of microcomputers in business education, English, social studies, foreign languages, bilingual education, and ESL (English as a Second Language). Since all these areas involve writing, a discussion of word processors and word processing software precedes more specific discussions of courseware in each area. Then seven exemplary programs at various schools around the country are described in detail. These include a 3-year sequence in computer science for business; a word-processor-based typing and accounting program that was extended to include English composition and creative writing; a language instruction program for non-English speakers; a seven-phase scheme for integrating word processors into an English composition curriculum; a districtwide center for coordinating educational technology; the work of an innovative principal in San Jose, California, who has implemented computer-assisted instruction in two different high schools and (at the time of this publication) was organizing an Institute on Microcomputers in Secondary Education; and a 5-year plan directed by a districtwide steering committee on computers. At the head of each description are the name and address of the school or school district implementing the program and the name and position of a contact person.

Pannwitt, Barbara (1984).  Microcomputer Instruction in Special Education and the Fine and Practical Arts. Part III.  [Curriculum Report] 

The last of a three-part series on computer-assisted instruction (CAI), this report describes microcomputer applications in special education, music, visual arts, speech arts and drama, home economics, and industrial/vocational arts. Under each subject heading, current and developing computer applications are discussed and specific courseware developed by MECC (Minnesota Educational Computer Consortium) is described. In special education, computer systems have been developed to aid blind, deaf, speech-impaired, motor-control handicapped, and intellectually handicapped students. Developments in the fine arts include electronic music synthesizers, a computer-feedback keyboard instrument that teaches how to play, computer graphics for visual arts, and set design courseware for drama. In the practical arts, courseware has been developed for a wide range of home economics and industrial/vocational arts applications, from nutrition and family planning to driver training, money management, and home improvement. Seven examples are then provided of programs currently operating in these areas at high schools across the country. At the head of each description are the name and address of the school or agency and the name and position of a contact person.

Panyan, Marion V.; And Others (1988).  The Integration of Technology in the Curriculum.  Journal of Special Education Technology, 9, 2. 

The article describes a three-year research project to develop an applications model to successfully integrate technology in the instruction of mild and moderately handicapped elementary grade students. The model focuses on decisions of in-school agents in such areas as identification of content, instructional methods, organization of instruction, and outcome assessment.

Papert, Seymour (1981).  Computers and Computer Cultures.  Creative Computing, 7, 3. 

Instruction using computers is viewed as different from most other approaches to education, by allowing more than right or wrong answers, by providing models for systematic procedures, by shifting the boundary between formal and concrete processes, and by influencing the development of thinking in many new ways.

Papert, Seymour (1986).  Different Visions of Logo.  Classroom Computer Learning, 7, 3. 

Reviews the various ways in which LOGO has been used by teachers both correctly and inappropriately. Discusses the status of and future direction of LOGO in classroom instruction. Provides a summary of the third annual LOGO Conference.

Parham, Charles (1988).  Computers that Talk.  Classroom Computer Learning, 8 n6 p26-27, 30-34. 

Discusses some of the improvements made recently in computerized speech and some questions about using such technology in classrooms. Describes the hardware needed for speech software. Provides a directory of what is currently available in speech-based products.

Park, Ok-choon (1988).  Functional Characteristics of Intelligent Computer-Assisted Instruction: Intelligent Features.  Educational Technology, 28, 6. 

Examines the functional characteristics of intelligent computer assisted instruction (ICAI) and discusses the requirements of a multidisciplinary cooperative effort of its development. A typical ICAI model is presented and intelligent features of ICAI systems are described, including modeling the student's learning process, qualitative decision making, and inferencing. (36 references)

Park, Ok-choon; Seidel, Robert J. (1989).  A Multidisciplinary Model for Development of Intelligent Computer-Assisted Instruction.  Educational Technology. 

Proposes a schematic multidisciplinary model to help developers of intelligent computer-assisted instruction (ICAI) identify the types of required expertise and integrate them into a system. Highlights include domain types and expertise; knowledge acquisition; task analysis; knowledge representation; student modeling; diagnosis of learning needs; potential error patterns; and tutoring strategy. (38 references)

Parker, James, Ed. (1986).  Catalog of Adult Education Projects. Fiscal Year 1986. 

This catalog, which describes over 350 projects, is the ninth in a series of annual listings intended to inform adult educators about projects funded under Section 310 of the Adult Education Act. The projects are organized according to the following areas: administration, assessment, community linkage, computer-based programs, correctional education, counseling, diploma programs, disabled adults, dissemination, employability, English as a second language, general educational development, life skills, literacy, recruitment, staff development, technology, and volunteers. Each project description contains some or all of the following: project title, contact person, funding data, objectives, and products generated. Appendixes to the catalog include a cross-reference index and a list of State directors of adult education. | [FULL TEXT]

Parkes, Alan P. (1987).  Towards a Script-Based Representation Language for Educational Films.  Programmed Learning and Educational Technology, 24, 3. 

Discusses aspects of the syntax and semantics of film, and presents a scenario for the use of film by intelligent computer assisted instruction (ICAI) systems. An outline of a representation language for educational films on videodisc is presented, and an appendix provides conceptual graphs that explain notations used in examples.

Parkinson, B. L.; And Others (1983).  Mastery Learning in Modern Languages--A Case Study.  Programmed Learning and Educational Technology, 20, 1. 

Summarizes a study into the feasibility, problems, benefits, and implications of using mastery learning in teaching French to students in Scottish secondary schools. Examples are provided of target objectives, specimen test materials, progress cards, and class activity records, and implications on class organization are discussed.

Parrott, Wilbur (1981).  Math Education: A Bibliography.  Classroom Computer News, 2, 1. 

This annotated list of selected, practical articles on the use of computers in mathematics instruction covers preschool mathematics through calculus and model building. Articles that include programs and/or bibliographies are included as often as possible. Those cited appear in commonly available publications.

Parry, James D.; Ferrara, Joseph M. (1984).  The Potential of Computer-Based Expert Systems for Special Educators in Rural Settings. 

Knowledge-based expert computer systems are addressing issues relevant to all special educators, but are particularly relevant in rural settings where human experts are less available because of distance and cost. An expert system is an application of artificial intelligence (AI) that typically engages the user in a dialogue resembling the conversation a person might have with an expert consultant. The expert systems could serve as consultants to the educator in addressing issues such as identification, diagnosis, and remediation of problems presented by special education students. A number of computer systems are available or under development that may be of immediate value to rural educators. One such system is the Buggy program which identifies a student's arithmetic misconceptions by analyzing error patterns from test problems worked by the student. Several prototype programs are being developed by the staff of the Special Education AI Project at Utah State University to test the feasibility of using expert systems to solve problems in special education. For example, two CLAS.LD systems provide second opinions regarding the accuracy of the "learning disabled" classification. To prepare themselves to capitalize on the advantages of new technologies such as expert systems, educators in rural settings can develop their technological literacy. | [FULL TEXT]

Parry, Jose (1981).  Goldsmiths' College and Open Learning Systems.  Higher Education Review, 14, 1. 

Goldsmiths College, founded in 1891 by a company for higher education and recreation for the "men and women of the industrial, working and artisan classes," has been denied full school status although owned by the University of London. Recent debate about the college's future has focused on maintenance of standards and its tradition of enrolling marginally qualified students.

Partridge, Susan (1989).  A Discussion of Computer Use in Adult Literacy Instruction. 

The many advantages claimed for using the computer in adult literacy instruction--privacy, immediate feedback, individualization, control, and flexibility--have also been observed in the practice of dedicated teachers, without the help of computers. Fortunately, many scholars still emphasize the need for teacher sensitivity and teacher-student interaction in computer instruction if such instruction is to be successful. Options to the reactive posture of instructional technology are the proactive approach or the interactive model, which is a combination of the reactive and proactive models. Concerns of educators regarding the use of computers include the shortage of high quality computer software and emotional bonding to the computer. Educators should also take note of research that shows that computer-assisted instruction enhances the achievement of students with learning styles favoring less socialization, whereas students with a people-oriented learning style achieve more in the traditional self-paced instruction group.

Patrikis, Peter C., Ed. (1987).  The Governance of Foreign Language Teaching and Learning. Proceedings of a Symposium (Princeton, New Jersey, October 9-11, 1987). 

Papers on issues concerning the governance of private research university foreign language programs include: "The Governance of Foreign Language Teaching and Learning" (James S. Noblitt); "Academic Alignments in Language Teaching" (Winfred P. Lehmann); "The Politics of Language Instruction" (James Redfield); "Perceptions of Governance in a Smaller University" (James J. Wrenn); "Language Teaching in Literature Departments: Natural Partnership or Shotgun Marriage?" (Nicolas Shumway); "A Case Study: A Dean for Language Instruction?" (Barbara F. Freed); "Language Program Governance at the Large Public University: When Is Bigger Better?" (Gerard L. Ervin); "The Training of Foreign Language Specialists in Major Research-Oriented Foreign Language Departments" (Albert Valdman, Cathy Pons); "Language Departments and Teaching: An Administrator's View" (Ward Dennis); "The Technology Explosion--The Teacher's Dilemma" (James W. Marchand); and "New Directions in the Study of Foreign Languages" (Claire Kramsch). Also included are an overview of the symposium, selections from the symposium's transcripts illustrating the range of concerns expressed, and samples of the language used in job descriptions for positions in governance. | [FULL TEXT]

Patterson, Amos C. (1985).  Preparing Educational Technologists.  Training and Development Journal, 39, 12. 

The author presents preliminary findings of a report he is conducting concerning the competencies needed by educational technologists. Discusses instructional development, instructional psychology, field internships in training and human resource development, performance technology, and message-design skills in product design and development.

Patterson, Amos C.; Baranowski, Richard (1982).  Library/Media Specialists: Preparing for the Move from Education to Business.  Educational Technology, 22, 1. 

Suggests that the business world offers a wide array of job opportunities for media specialists and examines some basics a person should consider in making a career transition from a traditional educational setting to a business atmosphere. Eight references are cited.

Patterson, Amos C.; Bloch, Bobbie (1987).  Formative Evaluation: A Process Required in Computer-Assisted Instruction.  Educational Technology, 27, 11. 

Presents an instructional development model that incorporates formative evaluation techniques, and explores the possible application of the model in developing computer-assisted instruction courseware. Advantages and disadvantages of this approach are identified and implications for research on formative evaluation are discussed. (31 references)

Paulet, Robert O. (1988).  Factors Influencing Successful Counseling in Selected Distance Education Programs.  Journal of Research and Development in Education, 21, 3. 

This study examines opportunities and realities for counselors of adult education distance learners. The needs of adult learners; selected case studies of student service operations in Canada, England, and Australia; and technology used to provide counseling and support services to distance education adults are discussed.

Pavlonnis, Terry (1988).  Interactive Video--A Spellbinding Approach to Solid Learning.  Media and Methods, 24 n5 p21-22, 24. 

Describes the use of interactive video in secondary public schools in Great Falls, Montana. Highlights include the need for visual learning; steps for integrating new technology into the curriculum, including planning, coordinating, teacher training, and evaluation; and the use of laserdisc systems for student-produced term papers.

Payne, Judith S. (1983).  An In-Service Workshop That Helps Teachers Reduce Computer Anxiety. 

In this review and evaluation of a week-long workshop in computer literacy developed for home economics teachers, the following points are raised: (1) There is a need for inservice programs designed to overcome teacher anxiety about computers; (2) Lack of instruction regarding the use of the microcomputer is the most important factor limiting the educational use of computers; (3) Teachers have a low level of confidence in hardware and software; (4) Computer instruction should focus on drill and practice, precise question-answering, review of materials, and achievement testing; and (5) Computers are effective in motivating students. A description is given of the activities designed for the 110 participants (all home economics teachers) in each session of the workshop. Teachers' responses to a post-workshop questionnaire are presented, and their progress in overcoming their fear of computers is discussed. Suggestions are made for developing computer workshops for teachers and also for incorporating computer literacy programs into preservice teacher education programs.

Payne, Tony (1982).  'The British Library SIR System'.  Computer Education. 

Details of the Schools Information Retrieval (SIR) System provides insight into its nature and how it operates. The data provided give examples of format for computer records of indexed documents and how to conduct some standard searches of these records. The nature of use in trial tests is mentioned.

Pea, Roy D. (1986).  Cognitive Technologies for Mathematics Education. Technical Report No. 37. 

This paper provides an historical perspective on the possible roles of cognitive technologies in thinking as "reorganizers" of the mind. It suggests that by understanding the transformational roles of advanced technologies for mathematical thinking, positive contributions can be made to research and practice on the use of computers in mathematics education. A heuristic taxonomy of seven functions that mathematics educational technologies can serve to promote the aims of mathematical thinking is proposed. Two types of functions are distinguished: (1) "purpose" functions, that may affect whether students choose to think mathematically and (2) "process" functions that may support the component mental activities of mathematical thinking. Definitions and examples of computer software are used throughout the document to illustrate the seven functions. | [FULL TEXT]

Pea, Roy D. (1986).  Beyond Amplification: Using the Computer To Reorganize Mental Functioning. Technical Report No. 38. 

This paper considers the possibilities of using computers not only to amplify, but to reorganize children's thinking and mental functioning. These two different conceptualizations of the transformational role of noncomputer cognitive technologies (such as written language) in human intelligence and cognitive change are sketched, and the different implications to be drawn from these conceptualizations are considered in relation to human thinking and the educational processes. Several examples of software as cognitive technologies are analyzed, and the advantages of the reorganizer approach are detailed. It is argued that since the cognitive technologies we invent can serve as instruments of cultural redefinition (shaping who we are by what we do), the selecting of values for educational goals becomes important. Finally, it is suggested that the urgency of updating educational aims and methods recommends an activist research paradigm for simultaneously creating and studying changes in the processes and outcomes of human learning with new cognitive and educational technologies. (117 references) | [FULL TEXT]

Pearce, Frank C. (1980).  Methods of Dealing with Uncertainty: Panel Presentation. 

Rising energy costs, changing tax bases, increasing numbers of non-traditional students, and ever changing educational technology point to the fact that community college administrators will have to accept uncertainty as a normal planning component. Rather than ignoring uncertainty, a tendency that was evidenced in the reluctance of administrators to prepare contingency plans for California's Proposition 9 in 1980, college managers must follow planning modes that allow them to pursue any of several paths based on decisions made at the very last moment. Such a planning mode has been implemented at Long Beach City College (California). This mode entails an ongoing cycle of seven steps: (1) define the planning units (departments, administrative offices, etc.); (2) prepare a one-paragraph statement explaining why the unit exists; (3) develop five or six statements outlining the outcomes desired of the unit; (4) list each of the courses offered by instructional units under one of the identified outcomes and require non-instructional units to list and assign priorities to the tasks necessary to accomplish each desired outcome; (5) prepare plans for the evaluation of the extent to which each unit achieves the outcomes; (6) collect data for the evaluation; and (7) reorganize resources within units based on evaluation findings. Unit functions can be redefined at any point in the planning process.

Pearlman, Robert (1989).  Technology's Role in Restructuring Schools.  Electronic Learning, 8 n8 p8-9, 12. 

Discusses educational technology and its role in expanding teachers' roles, in helping students become more active learners, and in restructuring schools. Highlights include descriptions of restructured schools in Minnesota; schools' relationships with industry and the community; examples of activities that promote more active student participation; computer simulations; and teacher education.

Pearson, Kathleen (1982).  Applied Futurism: How to Avoid Professional Obsolescence.  Physical Educator, 39, 4. 

Toffler's futurist theories are superimposed on physical education and sport to predict the future characteristics of these enterprises and to suggest directions which might lead to continued professional growth and progress.

Pease, Pamela S. (1989).  Strategies for Implementing Distance Learning Technologies: Why, When, and How.  School Business Affairs, 55, 10. 

Distance learning systems are networks that transmit interactive instruction from one central location to multiple geographically separate ones. Lists steps for selecting and implementing distance learning in a school district that are based on experience in implementing TI-IN United Star Network's Star Schools project.

Pedersen, Elray L. (1987).  The Effectiveness of Writer's Workbench and MacProof. 

To determine how much electronic writing-analysis programs can offer college students and how valuable computerized text actually is, nine college student essays and nine professional essays were analyzed using text editors. The student essays (three each rated "superior,""average," and "failed") and the professional essays (three each by William Jennings Bryan, John F. Kennedy, and Abraham Lincoln) were subjected to electronic text analysis using Writer's Workbench and MacProof. Writer's Workbench, the oldest and most highly-developed text analysis program currently available to students, is capable of analyzing writing for 30 different traits. The MacProof program, version 2.0, runs on the MacIntosh personal computer and was used because of its wide availability and similarity to Writer's Workbench. Data on all student and professional essays pertained to a number of criteria, including spelling, sentence length/structure, number of "to be" verbs, and number of words. The Writers Workbench reports were superior to the MacProof reports for all 18 papers on all writing qualities studied except for spelling and "be" forms. In contrast, MacProof's writing analysis reports were limited in scope and usefulness. Data on readability, sentence length, and frequency of use of "to be" verbs proved helpful, but, overall, the text analysis reports were misleading and overly simplified. The text analysis programs simply did not address the many key elements of student writing evaluated by even the most inexperienced of writing teachers.

Pederson, Jacqueline (1983).  Microcomputer Authoring Systems. 

An important advance in computer assisted instruction (CAI) is the development of authoring systems that allow teachers to write software without the need for direct use of a higher level language. The primary advantage of authoring systems is that they provide teachers with the means to write CAI in plain English rather than using a computer language. Putting lesson contents completely under teacher control, these systems let teachers emphasize specific instructional objectives, give selected materials detailed treatment, or tailor remedial programs to meet the needs of individual students. Another advantage of authoring systems is that they permit modification by teachers at any time. Design features to consider when evaluating authoring systems include their instructional methods, ease of use with all instructional strategies and by all authors, flexibility, and editing and record keeping abilities. Finally, the CAI language design should include statistical programs to sort and perform elementary statistical processing of individual as well as group data. (Included is a listing of some available authoring systems.)

Pederson, Kathleen Marshall (1982).  Research on CALL. 

The status of research on computer-assisted language learning (CALL) is explored beginning with a historical perspective of research on the language laboratory, followed by analyses of applied research on CALL. A theoretical base is provided to illustrate the need for more basic research on CALL that considers computer capabilities, learner differences, and learning tasks in concert. Basic research in CALL is also evaluated. CALL research must be conducted vigorously with the research design taking into account several factors specific to each research study. This paper concludes by stating that research design chosen for these studies should take into account the following factors: (1) the research should be cost effective; (2) the argument that comparative research that attempts to illustrate the superiority of computers over other mediums for delivering language instruction should forever be abandoned; and (3) encouragement should be given to evaluative research using CALL software that may be widely adopted and may enjoy an extended use over time.

Peelle, Howard A. (1984).  Computer Metaphors: Approaches to Computer Literacy for Educators. 

Because metaphors offer ready perspectives for comprehending something new, this document examines various metaphors educators might use to help students develop computer literacy. Metaphors described are the computer as person (a complex system worthy of respect), tool (perhaps the most powerful and versatile known to humankind), brain (both brain and computer being excellent control devices), map (showing the locations and connections between various centers of knowledge), glass box (intended to reveal rather than conceal), vitamin (providing some essential vitamins for the educational diet), palette (for the creative artist), mentor (having some of the qualities of a good teacher), and catalyst (for revitalizing education). Among other computer literacy metaphors briefly noted are the computer as hydraulic system, pupil, toy, and idol. The document concludes that educators must think about how to go beyond metaphor to a more substantial understanding of computer science, information theory, and applications of advanced technology.

Pehkonen, Erkki, Ed. (1989).  Geometry Teaching--Geometrieunterricht. Conference on the Teaching of Geometry (Helsinki, Finland, August 1-4, 1989). Research Report 74. 

This report contains conference papers on geometry teaching. There were five plenary talks given and a review of Hungarian geometry teaching. The plenary talks addressed background theories of the psychology of learning such as constructivism, perceptional psychology, and motivational psychology. The themes of the 21 short talks were on a varied range of topics from kindergarten to junior high school. The point of emphasis of the conference was on problem-oriented teaching, e.g., pupil activities. Papers include: (1) "Teaching Geometry within the Framework of Constructivism" (J. Leino); (2) "Problems of Language and Communication in the Mathematics Classroom" (H. Maier); (3) "Anregungen der Wahrnehmungspsychologie fur den Geometrieunterricht" (M. Wittoch); (4) "Zum Motivationsproblem im Geometrieunterricht" (E.M. Zbick); (5) "Geometrieunterricht in Ungarn" (A. Ambrus); (6) "Indirekte Denklveisen im Geometrieunterricht" (A. Ambrus); (7) "Using Analogies in Early Secondary Education in Geometry" (G. Becker); (8) "Was nutzt der Computer im Geometrieunterricht?" (P. Bendert); (9) "Computers, Geometry and Logo" (J. Enkenberg); (10) "Flachenauslegen in Klasse 1/2" (A.M. Fraedrich); (11) "Konig Senkrecht IV. und sein Reich" (A.M. Fraedrich); (12) "Problem-Orientated Geometry Teaching with Consideration of Computers" (G. Graumann); (13) "Zur computerunterstutzten Steuerung der mathematischen Begriffsbildung" (L. Haapasalo); (14) "Konstruktion von Aufgabensystemen im Geometrieunterricht" (K. Krainer); (15) "Some Features in the Development of Geometry Teaching" (P. Kupari); (16) "Preschool Geometry" (O. Magne); (17) "Do We Still Need Euclid?" (G. Malaty); (18) "Acht kongruente Wurfel--Vom Bauen mit Bauklotzen zum systematischen Suchen beweglicher Ringe" (K.P. Muller); (19) "Mathematical Activities with the Theorem of the Inscribed Angles" (M. Neubrand); (20) "Verwenden der geometrischen Problemnfelder" (E. Pehkonen); (21) "Planimetrische Konstruktionsaufgaben und problemhafter Unterricht" (G. Pietzsch); (22) "Measuring Areas by Means of Hyperbolas--Teaching Units in Elementary Geometry" (L. Profke); (23) "Elliptische Sektordiagramme" (E. Rosenberg); (24) "Video Films for Geometry Teaching" (P. Sahlberg); (25) "Neue Moglichkeiten des Geometrielernens durch interaktives Konstruieren" (H. Schumann); and (26) "Exploring Graphs with Logo" (H. Tuominen).  | [FULL TEXT]

Peiser, Carlos; Nevo, Baruch (1983).  Classic versus Fixed Distractors in General Information Tests.  Educational Technology, 23, 12. 

A study conducted at the Universities of Haifa and Tel-Aviv to compare two approaches to constructing general multiple choice ability tests--the "classic distractor" test and a new technique, the "fixed-distractor" format test--found a strong similarity between the scores on the two general information ability tests. Seven references are listed.

Peled, Elad; And Others (1989).  Project Comptown: Educational Intervention and Action Research.  British Journal of Educational Technology, 20, 2. 

Describes Project Comptown, an Israeli research-oriented educational intervention designed to create a computer culture in the schools and to use the computer's potential for innovative teaching and learning in both the schools and the community. Highlights include implementation analysis and teacher involvement and training. (31 references)

Peltier, Gary; And Others (1989).  Characteristics of National Merit Scholars from Small Rural Schools. 

This study compares 1988 National Merit Scholars enrolled in rural public schools with a senior class smaller than 99 students to other merit scholars and the national sample of SAT takers. Rural scholars were more likely to be female (45.5%) and Caucasian (98%) than other scholars. Involvement in extracurricular activities was significantly higher for rural merit scholars. Among rural scholars, 37% completed the equivalent of 5 years of English and mathematics, but only 26% of scholars finished 3 years of a foreign language, and 12.1 percent reported taking no foreign language. Only 14% of nonrural scholars had an A average, but 64.7% of rural scholars did. Rural scholars reported using computers for word processing and math drill and practice. Only 10% of rural scholars' schools had satellite (distance-learning) instruction. A total of 58% of all students tested had a family income under $40,000 but 65% of rural scholars' families had an income of $20,000 or less. Results suggest that the culture of rural areas and environment of small schools produces rapport between teachers and students, greater involvement in school affairs, and closeness of families, all of which contribute to students' academic achievement. This paper contains 6 references. | [FULL TEXT]

Pelton, Joseph N. (1988).  Tele-Education: The Future.  Social Education, 52, 5. 

Examines the current and future use of communications satellites in tele-education programs. Discusses programs such as Project SHARE which are using telecommunications to send medical and educational programming to remote parts of the world. Reports on developments in tele-education technology that are expected for the 1990s, followed by Amy Grotevant's annotated list of educational video developers.

Pelton, Mary Helen White (1983).  Staff Development in Small and Rural School Districts. AASA Small School Series #1. 

Staff development is the small school district's key to survival in the 1980's. Although small rural districts may face problems like isolation and limited resources, they have distinct advantages. Chapter 1 of this guide provides a list of advantages, which include close contact between teachers and administrators, strong ties to the local community, and staff development goals that effectively meet community expectations and student and teacher needs. The second chapter defines staff development in terms of adult learning styles, describes a program that works, discusses getting started in the small/rural school district, and provides suggestions to assist in avoiding staff development pitfalls. Chapter 3 contains ideas that work, i.e., individualized staff development, programs from state departments, staff development via technology at work, peer teaching as a technique, cooperation among districts, and some national attention (National Diffusion Network exemplary projects). Additionally, the guide provides a list of resources, and selected readings. | [FULL TEXT]

Pena, Luis Bernardo (1983).  Educational Technology: Its Impact on Culture.  Educational Technology, 23, 2.

Penn, Irma (1988).  A Social Studies Computer Simulation: Alternative Treatments with Grade Five Students.  History and Social Science Teacher, 24, 1. 

Studies effectiveness of using computer simulation in a fifth grade social studies class. Concludes that a computer simulation can be used as an adjunct to teaching and that one computer may be used as effectively as many in the classroom. States that educators should use software that incorporates graphics, cuing, randomization, immediate feedback, meaningful feedback, and opportunities for success.

Penn, Vivian-Sue (1982).  Computers in Education.  NJEA Review, 55, 9. 

The increasing impact of computers in education is discussed with some concerns for teachers and considerations of the uses of automation. Suggestions for finding more information are given.

Penrod, James I. (1982).  The University Computer Challenge: Synopsis of an Institute.  CAUSE/EFFECT, 5, 6. 

Sponsored by CAUSE, EDUCOM, and Pepperdine University, an institute was designed to help educational leaders become familiar with some of the basic issues faced by academe as society becomes computer literate. Highlights of the presentations made during the institute are provided.

_____. (1987).  Perspectives on Educational Technology. Educational Technology Study. 

Conducted by the State Office of Education in cooperation with IBM Corporation, this study was designed to examine the uses of technology in Utah schools and how the implementation of technology could greatly assist the educational process. Six objectives are specified in Section I: (1) design state-of-the-art technological models to be offered by the state to local districts; (2) expand and improve the "cooperative" information education technology network; (3) develop a plan to integrate the use of technology for instruction and management; (4) identify levels of technology awareness and training needed and develop a plan to meet current and future training needs; (5) analyze current and projected services provided through technology and establish new priorities for new projects; and (6) identify financial and organizational requirements for implementing specified technological services. Section II summarizes the general findings, which are then described in more detail in Section III. The findings include problems concerning inservice training, instructional applications, networking, master planning, electronic mail, fiscal limitations, hardware/software compatibility, and integration/cooperation. Recommendations addressing each problem are examined. Section IV identifies administrative, instructional, and inservice solution models that would benefit public education if implemented, and an implementation plan is outlined in Section V. Sections VI and VII discuss future applications and implications of the study findings. The appendices contain official letters, a methodology checklist, interview schedules, and interview questionnaires.

_____. (1988).  Perspectives in Foreign Language Teaching. Conference on the Teaching of Foreign Lanugages and Literatures (12th, Youngstown, Ohio, October 21-22, 1988). 

Selected conference papers address the following topics in the field of foreign language instruction: "The Use of Video as a Reading Tool in Spanish Intermediate Courses" (Julia Coll); "Oral Patterns and Written Composition" (Alan Farrell); "Using Reading to Promote Proficiency" (K. Eckhard Kuhn-Osius, Annette Kym); "The Application of Historical Linguistic Information to the Foreign Language Classroom" (Joel Rini); "What's in the Bag (and Why?): Tangibilia for the Classroom" (James M. Ogier); "Plus Ca Change: Minitel and Teletel, Electronic Marvels with Language Teaching Potential" (William J. Carney); "Use of Radio Plays and Video Tapes in Intermediate French and German Classes" (Anna Otten); "Diagnostic Testing: One Faculty's Experience" (Grover E. Marshall); "Public Speaking and International Career Development in the Foreign Language Business Course" (Susan M. Johnson); and "Teaching Grammar and Vocabulary for Proficiency" (Eileen W. Glisan). | [FULL TEXT]

Perelman, Lewis J. (1988).  Restructuring the System Is the Solution.  Phi Delta Kappan, 70, 1. 

For the U.S. to survive despite intensifying international competition, accelerating technological change, oppressive public and private debt, and demographic and work force changes, the learning enterprise must become far more productive. Two 1998 scenarios are presented: business-as-usual (favoring the rich) and a restructured system based on mastery, collaborative teamwork, and participatory management.

Perelman, Lewis J. (1989).  Closing Education's Technology Gap. Briefing Paper No. 111. 

An analysis of the gap between educational productivity and technological advancement concludes that American education's dismal productivity level is partly due to the lack of investment in research and development. Successful school restructuring must include the following innovations: site-based management; public school choice; competitive markets; realistic accounting; meaningful incentive programs; and valid evaluation processes. An initiative to close the gap is proposed, in which U.S. institutions and training facilities allocate at least one percent of their budgets for a research and development fund to be managed by a new National Institution for Learning Technology. | [FULL TEXT]

Perkins, D. N.; And Others (1985).  Conditions of Learning in Novice Programmers. Concept Paper. 

Under normal instructional circumstances, some youngsters learn programming in BASIC or LOGO better than others. Clinical investigations of novice programmers suggest that this happens in part because different students bring different patterns of learning to the programming context. Many students disengage from the task whenever trouble occurs, neglect to track closely what their programs do by reading back the code as they write it, try to repair "buggy" programs by haphazardly tinkering with the code, or have difficulty breaking problems down into parts suitable for separate chunks of code. Such problems interfere with students making the best of their own learning capabilities: students often invent programming plans that go beyond what they have been taught directly. Instruction designed to foster better learning practices could help students acquire a repertoire of programming skills, perhaps with spinoffs having to do with "learning to learn." (29 references) | [FULL TEXT]

Perkins, D. N.; And Others (1986).  Nontrivial Pursuit: The Hidden Complexity of Elementary Logo Programming. Technical Report. 

The thinking processes of students of Logo were examined to identify programming problems and possible instructional remedies. Subjects were 11 students between the ages of 8 and 12 who had completed 5 weeks of Logo instruction. These students were given a series of five short programming problems highlighting such areas of difficulty as judging angles, deciding on the directions of turns, using a variable, and using a subprocedure. The data collected included notes taken by the experimenter recording program errors, attempted repairs, and code written by students. A coding system was used to provide a measure of students' successes and errors in terms of the number of elements in a program they programmed correctly and their problem-solving efforts. The success rate in terms of elements correct was high, but success in terms of programs running successfully was lower, and a number of problems with what might be considered trivial aspects of Logo were recorded. A few students evinced serious problems with understanding tasks involving variables and a subprocedure. Possible explanations for the challenge of trivial elements of programming include: (1) the conjunctivity effect of minor problems; (2) a shortfall in elementary problem-solving strategies; (3) difficulty in discriminating concepts with superficial similarity; and (4) domain and domain operation problems. It is concluded that many trivial elements of Logo pose genuine conceptual difficulties, a problem that instruction must face and resolve. (25 references) | [FULL TEXT]

Perkins, David; And Others (1986).  Loci of Difficulty in Learning to Program. Technical Report 86-6. 

To learn more about the specific nature of the teaching and learning problems involved, researchers conducted a clinical study of 20 high school students enrolled a BASIC course. Investigators presented each student with a sequence of eight programming problems, ranging from easy to difficult. They asked questions to track student thinking and intervened in student difficulties with graduated levels of assistance. A coding system was used to record the type of difficulty students encountered, the amount of help needed, and the correctness of solutions. Experimenters noted whether errors were omissions of a necessary element, inappropriate migrations of an element from one command to another, errors in sequencing the elements, or other mistakes. Data analysis provided information about loci of difficulty in three aspects of programming behavior: attitudes, knowledge base, and problem-solving strategies. Inadequacies in students' knowledge base about BASIC were revealed, with most errors occurring at the level of application. Findings suggest that programming instruction might place greater emphasis on encouraging students to prompt themselves with strategic questions about problematic situations, on helping them achieve more consolidated knowledge of the details of computer languages, and on addressing attitudinal and confidence factors in programming. (32 references) | [FULL TEXT]

Perkins, David; Martin, Fay (1985).  Fragile Knowledge and Neglected Strategies in Novice Programmers. IR85-22. 

As part of an ongoing program of research to identify the difficulties encountered by novice programmers and to develop teaching strategies to help them overcome these obstacles, researchers employed a scaffolded interview procedure with 20 high school students enrolled in the second semester of a year-long BASIC course. Investigators presented each student with a sequence of eight programming problems, ranging from easy to difficult. They asked questions to track student thinking and intervened in student difficulties with graduated levels of assistance: first, general prompts to provoke strategic thinking; second, hints, leading questions, and bits of information; and third, exact solutions to the immediate dilemma. Results showed that student difficulties stem from knowledge that is fragile in several ways, i.e., partial knowledge, inert knowledge, lack of a critical filter, misplaced knowledge, and conglomerated knowledge. Findings indicate that novice programming students might benefit from explicit teaching of strategies for controlled exploration as part of their instruction in beginning programming. Explicit teaching of strategic skills is a promising way to help students gain control of the programming process and appreciate the need for precision in understanding and using programming commands. (27 references) | [FULL TEXT]

Perrone, Vito (1985).  Portraits of High Schools. A Supplement to High School: A Report on Secondary Education in America. 

Profiles of selected high schools represent part of the research done in preparation for the Carnegie Foundation's report, High Schools: A Report on Secondary Education in America. The testimony and behavior of youths and adults in real schools, and detailed descriptions of representative institutions, reflect the major themes of the report. These themes are: the contextual changes affecting the school, students, school goals, school climate, leadership, curriculum, teachers, teaching and learning, education beyond the school, and media and technology. The schools are grouped according to the following geographic characteristics and specializations: urban, suburban, rural, alternative, vocational, and selective academic. Summary recommendations include (1) the development of more explicit goals that are clear to teachers, students, and their parents; (2) more curriculum development to support inquiry, problem solving, and more active learning as well as to attend to interdisciplinary studies and greater integration of students' academic and prevocational experiences; (3) in-house professional development for teachers; (4) reduced teaching loads to allow more time for individualization; and (5) a closer tie between colleges, universities, and schools to provide a context for getting more university students involved in schools.

Perrott, Elizabeth; Padma, M. S. (1981).  The Transfer of a Self-Instructional Teacher-Training Course from Britain to India.  Programmed Learning and Educational Technology, 18, 3. 

Discusses whether the knowledge gained by a successful transfer of media-based materials for teacher training between two developed countries could be applied to a transfer of innovative learning materials from a developed country to a developing country. The advantages of such a transfer are assessed. Ten references are cited.

Peruniak, Geoffrey S. (1984).  The Seminar as an Instructional Strategy in Distance Education.  British Journal of Educational Technology, 15, 2. 

Describes a study of the role of face-to-face teaching and learning in two distance education courses at Athabasca University. Concerned with effects of a seminar on adult learner success, the study addressed the questions of whether students will attend optional seminars, how distance learners perceive seminars, whether attendees perform better, and ways attendees differ from nonattendees.

Petersen, Allan L.; Berg, Ernest H. (1981).  Report to the Legislature on the Educational and Fiscal Effects of Independent Study. 

In response to legislative mandate, a study was conducted in 1981 to determine the educational and fiscal effects of legislation authorizing independent study (IS) in California community colleges. Independent study was defined as learning undertaken by a student enrolled in a credit course without the immediate presence of the assigned instructor, including mediated and directed study, and television, radio, and newspaper courses. All colleges which participated in IS were asked to submit information on enrollment; instructional and staff salaries and benefits; books, supplies, and equipment costs; contract services costs; capital outlay; total average daily attendance (ADA) and cost per ADA for all instruction and for IS. To assess the educational effects of IS, colleges were asked to provide information on IS courses by subject matter, mode of instruction, and opening enrollment and number and percentage of completers in each area of instruction. Major findings included: (1) cost per ADA of IS varied from $79 to $5,114, with television and mediated instruction most expensive; (2) about 1,000 separate offerings in IS were provided during 1979-80, with the largest number of offerings in directed study, but the largest enrollment in television courses; (3) IS instruction was distributed fairly evenly over subject areas; (4) IS retention rates were only slightly lower than in general curriculum courses. IS regulations and sample study forms are appended.

Peterson, Gary W.; And Others (1983).  Employment Assistance Planning Programs for Welfare Recipients: An Evaluation and the Development of a Screening Measure. 

A project was conducted to develop an assessment instrument for use in identifying welfare recipients who are potentially employable and to evaluate the effectiveness of Florida's three existing pilot employment assistance planning programs (termed PAPAs after the Public Assistance Productivity Act). Data on the employment status of 98 individuals were collected 60 days and again 180 days after they had registered in a PAPA. Data on the employment status of an additional 121 persons 60 days after they had registered in a PAPA were also examined. The optimal criterion measure for identification of employability variables was found to be employment status 180 days after registration. Four predictor variables were also found to be significantly related to employment status 180 days after PAPA registration. A prototype employability screening instrument based on these four variables was proposed. Six standards for evaluating existing PAPAs were developed. Preliminary cost-benefit analyses of Florida's three existing PAPAs indicated that the cost-effectiveness of serving all cohorts of clients examined has been improving significantly. (Appendixes to this report include the existing and proposed PAPA evaluation instruments.) | [FULL TEXT]

Peterson, George (1986).  Geography, Images and Technology. Innovations in Education and Publishing at the National Geographic Society.  [Learning Tomorrow: Journal of the Apple Education Advisory Council] 

This paper discusses the role of the National Geographic Society (NGS) in providing educational materials on geography, from the National Geographic magazine to future innovative educational technologies. The changing nature of technology, communications, and the role of the creative mind are described in remarks quoted from the Society's President, Gilbert Grosvenor. In particular, the imminent widespread use of creative, educationally sound software for computers and videodisks is stressed and the NGS's role in the development of such software is described. It is concluded, however, that the development of high quality, innovative materials is not enough: the NGS must also join forces with policymakers at the federal, state, and local levels, and work with school systems and hardware manufacturers.

Peterson, Larry; And Others (1988).  A Videodisc Approach to Instructional Productivity.  Educational Technology, 28, 2. 

Describes a study in which videodisks were used to teach fractions, decimals, and percents to fifth graders. Student scores on mastery tests are reported, and the reactions of teachers and students to the technology are described. (8 references)

Peterson, Steven (1985).  Using STELLA in Environmental Education.  Environmental Education Report and Newsletter, 14, 2. 

Explains the computer-based modeling "language" of Structural Thinking and Experiential Learning Laboratory with Animation (STELLA) and its applications to environmental education. Describes STELLA's interactive capabilities through an example of a program on predator-prey interactions. Recommends the use of STELLA for clarification of environmental interactions.

Petracek, Svatopluk, Ed.; And Others (1980).  Modernization of the Teachers' Further Education System. (Based on the Experience from Czechoslovakia, Soviet Union, and Poland). Further Education of Teachers Collection of Papers, Reports and Reviews. Volume 1. 

The articles in this collection present the views of teacher educators in Czechoslovakia, Poland, and the Soviet Union on inservice, or "lifelong" teacher education. The first section contains five essays: (1) a new teachers' training project in Czechoslovakia; (2) further education of teachers and educational personnel in the Czechoslovak system of education; (3) teachers and the new conception of basic schools; (4) ways of improving the system for teachers' further education; and (5) some problems in the initial training and further education of teachers. In the second section of the volume, reports on activities and symposia of the European Information Centre for Further Education of Teachers (EIC-FET), located in Prague, Czechoslovakia, are presented. The Centre was begun in 1973 at the Charles University (Prague, Czechoslovakia) as an information clearinghouse and analytical center. Although essentially national in scope, EIC-FET cooperates with international organizations such as the United Nations Educational, Scientific, and Cultural Organization. The articles in this section discuss: (1) EIC-FET's information subsystem "Further Education of Teachers"; (2) an international symposium on preschool education (Prague, 1976); (3) an international conference of advisors on the research and information priorities for the further education of teachers (Prague, 1977); (4) an international symposium on the further education of special school teachers (Prague, 1977); (5) an international symposium on the further education of teachers in the use of educational technology (Prague, 1977); and (6) an international survey on the effective use of educational media and further education of teachers (Prague, 1977). | [FULL TEXT]

Pfaehler, Brenda (1985).  Electronic Text: The University of Wisconsin Experience.  Technological Horizons in Education, 13, 1. 

To dissolve much of the confusion surrounding videotex and teletext, and the respective merits of these emerging technologies for education, the Annenberg Foundation joined with the Corporation for Public Broadcasting to conduct controlled comparison tests. Results of the project are described.

Phillipo, John (1989).  CD-ROM: A New Research and Study Skills Tool for the Classroom.  Electronic Learning, 8, 8. 

Describes CD-ROM technology and discusses its possible uses in the classroom. Comparisons are made with videodiscs, hardware needs are discussed, influences on the role of the teacher are examined, and Grolier's "Academic American Encyclopedia," which is available on CD-ROM, is described.

Phillips, D. John (1987).  Directions for the Next Five Years.  Education Canada, 27, 1. 

Discusses leadership qualities and key role administrators must play in educational change. Summarizes issues needing consideration by planners during the next few years: economic restructuring for education systems, trends in adult education, enrollment patterns, teacher supply and quality, impact of educational electronic media, and relevance of education.

Phillips, Kathleen; And Others (1985).  Research and Development Agenda. 

The National Adult Literacy Project's research and development agenda, developed through a literature survey and consultation with practitioners and scholars, is elaborated in this paper. Each of the seven topic areas begins with a rationale for its importance and a brief review of relevant research. Proposals for research studies and/or development activities are recommended, and some specific procedural suggestions are made. The seven topics are (1) unique attributes of adult beginning readers; (2) learner diagnosis and assessment, including diagnosis of learning-disabled adults, assessment of job-related skills, assessment of other functional skills, and guidelines for more effective use of tests and development of alternative approaches; (3) staff training; (4) impact of literacy programs on students' quality of life; (5) teacher characteristics and methodologies--the need for cultural sensitivity; (6) technology; and (7) literacy development in other countries. The appendix brings together all of the research and development proposals in a single list. | [FULL TEXT]

Phillips, Martin (1985).  Intelligent CALL and the QWERTY Phenomenn: A Rationale.  System, 13, 1. 

Discusses the use of microcomputers in language teaching by addressing two questions: (1) What can computer-based techniques do that cannot be done by any other technique? (2) Is it desirable or necessary to do so? Concludes that computers are capable of creating learning environments with which the learner can interact.

Phillips, Richard; And Others (1986).  The Mid-Missouri Small School Computer Consortium: Training Teachers on Their Own Turf. 

Directed primarily toward small school administrators and school boards, this publication describes a consortium of five rural school districts in central Missouri and how they used a traveling teacher to facilitate incorporation of microcomputer capabilities into the school systems' operation and curriculum. The paper describes the use of the consortium to provide teacher inservice training in each district and discusses curriculum applications of microcomputers. Topics include development of the training program, delivery system, methods of instruction, evaluation of the inservice program, and explanation of the post inservice use of computers in the consortium schools. A discussion of the suggested principles of consortium operation covers the need for a clear advantage to cooperation, optimal number of members, geographic proximity and size of member schools, leadership, organization, finances, and the use of outside resources. Background material includes a description of the roles to be played by small school consortia, a review of literature concerning the use of computer technology in rural schools, and a history of the Mid-Missouri Small School Consortium (MMSSC) with attention to features that made for successful sharing of services. Appendices contain tables showing participant ratings of inservice training topics, characteristics of schools and communities forming the MMSSC and a short list of references. | [FULL TEXT]

_____. (1989).  Physical Education Concept Paper. Number 1. 

This paper results from the Oregon Action Plan for Excellence, which defines goals and outcomes of the K-12 school experience. This Physical Education Concept Paper, the first of a series, is presented as a challenge to Oregon physical educators to confront constructively and resolve issues with implications for school physical education programs. It identifies and discusses the following issues and trends in physical education: (1) class size; (2) quality of instruction vs athletics and recreation; (3) coeducational physical education; (4) role models; (5) educational technology; (6) equity for all in programs and practices; (7) student evaluation and grading; (8) health-related or skill-related programs; and (9) administrative support and leadership. A list of questions for administrators and teachers to use to rate themselves and their programs concludes the paper. | [FULL TEXT]

Pickover, Clifford A. (1985).  On the Educational Uses of Computer-Generated Cartoon Faces.  Journal of Educational Technology Systems, 13, 3. 

Focuses on use of computer-drawn faces to explore visualization in learning and for presenting multivariate data. Prior and new research are reviewed and future applications are discussed. "Autocorrelation-face," a graphics representation created from mathematical analysis of voice input, and its potential as a learning aid for the deaf are discussed.

Pierson, Herbert (1987).  Establishing a CALL Lab in an ESL Program.  Journal of Educational Techniques and Technologies, 20, 3-4. 

Describes the development and use of a computer-assisted language learning (CALL) laboratory in the English-language teaching unit at the Chinese University of Hong Kong. Undergraduate students in a writing skills course were trained to use word processors which were available for the students' writing assignments.

Pikaart, Len; And Others (1981).  1981 Ohio Regional Conferences on Mathematics Education: Microcomputers in Education. 

Six regional conferences designed to provide educational decision-makers and teacher-leaders with a state-of-the-art review of the possibilities, limitations, and recent technology of microcomputers in an educational perspective were held in 1981. The purposes of the conferences were to: (1) stimulate realistic and effective approaches to using microcomputers in middle, junior high, and secondary schools; (2) provide hands-on experiences and demonstrations of microcomputers; (3) indicate the range of software available; (4) provide summaries of microcomputer research and project results; (5) distribute criteria helpful for selecting both hardware and software; and (6) maintain cooperative linkages between local school personnel and other mathematics educators. The majority of this document consists of materials distributed to conference participants. These materials were either developed by the project staff or written by others and reprinted with permission. | [FULL TEXT]

Pitney, John J., Jr. (1988).  Using Electronic Spreadsheets in Undergraduate Political Science Courses.  Teaching Political Science, 16, 1. 

Suggests ways undergraduate students can perform political data analyses using electronic spreadsheets. Examples include data from presidential elections, voting information, and welfare budgeting. Illustrates how data can be used as a partisan weapon and in making predictions. Emphasis is upon electronic spreadsheets rather than the more advanced statistical programs, presuming that students have little experience.

Pitts, Marcella R., Ed. (1981).  A Bright Promise but a Dim Future. Researchers Examine Potential of Educational Technology. 

Concerns about the current educational technology movement are discussed in these four papers which were presented during a seminar of 20 representatives from 10 Council for Educational Development and Research (CEDaR) member institutions. The first by Marcella Pitts and E. Joseph Schneider provides an overview of the educational technology movement and discusses current use of and interest in technology in schools. The paper distinguishes differences between educational technology and technological gadgetry, cautioning against indiscriminate use of technological hardware without instructional expertise. The second paper by Alan M. Lesgold focuses on ways basic instructional principles derived from education and psychology can be applied to computer-based instruction. Three seminar themes are highlighted in the third paper by Richard E. Schutz: (1) the capability for CEDaR member institutions to advance educational technology and school improvement through programmatic research and development; (2) the possibility for CEDaR institutions to combine their expertise to explore instructional applications of technology; and (3) the problems of injudicious application of technology to educational problems. The final paper presents the views of a panel of experts, who comment on the services that research and development organizations can provide to schools and make specific recommendations about technology-related research issues. Each paper begins with a short summary, and references are listed for the first and third papers. | [FULL TEXT]

_____. (1988).  Planning for Computers in Education: A Resource Handbook. Revised. 

Plane, Robert A. (1982).  Merging a Library and a Computing Center.  Perspectives in Computing, 2, 3. 

Plati, Thomas (1988).  Using High-Tech Tools for Student Research.  Media and Methods, 24, 5. 

Platt, William A.; Andrews, Dee H. (1984).  Educational Technology in Military Training Applications: A Current Assessment. 

Platz, Nancy L. (1986).  Resources for Educational Technology. 

_____. (1986).  Planning for the 80s and Beyond.

Plevnik, Danko (1981).  Reading--The Most Important Concern for a University.  Journal of Reading, 24, 7. 

Advocates that in a time of increasing amounts of information, universities must teach their students appropriate ways to find, read, and understand the information they need.

Ploch, Margie (1986).  Computers in Schools: Can They Make the Grade?  High Technology, 6, 9. 

Assesses the current state of computer-assisted instruction in schools. Reviews educational issues of teacher productivity, teacher preparation, software selection, and curriculum integration. Examines legislative actions directed at greater computer use in classrooms.

Plomp, Tjeerd; Ely, Donald P. (1986).  Educational Technology and Mass Media: Editorial Introduction.  International Review of Education, 32, 3. 

Identifies themes in this special issue on educational technology: emergence of new educational technology definition; pervasiveness of educational technology throughout world; importance of context in applying educational technology to problem solving; and new information technologies' role in altering organizational structure and teachers' roles, and offering new perspectives on old problems.

Plomp, Tjeerd; Verhagen, Plon (1982).  Building a Four Year Post-Secondary Curriculum in Educational Science and Technology. 

This report begins by providing background information on educational technology in the Netherlands, differences between a four-year program in the Netherlands and undergraduate programs in the United States, and the structure of Dutch university programs. The need for a Department of Educational Science and Technology at the Twente University of Technology and characteristics of the department are then addressed, followed by a discussion of the starting points and procedure of curriculum planning and a description of the structure of the curriculum. Activities involved in carrying out the plans--course construction, development of the TO-laboratory (a computer, audiovisual, and learning resource center), and student recruitment--are also discussed. The report concludes with an evaluation of the program at the end of the first year of operation. This evaluation focused on the effects of modular course construction, and the interrelationships of courses, study load, and number of possible drop-outs. Four appendixes provide: (1) the results of a job analysis of the tasks performed by professionals in the field that was undertaken as part of the curriculum planning process; (2) an outline of the department's curriculum; (3) a general model for structured problem solving; and (4) a floor plan of the TO-laboratory. | [FULL TEXT]

Podemski, Richard S. (1981).  Computer Technology and Teacher Education.  Journal of Teacher Education, 32, 1. 

Helping teachers understand the relationship between the message of instructional content and the medium of instructional technology is a legitimate focus for colleges of education. Colleges of education can respond to the need for computer sophistication by creating survey courses on the uses of computers in education.

Pogrow, Stanley (1983).  Education in the Computer Age: Issues of Policy, Practice, and Reform. Volume 6. Managing Information: A Series of Books in Organization Studies and Decision-Making. 

Suggesting new policies for integrating technology into existing goals of the public schools, this book presents the argument that substantial educational improvements can be made through the use of computers. Chapter 1 contains an assessment describing the nature of technology events thought likely to occur during the 1980s. (A technology event is defined as a particular evolutionary phase in societal utilization of technology.) Chapter 2 discusses implications of environmental technology events for changing the nature of educational needs and types of educational services demanded by the public. Chapter 3 examines the impact of technology events on the evolution of technological opportunity and discusses implications for developing new forms of delivery systems. Chapter 4 examines some impediments to appropriate use of technology in education and speculates on political consequences if public schools do not respond adequately to projected environmental press for technological change. Focusing on instructional and administrative applications of computers, chapter 5 provides a framework for determining what an appropriate response by schools to the changing environment would or should be. Chapters 6 and 7 discuss policy issues at the federal and state levels. In conclusion, chapter 8 summarizes implications of policy and research recommendations for educational practice and professional training.

Pogue, Richard E. (1980).  The Authoring System: Interface between Author and Computer.  Journal of Research and Development in Education, 14, 1. 

An authoring system obviates the need for programing in the development of computer-assisted instructional materials. Options for a variety of educational strategies are preprogramed, allowing the developer to concentrate on curricular concerns rather than software considerations.

Polcyn, Kenneth A. (1981).  The Role of Communication Satellites in Education and Training: The 1990s.  Programmed Learning and Educational Technology, 18, 4. 

Presents an overview of satellite technology and trends in its use, reviews the evolution of education and training applications of communication satellites, and prognosticates about the possible national and international uses during the 1990s. A bibliography of 26 items is included.

Pollard, Jim; And Others (1988).  User-Friendly Pages.  Learning, 16, 9. 

The 50 top computer programs and the 25 top publishers of educational software are listed and reviewed. Manufacturers' addresses and list prices are given. Eight teachers describe their experiences with computers in the classroom. Seven new programs and products are reviewed.

Pollock, Joellyn; Grabinger, R. Scott (1989).  Expert Systems: Instructional Design Potential.  Educational Technology, 29, 4. 

Description of the components of expert systems highlights their potential uses in the field of instructional design. Uses of expert systems are described for determining the cost-effectiveness of instructional media; as instructional management aids; as job aids; in helping to diagnose student problems; and as student feedback/evaluation systems. (21 references)

Poole, Lawrence H.; And Others (1982).  Computer Literacy: The New Mandate for General Education in the 80's. 

In light of recent advances in the field of microcomputers and the general availability of inexpensive means of storing and transmitting information, this paper discusses the potential educational uses of computers and considers the role of computer technology and "technological literacy" in higher education. By way of example, the paper describes the advantages realized by North County Community College (NCCC) through the acquisition of computer resources and outlines the development of their computer laboratory. Next, several possible uses of microcomputers in social science research and instruction are identified, with emphasis given to data analysis software packages, simulations, and word processing possibilities. The paper then illustrates the potential educational benefits of teaching literacy skills with the aid of computers, stressing their greater editing capabilities and ability to store written material; their possible uses for aiding learning disabled students; their use in vocabulary and grammar exercises; and the potential for improving student composition through a change in the context of instruction. After pointing to the ways in which teaching literacy skills through computer-assisted instruction increases students' familiarity with computers, a proposal to make "computer literacy" a requirement for NCCC graduation is outlined.

Popham, W. James (1980).  Two Decades of Educational Technology: Personal Observations.  Educational Technology, 20, 1. 

Reflects on the emergence of instructional technology which, albeit imperfect, is enormously potent.

Poplin, Mary S. (1981).  The Severely Learning Disabled: Neglected or Forgotten?  Learning Disability Quarterly, 4, 4. 

Problems with restricting learning disabilities to a range of mild handicaps are noted and five areas of controversy affecting severely learning disabled students are addressed: definitions, student characteristics, identification criteria, educational methods and technology, and educational services.

Poppen, LiMing; Poppen, Roger (1988).  The Use of Behavioral Principles in Educational Software.  Educational Technology, 28, 2. 

Reviews the principles of the behavioral model of learning and discusses the need to incorporate these principles in the development of educational software programs. Criteria for evaluating software programs based on their inclusion of behavioral principles are provided, and the evaluations of six available programs based on these criteria are reported.

_____. (1984).  Postsecondary Education in Minnesota: A Commitment to Quality, Access and Diversity. 

Recommendations of the Commission on the Future of Minnesota Post-Secondary Education are presented. A mission statement is proposed for adoption by the state, along with four principles to guide policy development. While the Commission does not recommend closing of any campuses in 1984, it suggested that criteria and procedures be developed for the annual review of the scope, mix, and cost of programs. The following issues are also addressed, and recommendations and cost estimates are included: stronger coordination between colleges and high schools, marketing higher education for lifelong learning, tuition policies, student financial aid, developmental/remedial education, establishing demonstration centers for instructional technology, enhancing the quality of graduate education and research, and linking higher education to employment needs. Recommendations directed to each system of post-secondary education are also provided. Because of their unique roles, specific attention is directed to the Higher Education Coordinating Board and to systems leadership, including the need for area or regional planning. Public policy concerning private higher education is also discussed.

Posey, Larry O.; And Others (1988).  An Internship Case Study.  Training and Development Journal, 42, 2. 

Reviews an internship position at the Ramada Management Institute in Tempe, Arizona. The intern relates observations that might benefit those considering a similar experience; the sponsor offers advice for interns and for organizations considering establishing internship programs; the faculty advisor addresses how the academic curriculum prepares graduates for internships and employment.

Post, Paul E.; And Others (1988).  Robot Technology: Implications for Education.  Educational Technology, 28, 1. 

Provides an introduction to robotic technology, and describes current robot models. Three ways of using robots in education are discussed--as exemplars of other processes, as objects of instruction, and as prosthetic aids--and selection criteria are outlined. (17 references)

_____. (1988).  Power On! New Tools for Teaching and Learning. 

This report on the potential of new interactive technologies for improving learning examines developments in the use of computer-based technologies, analyzes key trends in hardware and software development, evaluates the capability of technology to improve learning in many areas, and explores ways to substantially increase student access to technology. The role of the teacher, teachers' needs for training, and the impact of federal support for educational technology research and development are reviewed as well. Specific topics addressed include the adoption of computer and video technologies; evaluation research; computer-assisted instruction (CAI) and intelligent CAI; mathematics and science; multimedia programs; database management; word processing; language arts; electronic networks; cost-effectiveness; software; and research and development. The future of classroom instruction is discussed in terms of networking and distance education, CD-ROM and computer/video convergence, hypermedia, integrated learning systems, and videodisks. Appended materials include a summary of state activities in educational technology; criteria used to evaluate educational software; principal programs of the U.S. Department of Education that are providing funds for technology in education; a list of acronyms; and a bibliography of contractor reports. Also included are a copy of the September 1988 OTA Report Brief entitled "Power On! New Tools for Teaching and Learning," and a September 15, 1988 Press Release announcing two videotapes on the influence and potential of educational technology in public schools, now available from SL Publications, New York. | [FULL TEXT]

Powell, Jack V. (1981).  Computer-Based Instruction in Early Childhood Education at the University of Georgia: A Proposed Innovation. 

A program of computer based instruction in early childhood education at the University of Georgia is described in this document. The author (1) identifies a research context in which computer technology can be justified in a teacher education curriculum; (2) discusses computerized cognitive testing as an initial application within early childhood teacher education curricula; (3) outlines other potential applications of computer technology to teacher education; and (4) briefly suggests a context for research developments in which computer based instruction may be compared with other media alternatives. Initially, computers were used at the University of Georgia to assess student mastery of material in a teaching methods course. This computer assisted program of instruction has been expanded to other courses. Performance on computer tests has permitted assessment of student strengths and weaknesses, immediate feedback regarding performance, and suggestions for remediation. Applications of computer assisted instruction are seen to include counseling, screening, and evaluation of competency in regard to graduation criteria.

Powell, Jon T. (1981).  Hardware: Media Equipment Management. Part I: Maintaining an Inventory.  Media and Methods, 17 n7 p5, 18 Mar 1981. 

Argues than an important key to any educational institution's successful management of media equipment is the maintenance of a record of inventory. Suggests how such an inventory can be prepared and what information it should contain.

Powell, Jon T. (1981).  Hardware: Working with a Limited Budget.  Media and Methods, 17, 8. 

Discusses ways that educational institutions can develop and manage a realistic media equipment budget.

Powers, David A.; Russell, Tommy (1980).  Interaction Research: An Approach to the Investigation of College Teaching Methods.  Educational Technology, 20, 8. 

Reports a study that investigated the interactions of selected learner aptitudes and two instructional treatments, the lecture method and a videotaped presentation. Learner aptitudes utilized in the study involved measures of seven cognitive factors, Scholastic Aptitude Test (SAT) scores, and the college grade point average

Powers, Michael H. (1989).  Laboratory Connections: Review of Two Commercial Interfacing Packages.  Journal of Computers in Mathematics and Science Teaching, 8, 3. 

Evaluates two Apple II interfacing packages designed to measure pH: (1) "Experiments in Chemistry" by HRM Software and (2) "Voltage Plotter III" by Vernier Software. Provides characteristics and screen dumps of each package. Reports both systems are suitable for high school or beginning college laboratories.

Prasad, B. S. (1982).  Calculators in Mathematics: What the Research Says.  Australian Mathematics Teacher, 38, 4. 

Research reviewed indicated calculator use: (a) significantly improves computational ability with conflicting evidence in other areas; (b) has no significant effects on retention or attitudes towards mathematics; and (c) does help in teaching and learning at all levels with no detrimental effect. Conclusions were drawn in part from examination of over 50 studies.

Pratscher, Sandy (1981).  Planning for Microcomputers in the Classroom.  Journal of Computers in Mathematics and Science Teaching, 1, 1. 

A brief guide for planning the use of microcomputers in instruction is provided that covers uses, setting, software needs, evaluation, teacher training, and hardware needs.

Pratt, David (1987).  Curriculum Design as Humanistic Technology.  Journal of Curriculum Studies, 19, 2. 

This article explores the conflicting visions of curriculum promoted by humanistic educators and curriculum technologists. Notes that most schools and teachers combine aspects of both orientations, exemplifying an eclecticism which blends the efficiency of instructional technology and the personal freedom of humanistic approaches to instruction.

_____. (1981).  Pre-College Mathematics Education Using Computers. Development in Science Education. Project Awards Fiscal Years 1980 and 1981 and Selected Related Projects Supported in Earlier Fiscal Years. 

A listing of awards made by the Division of Science Education Development and Research (SEDR) of the National Science Foundation (NSF) during fiscal year 1980 and 1981 and selected related projects supported in earlier years is presented. All references made to actual award amounts are noted as subject to adjustment by financial statements prepared by NSF at the close of fiscal years reviewed. It is noted that purchase orders, funds for personnel as provided in the Intergovernmental Personnel Act, and International Travel Awards are excluded from the report. The document opens with a discussion of pre-college mathematics using computers, which looks at: (1) the role of the National Science Foundation; (2) changes that are possible; (3) the projects; and (4) the future. This portion considers questions such as: (1) What are some of the substantive improvements in the mathematics curriculum that the computer makes possible? (2) Can young children learn mathematics using computers? and (3) What new equipment seems to be useful? The bulk of the document is devoted to a presentation of project summaries. The table of contents refers to projects alphabetized first by states, and then by institutions within each state. | [FULL TEXT]

_____. (1984).  Preparing for Further Introduction of Computing Technology in Vancouver Community College Instruction. Report of the Instructional Computing Committee. 

After examining the impact of changing technology on postsecondary instruction and on the tools needed for instruction, this report analyzes the status and offers recommendations concerning the future of instructional computing at Vancouver Community College (VCC) in British Columbia. Section I focuses on the use of computers in community college instruction, looking at changes in occupational instruction, the background of these changes, the impact and use of computers in colleges, and the instructional use of computers. The current status of instructional computing at VCC is addressed in section II, while section III offers observations concerning the provision of computer-related training, computer applications training, computer literacy training, computer-assisted learning, and courses on the computer as a tool. Finally, a series of recommendations are presented for the further introduction of instructional computing at VCC, covering areas such as instructional objectives and computing; curriculum development and delivery; planning for instructional computing development; accessibility, security and communications; organization in support of instructional computing; and equipping, maintaining and financing instructional computing. Inventories of computing requirements and an instructional computing survey instrument are appended.

_____. (1986).  Preparing Multi-Media Teaching Materials. A Source Book. 

This sourcebook on educational technology materials was developed in conjunction with a regional workshop on "The Use of Educational Technology by Teachers," which was held in September 1985 and attended by participants and observers from Bangladesh, India, Indonesia, Japan, Malaysia, New Zealand, the Philippines, the Republic of Korea, Sri Lanka, and Thailand. The first of three chapters in this sourcebook provides a brief discussion of ways in which educational technology materials can be used to achieve some broad educational outcomes. The types of media produced in the participating countries are outlined in the second chapter, which also suggests 11 criteria for the selection and/or production of multimedia materials and 17 steps for the development of such materials. Materials brought to the workshop by the participants for demonstration and evaluation are then briefly described, and a table displaying the results of the evaluations concludes the chapter. The third chapter discusses the use of multimedia kits to solve teaching problems and describes the design and use of multimedia kits for three specific situations: (1) a kit for one teacher schools in India; (2) a kit for shared reading in multicultural classes at the elementary level in New Zealand; and (3) three multimedia kits prepared by the Korean Educational Development Institute (KEDI) for teaching in large classes. One of the KEDI kits is designed for use by elementary students and the other two for teacher training programs at the elementary level. | [FULL TEXT]

_____. (1989).  Preparing Schools for the 1990s: An Essay Collection. 

Education has emerged as a leading national issue for the 1990s. To address some of the current and future issues facing education, Metropolitan Life Insurance Company asked members of the Metropolitan Life Foundation Education Advisory Council to articulate their views about recent and future directions in public-school-improvement efforts. This book, a collection of council members' essays, offers a profile of education in the near future. Articles include the following: (1) "The Implications and Rewards of Teacher Empowerment" (Floretta Dukes McKenzie); (2) "Education Reform: The Good, the Bad, and the Ugly--A Teacher's Perspective" (Kim Natale); (3) "Revolution in Pedagogy" (Patricia Albjerg Graham); (4) "Teacher Leadership in Reforming Education" (Sherleen Sisney); (5)"Using Current Technologies in Education" (Joan Ganz Cooney); (6) "Class and Caste in American Schools" (Joseph S. Murphy); (7) "Rethinking Children's Policy: Implications for Educational Administration" (Michael W. Kirst and Milbrey McLaughlin); (8) "Changing the System of Schooling So That the School of the Future Has a Chance" (Frank Newman); (9) "Incentives for Reform" (Albert Shanker); (10) "Federal Support for Teacher Improvement" (P. Michael Timpane); (11) "The Imperative for Global Education" (Mary Hatwood Futrell); (12) "Business-School Relations for the 1990s" (Robert G. Schwartz); and (13) "Taking School Reform Seriously--A Parable from War" (Theodore R. Sizer). | [FULL TEXT]

Preece, Jenny; Jones, Ann (1985).  Training Teachers to Select Educational Computer Software: Results of a Formative Evaluation of an Open University Pack.  British Journal of Educational Technology, 16, 1. 

Describes how the Educational Software short course produced by the Open University Micros in Schools project trains inservice teachers to select suitable educational software for classroom use. Findings of a formative evaluation of an activity in the course in which teachers examined three commercially produced educational software packages are reported.

Prentice, Joan W.; Kenny, Gavin N. C. (1986).  Microcomputers in Medical Education.  Medical Teacher, 8, 1. 

Provides a rationale for computer assisted instruction for medical teachers. Discusses some benefits, potential problems, and sample structures of computer assisted instruction. Contrasts this type of instruction through the use of microcomputers as opposed to mainframes and gives examples of authoring systems for use in creating instructional programs.

Pressman, Harvey (1987).  National Special Education Alliance.  Exceptional Parent, 17 n7 p12-14, 16-18. 

The article describes the National Special Education Alliance, a network of parent-led organizations seeking to speed the delivery of computer technology to the disabled. Discussed are program origins, starting a local center, charter members of the alliance, benefits of Alliance membership, and the Alliance's relationship with Apple computer.

Pressman, Israel; Rosenbloom, Bruce (1984).  CAI System Costs: Present and Future.  Technological Horizons in Education, 11, 6. 

Discusses costs related to providing computer assisted instruction (CAI), considering hardware, software, user training, maintenance, and installation. Provides an example of the total cost of CAI broken down into these categories, giving an adjusted yearly cost. Projects future trends and costs of CAI as well as cost savings possibilities.

Pressman, Israel; Rosenbloom, Bruce (1984).  CAI: Its Cost and Its Role.  Journal of Educational Technology Systems, 12, 3. 

Describes and evaluates costs of hardware, software, training, and maintenance for computer assisted instruction (CAI) as they relate to total system cost. An example of an educational system provides an illustration of CAI cost analysis. Future developments, cost effectiveness, affordability, and applications in public and private environments are discussed.

Preston, Nancy R., Comp. (1989).  Hypermedia: Design and Application. A Select ERIC Bibliography Prepared Especially for the National Conference and Exhibition of the American Association of School Librarians (5th, Salt Lake City, Utah, October 18-22, 1989). Mini-Bib. 

The nine references in this bibliography were selected through a computer search of the Educational Resources Information Center (ERIC) database. The following titles are included: (1) "Multimedia in Education" (Sueann Ambron and Kristina Hooper); (2) "Hypermedia in Academia" (Robert Beck and Donald Spicer); (3) "Design Considerations for Hypermedia Systems" (Brian Gaines and Joan Vickers); (4) "Authoring Considerations for Hypertext" (Greg Kearsley); (5) "Hypermedia and Learning: Freedom and Chaos" (Gary Marchionini); (6) "Hypertext and Information Retrieval" (Karen Smith and others); (7) "Hypermedia: Breaking the Tyranny of the Text" (Kay Vandergrift); (8) "Language Learning and Hypermedia" (John Underwood); and (9) "Intermedia: A System for Linking Multimedia Documents" (Nicole Yankelovich). Annotations are provided for each of the articles listed. | [FULL TEXT]

Pretlow, Delores Z.; Lilly, Edward R. (1988).  The Library/Media Specialist: Conduit for Academic Achievement.  Teacher Education Quarterly, 15, 1. 

School library/media specialists have an important role in helping to improve instruction, especially with the increasing trend toward competency-based education, high technology, and accountability. These specialists can help students even more either through their direct and indirect involvement with educational resources, reinforcing activities, and close work with other education staff.

Price, Barrie Jo (1984).  The Tape Recorder as an Instructional Aid in Special Education.  Educational Technology, 24, 1. 

Discusses uses of tape recorder as an accommodative technique for mainstreamed learning disabled students in content-area classes to address some problems encountered by regular classroom teachers. Four major types of use discussed are taping lectures, textbooks and other reading assignments, and paraphrased material, and preparing lecture summaries.

Price, Barrie Jo; And Others (1987).  Software Development: The Role of Curriculum.  Technological Horizons in Education, 15, 3. 

Warns that educational software suffers in quality because programmers have generally ignored the role of the curriculum. Recommends steps for developing computer assisted instructional software and describes the roles of content experts, designers, and programmers in the process.

Price, Barrie Jo; Marsh, George E. (1983).  Interactive Video Instruction and the Dreaded Change in Education.  Technological Horizons in Education, 10, 7. 

Interactive video (computer-controlled video instruction) has the potential to transform the educational delivery system in public education, including bringing down educational costs. Fiscal demise of public education, current uses of technology in education, interactive video courseware, production considerations, and future prospects are discussed.

Priest, Bill J.; And Others (1984).  A Study of Public Higher Education in the Oklahoma City Area with Special Focus on Community College Services. Report on the Delivery of Comprehensive Community College Services in Metropolitan Oklahoma City. 

In response to a legislative mandate, a study was conducted to identify and address the basic factors which should be considered in the expansion of postsecondary educational opportunities in metropolitan Oklahoma City, with specific focus on the steps to be taken by Oklahoma City Community College (OCCC). Study findings, based on demographic data, market trends, costs analysis, and manpower needs, included the following: (1) a modest rate of growth in the Oklahoma City area and a slight increase in the age of the citizenry is expected; (2) the northeast and northwest sectors of Oklahoma City lack adequate service by community colleges; (3) there is minimal coordination between Rose State College and OCCC, which were both assigned Oklahoma County and the surrounding area as their service area; (4) state-level structures for coordination and cooperation are required to avoid unwarranted duplication and competition in the expansion of postsecondary education; (5) technological and traditional off-campus instructional delivery systems and extended extension offerings can help meet educational needs cost effectively; and (6) many opportunities for cooperative training efforts with business and industry exist in the area. The report includes a section on background of the study, a national and state overview of changing patterns in higher education, a profile of metropolitan Oklahoma City, a description of the current status and future prospects of OCCC, a discussion of the potential use of alternative delivery systems, and recommendations for meeting the area's educational needs.

Pritchard, William H., Jr. (1981).  Introducing Instructional Computing into the Educational Environment.  Electronic Education, 1 n1 p15, 21-24. 

Describes 10 steps which can guide an educator through the process of introducing computer-assisted instruction. This guide can be used for implementing computerized instruction at any educational level.

Pritchard, William H., Jr.; And Others (1989).  A Review of Computer-Based Training Materials: Current State of the Art (Instruction and Interaction).  Educational Technology, 29, 7. 

Discussion of courseware evaluation for computer-based training (CBT) highlights the CITAR Computer Courseware Evaluation Model (CCEM), which was developed at the Center for Interactive Technology, Applications, and Research (CITAR) at the University of South Florida. Instructional and interactive characteristics of commercially available CBT packages are emphasized, and future steps are recommended.

(1982).  Proposed Cooperative Project to Combine Microcomputers and Television.  Journal of Computers in Mathematics and Science Teaching, 2, 1. 

The Agency for Instructional Television (AIT) has proposed a cooperative project among the states and provinces to develop instructional materials combining the use of microcomputers and television in a move to improve the problem-solving abilities of students in the sixth through eighth grades.

_____. (1980).  Professional Development and Educational Technology. Proceedings of the National Conference (Washington, D.C., January 16-18, 1980). 

The papers collected here were presented at a three-day conference which focused on the use of communications technology for educational/instructional purposes. Participants included representatives from elementary and secondary schools; two- and four-year colleges and universities; continuing education and lifelong learning; industry, labor, and government; and the professions, including medical and health care, engineering, and law. The presentations reflect the three-fold purpose of the conference which was to (1) discuss issues and problems related to educational technology, (2) present case studies of successful applications, and (3) determine recommendations for future solutions to existing problems. Presentations include discussions of videodiscs, computer assisted instruction, the Educational Telecommunications for Alaska (ETA) project, microcomputers, and educational database systems. | [FULL TEXT]

_____. (1982).  Project Profiles. A.I.D. Studies in Educational Technology and Development Communications. 

These profiles contain brief case studies showing how communication media are successfully used to support development projects in a variety of fields and international settings. Projects listed emphasize agriculture, health, nutrition, population, education (primary and middle grades, adult, and distance), and integrated development. Project descriptions are presented in a uniform, two-page format listing target audience, objectives, media, donors/sponsors, duration, contacts, project description, results, points of note, and references. The English version contains 72 profiles, while the French and Spanish language versions contain only 45 project profiles. The index in the English-language version is arranged in chart form, listing projects by sector, country, title, media use (audiovisual aids, audiocassettes, correspondence, film, folk media, interpersonal, print, radio, two-way satellite, and television), and sponsor/financing (AID participation, international donors, national government, and self or local financing). Names and addresses have been updated to show current contact data. | [FULL TEXT]

_____. (1988).  Prospects and Tasks of Educational Development in Europe at the Dawn of a New Millennium. Conference of Ministers of Education of Member States of the Europe Region (4th, Paris, France, 21-27 September 1988). 

Participants at the fourth conference of Ministers of Education of Member States of the Europe region (MINEDEUROPE IV) received this document prior to the conference. It was designed to provide the participants with information and matters for reflection that might serve as a starting point for their deliberations and help them to formulate conclusions and recommendations. The document was not meant to provide a comprehensive examination of developments in the European region; it merely set out to draw attention to certain trends connected with the items of the provisional agenda. There are four sections to the document: (1) some trends in the development of education in Europe since the third conference of Ministers; (2) the humanistic, cultural, and international dimensions of education; (3) the impact of the new information technologies on education systems; and (4) priorities and modalities for regional and international co-operation in the field of education.

Prosser, M. T. (1984).  Towards More Effective Evaluation Studies of Educational Media.  British Journal of Educational Technology, 15, 1. 

Discusses alternative models for design of educational media evaluations and describes a formative evaluation of televised lectures developed for use as supplements to live lectures in first year life science courses. Issues and problems identified from the study, including the usefulness of such evaluations, are discussed.

_____. (1986).  Public Law 99-457: An Act To Amend The Education of the Handicapped Act To Reauthorize the Discretionary Programs under that Act, To Authorize an Early Intervention Program under That Act for Handicapped Infants and Toddlers and Their Families, and for Other Purposes. S. 2294. 99th Congress. 

The text of Public Law 99-457, the Education of the Handicapped Amendments (1986) is presented. Title I focuses on handicapped infants and toddlers with sections specifying: definitions, general authority, general eligibility, continuing eligibility, requirements for statewide system, the individualized family service plan, state applications and assurances, uses of funds, procedural safeguards, payor of last resort, state interagency coordinating councils, federal administration, allocation of funds, and authorization of appropriations. Title II concerns handicapped children aged 3 to 5 with sections detailing pre-school grants and eligibility for financial assistance. Title III presents discretionary programs with sections on: regional resource and federal centers; services for deaf-blind children and youth; early education for handicapped children; programs for severely handicapped children; postsecondary education; secondary education and transitional services; grants for personnel training; grants to state educational agencies and institutions for traineeships; research and demonstration projects; panels of experts; captioned films and educational media for handicapped persons; technology, educational media, and materials for the handicapped; and financial assistance. Title IV amends various miscellaneous sections related to removal of architectural barriers, state administration, Indians, qualified personnel, and evaluation. | [FULL TEXT]

Purdy, Leslie N. (1986).  Telecourses: Using Technology to Serve Distant Learners.  New Directions for Community Colleges, 14, 3. 

Reviews criticisms and benefits of telecourses. Considers the instructional intent of telecourses and the assumptions held by telecourse producers and designers about telecourse students. Examines the role of various media in telecourse instruction, and the effects of television technology on the teaching and learning processes.

Purves, Alan C., Ed. (1981).  Proceedings of the National Seminar on the Implementation of International Schools (Urbana, Illinois, November 30-December 2, 1980). 

The President's Commission on Foreign Language and International Studies recommended federal funding to turn 20 existing regional high schools into Language and International Studies High Schools. A seminar on the implementation of that recommendation addressed issues of school organization, student recruitment and selection (including the thorny issue of making the schools available to students of many backgrounds and different levels of ability), technology, teacher training, and corporate and public support. The question of planning curriculum was broken down into different curriculum areas for discussion: humanities (including languages), mathematics and sciences, social sciences, and physical, vocational, and home economics education. The overall goal of the establishment of the schools would be the fostering of international and intercultural understanding. The promotion of such understanding would involve a highly multidimensional and multifaceted approach with strong emphasis on second language preparation. Background papers by prominent individuals are appended; these cover such topics as implementation of international schools at the state level and international education in the rural United States.

Pusack, James P. (1981).  Computer-Assisted Instruction in Foreign Language.  Pipeline, 6 n2 p5-8, 10 Fall 1981. 

Many different types of instructional programs for foreign language are noted, with examples from many different ongoing instructional programs described.

Pusack, James P. (1982).  Problems and Prospects in Foreign Language Computing. 

The problems and prospects of the field of foreign language computing are profiled through a survey of typical implementation, development, and research projects that language teachers may undertake. Basic concepts in instructional design, hardware, and software are first clarified. Implementation projects involving courseware evaluation, textbook packages, generic packages, and orchestrated miscellany are discussed. Development projects described involve drills and games using simple templates, customization of modifiable packages, practice or diagnosis using an authoring tool, short-answer drill using a programming language, self-contained tutorial units, utility programs to manage instruction, branching tutorials using an authoring language, generative drill for simple structural features, simple reading comprehension exercises, and adventure games using preprogrammed models. Among research projects described are those involving comprehensive tutorials with recordkeeping, drill or tutorial with animated graphics, authoring tools for grammar or reading, large databases for structure and reading practice, complex simulations of target culture situations, language understanding projects, and validated placement and proficiency tests.

Pusack, James P.; Otto, Sue K. (1986).  FLINT University: Fostering the Use of Foreign Language Instructional Technology.  CALICO Journal, 4, 1. 

Illustrates the conditions (facilities, support staff, and faculty training) necessary for developing the technology-based teaching of languages and the sophisticated use of computers and video and audio equipment, including the type of environment which provides access to materials and information and opportunities for testing, publication, and dissemination.

Putnam, Carl (1986).  Small Schools and Contemporary Education.  Journal of Rural and Small Schools, 1, 1. 

Paints a nostalgic picture of one-room schools, then identifies some of the current problems in rural school and cites some innovative solutions. Topics include problems and advantages of consolidation, regional services, sharing between districts, and the potential of telecommunications and other educational technology.

Putnam, Constance E. (1983).  Foreign Language Instructional Technology: The State of the Art.  CALICO Journal, 1, 1. 

Technological and creative developments hold considerable possibilities for foreign language instruction, but an assessment of educational objectives, the media available, and opportunities for integration of new methods into the curriculum is necessary to make the best use of new technology.