Educational Technology | R

Radwan, M. M.; And Others (1981).  Egyptian Education Today. 

Three papers on the Egyptian educational system were delivered at the World Assembly of the International Council of Education for Teaching in Cairo, Egypt, in 1981. The first paper, "Recent Educational Reforms in Egypt," by M. M. Radwan, describes the changes in Egyptian education since 1952, including the adoption of universal basic education. The four authors (Hussein Fawzi Al Najjar, Mohamed Abdelmagid Ibrahim, Sayad M. Kheiralla, and Hassan Mostafa) of the second paper, "Egytian Education Today," focus on the Egyptian characteristics of the educational system, citing teacher education and the problem of illiteracy as outstanding national issues. In the third paper, "Educational Technology: Its Application to Inservice Teacher Training in Egypt," by Kamal Yousef Iskander, the use of educational technology in inservice teacher education is outlined, with reference to the problems anticipated in training 130,000 teachers for Egypt's new educational system.

Ragan, Tillman (1984).  Conceptual Tools for R&D on Applications of Microcomputers to Individualization. 

This paper introducing a symposium--Cognitive Style and Microcomputers: A Review and Synthesis of Current and Needed Research and Development--presents issues attendant to research and development in cognitive styles and microcomputer uses within the context of instructional technology, with emphasis on the relationship of cognitive style to learners' general ability and prior learning. In examining needs for research in and on microcomputers in education, the heritage of programmed instruction and teaching machine research of the 1950's and 1960's is reviewed as that work relates to currently available practitioner's tools in instructional design and development. A plea for increased basic research on learner characteristics and the instructional media attributes of currently available high technology concludes the paper.

Ragan, Tillman J.; Raburn, Josephine (1981).  A New "Double Your Career Options" Program.  Improving College and University Teaching, 29, 4. 

Describes an innovative dual degree program at the master's level to meet a nationally recognized need for trained specialists in learning resources given at the University of Oklahoma. Effective programs to train people to be both information handlers and instructional technologists are seen as rare.

Ragsdale, Ronald G. (1982).  The Computer Threat to Educational Technology. 

Sensitivity to assumptions concerning the applications of computers to education is needed, as educational practices are strongly shaped by both group and individual assumptions. An educational practice will not necessarily be improved if done by a computer. A consequence of searching for computer uses has been a tendency to build from computer strengths, not student weaknesses, and specific assumptions by designers concerning human behavior have created unexpected effects. Most importantly, educational research may not have a positive influence on computer uses in education, as generally assumed. The existence of computer assisted instruction (CAI) is made tenuous by problems of poorly developed materials, limited availability of properly developed materials, locally produced materials, and widespread copying of materials. Therefore, not only is it questionable to assume that educational research can have a positive impact on technology implementation in the schools, but some effective methods such as programmed instruction and CAI can be almost completely negated by premature and inadequate implementations within the educational system. Videodiscs and complex packages such as word processing can help maintain centralized control over computer uses. Prediction of eventual educational roles for computers is difficult, and effective roles should be promoted.

Ragsdale, Ronald G. (1985).  Guiding Computers into Education.  School Guidance Worker, 40, 4. 

Suggests the need for a sense of direction for the use of computers in education. Discusses the use of word processing and computers as communications media. Emphasizes the importance of needs assessment to effectively plan for use of computers in schools and describes specific areas of computer impact.

Raimondi, Sharon L. (1984).  Electronic Communication Networks.  Educational Technology, 24, 2. 

Discusses educational uses, types, operation, advantages, popular features, and subscription rates of electronic communication networks. Factors to consider when choosing a network are described, and a table listing networks designed for educators includes information on the network producer, target audience, features, subscription rates, and connect charges.

Rakow, Joel (1980).  The Audiovisual Myth in America: Filling the Cracks of Educational Technology.  Journal of Education, 162, 4. 

Identifies four judgments that comprise the myth that audiovisual educational technology is superior to traditional instructional methods. Refutes current explanations for the technology's benefits and suggests more substantial undergirdings in visual and learning theory.

Rakow, Steven J.; Brandhorst, Terry R. (1989).  Using Microcomputers in Teaching Science. Fastback 297. 

This booklet outlines the use of computers in elementary and secondary science classrooms. Chapters and their topics are: (1) "A Computer-Enriched Science Learning Environment" (an introduction); (2) "Computer-Assisted Learning" (lesson formats for drill and practice programs and tutorial programs, and several example programs); (4) "Computer-Enhanced Laboratory Instruction" (laboratory interfacing and reviewing several programs); (5) "Computer-Assisted Classroom Management" (grade records, test generation, equipment inventories, and the use of databases); and (6) "Emerging Technologies" (telecommunications, videodisks, and CD-ROM). A list of software sources is appended. | [FULL TEXT]

Ramey, Ancil G. (1984).  Off-the-Air Educational Videorecording and Fair Use: Achieving a Delicate Balance.  Journal of College and University Law, 10, 3. 

At each stage in the history of copyright law, technological innovation has been a central problem to policy makers. Because videorecording in an instructional context is for noncommerical, educational purposes, issues involving the doctrine of fair use and the public's interest in the free dissemination of information are raised.

Ramos, Donald; Wheeler, Robert, A. (1989).  Integrating Microcomputers into the History Curriculum.  History Teacher, 22, 2. 

Describes the use of computers in a comparative history course. Outlines course objectives and stresses the incorporation of computers into hypothesis formulation. Discusses available software packages and the pros and cons of each. Concludes with further recommendations for the use of computers in the classroom.

Ramsay, R. D. (1981).  Communications Technology--Its Potential.  Programmed Learning and Educational Technology, 18, 4. 

Highlights some of the more significant trends in communications systems and technology, and predicts that the social and educational impact of such changes will be dramatic, with communications becoming more personalized and specialized, and electronics finding its way into nearly all aspects of everyday life.

Randell, Shirley, Ed. (1984).  The Human Face of Technological Change. Theme Papers from the Silver Jubilee Conference of the Australian College of Education (25th, Australian Capital Territory, Canberra, May 5-9, 1984). 

Papers presented at the 25th annual conference of the Australia College of Education addressed four major themes: The Brave New World of 1984; The Communications Revolution; Being Human in a Technological Age; and Implications of the Technological Society of Education. Papers in this volume include: (1) "The Challenge of Education in the Brave New World" (Ninian Stephen); (2) "Facing the Brave New World: Will the Sleepers Wake in Time?" (B. O. Jones); (3) The Buntine Oration: "Education--On Hanging in There" (M. D. Kirby); (4) "Television in the Satellite Age" (E. Fell); (5) "Some Aspects of the Communications Revolution" (R. Mere); (6) "Being Human in a Technological Age: A Social Response" (D. Green); (7) "Being Human in a Technological Age: An Educational Response" (J. D. McCaughey); (8) "The Future of Schooling in the Age of Technology" (L. Connors); (9) "Towards a More Innovative Australia" (P. Ellyard); (10) "On Being Humanly and Scientifically Educated" (A. Peacocke); and (11) "The Commonwealth Government's Objectives and Priorities for Education and Technology" (R. Johnson). | [FULL TEXT]

Rankin, Robert O. (1989).  The Development of an Illustration Design Model.  Educational Technology Research and Development, 37, 2. 

Describes a method for isolating factors that influence the ability of a reader to comprehend the message of an illustration, and explains a model that is constructed from these factors to highlight potential problem stages in an author's design of an illustration. The model is based on data from comprehension trials with college students. (17 references)

Rawitsch, Don G. (1981).  Lessons Learned on the Inservice Trail.  Classroom Computer News, 2, 1. 

Experiences of the Instructional Services staff of the Minnesota Educational Computing Consortium (MECC) are detailed. To meet the massive demand for computer training, the staff has balanced the three approaches of offering regularly scheduled events, responding to individual requests, and urging institutions to set up their own follow-up training.

Real, Michael R. (1981).  Videotex and Education: A Review of British Developments. 

Defining videotex, viewdata, teletext, and their cognates as systems that transmit computerized pages of information for remote display (on a television screen, variously integrating computers, and video, broadcasting, telephone, typewriter, and related technologies), this report explores educational and related applications of videotex technologies in Great Britain. Topics discussed are: (1) the standard videotex terminology, (2) operating British videotex technologies (CEEFAX, ORACLE, and Prestel), (3) previous studies of videotex and education, (4) current videotex education projects in Great Britain (among them videotex as an informational listing of educational opportunities, multiple choice learning on Prestel, CEEFAX in classroom experiments, and the BBC's computer literacy project), and (5) videotex potential for education.

Reddi, Usha Vyasulu (1987).  Television in Higher Education: The Indian Experience.  Media in Education and Development, 20, 4. 

Describes the development and introduction of television in India's higher education system. Topics discussed include policy formulation, the Indian educational system, the administrative structure supporting educational technology in India, goal setting, and problems encountered in implementation.

Reed, Lester W., Jr. (1982).  Engineering Technologies and the Role of the Computer. 

This discussion of computers and their place in the field of engineering technology begins with an outline of the historical development and significance of computers, tracing advancements from the first generation of computers, which began to be produced in 1946, to current third-generation models; reviewing the current state of the art in computer technology; and projecting likely developments in the field. Next, the educational implications of computer technology are examined in terms of computer-assisted and computer-managed instruction and preparation of students to use computers in their chosen career. Next, a discussion of the field of engineering technology defines and sets forth the scope of the discipline, considers industrial occupational patterns, and looks at computer use in industrial technical areas for standard and special problem solving, data gathering and analysis, process control, and design and manufacturing support. Then, the paper focuses on the computer skills necessary in engineering occupations and on relevant equipment and software considerations. After a section on the effects of changes in computer technology on engineering faculty and on methods of updating faculty skills, such as short courses, workshops, and return to industry, the paper touches upon issues of curriculum development. The paper includes charts, illustrations, and a computer literacy questionnaire and answer key.

Reed, Michael D.; And Others (1989).  Project Tradition and Technology (Project TNT): The Hualapai Bilingual Academic Excellence Program. 

Project Tradition and Technology (TNT) at Peach Springs Elementary School (Peach Springs, Arizona) is 1 of 12 programs recognized nationally as an outstanding model of bilingual education by the U.S. Department of Education. Project TNT is a process-oriented curriculum development model that identifies the community's needs and expectations for its children, and draws on the resources and expertise of the community and the school staff to plan and implement a challenging curriculum. Three interactive program models (the Hualapai Cultural and Environmental Curriculum, the Hualapai Literacy Model, and the Hualapai Interactive Technology Model) form an integrated bilingual bicultural core curriculum that develops student self-esteem, self-confidence in themselves as learners, and student pride in their heritage, as well as increasing academic achievement and language competencies. The key features and educational objectives of each of the three program models are outlined. This booklet provides information on program evaluation results, the Hualapai Reservation, the Hualapai language, the histories of bilingual education and technology use at Peach Spring School, the history of Hualapai schools since 1890, Peach Springs School students and staff, administration and organization at Peach Springs School, program success factors, program philosophy, the curriculum development process, instructional materials development, curriculum unit themes, and step-by-step criteria for becoming a replication site for this program. This booklet contains many photographs and graphics. | [FULL TEXT]

Reeves, Barbara (1988).  Enhancing Leadership in the Integration of Technology in Curriculum and Instruction. 

Technology has the potential to make a significant impact on education at all learning levels, but it will be only as powerful as the degree to which it is integrated effectively into the total instructional program. Educators responsible for effective instruction must assume leadership in achieving this goal. This paper describes the background, objectives, and activities of a program in the Division of Instruction at the Maryland State Department of Education (MSDE) that is designed to develop and enhance this leadership at both the state and the local level. Program objectives are to: (1) enhance the Division of Instruction staff's ability to provide leadership for Maryland local education agencies in improving curriculum, instruction, and learning through effective integration of appropriate technology and related software; (2) provide state-level leadership and technical assistance to the Maryland Education Project--a cooperative effort to improve mathematics and science instruction through the use of technology, involving the MSDE Potomac Edison Power Company, six local school systems, and five institutions of higher education--in meeting the same goals; and (3) provide instructional effectiveness leadership for the initiatives outlined in the MSDE Strategic Plan for Educational Technology.

(1989).  Reference Points: Engineering Technology Education Bibliography, 1987.  Engineering Education, 79, 1. 

Lists articles and books published in 1987. Selects the following headings: administration, aeronautical, architectural, CAD/CAM, civil, computers, curriculum, electrical/electronics, industrial, industry/government/employers, instructional technology, laboratories, liberal studies, manufacturing, mechanical, minorities, research, robotics, teaching methodology, and telecommunications.

_____. (1984).  Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (9th, Bangkok, Thailand, March 20-26, 1984). Final Report. 

The report of the Ninth Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (APEID) reviews activities and progress for 1982-83 in eight program areas: (1) universalization of education (access to education at first level by both formal and nonformal means), (2) promotion of scientific and technological competence and creativity, (3) education and work, (4) education and rural development, (5) education and urban development, (6) educational technology with stress on mass media and low cost instructional materials, (7) professional support services and training of educational personnel, and (8) cooperative studies, reflection, and research related to educational development and future orientations. Educational policy trends and significant developments are reported for each of the 20 APEID member countries: Afganistan, Australia; Bangladesh, China, India, Indonesia, Iran, Japan, Maldives, Malaysia, Nepal, New Zealand, Pakistan, Philippines, Republic of Korea, Western Samoa, Viet Nam, Sri Lanka, Thailand, and Turkey. Guidelines of the 1984-86 work plan detail member countries' interest in APEID activities and identify suggestions on cooperative, innovative projects to be included in the plan. Appendices include conference agenda, texts of conference addresses, lists of participants and group members, check lists showing countries' interest in APEID activities in 1984, and 1984 APEID lecture schedule.

Reid, David J.; Wicks, Sheila (1988).  Young Children's Perception of Colour on a School Microcomputer.  Programmed Learning and Educational Technology, 25, 4. 

Describes a study that investigated color combination preferences of three- to six-year-olds performing a simple perceptual task on a microcomputer screen. Comparisons with Swedish research are made, implications for the production of educational materials for young children are discussed, and suggestions for further research are made. (10 references)

Reid-Smith, Edward R. (1981).  A Report to the Australian Development Assistance Bureau. Regional Symposium on Distance Teaching in Asia (Penang, Malaysia, May 1981). 

Reports and summaries of papers presented at the 1981 Regional Symposium on Distance Teaching in Asia are presented. The symposium, which was represented by 22 countries, was organized by the Universiti Sains (University of Science) Malaysia as part of the activities associated with the completion of 10 years of off-campus program facilities. The symposium was designed to promote information exchange among scholars involved in distance teaching, extension education, and external degree programs; to promote understanding of the problems involved in the teaching and learning process of self-learning programs; and to identify approaches to raise the effectiveness of distance teaching programs in the various countries. Reports on distance education in the following countries are presented: South Korea, Japan, the Philippines, Thailand, Bangladesh, India, Sri Lanka, Pakistan, and Malaysia. Selected papers on the following topics are summarized: philosophy, goals, and objectives of distance educational systems; infrastructure, staff training, and educational technology; problems in distance education; research on distance education; and attainment of regional cooperation in Asia. Information on the University of Science Malaysia and the opening and closing sessions of the symposium are included.  | [FULL TEXT]

Reigeluth, Charles M. (1980).  The Instructional Quality Profile: Training Teachers to Teach Effectively.  Educational Technology, 20, 3. 

Discusses the results of a three-year instructional research and theory-construction project which identified six basic areas which influence the quality of instruction, specify aspects of quality in each area, and prescribe specific methods for teachers and textbook writers to use in increasing their instructional quality.

Reigeluth, Charles M. (1984).  The Evolution of Instructional Science: Toward a Common Knowledge Base.  Educational Technology, 24, 11. 

Defines the discipline of instructional science, discusses its applications, and reviews three instructional models--the component theory display, elaboration theory of instruction, and motivational design of instruction--to illustrate the kind of integrative, multi-perspectived common knowledge base needed at this point in the development of instructional science as a discipline. (41 references)

Reigeluth, Charles M. (1988).  The Search for Meaningful Reform: A Third-Wave Educational System. 

It is widely recognized that the American educational system has some important shortcomings. These shortcomings are the result of an educational system that is inadequate for today's information based society. This group-based, lock-stepped, graded, and time-oriented system has effectively destroyed the inherent desire of children to learn. In addition, the system is unable to adapt to the accelerated use of educational technology in the learning process. What is needed is a structural reform, but this reform must be made gradually and over a long period of time to permit sufficient time for planning, development, and improvement. In one suggested "third-wave" educational system, the teacher's role would change from one of disseminating knowledge to that of a guide who motivates, advises and manages the child's learning. Parents would choose the guide for their child, based on information from, among other sources, independent "consumer reports." Students and their teacher-guides would be grouped together in "clusters," with instruction provided through free-standing learning laboratories. Student learning goals and activities would be established by contract each quarter to provide a balance between structure and flexibility. A district wide "Consumer Aid" agency would serve both as a place to match students with teacher-guides and a watchdog service to provide reports on teachers, clusters, and learning laboratories. (34 footnotes) | [FULL TEXT]

Reigeluth, Charles M. (1989).  Educational Technology at the Crossroads: New Mindsets and New Directions.  Educational Technology Research and Development, 37, 1. 

Discusses changes needed in the field of educational technology and recommends future directions. Topics discussed include instructional theories; descriptive versus prescriptive theories; analysis versus synthesis; a formative evaluation approach to research; the relationship of research and development; organizational methods for instruction; learner motivation; and design of educational systems. (39 references)

Reilly, David H. (1981).  Professional Issues. 

Various problems in the education field require the attention and efforts of the North Carolina Association of Colleges for Teacher Education (NCACTE). Public and professional criticism of education at all levels, shifts in educational policy at the national and state levels, and new perceptions of the goals and role of education have produced an unsettling but challenging situation for the association. There are several issues, critical to the continued improvement of education, that must be faced by NCACTE. The first is the development of a sound conceptual base for teacher education programs that promotes higher quality in teacher education graduates. The second and third issues are related and deal with changing the focus of staff development efforts from individual faculty improvement to program improvement, thereby gaining control of the professional education of teachers. The fourth issue concerns the organizational framework and funding of NCACTE in terms of long range objectives. NCACTE should adopt an active leadership role in addressing the new priorities in education such as life long education, educational technology, and program evaluation. Recommendations to enhance NCACTE's leadership potential involve a name change, changing the financial structure and priorities, and creation of an executive director position. Also suggested are increased cooperative efforts with the state department of public instuction and other educational agencies and the creation of an institute for research in education.

Reilly, David H.; Starr, Nina K. (1980).  Innovative Program Assessment: Considerations for Continuation, Diffusion, and Adoption.  Educational Technology, 20, 10. 

Examines use of Title III/IV-C funds for implementation of innovative programs in North Carolina and those factors which contribute either to success or failure of a program. The extent to which the successful programs have been continued and/or shared and established in other schools within the system is also analyzed.

Reinhart, Carlene; And Others (1987).  How Do You Determine the Use of New Training Technologies?  Training and Development Journal, 41, 8. 

Consists of four views regarding assessment of the need for new types of educational technology within human resource development programs. Makes recommendations on questions to ask when considering implementation of computer-assisted instruction, interactive video, or telecommunications.

Reiser, Robert A. (1982).  Selecting Instructional Delivery Systems.  Viewpoints in Teaching and Learning, 58, 3. 

A model adapted from one used by the United States Army for selection of instructional media is described. The process involves identifying the size of the learning unit, the objectives, and the necessary conditions or learner characteristics. Questions that apply to selecting appropriate instructional media are presented.

Reiser, Robert A. (1982).  Improving the Research Skills of Instructional Designers.  Educational Technology, 22, 12.

Reiser, Robert A. (1986).  Some Questions Facing Academic Programs in Instructional Technology and Some Means for Answering Them.  Journal of Instructional Development, 8, 3. 

Identifies topics discussed by educational technology professors in the curriculum group at the University Consortium for Instructional Development and Technology (UCIDT) Conference in April 1985: skills and knowledges taught in instructional technology programs; impact of new technology; job market influence; role of programs in teacher training; and instructional delivery means.

Reiser, Robert A.; And Others (1984).  Training Students to Conduct Instructional Systems Research.  Journal of Educational Technology Systems, 12, 4. 

Describes four research courses developed by the instructional systems faculty at the University of Florida which are designed to prepare doctoral students to plan and conduct high quality instructional systems research. Goals of each course are described, as well as course procedures and products, and evaluation methods.

Reitenour, Steve (1985).  Music, Higher Education, and Technology. Annotated Bibliography. 

An annotated bibliography on music, higher education, and technology includes 27 journal articles and 6 books, most dated 1980 or later. The following topics are covered: resource groups with expertise in the music educational application of computers, manufacturers dealing with educational technology products, information on the National Consortium for Computer-Based Music Instruction, information on computer software available for music educators to use in the classroom, advantages/disadvantages of using the Synclavier II as a teaching device, the Graded Units for Interactive Dictation Operations system (a computer-based ear-training and music theory program), a classroom simulator used to train music teachers about the problems of performance preparation, information on the development of computer-assisted instruction (CAI) since the late 1960s, the importance of computer literacy by music teachers, the application of CAI at nine National Association of Schools of Music institutions, research applications in music CAI, the use of computer technology to the nontechnical music educator, an update on synthesizers, alternatives to CAI, teacher training and high technology, microcomputer-based music teaching, televised music instruction, programmed teaching, and electronic music for young people.

Renckly, Thomas (1980).  Refining the Instructional Systems Concept: Some Experiences from Military Training.  Educational Technology, 20, 3. 

The systems approach to instruction is studied through an analysis of the use of this approach by the U.S. Air Force's Air Training Command. An explanation of the USAF Instructional Systems Development (ISD) model is given.

Renfrow, Raylene; Henderson, David L. (1985).  Computers in Schools of Southeast Texas. 

This study determined the prominent brands of microcomputers presently in use in Southeast Texas schools, the reasons for their selection, and computer use and brands in relation to grade level. Questionnaires related to microcomputer use were sent to 115 school districts in southeast Texas in 1985. The return rate was 83 percent. A total of 8,258 computers were reported by 96 school districts, with an average of 86 computers per district. Of the 8,258 computers, 68 percent were Apple, 20 percent were Commodore, 11 percent were Radio Shack, 1 percent IBM, and 1 percent other brands. When comparing by grade levels, 36 percent of the computers were at the elementary schools, 32 percent were at the junior high school level, and 32 percent were in high schools.  | [FULL TEXT]

Rennard, M.; Weygand, F. (1988).  Distance Learning for Heads of Firms and Managerial Staff in the Small-Business Sector in France. 

This document on France is one of a series of five published by the European Centre for the Development of Vocational Training (CEDEFOP). The document includes a general introduction, two major parts, and seven appendices. Part 1 includes two chapters. The first chapter describes the small business sector and employment in France and the inadequacy of training investment in the small business sector. The second chapter describes the law and the institutions of further training in France and the training needs of heads of small businesses and craft enterprises. Part 2 includes four chapters. The first chapter describes the aims and methodology of the CEDEFOP study and the specific factors of concern in France. The second chapter describes the National Centre for Distance Learning (CNED), the Association for Adult Education (AFPA), and the independent distance learning institutions of France. The third chapter describes the prospects for integrating new technologies into distance learning. Conclusions are provided in the fourth chapter. Appendix 1 provides the descriptive form sheets for five distance learning projects. Appendix 2 lists the persons and institutions contributing to the study. Appendix 3 provides interview extracts. Guidelines for interviews are identified in Appendix 4. Appendix 5 provides the questionnaire for independent distance learning institutions. Appendix 6 provides a cost comparison for file transfers between personal computers. Appendix 7 provides a 24-item bibliography (in English and French). | [FULL TEXT]

_____. (1981).  Report of the U.S. Department of Education Task Force on Learning and Electronic Technology. 

Part of the Department of Education's planning and review process on the potential role and application of learning and electronic technologies in education, this report is based on a review of information from several sources, including reports, studies, survey data, and other literature on the availability and use of electronic technology in elementary and secondary schools and institutions of higher education; previous technology programs funded by the Department of Education; selected efforts and experiences of other Federal agencies that have applied electronic technology to education and training; and current activities and future plans of private sector companies. On the basis of this review, it was concluded that: (1) there is evidence that electronic technology can be used to improve the quality of education for American students; (2) there is a growing need for our schools to prepare Americans to use technology in their personal and work lives; and (3) there is a great deal of eagerness among school officials to employ the new electronic technologies to improve the quality of education and to familiarize students with the uses of technology. Six major recommendations are included in the report, and 44 references are listed. | [FULL TEXT]

_____. (1981).  Report on the International Conference on Technology in the Service of Teacher Training (with Special Regard to the Use of Video Techniques in Pre-Service Training) (Szombathely, Hungary, October 5-10, 1981). Organized with the Support of Unesco. 

This document provides summaries of the conference organization, opening speeches, election of the chairperson, 4 presented papers and 11 contributions, conclusions, and recommendations. The following papers are presented in full in the appendix: (1) "Design and Production of Educational Materials for the Modernization of Teacher Training in the Szombathely Teacher Training College" by Sandor Orosz; (2) "Notes on Educational Technology and the Use of Videotechniques in Teacher Education in Sweden" by Christer Brusling; (3) "The Use of Educational Television in Teacher Training in the European Socialist Countries through the Example of the German Democratic Republic" by Hans-Georg Heun; and (4) "Main Trends in Educational Technology and the Use of Video Technique in the West European Countries" by Walther Zifreund. Additional contributions (also appended) examine the following topics: television notes in educational science; the electronic classroom of the Maribor Pedagogical Academy; analysis of critical incidents in teaching; use of audiovisual techniques and educational technology in the classroom and in teacher training; unification of methods and educational technology for teacher training and inservice training with video techniques and computer systems; developing pedagogical abilities using video at the Szombathely teacher training college; the instructor experimental program for developing pedagogical abilities with video in vocational training; using the videorecorder in teaching didactics; use of videorecordings in higher education and teacher training in East Germany; and use of technology in the training of future teachers.

_____. (1982).  Report of the Governor's Commission on Higher Education and the Economy, January 1982. 

The Governor's Commission on Higher Education and the Economy's assessment of the Connecticut system and ways that the educational needs of the economy and the state can be met during a period of declining enrollments and fiscal constraints is presented. Working committees of the commission studied governance and management; business, labor, and education; and academic quality and access. The needs assessment included public hearings. Specific areas of concern include: governance, planning and budgeting, facility/capital plans, operating plans, special plans, skilled labor requirements, education for employment, cooperative programs, apprenticeship programs, academic standards, funding adequacy, tuition and financial assistance, minority access to higher education, access for the handicapped, transfer from two-year to four-year institutions, educational technology, and innovative programs. Among the commission recommendations are the following: replacement of the Board of Higher Education by an 11-member Board of Governors composed exclusively of public members with no ties to state or independent Connecticut colleges; the development of a comprehensive management and budgeting process that includes five-year operating plans; the establishment of a Committee on Technological Change that would help analyze long-term employment trends; and indexing tuition and financial assistance to inflation. Appendices include a summary of studies and actions addressing problems of higher education in Connecticut; information on enrollments, capacity utilization and full-time enrollment for specific colleges, tenure, responsibilities of the Board of Higher Education and the proposed Board of Governors, average faculty salaries, and tuition and fees.

_____. (1982).  Report on the Leadership Development Forum for Educational Technology (Palo Alto, California, November 10, 1982). 

Six critical educational technology (ET) needs in California were identified at the first of two forums held in California in the summer of 1982. The six needs are: (1) state and local planning: coordination and cooperation across the state; (2) public awareness of technology literacy issues; (3) adequate funding for planning and implementation of ET; (4) new view of curriculum development and instruction incorporating technology; (5) staff development; and (6) creation of an ET clearinghouse. A second forum, Leadership Development Forum for Educational Technology, was held to plan strategies for meeting these needs. Conference attendees broke into six groups to discuss ideas and suggestions for meeting these needs. Reports from each of these groups and a list of participants at both conferences conclude the document.

_____. (1985).  Report of the Commission for the Advancement of Teaching, Part One: General Issues Related to Teaching Excellence. 

Developed by the Los Angeles Community College District's (LACCD's) Commission for the Advancement of Teaching, this report identifies broad areas related to teaching excellence in the LACCD, assesses them for possible problems or deficiencies, and makes recommendations for solutions where problems exist. Section I introduces the Commission, its charge, and its methods of investigation and operation. Section II focuses on professional growth and staff development programs in general, and the professional development opportunities available in the LACCD. Section III looks at career development patterns among college faculty, considering issues such as attitude changes, burnout, the short academic career ladder, merit pay, and the master teacher concept. Section IV considers the importance of social communication and a sense of community to teaching excellence, while section V examines the role of teacher support services. Section VI addresses the impact of advanced computer and telecommunication technologies on the LACCD, covering technological influences on administration, curriculum, classroom instruction, and teacher support services; and exploring the problems of technology. Section VII discusses the relationship of mission and leadership to teaching. Each of these sections concludes with a series of related recommendations. Section VIII offers conclusions and the report ends with a summary of recommendations.

_____. (1986).  Report of the School Finance Study Group. 

This document reports the findings of a study assessing the status of school finance in Wisconsin and recommending preferred methods for funding the public schools. Seventy-nine topics were considered in five areas: state support, general aid, categorical aid, factors affecting school costs, and other topics. The study's recommendations regarding these topics are categorized into four groups: ideas ready for action, ideas for future consideration, ideas that should be opposed, and other ideas. Highlighted in a special section of the report are particularly important recommendations, as follows: (1) only one-third of the financial support for schools should come from property taxes; (2) income factors should not be used in school aid formulas; (3) cost containment should be conducted at the local level; (4) at-risk children should receive additional weighting in aid formulas; (5) state support for development of educational technology should be increased; and (6) improvements should be made in the flow of cash from taxpayers to schools. The report also contains a statement concerning Wisconsin's educational philosophy and a brief review of the context of educational finance. Appendixes list presentations made to the study group and chart the number of topics addressed in each report category.

_____. (1988).  Report of the Ethics Committee: Professional Ethics in Educational Communications and Technology Departments.  [Chicago P&I (Performance and Instruction)] 

This journal issue focuses on the professional ethics of performance technologists. A brief statement on the focus of the issue by Michael P. Monar is followed by: (1) "Musings," which points out that having a code of ethics is nice, but it doesn't cause people to act ethically (Odin Westgaard); (2) "Report of the Ethics Committee," an in-depth Delphi study of professional ethics for performance professionals (International Board of Standards for Training, Performance, and Instruction or IBSTPI); (3) a letter written in response to the IBSTPI ethics statement (Barbara Dennis); (4) "Professional Ethics in Educational Communications and Technology," which includes comments on the report of the ethics committee of the IBSTPI and a copy of the current Association for Educational Communications and Technology (AECT) code of professional ethics (Paul Welliver, Randall Nichols, and Barbara Martin); and (5) "Interface: Preparing Professionals III," which is a continuation of a previous column on internships in the profession (Rhonda Robinson and James Lockard). | [FULL TEXT]

_____. (1989).  Report of a Survey of Texas Adult Education Cooperative Directors. 

A mail survey of the directors of Texas adult education cooperatives conducted in 1989 was intended to describe adult education programs in the state to aid in the planning and development of teacher training materials. Forty-two of the 63 directors completed all or part of the survey questionnaire. Among the results were the following: (1) 70 percent of the classes were located in a public school, 19 percent were in learning centers, and 12 percent were in churches; (2) 77 percent of the paid teachers were female and 23 percent were male; (3) the majority of paid teachers in 76 percent of the programs held college degrees and were certified teachers; (4) 56 percent of the adult students were female; (5) 49 percent of the students were Hispanic, 32 percent were Anglo, 14 percent were Black, 2 percent were Asian, and 2 percent were Native American; (6) the most common teaching methods involved the use of commercially produced materials; (7) less than half the teachers had access to audiovisual equipment; (8) only 18 percent of students used computer-aided instruction; (9) standard written and oral assessment tools and informal student assessment tools were used for student placement in classes; and (10) instructional methods included phonics, sight words, language experience, peer tutoring, Laubach methods, and Literary Volunteers of America methods. | [FULL TEXT]

_____. (1989).  Report of the VCCS Task Force on Educational Telecommunications. 

The Task Force on Educational Telecommunications was formed to develop a statewide approach to educational telecommunications (e.g., public, cable, and satellite television; audio and video tapes; teleconferencing; and computer conferencing) for the Virginia Community College System (VCCS). The task force assumed that the instruction should have the same academic rigor and quality as traditional course offerings; that the systemwide approach should take into account diversity among individual colleges; and that the goals of media-based instruction should be to increase educational access, while increasing efficiency and reducing the costs of course delivery. The task force identified several key instructional and faculty issues, including equity of course availability, flexibility without compromise of academic quality and integrity, planning and evaluation, balance in resource allocation, interaction between teacher and learner, faculty employment, instructional quality, staff support, and instructional management. In light of its findings, the group adopted the following recommendations: (1) that the VCCS adopt as goals ensuring the availability of a minimal core of offerings to all colleges, enhancing existing educational offerings through a coordinated system of educational telecommunications; and providing adequate campus and systemwide networked computational and telecommunications resources for the origination and reception of these course offerings; (2) that the VCCS develop and implement a statewide system of educational telecommunications called the "Extended Learning Telecommunications Network"; (3) that the State Board establish a special task force to implement the network, develop plans for increasing library collections and student/faculty access to them through technology, implement a comprehensive faculty development program, and ensure equal faculty access to the telecommunications network; and (4) that an ongoing committee structure be developed to maintain the network. A budget for the network and a report on a roundtable on educational telecommunications are appended.

_____. (1985).  Resource Papers and Technical Reports. Research into Practice Project. 

This document contains three papers developed by the Center for the Study of Evaluation's (CSE's) Research into Practice Project. The first paper, "A Process for Designing and Implementing a Dual Purpose Evaluation System," by Pamela Aschbacher and James Burry, provides a model for evaluating programs for two purposes simultaneously: (1) program improvement; and (2) policymaking. While this paper was written to answer needs of individuals interested in educational evaluation, it can also provide formative information for local program managers and serve the accountability and reporting needs of a state legislature, district office, or other policymaking body. The second paper, "The Credibility of Student Self-Reports," by C. Robert Pace et al., demonstrates that there are many ways to confirm the accuracy, reliability, and validity of student self reports. Part 1 summarizes highlights from the literature and adds comments from the author's research; Part 2 reports on three questionnaires. The third paper "Assessing Instructionl Outcomes," by Eva L. Baker and Harold F. O'Neil, Jr., presents a discussion of outcome assessment that puts into context the evolution of measurement from its beginnings up to its present state. It looks at commonly used psychometric measures, including criterion-referenced, norm-referenced and domain-referenced tests. A special model of evaluation, designed to be adapted especially to the problem of new technologies, is offered. | [FULL TEXT]

_____. (1988).  Results in Education: 1988. The Governors' 1991 Report on Education. 

In 1986 the National Governors' Association defined the following areas of educational policy targeted for improvement: (1) leadership and management; (2) teaching; (3) parent involvement and choice; (4) readiness; (5) technology; (6) school facilities; and (7) college quality. In addition to profiling new state initiatives in each of these seven target areas, this report describes state efforts to track the results of earlier education reforms and summarizes what has been learned. Education policies for each state are highlighted. Data in the following areas are provided for each state: (1) attendance; (2) high school graduation; (3) demography; (4) enrollment; (5) school districts; (6) English proficiency; (7) minority enrollment; (8) school lunch program; (9) higher education; (10) per pupil expenditures; (11) pupil/teacher ratio; and (12) teacher salary. Data are provided on eight charts and tables. | [FULL TEXT]

_____. (1989).  Resource Inventories. 

The series of "Resource Inventories" is designed to encourage wider use of available information and services in the field of special education technology. A resource inventory is provided for each of 46 states of the United States. Each inventory includes directory information on public and private agencies and organizations that offer technology-related services. Resource information is organized into seven service areas: state agencies, special education resources, rehabilitation/vocational resources, organizations/affiliates, community-based resources, medical/hospital resources, and special projects/centers. A system of codes identifies the type of service provided (such as direct service, assessment, information, training, product evaluation, assistive devices, or technical assistance); the audience served (i.e., parents, educators, or rehabilitation personnel); and the areas of disability/handicap served. Following the state inventories are three special listings of rehabilitation engineering centers, national special education alliances, and national information service providers. | [FULL TEXT]

_____. (1989).  Resources. An Overview of the University of Kentucky Community College System, Part Six. 

The Commission to Study the Future of Community Colleges in Kentucky was established in 1988 to review the accomplishments of the Kentucky Community College System (KCCS) and to provide direction for the KCCS towards the year 2000. Developed as part of a collection of reports on the KCCS for use by the Commission in its work, this report provides a detailed review of the resources of the KCCS. Following a brief introduction, the first section examines personnel, reviewing faculty ranks, degree-levels held by faculty, staff categories, administrative categories, clerical and support staff categories, and average faculty salaries. The following section examines instructional resources and technology, including libraries and library holdings, learning laboratories, computing resources, community resources, and telecommunications technologies. Next, the report reviews facilities and land holdings, reviewing total square footage of facilities space for the following uses: classroom and laboratory; library; special and health care; general; support; office; and unclassified. Finally, the report presents a detailed discussion of KCCS revenues for operations, examining national and local norms, and presenting information on expenditures, revenue increases for fiscal year 1988-89, the biennial budget request process, the appropriations recommendation formula, status of the state funding formula, sources of data, and the role of enrollment projections in the budget process. A list of discussion questions for the Commission and data tables are included.

Reshetova, Z. A. (1982).  The Technology of the Formation of Practical Abilities and Skills.  Programmed Learning and Educational Technology, 19, 1. 

The process of forming practical abilities and skills in training situations through the control of the assimilation process is described, and an experimental application of this process for the instruction of machine operators is reported. Six references are included.

(1988).  Reviews.  Journal of Chemical Education, 65, 3. 

Reviews three softwre packages: "Molecular Graphics on the Apple Microcomputer, Enhanced Version 2.0"; "Molecular Graphics on the IBM PC Microcomputer"; and "Molecular Animator, IBM PC Version." Packages are rated based on ease of use, subject matter content, pedagogic value, and student reaction.

_____. (1984).  Review of the State-of-the-Art of Educational Technologies Implemented in Programs Serving LEP Students Funded by the Department of Education. Final Report. 

A study examines the effectiveness of two major types of instructional technology used in a majority of federally supported bilingual education programs, computer assisted instruction, and video instruction. The videotape technologies examined were bidirectional or interactive television and videotape. The variations of computer technology examined were determined by the configuration of the computing equipment. The study found that technology can have a significant positive effect on limited-English-proficient (LEP) students. In the case of video, the effect was concentrated in two areas: bidirectional television was found to make scarce resources available to geographically dispersed students, and videotape brought the outside world into the classroom while giving the teacher a versatile tool. Computers were found to have the potential for permitting students to learn at their own speed in a highly motivating and non-threatening environment. It is suggested that to maximize the computer's potential, administrators and teachers need training structured for computer application to educational problems. The major impediment to the use of video technology in schools was found to be cost; impediments to the use of computer technology were the lack of instructionally and technologically sound software and lack of training in computer use and planning. | [FULL TEXT]

Reynolds, Karen E. (1988).  Videodisks Serve Up Learning Opportunities on a Silvery Platter.  American School Board Journal, 175, 3. 

Boards on the laser's edge of technology are adding videodisks to their instructional options, because of their versatility in giving teachers and students flexible access to visual material.

Rhodes, Dent, Ed.; Hounsell, Dai, Ed. (1980).  Staff Development for the 1980's: International Perspectives. 

Staff development in higher education is discussed in these papers in terms of its definitions, scope, and future activities. Most of the papers were originally prepared for the working party on staff development at the Fourth International Conference on Higher Education, University of Lancaster (August 29-September 1, 1978). The first three chapters provide a conceptual basis for an examination of staff development presently and into the 1980's. Areas discussed are these: recent policies and practices; the distinction between "staff development" and "staff training"; and fundamental assumptions underlying staff development. Chapters 4 to 9 provide examples of staff development carried out in specific instances, examining such aspects as: analyzing difficulties associated with setting up staff development programs; relating such programs to career stages of teaching staff; the use of data-base staff development; staff development in the Open University; the use of specialists in instructional development in staff development programs; and the use of staff members in developmental programs. Chapters 10 and 11 emphasize personnel. Chapters 12 to 14 discuss determining the effectiveness of developmental programs and activities. The concluding chapter incorporates the views expressed in the conference papers into its own perspective on staff development. Each paper provides references. A list of contributors is also provided.

Rhodes, Lewis A. (1987).  New Tools Make Old Tasks Easy, New Ones Exciting.  School Administrator, 44, 4. 

Effective use of technololgy in schools depends upon practitioners applying new experiences to classroom and other contexts. During learning, staff identify problem areas and improve roles. A district should use technology strategically to solve management problems. Student learning is enhanced by strategic applications.

Rhodes, Lewis A. (1988).  We Have Met the System--And It Is Us!  Phi Delta Kappan, 70, 1. 

Education is the only "business" in which the consumers (students) rather than the workers (teachers and administrators) do most of the work. For educational technology to fulfill its potential, we must change our views about work in schools. Technology must be used for the workers to improve connections and by the workers to enhance and extend their personal effectiveness.

Riccobono, John A. (1986).  Status of Instructional Technology in Higher Education. Report of Findings from the 1984-85 Higher Education Utilization Study. 

A report on the 1985 Higher Education Utilization Study provides estimates of the availability, use, and support of instructional telecommunications technologies (video, audio, and computers) in U.S. colleges and universities. Use patterns of these technologies in postsecondary teacher preparation programs are also reported. A census survey was conducted with 2,830 public and private two-year and four-year postsecondary institutions included in the Higher Education Directory. Availability of video and audio for instruction concentrated on whether there were various central reception/distribution facilities. Institutional support for instructional technologies was demonstrated in several ways, including consortia membership or services, faculty training programs and expert assistance provided by institutions, and financial support or incentives for use. During 1984-1985, video, audio, and computer technologies were available in some form for instructional use by faculty and students in more than 90% of the institutions. Availability of most forms of equipment, particularly of larger or more sophisticated and expensive equipment, was substantially greater among public than private institutions. Appendices include the questionnaires, information on study design and procedures, a list of members of the Study Advisory Committee, and 126 data tables. | [FULL TEXT]

Riccobono, John A. (1986).  Instructional Technology in Higher Education. A National Study of the Educational Uses of Telecommunications Technology in American Colleges and Universities. 

This report summarizes the results of the 1985 Higher Education Utilization Study (HEUS-85), which provides current estimates of the availability, use, and support of instructional telecommunications technologies--video, audio, and computers--in the nation's colleges and universities, and describes the availability and use patterns of these technologies in teacher preparation programs. The first of six major sections presents a general discussion of technology use in education and an overview of the study, which involved a survey by mail questionnaire with telephone follow-up interviews of individuals who were most knowledgeable about (1) instructional uses of video and audio technologies, (2) the instructional uses of computers, and (3) the institution's teacher preparation program (where applicable). Separate questionnaires for each of the three groups of respondents were sent to 2,830 public and private two- and four-year postsecondary collegiate institutions, 1,202 of which had teacher education programs. The second section provides a summary of the major findings based on responses from 85% of the video/audio group, 86% from the computer group, and 92% from the teacher education group. The third section considers the availability of instructional technologies and program materials as reported by the survey respondents. The use of technologies for instruction is discussed in the fourth section, and the fifth addresses questions about support for instructional technology, including funding, personnel, and consortia membership and services. The sixth section focuses on the availability and use patterns of video, audio, and computer technologies in teacher education programs. Appended materials include the three questionnaires; a description of the survey design and procedures; and a list of members of the Study Advisory Committee. | [FULL TEXT]

Richards, Thomas C.; Fukuzawa, Jeannette (1989).  A Checklist for Evaluation of Courseware Authoring Systems.  Educational Technology, 29, 10. 

Outlines technological and cognitive considerations in the selection of authoring systems for writing computer-assisted instruction (CAI) lessons. Topics discussed include hardware selection; documentation; text display; screen appearance; branching and sequencing; text editing; graphics; animation; sound and voice input and output; student records; and feedback. (12 references)

Richardson, J. A. S.; Jones, G. O. (1984).  Learning About Learning.  Assessment and Evaluation in Higher Education, 9, 1. 

The redesign of a course on 'Learning' and some of the issues involved are examined. The problems and opportunities associated with group heterogeneity, and the problem of assessing co-operative assignments, and student perceptions of the teaching/learning processes experienced are discussed.

Richardson, James T., Ed.; Ginsburg, Gerald P., Ed. (1981).  Higher Education in Nevada. Nevada Public Affairs Review, Number 1, 1981. 

The state of higher education in Nevada is addressed in 14 papers presented in the "Nevada Public Affairs Review." In addition to considering past, present, and future trends in higher education, comparisons are made to higher education in other states, and the university and community college segments are examined. Contents are as follows: "Nevada Higher Education and the Carnegie Report" (John P. Marschall and Robert L. Johnson); "The State of the University: UNR in 1980" (Joseph N. Crowley); "Strategies for the Eighties: Undergraduate Education for Tomorrow's Leaders" (Richard O. Davies); "Graduate Education in Nevada" (R. D. Burkhart); "The Crisis in Values: Report of a UNR Conference" (James W. Hulse); "A History of the Community College Movement in Nevada" (John A. Caserta); "The Future of Community College Education in Nevada" (Judith S. Eaton); "The Comprehensive Community College" (James Eardley); "WICHE and Professional Education in Nevada" (Don W. Driggs); "Computers in Higher Education: The Next Decade in Nevada" (Allen H. Brady); "Educational Telecommunications in Continuing Education" (Rovert E. Dickens); "The History of Budget Formula Development for Nevada Universities" (James T. Richardson and K. Donald Jessup); "Support for Higher Education in Nevada" (Owen Albert Knorr and Kari Coburn); "A Decade of Decline in Faculty Salaries" (Alfred W. Stoess); and "Higher Education Policy: A Bibliography" (Thomas Stauffer).

Richardson, Janice E. (1983).  Computer-Based Education: Fact or Fad?  American Annals of the Deaf, 128, 5. 

The author notes the growth of computer technology in the schools and suggests that a bionic perspective which explores the relationship between teachers and educational machine technology may be helpful. She warns against letting hardware influence instructional decisions.

Richey, Rita C. (1988).  Instructional Technology Academic Preparation, Competency, and On-the-Job Success. 

This study examines the relationship between academic preparation in instructional technology programs, student characteristics, competency attainment, and on-the-job success. The subjects, who were 1980-85 graduates of the Wayne State University Instructional Technology programs, completed a mail survey that covered all of the variables for the study, and also included a self-assessment of 56 instructional technology competencies. The survey results did not show interactions between all of the variables tested, but do provide the basis for two models. The first model explains the links between learners' characteristics (demographic, situational, and occupational) and their reasons for program participation and on-the-job success, as defined by income levels. The nature of the academic program or the level of competency attainment cannot be seen as predictors of job success in this model. The second model explains competency attainment in terms of the academic program, the frequency of use of various instructional technology skills on the job, and learner characteristics, primarily personality variables. Thus, in general, academic program participation and, ultimately, income level are linked to life experiences, while personality variables are associated with instructional technology competency attainment. However, both models support the need to consider instructional technology students in more dimensions than learning capacities and competence in the discipline. The text is supplemented by 3 figures, with 12 tables and other data in 5 appendices. (10 references) | [FULL TEXT]

Rickards, John P. (1980).  Notetaking, Underlining, Inserted Questions, and Organizers in Text: Research Conclusions and Educational Implications.  Educational Technology, 20, 6. 

Reviews four aids to reading: notetaking, underlining, inserted questions, and organizers in text. For each method, investigations on the key variables are discussed and generalizations from the literature are drawn.

Rickelman, Robert J.; Henk, William A. (1989).  Reading and Technology: Past Failures and Future Dreams (Reading Technology).  Reading Teacher, 43, 2. 

Describes the use of technology in education, observes that technology (film, radio, television, and computers) has had little impact on educational reform. Proposes that to control what happens in the future, educators must take a proactive stand to ensure that technology serves the needs of educators and students.

Riddle, Wayne (1986).  Chapter 1, Education Consolidation and Improvement Act Grants to Local Educational Agencies for the Education of Disadvantaged Children: Selected Reauthorization Options and Alternatives. 

Options and alternatives for an amended reauthorization of Chapter 1 grants are reviewed. New suggestions are presented for compensatory education service delivery, eligibility, and the allocation of resources. The choices, each of which is examined in detail in this report, include the following: (1) change the methods by which non-public schools are required to provide Chapter 1 services; (2) emphasize school-wide projects or the effective schools model; (3) increase parent involvement; (4) authorize the provision of services in the form of vouchers; (5) emphasize higher order skills as well as basic skills; (6) emphasize pupil values and character as causes of educational disadvantage; (7) encourage the use of educational technology; (8) improve the coordination of Chapter 1 services with the regular instructional program; (9) expand the availability of Chapter 1 services; (10) focus on children from families experiencing long-term poverty; (11) provide more intensive programs for the most disadvantaged; (12) clarify legislative intent with respect to services for handicapped and limited English proficient children; (13) put more emphasis on secondary students and dropout prevention; (14) establish programs for poor minority children who are not educationally disadvantaged; (15) provide incentives to improve performance; (16) modify the allocation formula; (17) eliminate the program; and (18) renew emphasis on the state incentive grant programs. | [FULL TEXT]

Ridley, William J.; Hull, McAllister H., Jr. (1986).  Transforming American Education: Reducing the Risk to the Nation. A Report to the Secretary of Education, United States Department of Education, by The National Task Force on Educational Technology. 

Designed to assist educational decision-makers at the school and district level, this report summarizes the work of the National Task Force on Educational Technology, which was formed in the fall of 1984 to investigate the potential of appropriately integrated technology for improving learning in American schools. The task force used six primary sources of information in generating this report: descriptions of exemplary programs, commissioned papers, letters from educators and private citizens, existing research documents, site visits, and local public meetings. The report consists of eight major sections: (1) Transforming Education; (2) Observations on the Status of Technology in Education; (3) Technology in Education--the Potential; (4) Educational Applications of Technology; (5) Effects on Education; (6) Beginning the Transformation; (7) Recommendations; and (8) Concluding Remarks. Issues addressed include needed reform in pre- and in-service teacher education programs; negative and positive aspects of the use of technology in education; and the potential of such technological devices as personal computers, databases, and expert systems. Five broad uses for technology in education are then identified and discussed, and recommendations are presented to various constituencies (e.g., schools, school districts, state agencies, parents) for implementing strategies regarding planning; financing; teacher education; curriculum and instructional practice; research, development, evaluation and dissemination; and demonstration schools. Conclusions call for the creation of a system in which an individual learning plan permits each learner to proceed at a rate and pace that is challenging but achievable, makes no unjust comparisons with the progress of others, prevents students from becoming passive, and assures positive reinforcement and steady progress. A bibliography and list of the task force members are included. | [FULL TEXT]

Riffel, J. Anthony; Sealey, D. Bruce (1985).  Employment, Economic Development and Education: Lake Manitoba Indian Reserve. 

The objective of this report was to improve coordination between schooling, economic development, and employment opportunities available within and outside the Lake Manitoaba Indian Reserve. This community was on the average younger than most other rural communities of similar size in the province; moreover, the number of families that frequently move was approximately 25%. The small number of jobs made it likely that young people would have to leave the community to find work. An evaluation of the school system substantiated community concerns about the quality of education and work-related preparation. Although 87.5% of the 195 students in preschool through grade 12 were in the correct grade for their age, attendance was poor, school was open fewer days than the provincial standard, student performance was not evaluated regularly, no vocational courses were offered, and high school enrollment was low. Eighteen familes interviewed expressed considerable dissatisfaction with the school. The report emphasized the need for direct community involvement in educational improvement and offered specific recommendations to provide sound basic education, develop a work-related program reflecting the economic base and employment opportunities in the community, coordinate programs using portable facilities and itinerant teachers with nearby school districts, and use educational technology.

Riley, Judith (1984).  The Problems of Drafting Distance Education Materials; The Problems of Revising Drafts of Distance Education Materials; and Drafting Behaviours in the Production of Distance Education Material.  British Journal of Educational Technology, 15, 3. 

The first two articles describe the processes employed by Open University faculty members in preparing distance education courses and in commenting on and redrafting materials. The third looks at factors that influence the decisions of faculty members to determine why they prepare their teaching materials in the ways described.

Rincones, Rodolfo (1988).  Exploring Alternatives to Consolidation. ERIC Digest. 

School reorganization has been used extensively as a strategy to deal with the problems of small and rural schools. However, there is no comprehensive evidence to prove that consolidation has met the problems of finance, staff, facilities, and curriculum for which it has been advocated, nor are consolidation's disadvantages and ill-effects of the community usually considered. Partial school reorganization allows a middle-of-the-road response to decreasing enrollments, tight budgets, and increased federal/state demands to provide students in isolated areas equal access to education. Three types of partial reorganization include: (1) Central High School Districts (when two or more school districts combine high school programs but retain separate elementary programs); (2) Cluster Districts (providing services shared by separate neighboring school districts, allowing access by students of different schools); and (3) Exchange of Students for Tuition (sending students to neighboring school districts for instruction). Personnel, programs, and equipment may also be shared--formally or informally--to provide services to students. Sharing may also be implemented through a state organizational structure. Other helpful approaches include state intervention and state financial aide, multiple teacher certification, application of computer modelling results, community designed reorganizations, and distance education. Thus, full-scale reorganization is not the only solution. | [FULL TEXT]

Ripple, Richard E., Ed.; Constas, Mark A., Ed. (1989).  Creativity--Current Perspectives.  Contemporary Educational Psychology, 14, 3. 

Seven papers on creativity and creativity research are presented. Topics covered include ordinary creativity, cognitive views of creativity (creative teaching for creative learning), immunizing children against the negative effects of reward, creative leadership, creativity and instructional technology, heuristics for empirical research on creativity, and tests for creative potential.

Rising, Gerald R.; And Others (1980).  Using Calculators in Mathematics 11. Student Text. 

This student textbook is designed to incorporate programable calculators in grade 11 mathematics. The eight chapters contained in this document are: (1) Using Calculators in Mathematics; (2) Exponents and Logarithms; (3) Trigonometry of the Right Triangle; (4) Trigonometry Beyong the Right Triangle; (5) Graphs of the Trigonometric Functions and Their Inverses; (6) Solution of Oblique Triangles and Other Applications of Trigonometry; (7) The Quadratic and Other Polynomial Functions; and (8) Sequences and Series. Each chapter is further subdivided into topic sections. Each section concludes with a set of calculator-oriented exercises geared towards the material covered. | [FULL TEXT]

Rising, Gerald R.; And Others (1980).  Using Calculators in Mathematics 11. Teacher Commentary. 

This teacher's guide is designed to aid in the incorporation of programable calculators in the school mathematics program for pupils in grade 11. Warnings include the need for care in modifying the curriculum so that students are not punished in the process. The concept of "black boxing," of letting the computer or calculator take charge of education, is stated as a concern that pupils may lose conceptual understanding of computation and take for granted that these devices can carry out difficult computations easily and efficiently. However, the benefits are seen to present powerful arguments for calculator use in the instructional program. In addition to discussing the pros and cons of programable calculators, the brief introduction gives ideas on student access to calculators, rules and guidelines for calculator selection, approaches to classroom presentation, and hints on calculator-caused changes in classroom dynamics. The bulk of this document consists of answers to problems from the student textbook. | [FULL TEXT]

Rising, Gerald R.; And Others (1980).  Using Calculators in Mathematics 12. Student Text. 

This student textbook is designed to incorporate programable calculators in grade 12 mathematics. The seven chapters contained in this document are: (1) Using Calculators in Mathematics; (2) Sequences, Series, and Limits; (3) Iteration, Mathematical Induction, and the Binomial Theorem; (4) Applications of the Fundamental Counting Principle; (5) Polynomial Functions; (6) Exponents and Logarithms; and (7) Trigonometric Functions. Each chapter is further subdivided into topic sections. Each section concludes with a set of calculator-oriented exercises geared towards the material covered. | [FULL TEXT]

Rising, Gerald R.; And Others (1980).  Using Calculators in Mathematics 12. Teacher Commentary. 

This teacher's guide is designed to aid in the incorporation of programable calculators in the school mathematics program for pupils in grade 12. Warnings are given, including the need for care in modifying the curriculum so that students are not punished in the process. The concept of "black boxing," of letting the computer or calculator take charge of education, is stated as a concern that pupils may lose conceptual understanding of computation and take for granted that these devices can carry out difficult computations easily and efficiently. However, the benefits are seen to present powerful arguments for calculator use in the instructional program. In addition to discussing the pros and cons of programable calculators, the brief introduction gives ideas on student access to calculators, rules and guidelines for calculator selection, approaches to classroom presentation, and hints on calculator-caused changes in classroom dynamics. The bulk of this document consists of answers to problems from the student textbook. | [FULL TEXT]

Rivera, William M., Ed.; Walker, Sharon M., Ed. (1984).  Lifelong Learning Research Conference Proceedings (6th, College Park, Maryland, February 16-17, 1984). 

These 41 papers reflect the conference's focus on nonformal adult education. A major goal of the conference was to facilitate dialogue between researchers and practitioners who are concerned with lifelong learning issues. Four papers focus on aging, specifically intergenerational experiences, preretirement leisure counseling, aging of the work force, and memory aids. Community development is emphasized in four papers that address resource utilization networks, community education as a response to unemployment, and attitude scales. Two papers describe correctional education programs. Participant changes in leadership capabilities and a cooperative extension faculty workshop are discussed in papers concerned with extension education. Three presentations on international education focus on adult education in Nigeria and Greece and Farming Systems Research and Development. Four papers on learning theory discuss Eduard Lindeman's critical theory of adult learning, learning contracts, a holistic view of the adult learner, and Ira Progoff's "Intensive Journal." Four papers on literacy address reading instruction, educational credentials, adult high school non-completers, and locus of control and course completion. Two papers address policy in terms of policy evaluation and issues in legislating adult basic education. Concerns of 10 papers dealing with postsecondary and higher education include cost effectiveness of continuing education, participation patterns in credit and non-credit courses, adult university students' expectations of instructor behaviors, self-concept theory, environmental cognitions, university outreach, and continuing professional education. Two papers discuss educational technology--educational television and interactive video instruction. Single papers are offered on three topics: adult development, adult education history, and educational philosophy. Descriptions of 10 organizational sponsors are given, including university, state, regional and 2 national organizations. Authors' names and addresses are included with their respective papers.

Rivers, Wilga M. (1981).  Understanding the Learner in the Language Laboratory.  NALLD Journal, 16, 2. 

Gives history of use of language laboratories in second-language learning and suggests ways to make time spent by language students in the language laboratory more worthwhile. Claims technological advancement needs effective hardware combined with an understanding of how students learn languages.

Rivers, Wilga M., Ed. (1987).  Interactive Language Teaching. 

In this collection of essays, a group of innovative teachers and writers describe the approaches and techniques they have incorporated into their own language teaching. The articles are designed to help classroom teachers make language classes more participatory and communication oriented. The book is divided into three sections: (1) What Is Interactive Language Teaching? (2) Language in the Classroom, and (3) The Wider World. The chapters and authors are as follows: "Interaction as the Key to Teaching Language for Communication" (Wilga M. Rivers); "Interactive Discourse in Small and Large Groups" (Claire J. Kramsch); "Speaking and Listening: Imaginative Activities for the Language Class" (Stephen A. Sadow); "Motivating Language Learners through Authentic Materials" (Bernice S. Melvin and David F. Stout); "Interactive Oral Grammar Exercises" (Raymond F. Comeau); "Interaction of Reader and Text" (Anthony Papalia); "Writing: An Interactive Experience" (Gloria M. Russo); "Poetry and Song as Effective Language-Learning Activities" (Alan Maley); "'The Magic If' of Theater: Enhancing Language Learning through Drama" (Richard Via); "Interactive Testing: Time to Be a Test Pilot" (Marlies Mueller); "Culturally Diverse Speech Styles" (Gail L. N. Robinson); "The Use of Technology: Varying the Medium in Language Teaching" (Karen Price); "Interaction Outside the Classroom: Using the Community" (Peter Strevens); "Interaction in the Computer Age" (Robert Ariew and Judith C. Frommer); and "Preparing the Language Student for Professional Interaction" (Anne R. Dow and Joseph T. Ryan, Jr.). Questions at the end of each chapter encourage readers to design their own activities; reading lists are also provided. Contains approximately 160 references.

Rizza, Peter J., Jr. (1981).  Computer-Based Education (CBE): Tomorrow's Traditional System.  Journal of Children in Contemporary Society, 14, 1. 

Examines the role of computer technology in education; discusses reasons for the slow evolution of Computer-Based Education (CBE); explores educational areas in which CBE can be used; presents barriers to widespread use of CBE; and describes the responsibilities of education, government, and business in supporting technology-oriented education.

Roach, John V. (1983).  America's Educational Challenge.  Delta Pi Epsilon Journal, 25, 3. 

The impact of computers on society and education will be dependent on the effectiveness of the battle for people's minds. Educators play a key role in motivating and leading students. Computer-oriented business education programs are available that keep the teacher central in the instructional program.

Robbat, Richard J. (1986).  Computers and Individualized Instruction: Moving to Alternative Learning Environments. 

The overall focus of this booklet is on planning for change that allows for integration of computers into articulated learning environments that will enhance the learning goal of students. The first chapter presents four major themes to increase the likelihood of combining computers and individualized instruction in schools: (1) a revitalized form of computer-assisted instruction (CAI); (2) the utilization of computers by students for their own learning goals; (3) the use of a comprehensive instructional management system; and (4) the willingness of educators to provide alternative educational environments in harmony with technology. Chapter 2 begins the discussion of CAI with a brief history and moves to the four levels of CAI that range from drill and practice to systems that create a model for each student and modify it as learning progresses. Chapter 3 presents a Student-Computer Integrated Learning (SCIL) model that shifts the focus from students being passive recipients to their use of computers as a medium for learning. This model makes extensive use of computer-based simulations. Ways to reorganize schools consistent with SCIL that would personalize an individual's educational experiences are suggested in chapter 4. In chapter 5, a 4-year training program, using the "coaching" model, is proposed for educators and administrators to transfer skills to the educational process. The last chapter describes the need for a sophisticated instructional management system--Educator-Computer Integrated Management (ECIM)--to keep track of the progress of each student. Three pages of references complete the booklet. | [FULL TEXT]

Robbins, Bill; Taylor, Ross (1981).  Getting Started in a Junior High School: A Case Study.  Mathematics Teacher, 74, 8. 

The experience of Ramsey Junior High School in Minneapolis, Minnesota in bringing computers into the building is discussed in the hopes that it may help those who are just getting started today.

Roberts, David, Ed. (1989).  Distance Education Papers. Occasional Papers No. 8. 

A collection of papers on distance education is presented. "Distance Education: An Option for Social Welfare and Social Work Education in the 1990s" (Robert A. Bush and Chris J. Williams) discusses the implications for welfare education of changes in tertiary education and community services industry that are likely to pressure welfare educators to change their educational strategies. This paper also examines the potential for using distance educational technology is social work and social welfare education programs. "Educational Packages for External Students" (Peter A. Donnan) examines that constitutes a well written and designed package for external students. "Textbook Selection: Evaluative Criteria" (Brian Hemmings and David Battersby), presents a procedure that instructors might adopt to assist in decision making. An appendix provides an alphabetical list of textbooks assessed, including checklist scores. | [FULL TEXT]

Roberts, Franklin C.; Park, Ok-choon (1983).  Intelligent Computer-Assisted Instruction: An Explanation and Overview.  Educational Technology, 23, 12. 

Reviews the structure of intelligent computer assisted instruction (ICAI) systems, gives some examples of such systems, and discusses their relative strengths and weaknesses. Four references are listed.

Roberts, Lily (1982).  Sensitivity and Special Populations Project Videotape Programs: Trainer's Manual. 

A training manual to promote the implementation of a mediated training program to sensitize faculty and other postsecondary staff to the needs and special concerns of disabled students is presented. The training program was developed through the Sensitivity and Special Populations project at California State University, Chico. The training program consists of five videotape programs on the following topics: characteristics of various disabilities and attitudes of the nonhandicapped, interpersonal communication and special modes for the disabled, accessibility of the campus, technology and devices, and instructional adaptations. Specific contents of the manual include: a scheduling checklist to assist the trainer in completing details for workshops; a schedule of events and times for the program components; overview of each of the five videotape programs, including discusson topics, helpful hints, and learning objectives; a list of steps for evaluating the program; a problem solving chart that presents advice and lists resources to serve the disabled college student; and various appendices. The problem solving chart resources are divided into the following four subgroups, which are coded: the user's skills that can be adapted to meet student needs, class members, departmental resources, and student services. The chart identifies research by postsecondary activities (i.e., exams) and seven disabilities. Appendices include: evaluation results; pre/post attitude scales, knowledge tests, and self assessment of skills questionnaires; and materials that can be used for overhead transparencies. | [FULL TEXT]

Roberts, Linda G. (1985).  Training of Teachers in the Instructional Use of Technology. 

The purpose of this study was to survey current practices in training teachers to use audio, video, and computer technology in their classrooms, ascertain the usefulness of that training, and provide recommendations for the National Center for Education Statistics (NCES) surveys in the area of educational technology. The introduction briefly summarizes the purposes and rationale for the study as well as the data collection process. The major finding--a predominant concern with training that dealt with computers--is also noted. Section two provides an overview of the assumptions that underlie training in the instructional uses of technology. Examples of training efforts are used to illustrate how these assumptions influence the design and provision of training. The next section discusses the roles of the various training providers and gives annotated descriptions of local school district technology projects, statewide technology training programs, regional technology training and support programs, and national demonstration projects on how new technology can contribute to learning, development and education. The report concludes with a discussion of some research questions that should be addressed in order to systematically examine the assumptions around which training practices are built, and to assess how training and support activities affect the instructional use of information technologies in the classroom. An annotated bibliography, selected references, and a list of persons interviewed are included. A chart summarizing state government efforts to promote instructional computing is appended. | [FULL TEXT]

Robertson, Bill (1987).  Audio Teleconferencing: Low Cost Technology for External Studies Networking.  Distance Education, 8, 1. 

This discussion of the benefits of audio teleconferencing for distance education programs and for business and government applications focuses on the recent experience of Canadian educational users. Four successful operating models and their costs are reviewed, and it is concluded that audio teleconferencing is cost efficient and educationally effective.

Robertson, William D. (1984).  Audio Teleconferencing: Using Old Technology to Reduce Course Delivery Costs and Improve Services to Rural Students. 

A discussion is provided of the ways in which audio teleconferencing can provide instruction to students in rural areas using the regular telephone network. After introductory material describes the benefits of audio teleconferencing (e.g., its low costs, familiar technology, and wide availability), a technical description of its operation is provided. Next, an overview is presented of the use of audio teleconferencing by 40 postsecondary institutions in Canada, and the benefits identified by users are specified. Then, a three-phase operating model is offered for those wishing to institute a new audio teleconferencing service in their institution. For each phase, objectives and necessary steps are enumerated. These objectives are, for Phase 1, to develop enough interest in audio teleconferencing to justify moving from an experimental to an initial operational delivery mode; for Phase 2, to increase revenues from external contracts and special courses to recover a significant portion of dedicated system operating costs; and for Phase 3, to institutionalize audio teleconferencing so that it is a normal component of the methods used to reach students in remote areas. Finally, cost projections for the rental and purchase of equipment and a typical operating budget for an evening continuing education program are presented.

Robey, Elaine; And Others (1989).  Studies of Special Education Administrative Involvement in Computer Implementation. Final Report--Phase I. 

The study reported in this document examined how special education administrators and staff in 100 school districts were involved in the adoption of new educational technology. The sample was drawn from the known population list of operating school districts from the Common Core of Data of the National Center for Educational Statistics. Selection procedures were designed to ensure coverage for the widest distribution of the population elements in the sample. Two survey forms were developed, one for special education administrators and the other for computer coordinators and special education teachers. Respondents included 100 administrators, 93 special education teachers, and 89 computer coordinators. Findings showed that administrative involvement in the decision making processes related to computers is high. Involvement in committee processes was reported by over half of the administrators; about two-thirds reported working with other administrators at the district level and half work with other administrators at the building level. One-third of teachers reported regular interaction between administrators and teachers. Teachers in special education programs are sharing computer resources with regular education through informal mechanisms. Technical assistance for computers is reported to be available by about 90% of administrators and teachers. Two-thirds of the administrators reported both purchase of computer technology for administrative purposes and regular use for professional purposes. Forty percent of teachers reported purchase of hardware or software for administrative applications. The report concludes with plans for Phase II of the study, a list of 19 references, and copies of the survey instruments. | [FULL TEXT]

Robinson, Brent (1985).  Media in Educational Research: Are the New Electronic Media a Threat to Literacy or a Challenge for the Literate?  British Journal of Educational Technology, 16, 1. 

Considers demands on the reader of printed material displayed on the video screen. Ways that electronic media can engender and foster reading skills are discussed, including use of graphics in video displays and ways educationalists may contribute to development of videotext and software to teach reading. (40 references)

Robinson, Jack (1986).  Kids, Computers, and Beyond: The Hemet Experience in Technology-Based Education and Office Management Systems. 

This paper describes the steps taken and the discoveries made by one school district in its implementation of computer-based education and office management systems. Topics covered include: (1) the formation and responsibilities of the Instructional Technology Committee (ITC) in budgeting, purchasing, and planning staff development programs; (2) the educational philosophy and goals established by the ITC; (3) sources of funding for equipment and implementation; (4) methods of involving parent organizations; (5) the development of school computer labs to meet the needs of individual schools; (6) the implementation of Technology in the Curriculum (a program developed by the California State Department of Education); (7) computer-based management of an academic student standards assessment program; (8) recommendations for the successful implementation of an IBM Office Management system (IBM XT and AT computers); (9) planning staff computer training programs; and (10) advice to other school districts planning the implementation of computer-based education and office management systems.

Robinson, Linda M. (1986).  Designing Computer Intervention for Very Young Handicapped Children.  Journal of the Division for Early Childhood, 10, 3. 

Project ACTT (Activating Children Through Technology) has adapted hardware (switches, battery operated toys, and microcomputers) and developed software for use with handicapped children (birth to 3). Individual child assessment of abilities, switch determination and placement, positioning, environmental design, choice of equipment, parent involvement, and data collection are discussed.

Robinson, Sharon P. (1982).  Microcomputers in the Classroom: Questions for Teachers.  Today's Education: Social Studies Edition, 71, 2. 

Raises questions about the role of teachers in a computer based educational system of the future. The author suggests that teachers master the technology of microcomputers and know what they can and cannot do in order to answer these questions. Lists of resources on microcomputers in education are included.

Robinson, Sharon P. (1982).  Questions for Teachers.  Today's Education, 71, 2. 

In light of computer technology, the future direction of the teaching profession should be to place humanistic values above the machine. The issues raised by use of microcomputers will move beyond social, political, and economic concerns to the purposes, processes, and problems of education.

Robinson, T. K.; And Others (1980).  Media Education in Scotland. Outline Proposals for a Curriculum. 

This document, prepared for the Scottish Council for Educational Technology and the Scottish Film Council, sets forth basic principles on which discussions of the future of media education in Scotland might be based. The nature and scope of media education are reviewed, and media education is portrayed as a means of helping children and adults to greater understanding of their own experience of the media by studying media messages or other products in the context of the various industries, institutions and professions involved in their productions; the economic, political and constitutional background to the development of these bodies; and the broader social and cultural setting in which media production and its reception by a variety of audiences, operates. The aims, objectives, content and methods for media education for primary school, early secondary, later secondary, further and community education, and teacher education are described in the form of curriculum outlines, and problems and issues regarding provision and organization of resources as well as the need for effective methods of assessment of media education curricula are also discussed.

Roblyer, M. D. (1980).  Investing in the Future: Computers in Florida Education.  Florida Vocational Journal, 5, 9. 

The increased availability of computers is affecting education along two fronts. First, the vocational curriculum must meet the demand for trained data-processing personnel and for computer-related skills in other occupations. Second, three major tools (computer-assisted instruction, computer-managed instruction, and computer-assisted guidance) are changing teaching methods in many disciplines.

Roblyer, M. D. (1985).  The Greening of Educational Computing: A Proposal for a More Research-Based Approach to Computers in Instruction.  Educational Technology, 25, 1. 

Presents a rationale for future research relating to educational computing, discusses beneficial studies that have been undertaken, and outlines specific areas where further research is needed, including studies on achievement, retention, and transfer measurement; material characteristics which enhance achievement; implementation variables, field-testing, and prepurchase evaluation; and trends and social impact.

Roblyer, M. D., Ed. (1986).  Abstract Proceedings of the Florida Instructional Computing Conference (Orlando, Florida, January 21-24, 1986). 

Current issues in educational uses for microcomputers are addressed in this collection of 139 abstracts of papers in which computer literacy and practical applications dominate. Topics discussed include factors related to computer use in the classroom, e.g., computer lab utilization; teaching geometry, science, math, and English via microcomputers; applications of microcomputers in vocational or special education; and teaching online bibliographics searching. Several papers examine such innovative computer activities as robotics, interactive video, videodiscs, authoring systems, and artificial intelligence. Additional papers discuss the management of computer resources in K-12 and postsecondary settings, problems caused by the increased use of technology in educational systems, computer graphics, computer programming, networking, computer literacy for faculty and staff, software evaluation, and instructional design. Each abstract contains the name and address of the person to contact if more information is needed. An alphabetical index of presentors is appended.

Roblyer, M.D. (1981).  Instructional Design versus Authoring of Courseware: Some Crucial Differences.  AEDS Journal, 14, 4. 

Points out differences between the "instructional design" and "authoring" approaches to creating courses and courseware for computer-assisted instruction (CAI). Describes models and procedures for designing effective CAI packages.

Rockman, Saul; And Others (1987).  Powerful and Empowering (But Almost Invisible). 

This research assesses the impact of the AB 803 Adoption/Expansion Program, a grant program that encourages schools to startup or expand their use of educational technology. The report summarizes how various grant programs have been prepared and how funds were applied at schools. The report also identifies factors that enhance or inhibit use of these funds; describes the impact of these grant dollars on schools, teachers, and administrators; and recommends new legislation to improve this grant program's design and implementation. From interviews with teachers and administrators in 35 California schools, researchers concluded that: (1) adoption/expansion grants promoted school-level planning for, and implementation of, educational technology; (2) school-site efforts were designed to meet locally defined needs; (3) small grants resulted in small-scale startup efforts or modest expansions; (4) some schools were able to leverage other fiscal resources; and (5) schools did not adopt model technology programs from other schools. The grant program encouraged decentralized decision-making and increased teacher and administrator control over the design and implementation of programs to incorporate appropriate technology in schools. However, the program's low visibility and the lack of school-collected data continues to limit public awareness of this program and its benefits. Recommendations for further enabling legislation are provided. Appendices illustrating samples and procedures and "stories from the field" are included. | [FULL TEXT]

Rodamar, Daniele Ghiolfi (1989).  "Strength Through Wisdom" Revisited: Reauthorization of OERI and the Need for a Center for Research on Foreign Language Learning. Written Statement for Subcommittee on Select Education Hearing on Reauthorization of the Office of Educational Research and Improvement. Offered at the Invitation of the Joint National Committee for Languages. 

This statement discusses issues surrounding the reauthorization of the Department of Education's Office of Educational Research and Improvement (OERI) focus on the need for continued research on diverse aspects of language education. Background information and research on the need for second language instruction in the United States is reviewed, and recent initiatives from various sectors supporting the growth and improvement of foreign language education are described, including existing and proposed federal legislation. The low priority afforded research on language education is highlighted, and areas in which substantial research and program development are needed for improving classroom instruction are outlined. OERI's potential role in such research is discussed.

Rodgers, Robert J. (1988).  TUNE UP (Technology Utilization Needs Enhancement--Understanding Progress). 

This paper provides a framework for a plan for the utilization of technology in a school district. An example of a set of proficiencies for the use of computers by students at various grade levels is offered as a model for the computer literacy component of a district master plan. Other components discussed are the supervision and management of technology and staffing, training, and support for instructional, administrative, and support staff. It is argued that the school library media center is the natural place for implementing technology in the school and the objectives of the school library media program, as stated in the American Library Association's guidelines, "Information Power," are listed in support of this position. Various technologies appropriate for use in the school library media center are also described: computerized inventory and circulation; electronic card catalogs; external databases; encyclopedias on compact disk; laser disk collections; camcorders and videocassette reorders; library networking; facsimile machines; large screen projection units; and minicomputer laboratories. The paper concludes by presenting three strategies important to a commitment to technology in education: (1) bring more technology into the schools; (2) place personnel responsible for managing technology in positions within the organization where they can be effective; and (3) develop media centers to provide a foundation and continuity in mastering the processing of information. (23 references)

Rodgers, Robert J.; Bonja, Robert (1986).  The New 3 "R"s in Education. 

Implementing computers and other elements of high tech into the classroom involves sound visionary planning, a comprehensive, diverse group of educators, and on-going staff development. The computer should be used as a problem-solving tool in a variety of settings and applications, the ramifications of which demand that educators in all subject areas and at all levels be computer literate and able to utilize the computer appropriately as a problem-solving tool. If the "3 'R's"--Reaching Out, Revamping, and Retraining--are properly addressed, education can begin the task of infusing high tech into educational environments. "Reaching Out" involves extending the scope and number of the personnel involved with the infusion process and requires technology leadership, computer literacy, pilot programs, and progressive involvement. "Revamping" involves not only changes in the teacher's role and in curricula, but in the educational structure, and knowledge of computer applications will be essential. "Retraining" provides personnel with new skills and a better understanding of how to use existing skills to infuse high tech in various areas. Attention must be given to the commonality of processing data and the realization that the basis of learning is how we process information. The "New 3 'R's" are consistent with the findings of research on improving the quality of education in that they address and advocate the use of the computer and other high tech developments as creatively applied and appropriately integrated tools.

Rodgers, Robert J.; Bonja, Robert P. (1987).  Computer Utilization Training in Staff Development. 

Arguing that educators have evolved past the introductory computer literacy stage and now need an enhanced understanding of the uses of the computer as an essential tool of the trade, this paper identifies three factors that need to be considered when designing staff development programs: (1) a review of different cognitive abilities and skills required of students and how they are affected by high technology; (2) the recommendations of major educational studies and reports; and (3) the specific computer utilization skills needed to properly equip our teachers to be effective and efficient instructors. Ways in which computers can be used to improve students' critical thinking skills are considered from the perspective of Bloom's Taxonomy of Cognitive Domain, and the needs that should be met by a good computer utilization program are discussed in terms of the recommendations of the National Task Force on Educational Technology, the Holmes Group Report, and the Carnegie Report (1986). An outline of 15 skills needed in the computer age are suggested as a model to be customized according to local needs and resources, ranging from use of the computer as a tool, through various types of computer software, to classroom applications and peripheral technology. Tips for developing effective programs are also provided, as well as brief descriptions of the successful use of word processing in remedial writing classes in New Jersey. The need for ongoing support services to extend the training into actual implementation is noted, and several possible ways of providing such services are suggested.

Rodrigues, Raymond J. (1984).  Computer Program Models for Teacher Education.  Action in Teacher Education, 5, 4. 

Integrating computer technology into teacher education programs can have several outcomes: (1) it can acquaint preservice teachers with the capabilities of computer programs; (2) the programs can supplement or become the basis for curriculum; and (3) the programs can serve as effective models of teaching strategies.

Rodriguez, Fred (1986).  Professional Teacher Preparation in the Motor Performance Assessment of Handicapped Students. Final Performance Report. 

This report summarizes activities of a three-year project whose major goals were as follows: (1) Developing an individualized modular program for inservice professional preparation of physical educators and other professionals in the motor performance assessment of handicapped students whose primary language is English, Spanish, or Vietnamese; (2) Assisting teachers in identifying and assessing handicapped students (including those who are limited English proficient); (3) Increasing the assessment competency level of teachers and clinicians so that they may develop individualized education programs (IEPs). Learning modules were developed using manuals and videocassettes narrated in English, Spanish, and Vietnamese. Assessment topics covered include procedural placement, IEP design, material selection, and methods for recording student progress in motor ability, physical fitness, skill development, and perceptual motor functioning. Inservice workshops were conducted with 168 teachers in seven locations in California. Follow-up consultations were conducted with 50 of the teacher trainees and took place after an interval of 10 to 18 months. Data collected during an evaluation phase suggested that both the individualized instructional approach (using videocassettes) and the traditional workshop format were effective in significantly improving mean knowledge scores. Three appendices, comprising nearly half the document, provide detailed data on the characteristics and performance of individual workshop participants. | [FULL TEXT]

Rogers, Lorelei; de Leeuw, G. (1986).  Explorations in LOGO Mapping with Children.  History and Social Science Teacher, 22, 1. 

Reports efforts to investigate use of LOGO as mapping aid. While finding LOGO motivational, the authors conclude (1) children did not transfer skills from computer to other situations, (2) younger students appeared to be too young to benefit from the qualities of LOGO, and (3) claims of mental relationship between the graphics cursor and the children's bodies are overstated.

Rojas, Alicia Mabel (1980).  An Innovative Project in Educational Technology: The Panama-Venezuela Project.  Programmed Learning and Educational Technology, 17, 4. 

Describes a project which is being implemented in the field of educational technology in Panama and Venezuela. The project emphasizes inservice training of a cadre of professionals who will direct efforts to identify and resolve significant problems in education.

Rojas, Alicia Mabel (1983).  Educational Technology and Teacher Education in Latin America and the Caribbean: A Plan for the Future. 

Latin American countries have a long history in the application of educational technology to the improvement of teacher education. Even though past innovations, such as the Multinational Project on Educational Technology have been successful, there are still problems with the quality of teacher education. Apparently, processes have been improved without a careful examination of the link between these processes and achievement of desired results. A six-step model, developed by Roger Kaufman, takes both process and results into account. It is based on the application of the systems approach, a process for identifying, justifying, and resolving problems based upon needs. The process is composed of: (1) identifying the problem from needs; (2) determining solution requirements and alternatives; (3) selecting a solution strategy; (4) implementing that strategy; and (5) determining performance effectiveness.

Romero, Fred E. (1987).  Literacy in the Hispanic Community (A White Paper). 

A discussion of the literacy education needs of the Hispanic community in the United States provides a profile of the Hispanic population and offers a plan of action for educational programming. At 7 million, the illiterate Hispanic population comprises one-third of functionally illiterate Americans. This subgroup is diverse, with as much as half of the Hispanic workforce being workplace illiterate. Immigrant influx and dropout rates increase this number steadily. This level of illiteracy is costly in both social and economic terms, and an effective literacy program could save nearly $4 billion annually. The current literacy education system is disorganized, and Hispanics may be underrepresented. An additional 10% of functionally illiterate Hispanics, unemployed and discouraged, should be targeted for literacy programs in the next 5 years. Effective literacy courses must be structured to assign lessons matching student competency and experience. Training must be a public-private, employer-employee partnership, preferably delivered at the workplace. The proposed Hispanic Literacy Program initiative focuses on literacy for work, emphasizes the use of instructional technology, and provides for phased implementation. The program includes a high-visibility campaign, national training conference, revolving loan fund, analysis and dissemination of literacy training information, and a legislative initiative involving community-based organizations and national groups. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Romiszowski, A. J. (1982).  A New Look at Instructional Design. Part II. Instruction: Integrating One's Approach.  British Journal of Educational Technology, 13, 1. 

Continues an earlier paper which dealt with the basic concepts concerning the learning process that should be used as a starting point for the instructional design process. Instructional decisions that should be taken at the macro design level are discussed. Twenty-five references are listed.

Romiszowski, Alexander J. (1981).  Troubleshooting in Educational Technology or, Why Projects Fail.  Programmed Learning and Educational Technology, 18, 3. 

Provides a summary of a series of research and development projects which investigated the reasons for failure in educational technology-based systems of instruction. Develops a new approach to the design of such systems and their subsequent implementation and control. A 17-item bibliography is included.

Romiszowski, Alexander J. (1987).  Expert Systems in Education and Training: Automated Job Aids or Sophisticated Instructional Media?  Educational Technology, 27, 10. 

Describes the current status and limitations of expert systems, and explores the possible applications of such systems in education and training. The use of expert systems as tutors, as job aids, and as a vehicle for students to develop their own expert systems on specific topics are discussed. (40 references)

Romiszowski, Alexander J. (1989).  Avoiding Failure through Better Project Planning and Analysis: Case Studies of Avoidable Failure in Instructional Systems Design and Development Projects.  Educational and Training Technology International, 26, 2. 

Discussion of instructional systems design and development projects focuses on improving project planning and analysis to avoid failures. Case studies of failures of educational technology projects, including projects in developing nations and distance education projects, are presented; project engineering is discussed; and a model for successful project planning is described. (33 references)

Romiszowski, Alexander J.; de Haas, Johan A. (1989).  Computer Mediated Communication for Instruction: Using e-Mail as a Seminar.  Educational Technology, 29, 10. 

Discusses computer mediated communication (CMC) and describes some possible applications of this technology, especially the use of computer conferencing systems. Electronic bulletin boards, online journals, and social communication are discussed, and experiences with using e-mail as a distance education medium between the United States, Canada, and the Netherlands are described.

Ronchi, Robert (1980).  Educational Technology in Argentina.  Programmed Learning and Educational Technology, 17, 4. 

This description of the status of educational technology and trends in the development of the field in Argentina is based on article documents, reports, and a survey of projects operating in that country. Sixteen references are listed.

Root, Bud; And Others (1984).  Microcomputers in a Small Rural Junior High? You Bet!  NASSP Bulletin, 68, 472. 

Successful incorporation of computers into the curriculum is credited to desire, flexibility, time, and interested and available staff. The program described features a computer literacy "license" that entitles students to free access to school microcomputers.

Rosberg, William H. (1981).  Programming for the Talented and Gifted Student in Small or Rural School Districts. 

The paper addresses issues facing small and rural Iowa school districts that attempt to provide services for their gifted and talented students. Problems with transportation, personnel costs, and the small number of target students are cited, and enrichment program alternatives such as mentorships, educational programing from television and radio, video and audio cassettes, computer assisted instruction, and telephone network programing are proposed. Examples of Iowa programs designed to provide individualized activities are offered, including itinerant teacher programs, and projects enabling two way communication through cable television systems. The cost saving features of an interactive telephone system approach are noted.

Rosborough, Marie; And Others (1989).  Rural Education: Some Problems and Solutions for South Carolina Schools. 

Of South Carolina's 91 school districts, 24 are 100% rural. Comprised of small schools, these districts serve a large, sparsely settled geographic area, have a large minority student population, and are staffed by non-minority administrators and teachers. The small number of students and teachers severely limits a school's ability to provide for the special needs of students at both ends of the academic scale, resulting in lower scores on standardized tests. Most rural districts have relatively low tax bases and are able to generate only limited local funds. Solutions to these problems are being actively pursued. Special minority teacher and administrator recruitment programs provide low interest state loans which can be retired by teaching in a rural area. Collaborations between districts, school-university consortium arrangements, technology for distance learning, and school-based enterprises are overcoming the difficulties in school size to broaden and enrich curricular offerings. Suggestions for subsidizing teacher salaries in rural districts include paying hazardous duty pay, building teacherages or apartments, providing housing supplements or special housing loans, and paying incentives to keep teachers from leaving rural areas. Improving the productivity of rural schools involves changing attitudes about education through parent and community involvement and support. The rural education initiatives of the eight regional campuses of the University of South Carolina are profiled. Thirteen data tables are included in an appendix.

Rose, Warren; Fowler, George C. (1981).  A Winning Combination in Computer Education: Learning and Serving.  Journal of Educational Technology Systems, 10, 4. 

Describes the use of a graduate student in computer science to develop an automated fiscal reporting system to handle budgetary problems associated with funded research projects at the Texas A&M College of Medicine. The roles of graduate students, faculty members, and system users in the project are described.

Rosen, David (1986).  History in the Making: A Report from Microsoft's First International Conference on CD ROM.  Educational Technology, 26, 7. 

Reviews important developments of Microsoft's first international conference on CD ROM, focusing on the announcement of a new medium called Compact Disc-Interactive (CD-I). Discussion covers CD-I's design, applications, kinds of programming made possible compatibility with current CD ROM products, impact on consumer market, and impact on overall CD ROM market.

Rosen, Marian (1988).  LEGO Meets LOGO.  Classroom Computer Learning, 8 n7 p50-51, 54. 

Described is an interface system between LEGO construction toys and LOGO prgramming language. This LEGO TC Logo project used animated toys constructed by children in elementary school classrooms and controlled via Apple computers.

Rosenberg, Marc J. (1981).  The Cross-Training of Subject Matter Experts and Instructional Technologists.  Performance and Instruction, 20 n1 p16-17, 33 Feb 1981. 

The Bell System Center for Technical Education uses a program which trains the subject matter expert (SME) in instructional technology (IT) and the instructional technologist in subject matter understanding. This cross-training is provided in order to encourage effective teamwork between development personnel.

Rosenberg, Marc J. (1982).  Our Instructional Media Roots.  Performance and Instruction, 21 n3 p12-15, 33 Apr 1982. 

Traces the historical development of instructional technology and human resources development (HRD) as professions out of the instructional media field. Highlights their differences and similarities as disciplines and as professions. The importance of instructional media, professional development, and professional cooperation are discussed.

Rosenberg, Ronni (1987).  A Critical Analysis of Research on Intelligent Tutoring Systems.  Educational Technology, 27, 11. 

Reviews the current status of intelligent tutoring systems and summarizes the literature that evaluates these systems. Discussion highlights the problems of inadequate models, the lack of protocol analysis in systems design, and flaws in testing methodologies. (20 references)

Rosengren, Karl S.; And Others (1985).  An Observational Study of Preschool Children's Computing Activity. 

An observational study was conducted to investigate the computer activity of children in a preschool classroom. Thirty-nine 3- to 5-year-old children were observed using a computer over nine weeks during a daily one-hour free play period. Different types of computer programs were available. During one half of the sessions, an adult knowledgeable about computers was available to the children for aid and support; during the remaining sessions, the teacher was not available. The children's physical and verbal behavior while using the computer was observed and recorded. Overall, the children enjoyed using the computer and preferred to use it with the teacher or a peer rather than alone. Additionally, children's activity at the computer was not significantly altered by the presence of the teacher. The observations indicated that preschool children can work effectively and cooperatively at a computer with minimal teacher supervision and that the computer does not appear to attract children to the detriment of other areas of social and cognitive development. Relatively few age or sex differences were reported. In terms of ability, more expert children were found to work at the computer more often than less expert children and also to work more efficiently. The less expert children tended to work for longer periods of time than the experts. The more expert children also used a greater variety of programs. 

Ross, Eugene (1984).  Teaching, Technology, and the Future. 

Perspectives on the improvement of college teaching and the contribution of high technology teaching tools are discussed. After reviewing some definitions of excellence in teaching found in the literature, the following competencies that are characteristic of "good" teachers are proposed: excellent knowledge of subject area; good organization; enthusiasm for subject and teaching; empathy toward students; good communication; fairness and impartiality; adaptability to new techniques and knowledge; development of creative and inquiring minds; and a sense of humor. It is suggested that the effective teacher will use the appropriate high tech teaching mechanisms to increase teaching effectiveness. Technological aids include computer assisted/managed instruction, audio tape cassettes, microcomputer-based courses, and video discs. Using technology, students who live great distances from campus can still be actively involved in curricular activities. In addition, influential experts can share their knowledge on campus through telecommunications and video. It is recommended that the administrator should provide opportunities, encouragement, and incentives to improve teaching.

Ross, Randy (1988).  Technology Tackles the Training Dilemma.  High Technology, 8, 9. 

Describes the status of technology-aided training. Discusses some of the major benefits of training using these systems. Gives examples of businesses that have invested in these training methods. Predicts greater efficiency and time savings in the future.

Ross, Steven M.; And Others (1988).  Personalizing Math Problems: A Modern Technology Approach to an Old Idea.  Educational Technology, 28, 5. 

Description of a microcomputer-based instructional strategy used to adapt computer assisted instruction (CAI) to individual learners' needs highlights its use with elementary school arithmetic classes to solve work problems. Experiments with a control group that received conventional problems are described, and applications for undergraduate students are presented. (13 references)

Ross, Steven M.; And Others (1989).  An Apple a Day and at Night: A Distance Tutoring Program for At-Risk Students.  Educational Technology, 29, 8. 

Describes a program of distance tutoring developed by Apple Computer, Inc., Memphis City Schools, and Memphis State University for at-risk minority students. The electronic bulletin board system (BBS) used is described; types of distance learning systems are explained; and research outcomes are discussed, including tutor roles and writing skills. (22 references)

Ross, Steven M.; And Others (1989).  Uses and Effects of Learner Control of Context and Instructional Support in Computer-Based Instruction.  Educational Technology. 

Describes study of undergraduates that examined uses and effects of learner control of the context or theme of practice examples on a computer-based statistics lesson in combination with the number of examples examined. Student attitudes are discussed, and correlations between learner characteristics and task outcomes are examined. (38 references)

Ross, Steven M.; Morrison, Gary R. (1989).  In Search of a Happy Medium in Instructional Technology Research: Issues Concerning External Validity, Media Replications, and Learner Control.  Educational Technology Research and Development, 37, 1. 

Proposes directions to help researchers balance instructional technology goals with the performance of well-designed and scientifically sound studies. Issues concerning the external validity of studies, use of media replications, and learner control as a means of adapting instructional strategies to individuals are emphasized, and designs for future studies are suggested. (84 references)

Rossett, Allison (1981).  Instructional Technology as Link between University and Community.  Performance and Instruction, 20, 1. 

Examines the proclaimed dichotomy between real and unreal, theory and practice, actual and idealized notions of community needs and university attitudes with regard to training, and describes how San Diego State University's Educational Technology program attempts simultaneously to educate graduate students and serve its community.

Rossett, Allison; Garbosky, Jan (1987).  The Use, Misuse, and Non-Use of Educational Technologists in Public Education.  Educational Technology, 27, 9. 

Discussion of employment possibilities for educational technologists focuses on their employment in public schools. A study is described that interviewed 10 school-based educational technologists to determine how they are currently using their instructional design skills and how they ought to be using their skills within their districts.

Rossett, Allison; Rodriguez, Ana Maria (1988).  Assuring Access to Instructional Technologies for Language Minority Students: A Case Study of a Teacher Training Program.  NABE: The Journal for the National Association for Bilingual Education, 13, 1. 

Describes a program that trained 65 experienced bilingual educators to write and adapt educational computer software in their primary languages, to revise curricula accordingly, and to write grants to bring hardware and software into their classrooms. Discusses participant selection, program curriculum, community involvement, and interdepartmental collaboration. Contains 18 references.

Rossi, Robert; And Others (1985).  Promoting Use of Technology in the Schools: An Organizational Analysis of California's Teacher Education and Computer Centers. CREATE Monograph Series. 

Sixth and last in a monograph series on the use of computer technology in the instruction of learning disabled students, this paper analyzes the California Teacher Education and Computer Centers (TECC) program. Five themes influencing the TECC program are identified for discussion: staff development, teacher incentives, local policymaking authority, regional networking, and cooperative planning. Technology as a high-demand area for staff development in various computer skills areas and as a motivational device for staff development in other, more traditional areas is also discussed. Finally, the paper cites implications of the TECC program for the use of computers in schools. Appendices, which comprise the bulk of the document, consists of the Introduction and Executive Summary from the Report on the 1983-84 Evaluation of the Teacher Education and Computer Centers, published in 1985 by the California Department of Education, a transcript of the authorizing legislation for the TECC, and a paper on the TECC's organizational relationships. | [FULL TEXT]

Roth, Gene L.; Tesolowski, Dennis G. (1986).  Technology Curricula and Instruction in the Information Age.  Technology Teacher, 46, 1. 

Discusses (1) the historical phases of educational computing, (2) the future impact of computer technology, (3) the merger between computer-based instruction and technology education, (4) the ramifications of computer technology upon work, (5) the integration of computer-based instruction and technology curricula, and (6) teachers' roles.

Rothe, J. Peter (1983).  Critical Evaluation of Educational Software from a Social Perspective: Uncovering Some Hidden Assumptions.  Educational Technology, 23, 9. 

A modified set of criteria based on sociology is suggested as a framework for evaluating the social implications of educational software. Six analytic categories are discussed: language usage, knowledge, ideology, profit, culture, and ethics. Procedures for applying the critical framework are outlined, and 32 references are listed.

Rothwell, William J. (1984).  Curriculum Theory Reconsidered: Strategic Planning and Organizational Training.  Journal of Educational Technology Systems, 12, 4. 

Introduces and defines strategic planning in organizational training, describes four current schools of curriculum theory--subject-centered, experience-centered, objectives-centered, and opportunity-centered--and illustrates how each theory can be modified to make training anticipate as well as react to organizational needs.

_____. (1987).  Roundtable on Special Education Technology in the Higher Education Curriculum. 

This compilation of materials addresses the use of computers as a tool for instruction, management, communication, and personal productivity in special education. Recommendations are presented for establishing or revising special education technology training programs; recommendations deal with educational need, assumptions, goals, program model, content, support systems, finances, resources, materials, integration, personnel, evaluation, and accessibility. Then, descriptions of special education technology training programs are presented from 23 colleges and universities. Each program description is accompanied by samples of course materials, such as course descriptions, course objectives, course syllabi, student/teacher contracts, workshop materials on cooperative learning and computers, educational program competencies, a training model for higher education in special education technology, information on a switch-building workshop, and a paper by Ted Hasselbring titled "Effective Microcomputer Training and Implementation." A prototype training module is presented for integrating technology into special education teacher preparation courses. The module, which focuses on teaching with crossword puzzles, describes formats of crossword puzzles, their uses in several content areas, and their creation through use of computer software. Also included are the "Code of Ethical Conduct for Computer-Using Educators," developed by the International Council for Computers in Education, and a "Microcomputing Competency Self-Assessment for Special Education Professors."

Rouse, Sam; Lewis, Roger (1984).  Study Skills at a Distance--Ten Years On.  British Journal of Educational Technology, 15, 1. 

Describes "How to Study Effectively," the first distance learning course in the United Kingdom to teach learning skills to higher education students; reports on course evaluation which elicited opinions on courses, completion rates, and enrollment motives of three student groups enrolled in 1972. Case studies of three students are included.

Rousseau, Rosemary, Comp. (1985).  Selective Guide to Literature on Computer Science. Engineering Literature Guides, Number 3. 

With new developments constantly occurring in computer science, it is difficult for anyone to keep up with the changes and the material being published in the field. This document is a survey of information sources in computer science and is intended to identify those core resources which can help engineers and librarians to find information about the discipline. Sections include: (1) "Guides to the Literature"; (2) "Bibliographies"; (3) "Indexing and Abstracting Services"; (4) "Computer Databases"; (5) "Dictionaries"; (6) "Encyclopedias"; (7) "Yearbooks and Surveys"; (8) "Handbooks and Manuals"; (9) "General Directories"; (10) "Product Directories"; (11) "Biographical Directories"; and (12) "Standards and Specifications."

Rowan, Brian (1986).  Rationality and Reality in Instructional Management: Results from a Survey of Districts in the Far West. 

To discover whether school districts can develop highly rationalized forms of instructional management, this study gathered data from a telephone survey conducted in the school year 1983-84 of administrators in 30 western districts. The instructional management practices of these districts were then compared with an "ideal type" of rationalized instructional management system. Informants considered knowledgeable about districts' practices nominated districts engaged in "exemplary" practices and recommended other potential informants. Of the 39 districts in 3 states contacted, 2 or 3 administrators were interviewed for 1 hour each. Interviews centered around exemplary instructional management practices; respondents described the practice, discussed its relation to other practices, and reviewed implementation. Data analyses focused on practices in curriculum development, instructional assessment, and staff supervision and evaluation. Data analysis interpreted how a practice was coordinated with other practices. A rationalized model includes routinized instructional technology, a mechanistic control system, and a cult of efficiency. The study's conclusion is a qualified yes to the original research question. The qualifying factors are as follows: (1) due to resource constraints, rationalization of instructional management practices probably occurs in a fragmented way; (2) such fragmented change can evolve into an integrated system only after 15 to 20 years of practice; (3) implementation of rationalized reforms involves more than structural change. School culture must change from a logic of confidence toward a cult of efficiency to reduce teacher and administrator resistance. | [FULL TEXT]

Rowatt, Robert W. (1980).  O.H.P. A Guide to the Use of the Overhead Projector. 

This pamphlet identifies the components of the overhead projector and suggests ways it can be used in presenting instruction. Advantages and disadvantages of the overhead are listed, and instructions are provided for setting up, positioning, and focusing the equipment. Information is also given on how to use opaque materials and overlays, how to achieve simple animation and silhouettes, and how to produce transparencies. Instructions for the use of dry transfer lettering and coloring are also provided.

Rowatt, Robert W. (1980).  Slide Tape. A Guide to the Production of Slide-Tape Programmes. 

Step by step instructions are provided for planning and executing a slide tape program, as well as diagrams of equipment for presenting such programs. Guidelines are given for ways to: (1) define a program's purpose and objectives, (2) complete a storyboard, (3) produce slides from transparencies and photographed artwork, (4) write on slides, (5) prepare an audiotape, and (6) combine sound with slides. The final section of this guide offers suggestions for presenting the completed program.

Rowatt, Robert W. (1980).  Video. A Guide to the Use of Portable Video Equipment. 

This guide describes the portable equipment necessary for preparing a video production, and recommends ways of using that equipment to create a video program. Step by step instructions are provided for setting up the equipment for battery operation or with a mains electricity supply. Information is also given on procedures for recording, playing back the recorded tape, improving sound quality, post dubbing of sound, editing, assembly editing, and insert editing. A checklist of portable equipment is provided, and a detailed description of the components and features of the video-camera includes diagrams.

Rowe, A. Allen (1985).  Interactive Language Simulation Systems: Technology for a National Language Base.  CALICO Journal, 2, 3. 

Discusses the efforts of the Defense Language Institute Foreign Language Center to make interactive video an integral part of foreign language instruction. Interactive video is seen as a method which could profoundly alter the old classroom model of language instruction.

Rowe, Mary Budd; McLeod, Richard (1988).  Science and Math Instruction: A New Partnership.  Media and Methods, 25 n2 p13-16, 72-73 Nov-Dec 1988. 

Discussion of the use of new technologies in science instruction focuses on the medium of CD ROM. Topics discussed include database retrieval; simulations and laboratory experiments; videodisks; hypertext; and software and interfaces for laboratory experiments. A list of math and science resources is provided.

Roweton, William E.; And Others (1988).  What Today's Educational Technology Needs: Defensible Evaluations and Realistic Implementation. 

It is argued that in order to make computer assisted instruction effective in the schools, educators should pay more attention to implementation issues (including modifying teacher attitudes, changing classroom routines, and offering realistic technical training and support) and to producing understandable product and performance evaluations. Issues identified for further evaluation are covariates such as teachers' and students' prior computer experience; the ergonomic design of computerized classrooms; design issues resulting from the pictorial representation of information; and the impact of educational technology integration on classroom social environments. (25 references)

Roy, Rustum, Ed. (1986).  Technological Literacy. Proceedings of the National Conference (1st, Baltimore, Maryland, February, 14-16, 1986).  [Bulletin of Science] 

These papers, divided into six sections, provide an accurate indication of thinking about technological literacy (TL) in the U.S. "Main Problems and Issues" contains four papers which discuss the needs, challenges, and benefits of developing TL. "Technological Literacy: Concepts and Measures" includes six papers which discuss multi-disciplinary aspects, problems of measuring TL, and institutional implications of developing TL. "Higher Education" has 11 papers which look at the role of TL at various institutions of higher education, from universities to community colleges, and its implications for the liberal arts and sciences. "Kindergarten through Grade 12," contains eight papers which concern themselves with the methods, materials, and conceptual structures of programs to develop TL at those levels. "Technological Literacy and the Minority Learners" includes three papers which discuss the special role of the development of TL among minority and ethnic students. "Innovations in Educational Technology" presents four papers on the use of new technologies in the educational process, especially video and video discs. A discussion of the relationship between humanists and technologists, and a final essay on TL conclude this collection.

Rubadeau, Duane O.; And Others (1983).  A Short Guide to Instructional Techniques. 

Designed to provide a concise description of traditional instructional techniques, as well as more recent technology-based techniques, this 11-part guidebook includes the following sections: (1) "The Value of Planning"; (2) "Aids to Effective Instruction," reviewing the reasons for employing learning objectives, Bloom's taxonomy of objectives for cognitive learning, and criticisms of objectives; (3) "Principles of Teaching Based on the Principles of Learning," which includes suggestions for effective teaching drawing on behavioristic theories, cognitive theories, and motivation and personality theories; (4) "The Functions of an Instructor," which discusses presenting a stimulus, directing attention, acting as a model for terminal behavior, furnishing external clues, guiding the direction of thinking, developing transfer of knowledge, evaluating learning, and providing feedback; (5) "Major Teaching Styles," which reviews the didactic and heuristic teaching approaches; (6) "Common Instructional Techniques," which includes a discussion of the role of group size; (7) "Individualized Instruction," which explores packaged programs, flexible programs, personal individual programs, and independent study; (8) "Small Group Instruction," which discusses team projects, discovery learning, and group discussions; (9) "Lecture Instruction," which examines small- and large-group lectures, listening skills, attending to signal changes, retroactive inhibition, and control of classroom behavior; (10) "Mastery Learning"; and (11) "Current Instructional Innovations," including educational games, team teaching, programmed instruction, computer-assisted instruction, personalized systems of instruction, and interactive video. | [FULL TEXT]

Rubba, Peter A.; Rosenberg, Marc J. (1980).  Videotape in Short, Intensive Instructor Training.  Technological Horizons in Education, 7, 2. 

Describes how videotape recording (VTR) technology was used in a short and intensive instructional training program for prospective Peace Corps instructors. Results show the effectiveness of VTR technology for providing feedback in instructor training.

Rubin, David; And Others (1984).  The Learning Disabled and Computer Based Education: Program Design Strategies. CREATE Monograph Series. 

Third in a series of six monographs on the use of new technologies in the instruction of learning disabled students, the paper explores program design strategies for computer-based instructional materials. Section 1 summarizes ideas related to models of perception and cognition, theories of instruction, and key characteristics of intelligent technologies. Section 2 analyzes the instructional effectiveness of two specific pieces of effective educational software ("Mastertype" and "Spelling Bee Games'" in terms of the ideas developed in Section 1. A final section discusses implications of these ideas for future research on the design of computer-based instruction. | [FULL TEXT]

Rubincam, Irvin (1982).  Graduate Studies in Computer-Based Education at the Ontario Institute for Studies in Education. 

This overview of the programs, activities, and facilities relating to computer-based education at the Ontario Institute for Studies in Education (OISE) includes, (1) a brief account of the history and mission of OISE; (2) a description of the OISE Computer Applications Department and its merger with the Department of Measurement and Evaluation in 1976; (3) a summary of courses in Computer Applications offered through OISE; (4) a discussion of the computing and other related educational technology resources and facilities, and the uses to which these are put at OISE; (5) an outline of the relationship between the Educational Computing Organization of Ontario (ECOO) and OISE; and (6) a description of the types of positions accepted by OISE Computer Applications program graduates. Two figures accompany the text.

Ruconich, Sandra K.; And Others (1984).  Making Microcomputers Accessible to Blind Persons.  Exceptional Education Quarterly, 4, 4. 

Advantages and disadvantages of means of access to microcomputers for blind persons are considered. Electronic braille, paper braille, OPTACON, synthesized speech, and enlarged print are discussed. Future improvements in access technology are projected.

Rudy, Julia (1989).  Dallas County Community College District.  CAUSE/EFFECT, 12, 1. 

Management of information technology at Dallas County Community College District is centralized. Information technology organization and planning, integrated data network, computer services, end user services, and educational technology are discussed.

Rumery, Kenneth R. (1986).  Computer Applications in Music Education.  Technological Horizons in Education, 14, 2. 

Discusses the results of a survey taken of postsecondary schools with regard to the use of computers in music education programs. Indicates that a significant number of institutions have, or plan to have, music computer facilities. Describes computer uses in instruction, research, and administration of music education programs.

Rummler, Geary A. (1982).  Instructional Technology and Organization Performance: An Historical Perspective.  Performance and Instruction, 21, 3. 

Describes the relationship between instructional technology and organization performance and examines the critical shifts in emphasis in the relationship over the past 20 years. Methodology-driven, subject-matter-driven, and "real world"-driven training systems are discussed. Two figures accompany the text.

Ruschoff, Bernd (1984).  The Integration of CALL Materials into the Overall Curriculum.  CALICO Journal, 1, 4. 

Presents a research project focusing on the problem of linking computer-based materials with the teaching unit as a whole. Describes the kind of programs developed at the University of Wuppertal, which is one of the few places in Germany currently investigating various approaches to computer assisted language learning.

Ruschoff, Bernd (1988).  Self-Directed Learning and New Technologies: Computers as Language Learning Tools. 

The design of computer materials for self-directed language learning is discussed from two points of view: (1) adaptability or flexibility of computer materials; and (2) the potential and limitations of computer-assisted instruction for enhancing autonomous learning. Important considerations in designing flexible materials through careful programming are discussed, including the need to assess differing learner needs and abilities, address them, and provide feedback appropriate to the individual's performance. Examples are offered from computer programs currently available or in development. Discussion of the issue of self-direction in language learning draws on recent research on this form of learning, and on the construction and sequencing of learning modules within a program. Again, examples are offered. It is concluded that while computer-assisted language learning can benefit from what has already been accomplished in programming and materials design, both within and outside the field of language instruction, there is a need for much more research into the concept and construction of intelligent tutorial systems and self-directed language learning, especially as the technology advances. A brief list of references is included. | [FULL TEXT]

Rushinek, Avi; And Others (1985).  Relationship of Computer Users' Performance to Their Attitudes toward Interactive Software.  Journal of Educational Technology Systems, 13, 4. 

Suggests a method of integrating user performance and attitudes toward the computer system into quality control procedures (QCP) and describes an application of user attitudes to the QPC in a class of novice computer users receiving instruction in BASIC programing language via formal classroom lecture with computer assisted instruction tutorials.

Russell, James D.; Blake, Bonnie L. (1988).  Formative and Summative Evaluation of Instructional Products and Learners.  Educational Technology, 28, 9. 

Discusses the distinctions between formative and summative evaluation as they apply to instructional products (materials) and people (learners). Various terms for these four types of evaluation are mentioned, and their characteristics are described through examples from both educational and corporate instructional settings. (11 references)

Rutherford, Desmond; And Others (1988).  Professional Staff Development in the Future.  Programmed Learning and Educational Technology, 25, 2. 

Three articles discuss professional staff development in higher education and suggest future possibilities. A proposed staff appraisal system that includes opportunities for student evaluation is outlined; questions relating to the concept and rationale of teacher appraisal in higher education are examined; and two case studies using innovation models are described.

Ryan, William C., Ed. (1988).  National Educational Computing Conference Proceedings (9th, Dallas, Texas, June 15-17, 1988). 

The more than 200 papers and panel, project, and special session reports represented in this collection focus on innovations, trends, and research on the use of computers in a variety of educational settings. Of these, the full text is provided for 37 presentations and abstracts for 182. The topics discussed include: computer applications in mathematics, social studies, science, writing, language arts, reading, and art; teacher education; computer equity; computer-based education policy; computer-based instrumentation; computer science; software evaluation; educational technology systems/graduate education programs; computing in the USSR; use of computers with the learning disabled; study guides; database applications; desktop publishing; keyboarding; video graphics; adult and vocational education; business applications and industrial settings; LOGO; university computer education and microcomputer applications; educational computing research; university artificial intelligence programs; problem solving; staff development; computer songs; evaluating technology programs; computer learning month and computer clubs; laser disc applications; and pre-college instructional delivery systems. The text is supplemented by various figures and illustrations, and the full text papers contain references. An author index is provided.