Educational Technology | T

Taber, Florence M. (1983).  Microcomputers in Special Education. Selection and Decision Making Process. 

Intended for special educators, the book is designed to provide information for assessing classroom needs, making decisions about purchasing software and hardware, and using the microcomputer effectively. Each chapter begins with statements to think about and a list of sources. At the end of each chapter are questions and exercises designed to aid the reader in understanding chapter information. Six chapters cover the following topics (sample subtopics are in parentheses): introduction to the microcomputer (microcomputer languages); software considerations and evaluation (external and internal evaluation of software); hardware considerations and inservice education (peripherals); media selection and microcomputer uses (administrative uses); microcomputer uses in special education; and elementary programing for the microcomputer (program development support). | [FULL TEXT]

Talab, Rosemary Sturdevant (1984).  Copyright, Fair Use, and the School Microcomputer Lab.  Educational Technology, 24, 2. 

Defines copyright, and discusses what a copyright protects, the five basic rights of a copyright owner, and the rights of the software program owner. Also discussed are other forms of educational software protection including trademarks, trade secrets and patents, and software usage, copy protection, and possible future developments.

Talabi, Joseph K. (1989).  The Television Viewing Behaviour of Families in Kwara State, Nigeria.  British Journal of Educational Technology, 20, 2. 

Describes study that was designed to measure the social and spatial television viewing behavior of selected families in Kwara State, Nigeria. Topics discussed include values attached to television viewing, and the social effects of television on educational planning, moral reformation, policy making, and the adoption of innovations in society. (four references)

Talyzina, N. F. (1982).  The Theoretical Bases of the Elaboration of Teaching Programmes.  Programmed Learning and Educational Technology, 19, 1. 

A general analysis of the learning process precedes the discussion of a teaching model designed to provide effective control of the process of attaining knowledge. Features of the model discussed include preliminary knowledge, motivation, presentation and activities, feedback, and planning the assimilation process of a complete subject. A 21-item bibliography is provided.

Tan, Shiow Ling (1986).  Computer Technology Applications in Special Education in East Asian Nations. 

The paper examines the application of educational technology to special education in East Asia and specifically in Japan, the Republic of China on Taiwan, Singapore, Hong Kong, and the People's Republic of China. The potential role of the microcomputer in special education is stressed and American applications of the microcomputer as a special education management tool, as a communication tool, as an instructional tool, and as a personal aid are briefly described. Current and future trends in the use of educational technology in special education in the East Asia are discussed in the context of: (1) official definitions of "exceptional"; (2) the political and economic structure; (3) social and cultural attitudes toward handicapped people; and (4) the influence of special education professionals. Considered next are current applications of educational technology in regular and special education in East Asia which, though still rather minimal, are expected to increase rapidly in response to commitment to building technology-based industries.

Tate, Pamela J.; Kressel, Marilyn (1983).  Concluding Comments and Further Resources.  New Directions for Higher Education, 44. 

The development of comprehensive approaches to telecommunications by higher education is advocated. Orientation and training programs need to be established, organizational structures need to be reexamined, and networks of information and technical assistance need to be fostered. Organizations and printed sources are appended.

Tawney, James W. (1983).  Education: A Look to the Future. 

The paper addresses the future status of education, with particular attention to microcomputer uses in special educaion. An analysis of public education in contemporary society suggests that in the near future children will be educated at home by their parents with the help of computers and telecommunication systems. The author cites economic reasons for the projected downfall of public education, discusses the practical value of computers in special education, and outlines an approach to maximizing benefits in terms of management and instruction. The conclusion of the paper describes the life of a family in the year 2100 and suggests the impact of changing lifestyles on home intervention for severely handicapped infants. Intervention might include use of an "electronic crib" to record data and provide stimulation. As the child grows, an extended "family" might provide assistance and support.

Tawney, James W.; Cartwright, G. Phillip (1981).  Teaching in a Technology Oriented Society.  Teacher Education and Special Education, 4, 3. 

The article, intended to increase the teacher's awareness of revolutionary technological developments, presents a futures orientation, describes direction of major technology thrusts, and describes specific communication and mobility products that special education teachers should know about.

Taylor, Bob L.; And Others (1989).  Computer Use in Curriculum Development and Curriculum Management.  Educational Technology, 29, 4. 

Describes a study that explored the current uses of computers in curriculum development and curriculum management as reported by a selected sample of American school districts. Results highlight reasons for using computers, software used, computer capabilities for speed and efficiency in handling data, and testing and evaluation activities. (five references)

Taylor, Elizabeth; And Others (1980).  The Orientation of Students Studying the Social Science Foundation Course. 

The reason that Great Britain's Open University (OU) students elected to study D101, the Social Science Foundation Course, was studied to discover their aims, expectations, and attitudes to the Open University and the course. Attention is directed to the first interview conducted before the course started to assess student orientations to study, conceptions of learning, and understanding of key concepts taught in the course. Three main types of orientation were identified: vocational, academic, and personal. Personal orientation, which was the most obvious and prevalent orientation, was composed of (1) "compensation," whereby the student felt cheated of educational opportunities in the past and was using OU to prove he or she is capable of getting a degree, and (2) "broadening," whereby the student wished to widen horizons and develop interpersonal skills. In relation to vocational orientation, most of the students had no particular job in mind but were hoping that in some undefined way the degree would help them to get a job sometime in the future. Study at OU was seen as a means to an end and the interest in the course was therefore extrinsic. In regard to academic orientation, some students were intrinsically interested in the course because of the subject matter while others were fulfilling requirements. In comparing the orientations of OU students and students at Surrey University, the difference was the emphasis on personal orientation in OU students; academic orientation was the main feature of students' orientation at Surrey. Two examples are cited to illustrate how orientation is related to the way students approach studying. A list of interview questions is appended.

Taylor, Elizabeth; And Others (1981).  Students' Understandings of the Concept of Social Class. 

Students' understandings of the concept of social class before and after taking the Social Science Foundation course (D101) at Great Britain's Open University were investigated in 1980. Among the students' conceptions before the course was that people are middle class or working class according to their job. Other conceptions were that social class is connected with the amount of money earned, how much education or training is required for one's job, personal characteristics (e.g., intelligence and appearance), one's background or upbringing, attitudes toward life and values, and the value that society places on one's job. Most students described one or two sorts of conceptions and talked about things they saw as associated with class rather than describing the construct of social class. The second interview after the course elicited the same conceptions, except that no mention was made of the value of the job to society or the characteristics of the person. Additionally, after the course, reference was made to class as a historical classification or myth, as a measure of social mobility, and as a power position in society. Over all, half of the students gained a better understanding of the concept of social class, while the remainder appeared not to have changed their understandings. It is suggested that the course specifically focus on the concept of social class, and that students' initial understanding of the concept should be determined.

Taylor, Elizabeth; And Others (1981).  The Outcomes of Learning from the Social Science Foundation Course: Students' Understandings of Price Control, Power and Oligopoly. 

Students' understandings of the concepts of price control, oligopoly, and power before, during, and after taking a social science foundation course (D101) at Great Britain's Open University were investigated. Students were asked 10 questions on key concepts taught in the course. Three of the questions are addressed: (1) Why doesn't the conservative government want to control prices? (2) Does it matter that only two companies (Lever Brothers and Procter and Gamble) produce almost all the soap powder sold in Britain? (3) Why are trade unions powerful? These questions gave different pictures of change in students' understanding after the course. Question 1 showed little change in students' understanding, while question 2 showed a marked trend toward a more sophisticated understanding. Question 3 showed a confusing picture of results. Only for question 2 was there any evidence that the course had improved students' level of understanding. One possible reason for the study results is that changing conceptions is difficult and takes time. In addition, the way the course material addresses a concept may have important consequences for the students' ability to understand the concept. The importance of knowing students' initial constructions within a subject area as well as the approach a student takes to learning (i.e., memorizing versus understanding the message in the instructional materials), is suggested. A bibliography and information on the research methodology of the study are appended.

Taylor, Elizabeth; And Others (1982).  Students' Perceptions of Gains from Studying D101, the Social Science Foundation Course. 

Students were surveyed to determine the outcomes of participation in an introductory social science course at the Open University (England). The 18 students were taking their first Open University course, and most had little recent formal education. Many were unsure about their ability to handle the course and did not know what to expect of it. Some were surprised at the breadth of course content, others at the lack of contact with other students and lack of formal tutoring. Some wanted more direction; others wanted less. The concept of learning as an assimilation of pieces of information was unfamiliar to some, and that process had to be learned also. Student preferences seemed divided into two groups: those who liked the economics and disliked the sociology, and those who liked sociology and disliked economics. Students' perceived gains included knowledge of the subject areas, perspective on society, growth of skepticism, a broadening of awareness, perception of changes within oneself, and orientation to studying. Notes on the method of conducting student interviews are appended.

Taylor, John F. (1982).  An Innovative Approach to Data Capture in Automated Assessment.  Programmed Learning and Educational Technology, 19, 4. 

The development of a low cost input system is discussed in terms of the appropriateness of imposing program-controlled answering strategies on candidates attempting a conventional multiple choice objective question achievement test. Systems used for the management of learning and strategies students use to answer tests are highlighted.

Taylor, Lionel (1982).  The Wales Region: Microelectronics Education to the Mid Eighties.  Computer Education. 

Discusses developments which should occur in the Wales region by the end of the Microelectronics Education Programme (1984). Indicates that a major curriculum project has been started to enable developments in information technology to be reflected in classrooms, focusing on the production of software and resource materials.

Taylor, Peter; Tomlinson, Derrick (1984).  Primary Distance Education Population: Problems and Prospects. Research Series No. 2. 

Extensive fieldwork and a questionnaire were used to study the population served by primary distance education (k-6), the perceived needs of home tutors, and the adequacy of support services provided by distance primary schools in New South Wales, Queensland, Western Australia, and the Northern Territory. The fieldwork phase found two major types of primary distance schools--metropolitan correspondence schools and regional schools of the air/correspondence units. Schools were characterized by the permanence/transience of their student population and the stability/duration of their enrollments. Fieldwork confirmed the notion that the isolated child's success depends on active involvement of the home tutor--nearly always the child's mother. A questionnaire mailed to 1,800 families (all those in the study area having at least one child enrolled in primary distance education) yielded 1,226 valid returns from families for a total of 2,072 students. Support services were unevenly available for home tutors and depended on school type, family permanence/transience, and home utilities--electricity, mail, telephone. Support services involving face-to-face meetings with teachers and other home tutors were rated highest. This report included the 20-page family questionnaire, detailed analyses of student populations by region, and a chapter evaluating electronic mailing and other possible new directions in primary distance education. | [FULL TEXT]

Taylor, Robert P.; Cunniff, Nancy (1988).  Moving Computing and Education beyond Rhetoric.  Teachers College Record, 89, 3. 

The efficacy of using graphic representations of concepts, which are more readily generated on a computer than in traditional texts, was studied. The study, which involved teaching computer programming, is described. The necessity of further research is discussed.

Taylor, Robert, Ed. (1980).  The Computer in the School: Tutor, Tool, Tutee. 

Nineteen essays by five pioneers in the field of computers in education are presented in this volume. The essays provide a foundation for understanding the basic issues involved in using computers in schools, the teacher's role in helping the student make full use of computing, and the general limitations of computer use. A framework is presented for considering computers in education which identifies three functions of a computer: as a tutor, as a tool, or as a student (tutee). A computer's tutor function requires expert programming so that flexible computer-assisted instruction can be provided to students. A computer's tool function requires only that some useful capability (such as statistical analysis) be programmed into the computer. In the student or tutee function of a computer, a human tutor teaches the computer, thereby enhancing human learning and reducing software costs. Other topics of discussion include interactive learning, heuristic strategies, pre- and post-college computer education, teaching children to think, mathematics education, the future of computers in education, and teachers and computer-assisted instruction.

Taylor, Robin (1985).  Microcomputer Courseware Evaluation Sources. ERIC Digest. 

More than 10,000 instructional software packages have been published for elementary and secondary schools--thousands in each discipline. Unfortunately, not all sources of courseware evaluations are equally reliable; therefore, it is important to determine that evaluations include: (1) critical appraisal of content accuracy; (2) in-depth consideration of the appropriateness and effectiveness of the instructional strategies employed; and (3) input from testing with students. Some comprehensive and accessible sources of courseware evaluations are MicroSIFT Courseware Evaluations, which probably contain the most thorough and consistently reliable evaluations, and EPIE Micro-Courseware PRO/FILES, whose evaluations are synthesized from the reviews of two or more evaluators who have usually tested the courseware with students. Periodicals which contain software evaluations include the bimonthly "Electronic Learning," and the monthly "Educational Technology." Two sources that identify only high quality courseware (although according to different criteria) are "Only the Best, the Discriminating Software Guide for Preschool-Grade 12" (L. L. Mattas) and "The Yellow Book: A Parent's Guide to Educationally Sound Courseware" (NEA Educational Computer Service). | [FULL TEXT]

Taylor, William D.; Swartz, James D. (1988).  Instructional Technology and Proliferating World Views. Symposium: Technological Equity: Issues in Ethics and Theory. 

Four concepts are considered in light of their impact on instructional technology and design, i.e., the value status of technology, the proliferation of worldviews, equity in education, and the relationship of ethical issues to practice. The assumption that instructional technology is a value-neutral method of conveying instructional information is challenged by showing how instructional technology is value intensive in its support of a particular worldview, i.e., the scientific worldview. Heinich's definition of educational technology, with its emphasis on elements of replicability, reliability, communication, and control, is used as a framework to discuss: (1) the dichotomy between educational equity and educational excellence, i.e., provision of maximum access to educational resources for everyone vs. increased access to educational resources for those who excel; (2) current challenges to the scientific worldview from groups who hold alternative worldviews about the production and justification of knowledge; and (3) the challenge to the scientific worldview presented by the "new pragmatism," or "social construction," as it creates a void allowing for the empowerment of alternative "knowledge communities," e.g., religious and ethnic groups. The instructional design point of view, which embraces convergent and measurable responses pegged to carefully specified objectives in the transfer of a pre-selected, invariant body of knowledge, is called into question in light of the development of more fluid, multiple knowledge structures negotiated at the local level. (13 references) | [FULL TEXT]

(1988).  Teaching Tools of the 90's: The Future of Technology in the Classroom.  School Library Media Activities Monthly, 4, 8. 

Highlights results of a study that employed the Delphi technique to survey the attitudes of 50 educational experts regarding the future use of technology in K-9 classrooms. Findings in the areas of curriculum, instructional materials and use of technology by classroom teachers are discussed. An address for obtaining the full report is included.

_____. (1986).  Teacher as Learner: The Impact of Technology. Conference Report (Cambridge, Massachusetts, June 1985). CR86-4. 

Inspired by the format of and discussion at the 1984 conference, the conference described in this report examined the question of how the computer might stimulate teachers' learning and under what conditions that stimulation might encourage reform. An overview briefly summarizes the presentations. Several conference themes grouped under the headings of Opportunities to Learn and Conditions for Learning are then discussed: (1) computers may provide teachers with opportunities to grow through pioneering and tinkering; (2) computers may prompt some teachers to become fresh learners of their own subjects; (3) the computer may provide teachers with the opportunity to learn about learning; (4) computers may prompt some teachers to revise their teaching style; (5) computers may prompt teachers and others to engage in a critical examination of the regularities of schooling; (6) teachers must be partners in innovation; (7) teachers need time to learn; and (8) teachers need collegial advisors. It is concluded that teaching with new technologies can create powerful opportunities for teachers to become eager students, although this new learning is unlikely to lead to meaningful school change if it lacks a supportive organizational context. A directory of participants is appended. (25 references) | [FULL TEXT]

_____. (1986).  Teachers and Their Use of Educational Technology. Report of a Regional Training Workshop (Seoul, South Korea, September 16-27, 1985). 

The workshop described in this report focused on uses of educational technology in the training and upgrading of teachers and on promoting the use of appropriate educational technology techniques by teachers. Experiences in the use of educational technology are described for each of the participating nations, i.e., Bangladesh, India, Indonesia, Japan, Malaysia, New Zealand, the Philippines, Republic of Korea, Sri Lanka, and Thailand. Methods of preparing teachers and teacher educators to use educational technology are then discussed, both in general and in reference to specific widely-used programs: (1) the Personalized System of Instruction (PSI); (2) the Later Reading In-Service Course (LARIC) used in New Zealand; (3) the Education Resource Centres used in Malaysia; (4) the distance education program, Advanced Studies Unit, used in New Zealand; and (5) both internal and external networking systems used in teacher training in Thailand. Participants also visited the Han Nam Elementary School, an experimental school in Korea which promotes the use of educational technology in the classroom, and the Samsung Electronics Co. Ltd., which produces computer hardware and other electronics products. Finally, the participants developed a series of recommendations designed to improve teacher training in the use of educational technology. Two appendices contain the agenda for the workshop and a list of participants. | [FULL TEXT]

_____. (1989).  Teachers on Television. Observing Teachers and Students in Diverse Classroom Settings through the Technology of Television. 

Because most teacher preparation institutions have extensive needs for numerous field experiences, the Teachers on Television (TOT) project was first conceived to meet demands for observation opportunities through the use of television technology. The TOT project provided live direct observations via television broadcasts from classrooms located in five central Iowa public school districts. Twenty teachers, grades K-8, participated as broadcast teachers during the 3-year project. The remote control camera is operated by a faculty facilitator who helps to place the unedited observations into the perspective of the classroom proceedings. Begun in 1982, the project was expanded to include 20 classrooms from five school districts. Curriculum in the Department of Elementary Education at Iowa State University has been significantly modified to infuse observation experiences into preservice teacher preparation. A course manual focuses on observation of nine teaching behaviors; students observe TOT during an associated lab course, Strategies Practicum, for examples of these behaviors. A pre- and post-observation interview with each classroom teacher emphasizes teacher diversity and grade level content. | [FULL TEXT]

(1987).  Technology Resource Directory.  Exceptional Parent, 17, 7. 

The directory of technology resources for the disabled lists 15 information clearinghouses, 11 publications, 147 commercial vendors, and 13 conferences.

(1988).  Technology and the At-Risk Student.  Electronic Learning, 8 n3 p35-39, 42-49 Nov-Dec 1988. 

Presents edited transcript of a conference that examined how computer technology can be effective in helping at-risk students. Highlights include defining at-risk students; examples of how technologies are being used as intervention tools; adult education programs; software; how the industry can help educators; and policy recommendations.

_____. (1981).  Technology and Education: Policy, Implementation, Evaluation. Proceedings of the National Conference on Technology and Education (January 26-28, 1981). 

Thirty-nine papers on the place of technology in education are collected in this volume of conference proceedings. Several themes run through the collection, appearing in different combinations in different papers. Among the major topics discussed are the applications of computer technology to different aspects of instruction and school administration; the uses of broadcast and cable television and radio and of video technology in on-campus and off-campus instruction; and the formation of consortia of educational institutions to share the costs and benefits associated with courseware development and dissemination. Other major issues considered include the nature of the changes that technology will bring about in traditional and nontraditional education; the role of the government in developing educational technology; the concepts affecting the development of effective courseware; and the effects of educators' attitudes on the adoption of new equipment and methods. The majority of the papers consist of informed opinions or generalized analyses of the status of educational technology, while others describe specific programs or suggest techniques for implementing and applying technology. | [FULL TEXT]

_____. (1985).  Technology Applications in Basic Skills (TABS). Year One Report-1984. Executive Summary. 

This executive summary presents information on the design rationale, project coordination, and findings for the first year of the Technology Applications in Basic Skills project (TAES), which was administered by the Merrimack Education Center and designed to implement programs that use the computer and related technologies to increase student competencies in the basic skills areas of writing, problem solving, and research/study skills in grades 6 through 8. The issues addressed in the first year of the project are presented in this report, which describes: how the project was planned and implemented by the Merrimack Education Center with the staff from three school sites in Burlington, Lunenburg, and Tewksbury, Massachuetts; how a program development model was chosen; the major elements of the project design; year one activities; and resulting curriculum changes in each of the three school sites. Ten major findings from year one are listed, and it is concluded that the existing basic skills curriculum often is not configured to make maximum utilization of technology, and that staff uncertainty about the new technologies leads to initial confusion about staffmember roles, lack of focus in the curriculum target area, and negative perceptions about lack of incentives and burdens of time. It is suggested that teachers need to broaden their view and perspecitve of technology in the curriculum and create new contexts for the skills development that is necessary to make appropriate and meaningful uses of technology in the schools. | [FULL TEXT]

_____. (1985).  Technology Demonstration Program: Final 1984-85 Evaluation Report. Technology Demonstration Sites: Case Studies and Technology Report, Part A, Sections 11-15 and 17-20. 

Third in a series of reports on Minnesota's Technology Demonstration Program, this document provides a synthesis of previous findings, presents a critique of the technology program, and evaluates 15 demonstration sites which were chosen to serve as models for the uses of technology in instruction and management. The report is divided into three major sections. The first section contains: (1) a brief explanation of the evaluation and data gathering methods used; (2) an overall description of the program; (3) a series of judgements about, and ratings of, the program; (4) some general observations about technology; and (5) recommendations for action. Appendices contain summary data on the projects, including their major focus, sources and amount of funding, expenditures by project and expenditure category, and a fact sheet for each site. The second section presents a summary of case study findings as well as a detailed analysis of each of the 15 programs. Comments on each program are divided into: introduction, project context, program input or resources, program implementation or process, program outcome, and synthesis/summary. The third section contains regulations developed by the Minnesota Advisory Committee on Technology in Education for school districts and the Department of Education. These relate to state funds, inservice education, availability and production of computer courseware, and criteria and procedures for evaluating courseware packages. A chart is appended which indicates the appropriate grade level specific MECC (Minnesota Educational Computing Consortium) software programs.

_____. (1986).  Technology and Structural Unemployment: Reemploying Displaced Adults. 

This report concentrates on problems of displaced blue-collar and nonprofessional white-collar workers. Chapter 1 is a summary. Chapter 2 discusses policy issues and options focused on helping people prepare for worklife changes and helping workers to cope if displacement occurs. A definition and description of worker displacement are offered in chapter 3. Chapter 4 provides information on the relationship between displacement and economic growth, job losses, and job creation. National displaced worker programs are described and evaluated in chapter 5. Chapter 6 analyzes some of the more experienced displaced worker projects to illuminate common ingredients of success, issues in project design, and issues of concern to policymakers. Chapter 7 focuses on adult education services most likely to be useful to workers vulnerable to displacement. The potential of instructional technologies in delivering adult education is addressed in some detail. Barriers to adult education are also discussed. Chapters 8 and 9 address two causes of displacement--technological change and international competition. Chapter 10 focuses on causes and effects of displacement on homemakers and programs for displaced homemakers. | [FULL TEXT]

_____. (1986).  Technology in the Curriculum: A Handbook for Integrating Computers and Related Learning Technologies Throughout the Curriculum. 

This handbook is designed for use in conjunction with staff training seminars designed to provide teachers and administrators with a framework and procedures for designing and implementing effective applications of technologies in the curriculum. The intended outcome of the seminars is the development of comprehensive programs including the identification of specific programmatic areas by subject; the identification of student and staff competencies; and the projection of staff training requirements and budgets needed to accomplish specific program components. Chapter one provides an introduction to the program. A conceptual framework which focuses on concepts and principles in educational technology applications is presented in chapter two. Chapter three describes the tasks and activities that need to be accomplished to design and develop appropriate applications of technology throughout the curriculum, taking into consideration both curriculum development and instructional development issues. Illustrations throughout the document demonstrate basic curriculum development components and delineate specific action steps in educational strategies, integration of microcomputers into the curriculum, and the development of a curriculum framework. Appended are a checklist of planning steps, a sample instructional unit plan, a scope and sequence matrix for the cognitive levels and instruction sequences involved in developing writing skills, and a checklist for integrating technology into the curriculum. (41 references)

_____. (1987).  Technology and Students at Risk of School Failure. Proceedings of the Conference (St. Charles, Illinois, June 28-30, 1987). 

The nine conference presentations in these proceedings focus on educational technology and students at risk of school failure and include: (1) "Getting Underway" (Stephen S. Kaagan), which provides an overview of technology in society and the purposes of the conference; (2) "Technology Can Help Children Who Are at Risk of Student Failure" (John D. Bransford and Ted S. Hasselbring), which demonstrates that existing microcomputer and video technology can help at-risk students develop skills, knowledge, and confidence; (3) "The Use of Technology with Students at Risk" (Robert E. Blair and James P. Shea), which describes three programs in Canadian school systems that use technology in innovative ways for students at risk; (4) "The Student at Risk: A Demographic Perspective" (Harold L. Hodgkinson), which discusses trends and demographics that affect instructional technology; (5) "A Closer Look at the Student at Risk" (Richard R. Green), which considers the demographic, school, and personal/social characteristics of at-risk students; (6) "Technology and Students at Risk" (David W. Hornbeck), which examines the usefulness of technology in meeting the needs of at-risk students; (7) "Information Technology and the Schools: A Personal Perspective" (Marc S. Tucker), which discusses effective use of technology; (8) "Conference Synthesis" (Duncan Green), which summarizes conference ideas, principles, and recommendations; and (9) "Next Steps" (Stephen S. Kaagan), which suggests some future directions for the field. A summary of the conference, biographical notes on the speakers, and a directory of participants are included. | [FULL TEXT]

_____. (1988).  Technology across the Curriculum. Proceedings of the Annual Conference of the Texas Computer Education Association (8th, Dallas, Texas, February 24-27, 1988). 

The theme of this computer education conference was "Technology across the Curriculum." These proceedings include papers on the application of educational technologies in school administration, business education, computer science education, mathematics, science, social studies, English and language arts, elementary education, gifted and talented education, special education, vocational education, and university-level education. A variety of applications of the Logo programing language and of telecommunications are described. Over 190 papers are included, some with abstracts and references. | [FULL TEXT]

_____. (1988).  Technology Retreat '88 Proceedings (Tempe, Arizona, May 1988). 

The Maricopa Community Colleges in Tempe (Arizona) have made strong commitments to the acquisition and utilization of electronic technology, as was emphasized in their 1988 Technology Retreat, a gathering to discuss making the best use of available and future educational technology. The keynote speaker, Stephen C. Ehrmann, presented "Specifications and Strategies: A Sustainable Investment in Technologies." In a small group setting, participants wrote statements about how students learn, technology implementation, and the present organizational structure. In another small group, retreat participants wrote some statements about the future and how use of technology can be enhanced. Other small groups addressed the following topics: (1) alternative funding for technology applications; (2) integration of learning theory, content, and technology; (3) library/learning resource center of the future; (4) designing computer facilities; (5) improving access to learning with technology; (6) where we want to go and how we get there; (7) the classroom of the future; and (8) cross-college collaboration. Two figures illustrate the keynote address. | [FULL TEXT]

_____. (1989).  Technology Planning for Improving Schools. Ideas and Resources for Educators in New York State. 

The purpose of this publication is to help school district leaders improve the use of technology in schools through the design and implementation of a planning process. Three levels of the process are noted, including strategic planning of overall direction for program improvement, program planning of objectives and management, and curriculum planning, which specifies how technology will be integrated into the classroom. The guidebook is organized around seven major tasks: (1) develop a planning structure and process; (2) establish a direction; (3) develop program plans; (4) create curriculum applications; (5) design the technology support system; (6) prepare for implementation and change; and (7) evaluate performance and effectiveness. Each task is described in a separate section that provides a rationale for the conduct of the task, a description of the process for carrying out task-related activities, exhibits and illustrations of planning activities, and key considerations in carrying out the tasks. A checklist of tasks and steps is included, as well as a glossary of terms and lists of national and state technology planning resource organizations and individuals. References are listed by tasks. (77 references)

_____. (1989).  Technology and the Future of Education: Directions for Progress. A Report of the California Postsecondary Education Commission's Policy Task Force on Educational Technology. Report 89-27. 

This report discusses a plan for more effective use of new technologies in California higher education, including their coordination, financing, quality control, and incentives. The report begins with an examination of the potential that new technology has for revitalizing educational practices and alleviating some of education's persistent problems. Early sections describe current applications and list goals for the immediate future. Next, the report discusses the need to articulate a vision of the future and identify the obstacles to achieving that vision. Finally, the report explains the need for a range of agencies and organizations to cooperate in making possible an equitable distribution of the educational benefits of the new technologies. Fourteen recommendations are included, among them: (1) that there should be a mechanism for intersegmental coordination and planning of informational technology; (2) that schools and campuses should be provided with additional resources for giving teachers technological training; (3) that the Governor and/or Legislature should establish a forum through which the State government, the educational community, and members of business and industry could jointly encourage the use of technology at all levels of education; and (4) that the Legislature and the educational institutions should expand the use of distance education technologies to ensure that no student anywhere in the State is denied access to high quality instruction in a full range of subject areas. The appendix contains brief descriptions of those technologies (computers and telecommunications) currently being applied to educational uses. Contains 15 references. | [FULL TEXT]

_____. (1981).  Telesoftware. CET Information Sheet No. 3. 

Telesoftware provides the transmission of computer programs from one computer to another by either broadcast radio or television via telephone lines and offers a national electronic system for the distribution of computer programs. Telephone based telesoftware can be based on any viewdata system or locally established telephone lines between mainframe and microcomputers, and in the United Kingdom (UK), British Telecoms PRESTEL service provides the basis for national telesoftware experiments in which users need a microcomputer, a modem for connecting to a telephone line, a jack socket and Prestel telesoftware. Development projects for both viewdata and teletext telesoftware transmission in the UK in which the Council for Educational Technology (CET) has been involved include: (1) a 2-year trial scheme for the distribution and reception of computer programs via Prestel that was set up in 1981 by CET; (2) the investigation of the educational potential of teletext software using the broadcast facilities of CEEFAX and ORACLE; (3) a Scottish project for the adaptation of microcomputer software to act as viewdata terminals and perform telesoftware functions; and (4) the provision of telesoftware on an experimental basis by the British Broadcasting Corporation (BBC) Computer Literary Project and the associated BBC Microcomputer. A set of recommended standards for formatting viewdata telesoftware have been developed by CET in conjunction with computer manufacturers, software agencies, users, and representatives of PRESTEL, and copies may be obtained from CET.

_____. (1982).  TELESCAN. Volume 1, Issues 1-6, September/October 1981-July/August 1982. 

A digest about how higher education can use new telecommunications technologies, especially to reach students in off-campus settings, is presented. Six issues of volume 1 of the newsletter "TELESCAN" include articles on special topics and descriptions of national initiatives involving applications of technology-based instruction in higher education, including those of the Corporation for Public Broadcasting, National Public Radio, and the Public Broadcasting Service. Also included are abstracts and annotated bibliographies based on periodical articles. Broad categories that are addressed by the article abstracts include: innovative concepts, research, broadcast television, cable television, teletext/videotext, computers, radio, satellites, teleconferencing, copy delivery systems, interactive video, and multi-media systems. Brief reviews of a variety of books, research reports, and occasional papers are also provided, along with ordering information. Finally, information is provided on conferences, workshops, seminars, projects, and other events involving the use of telecommunications for higher education. Specific contents include: legislative reports on higher education and telecommunications issues, and a list of telecommunications projects funded by the Fund for the Improvement of Postsecondary Education. An index to volume 1 is included.

_____. (1983).  TELESCAN. Volume 2, Issues 7-12, September/October 1982-July/August 1983. 

A digest about how higher education can use new telecommunications technologies, especially to reach students in off-campus settings, is presented. Six issues of volume 2 of the newsletter "TELESCAN" include articles on special topics, an update of legal and regulatory issues, and descriptions of national initiatives involving applications of technology-based instruction in higher education. Also included are abstracts and annotated bibliographies based on periodical articles, which are organized under the technology they address: audio, video, or computer technologies, or combined technologies. Specific categories include: radio, telephone, teleconferencing, broadcast television, cable television, videotext/teletext, satellites, videodisc, videotape, computers, and interactive video. Brief reviews of a variety of books, research reports, and occasional papers are also provided, along with ordering information. Finally, information is provided on conferences, workshops, seminars, projects, and other events. Specific contents include: a review of federal funding for telecommunications and education in 1982; two divergent views on the impact of cable technology on social institutions; and the potential of video teleconferencing for education and training. An index to volume 2 is included.

_____. (1984).  TELESCAN. Volume 3, Issues 1-7, September/October 1983-July/August 1984. 

A digest about how higher education can use new telecommunications technologies, especially to reach students in off-campus settings, is presented. Seven issues of volume 3 of the newsletter "TELESCAN" include articles on special topics and descriptions of national initiatives involving applications of technology-based instruction in higher education. Also included are abstracts and annotated bibliographies based on periodical articles, which are organized under the technology they address: audio, video, or computer technologies, or combined technologies. Specific categories include: radio, telephone, teleconferencing, broadcast television, cable television, videotext/teletext, satellites, videodisc, videotape, computers, and interactive video. Brief reviews of a variety of books, research reports, and occasional papers are also provided, along with ordering information. Finally, information is provided on conferences, workshops, seminars, projects, and other events. Specific contents include: a discussion of the controversial proposal for reallocation of the Instructional Television Fixed Service spectrum band by the Federal Communications Commission; information on the potential of videodisc use in instructional settings; and the use of audio teleconferencing for instruction. An index to volume 3 is included.

_____. (1985).  TELESCAN. Volume 4, Issues 1-10, September 1984-June 1985. 

A digest about how higher education can use new telecommunications technologies, especially to reach students in off-campus settings, is presented. Ten issues of volume 4 of the newsletter "TELESCAN" include information on legislation and trends in the applications of technology-based instruction in postsecondary education. Also included are abstracts and annotated bibliographies of periodical articles, books, and programs which are organized under the technology they address: audio, video, or computer technologies, or combined technologies. Specific categories include: radio, telephone, teleconferencing, broadcast television, cable television, videotex, teletext, satellites, videodisc, videotape, computers, and interactive video. Specific contents cover: awards grants by National Public Radio; 24-hour educational programming provided by Cable 4; an interactive video consortium; current trends in satellite teleconferencing; educational associations' greater focus on telecommunications; a 1985 distance learning conference with representatives from 13 countries; electronic text services; Instructional Television Fixed Service; new distribution systems for telecommunications, including low power television, FM radio, and cable television; and resources in educational telecommunications.

Telem, Moshe (1984).  Computer Crimes in Schools.  Programmed Learning and Educational Technology, 21, 3. 

Analyzes the occurrence of computer crimes in schools, focusing on the main types of crimes possible, potential criminals in schools, and how the organizational characteristics of schools invite computer crimes. Means to counter this problem and minimize it as far as possible are suggested.

Terry, John (1987).  What Fermenter?  Journal of Biological Education, 21, 3. 

Discusses the feasibility of using fermenters in secondary school laboratories. Includes discussions of equipment, safety, and computer interfacing. Describes how a simple fermenter could be used to simulate large-scale processes. Concludes that, although teachers and technicians will require additional training, the prospects for biotechnology in schools are very exciting.

Terwilliger, Gloria (1986).  Educational Technology in Multicampus Community Colleges: A Decade of Change.  New Directions for Community Colleges, 14, 3. 

Discusses the impact of changing technology on learning resource centers (LRC's), reporting on a survey of LRC directors at 15 multicampus colleges conducted to determine changes in use, shifts in technological emphases, budget support, discarded forms of instructional media, telecourse utilization, and computer use in instruction.

Test, David W.; And Others (1983).  Adapting Visual Response System Teaching Technology to the Conventional Classroom.  Journal of Special Education Technology, 6, 2. 

The Visual Response System (VRS), a specially constructed resource room, has three powerful instructional features: (1) active student response, (2) immediate feedback, and (3) student-student interaction. Suggestions are offered for adapting the VRS system to the conventional classroom. Methods for increasing student response, providing feedback, and promoting student interaction are noted.

Tetenbaum, Toby J.; Mulkeen, Thomas A. (1984).  Microcomputers in Education: Too Much Too Soon. 

America is shifting from an industrial age to a technological age, and educational observers are questioning the ability of our nation's schools to prepare its youth to deal with the changing nature of their country. With studies showing declining abilities among high school graduates in math competency, reading skills, and inferential reasoning and persuasive writing, schools have embraced new technologies as cures for their ills. Traditionally conservative institutions have acquired microcomputer technologies faster than they can learn how, when, or where to use them. Despite the large number of computers that have entered the nation's schools, the development and application of information technology has lagged behind due to several institutional and societal barriers: (1) inherent difficulties when institutions attempt to adapt curricula, schedules, and classroom organizations; (2) apathy or overt hostility on the part of some teachers toward computers and computer instruction; (3) difficulties with teacher training in the use of technology and in the production and selection of effective curriculum materials; and (4) a lack of adequate software. Educational leaders must stop and reflect on their future mission, develop goals and strategies for attaining that mission, assess their progress, and reevaluate their mission and strategies in light of this assessment.

(1988).  Text of Key Recommendations of Study on Future of 2-Year Colleges.  Chronicle of Higher Education, 34 n33 pA18, 20 Apr 27 1988. 

Key recommendations from a report entitled "Building Communities: A Vision for a New Century," released by the American Association of Community and Junior Colleges, are presented. Recommendations cover students, faculty, curriculum, lifetime learning, excellence in teaching, technology, global perspective, service, partnerships, governing board, assessing the outcomes, etc.

(1980).  The Status of Staff Using Modern Educational Techniques.  Educational Media International. 

Reports a UNESCO analysis of studies submitted from national institutions involved in education, concerning the functions, professional standing, career prospects, and problems of staff who are using modern techniques of education--broadcast methods in particular.

(1985).  The Fourth International Conference on Adult Education.  Prospects: Quarterly Review of Education, 15, 3. 

Conference recommendations dealing with the following areas of adult education are presented: objectives and policies; needs of special groups; formal and non-formal sectors; the use of educational technologies; teacher training; illiteracy; international cooperation; development and research; and information dissemination.

(1986).  The Quality of Engineering Education. Executive Summary of the Quality of Engineering Education Project Final Report.  Engineering Education, 77 n1 p16-24, 49-50 Oct 1986. 

Provides the executive summary of the final report of the Quality of Engineering Education Project of the American Society for Engineering Education. Addresses the preparation for teachers of engineering, faculty development, the use of educational technology, and the improvement of undergraduate engineering laboratory experiences.

(1987).  The Media and Methods 100.  Media and Methods, 23, 5. 

Lists 100 specialists from libraries, instructional media centers, and computer labs in schools across the country and their projects or achievements using educational technologies during this past school year.

(1987).  The Use of Computers in the Learning and Teaching of Mathematics.  NCTM News Bulletin, 24, 2. 

Presents the official position of the National Council of Teachers of Mathematics on the use of computers in mathematics education. Includes statements relative to teacher education, available hardware, curriculum revision and use of computers as tools.

(1987).  The Challenge of Electronic Technologies for Colleges of Education.  Journal of Teacher Education, 38, 6. 

This description of the American Association of Colleges for Teacher Education's Task Force on Technology covers 10 critical considerations related to technological advancement; suggestions to help schools, colleges, and departments of education plan for the future and assess present program efforts; and selected resources useful in understanding state-of-the-art computer and electronic technology.

(1988).  The Electronic School. Innovative Uses of Technology in Education.  American School Board Journal, 175, 9. 

A special issue highlights projects in some of the 130 school districts that make up the Technology Leadership Network, a group founded by the National School Boards Association in cooperation with state school board associations. The name, address, and telephone number of a contact source accompanies each program description.

_____. (1982).  The New Technology in Education. School Management Handbook Number 5. 

This part of the School Management Handbook provides elementary school administrators with an overview of recent developments in educational technology. Particular attention is paid to information needed when selecting computers for educational purposes. The first section considers the role of educational technology in general and touches on the implications of today's technological revolution. Focusing on the use of video, section 2 notes new methods for resolving the old problems of fixed broadcast schedules and inadequate program quality, then discusses the potential roles of videotape and videodiscs in education. Section 3 analyzes the place of calculators in the classroom, recounting the objections to calculator use and describing the educational functions of calculators, supportive materials, teacher preparation, and calculator selection considerations. The last three sections treat computers in education, covering such topics as software and courseware selection, educational uses for computers, computer languages, computer literacy, teacher involvement in computer oriented education, computer hardware, the basic parts of the computer, computer memory, administrative uses of computers, and computer peripherals such as storage devices, printers, intermachine communications equipment, and sound equipment. Each section of the document includes recommendations for school policy on using and selecting technological devices and materials.

_____. (1983).  The Third National Mathematics Assessment: Results, Trends and Issues. [1981-82 Assessment] Advance Copy. 

This report describes and interprets findings from the 1981-82 national mathematics assessment, the third such assessment conducted by the National Assessment of Educational Progress. The results show a leveling off of the performance of American 17-year-olds, who had shown a decline between 1978 and 1982; 9-year-olds' performance has changed little from assessment to assessment. These findings are described and interpreted by a panel of mathematics educators. Besides discussing the overall results, the authors examine findings in the following categories: knowledge, skills and concepts; problem solving, applications and attitudes toward mathematics; computers and technology; minorities and mathematics; and sex differences in achievement. Findings are presented for different kinds of test items--those assessing knowledge, skills, understanding, and application--and for different subpopulations: Blacks; Hispanics; students in heavily minority schools, students in different achievement categories, males, females and students in advantaged-urban, disadvantaged-urban and rural schools. The report contains an executive summary and, in the appendixes, some discussion of other test results and other information about mathematics education, mathematics course taking, and steps being taken across the country to improve science and mathematics education. | [FULL TEXT]

_____. (1983).  The Role of New Technologies in Schools: Collected Papers. Research Into Practice Project. 

The Center for the Study of Evaluation of the Graduate School of Education at the University of California at Los Angeles hosted a two-day conference on "Paths to Excellence: Testing and Technology" on July 14-15, 1983. Attended by over 100 educational researchers, practitioners, and policymakers, day one of the conference focused on issues in educational testing; day two explored the status and future of technology in schools. This document presents the collected papers from the second day of the conference. Presenters representing a broad range of disciplines and local, state, and national policy perspective were asked to consider issues in technology in the schools and the policy implications of present and future applications. Presenters were given broad topic areas: for example, human cognition, instructional design, test design, software evaluation, and social policy. Their charge was to explore their topic areas in light of new technologies with regard to the following: (1) What is the current state of the art? (2) What are potential future directions? (3) What barriers may impede future directions? and (4) What are the implications for educational research, policy, and practice? | [FULL TEXT]

_____. (1983).  The Computer: Extension of the Human Mind II. Proceedings of the Annual Summer Conference (Eugene, Oregon, July 20-22, 1983). 

This collection consists of 21 papers presented at the July 1983 Annual Summer Conference on "The Computer: Extension of the Human Mind II," in Eugene, Oregon. Six papers were presented at general interest sessions; 15 were from special interest group sessions. The general interest papers include David Ahl's "Keeping Up with Computers in Education or Computer Periodicals: Past, Present, and Future"; Kenneth Komoski's "The Computer: Extension of the Human Mind and Challenge to Humanness"; J. D. Fletcher's "New Directions for Computer Courseware"; Arthur Luehrmann's "Microcomputers in the Junior High School"; Dorothy Deringer's "Computers in Education: Activities at the Federal Level"; and Kenneth Brumbaugh's "Developing and Distributing Microcomputer Software." The 15 special session papers cover a wide range of topics, including microcomputer applications in such areas as management information systems (Bruer), educational management (Piele), and career information (McKinlay), as well as curriculum applications for microcomputers in secondary school business (Lidtke), writing (Herrman), mathematics (Johnson), fine arts (Jones), elementary level computer science (Arch), physical sciences (Stringer), and special education (Metzger). Other topics include problems in computer graphics (Hill), computerized toys (Moore), videodiscs (Moulton), databases for locating software (Zaporozhetz), and a panel discussion on teacher education in computers (Moursund). | [FULL TEXT]

_____. (1983).  The Feasibility of Computer Networking in Education. A Study Submitted to the Thirteenth Session of the Alaska State Legislature. 

A 4-month study was conducted to determine the feasibility and desirability of computer networks for instruction and educational administration in Alaska. Five major activities were carried out to collect the necessary information: (1) interviews with representatives of other Alaska government agencies; (2) a survey of district office staff; (3) a survey of a large sample of Alaska educators; (4) a meeting with representatives from state agencies and local districts; and (5) a review of technical information. Technical information gathered suggests that the hardware and software necessary to implement computer networking in Alaska education are, for the most part, currently available. Also, surveys and discussion with Alaska educators suggest they believe the quality of education in their localities could be enhanced by improved communications resulting from computer networking efforts. However, many educators were reluctant to expend limited local resources for electronic communications simply to enhance the timeliness of the information being sent, and ranked networking activities as less critical than several other educational computer areas. It was concluded that the Department of Education should conduct activities to investigate implementation of educational networks, but that this should not preclude providing support in other areas of educational technology. Appendices include copies of technical materials from the 1982 and 1983 Annual Alaska Small Schools Conferences.

_____. (1984).  The Use of Information Technologies for Education in Science, Mathematics, and Computers. An Agenda for Research. 

Developed to guide the research of the Educational Technology Center, a consortium based at Harvard Graduate School of Education, this report addresses the use of new information technologies to enrich, extend, and transform current instructional practice in science, mathematics, and computer education. A discussion of the basic elements required for a research framework individually covers the subject matter to be addressed, the pedagogical potentials of computers and related technologies, how various pedagogical styles can be employed to teach the subject matter, identification of the most crucial research topic within this framework, and a research orientation and process for addressing these topics. The following initial topics are then specified and briefly analyzed: (1) science: weight and density, heat and temperature, formulation of hypotheses, manipulating complex systems; (2) mathematics: word problems, fractions and decimals; (3) computers: functional mental models, programming and cognitive transfer, applications programs; (4) new technologies: school applications of existing videodiscs, the development of school-oriented videodisc materials, educational integration of new technologies with television, speech recognition and access to microcomputers, and non-center projects. Feedback to earlier document drafts is included and explained. | [FULL TEXT]

_____. (1985).  The Asian Seminar on Educational Technology (4th, Tokyo, Japan, October 10-19, 1985). Final Report. 

This report of an international seminar which examined the utilization of advanced educational technology for the promotion of teacher education in the countries of the Asia and Pacific region is divided into six chapters: (1) an introduction providing background information, the purpose and themes of the seminar, and brief descriptions of the participants and seminar activities; (2) individual reports of activities in the countries represented at the seminar, i.e., Australia, India, the Republic of Korea, Malaysia, the Philippines, Thailand, and Japan; (3) a synthesis of the discussions of problems and issues common to the participating countries; (4) descriptions of study visits to Kyoto University of Education, the Kyoto Municipal Science Centre for Youth, the Ooizumi Campus of Tokyo Gakugei University, the National Institute of MultiMedia Education and the University of the Air, and the Library and the Center for Educational Technology in Tokyo Gakugei University; (5) a summary of the introductory talk by Yasutaka Shimizu, who provided a detailed overview of the use of advanced communication methods and education/training technology in Japan; and (6) recommendations formulated by the participants in the seminar for promoting the use of educational technology in teacher education in the Asia and Pacific region. Appended materials include the text of the greetings of the hosts, a schedule and agenda of the seminar events, a list of the participants, and a list of the members of the organizing committee.

_____. (1987).  The Electronic School: Innovative Uses of Technology in Education. Bonus Report. 

This special issue is a collection of reports on the applications of technology to schools, written by educators affiliated with the Technology Leadership Network (a group sponsored by the National School Boards Association). In "Meet the Pioneers of More Productive Schools," James A. Mecklenburger, the director of the National School Boards Association's Institute for the Transfer of Technology to Education, introduces these educators and discusses the far-reaching implications of their projects. Following this introductory essay are reports from a few of the many school districts that participate in the Technology Leadership Network: "Commitment to Technology Multiples Curriculum Power" (Corona-Norco Unified School District, California); "Computers and Robotics Roll Back Frontiers of Learning" (Columbus Public Schools, Ohio); "Resolute Leadership Erases Resistance to Technology" (Mahopac Central School District, New York); "Electronic Data Transmission Is Beating That Bane of School Life--Endless Reports" (Glenview Public Schools, Illinois); "Students Use Media Technology to Expand and Enrich Their Course Work" (Montgomery County Public Schools, Maryland); "Computers Lend Handicapped Kids the Latest in Helping Hands" (Fairfax County Public Schools, Virginia); "This Computer Network Turns a Management Nightmare into a Teacher's Dream" (Central Kitsap School District, Washington); "Here's What Might Be the Ultimate in Computer Management Systems" (Indian Springs School District, Illinois); "From Game Shows to Teacher Recruiting, This Media Program Scores a Big Hit" (Charlotte-Mecklenburg Schools, North Carolina); "Interactive Video Cuts Ambitious Science Experiments Down to Classroom Size" (Arlington Independent School District, Texas). The concluding section, "Count the Ways Technology Can Improve Your Schools," is made up of 30 brief reports on other ways that school districts are improving education through the use of technology.

_____. (1987).  The Superintendent's Report to the Board of Education, School Year 1986-87. 

This report by the Superintendent of schools in Washington, D.C., describes the activities and progress of the school system for the year 1986-87. It is the 21st largest school district in the United States, and one of the most culturally diverse. Progress is reported on all levels, with particular attention to the computer literacy program, which brought technology into virtually every area of learning. Demographic information about the students is presented. The following five areas of priority are reviewed: (1) elementary education; (2) secondary education; (3) educational technology; (4) writing improvement; and (5) new partnerships with other government agencies and the private sector. Photographs are included on each page. Statistical information is graphically displayed. Names and titles of the members of the Board of Education and the Superintendent's Executive Council are provided.

_____. (1988).  The Native Learner and Distance Education: An Annotated Bibliography. 

This annotated bibliography consists of 76 entries dated 1975 through 1988, describing publications in the area of distance education and the Native learner. The bibliography represents one phase of a project entitled "Native Priorities for Distance Education," with the goal being the participation of Native peoples in the planning and implementation of distance education for Native communities in Northwestern Ontario. The emphasis of the coverage is the cultural aspects in designing distance education programs for Native learners. The information is divided into four categories: (1) community involvement and self-determination; (2) learning styles and teaching strategies; (3) distance education and use of technology; and (4) existing programs. The entries include journal articles, workshop reports, organization reports, dissertations, books, and conference presentations. Each entry includes author, title, publisher, publication date and an annotation. The information is not considered exhaustive and it is intended that the development of this bibliography will be an on-going project. | [FULL TEXT]

_____. (1989).  The Information Society--A Challenge for Education Policies? 

This paper looks at some of the characteristics of the information society, assesses its implications for government policies on education, and highlights certain challenges and opportunities for education. Four questions are raised and discussed: (1) whether the role and general goals of education should be adapted to meet the challenge of the emerging information society; (2) what order of priority should be assigned to the New Information and Communication Technologies (NICT) and media-related curricular objectives; (3) how to incorporate these objectives in the curriculum, and (4) how the NICT and the media may best serve the goals of open and distance learning. The conclusion of this paper discusses more practical aspects of integrating the NICT into a curriculum with a special emphasis on software development, teacher training, evaluation, and school management training.

Theall, Michael; And Others (1980).  Multiple Technologies in an Instructional Intervention Program to Assist in Teaching Pre-Calculus and Calculus Courses. 

This paper reports on two related instructional intervention projects: one completed and the other ongoing. The first involved a "Tutored-Videotaped-Instruction" (TVI) strategy in a three-course calculus sequence; the second, an NSF-funded project using microcomputers, television, tutoring, testing, and related technologies and methods in a "Center for Assessment Tutoring and Enrichment Resources" (CATER). Evaluation results from the TVI courses are presented as instrumental and consequential evidence of the impact of the project. Procedures in both papers are outlined. A report of progress in the NSF project concludes the paper.  | [FULL TEXT]

Thelen, Thomas H. (1988).  How-To-Do-It: Simulating Selection of a Polygenic Trait.  American Biology Teacher, 50, 4. 

Describes an activity that combines manual and computer simulation of a population undergoing selection using three alternative genetic models. Discusses procedures used, model and how the computer simulation works. Stresses the advantage of using the student involvement of the manual exercise in combination with the speed of the computer simulation.

_____. (1988).  Think about It, Too: Volume III, Part II. A Collection of Articles on Higher Order Thinking Skills. REACH: Realistic Educational Achievement Can Happen. 

This volume presents 22 papers that discuss thinking in the context of subjects taught in general education, special and vocational education, educational technology, and special programs. The key note article is: (1) "A Case for Higher Order Thinking" (G. Garcia Jr.). Under the heading "Educational Technology" are: (2) "Designing a Successful Problem Solving Inservice" (T. Boudrot); and (3) "Software to Encourage Problem Solving" (T. Boudrot). Under "General Education" are: (4) "Psychomotor Skills: The Discovered Element of Thinking" (D. Thrasher); (5) "Teaching Adolescents about Communicating in Families" (C. Klein); (6) "Thinking Skills and Driver Education: A Natural Partnership" (G. Peavy); and (7) "Thinking about Acting" (K. Wheetley). Under "Special Education" are: (8)"Learning To Learn: Executive Control Strategies for Handicapped Students" (A. Smisko); and (9) "The Use of Graphic Organizers with Hearing-Impaired Students" (S. Cowan). Under "Special Programs" are: (10) "Developing the Thinking of Compensatory Students" (A. Pedroza); and (11) "Developing the Thinking of Students of Limited English Proficiency" (E. Gutierrez). Under "Vocational Education" are: (12) "Developing Critical Thinking Skills in the Health Occupations Laboratory" (J. Keeton); (13) "Improving Trade and Industrial Student Thinking Skills" (J. Cogdell); (14) "Send Us Your Thinkers" (B. Sullivan); (15) "Teaching Thinking in Industrial Technology Education" (N. Ballard); and (16) "Thinking through Vocational Home Economics Education" (J. Hetherly). Under "Thoughts across the State" are: (17) "Accelerating Learning Potential" (V. Post); (18) "A Shortcut to Understanding and Teaching Higher Level Thinking Skills" (M. Rice); (19) "Developing Thinking through Problem-Solving Programs" (E. Forte et al.); (20) "Principals: Taking the Lead in Thinking Skills" (C. Collins); (21) "Teaching Slower Learners Higher Level Thinking" (C. Marshall); and (22) "Vocational and Academic Education Join Hands To Nurture Student Thinking" (M. Hendrix).

Thiagarajan, Sivasailam; Pasigna, Aida L. (1988).  Literature Review on the Soft Technologies of Learning. BRIDGES Research Report Series, No. 2. 

In developing countries, educational systems are beset by a lack of textbooks and other instructional materials, overcrowded classrooms, poorly qualified teachers, high attrition and illiteracy rates, and disparities between urban and rural schools. Traditional solutions do not respond to the expanding demand for primary education in these nations. Learning technologies, categorized by a systematic instructional development process and validated instructional design principles, offer cost-effective alternatives. A literature review on the soft technologies of learning indicated that: (1) while textbooks remain the most prevalent type of instructional material in developing nations, modularized materials, programmed learning materials, and workbooks are gaining in popularity; (2) different types of tutoring enhance the quality of education, but only small-group methods are cost effective; (3) productive soft technology use may require teacher role changes; and (4) conventional school organization structure in developing countries does not facilitate effective use of soft learning technologies. Within the data limitations, this report recommends that soft technologies should be used extensively in conjunction with educational reforms in developing nations, that programmed teaching should be used to compensate for the lack of qualified teachers, and that different tutoring methods should be implemented to augment conventional teaching approaches. (139 references) | [FULL TEXT]

Thiessen, Jim (1983).  Alberta Education's Computer Technology Project. 

This description of activities initiated through the Computer Technology Project of the provincial education ministry in Alberta, Canada, covers the 2-year period beginning with establishment of the project by the Alberta Department of Education in October 1981. Activities described include: (1) the establishment of the Office of Educational Technology within the Department of Education, with a brief discussion of staff responsibilities provided; (2) the choice of the Apple II+ microcomputer as the basic standard for educational computing in Alberta; (3) the establishment of an educational software clearinghouse for evaluating Apple II+/e courseware; (4) the coordination and development of orientation and inservice seminars for educators; (5) the administration of the Minister's Task Force on Computers in Schools, with a review of Task Force recommendations provided; and (6) other project activities related to cataloging of computer software and searching for special education courseware. | [FULL TEXT]

Thomas, Brian J.; Reach, D. Keith (1984).  Improving Port Performance: History of a Management Training Project.  Programmed Learning and Educational Technology, 21, 1. 

Describes the background to and the aims, development, production, and testing of the Improving Port Performance project initiated by the United Nations Conference on Trade and Development to provide training for port managers in developing countries. The content and approach of the first set of materials produced are outlined.

Thomas, Donald H.; Friedman, Charles P. (1980).  An Experimental Partnership for Effective Self-Paced Education.  Journal of Educational Technology Systems, 9, 4. 

Describes a cooperative project to develop materials for a self-paced, personalized system of instruction (PSI) to be used in core engineering courses offered at six participating colleges. Faculty training in PSI methods, cost effectiveness, and project evaluation are discussed. Four references are listed.

Thomas, Gary (1986).  Education and Technology in the Third Wave.  Oxford Review of Education, 12, 3. 

Argues that technology now offers the opportunity for neutralizing the conflicting demands of child-centered, progressive, humanistic education with the back-to-basics demands voiced in recent years. Analyzes why education has had difficulty in responding to the potential of new technology.

Thomas, Keith J.; And Others (1984).  Developing Textual Materials: What Research Says to the Practitioner. 

This extensive review of research on the development of print materials covers text readability, structure of the prose, and organizational and format features of the text. Practical guidelines for developing textual materials that can be supported by empirical research are also presented. Conclusions are then drawn from the literature, and areas in which research is needed are identified. Two major conclusions are reached: (1) there are no specific text design guidelines or procedures that are applicable for all materials, genre, and learners; and (2) there is no viable substitute for well written, clearly presented, and well organized prose to maximize the facilitative aspects of written text. Three figures are provided. (130 references) | [FULL TEXT]

Thomas, M. Angele (1981).  Educating Handicapped Students via Microcomputer/Videodisc Technology: A Conversation with Ron Thorkildsen.  Education and Training of the Mentally Retarded, 16, 4. 

In the interview, Ron Thorkildsen (director of a research project on microcomputer/videodisc and computer assisted instruction for handicapped individuals) discusses his research and development project in particular and projects his ideas concerning the future of educating handicapped students via microcomputer/videodisc technology in general.

Thomas, R. Murray (1980).  The Rise and Decline of an Educational Technology: Television in American Samoa.  Educational Communication and Technology: A Journal of Theory. 

The development and subsequent decline of instructional television in the public school system of American Samoa are described and evaluated. Specific decisions and their effects on educational television are examined and conclusions are drawn from the experience.

Thomas, Sheilah N. (1983).  Schooling & Technology. Volume 1: State-Level Policy Initiatives. 

Formal action by state education agencies (SEA's) in regard to educational technology is quite recent. In 1981 only seven states addressed the issue in formal state-level action. This paper presents the results of a 1983 survey on state-level initiatives relating to educational technology. The survey found that nearly all state SEA's are involved in educational technology. These primary roles for the computer were identified by the SEA's responding to the survey: as an instructional aid, as a management tool, and as a subject area. There is a wide variety of responses, with each state taking somewhat different approaches. There is much duplication, and states would benefit from sharing their experiences. Nearly all SEA's have chosen to function as facilitators providing information, resources, training, guidelines, and/or policy support. Very few states conduct research and few develop courseware. Included with the survey are individual summaries of each state's and territory's current stances on educational technology as well as a number of tables outlining state positions on specific issues and programs. | [FULL TEXT]

Thomas, Sheilah N. (1983).  Schooling & Technology. Volume 2: The New Education: Student, Teacher, Unlimited Information. 

The use of computer technology brings profound changes that demand a need for rethinking the role of public education. This report's purpose is to assist educators in shaping the future role and nature of the public schools. The report centers on two aspects of the change: the economic context and the evolving educational process. The work world will change dramatically, and these changes have significant implications for the schools' curricula, standards, and teaching methods. The workforce will shift from highly paid skilled jobs to low-wage and low-skilled jobs. The demand for reeducation will increase as people prepare for several careers subject to rapid changes. The education process must adapt to the changing needs of the labor force. The teaching-learning process is being transformed by the computer and provides more individualized instruction and faster and more expanded learning opportunities. Reviewing the application of computer technology, the report points out how existing educational problems are being solved with the new technology. Policy questions and options are also presented, including rethinking curriculum, equipment needs, teacher training and retraining, and financial considerations. | [FULL TEXT]

Thompson, A. H. (1984).  Guidelines for the Use of Video in Libraries.  Journal of Educational Television, 10, 2. 

Proposes guidelines to assist educational technologists and librarians in exploiting and communicating video information effectively in public and academic libraries. The reasons for using video in libraries, current international developments, equipment and facilities recommendations, and relationships between educational technology units and libraries in academic institutions are examined.

Thompson, Barbara J. (1980).  Computers in Reading: A Review of Applications and Implications.  Educational Technology, 20, 8. 

Briefly summarizes the applications and implications of computer-assisted instruction, computer-managed instruction, and computer-based resource units. Other computer applications and research are discussed.

Thompson, Carla J.; Friske, Joyce E. (1984).  CLIMB: A Two-Year College Approach to Technology in Mathematics.  Journal of Computers in Mathematics and Science Teaching, 3, 2. 

CLIMB (Center for Learning and Instruction in Mathematics-concept Building), a model of prescriptive and instructional modes supporting practical approaches to meeting needs of adult learning, is based on premises related to learner needs, implications of mathematics education research, and relevant education for the future. These premises and modes are discussed.

Thompson, Charles L.; And Others (1985).  Speech Recognition Technology: An Application to Beginning Reading Instruction. Technical Report. 

Noting that the recent development of reliable, high-performance, low-cost speech recognizers--devices that can distinguish among spoken words--holds potential for education, such as early reading instruction, this technical report describes a study which investigated two principal questions: (1) Does an inexpensive, microcomputer-based speech recognizer perform reliably enough on young children's speech to permit application to reading instruction?; and (2) What are the main human factors attending such use? The Dragon System Mark II Isolated Word Speech Recognizer was used in the study, which included four stages. The first phase took place in June 1984 and involved 17 kindergartners; the second phase took place in November l984 and involved 7 kindergartners and 8 first graders; the third phase took place in late December and involved l0 kindergartners; and the fourth phase took place in August 1985 and involved 6 students who had completed kindergarten and were about to enter first grade. The results of the study indicated that speech recognition technology holds potential for such educational applications as beginning reading instruction. Findings also suggest that human factors, such as microphone handling, responses to recognition errors, responses to prompts and remarks, and need for adult supervision are crucial ingredients in the effective application of speech recognition technology in education. (Seven tables of data are included and a short bibliography is attached.) | [FULL TEXT]

Thompson, Charles S.; Rathmell, Edward C. (1988).  NCTM's Standards for School Mathematics, K-12.  Arithmetic Teacher, 35, 9. 

Provides a rationale and overview of the content of the working draft of the Curriculum and Evaluation Standards for School Mathematics, developed by the National Council of Teachers of Matematics.

Thompson, Diane P. (1987).  Teaching Writing On a Local Area Network.  Technological Horizons in Education, 15, 2. 

Describes how a community college has adapted an instructional computer network originally developed to teach hearing impaired individuals to write. It is now used as an integral part of three different writing courses. Discusses how the system works, providing examples of student work, and a description of the software used.

Thompson, James G.; Jorgensen, Sally (1989).  How Interactive Is Instructional Technology? Alternative Models for Looking at Interactions between Learners and Media.  Educational Technology, 29, 2. 

Examines the relationship between instructional technology and cognition and discusses interactions between the learner and instructional media. Models of the learning process are described, including reactive, proactive, and interactive models; examples of each are given; and their implications for instructional design are suggested.

Thompson, Mark E. (1982).  Scientific Versus Humanistic Approaches to Reading. 

The scientific approach with humans is usually subject to many human and environmental variables that are difficult to control. Reading behavior and reading disability are two of the most researched topics in education and psychology, yet reading research continues to abound with contradictions. Standardized tests, speed reading, and computer assisted instruction all have problems associated with them. A slavish application of technical exercises can be limiting and debilitating. Inspired by John Dewey, humanist teachers emphasize human dignity. They realize that humans are needed to take on the difficult tasks of overcoming educational handicaps and developing qualities of understanding and reason. This job may be aided by technology, but there is no indication that technology can control itself. Furthermore, technology tends to fragment knowledge and skills, while humanistic approaches cut through technical barriers and seek to achieve a broad, integrated perspective for the individual. Reading specialists must be humanistic in approach while understanding the uses and limitations of science and technology.

Thompson, Mark E. (1984).  Approaches and Methods for Reading Specialists: A Continuing Debate.  Reading Horizons, 25, 1. 

Reviews scientific and humanistic approaches to education and concludes that reading teachers need to be humanistic in approach with a scientific understanding and indoctrination to research and applied clinical methods.

Thompson, Vincent (1982).  Videotex in Education.  Media in Education and Development, 15, 3. 

Examines the use of teletext and viewdata in education in the United Kingdom and, in particular, the British viewdata system Prestel.

Thomson, Douglas R. (1989).  Transfer of Training from Simulators to Operational Equipment--Are Simulators Effective?  Journal of Educational Technology Systems, 17, 3. 

Examines the degree of fidelity required of a computer simulation to ensure maximum transfer of training. Simulators used in the military services for training pilots are described; relationships between fidelity, transfer, and cost are explored; and feedback to the student and measures of training effectiveness are discussed. (nine references)

Thorkildsen, Ron (1985).  Microelectronic Technology and the Hearing Impaired: The Future. Keynote Address.  American Annals of the Deaf, 130, 5. 

The potential of microelectronic technology for alleviating communication problems of hearing-impaired persons is discussed from a futuristic point of view. The need for computer literacy training is related to changing career opportunities. Computer literacy, artificial intelligence, and videodisc technology are described and related to training required to use newly developed prosthetics.

Thorkildsen, Ron; And Others (1983).  The Interactive Videodisc for Special Education Project: Providing CAI for the Mentally Retarded.  Computing Teacher, 10, 8. 

Describes the Interactive Videodisc for Special Education Technology (IVSET) Program, which develops and tests computer assisted instruction and assessment systems for mentally handicapped students, focusing on the IVSET social skills project and the IVSET mathematics assessment project. Both projects make use of interactive videodisc on microcomputers.

Thorne, M. P. (1980).  The Specification and Design of Educational Microcomputer Systems.  British Journal of Educational Technology, 11, 3. 

The current use of microcomputers in the British educational system seems dogged by a mainframe philosophy. As a consequence, the educational potential of microcomputer peripherals has not been carefully considered. Research is urgently needed in this area so that decisions are made on strong educational and technical grounds.

Thorne, Michael (1987).  The Legacy of the Microelectronics Education Programme.  British Journal of Educational Technology, 18, 3. 

Describes the Microelectronics Education Programme (MEP), a plan developed to help British secondary school students learn about microcomputers and the role of technology in society, and its successor, the Microelectronics Support Unit (MESU). Highlights include curriculum development, teacher training, computer assisted instruction and the software required, educational research and LOGO, and managing innovation.

Thorpe, Mary (1989).  The Tutor Perspective on Computer Mediated Communication in DT200: Introduction to Information Technology. Home Computing Evaluation Project. 

A study of teachers in the United Kingdom's Open University who used a computer mediated communications system called Cosy in 1988 was conducted to document their experiences with and attitudes toward the system. The results of interviews and analysis of log sheets revealed that: (1) the sample of teachers (n=10) showed a range in usage of the Cosy system from low to high, consistent with the expected range of use in the population as a whole; (2) all but 30% of the teachers reached the expected 20 hours a week online use; (3) teacher usage of the system decreased during the first year as extensive browsing gave way to developing more efficient ways for using the system; (4) the system was used for electronic mail, teleconferencing, and general conversation purposes; (5) factors affecting student usage included cost, workload, difficulties using the software, and disappointment with the conference results; (6) electronic mail and telephone usage were more popular than conferencing, but none of the three was as popular as the more traditional face to face exchange; and (7) typical of most innovations, those who had difficulty with the system used it less and were less enthusiastic about its continuation than those who found it easy to use. It was concluded that future use of the system would contain a less ambitious range of conferences, and that teachers would be better trained to use the system and to help their students use it. A discussion of home computing and its implications for distance education is included, as well as a copy of the interview schedule. A list of 76 studies from the Centre for Information Technology in Education completes the report.

Thorpe, Mary; And Others (1986).  Effective Study in the Open University: The Human Dimension. Report No. 1. 

During 1985, in-depth interviews were conducted with Open University students and staff to explore their perceptions of studying with the university and, in particular, their reactions to cuts in services. Findings indicated the great importance to students of feeling "in touch with" the university, of making personal contact with its staff and students. The tutor or tutor-counselor was found to have a particularly important role in meeting students' need to be in touch. Tutors had a key function for students as interpreters of the meaning of the course and of what was required in its assessment. Respondents to the Student Opinion Survey ranked the number of tutorials offered as having changed for the worse. High percentages of students also indicated that contact with students and helpfulness of the tutor had changed for the worse. Students were also highly concerned about fees. Two areas of concern for the university were indicated: the possibility of mismatches in the perceptions of staff and students of the value of different forms of communication and the particularly important role of tutors and tutor-student contact, which is progressively being undermined by cuts. (A list of three references and six data tables are appended.)

Thrush, Jo Ann P.; Thrush, Randolph S. (1984).  Microcomputers in Foreign Language Instruction.  Modern Language Journal, 68, 1. 

In order to avoid the early problems of computer assisted instruction and the language lab, and to achieve maximum effectiveness and efficiency of student learning, foreign language teachers need to become proficient in the following three areas: (1) computer literacy; (2) software literacy; and (3) application literacy.

Thum, Carl P. (1980).  Understanding the Meaning of Learning Centers.  Reading World, 20, 2. 

Analyzes the literature concerning learning centers. Concludes that there are two definitions of the term, one meaning the improvement of a student's ability to learn independently, primarily through learning skills instruction and counseling, and the other meaning the individualizing of instruction and learning activities through the use of educational technology.

Tickell, Gerry (1983).  Two Years to Newspeak.  English in Australia. 

Discusses ways that schools and English teachers should respond to the social and technological changes.

Tiedemann, David A. (1986).  Use of the Delphi Technique to Plan Future Media Support Service Programs in Higher Education.  Media Management Journal, 6, 1. 

Discusses the design, methodology, advantages, and disadvantages of the Delphi technique and describes a case study to demonstrate its use. The case study explored the nature of future media services in higher education to obtain long-range planning information for educational technologists and academic administrators. Recommendations of the study are included.

Tiene, Drew (1983).  Japan Sets the Pace in Educational Television.  Educational Technology, 23, 5. 

The Ministry of Education and the Japanese Broadcasting Corporation (NHK) public television network are responsible for the instructional broadcasting that has penetrated Japan's classrooms at all levels. Implications for American television include stronger federal support for public television and the possible development of a national educational television system.

Tiene, Drew; Urakawa, Tomoji (1983).  Japan's Elementary Science Series: The Chemistry of Successful Educational Television.  Educational Technology, 23, 11. 

Provides a detailed look at combination of factors contributing to the success of the elementary science television programs of Japan, including production facilities, research, instructional approach, production techniques, and promotion. It is suggested that this series could serve as a model for the development of televised instruction in science elsewhere.

Tiene, Drew; Urakawa, Tomoji (1985).  Japan's ZEMPOREN: A Model Educational Broadcasting Organization for Teachers.  Educational Technology, 25, 4. 

Discusses origins, structure, objectives, and implications for U.S. schools of ZEMPOREN, the All Japan Teachers' Federation Studying the Use of Radio and Television in Education, which promotes effective use of classroom broadcasting through a published journal, research, conventions, and by acting as liaison between the educational network and schools.

Tiffin, John (1980).  Educational Television--A Phoenix in Latin America?  Programmed Learning and Educational Technology, 17, 4. 

Discusses the progress of educational television systems in Latin America. Three types of systems are identified and evaluated, one a direct import of the European or North American models of conventional schools instructional television, and two that have been developed in Latin America.

Tiffin, John (1989).  The Failure of Success and the Success of Failure.  Educational and Training Technology International, 26, 2. 

Discusses reasons for the failure of educational television (ETV) projects in various countries. Topics discussed include the Centre for Educational Television Overseas (CETO); the Multinational Project in Educational Technology; problems with television and video technology; management and planning; research; the role of visual learning; and future possibilities for ETV. (10 references)

Tiffin-Richards, M. C.; Henatsch, H. D. (1989).  Educational Technology Applied to Medical Training: Success and Failure in a Co-Operative Venture in the Federal Republic of Germany.  Educational and Training Technology International, 26, 2. 

Presents a critical review of a cooperative project in West Germany that is concerned with the introduction of educational technology into medical training. The production and distribution of audiovisual teaching materials are discussed, documentation and evaluation methods are described, and failures and successes of the project are noted. (13 references)

Tift, Carolyn (1989).  Elements of a Successful Technology-based Distance Education Program.  Rural Special Education Quarterly, 9, 4. 

Outlines characteristics of effective technology-based distance-learning programs that meet specific local needs, incorporate current educational theory and practice, and satisfy the social and emotional needs of the students. Presents guidelines for program development in rural schools.

Tillman, Murray H.; Glynn, Shawn M. (1987).  Writing Text That Teaches: Historical Overview.  Educational Technology, 27, 10. 

Reviews the concepts and techniques used in developing textual materials that teach, focusing on those that have evolved during the trend toward programmed instruction. The possible application of cognitive psychology concepts to instructional material design is discussed. (21 references)

_____. (1986).  Time for Results: The Governors' 1991 Report on Education. Supporting Works. Task Force on Technology. 

The Governors' Task Force on Technology focused on the development of policies and programs that encourage effective use of technology in the classroom. Part one of this document lists the charges to the task force to investigate the most cost-effective ways to use various technological advances, and to consider policy questions. Task force hearings and presenters are also listed. Part two consists of two papers: (1) "Making Effective Educational Use of Advanced Technology" (Cindy K. Currence); and (2) "Policy Recommendations for Developing Appropriate Uses of Technology in Schools (Stanley Pogrow). Part three cites highlights of current state programs and additional information sources. (JD)

Timpson, William M.; Jones, Christine S. (1989).  Increasing Education Choices for the Gifted: Distance Learning via Technology.  Gifted Child Today (GCT), 12, 5. 

Technologically mediated distance learning can enable school districts to meet the curricular needs of gifted children when neither student numbers nor the local tax base allows for traditional solutions. The issues of access, effectiveness, and encouragement of schools and teachers to use the technology are discussed, focusing on the situation in Colorado.

Tindall, Lloyd W.; Gugerty, John J. (1983).  Effective Microcomputer Assisted Instruction for the Vocational Education of Special Needs Students. 

This manual has been designed to help teachers use microcomputers in the education of handicapped and disadvantaged students. Microcomputer programs listed in section 1 of the manual have been used successfully by practitioners in the instruction of special needs students. Some of the programs were developed by commercial publishers and others are the results of the efforts of individual teachers seeking to improve instruction with the assistance of microcomputers. For each program listed, the following information is provided: the make and model of computer on which it is used, the price, the developer of the program, the contact person, the vocational areas of instruction for which the program was developed, the particular disability for which the program was designed, the instructional format of the program, a description of the program, and information on adapting the program to special populations. A cross-reference section lists microcomputer programs by the computer for which they are designed, and an index lists the programs in alphabetical order. Articles in section 2 of the manual provide ideas on the educational uses of microcomputers. Authors discuss how they use microcomputers in resource rooms and centers, occupational information centers, linkage projects, education exchanges, and computer-related vocational education for disadvantaged students. A software evaluation process using students to try out a given program is described, and a vocational-technical school software-evaluation form is provided. | [FULL TEXT]

Tinker, Robert F. (1983).  New Dimensions in Science and Mathematics Software.  Classroom Computer News, 3, 4. 

Describes seven styles of software designed to improve mathematics and science learning: (1) microworlds, (2) educational games, (3) microcomputer-based instrumentation, (4) databases, (5) tools, (6) languages, and (7) simulations. A list of recommended science and mathematics software is presented with suggestions for further areas for software development.

Tinsley, Bradford E.; And Others (1988).  An Image Enlargement Technique.  Journal of Geography, 87, 5. 

Recommends the use of microfiche readers to enlarge imagery transparencies for mapping or tracing of images. The reader permits close viewing so the apparent resolution of the enlarged image is superior to that obtained with overhead or slide projectors. Additionally, the reader is compact and easily used at individual work stations.

Tipple, Bruce E.; Switzer, Kenneth A. (1980).  Social Issues: Science, Technology, and Public Policy.  Journal of Educational Technology Systems, 9, 4. 

Tells of a project to develop and field test 10 role-play activities designed to enhance high school students' understanding of public policy issues involving science and technology. Seven references are listed.

Tittnich, Ethel Marie; Brown, Nancy (1981).  Positive and Negative Uses of Technology in Human Interaction.  Journal of Children in Contemporary Society, 14, 1. 

Current emphasis on technology and neglect of the areas of human understanding and development may produce children who are unable to sustain human relationships and interaction and will turn to machines for gratification. Society faces the challenge of altering these trends by developing human resources in order to have technology serve human needs.

Titus, Amy (1984).  An International Look at Performance and Instruction.  Performance and Instruction, 23, 4. 

Introduces a new department within the National Society for Performance and Instruction which will examine applications of performance technologies in the nonindustrialized areas of the world, including different subject areas and techniques. Reports on the experiences of different performance technologists will be presented each month.

Titus, Richard O. (1983).  The Last Checklist. (On Microcomputers).  NJEA Review, 56 n7 p18-19, 29 Mar 1983. 

A developmental process to ensure that microcomputer acquisitions for schools will have immediate and lasting value calls for the use of experienced individuals in a conference approach and collegial interviews. Consulting user groups and attending workshops and mini-courses also facilitate planning and implementation.

Tobin, Catherine D. (1983).  Developing Computer Literacy.  Arithmetic Teacher, 30 n6 p22-23, 60 Feb 1983. 

Computer literacy is defined as the ability to utilize capabilities of computers intelligently. Specific skills and characteristics necessary for computer literate pupils are listed. The importance of computer literacy, a curriculum, and evaluation are discussed.

Tobin, Judith (1984).  The High Technology Industry and Education in Canada. New Technologies in Canadian Education Series. Paper 16. 

This paper reports the results of a survey of a number of high technology companies in Canada who were asked to provide information about their relationship with the educational system, the application of their products in education, and their views on the implications for education in general of the new technology in information and communications. It is noted that the 20 respondents represent producers of educational software, especially programs for computer-assisted learning and authoring languages; telecommunications systems; mainframe and microcomputers; and work stations (some without direct application in education). The information provided by the respondents has been grouped thematically. The first section covers the broad theme of the changes in education and society that will be hastened by the integration of the new technology. The effect on the curriculum and teaching methods in elementary and secondary schools is discussed in section 2. The third section considers the relationship between education and training, and how it might change according to the demands of the technological workplace. The fourth section reports on how the special educational needs of high technology employees are being met by the higher education system, while the fifth presents high technology's futuristic vision of education and how that vision might be made more consistent with the promise of technology. The final section examines and critiques the respondents' vision of the influence of technology on education. A list of the 20 contributing companies is included. | [FULL TEXT]

Tobin, Judith, Ed.; Sharon, Donna, Ed. (1984).  New Technologies in Education in Canada: Issues and Concerns. New Technologies in Canadian Education Series. Paper 17. 

The final paper in a series of 17 studies on new technologies in Canadian education, this report focuses on the issues raised throughout the earlier papers. It begins with a summary of the educational activities in the use of each technology in education, i.e., film, television, and videotape; radio and audiotape; computer technology; teleconferencing; videotex/Telidon; satellite technology; and videodisc technology. The statements and conclusions in this summary are based on information, examples, and comments contained in the first 16 papers. Also discussed are issues and concerns relating to the use of technology in teaching and learning; planning for the development of technology in education; and changes in education. Essays written by nine representatives from educational institutions to present a cross-section of issues, opinions, and research on how learning can be enhanced through the use of technology are then presented: (1) "Views on Technology in Canadian Education" (Joseph Koenig); (2) "Technology in Education for the Future" (Catherine Ann Cameron); (3) "Policy Issues Relating to Computer Use in Education" (Tom Rich); (4) "The CAI Dilemma" (Robert J. D. Jones); (5) "The Thorny Question of Software" (Louise Dubuc); (6) "Planning for Technological Changes in Postsecondary Institutions" (James A. Humphries); (7) "Educational Technology" (Denis Hlynka); (8) "Integration and Intelligence" (Michel Umbriaco); and (9) "New Connections between Technology and Education" (Sylvia Gold). Short biographies of the nine contributors are included. | [FULL TEXT]

Todd, Frankie (1982).  Fosterng the Development of Professional Skills: The Work of the NHS Continuing Education Unit for Architectural Staff.  British Journal of Educational Technology, 13, 2. 

Describes the history, role, and objectives of the National Health Service Continuing Education Unit for Architectural Staff (CEU) responsible for the Health Service's capital building program. The CEU, recognizing their need for continuing education, performs such activities as educational advising, information dissemination, preparation of programs and materials, and occupational research.

Tolbert, Patricia H.; Tolbert, Charles M., II (1983).  Classroom Applications of Electronic Spreadsheet Computer Software.  Educational Technology, 23, 10. 

Details classroom use of SuperCalc, a software accounting package developed originally for small businesses, as a computerized gradebook. A procedure which uses data from the computer gradebook to produce weekly printed reports for parents is also described.

Toombs, William (1983).  Research on Higher Education: A U.S. Perspective. 

Characteristics of U.S. higher education are identified, along with the structural features that influence the nature of research, specific research topics, and the locations of research activities. This information was obtained from several sources, including the Educational Resources Information Center database for the years 1981 and 1982, the American Educational Research Association annual publication, and the bibliographic handbook prepared by the U.S. Office of Education. Five distinctive characteristics of U.S. higher education are discussed: the decentralized nature of the system, the fact that most colleges are chartered as individual corporate bodies, the multiple pattern of finances for higher education institutions, the diversity of academic programs, and the large numbers of students. The question of how these five attributes affect research is also addressed. It is noted that in the past 15 years, there has been much more attention to large-scale studies that generate data that are compatible over time. Various research programs sponsored by the federal, private, and university sectors are cited. Among the research topics that are identified are the following: management, planning, communication, student enrollments, faculty, teaching/learning processes, and educational technology.

Torgesen, Joseph K.; And Others (1988).  Improving Sight-Word Recognition Skills in LD Children: An Evaluation of Three Computer Program Variations.  Learning Disability Quarterly, 11, 2. 

The study evaluated the relative effectiveness of three variations of a computer program designed to increase the sight-word reading vocabulary of 17 learning-disabled children in grades 1,2, and 3. No differences among the visual-only, the visual-auditory, or auditory-only presentation modes were observed.

Torkelson, Gerald M. (1987).  Theoretical Bases for Research in Media.  Canadian Journal of Educational Communication, 16, 1. 

Reviews the history of research designed to determine the effects of media upon the learning process and the ways that learners utilize media to perceive and process information. Research methodologies are discussed, theories developed over the past decade are presented, and directions for further research are suggested.

_____. (1989).  To Support the Learner: A Collection of Essays on the Applications of Technology in Education. Enhancing Learning through Technology. 

This collection of 23 essays on the applications of technology in education, commissioned by the U.S. Department of Education, is divided into four chapters. The first chapter examines the effect of media on the message to be delivered, and includes essays on classroom use of television, the use of computers to support the learner, and telecommunications in the classroom. The second chapter examines the effect of media on learning, and includes papers on computer instruction and thinking skills, computer development for equity in computer education, and online computer databases in school library media centers for developing skills in information use and critical thinking. Chapter three examines the use of technology to support the disciplines, including science, humanities, reading, and writing instruction. The final chapter focuses on the organizational requirements in schools that choose to use technology, and includes essays on technology introduction, copyright law, and evaluation of a school's technology program. Each chapter begins with a synthesis of the essays included. Most essays contain references and some contain recommended readings. | [FULL TEXT]

_____. (1982).  To Teach the Children: Historical Aspects of Education in Hawaii. A Publication Accompanying the Exhibition Commemorating the 50th Anniversary of the College of Education and the 75th Anniversary of the University of Hawaii. 

Designed to accompany a historical exhibition of engravings, drawings, books, documents, photographs, and artifacts that depict major influences upon education in Hawaii, this document includes a selection of captioned photographs from the exhibition and three essays that provide an overview of the history of education in the Hawaiian Islands. The photographs show schools that were established in Hawaii over the years and illustrate facets of traditional Hawaiian education, early influences from abroad, missionary educational accomplishments, education under the Hawaiian monarchy, early twentieth century education, ethnic language schools, the development of higher education, and current issues in education. In one accompanying essay, Marion Kelly describes traditional education among the early Hawaiians, characterizing that education as being practical, skill oriented, socially useful, realistic, and oriented to learning-by-doing along with memorization and rote. In the second essay, Ralph Stueber provides an informal history of schooling in Hawaii, emphasizing the influence and ultimate domination of American education, and the conflicts and compromises brought about by multicultural Hawaiian society. In the third essay, Barbara Hunt explores the future of Hawaiian education in the face of the communications revolution and the possibility of local control of public institutions.

Touzin-St. Pierre, Cecile (1983).  L'Autoformation continue, signification et voies possibles (Continuous Self-Directed Professional Development: Significance and Possible Ways).  Canadian Journal of Education, 8, 3. 

Stressing the need to re-examine one's initial teacher training, the article analyzes five ways a teacher can realize continuous self-directed professional development: taking charge of one's own development; learning from real-life experience; sharing in educational intervention; participating in educational research; and taking advantage of educational technology.

_____. (1983).  "Toward the Year 2000." An Examination and Discussion of Critical Multicultural Education Issues and Strategies Related to Washington State's Preparation for Entry into the 21st Century and Its Increasing Multi-Ethnic Population. 

In February 1983, a symposium was held to ensure that multicultural and equity education issues are not left unattended in Washington State's public schools as new educational challenges present themselves. Participants were 80 individuals representing a cross section of geographic areas, ethnic groups, and key professions from 21 different school districts and 21 different institutions. This report contains papers on the eight themes addressed by these participants: (1) "Discipline: Policies, Practices and Minority Students"; (2) "Computers, Minority Students and a Technology Gap Acceleration"; (3) "The Street Life Alternative" (which deals with the dropout phenomenon); (4) "Multicultural/Global Education in the Schools"; (5) "Multicultural/Basic Education"; (6) "Effective Schools within a Pluralistic Society"; (7) "Teacher Readiness in a Complex Multicultural Education Setting"; and (8) "Students Who Speak a Language Other than English, Bilingualism and a Need for State Direction." Each paper examines its theme by asking five related questions: (1) What hard data exist to substantiate the issue? (2) What factors create or contribute to the issue? (3) What are the probable consequences if the issue is left unattended? (4) What strategies would be appropriate to respond to the issue? (5) What resources are currently available for educators to use in responding to the issue?

_____. (1984).  Towards Universalization of Primary Education in Asia and the Pacific: Country Studies--Philippines. 

This study describes primary education in the Philippines. Focusing on the primary education system, Chapter One discusses the development of primary education, educational legislation, organization of the school system, administration and supervision, teaching staff, curriculum, textbooks and instructional materials, mass media and educational technology, financing primary education, school buildings, and the role of local communities in primary education. Chapter Two describes progress toward the universalization of primary education. Discussion focuses on primary education in the last decade, school administration, geographical distribution of primary education facilities, retention of primary students, teacher supply and demand, school supervision, primary education for special populations, and non-formal education. Concerning national policy and plans for universal primary education, Chapter Three focuses on plans to upgrade primary education, providing education to disadvantaged groups, reducing waste, improving the supply of teachers, upgrading instructional materials, providing adequate school facilities, institutional mechanisms to support universalization, staff development, target dates for universalization, and language policy. Chapter Four identifies problems and prospects for the universalization of primary education in the Philippines. | [FULL TEXT]

_____. (1988).  Toward Equality: Education of the Deaf. A Report to the President and the Congress of the United States. 

The report concludes that education of persons who are deaf in the United States is characterized by inappropriate priorities and inadequate resources. Among deficiencies identified are the failure to implement available preventive and early identification procedures, monitor educational programs, and use tools of advancing technology. Specific recommendations are made for the following areas of need: (1) prevention and early identification; (2) elementary and secondary education including language acquisition, appropriate education, least restrictive environment, parents' rights, evaluation and assessment, program standards, quality education, American Sign Language, Gallaudet University's pre-college programs; (3) federal postsecondary education systems including regional programs, adult and continuing education, comprehensive service centers, evaluation and oversight, admission policies, affirmative action, governing bodies; (4) research, evaluation, and outreach including the National Center on Deafness Research, and development of research plans; (5) professional standards and training including early childhood, state councils, preservice and inservice training, elementary and secondary teacher training, competency requirements, training for teachers in regular education settings, federal support for teacher preparation, educational interpreters, rehabilitation interpreters, traineeships; (6) technology including mandatory captioning, distribution of federal funds, built-in decoders, accessibility of the federal government, funding for technology, accessible equipment, assistive devices centers, national symposia, media services and captioned film program; and (7) clearinghouses and the Committee on Deaf/Blindness. | [FULL TEXT]

Tow, David M.; Phillips, John Arul (1982).  Educational Technology and the Social Sciences in the University of Malaya.  Higher Education, 11, 6. 

The role of educational technology in four faculties (arts and social sciences, economics and administration, law, and education) is examined. Three approaches to educational technology found in the literature are discussed, and the approach found in the university is the least well developed and least comprehensive. Changes are proposed.

Towey, Carroll F. (1987).  An Examination of Research Priorities in Adult Education. 

The purposes of a study were to (1) obtain the perceptions of state directors of adult education on selected research topics; (2) identify national priorities that will have an impact on the adult education program; and (3) investigate adult education programs that could enhance the educational development of 52 million educationally disadvantaged adults in the United States. The study identified selected categories with supporting elements that could be useful in strengthening adult education. The literature review focused upon five major research areas: (1) the nature and extent of adult literacy; (2) the most cost-effective means of reaching the illiterate population; (3) the potential use of technology in adult education programs; (4) supporting exemplary cooperative adult education programs; and (5) models and means for improving adult education opportunities for elderly individuals and adult immigrants. A 5-point variation of the Likert scale was developed for participant responses to 37 research-related statements. Of the 57 state directors of adult education to whom this research priorities' instrument was sent, 27 responded, a 45.6% rate of return. Results from the data collected were sufficient to obtain a computed mean score and rank order listing for each statement, percentage distribution of responses for the three classifications, the number of responses obtained for each statement, and a ranked mean score for all five research categories. The concern of the respondents in selecting student outreach and recruitment as the most important statement clearly recognizes the difficulties involved in recruiting students throughout the United States. (Fifty-eight references and seven tables are included.) | [FULL TEXT]

Townsend, Barbara; And Others (1981).  Coping Strategies for Resistance to Microcomputers.  Technological Horizons in Education, 8 n6 p49-50, 52 Nov 1981. 

Strategies which may be used to overcome opposition to microcomputers by faculty, students, and administrators are detailed. It is felt that, ultimately, all three groups will have to work together toward the establishment of the computer in the classroom.

(1986).  Transforming American Education: Reducing the Risk to the Nation.  Technological Horizons in Education, 14, 1. 

Reports findings of the National Task Force on Educational Technology. Includes sections on transforming education, observations on the status of technology education, the potential of technology in education, educational applications of technology, and effects on education. Offers broad recommendations for future uses of technology in education.

_____. (1984).  Training and Model Exchange Project, 1983-1984. 

The guide presents descriptions of 65 unique or exemplary special education programs in California, Colorado, Kansas, Montana, New Mexico, Utah, and Washington. Programs were identified through a peer nomination process. Entries include information on project title, target population, project description, process for evaluation or analysis and renewal, adoption requirements, funding requirements, and materials available. Each entry also includes the name of a contact person for further information about the program or practice. The following topic areas are represented (sample subtopics in parentheses): special curriculum (specially designed physical education, counseling and mental health services); technology (use of microcomputers, special education data management systems); least restrictive environment (cross-categorical programming, infant education, programs for rural areas); secondary and/or vocational education (career specialist/assessment program, instruction in rural districts); communication handicaps (experiential language/sensory integration); limited English proficiency (bilingual special day class); and personnel development (parent facilitator programs, resource network). | [FULL TEXT]

_____. (1984).  Training Technology Transfer Act of 1984. Hearing before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate, Ninety-Eighth Congress, Second Session on S. 2561. Entitled the "Training Technology Transfer Act of 1984." 

This is a congressional hearing on the Training Technology Transfer Act of 1984, which would establish a mechanism for transferring the Federal Government's investment in computer programming for training systems to those organizations and groups that can use such technology in training the civilian work force. Focus is on refining this bill, which would implement a program specifically charged with the special responsibility for transferring training technology to support vocational education and job training in the private sector and thus promote employment. Testimony includes statements and prepared statements from the president, Community College of Rhode Island; Assistant Secretary of Commerce for Productivity, Technology, and Innovation, U.S. Department of Commerce; editor and publisher, Videodisc Monitor, Falls Church, Virginia; manager of retraining, Motorola training center, Schaumberg, Illinois; Office of the Assistant Secretary of Defense for Manpower, Installations, and Logistics; and vice president for community affairs, the Federal Reserve Bank of Boston, and president of the Boston Private Industry Council. | [FULL TEXT]

_____. (1987).  Training of Secondary School Teachers in the Use of Computers in General Education. The European Regional Workshop (23rd, Prague, Czechoslovakia, November 30-December 4, 1987). Final Report. 

This report presents the proceedings of a regional workshop on the training of secondary school teachers in the use of computers in general education, which was conducted to launch a pilot project for the countries of Europe and stimulate international cooperation in the field. Introductory materials note that the tasks set for workshop participants included the examination of 11 case studies prepared under contract with Unesco; the identification of innovative trends in pre- and in-service training of secondary school teachers in this area; and the development of proposals for regional and international cooperation in the implementation of the regional pilot project for the biennium 1988-1989. The report is divided into three parts: (1) background of the workshop, including objectives, participation, documentation, and organization; (2) the results of the workshop proceedings, including examination of the case studies, strategy guidelines (the needs of the beginner, developing skills, and the informatics-competent teacher), and resource implications; and (3) proposals for regional and international cooperation, including criteria, principles, application area, institutions, and cooperation. Appendixes include a copy of the workshop agenda, a list of participants, the chairman's position paper ("Teacher Training in the Context of a Changing Model of the School" by Rhys Gwyn), a bibliography of participants' papers received, a 94-item supplemental bibliography (of which 35 are in various European languages), and abstracts of 10 of the case studies prepared for Unesco. | [FULL TEXT]

_____. (1989).  Training 2000. Publication 1480. 

This document reports the results of an examination of the external and internal environments of the Internal Revenue Service (IRS) and the most promising technological tools and methods to create the training system capabilities the IRS will need in the future. Following an executive summary, chapter 1 describes how the document was developed. Chapter 2 describes current IRS training. Chapter 3 explains two factors--the changing workplace and work force--that affect IRS training. Chapter 4 discusses the technological, methodological, and organizational issues that affect IRS training, including computer-based training, artificial intelligence, hypertext and hypermedia, embedded training, asynchronous computer conferencing, one-way videoteleconferencing, two-way digital (compressed) videoteleconferencing, CD-ROM (Compact Disk Read-Only Memory), DVI (Digital Video Interactive), compact disk interactive (CD-I), interactive videodisk, trends in technology, educational methodologies, and organizational issues. Chapter 5 describes a workshop for IRS training managers and functional managers that provided the managers' views on the issues, possibilities, and problems identified during the project that produced this document. A 14-page bibliography is included in the document. An appendix lists information on the task force that guided the document's development. | [FULL TEXT]

Tracz, George (1984).  Constructing Humane Computing Environments in Educational Institutions. 

Universities that have been successful in providing computing-intensive environments for their user communities have done so by setting up campuswide task forces on computing strategies. In this report, the principal investigator recommends that a task force on constructing humane computing environments at the Ontario Institute for Studies in Education (OISE) (Canada) be established. A framework of issues and themes to be debated and discussed in such a study is suggested for the potential use of prospective task force members. Critical questions that must be entertained and resolved in carrying out an assessment of institutional philosophy, and of the planning process for meeting the computing needs of an increasingly growing body of users, are listed. A synopsis of an important book, "Campus Computing Strategies," that outlines computer policy formulation activities at leading American universities is also provided. Finally, the current status of OISE computing hardware facilities (terminals and cable connections) is tabulated.

Travers, Robert M. W. (1984).  Human Information Processing. 

Focusing on the psychological processing of audiovisual materials by learners, this chapter presents and analyzes recent research on human perception, its relation to memory, and how perception is best represented in an information processing model. Topics discussed include pictorial and verbal memory, information system capacity, filtering and pigeonholing, information reduction, system overload, organizational schemata, and multimodal perception. Also considered are simultaneous and sequential information processing, transfer of information across perceptual systems, and the emerging view of the human as an information processing system. Reasons for the study of perception by instructional developers are suggested, and an argument is made for the expansion of the scientific basis of educational technology through perception research. (15 references)

Traylor, Judy G.; Ballard, Glenda (1988).  The Writing on the Wall. A Model Integrated Adult Competency-Based Education Program Using State-of-the-Art Technology. 

This instructional module is intended to train adult educators in integrating competency-based education (CBE) and state-of-the-art instructional technology in their adult basic education (ABE) classrooms. It is divided into seven instructional units. The following topics are covered in the individual units: the tenets of CBE and its role in ABE, the Adult Performance Level project, the statewide competency-based high school diploma program in Texas, the Comprehensive Competencies Program (CCP), the Principles of Alphabet Literacy System (PALS), a model adult CBE program using state-of-the-art technology, and the future of ABE as it relates to CBE. Each unit contains a list of objectives, instructional text, and review questions. Appendixes include a pilot questionnaire on CCP programs in Texas, a listing of CCP centers in Texas, a timetable for CCP and PALS goal accomplishments, and an evaluation plan. | [FULL TEXT]

_____. (1987).  Trends and Status of Computers in Schools: Use in Chapter 1 Programs and Use with Limited English Proficient Students. Staff Paper.

_____. (1983).  Tri-State Educational Research Conference Proceedings (Philadelphia, Pennsylvania, May 15-17, 1983). 

These proceedings of the 1983 New Jersey-Pennsylvania-Delaware conference are arranged in five sections. Section I, "National Issues," includes summaries of (1) a panel session on the role of educational research and research funding in the new Congress; (2) a paper on "most wanted answers" to questions concerning (a) teacher productivity, methods, and supervision, (b) teaching abstractions to nonintellectual students, and (c) raising standards without eliminating students; and (3) a discussion of the National Commission on Excellence in Education report and its implications for the tri-state region. Section II, on educational technology, contains discussions of BASIC programming on the microcomputer, the impact of computers in the classroom, computer graphics, and software evaluation. Section III's presentations are concerned with school district use of research, cost effectiveness, and the role of the school administrator in school improvement. The fourth section, which focuses on measurement and methodology, addresses questions on measurement and mismeasurement, conducting credible case studies, and researching special education. The document's final section contains summaries of sessions on a variety of topics, from job satisfaction and personal fulfillment in public service to the consequences of youth joblessness. Appendixes provide a sample conference brochure and lists of presenters and participants. | [FULL TEXT]

Trimby, Madeline J.; Gentry, Castelle G. (1984).  State of ID Systems Approach Models. 

This chapter presents and analyzes current developments in the evolution of the instructional development model. First, basic definitions of general systems and instructional development model terms are provided, and the differing uses of the terms instructional development, instructional technology, and educational technology are considered. The idea of a model and four different ways in which to use this term are then discussed, as well as current and classic instructional development models. These instructional development models are analyzed and compared, and criteria for selecting a model for use in a specific project are given. Finally, a process for developing instructional development models is outlined, and areas of needed research are detailed. Six figures are provided. (68 references) | [FULL TEXT]

Trocchi, Robert F. (1987).  EDU Focus: Valuing Differences and Working Together Now.  EDU Magazine. 

This issue focuses on the theme of successful distributed networking in educational computing, both in the United States and in foreign countries. Digital Equipment Corporation's External Research Program is described, and the use of computing to provide solutions in academics and administration for a wide range of users and equipment is discussed.

Trohanis, Pascal Louis (1980).  Technical Assistance: An Innovative Approach to Building New Partnerships in Continuing and Inservice Education.  Educational Technology, 20, 8. 

Describes technical assistance (TA) and advocates that institutions of higher education provide TA, notably through teacher education programs, to local school districts. Article discusses the TA process and provides a planning guide for establishing a local TA program.

Trotman-Dickenson, D. I. (1988).  Learning and Teaching Problems in Part-Time Higher Education.  Higher Education Review, 20, 2. 

Results of a British survey of the administrations of six universities and six public colleges, employers, and employees who were part-time students are reported and discussed. The survey assessed the perceptions of those groups concerning problems in the instruction and learning of part-time students.

Trotter, Andrew (1989).  Schools Gear Up for "Hypermedia"--A Quantum Leap in Electronic Learning.  American School Board Journal, 176, 3. 

A new technological phenomenon known as "hypermedia" or "interactive multimedia" allows the learner to be in control and to access a variety of media with a computer. Advances in information storage technology have placed libraries of documents, sounds, and video and graphic images on laser discs.

Troup, Lee; And Others (1987).  Don't Blame the Technology: A Checklist for Planning Technology-Assisted Lessons.  Journal of Educational Techniques and Technologies, 20, 3-4. 

Language laboratories, VCRs, and microcomputers are not labor-saving devices for the teacher. Technology-mediated lessons demand as much, if not more, planning effort than does conventional instruction. Four points to consider in planning are (1) selection of medium; (2) selection of software; (3) amount of student control; and (4) amount of teacher control.

Troutman, James G. (1986).  Making the Grade with Appleworks.  InCider, 4, 8. 

Describes the use of Appleworks to maintain classroom records of student scores. Discusses labeling, computing, sums, averages, maximum/minimum scores, and numeric grade, as well as initializing the gradebook and how to enter scores.

Troutner, Joanne (1988).  Tippecanoe and Technology, Too!  Classroom Computer Learning, 9, 1. 

Discusses three programs where mirocomputers were added to the classroom to introduce technology and aid in instruction. Presents a high school chemistry class with a modem hookup to Purdue University, an elementary facility to track students by mastery, and a project where fourth graders each received a computer for home.

Trowbridge, David; Durnin, Robin (1984).  Results from an Investigation of Groups Working at the Computer. 

This study examined learning by individuals and groups in a computer environment. Individual interactivity as a function of group size was investigated by focusing on various modes of interaction available to students while they completed activities using a computer. The activities, which involved manipulation of pictures of batteries, bulbs, and wires on the computer screen to perform simple experiments with simple direct current (DC) circuits, involved high-level learning (reasoning skills and conceptual understanding). Achievement was measured by administering brief paper and pencil tests and individual interviews. Data were also collected for subjects (N=58 seventh and eighth grade students) on age, sex, grade point average, and family income. The study also investigated students' grasp of concepts being taught by having them apply their knowledge to appropriate non-computer tasks, and certain global aspects of the group session to provide generalizations of typical social and psychological behavior in the computer-based learning environment. Among the findings reported are those indicating an advantage of small group usage (two to three students per group) over individual usage of highly interactive computer-based instructional materials and that students working in such groups seemed more likely to interpret program questions as the authors of the materials had intended.

Troyer, Marilyn B. (1988).  Issues and Problems in Teacher Computer Literacy Education.  Journal of Research on Computing in Education, 21, 2. 

Identifies and discusses some of the issues and problems associated with computer literacy education for teachers. Topics discussed include the role of technology in education; the role of programing in computer literacy; certification requirements; computer training for teaching educators; teacher attitudes; and classroom implementation of computer technology. (54 references)

Truett, Carol (1984).  Field Testing Educational Software: Are Publishers Making the Effort?  Educational Technology, 24, 5. 

Describes a study conducted to determine prevalence of educational software field testing by producers, number of teachers and students participating, evaluation criteria used, whether documentation includes field test results, field test value, and other evaluation methods utilized during product development. Textbook versus software evaluation, study limitations, and result significance are discussed.

Tsai, Chia-jer (1989).  Hypertext: Technology, Applications, and Research Issues.  Journal of Educational Technology Systems, 17, 1. 

Reviews the historical development and technological features of hypertext, a computerized nonlinear text system. Three major areas of applications are identified: (1) instruction, (2) electronic publishing and online databases, and (3) thinking and authoring tools. Research issues in document processing and education are also discussed. (28 references)

Tuck, Joyce W. (1988).  Professional Development through Learning Centers.  Training and Development Journal, 42, 9. 

The purpose of a learning center is to offer a variety of resources and teaching technologies, such as video, audio, computer-assisted instruction, and interactive video, and to tailor their use to a person's preferred learning style.

Tucker, Marc (1983).  Computers Alone Can't Save Education or Protect Us in the World Economy.  American School Board Journal, 170, 3. 

School boards can help determine how technology will change education so the U.S. can meet the challenge of foreign economic competition. They should increase students' time in school, overhaul curricula, attract better teachers, and thus increase productivity. Computers may help increase schools' productivity, but not soon.

Tucker, Marc S. (1983).  The Turning Point: Telecommunications and Higher Education.  New Directions for Higher Education, 44. 

For traditional educational institutions, the incentives for technological innovation and its efficiencies are very weak, and the incentives to protect the core arrangement are teaching and prevailing organizational structures are very strong. Computers are creating a need for telecommunications services on campus.

Tucker, R. N. (1981).  The Scottish Council for Educational Technology: A Model for a Service and Development Agency?  Educational Broadcasting International, 14, 1. 

Describes the development, current programs, and future aspirations of a national agency in Scotland which provides educational technology services to those in education and training. It is suggested that the Scottish Council could be used as a model for those wishing to establish similar support agencies.

Tucker, Susan A. (1989).  Welcome to the HyperCard Corner.  TechTrends, 34, 2. 

Describes applications of HyperCard, including SuperDuper Gradebook and HyperMedia Information Retrieval System (HIRS). Also described is the creation of an instructional software library called the HyperMedia and Instructional StackWare Clearinghouse (HISC), which will evaluate programs for educators, trainers, and instructional technologists.

Tuckman, Bruce W. (1980).  A Retrospective and Prospective on Technology in Education: The "Saw-Tooth Curve" and the Process of Change.  Educational Technology, 20, 1. 

Discusses educational theory development noting that, as theories become too complex, they are replaced by simpler ones. Future educational theories may relate intellectual performance to physical performance, develop student attention, or relate relaxation techniques to self-image.

Tuman, Walter V. (1985).  The Implications of Technology for Foreign Language Teaching. 

The potential for the use of technology in second language instruction lies in two general areas: information management (locating, organizing, applying, storing, updating, and evaluating data) and instructional design and implementation. It would be a great disservice to language instruction not to explore these areas, and the language teaching profession should be closely involved in this exploration. True collaboration between educators and computer programmers has not yet been achieved. The range of possible computer applications for foreign language professionals is broad, is not restricted to the classroom, and is becoming increasingly available to the average non-technologically oriented user. These applications include artificial intelligence, audio and video technology, database management, linguistic analysis courseware and lesson design, learning theory, broadcasting, artificial and synthesized speech, telecommunications and networking, and testing and evaluation. A futuristic but not unrealistic scenario of a multimedia learning space in the language classroom might combine many of these applications in a designated area intended for daily student use. | [FULL TEXT]

Turina, Pedro; Chadwick, Clifton (1980).  New Tendencies in the Multinational Project in Educational Technology of the OAS.  Programmed Learning and Educational Technology, 17, 4. 

This description of recent developments in the Multinational Project in Educational Technology of the Organization of American States is based on a follow-up study of over 300 graduates of postgraduate courses. Seven references are listed.

Turnbull, Amelia Joy (1987).  Distance Education--The Trend Setter. 

The quality of distance education is becoming more widely recognized in Canada and a greater number of students are opting for this means of furthering their education. In an effective distance education techno-system which focuses on the student, five essential characteristics can be identified. Such a system will be accessible; flexible; user-friendly (with a high degree of interaction and adequate support systems); eclectic (employing a variety of media, teaching strategies, and delivery systems); and egalitarian. The Alberta Correspondence School's operations reflect these requirements and can be considered in terms of three subsystems--materials, support, and administration--that have a combined purpose of meeting students' needs. The school has the capacity to produce instructional materials in a variety of media, e.g., print, audio, video, and computer courseware. Support services include the use of travelling teachers, face-to-face meetings between teachers and students, periodic group seminars, and teleconferencing. Other support services, such as academic counselling, guidance, and diagnostic testing, are limited. Delivery of educational programs and services has been facilitated through the use of a special mailing system; a study center which handles telephone inquiries, in-person registration, and testing facilities; the use of community resources where shop or laboratory facilities are not available; a computer network; and automated office systems for processing student registration and tracking student progress. (10 references)

Turner, Alan (1985).  Data Supporting Creation of Office of Communications Management. 

Designed to support the formation of a New York State Office of Communications Management, this document contains official recommendations, cost justifications, public hearing testimonies, and government documents which address the need for a statewide control of telecommunications. A year-long, 12-step plan for implementation of a State Office of Communications Management and two reports--"Telecommunications in New York State: Background and Educational Capacities" (Gregory M. Benson, Jr., Carol Ann Stiglmeier, and Peter F. Stoll) and "Electronic Highways: The New Roads Needed for Excellence in the Empire State" (Gregory M. Benson, Jr.)--are presented as the first 2 of the 13 annexes that make up the document. The remaining annexes provide supporting data as follows: (1) Letter of Support from AT&T; (2) Actual Bill (Cost of Communications); (3) Summary Report on Public Hearings on Emergency Communications in New York State; (4) An Example of Concerns of Counties; (5) NYNEX Press Release "SUNYNET"; (6) Examples of Other States' Solutions for Communications Problems; (7) Examples of Why Bill Is Needed; (8) A Preliminary Review of Satellite-Based Education; (9) Special Problems in Telecommunications in Rural America; (10) Press Releases Concerned with the Problem; and (11) Examples of Redundancy (state maps).

Tuscher, LeRoy J.; Harvey, Francis A. (1985).  Developing Authoring Tools and Demonstration Courseware for Intelligent Interactive Videodisc Systems.  Technological Horizons in Education, 13, 3. 

Many current software systems for authoring interactive microcomputer/video instructional materials have noticeable drawbacks. Advantages of interactive software systems are examined and a research project to develop interactive video authoring tools without the drawbacks is described.

Twining, John; And Others (1989).  ROLF--An Open Learning Delivery System.  British Journal of Educational Technology, 20, 2. 

Discusses the Resourced Open Learning Facility (ROLF), which was developed by the U.K. Skills Training Agency (STA) as a means of delivering off-the-job skill training for the unemployed. Employment training is discussed and an evaluation of ROLF is described, including management issues and types of trainees.

Tyler, Ralph W. (1980).  Utilization of Technological Media, Devices, and Systems in the Schools.  Educational Technology, 20, 1. 

Discusses the lack of extensive adoption of technological media; the motives for using new technology; and assumptions concerning the universality of educational problems, how learning is transferred, and how teaching is conducted. Working at the local school level in analyzing objectives and systems and testing technological developments are advocated.

Tymitz, Barbara L. (1980).  Instructional Aspects of the IEP: An Analysis of Teachers' Skills and Needs.  Educational Technology, 20, 9. 

Resource room teachers, special educators, and regular education teachers participated in a federally funded inservice training program designed to analyze teacher needs related to instructional aspects of the Individual Education Program

Tyre, Terian (1989).  Technology Update: CMI Seen as Possible Solution to Quality of Education Issue.  Technological Horizons in Education, 16 n5 p17, 20. 

Discusses the current state of computer managed instruction (CMI) and the advantages it affords both teachers and students. Describes the learning objective as the focus of CMI. Notes the interaction of computer assisted instruction and CMI. Lists a directory of 16 CMI systems.

Tyre, Terian (1989).  Live TV Broadcasts from Ocean Floor bring New Depth to Science Education.  Technological Horizons in Education, 17 n1 p42, 44-46 Aug 1989. 

Described is the network and activities that accompanied the JASON Project in 1988. Discussed are the curriculum, broadcasts, and projections of future projects. Project sponsors and network members are listed.