Educational Technology | U

Ueno, Tatsumi (1983).  Educational Technology for Pre-Service Training Program at Hyogo University of Teacher Education--As a Case Study of Teacher Education in Japan. 

At present, student teaching in most colleges in Japan consists of a 6-week four-credit course of study taken during the last year of training. Many feel this preparation is too short a time for students to be trained adequately, so Japan's Hyogo University of Teacher Education has revised its student teacher program. At Hyogo, students are required to take 14 credits in practice teaching courses throughout their 4 years in the program. One component of the practice teaching credits is a course in educational technology which trains students in the fundamental theory and technique of audiovisual technology and educational information processing. The university's Center for School Education Research provides many opportunities for students to work with the latest equipment and services. Faculty try to maintain close cooperation among all university faculty members, cooperating school teachers, and graduate students for a more effective preservice teaching program. The training program, particularly the educational technology element, is described in detail.

Ullmer, Eldon J. (1989).  Videodisc Technology. 

Developed as a service to the health sciences community, this monograph is intended as an introduction to interactive videodisk technology. It describes both videodisk and compact disk technologies and different videodisk player formats, and discusses some of the major factors that educators considering videodisk adoption should consider. The first chapter introduces videodisk technology and describes its various formats, including electrical capacitance videodisks, optical laser videodisks, videodisk display and interactive features, audio and interactive videodisks, and recordable videodisk technology. The second chapter describes compact disk systems, including compact disk-digital audio (CA-DA), compact disk-video (CD-V), compact disk-read only memory (CD-ROM), compact-disk interactive (CD-I), digital video interactive (DVI), and recordable (WORM) and erasable compact disks (still under development). The third chapter outlines videodisk system selection factors and includes information on choosing a technology format, comparing production processes, authoring tools, and integrated interactive videodisk systems. The final chapter briefly reviews the application of videodisk technology in the health professions. Six appendixes provide lists of selected information sources on videodisk technology, including associations, videodisk and general educational technology periodicals, books, industry guides, and training resource organizations. (14 references) | [FULL TEXT]

Underhill, Robert G.; And Others (1982).  Microcomputers in Educational Settings: An Annotated Bibliography. 

This document provides an annotated bibliography of the microcomputer documents and articles listed in ERIC's Resources in Education (RIE) and Current Index to Journals in Education (CIJE) through December 1981. The references were identified through a search of document abstracts and annotations. The document may be of value to elementary and secondary teachers, graduate students, and college/university faculty who want to locate information on microcomputers. References from RIE and CIJE are listed separately by access number.

Underwood, John (1988).  Language Learning and "Hypermedia."  ADFL Bulletin, 19, 3. 

Describes the concept of "hypermedia," by which readers select and link segments of text, audio, video, or other media in a way that helps them to explore and understand information. A case is made for the use of "hypermedia" in helping students learn and understand language through its provision of massive doses of comprehensible information.

Underwood, John H. (1982).  Artificial Intelligence and CALL. 

The potential application of artificial intelligence (AI) to computer-assisted language learning (CALL) is explored. Two areas of AI that hold particular interest to those who deal with language meaning--knowledge representation and expert systems, and natural-language processing--are described and examples of each are presented. AI contribution to computers and natural language in such areas as understanding natural language, mechanical parsing, machine translation, speech recognition, and speech synthesis are outlined. Examples of CALL programs using AI are presented, including ELIZA, SHRDLU, LIESL, FAMILIA, JOHN AND MARY, JUEGOS COMUNICATIVOS, and STATION. Current major projects using AI in CALL are also described, including Project Athena, at the Massachusetts Institute of Technology; TALK (Teacher's Authoring Language Kit) Project, at the University of Rochester in New York; Project Alexis, at Mills College in California; and Intelligent Grammar Tutor, at the University of Pittsburgh in Pennsylvania.

Unruh, Glenys G. (1983).  The Future of Public Schooling in the United States.  Illinois School Research and Development, 19, 2. 

Discusses such issues as the conflict between public and private schools and the role of educational technology. Concludes that the public schools will survive and thrive.

_____. (1989).  Urban Education in New Jersey. 

Thirty-six percent of New Jersey's school population attend schools in areas classified as urban. The state has reviewed and increased its role in helping local educators overcome the difficulties of the urban environment and strengthen the schools in these districts. This role is summarized in a presentation of programs and other initiatives, including the following: (1) High School Proficiency Test assistance; (2) the Urban Initiative to improve education quality; (3) the 10,000 Graduates...10,000 Jobs program; (4) Urban Youth Centers; (5) Prekindergarten Educational and Child Care Centers; (6) the appointment of staff and advisors to addressing urban needs; (7) the monitoring of school districts; (8) intervention when school districts fail to meet state standards; (9) compensatory education; (10) the Partners in Learning campaign; (11) the Adult Literacy Initiative; (12) incentives for basic skills improvement; (13) the basic skills program improvement process; (14) Bilingual Education and English-as-a-Second-Language; (15) the Academy for the Advancement of Teaching and Management; (16) educational technology and training centers; (17) the Effective Schools Initiative; (18) efforts to recruit and reward minority teachers; and (19) programs to improve student behavior.

_____. (1988).  Using Public Television and Instructional Technologies To Meet Educational Needs. A Blueprint for Collective Action. 

This paper presents a blueprint for creating a partnership between public television and the educational community in the provision of educational technology. As a first priority, the plan calls for the implementation of an advocacy effort to make educational, governmental, and corporate decision-makers, as well as parents, aware of the potential benefits technology holds for motivating and instructing children. While recognizing the local and highly autonomous nature of both schools and public television stations, the plan calls for building and/or strengthening partnerships between the two, aggregating and reallocating existing resources, and embarking on new collaborative initiatives in pursuit of new resources to accomplish shared local and national goals. In laying out responsibilities, the plan suggests continuation and significant enlargement of responsibilities for education and public television agencies at the local, state, regional, and national levels. In addition, the Public Broadcasting Service (PBS) is charged with taking on the tasks of national advocacy and coordination to foster a national climate conducive to the enhanced and invigorated use of technology in meeting educational needs. Five appendixes provide a glossary of terms, a list of groups involved in preparing the preliminary 1990s budget, related resolutions adopted by the PBS board, and acknowledgements. | [FULL TEXT]

_____. (1987).  Utilization of New Technologies to Improve Instruction for Limited English Proficient Adults. 

A project researched a process and generated a sample product to facilitate the teaching of English to adults who have limited proficiency in reading, speaking, or writing the language. Specific areas of interest included using a videocassette recorder (VCR) as a supplemental delivery system, using home video equipment to develop instructional units through the formative evaluation stage, and producing instructional materials and strategies that were based on an analysis of the limited English proficient (LEP) students' needs, interests, and adulthood. Generally, the project team found that (1) the use of the low-cost VCR technology is feasible; (2) incremental success rates and motivational response rates were much higher than expected and teacher response was extremely favorable; (3) the demand by students and teachers generated by this pilot project for more tapes clearly indicates that it would be possible to implement this instructional strategy; and (4) in the opinion of the team, tape losses were minimal and would be far less in the more structured custody system of established course offerings and classes. Despite the success of the curriculum content and instructional strategy as measured by student and teacher response, analysis of the project product suggests that in the areas of linguistics and student orientation this project is only the gateway to quality, motivating, individualized, language instruction. The low-cost home videotapes should be refined and produced in a study and widely disseminated in order to facilitate and accelerate language learning by adults. (The bulk of this document contains the videotape scripts, research forms, and an external evaluation of the project.) | [FULL TEXT]