Educational Technology | V

Valdez, Gilbert (1986).  Report to the Legislature on Educational Technology. Prepared in Accordance with Article 8. 

This report on the status of programs authorized under Article 8, "Technology and Educational Improvement," from July 1, 1983, through December 31, 1985, summarizes progress in areas addressed by each of 12 sections of the article: (1) Technology Utilization Plans; (2) Inservice Training for Technology Use; (3) Regional Coordinators; (4) Technology Site Designation; (5) Courseware Integration Centers; (6) Integration Center Designation and Grants; (7) Courseware Procurement, Criteria, Consultants, Evaluation Team, High Quality, and Disposition; (8) Subsidy for Purchase of Courseware Packages; (9) Purchase of Courseware Duplication; (10) Courseware Package Development; (11) Mastery Learning through Individualized Learning Plans Act; and (12) Computerized Mastery Management System. Information on statutory requirements, program status, and other comments are included for each program.

Valesky, Thomas C.; And Others (1986).  Evaluating Software: Administrators Need Help, Too.  Technological Horizons in Education, 14, 4. 

Discusses the need for evaluative reviews of computer software designed for school administrators. Outlines the rating process used by the Administrative Software Clearinghouse at Memphis State University. Includes descriptions of five administrative software packages which deal with class scheduling, attendance, grade reporting, classroom management, and integrated school management.

Valore, Leonard; Diehl, Grover E. (1987).  The Effectiveness and Acceptance of Home Study. 

The earliest evidence of correspondence (home) study in the United States dates from March 1728, and it has been formally recognized in this country since 1883. The effectiveness of correspondence study has been recognized by a wide variety of organizations and regulatory bodies including state education regulatory agencies, the U.S. Department of Education, employers, American business and industry, high schools, universities and colleges, licensing boards, the Veterans Administration, the armed forces, unions and trade associations, religious institutions, and charitable organizations. Standards for correspondence study are developed and monitored by the National Home Study Council, the National University Continuing Education Association, and the Program on Non-collegiate Sponsored Instruction. Formal U.S. government recognition of home study came in 1936 when the Federal Trade Commission adopted a series of trade practice rules formulated by the National Home Study Council. Numerous effectiveness studies have confirmed the benefits and favorable outcomes of correspondence study. Both high school and college degree programs are available on a correspondence study basis, as are vocational, military, and religious training. Home or correspondence study has been an especially valuable option for disabled persons. Recent advances in correspondence study include telephonic teaching and testing, education television, videocassette and videodisks lessons, and computer-based training.

van der Klauw, C. F., Ed.; And Others (1981).  Report on Research and Development in European Higher Education: The Netherlands. 

Information is presented concerning the European Association for Research and Development in Higher Education (EARDHE) and educational research and development occurring at the universities in the Netherlands. Additionally, perspectives on how university teachers in Hamburg, Germany, can improve their teaching methods are considered. The goals and past activities of EARDHE, its history, and future direction in terms of international conferences, seminars and workshops, reports on research and development in European education, and its international directory of research and development workers in higher education are described in an article by Ulrich Peter Ritter. A. I. Vroeijenstijn discusses educational research and development at the universities in the Netherlands and outlines the function of the centres for Research into and Development of University Education (R.W.O.-centres). The primary task of the R.W.O.-centres, which are the responsibility of the separate universities, is focused on the teaching field. Activities include evaluation of aspects of the educational system (e.g., evaluation of lectures, tutorship), testing problems, and statistical analyses of student data (e.g., student retention). The functions of the Association for Research and Development in Higher Education in the Netherlands, the Central Bureau for Research into University Education, the Working Community (Werkgemeenschap), and relationships among the agencies and with the government are addressed. Activities at 10 universities in the Netherlands are outlined. The situation in West Germany with regard to training for university teachers is addressed by Ludwig Huber. Information on the Institute for Education Technology at the University of Surrey in England is included.

van der Linden, Wim J. (1982).  Criterion-Referenced Measurement: Its Main Applications, Problems and Findings.  Evaluation in Education: International Progress, 5, 2. 

Instructional programs organized according to modern educational technology are discussed within the purposes of criterion-referenced measurements used. The problems of criterion-referenced measurements include scoring and score interpretation, item and test analysis, and mastery testing. An overview of solutions and approaches to the problems and introductory literature are presented.

van der Molen, Hugo H. (1984).  Identification of Child Pedestrian Training Objectives: The Role of Task Analysis and Empirical Research.  British Journal of Educational Technology, 15, 2. 

Describes a study designed to demonstrate that child pedestrian training objectives may be identified systematically through various task analysis methods, making use of different types of empirical information. Early approaches to analysis of pedestrian tasks are reviewed, and an outline of the Traffic Research Centre's pedestrian task analysis is presented.

van Deusen, Jean Donham; van Deusen, Robert M. (1989).  Don't Buy Computers Unless . . .  Principal, 69, 2. 

The computer is not just a teaching tool, but a teaching medium. Purchase of appropriate software to achieve worthwhile instructional goals is essential. There are several software titles for elementary school educators to consider seriously in mathematics, science, social studies, and language arts. Included is a sampler of effective elementary school software. (four references)

Van Horn, Royal (1988).  Isn't It Time for Videodiscs to Come to School?  PTA Today, 13, 6. 

Laser videodiscs should be a boon for teachers, administrators, and librarians. More extensive use of videodiscs is described and encouraged. An imaginary videodisc teaching unit is detailed and examples of current videodiscs, such as History Disquiz, are given.

Van Patten, James (1982).  The Future of American Education. 

Throughout the history of education in America, curricula have been expanded to meet individual and societal needs. There has been and will continue to be exploration of issues concerning the future of education. Four issues that have emerged in the 1980's are consumarism, privatism, technology, and quality of life. A "consumer" approach to education could mean that curriculum would change according to popular trends or whims and that public education could become fragmented, aimless, and weak. The growing trends toward censorship and creationism pose new challenges to educators and education. There are attempts to search for and destroy those elements within the public schools that promote the development of free, inquiring minds. However, there is value to be gained from any form of instruction that acquaints students with a moral philosophy and which forces them to think carefully and rigorously about problems. Technology in education, referred to as the silicon era, need not be demeaning, limiting, or dangerous to free will; it can be used to release human energy for the improvement of mankind. Educators are challenged by the need to integrate the microcomputer into a curriculum that meets educational objectives while retaining humanity. Quality of life for students, teachers, and society entails the health and wellness of the individual as essential to a fully, satisfactorily functioning social order.

Van Poucke, J., Ed.; Vansteenkiste, Marc, Ed. (1985).  The Impact of Technology on Society and Education: A Comparative Perspective. A Pre-Congress Reader. 

The five papers in this pre-conference reader were intended to stimulate discussion about the impact of technology on society and on education in general, and to provide some insights into the opinions of Dutch and Flemish researchers working in the field. In the first paper, "Information Technology in Education," Tjeerd Plomp addresses what learning about information technology should encompass in general compulsory education and in vocational education. The second paper, "Society and the Study of Science, Mathematics, and Technology," by Denis Kallen, discusses the complex issues involved in the development of educational policies in this area. In the third paper, "Information Technology and the Need for Schooling and In-Service Training for Teachers in Flanders," G. De Corte describes the knowledge of information technology needed by future teachers, the teaching of informatics in Flanders, the computer and teacher training in Flanders, and three types of inservice training. The fourth paper, "With the Computer as Alibi?" by J. Heene, examines changes in secondary education caused by the introduction of information technologies. In the final paper, "The Threading of a New Expertise: Teacher Training and Computer-Assisted Language Instruction (CALI)," W. Decoo provides a brief history of CALI, discusses obstacles to its introduction, and describes the elements of a CALI curriculum. Three of the five papers include reference lists.

van Weert, Tom, Ed. (1984).  A Model Syllabus for Literacy in Information Technology for All Teachers. 

A model syllabus is presented for promoting literacy in information technology for elementary and secondary school teachers. In the syllabus, information technology is defined, and educational implications of new information technology are discussed in terms of the societal context, and teaching and learning. Educational uses of the new information technology are outlined. Ways in which to introduce new information as well as to promote literacy in information technology in pupils are considered. Practical suggestions are given for courses to help teachers improve their literacy in the information technology field. Courses include: (1) information technology and society; (2) practical work with applications software; (3) introduction to problem solving by algorithmic means; (4) introduction to the architecture of information technology systems; and (5) methodology of teaching information technology.

Van Zijl, Philip (1986).  The Integrated Resource Centre as a Developmental Agent. 

This paper advocates the introduction of integrated resource centers in the developing sectors of South Africa as a means for creating technologically and media-literate generations in the Post-Apartheid Era. These centers would offer opportunities for students to utilize educational media in all formats, thereby reducing the resistance to technology that arises from a lack of acquaintance with and confidence in modern technologies. It is suggested that academic support units in schools coordinate and cooperate with each other and share their resources and the resultant costs. The resource center is presented as having two components: (1) the library component, which is responsible for the acquisition of materials, the provision of technical services, media utilization, and information services; and (2) the educational technology component, which is responsible for educational staff and student development, media production, purchasing of hardware, maintenance and repairs, booking, circulation, and rental. The unique needs of South African students are discussed, and the benefits offered by resource centers to these students are assessed. The economic viability of implementing integrated resource centers that provide access to all media is examined, and the principles of resource center staffing and administration are noted. (11 references) | [FULL TEXT]

Vance, Charles M. (1980).  Concerns about Power and Achievement Motivation in the Dissemination of Innovations.  Educational Technology, 20, 9. 

Examines the role of power and achievement motivation in the success of innovation dissemination, and suggests new ways of utilizing motive drives to assist in the adoption of change.

Vander Haeghen, Peter (1986).  Satellites Stop Beeping and Start Teaching.  New Directions for Community Colleges, 14, 3. 

Traces improvements in broadcast technology and the increased use of satellites in providing education for previously unserved populations. Describes the concept of a Telecourse Channel that would provide college-level courses via satellite to any educational institution willing to pay the requisite fees. Urges educators to support the telecourse channel concept.

Varnon, Mary Sue; And Others (1984).  A Reassessment of Business Education. NABTE Bulletin 106.  Business Education Forum, 38 n6 p25-26, 28-33 Mar 1984. 

A series of articles about the state of business education, which (1) appeals to business educators to be responsible for computer education; (2) focuses on the role of business education in preparing teachers of machine dictation and transcription; (3) suggests ways to revitalize the curriculum; and (4) challenges teacher educators to return to teaching to get practical experience.

Vaughan, Larry (1986).  Visions of the Future: Considerations for Shaping Educational Networking.  [Learning Tomorrow. Journal of the Apple Education Advisory Council] 

This paper summarizes the general issues discussed at the September 1986 conference of the Apple Education Advisory Council and during the Advisory Council's deliberations about the future. The general issues are categorized within four topics--technical considerations, people considerations, human/technology interface considerations, and network utilization--and specific suggestions are made for each of the topics. In general, it is argued that educators and administrators should be planning how to network people rather than technologies. Risks must be taken, it is suggested, and new projects must be developed and evaluated so that lessons learned can be brought forward into the design of future systems. Finally, it is argued that future-oriented models of networking must be process models so that future systems can be redesigned readily as they are being built.

Vaughan, Larry, Ed. (1982).  Technology Programs That Work. A National Diffusion Network Resource of Exemplary Programs Approved by the Joint Dissemination Review Panel, Department of Education. 

This report presents brief descriptions of exemplary programs validated by the National Diffusion Network (NDN) and approved for national dissemination by the Joint Dissemination Review Panel, which focus specifically on the effective use of technology in education. As exemplary projects called Developer Demonstrators, 12 of the programs described receive Federal funds to provide training, materials, and assistance to groups that wish to set up similar programs. Four of these Developer Demonstrators receive supplemental funding to provide expanded services as NDN Technology Lighthouse Projects. Seven other programs described in the report currently receive no NDN funds for diffusion activities, but may offer services through cost/service agreements with potential adopters. All of the programs are concerned with computer applications in educational administration, management of instruction, and occupational training; computer literacy; computer- or technology-assisted-instruction in basic skills; technology utilization in education for the handicapped; and/or mass media technology. Information provided for each lighthouse project includes brief reports on facilities, equipment, and resources; services; staffing; special features; procedures for visitation; and a contact person. Descriptions of the other programs include scope, target audience, evidence of effectiveness, implementation requirements, financial resources, services, and a contact person. A directory of NDN State Facilitators is provided. | [FULL TEXT]

Vazquez-Abad, Jesus; And Others (1982).  Systems Analysis in Small Educational Systems: A Case Study.  Programmed Learning and Educational Technology, 19, 1. 

The use of systems analysis in transforming a graduate program in educational technology from a lecture-based system to a self-instructional one is described. Several operational research techniques are illustrated. A bibliography of 10 items is included.

Vazquez-Abad, Jesus; Mitchell, P. David (1983).  A Systems Approach to Planning a Tele-Education System.  Programmed Learning and Educational Technology, 20, 3. 

Presents a systems analysis for transforming an educational system operating under a conventional scheme into a tele-education system. Particular attention is paid to developing and analyzing a preferred media mix and to the use of models and simulations as part of conducting a systems analysis.

Vedros, Ralph G.; Foster, Ray E. (1981).  Trouble-Shooting Instructional Programs.  Educational Technology, 21, 4. 

Describes a new method designed to identify defects in existing instructional programs so that ineffective parts may be repaired, and poor programs may be replaced with better ones. Four references are listed.

Veir, Carole (1989).  Capitalizing on Technological Advances to Serve Rural Special Education Populations.  Rural Special Education Quarterly, 9, 4. 

Presents an overview of educational technologies available for use with special education students in rural areas, including teleconferencing, computers, electronic mail, and interactive videodisc. Examines benefits and weaknesses of telecommunications use for students, teachers, and administrators.

_____. (1983).  Videodiscs in Special Education. 

One of four reports designed to assess the current state of new technologies, the document reviews the current and future 5-year status of videodisc technology in special and regular education. Described first are the history, technological features, and prices of videodisc systems (which consist of a player, programing material stored on a disc, and a video monitor or television receiver). Discussed relative to general education use are: potential applications, flexibility of systems, and five categories of use (source of teacher inservice materials, source of visual reference materials, source of instructional programing, source of presentations to supplement teacher's academic training, and part of an information storage and retrieval system); software development by seven projects of universities; and trends (such as increase in sales when the hardware/software relationship improves). Special education is seen as having an enormous potential for use of videodiscs due to capabilities for ease of use, single-concept presentation to individual students, inservice training, and information storage and retrieval. Noted are current development activities by five government sponsored projects, including the Media Development Project for the Hearing Impaired at the University of Nebraska. Among factors described as affecting use are drawbacks in current hardware technology, lack of software, and need for training teachers. The summary synthesizes content of the document and highlights current hardware/software capability and price deterrents. | [FULL TEXT]

_____. (1985).  Videotex. CET Information Sheet No. 10. 

This overview of videotex covers three types of systems--teletext, viewdata, and cabletext. Teletext, which stores information as a series of pages which are broadcast along with television pictures for viewing on specially adapted television screens, is characterized as journalistic, and the offerings of three British systems--CEEFAX (BBC), ORACLE (ITV), and 4-TEL (C4)--are described. The offerings of viewdata, best known in the United Kingdom as PRESTEL, are also described, with emphasis on the interactive nature of the technology. Applications of viewdata, which uses telephone lines and modems to deliver information, are also briefly described, including electronic mail and bulletin boards, a gateway system for linking user terminals, and teletransactions such as banking and shopping. The costs of both teletext and viewdata are discussed. A brief description of cabletext, a hybrid technology which is not yet fully developed, focuses on its potential impact on other videotext systems. Discussions of the educational role of videotex cover three types of applications: as suppliers of information, as components in teaching about information technology, and as microviewdata and teletext emulation software for DIY ("do-it-yourself") videotex running on a stand-alone microcomputer. A glossary and a 19-item reading list are provided.

Vincent, A. T. (1981).  Computer-Assisted Support for Blind Students: The Use of a Microcomputer Linked Voice Synthesizer. CAL Research Group Technical Report No. 10. 

Designed primarily to enable blind students to more easily use the Open University's Student Computer Services, a project was implemented to generate computer programs (in BASIC) for a limited configuration microcomputer with synthetic speech as the only output program. Three techniques can be identified with synthetic speech generation: speech-by-rule, look-up tables, and compressed digital speech. To provide a programmer support system that would facilitate the incorporation of synthetic speech output into computer programs, a dictionary/conversion program was developed which replaces PRINT, INPUT, DATA, and string statements in a program written for video display unit output, provides the phonetic commands for a voice synthesizer, and incorporates subroutines to assist blind students in using the program. Essential program subroutines that have been identified include synthetic speech output, repetition of speech output, validation and changing of input data, numeric phonemes, and output of errors. The lack of pitch or speed control limits the speech quality of the voice synthesizer used (which runs on a TRS-80 microcomputer), but its ease of use and relatively low cost compensate for the limited quality. Six references are listed.

Vincent, Barbara (1986).  Design for Decision-Making in the Classroom.  Technological Horizons in Education, 14, 4. 

Describes a curriculum program designed to encourage sixth-grade students to think about issues from a variety of perspectives and make informed decisions. Discusses the incorporation of computer software from the "Decisions, Decisions" series into the instructional process. Outlines the components of the curriculum, provides an evaluation of the software, and presents samples of students' comments about the decision-making experience.

Vincent, Tom (1989).  New Technology, Disability and Special Educational Needs. Working Together? A Series of Studies Carried Out for the UK Contribution to the OECD/CERI Disabled Action Programme. 

Developments within the area of new technology for disability and special educational needs have often been fragmented. The demands on innovators to exploit the new technology for specific and specialized applications have given them little opportunity to develop strategic plans in association with other innovators. Issues to be dealt with include the following: assessment, responsibilities and funding, compatibility of hardware and software, training, continuity, technical implications, customization or adaptation, technical support, management of resources, need for framework software that is not directed to specific curriculum objectives, developments in new technology, networking resources, access to information, and creating infrastructures. The state of the art summary contained in this publication draws on experiences of the new technologies from the further education sector and associated sectors: schools, employment, health, and social services. There are contributions from individuals and groups of students with special educational needs. These experiences lead to two general conclusions: (1) there is a need to enhance and expand networks of support within and between colleges in England and Wales, between educational levels, and between related aspects of employment, health, and social services; (2) it is vital to recognize that the new technologies cannot, in isolation, provide enablement, access, or opportunities unless effective support is in place, including the following: assessment and reassessment of individual needs; training for students and their teachers and their caretakers; information; advice; and technical services.

Vinegrad, M. D. (1984).  Learning by Example: A CBT Approach.  Programmed Learning and Educational Technology, 21, 3. 

Describes the development of a set of training modules based on the learning by example paradigm, with modules differing in the degree of guidance offered to the learner. The program structure is outlined, and three kinds of loops used to adapt the program to the learner's performance are discussed.

Violenus, Agnes A. (1989).  Vitalizing Instruction in the Middle Grades through Staff Development in Technological Methodology. 

This practicum was designed to enable teachers in an elementary school to gain the skills required to utilize technological equipment and materials in their classrooms. The primary objective was that teachers would become proficient in the use of technology in their teaching. A second goal was that teachers would use technology to vitalize teaching in the major curriculum areas of reading and mathematics, and in selected other curriculum areas including social studies and science. A series of five hands-on staff development workshops in instructional technology were conducted and teachers in grades three through five were observed in their classrooms using technology in a range of subject areas from reading and mathematics to art and music. These teachers were asked to prepare long range plans in which they specify the extent to which they planned to utilize The results of the practicum were positive. Classroom observations revealed that teachers who attended the workshops were able to utilize technology appropriately and effectively in their lessons. Examination of teachers' long range plans revealed an overall increase in their decisions to employ educational technology in their teaching.

_____. (1987).  Visions 2000. A Vision of Educational Technology in Alberta by the Year 2000. A Discussion Paper. 

Arguing that technology should be incorporated into the curriculum so that students learn "about technology,""in technology," and "through technology," the Alberta Technology in Education Committee looks forward to the year 2000 and assesses ways in which technology can be applied both in the classroom and in distance education in Alberta, Canada. The committee's vision, which is reflected in this document, of the teacher-learning process of the future is based on a division of labor where teachers can function in the uniquely human areas of diagnosis, prescription, motivation, and overall management of the learning process for individuals and groups of various sizes, while technology can play a greater part in exposition, simulation, and information processing and retrieval. The committee sees various forms of educational technology in use in the future, including computer-based work stations with access to local and remote databases; student access to portable computers; schools equipped with satellite receiving and transmitting equipment; widespread use of holography; student access to a variety of information sources, including primary sources; and student access at all grade levels to technological tools such as lasers, robotics, and music synthesizers. However, the committee also believes that an action-oriented plan to incorporate this new technology is urgently needed. The text is supplemented with charts, and eight references are provided. | [FULL TEXT]

Visalberghi, Aldo (1986).  May Educational Expenditure Limitations Play a Positive Role?  Prospects: Quarterly Review of Education, 16, 2. 

Argues that austere educational expenditures can and should play a positive educational role with positive social and internationally political implications. Contends that this is possible only under certain conditions involving youth attitudes, political awareness, and technological developments with orientation toward better international relations.

Visniesky, Cheryl; Hocking, Joan (1982).  Choosing a Microcomputer for Use as a Teaching Aid. 

A step-by-step guide to the selection of a microcomputer system is provided for educators having made the decision to implement computer-assisted instruction. The first step is to clarify reasons for using a microcomputer rather than conventional instructional materials. Next, the degree of use (e.g., types of courses and number of departments that will use the system) and specific applications in drill work, regular classroom instruction, and use by instructors or students must be decided in order to determine the necessary level of sophistication and the required peripheral equipment. Then, desired capabilities should be examined, such as links between peripherals, degree of user feedback, and software needs. Then it is important to gain administrative support and to begin an active pursuit of funding through research funds, alumni or business gifts, pooling funds among potential users, etc. A search committee should then be formed to include the potential users of the system and a person knowledgeable about computers. The search committee should gather information about existing systems from other users, campus experts, and the literature. System demonstrations by vendors should then be arranged, and the vendors should be queried about interface with existing equipment, programming capabilities, software availability, amount of memory, total costs, service and training availability, warranty conditions, and the immediacy of delivery.

Vittetoe, Marie; Morris, Frances J. (1981).  Techniques and Strategies in Clinical Laboratory Science Education. 

A mailed survey sent to faculty from 132 medical technology schools, 64 medical laboratory technician schools, and 58 certified laboratory assistant schools yielded 355 responses concerning most frequently vs. least frequently used teaching techniques and most effective vs. least effective teaching techniques. Information on where and how professional attitudes and human relations skills were taught was also obtained. The raw numbers results are reported in tabular form from which rank ordered lists have been generated. In general, the teaching techniques reported to be most frequently used and most effective are those methods that are efficient (e.g., lecture and discussion) and that involve a high degree of student/faculty interaction (e.g., demonstration with return and problem-solving). Techniques reported least frequently used and least effective were lecture only, self-instruction, and programmed learning. Professional attitudes and human relations skills are reportedly taught (1) in the clinical laboratory, (2) through specific course content, and (3) integrated throughout the program. Role models, lecture and simulations were given as ways in which these skills were imparted. The data from this survey will be subjected to statistical analysis and will be reported at a later date. It speculated that differences in techniques and strategies used in clinical laboratory education have changed with educational technology and that further advances will be noted due to cultural, sociological, technological, economic and societal changes in the future. On-going studies are recommended. The survey form is appended.

Vlahakis, Robert (1988).  The Computer-Infused Social Studies Classroom.  Classroom Computer Learning, 9, 3. 

Discusses a seventh grade history class that integrates computer use into the curriculum over the entire school year. Lists three main components: simulations, telecommunication activities, and individual projects that require the use of utility programs. Describes several student projects.

Vockell, Edward L. (1989).  Group Size for Computerized Instruction.  Educational Technology, 29, 9. 

Discusses instructional considerations of group size for computerized instruction. Situations calling for individual use, small group use, and large use of computers are described; individualistic, competitive, and cooperative learning are explained; peer tutoring versus teacher guidance is examined; and courseware selection is discussed. (eight references)

Voegel, George H. (1986).  Copyrights Revisited.  New Directions for Community Colleges, 14, 3. 

Voegel, George H. (1986).  Instructional Technology Mix: Some Considerations.  New Directions for Community Colleges, 14, 3. 

Voegel, George H., Ed. (1986).  Advances in Instructional Technology. New Directions for Community Colleges, Number 55.

Vogt, Gregory L.; And Others (1989).  Software for Aerospace Education. A Bibliography (Second Edition). 

The software described in this bibliography represents programs made available to the National Aeronautics and Space Administration (NASA) Educational Technology Branch by software producers and vendors. More than 200 computer software programs and 12 laser videodisk programs are reviewed in terms of title, copyright, subject, application, type, grade level, minimum system requirements, description, components, features, producer, vendor, and cost. Subject areas covered include: (1) aeronautics; (2) aerospace physics; (3) astronomy; (4) manned space exploration; (5) rocketry; (6) satellites; and (7) science fiction. The last section describes how to use the NASA SpaceLink which is a 24-hour computer information database developed to serve teachers and other educators. Lists of vendors and NASA Teacher Resource Centers are appended. | [FULL TEXT]

Volkman, Anne (1983).  Two-Way Instructional Television: A Technological Alternative for the 1980's.  NALLD Journal, 18, 1. 

Describes a two-way instructional television system designed to permit a maintenance, and even expansion, of the foreign language curricula that otherwise might be cut due to school size and budget reductions. Discusses the types of class activities and assignments best suited for use with the system and gives suggestions on how to modify others.

Volp, Frederick D.; McNamara, James E. (1984).  Individualized Instruction, Instructional Technology, and the Hearing-Impaired Student.  Volta Review, 86, 1. 

Three important subfields of instructional technology, instructional design technology, instructional media technology, and instructional management technology are reviewed for their contributions to individualized instruction of hearing impaired students.

vonFeldt, James R. (1981).  A Description of the DAVID Interactive Instructional Television System and Its Application to Post High School Education of Deaf. 

The Digital And Video Interactive Device (DAVID) interactive system was developed at the National Technical Institute for the Deaf in the 1970s for the purpose of enhancing instruction in audiology and speech pathology for deaf students at the postsecondary level. The DAVID system incorporates a minicomputer with a disk drive, a videotape recorder and player with a built-in microcomputer, a video monitor, prepared videotapes, and a keyboard for student input. The system permits control of auditory stimuli, use of moving and colored images, rapid play and replay of stimuli, individualization of instruction, active student participation, and gathering of data from students. It is also portable and low in cost. This document discusses the components of the system, explains why videotape rather than videodisk technology was incorporated, and tells how the system was tested. Also described is a study currently testing the DAVID system's usefulness in evaluating speech-reading instructional strategies.