Educational Technology | W

Wacker, Katherine A.; And Others (1985).  The Classroom... and the Library... That Cover Seven Counties.  Community & Junior College Libraries, 3, 4. 

Describes an instructional telecommunications system in use at Kirkwood Community College, which provides 60 hours of live educational programming weekly to over 20 locations through an interactive delivery system. Looks at ways Kirkwood is providing ready access to a variety of learning resources to off-campus learners.

Wager, Walter (1981).  Design Considerations for Instructional Computing Programs.  Journal of Educational Technology Systems, 10, 3. 

This review of four different computer-assisted instruction algorithms concludes that current authoring guides are more concerned with "user orientation" than with instructional principles, and advocates the application of a design model based on Gagne's information processing model of instruction. Nine references are listed.

Wager, Walter (1985).  Computer-Managed Instruction--How Teachers and Principals Can Improve Learning.  NASSP Bulletin, 69, 478. 

"Instructional design" technology focuses on the learning process and student achievement rather than on the teaching process and student control. Adoption of this technology permits the effective use of computer-managed instruction as a learning tool. Teachers must learn to use both the technology and the tool to improve instruction.

Waggener, Joseph (1989).  Important Media Classics: Filmstrips, Tape Recorders, and Record Players.  Media and Methods, 25 n3 p16, 18-19. 

Discussion of the use of filmstrips, audiotape recorders, and record players for instructional purposes highlights the possibilities of each medium for individualized instruction as well as for classroom use. Benefits of each technology are described, and teacher and student activities are suggested.

Waggoner, Michael (1984).  The New Technologies versus the Lecture Tradition in Higher Education: Is Change Possible?  Educational Technology, 24, 3. 

The emerging technologies potential has not altered teaching methods in higher education because of such factors as prohibitive cost and faculty resistance to change, but these are symptomatic of more pervasive organizational attributes and educational system dynamics, including student influences, faculty incentive structure, lack of leadership, and institutional environment.

Waggoner, Michael D.; Goldberg, Albert L. (1986).  A Forecast for Technology and Education: The Report of a Computer Conferencing Delphi.  Educational Technology, 26, 6. 

This report on an application of the Delphi methodology to education and technology in the context of a Michigan project highlights findings related to: instructional material development; courseware; budgets and teachers; computer literacy; technology access and use; utilization barriers; impact; organizational adaptation; technology integration; and resource sharing.

Wagner, Sigrid, Ed. (1982).  Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (4th, Athens, Georgia, October 23-25, 1982). 

The materials collected here were presented at the fourth annual meeting held October 23 through 25, 1982, at the University of Georgia. The papers are grouped under the following headings: Mathematical Abilities; Understanding; Early Number; Adolescent Reasoning; Problem Solving; Teaching and Teacher Education; and Technology. Space limitations required that the papers be short, but each item is viewed to be state-of-the-art work in its field. The document concludes with an author index, mailing addresses, and an addendum consisting of three additional papers.

Wagner, Sigrid; And Others (1982).  Case Studies of Mathematics Teacher Education Programs.  Journal of Research and Development in Education, 15, 4. 

Seven mathematics teacher education programs are described. Two focus on the elementary level (Arizona State University, University of Houston); one concentrates on middle schools (University of Georgia); two deal with the secondary level (Illinois State University; University of Minnesota); and two represent statewide inservice efforts (University of Wyoming, Montana Council of Teachers of Mathematics).

Wagon, Stanley (1980).  Evaluating Definite Integrals on a Computer Theory and Practice. Applications of Numerical Analysis. Modules and Monographs in Undergraduate Mathematics and Its Applications Project. UMAP Unit 432. 

This document explores two methods of obtaining numbers that are approximations of certain definite integrals. The methods covered are the Trapezoidal Rule and Romberg's method. Since the formulas used involve considerable calculation, a computer is normally used. Some of the problems and pitfalls of computer implementation, such as roundoff error, are discussed. A sample computer program in BASIC is provided, and computer graphs are provided to illustrate the expected error range. Exercises, a model exam, and references are included, with answer keys provided for both the text problems and the sample test. | [FULL TEXT]

Waks, Leonard J., Ed. (1987).  Technological Literacy. Proceedings of the National Science, Technology and Society (STS) Conference (3rd, Washington, DC, February 5-7, 1987).  [Bulletin of Science] 

This document contains the text of 71 papers presented at a national conference dealing with the relationships among science, technology and society (STS) with particular emphasis on technological literacy. Topics include: (1) emerging ideas and challenges; (2) STS in developing countries; (3) STS and government; (4) frameworks and concepts in STS education; (5) programs and courses for K-12, college/university, teacher training, continuing education, and research settings; (6) STS and women; (7) STS and values education; and (8) educational technology. Introductory remarks by Rustum Roy and an afterward by Leonard J. Waks are included. | [FULL TEXT]

Waldrop, Phillip B. (1984).  Behavior Reinforcement Strategies for Computer-Assisted Instruction: Programming for Success.  Educational Technology, 24, 9. 

Reviews possible sources of reinforcement in computer assisted instruction and systematic utilization of these sources in courseware design. Sources reviewed include reinforcement from the machine itself; from the content of the instructional modules and its arrangement in a learning sequence; and from sources external to the modules.

Wall, Milan (1985).  Information Technologies: Alternative Delivery Systems for Rural Schools. Report Update. 

Technological delivery systems currently available or in use are examined for adaptability by rural schools, especially high schools faced with increasing demands to expand curriculum. This report focuses on the Mid-Continent Regional Educational Laboratory's (McREL's) service area of Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming, but the information would be useful to policymakers concerned with rural schools in other regions. Descriptions, expenses, and advantages are given for audio teleconferencing, videotape lessons, interactive television, interactive video, and computer networks. Profiles are provided for 20 projects employing modern informational or telecommunications technologies to expand instructional access or quality. Project description, implications for rural schools, costs, comments about enrollments, evaluations, alterations, and name/address of contact person are provided for each project. A chart lists information about technology-oriented delivery systems already available in McREL's seven-state area. The report emphasizes delivery systems which schools could employ immediately without tremendous expense and those which combine technologies with face-to-face supervision. Practical advice for choosing technologies emphasizes practicality, resource sharing, overcoming political barriers to change, and adapting principles of successful entrepreneurship when implementing new technologies. | [FULL TEXT]

Wall, Shavaun M.; Taylor, Nancy E. (1982).  Using Interactive Computer Programs in Teaching Higher Conceptual Skills: An Approach to Instruction in Writing.  Educational Technology, 22, 2. 

Examines common curricular needs in written language instruction, and the advantages of using micorocmputers to teach descriptive writing. An example of an interactive computer-assisted instructional model for writing is discussed. Fourteen references are listed.

Wallace, Joy; Rose, Raymond M. (1984).  A Hard Look at Software: What to Examine and Evaluate (with an Evaluation Form).  Educational Technology, 24, 10. 

Discusses steps educators should work through when reviewing educational software, e.g., role playing intended users, analyzing instructional approach, identifying inaccuracies, using software and giving incorrect responses to see how software responds, and assessing the software's human values criteria. An educational software review form is included.

Waller, Patricia F. (1983).  Young Drivers: Reckless or Unprepared? 

Because it is a well-accepted fact that young persons have more than their share of automobile crashes and because the task of driving is a complex one that requires practice to be mastered, it is proposed that a careful human factors analysis of the task of driving be undertaken based on empirically demonstrated differences among driver groups. Such an analysis should include the following procedures: identification of human performance parameters relevant to driving, empirical determination of differences between novice and experienced drivers, determination of the amenability to training of the identified factors, development of training procedures using interactive devices and simulators when possible, compilation of procedures into a driver preparation program, coordination with televised material covering the classroom portion of driver education, development of a parent involvement program, determination of a minimum level of each factor required for different driver groups, compilation of scales into performance test batteries and elimination of overlap, tailoring of the test battery to existing constraints, use of the test battery in a licensure demonstration project, investigation of the possible role of factors in crashes of different driver groups, determination of the compatibility of driver performance with highway engineering standards and vehicle standards, modification of standards and practices where appropriate, and imposition of restrictions on driver populations where necessary. The human factors approach appears to be one way of developing an intelligent comprehensive driver-vehicle-highway system.

Waller, Robert (1980).  Typography for Graphic Communication [and] Typographic Access Structures for Educational Texts [and] Graphic Aspects of Complex Texts: Typography as Macropunctuation. 

The three papers included in this report address typography for graphic communication, typographic access structures for educational texts, and typography as macropunctuation. The first paper considers the consequences of an aesthetic bias in the literature of typography, and identifies two misleading assumptions about textbooks; i.e., that print processes are inflexible and finite and that textbooks are continuous prose. The need to de-mystify the printing process is discussed and evidence for selectivity as a strategy of efficient readers is reviewed. The second paper suggests some reasons why the research literature contains very few references to typographic access devices such as contents lists, headings, and glossaries; and suggests that research needs to be more firmly rooted in real-world problems to be truly actionable. A 36-item bibliography is included. The last paper makes a case for the inclusion of graphic and spatial factors in the linguistic analysis of text and in common rules and guidelines for clear writing. Conceptual problems are considered, and a parallel is drawn between the roles of punctuation and typography at the micro- and macro-levels of texts. A 13-item bibliography is included.

Waller, Robert (1981).  What Is a Transformer? [and] Readers Can Choose [and] Using Second Colour. Notes on Transforming: 1 (March 1977), 3 (March 1977), and 7 (January 1981). 

Three discussion papers about the Open University's correspondence texts consider (1) the role of a transformer, i.e., any person working in communication media who is responsible for the effectiveness of his/her decisions; (2) factors involved in the design of Open University texts, including their use as a resource for a range of different purposes by readers with different needs and backgrounds, and the need for editors and designers of texts to recognize selectivity as a valid strategy for effective reading; and (3) various purposes and constraints for the use of second-color printing, including research on the role of color in improving attention to and recall of instructional materials, and some essential uses, secondary uses, and technical problems of second-color printing. A brief bibliography is provided for each paper.

Waller, Robert; Lefrere, Paul (1981).  New Technologies in Academic Publishing.  Teaching at a Distance. 

The Open University has become one of the biggest publishing houses in Great Britain. Its course units are produced in a system closely modeled on that of commercial publishers. New technologies in publishing have important educational implications. They can produce up-to-date materials for high level, small population courses.

Walser, F. LeRoy (1988).  Voluntary Standards for Application of Technology in Foreign Languages.  CALICO Journal, 5, 4. 

Suggests approaches and considerations in developing voluntary standards for use in application of technology for language teaching and learning, covering problems in applying technology for language learning, resources and knowledge needed for standardization work, and a proposed approach for developing voluntary standards.

Walsh, John (1986).  Computers in Class at the Awkward Age.  Science, 233, 4765. 

Describes the current states of artificial intelligence in education and assesses probable future developments and problems. Reviews the National Science Foundation's strategy to aid research in the area.

Walz, Garry R., Ed.; Bleuer, Jeanne, Ed. (1984).  The C3 Experience: Counseling, Computers, and Creative Change. 

This document contains six major presentations from the 1984 summer workshop, "The C3 Experience: Counseling, Computers, and Creative Change," sponsored by the ERIC Clearinghouse on Counseling and Personnel Services. The first presentation, "Exponential Counseling: Computers as a Multiplier" by JoAnn Harris-Bowlsbey, reviews the role that computers and educational technology can play in expanding the present limits on counseling. The second presentation, "New Directions and Developments in NIE and DIP" by Laurabeth Hicks, presents a perspective on developments within the National Institute of Education and the Dissemination and Improvement of Practice Program (DIP), including potential implications for counseling and human services. The third presentation, "Synergyzing Counseling and Human Services" by Clayton Lafferty, pinpoints the need for changes in thinking to bring about improvements in counseling and human services. "From a Little Bit to a Big Byte: Motivating Your Staff," by Carl Berger, reviews the use of computers in education and the learning process. The fifth presentation, "Creative Sustenance: Enhancing our Capacity to Recreate Counseling" by Garry Walz and Libby Benjamin, addresses the subject of creativity, with comments and ideas of conference participants. The final presentation, "The Workplace of Tomorrow" by Libby Benjamin, describes a variety of alternative futures including employment trends and the impact of technology on occupations and workers and on education and the helping professions. | [FULL TEXT]

Wan, Jiaro; Li, Zhongmin (1988).  Educational Technology Research and Development in The People's Republic of China. 

This paper summarizes the development of educational technology in China from 1949-1966 and from 1976 to the present, and training in educational technology since 1980. It also summarizes research in educational technology--which has recently shifted from an epistemological to a methodological perspective--with higher levels of research being done at Peking Normal University and East China Normal University where the emphasis is on the modernization of educational technology, future development, and policy making. Research at universities and educational technology centers with different orientations from the other two institutions is also discussed, including studies of existing problems and ways to improve the current systems of educational technology. The paper concludes with a discussion of the future of educational technology in China and suggestions for future research in five major areas: (1) remote education; (2) expansion of television universities; (3) design and publication of instructional courseware; (4) computer-assisted instruction in the classroom; and (5) educational communications networks.

Wang, William K. S. (1981).  The Beginnings of Dismantling. The Dismantling of Higher Education, Part II.  Improving College and University Teaching, 29, 3. 

The slow evolution toward "unbundling" education, or making it readily available without the traditional class and campus structures, has begun. The ultimate stage is granting of degree credit based on examinations only, with no requirements to buy any instruction. Intermediate steps in the process take a variety of innovative forms.

Ward, Carter D.; Mihalevich, J. Richard (1987).  Establishing Sound Policies for Implementing Technology. 

This document consists primarily of copies of overhead transparencies that outline the content of a presentation on the establishment of policy for the implementation of educational technology. Individual displays present three fundamental goals for the implementation of educational technology; broad areas affected by changes in technology; a definition of policy; an outline of the decision-making process; and five broad applications of educational technology. Two worksheets for use in policy development are included, as well as a copy of a proposed Missouri state regulation that would establish standards and procedures for approving and implementing courses delivered primarily through electronic media.

Ware, Mark E.; Chastain, Jeffrey D. (1989).  Computer-Assisted Statistical Analysis: A Teaching Innovation?  Teaching of Psychology, 16, 4. 

Assesses students' skills and attitudes toward teaching statistics with and without computer-assisted statistical analysis. Classifies students according to gender, grade point average, and mathematics competency. Analyses showed computer-assisted group had significantly more favorable attitudes toward statistics.

Warmuth, Richard A.; Skinner, Mark R. (1983).  Getting West Virginia's Teachers Ready for the Micro Kids.  Technological Horizons in Education, 11, 3. 

Educators at all levels are questioning and probing "what is" versus "what should be" to determine how best to respond to widespread diffusion/adoption of microcomputer technology. A description is given of low-cost statewide workshops to prepare teachers to confront this situation and of the excellent results achieved.

Warren, Sue Allen (1987).  Response to Drash, Raver, and Murrin: Can WE Cure Mental Retardation.  Mental Retardation, 25, 2. 

Views on the curability of mental retardation are reviewed. The implication of the view of Drash et al., that current technology makes total habilitation possible for many people, is refuted. Efforts should continue in replication research, follow-up, etc. Setting a goal of total habilitation for an individual should be exercised cautiously.

Waterhouse, Philip (1985).  Supported Self-Study in Secondary Schools.  Media in Education and Development, 18, 1. 

Reviews history of supported self-study in Great Britain's secondary schools and describes the purpose, teacher role, teaching approach, and future of the Council for Educational Technology's Supported Self-Study Project. The project was developed in response to concerns that declining pupil numbers would lead to reductions in courses offered.

Watkins, Sherry; And Others (1988).  Educating the Non-Verbal Child: A Transdisciplinary Approach. 

The article describes a pilot program to encourage independent communication in seven nonverbal children (ages 6-8) with orthopedic and/or neurological involvement or cerebral palsy. Transdisciplinary team members included the classroom teacher, speech clinician, instructional aide, computer resource person, occupational therapist, physical therapist, principal, and parents. Frequent team meetings allowed ongoing evaluation of student performance, cohesive development of individualized education programs, integration of academic and therapy goals, and formation of instructional strategies. Strategies used to facilitate academic skill development (e.g., use of multi-mode systems, individualization of language boards) and social interaction skills (e.g., modeling, field trips, interaction with peers from other classrooms) are described. The high degree of instructor time involved in preparing the communication system(s) and all aspects of individualized daily classroom instruction were noted. Modern technology was viewed as augmenting what the teacher does, but not as a panacea for educating nonverbal children. It was concluded that innovative strategies, teacher flexibility, transdisciplinary teaming, staff familiarity, and peer exposure to communication systems collectively improve the education of nonverbal children.

Watson, F. R. (1981).  BACpac: Basic Arithmetic with a Calculator. 

This document was originally produced for use with thirteen- to fifteen-year-old pupils of low mathematical attainment. The material has not been extensively tested, and is best regarded as a collection of ideas for development. Reproduction of any of this material for use by teachers with their own pupils is encouraged. The sheets are arranged so that they may be cut up and stapled to form 16 small "topic booklets." In addition, there are eight sheets to be cut up into 16 sections each for use as cards in a calculator game. The three main approaches of the document are: (1) to give pupils success, via the calculator, and encourage more positive attitudes towards mathematics; (2) to allow students to view the order and pattern of certain mathematical concepts that more successful students are already able to perceive; and (3) to lead to confidence and proficiency in basic mathematical processes without the calculator.

Watson, J. Allen; And Others (1986).  Special Education Technologies for Young Children: Present and Future Learning Scenarios with Related Research Literature.  Journal of the Division for Early Childhood, 10, 3. 

The article surveys computer usage with young handicapped children by developing three instructional scenarios (present actual, present possible, and future). Research is reviewed on computer use with very young children, cognitive theory and microcomputer learning, and social aspects of the microcomputer experience. Trends in microcomputer, interactive videodisc, and CD-ROM technology are noted.

Watson, J. Allen; And Others (1989).  A Home/University Computer Network: Test of a System to Study Families.  Journal of Educational Technology Systems, 17, 4. 

Reports on a computer-based research model that was designed to test family process variables. Integration with an existing family decision-making process model is described, the microcomputer/mainframe system is explained, and system reliability and validity are discussed in relation to traditional process variable research methodologies. (29 references)

Watson, Jane M. (1984).  Student Choice of Assessment in an Individualized Mathematics Course.  Programmed Learning and Educational Technology, 21, 1. 

Describes a study of an individualized university mathematics course where students were given a choice of testing options. Topics discussed include measurement of such covariates as age, years at university, enjoyment of mathematics, and quantitative ability, and the relationship of covariates and testing choice. Results indicate students made appropriate choices.

Watson, Norman E. (1981).  Making the Case for Changing Public Policy. 

Traditional ways of dealing with personnel, with reporting procedures, and with funding mechanisms will require close study to ascertain the extent to which they assist or obstruct community colleges' abilities to fully utilize recently developed electronic technology for educational purposes. This document considers how California community colleges seeking to change with the times have had to address difficulties created by legislative, policy, or administrative regulations. Assumptions that community colleges were essentially 2-year extensions of secondary schooling had to be changed so that attendance and student supervision regulations could be modified to allow instruction through technological media. A slow process of revising laws and regulations followed. The author concludes from an examination of these developments in California that (1) current laws and regulations contain archaic provisions that will continue to impede progress; (2) modifications in public policy must continue if community colleges are to remain innovative and flexible institutions; and (3) external vigilance is essential to prevent the proliferation of simple-minded regulatory solutions to complex policy questions.

Watt, Marie E.; Watt, Alexander (1987).  A Tape-based System of Interactive Video for Computerised Self-instruction.  Medical Teacher, 9, 3. 

Described is an interactive video system in use in the Glasgow Dental Hospital and School to give students practice in tooth identification. The description includes the hardware, computer software, educational software, and use of the program.

Waugh, Michael (1982).  Should Computers Be in Our Classrooms?  Science Activities, 19, 3. 

Discusses mini/microcomputers in education including ways computers can be used in schools, computer literacy, positions for and against classroom use of computers, computers as agents of instruction (devices to deliver instruction), computers as objects of instruction (teaching about computers and computer programing), and including the author's position.

Weathers, Barbara (1989).  Information Power: Implications for Catholic School Library Media Specialists.  Catholic Library World, 60, 4. 

Reviews new guidelines for school library media centers which present an expanded definition of the role of the media specialist. The main points are discussed, including a mission statement and its challenges; developing increased proficiency in instructional technologies; and forging partnerships with principals, teachers, and students. The implications for Catholic schools are explored.

Weaver, Dave (1986).  Database Software for Social Studies. A MicroSIFT Quarterly Report. 

The report describes and evaluates the use of a set of learning tools called database managers and their creation of databases to help teach problem solving skills in social studies. Details include the design, building, and use of databases in a social studies setting, along with advantages and disadvantages of using them. The three types of available packages are discussed with descriptions and comments for each: (1) general purpose database management programs include AppleWorks, Bank Street Beginner's Filer, Bank Street School Filer, Create-a-Base, Data Handler, Electric Desk, FileVision, Friendly Filer, Mastertype's Filer, MECC Dataquest: The Composer, MECC Stuff and Fetch, Notebook Filer, Rapid Recall, Scholastic PFS: File Series, Secret Filer, and Three to Get Ready; (2) data disks for database managers programs include Countries of the World, Friendly File: US & World Facts, NewsWorks, North America Database Disk, Regions Near and Far Data Files, Social Studies Fact Finder: States-Junior High, Social Studies Fact Finder: States-Senior High, United States Past to Present, US Government Data Bases for PFS: file, US History Data Bases for PFS, World Geography: Cultures & Economics, World Past to Present, World Today; and (3) dedicated databases programs include Atlas, Demo-Graphics: World Population & Projections, Hometown: A Local Area Study, Macro's World History Database, MECC Dataquest: The Fifty States, MECC Dataquest: The Presidents, MECC Dataquest: The Composer, One World Countries Database, Political Genie, Research, Today in History, USA Profile, and the US Constitution: Then and Now. The products are compared according to feature and capability areas: searching capabilities; fields; records; reporting; and sorting. Educators rated the products using the following criteria: accurate content; relevant categories; enough information; comprehensive print materials; easy to learn and use; accessible data; and flexible displays. Some general conclusions are given about the products, such as expense, flexibility and comparison of features and capabilities. An appendix with additional information about database managers, producer information, resources, and a seven-item bibliography is included. | [FULL TEXT]

Weaver, Dave; And Others (1987).  Product Descriptions: Function Plotters for Secondary Math Teachers. A MicroSIFT Quarterly Report. 

Specific programs and software resources are described in this report on function plotters to be used in secondary mathematics instruction. Products are entered in alphabetical order and the following information is provided for each package included: (1) producer; (2) hardware needed; (3) required peripherals; (4) grade level; (5) price; (6) copyright date; (7) policies; (8) objectives; (9) support materials; (10) descriptions; (11) comments; and (12) other review sources. | [FULL TEXT]

Webb, Graham (1981).  An Evaluation of Techniques for Analysing Small Group Work.  Programmed Learning and Educational Technology, 18, 2. 

Discusses some of the better known interaction analyses for analyzing teacher behavior generally and the teaching of small groups. One particular category system is advocated and problems in using it are noted, as well as its strengths for general, nonspecialist use. Seven references are listed.

Webb, Graham (1983).  The Tutorial Method, Learning Strategies and Student Participation in Tutorials: Some Problems and Suggested Solutions.  Programmed Learning and Educational Technology, 20, 2. 

Discusses the role of the tutorial as a teaching method suitable for developing a student's verbal skills of discussion, questioning, and group interaction, and describes a study which measured active student participation in tutorials. Strategies by which tutors can increase this participation are suggested.

Webb, Michael B. (1986).  Technology in the Schools: Serving All Students. 

Despite significant improvements in the acquisition and use of learning technologies by schools with large percentages of minority students, data collected by the New York State Education Department indicate that schools serving predominantly black and minority students--many of whom are economically disadvantaged--do not provide access to technology comparable to that provided by affluent schools. To maximize the benefits of technology in education, the following is necessary: (1) before policy formation and planning, it must be determined what technology would most effectively achieve instructional, management, administrative, and equity goals; (2) poorer districts should receive state funding; (3) state programs for hardware and software aid should be modified to provide flexibility and technical assistance. Further suggestions deal with eliminating bias in software, staff development, developing a center for advanced technology, and research activities. The report contains a list of references, and the following: (1) a list of State agencies concerned with educational technology in New York; (2) a copy of the State educational policy concerned with technology and recent initiatives; and (3) information on current legislation concerned with technology and education.

Weber, Vin (1989).  Federal Education Policy: How to Influence It, and Where We're Going in the 1990s.  NASSP Bulletin, 73, 520. 

A member of the House Education Appropriations Subcommittee provides tips for influencing Congress, such as visiting representatives in person, succinctly explaining education priorities, and keeping in touch. Emerging issues concern the federal budget, new educational technology, child care, and educational choice and school improvement efforts.

Webster, Harold J. (1984).  Use of Videorecording Equipment as an Educational Tool. 

The faculty at the DuBois Campus of the Pennsylvania State University are using video recording equipment in a variety of ways. Student performances are videotaped for different purposes in speech, marketing, and physical education classes. Professors in the Wildlife Technology Program are using portable videotaping equipment to record activities that occur at times and locations that prohibit students from viewing them. Factors which have affected the use of videotaping at the college include the location of equipment, faculty access, scheduling, the availability of a media specialist or audiovisual technician, the quality and availability of facilities (e.g., the sound studio and editing room), the training and experience of faculty, the quality of equipment, the availability of time to develop videotapes, and financial and administrative support for production. With acceptance by faculty and training in its use, the advantages of videorecording as an educational tool can outweigh logistical difficulties and can enhance the educational process.

Wedemeyer, Dan J. (1986).  The New Age of Telecommunication: Setting the Context for Education.  Educational Technology, 26, 10. 

This overview provides a technological context for the telecommunications age by describing existing and emerging systems--telephone, broadcasting, cable television, fiber optic, satellite, optical disk, and computer technology--and services available via these systems. It is suggested that educators need to become technologically literate and take advantage of these innovations.

Wedman, John F. (1988).  Increasing the Use of Instructional Media in the Schools.  Educational Technology, 28, 10. 

Describes a model for identifying factors affecting teachers' use of instructional media and suggests methods to increase teachers' expertise with instructional media. The instructional performance engineering model is explained, teacher inservice training related to the Concerns-Based Adoption Model is discussed, and an Instructional Media Inservice Model is presented. (16 references)

Wedman, John F.; Stefanich, Greg P. (1984).  Guidelines for Computer-Based Testing of Student Learning of Concepts, Principles, and Procedures.  Educational Technology, 24, 6. 

Offers guidelines for designing computer-based testing which demands high-level cognitive functioning of students using computer-assisted instruction as a learning mode. Examples of conceptual, principle, and procedural learning evaluation approaches, strengths and weaknesses within the formats described, and suggestions for improving the evaluation process are presented.

Weible, David M. (1982).  Towards a Media-Specific Methodology for CALL. 

A review of the literature and current technology focuses on the determination of what strategies and methods are appropriate for computer-assisted language learning (CALL). A brief overview is presented regarding the historical development and non-use (to its full potential) of the computer in the education field, and particularly in the area of foreign language learning. Three unique qualities that the CALL approach offers are discussed: (1) computers are able to structure the student's interaction with the subject matter and present and teach learning strategies; (2) unlike print, computers are process-oriented, a quality that could be very helpful in avoiding the need for reliance on grammatical terminology in teaching various features of the target language; and (3) the computer is able to modify the presentation of instructional material to meet an individual learner's needs and/or abilities.

Weingarten, Fred W. (1981).  Educational Technology--The Congressional Perspective. 

The Office of Technology Assessment, an agency of the United States Congress, has been asked to prepare a report on information technology and education. The purpose of the study is to examine current trends in information technology, assess what those trends have to offer the educational process, determine how they are likely to be used, and explore the potential federal role in the developing situation. The study has four main goals: (1) to assess existing federal interests and roles in education that may be affected by the new technology; (2) to determine the opportunities for and barriers to use of the new technology in schools (involving considerations such as lack of support for training and purchasing at the local level, and possible social effects of using the new technology); (3) to determine how public schools will be affected by the adoption of new technology by agencies that have recently developed educational programs (industry, museums, libraries, public television stations, and home computer manufacturers); and (4) to determine what Congress wishes to accomplish and what policy levers exist to achieve those ends.

Weinstein, Carol S. (1981).  Classroom Design as an External Condition for Learning.  Educational Technology, 21, 8. 

Reviews some of the most relevant research regarding classroom design, draws from this research a number of principles for the design and management of classroom space, and discusses issues that need to be examined with respect to the effective use of the physical environment in instruction. Forty-two references are listed.

Weisgerber, Robert A. (1984).  Implications of Research and Theory for the Use of Computers with the Learning Disabled. CREATE Monograph Series. 

This monograph, first in a series of six, provides the theoretical background and premises underlying the efforts of the research team and two collaborating California school districts to explore ways in which the computer and related technologies can be more fully and effectively used in the instruction of learning disabled students. Contents include the following: (1) an analysis of key theories about mental functioning and remediation; (2) a definition of learning disability and consideration of commonly associated variables (genetics, maturation, drug effects, trauma, laterality and hemispheric dominance, sex differeces, orthography and handwriting, and sensory integration); (3) an examination of visual perception, functional vision, and reading efficiency; (4) cognitive processes (including memory, problem solving, and task strategies); and (5) promising computer applications (including use of the computer for vision training, perceptual enabling skills, and cognitive processing skills). | [FULL TEXT]

Weisgerber, Robert A.; Blake, Patricia L. (1984).  The Evaluation and Selection of Instructional Software for Use with the Learning Disabled. CREATE Monograph Series. 

Fourth in a series of six monographs on the use of new technologies in the instruction of learning disabled (LD) students, this paper explores issues related to the evaluation and selection of instructional software for LD students. Topics discussed include the following: (1) criteria for instructionally useful software (e.g., flexibility and unique display capabilities); (2) rationale for improved selection processes; (3) factors influencing selection (e.g., nature of documentation that accompanies the program); (4) producers of software; (5) evaluation forms and review procedures. A final section discusses elements of a comprehensive evaluation and selection instrument, including types of information to be gathered (vendor/program data, program description, instructional design features, and appropriate applications). | [FULL TEXT]

Weismantel, Jeanne; Fradd, Sandra H. (1987).  Sharing Knowledge through Participation: A Model for Bilingual/ESOL Special Education Inservice Training.  B. C. Journal of Special Education, 11, 4. 

A bilingual special education inservice teacher training model is described which is targeted toward personnel working with handicapped and at-risk limited English proficient students. Participants share their own best practices in the organizational context of six training strands: networking, curriculum, assessment, parent involvement, language mediation, and educational technology.

Weiss, Charles; Jarvis, Stan (1987).  The Interactive Videodisc for Computer-Assisted Education and Training in Developing Countries.  Journal of Educational Technology Systems, 15, 1. 

Discusses interactive videodisc technology (IVD) development and potential; education and training capabilities specifically related to developing countries; costs; technical capabilities; likely applications which justify IVD's initial programming expenses; specific IVD applications relative to remedial mathematics and science education, job training, and job performance aids; and IVD evaluation in developing countries.

Weiss, Jack A.; Steinke, Ralph G. (1986).  Change through Cooperation: The NILRC Model.  New Directions for Community Colleges, 14, 3. 

Examines the learning resources center cooperative as a tool for dealing with technological change and human resources development. Describes the Northern Illinois Learning Resources Cooperative as a model, highlighting benefits such as the cooperative purchase of supplies, equipment, and educational materials; resource sharing; staff development; and information sharing.

Welch, Kathleen Bell (1981).  Implications of the "Third Wave" View of Electronic Media.  English Journal, 70, 5. 

Analyzes the problems and possibilities of electronic media and their educational implications. Suggests resources for designing a curriculum framework to include visual and auditory literacy skills.

Wellard, Rod, Ed. (1981).  Essential Elements of Teaching and Learning in Higher Education. Research and Development in Higher Education, Volume 4. Papers Presented at the Annual Conference of the Higher Education Research and Development Society of Australasia (7th, Melbourne, Victoria, May 9-12, 1981). 

Forty-four papers from the 1981 conference of the Higher Education Research and Development Society are presented that focus on issues related to the planning of learning, technique and art in teaching, and judging the effectiveness of learning. Among the papers and authors are: "Planning the Means by Which Teaching and Learning Should Occur" (W. G. Malcolm); "The Climates of Teaching and Learning That Australian University Teachers Establish in Their Undergraduate Classes" (J. Genn); "Planning for Distance Learning" (N. Westwood); "Teaching Your Discipline to Students of Another" (V. Ullrich); "Supervision of Post-Graduate Research Students" (I. Moses); "Students Teach Students" (D. V. Queis, M. Frilling); "Some Suggestions on Implementing a Successful System of Student Evaluation" (J. F. Henderson); "Language and Study Skills across the Disciplines" (L. Marshall); "Special Entry Students in Tertiary Education" (R. Osman); "Mature Age Students in Tertiary Courses" (L. Greagg); "Exit Interviews--Talking to Those Who Leave" (N. Lawler); "Barriers to Instructional Development in Universities and Colleges" (I. D. Thomas, H. R. Poole); and "The New Technicalities of Educational Technology" (E. C. Snell). | [FULL TEXT]

Weller, L. David (1983).  The Teacher and Computerized Technology: A Teaching Partnership in the Cognitive and Affective Domain.  Clearing House, 57, 4. 

Argues that by viewing computer technology as a facilitator of instruction and one that is relatively easy to operate and apply to a specific content area, teachers can come to feel less apprehensive about entering into an instructional contract with it.

Welling, Joseph (1983).  A Management Perspective.  New Directions for Higher Education, 44. 

The opportunities and issues in the delivery of higher education telecommunications services are discussed. Educational objectives are identified: time and place flexibility for nontraditional students, interinstitutional cooperation, cost sharing, recruiting and public information, networking, sharing human resources, and student laboratory opportunities.

Welliver, Paul W. (1986).  Graduate Student Contributions to AECT and to the Future of Educational Technology. 

Many graduate students feel they should play a subservient role within a professional association; however, as members of AECT (Association for Educational Communications and Technology), graduate students can contribute to growth and change in a rapidly evolving field in several ways. Many of the leaders of the profession came out of the lantern slide generation, while current students have grown up and matured in the computer generation; these students can introduce a fresh viewpoint and perspective to the field. Students are also in the best position to suggest alternatives to some traditions within the profession, and to require that all members examine the basic premises and assumptions upon which they operate. While challenging tradition, students can also recognize the basis and value of that tradition, ensuring that the profession will achieve an appropriate balance between residual elements of the past and the new dimensions of cutting-edge technologies. Graduate students can also add a spark of vitality to professional gatherings, enriching the wisdom of established members with open-minded enthusiasm. Finally, personal networks which are formed through professional affiliations will prove invaluable in career development; becoming involved in AECT will help in constructing a network of support for the future.

Wells, Bethany J.; Bell, D. Scott (1980).  A New Approach to Teaching Reading Comprehension: Using Cloze and Computer-Assisted Instruction.  Educational Technology, 20, 3. 

Discusses the Computer-Assisted Instruction Project, under the auspices of the All Indian Pueblo Project, designed to help elementary Pueblo students to develop better reading skills through culturally relevant reading and the cloze technique.

Wergin, Jon F.; And Others (1986).  Televising Graduate Engineering Courses: Results of an Instructional Experiment.  Engineering Education, 77, 2. 

Describes an experimental program begun in Virginia which utilizes instructional television systems to provide part-time engineering instruction for employees of nearby industry and government laboratories. Presents data collected comparing on-campus and "television students." Discusses the results of student course evaluations and ways to maintain a human element in teaching.

West, Mary Maxwell; And Others (1989).  Talking about Teaching, by Writing: The Use of Computer-Based Conferencing for Collegial Exchange among Teachers. Technical Report. 

The goal of the Educational Technology Center (ETC) Computer-based Conferencing Project has been to explore the potential of computer-mediated communication to support teachers in collegial exchange about their subject and practice, and to develop recommendations for future applications and management of such conferences. The purposes of this study were to describe the kinds of exchange in our own networks; to identify influences on one particular kind of exchange--discussion of teaching practice; to draw upon these findings and information about other similar networks; and to develop recommendations about choice and design of future applications of computer-based conferences for teachers. Discussions include: (1) research design and methods; (2) descriptions of the Science Teachers' Network and the Laboratory Sites Network; (3) a comparison of the two networks; and (4) recommendations for common interest networks. | [FULL TEXT]

West, Mary Maxwell; McSwiney, Eileen (1989).  Computer Networking for Collegial Exchange among Teachers: A Summary of Findings and Recommendations. Technical Report. 

Asynchronous computer-based conferencing offers several unique capabilities as a medium. Participants can read and write messages at whatever time is convenient for them, groups can interact even though participants are geographically separated, and messages are available to readers almost instantly. Because the medium has served for over a decade in mainframe computing to support a sense of professional community among geographically dispersed groups in business and academia, researchers at the Educational Technology Center (ETC) examined whether computer conferencing could help solve a well-documented problem among secondary science teachers, namely, their isolation both from ongoing developments in science and science teaching and from colleagues with whom they might exchange ideas about the teaching of science. This document discusses the results of the first year of operation of the Science Teacher's Network; expectations, actual usage, network topics, factors which promote discussion and implications for network design and management. | [FULL TEXT]

West, Peter C. (1980).  A Survey and Report of Interest in and Availability of Systems for the Delivery of Instruction by Remote Methods. 

In 1979 the Rockford Regional Academic Center formed a task force to examine the feasibility of providing upper division and graduate level instruction in the Rockford, Illinois area by "remote delivery." The objective was to gather information about: (1) what remote delivery instructional systems are available; (2) what the physical considerations and costs associated with these systems are; (3) what the public interest in these systems is for business and industrial use, individual use, and community use; (4) how the programs can benefit the specific geographic and demographic situation; and (5) how the existing educational institutions perceive their role in using these systems. Data were gathered by literature search, consulting manufacturers and their catalogs, a general opinion survey and interviews with businessmen and educational representatives, and visits to two universities providing remote instruction. It is recommended that institutions build on the university systems already in use, avoiding duplication when possible, expand the curriculum of available courses to those recommended by respondents, offer courses by a variety of remote methods, and consider applying for a grant to expand the systems available. Use of satellite delivery is rejected because of its cost, and an interactive television system with talk-back is the preferred method, though not the most practical. The general opinion questionnaires are appended.

West, Philip T. (1983).  The Techno-Basics.  School Administrator, 40, 3. 

Education's effective utilization of electronic technology--especially microcomputers and wall-sized, interactive television--will require emphasizing five "techno-basic" skills, including computing, perceiving (comprehending what one sees), auditing (developing appropriate listening skills), articulating (presenting messages through television), and intuiting (discovering more than the obvious).

West, Thomas W. (1984).  The Development of a Network of Telecommunications Networks: A Contagion Period.  CAUSE/EFFECT, 7, 5. 

The convergence of telecommunications and computing technologies portends significant opportunities for an institution to distribute the computer capabilities and tools to individual participants (faculty, staff, and students) while linking them via telecommunications network, thus enabling each to be more effective.

Weston, Cynthia B. (1989).  Critical Factors for Educational Technology Interventions in Developing Countries.  Educational and Training Technology International, 26, 2. 

Discussion of the appropriate use of instruction and training for performance problems in developing countries highlights a case study of an unsuccessful instructional project in South America. The importance of front-end analysis and a needs assessment are emphasized, and the sociotechnical systems theory (STS) of organizational development is discussed. (nine references)

Westphal, Patricia B., Ed.; And Others (1984).  Strategies for Foreign Language Teaching: Communication, Technology, Culture. Report of the Central States Conference on the Teaching of Foreign Languages (Chicago, Illinois, April 26-28, 1984). 

The 13 selected papers included in this conference report are: "Achieving Curriculum Fit for That 'Horrible' Second Year" (Lorraine A. Strasheim); "Project Partnership: French Culture and Language in the Elementary School" (Susan Turner); "A Middle School Exploratory Course" (Kay Thorp); "Creative and Communicative Achievement Testing" (Barbara Snyder); "What Do Reading Comprehension Tests Measure?" (Paul L. Markham); "Language Teachers and Technophobia" (Stephanie Connor); "Computer Lesson Design for Elementary French: A Methodological Approach" (Patricia J. Kyle, Cathy R. Pons, and Marva A. Barnett); "Oral Literature: Making Use of Your Community" (Robert H. Buchheit, and Dave McAlpine); "Blockbusters and Other Television Games in the Foreign Language Classroom" (Marsha Schwartz, and Leslie Federkiel); "Teaching Students to Recognize Literary Style" (John M. Purcell); "On Developing Business Spanish Learning Packets" (Mercedes Johnson Stephenson); "Doing Business in Mexico: A Step beyond Language" (Joyce Michaelis and Colleen Coram); and "Developing Financial Resources for Foreign Language Classrooms: Advice for Beginners" (Alan Garfinkel). | [FULL TEXT]

Wetzel, Sandra K.; And Others (1982).  The Status of Authoring Aids for Instructional Systems Development: An Analysis of Needs and Availability. Final Report. 

Surveys and follow-up interviews were conducted in 1978 and 1980 respectively at the Navy's Instructional Program Development Centers to determine the need for the development or modification of authoring aids (manuals containing detailed procedural guidelines) to support designers/developers in producing high quality, usable instructional materials. In addition, tri-service availability and utilization of authoring aids were assessed. Results indicated that instructional strategy selection, terminal/enabler objective writing, and test construction needed support. The tri-service assessment showed that existing aids and those under development would require major modifications to meet Navy requirements. It was recommended that: (1) designers/developers be encouraged to take courses/workshops in instructional technology; (2) coordination be maintained with appropriate tri-service agencies for interservice exchange, and (3) existing authoring aids, such as the Instructional Quality Inventory (IQI) and the Author Training Course, be modified if necessary and placed online as computer-based aids. A 24-item bibliography, a flow chart outlining Instructional Systems Development (ISD) design and development tasks, and a report distribution list are provided.  | [FULL TEXT]

_____. (1982).  What Can Computer Technology Offer Special Education? Research & Resources: Special Education Information for Policymakers. 

Intended for policymakers, this brief addresses issues related to computer technology and its contributions to special education. Trends are noted and three types of applications are considered: computer assisted instruction, computer managed instruction, and computer support activities. Descriptions of several computer applications in local and state education agencies are provided, including references for further information. Tables illustrate the range of administrative information capabilities of the computer in regular and special education administration. An annotated bibliography is included that cites technology periodicals and Special Education Program projects. The instructional applications of CAI (including drill and practice, simulation and games, and computer literacy) are considered and instructional benefits and drawbacks such as immediate feedback and the difficulties some handicapped children have with reading and typing are noted. A final section focuses on human and organizational issues (such as resistance to change, teacher training, and equity) and on technical issues (cost, accommodations, courseware, and hardware). | [FULL TEXT]

Whalley, Peter (1980).  A Partial Index of Text Complexity Involving the Lexical Analysis of Rhetorical Collectives. IET Text-Processing Paper 4. 

An alternative to the traditional surface measures of text complexity is put forward. The background to the study is an attempt to provide a useful analysis of educational courses being prepared on a text-processor system. The analysis is primarily concerned with one aspect of cohesion in text, the use of rhetorical connectives or items of conjunction as identified by text linguists. The aim is to tap some portion of the intended rhetorical structure as it is likely to be perceived by the reader, who must rely on the explicit signalling cues available. The analysis is made within the framework of a "staging" model of text production, which assumes a process of ordering and structuring of important notions.

Whaples, Gene C.; Rivera, William M. (1983).  Lifelong Learning Research Conference Proceedings (5th, College Park, MD, February 17-18, 1983). 

These proceedings contain 47 papers presented at a conference focusing on nonformal adult education. Papers deal with 12 adult/continuing education content areas. These content areas and representative paper focuses are adult development (the role of gerontology programs in life transitions, the impact of development on adult learning), aging (life satisfaction and self-directedness, the relevance of Freire's approach to education to older adult education, nonformal education as an empowering process, educational benefits to students in lifecycle transitions, community adult education, neighborhood programming, working class learners, out-of-school education), corrections education, extension education (planning, adult learning as measured by dietary behavior change, effect of student involvement on student attitudes), history of adult education, institutional development (importance of topics in pre-retirement training, a model educational alliance), international education (adult education in West Germany, adult basic education teachers in Kuwait), learning theory (implications for delivery systems, comparison of adult learning theories), literacy (oral subculture membership of illiterate adults, factors influencing General Educational Development test scores), philosophy (tuition assistance, selection of adult education doctoral degree graduate students, impact of research and development, work and participation in vocational training), technology (cable television, audio conferencing), and volunteerism (types of nonformal education, volunteerism as adult education, volunteer characteristics). | [FULL TEXT]

Wheatley, Grayson H. (1980).  Calculators in the Classroom: A Proposal for Curricular Change.  Arithmetic Teacher, 28, 4. 

Wheatley, Grayson H.; Wheatley, Charlotte L. (1982).  Calculator Use and Problem Solving Strategies of Grade Six Pupils. Final Report. 

Wheeler, Peter (1982).  Communication and Information Systems.  Computer Education. 

Wheeler, Donald A.; Wheeler, Mary Jane (1988).  Interactive Videodisc as a Component in a Multi-Method Approach to Anatomy and Physiology.

_____. (1987).  Which Way to the Future? San Diego and Its Schools at a Crossroads. The Report of the San Diego City Schools' Schools of The Future Commission. 

The city schools and communities of San Diego must join together to meet the needs of one of the world's most technologically advanced and culturally diverse states in America. Educational planning must account for the particular needs of disadvantaged students. Recommendations are the following: (1) build a new school-community coalition to support the long-term excellence of the educational system, based on mutual responsibility and measurable goals; (2) initiate pilot schools to experiment with new approaches and organizations that help all students attain productive futures; (3) integrate technology into every classroom and school administrative office to enhance teaching, learning, and managing; (4) take advantage of the city's unique location as an international gateway to Latin America and the Pacific Rim by encouraging all students, beginning in the primary grades, to learn a second language in addition to English and to better understand world cultures; and (5) aggressively pursue a stable, independent, and increased funding base for public education. Appendices contain the following: (1) demographic projections; (2) specific suggestions for community involvement with the schools; (3) the Report of the Task Force on Technology in the Schools of the Future; and (4) examples of school restructuring experiments. A selected bibliography is also included. | [FULL TEXT]

Whiston, Tom; And Others (1980).  An Annotated Bibliography on the Relationship between Technological Change and Educational Development. 

Comprising 387 citations, this annotated bibliography is concerned with both the implications of technological change for educational policy and the effects of education on technology. The editors' introduction gives a brief discussion of education and technology in developing and developed nations and notes that the bibliography covers only articles published in English (or in both English and French), primarily in the 1970s. The citations are presented under eight categories, including (1) the impact of technology on education and society; (2) social and educational constraints on technology; (3) technology's effects on manpower training and retraining; (4) technological change in specific industries and professions; (5) planning and development; (6) geographic, regional, and development issues; (7) educational technology, especially for the handicapped; and (8) publications by international organizations. Appended are an author index and a list of English organizations from which to get additional information.

Whitaker, Elaine E. (1988).  Creating an Essay by Committee (With or without Computer).  Exercise Exchange, 34, 1. 

Describes a classroom activity in which a group of five students compose an essay together which meets the following academic objectives: (1) awareness of what constitutes a thesis; (2) understanding of evidence which can be used to support such a thesis; and (3) a conception of a conventionally developed five-paragraph essay.

White, Benny M.; And Others (1989).  The Cost-Effectiveness of an Interactive Video System for Science Instruction.  Educational Technology, 29, 12. 

A study of eighth grade science students compared the instructional effectiveness and the cost effectiveness of an interactive video system with the use of 16mm films for teaching a science unit. Results indicated that interactive video can be significantly more effective than conventional methods of instruction. (eight references)

White, Jane N., Ed.; Burnett, Collins W., Ed. (1981).  Higher Education Literature: An Annotated Bibliography. 

An annotated bibliography on higher education is presented that is limited to programs and phenomena in two- and four-year accredited degree-granting colleges and universities. The following sections and topics are covered: (1) Historical Background and Nature and Scope of American Higher Education (ancient, medieval, and U.S. education, public/private diversity, philosophy, problems in the 1970s, relation to society, and unique characteristics of higher education); (2) Teaching-Learning Environment (continuing education, faculty, instructional technology, professional education, research and evaluation, and retention); (3) Organization and Administration (effects of administrative styles, accreditation, governance, collective bargaining, legal affairs, planning and budget, retirement, and student affairs); (4) Community and Junior Colleges (administration, evaluation, articulation, finance, programs, state coordination, etc.); (5) Comparative Systems of Higher Education (Africa; Australia; Canada; China; Eastern Europe; Great Britain; India; Iran; Israel; Japan; Latin America; Russia; Southeast Asia; West Indies; and Western Europe); and (6) Higher Education as a Specialized Field of Study. In all, 1,618 references are cited. Appendices include: selected reference sources; an annotated bibliography of selected professional journals related to the study of higher education; definitions of some terms in higher education; working outline to study the development of American higher education; selected higher education programs, departments, and centers in the United States; federal legislation affecting higher education; land-grant colleges and universities; major national associations; accrediting associations; grant colleges and universities; major national associations; accrediting associations; abbreviations of selected national agencies and organizations related to higher education; and addresses of selected publishers. An author and subject index are provided.

White, Mary Alice (1984).  The Electronic Learning Revolution: Questions We Should Be Asking.  Prospects: Quarterly Review of Education, 14, 1. 

Researchers need to determine the conditions necessary for learning effectively from and the type of information best presented by new technologies, how electronic learning differs from print learning, what conditions foster successful teaching with new technologies, how lives will be changed, and what public policy issues are likely to arise.

White, Mary Alice (1985).  First Reply: For a Less Narrow Conception of Learning.  Prospects: Quarterly Review of Education, 15, 4. 

Maintains that much informal learning presently takes place through commercial television; that traditional conceptions of school learning are too narrow. Contends that much of the traditional school curriculum will be effectively taught by microcomputers, videodisks, and related high technology.

White, Mary Alice (1986).  Implications of the Technologies for Human Learning.  Peabody Journal of Education, 64, 1. 

This article discusses the implications of the word-centered or logocentric tradition in education, implications of the information technologies as tools for the mind, the new role of imagery as a way of thinking and communicating, certain impacts on human learning, and speculations as to where these technologies might lead us.

White, Mary-Alice (1989).  Current Trends in Education and Technology as Signs to the Future.  Education and Computing, 5, 1-2. 

Identifies 12 major trends in the field of education and technology. Topics discussed include school choice; integrating new technologies and the traditional curriculum; visual vs. logocentric curriculum; distance learning; problems with evaluation; increasing business pressure on public education; the impact of minority students; commercial television; multimedia and hypermedia; and telecommunications.

White, Peter B., Ed. (1983).  Satellites, Telecommunications and Education: A Resource Guide for Australian Educators. 

This 206-item annotated bibliography focuses on projects which place the use of new communications technologies within an educational planning framework and which acknowledge the need for communications satellites to be considered as part of a total telecommunications system. Though citations included relate primarily to the uses of telecommunications or communications satellites, some material on the educational use of broadcasting is also listed. Most of the documents and journal articles cited were originally located through a May 1982 search of the following major educational databases: Resources in Education and the Current Index to Journals in Education (from 1969), Australia Education Index (from 1957), and British Education Index (from 1972). Topics and projects addressed in the articles include the Appalachian Education Satellite Project, distance education, Home Loan Video, Dial Access, project evaluation, videotex, teleconferencing, audio tutorials, and new technologies. Key words are listed with each abstract. An appendix briefly describes eight projects funded by the Commonwealth/State Advisory Committee on the Educational Use of Communications Technology (ACEUCT).

White, Shirley A. (1984).  Applications of New Communications Technologies.  New Directions for Continuing Education. 

Although the television generation is particularly receptive to technologically mediated learning, wider use of technology will require radical changes in current practice.

Whitehead, Don J. (1985).  Producing Distance Learning Materials: Cash and Other Constraints. 

In order to develop a financial plan for and identify constraints on the production of distance learning materials, a total human resources development (HRD) plan must be produced, and endorsed by the highest level of management. The HRD plan sets out the human resources needed to secure the organization's future in terms of people and their skills, knowledge, and abilities. Central to the HRD plan is the development of a training needs analysis (TNA), i.e., an integrated training system in which the teaching methods and delivery media match the students and the content to provide the best possible training system for the investment made. An important permanent feature of the TNA is a Central Evaluation and Monitoring Unit (CEMU) which analyzes and monitors performance and constructs a realistic financial plan for the training function. Setting up a system of training with a built-in capacity to improve itself, based on both systemic evaluation and dialogue with trainees and managers, should make it possible to provide relevant and timely training whenever and wherever it is needed. (3 figures)

Whiting, John (1984).  The Nature of Computer Assisted Learning. 

Computer assisted learning (CAL) is an old technology which has generated much new interest. Computers can: reduce data to a directly comprehensible form; reduce administration; communicate worldwide and exchange, store, and retrieve data; and teach. The computer's limitation is in its dependence on the user's ability and perceptive nature. Teachers can either ignore CAL and computing or become involved with them. CAL is appropriate: when it is difficult or impossible to teach the use of a topic in another way; in remedial tutoring; and in replacing practical experiments with simulations. Using computers to find information, manage instruction, and for electronic mail and networking can also assist learning. CAL should make maximum use of color, sound, and movement; be visually and intellectually stimulating; involve the user; and supply plenty of criticism, help, and advice. Because information is presently lacking concerning the instructional effectiveness of good CAL, formative evaluation should be emphasized and results of such assessments should be publicized through educational journals and conferences.

Whiting, John (1985).  New Directions in Educational Computing: Coming Changes in Software and Teaching Strategies to Optimize Learning.  Educational Technology, 25, 9. 

Makes suggestions and forecasts relating to the nature of the developing partnership between teachers, students, and microcomputers and to the development and use of educational software to truly optimize learning in United Kingdom schools.

Whitley, Joanne B. (1982).  Cognitive Style Mapping: Rationale for Merging the 'Old' and 'New' Technologies.  Educational Technology, 22, 5. 

Defines and discusses cognitive style mapping and relates it to the aims of instructors and the needs of students, with emphasis on the implications of cognitive style for instructional design. An 11-item reference list is included.

Whitman, Neal (1981).  Choosing and Using Methods of Teaching.  Performance and Instruction, 20, 5. 

Describes a model which recognizes active and passive roles of teachers and learners as a means of identifying five basic methods of teaching.

Whitmore, Paul G. (1980).  Straw Men Fail Criterion Tests.  NSPI Journal, 14 n6 p32-34, 42 Jul 1980. 

This reaction to Robert M. Gagne's article (1979) explores the meaning of "reflective thinking" and the relationship between it and survival and vocational activities, presents reasons for converting our educational and training system to performance-based instruction, and explains differences between traditional forms of instruction and performance-based instruction.

Whitmore, Paul G. (1981).  The "Whys" and "Hows" of Modern Instructional Technology.  Performance and Instruction, 20, 5.

Wholeben, Brent Edward (1984).  Criterion Standards for Evaluating Computer Simulation Courseware. 

This paper explores the role of computerized simulations as a decision-modeling intervention strategy, and views the strategy's different attribute biases based upon the varying primary missions of instruction versus application. The common goals associated with computer simulations as a training technique are discussed and compared with goals of application-oriented simulations. General issues related to the evaluation of general instructional computing systems are also identified, including 18 "clusters" of standards for evaluating curriculum linkage, documentation, CAI (computer-assisted instruction) elements, CMI (computer-managed instruction) elements, screen displays, student groupings, bolt requirements, range of student use, data directives/response input, user control flexibility, hardware requirements, user pretraining, teacher supervision, auxiliary motivation, reinforcement, student individualization, flow of program design, use of graphics, and error trapping. In addition, key focal points are identified that help the teacher adequately evaluate simulation courseware. Two pages of references are included.

Wholeben, Brent Edward (1984).  The MICROPIK Model: Choosing Computer Systems for Instruction. 

MICROPIK is a multiple-alternatives, criterion-referenced model for evaluating CAI (computer-assisted instruction) software and microcomputer hardware against selected curricular objectives. The model provides decision-modeling control over diverse interactive patterns that occur when computer hardware, courseware, and instructional objectives are compared for their value in facilitating future instructional computing needs at the district level. Using a partitioned trimatrix modeling structure, the complex interactions between hardware costs, software quality, and curriculum requirements are cross-compared, and the best instructional computing system identified. While computer modeling is somewhat complex, district-level considerations for acquisition of computer equipment and materials for educational purposes warrant a meticulous approach to decision-making, on account of the wide array of hardware and courseware becoming available on the market. Four pages of selected readings and references are included.

Widlake, Paul (1988).  Support Teachers Must Enter the Competition for the Ownership of Innovations.  Support for Learning, 3, 3. 

New initiatives in British education including the Education Reform Act suggest that remedial teachers need to take a greater lead in educational innovation especially the acquisition and use of information technology in the schools.

Wildman, Terry M. (1980).  Instructional Design as a Framework for Unifying Curriculum.  Educational Technology, 20, 3. 

Argues for more emphasis on the fabric which holds curriculum detail together and describes those conceptual tools which may help in redirecting thinking toward holistic approaches to instruction and teaching. Linkages between educational technology and learning theory help guide this quest.

Wildman, Terry M. (1981).  Cognitive Theory and the Design of Instruction.  Educational Technology, 21, 7. 

Discusses the contributions of cognitive theory to continued progress in the field of instructional design, and, correspondingly, what designers can do in the coming decade to facilitate the growth and development of the understanding of human cognition. Forty references are appended.

Wileman, Ralph E.; Gambill, Thomas G. (1983).  The Neglected Phase of Instructional Design.  Educational Technology, 23, 11. 

Discusses three phases of instructional design (ID)--definition of instructional parameters, analysis and synthesis of instructional alternatives, and implementation of instructional plan--and presents a 15-step ID model. Included for each step are a descriptive name, boxed example, and rationale and (as applicable) current state of technology for that step.

Wiley, Ann L. (1982).  Trends in Instructional Technology: An Instructional Module. 

Learner objectives, text, practice exercises and answer sheets are provided on the history of educational technology, which includes three major periods: Audiovisual Instruction (1920-1945), Audiovisual Communications (1945-date), and Instructional Systems Analysis and Design (1950-date). The terms "educational technology" and "instructional technology" are defined; ideas, themes, and techniques characteristic of each period are discussed; and a few important contributors to educational technology are mentioned. The module concludes with a statement concerning the societal need for educational technology and speculation about the future of the field. A 7-item reference list and an 18-item test are included.

Wiley, Ann L., Comp. (1982).  Sources of Information for Instructional Technology. 

This booklet is designed to help instructional technologists, students of instructional technology, faculty, and researchers in the field locate information quickly and easily. Information services described are libraries, the ERIC system, online information services, state education departments, regional education centers, and information brokers. Specific suggestions are given, following a description of each service, about how to devise search strategies and conduct a search, with specific information provided on what to look for, where to look, and choosing and locating sources. Other general topics include searching for nonprint instructional materials, documenting a search, and evaluation. The comprehensive bibliography of recent materials, which comprises most of this publication, is introduced by a description of the scope of the list and the search strategy used to develop it. The bibliography lists reference works, monographs, bibliographies, indexes, databases, and journals with information related to the topics of instructional technology, instructional development, instructional materials and techniques, training and human resource development, computers in education, learning theory and applied behavioral science, systems theory, management of instructional programs, evaluation, research, and statistics. Sources used to identify materials and terms used with the search code are appended and an author index is provided. | [FULL TEXT]

Wiley, Gale (1989).  Wire Capture Programs for Macintosh and IBM.  Journalism Educator, 43, 4. 

Discusses wire capture programs (computer programs which gather and process wire services such as the Associated Press or United Press) for computer labs in journalism departments. Describes details of such programs for Macintosh, IBM, and IBM clones.

Wilf, Herbert S. (1982).  The Disk with the College Education.  American Mathematical Monthly, 89, 1. 

Descriptions of a program called muMATH and a computer language called muSIMP are given to show what the state of the art is in mathematical programing material for personal computers. The intent is to get college mathematics instructors thinking about what the future portends for their field.

Wilkinson, Gene (1984).  Excellence Through Educational Technology: Some Prior Considerations. ERIC Digest. 

This digest addresses issues that should be considered in proposing technological solutions to the problems of public education. Although the potential benefits of the widespread application of media to instruction are supported, emphasis is on the need to define technology as a technique of designing instruction, rather than the more common perception of technology as machine. This definition implies the interaction of individuals, materials, and machines, in a variety of instructional settings and employing a variety of instructional strategies. Three basic patterns of media utilization are identified--additive, integrated, and independent--that have different potential effects on the cost and effectiveness of education. Conclusions stress that the achievement of excellence through the use of media requires capital investment in tools to allow the application of the "techniques" of educational technology, a reorganization of the structure of teaching and learning, and the will to do it. Five references are listed. | [FULL TEXT]

Wilkinson, Gene L. (1980).  Educational Media, Technology and Instructional Productivity. A Consideration of Cost and Effectiveness. Occasional Paper Number 2. 

This paper examines some of the questions to be answered and some of the problems to be faced if the widespread application of technology in education is ever to be achieved. The paper is not a "how-to-do-it" manual for conducting cost-effectiveness studies; rather it is an argument to be used in support of such studies and of the experimentation in educational organization which is needed to provide the data necessary to support the redesign of public education. Several aspects of the problem which are discussed include: (1) factors inhibiting the adoption of technology in public education, (2) the educational economic crisis, (3) the need to redeploy resources, and (4) the needed database for technology. Sixty-seven references are listed. | [FULL TEXT]

Wilkinson, Gene L. (1980).  Alternatives for Accreditation.  Instructional Innovator, 25, 9. 

Briefly reviews past accreditation programs for instructional technology and media studies, and reports the results of the Association for Educational Communications and Technology (AECT) 1980 survey of graduate programs in educational technology. Recommendations for future action are made.

Wilkinson, Gene L. (1980).  Attitudes Toward Accreditation: Final Report of a National Survey of Graduate Media Educational Programs. 

The Accreditation Committee of the Association for Educational Communications and Technology (AECT) surveyed 152 graduate level programs in the area of educational technology in order to determine (1) the level and thrust of current professional education programs, (2) the effect of current AECT guidelines on program development, (3) the accreditation standing of programs and institutions, (4) the perceptions of program directors of any possible impact of an accreditation program conducted by AECT, and (5) reactions to alternative AECT activities in support of program development and improvement. From the 105 questionnaires returned, conclusions drawn include the fact that program directors are aware of current efforts on the part of AECT to strengthen graduate programs in educational media and technology, but that such efforts presently have little impact on program design. However, the survey also indicated that there is support from the field for the establishment of a formal active accreditation program conducted by AECT, and that AECT can and should do more in the area of program accreditation.

Williams, David D.; And Others (1988).  Distance Education for Elementary and Secondary Schools in the United States.  Journal of Distance Education, 3, 2. 

Describes results of a literature review and telephone survey of the 50 United States to identify research and evaluation studies of distance education programs for elementary and secondary school children. Highlights include types of technology; focus of instruction; effectiveness of distance education; and evaluation criteria. (25 references)

Williams, David E. (1983).  One Point of View: Remember the Calculator?  Arithmetic Teacher, 30, 7. 

Concern is expressed that educators are rushing to purchase computers while calculators are being forgotten. The approach promoted is schools should make both calculators and computers an integral part of the mathematics curriculum. Calculators are noted as accepted learning tools that don't have deleterious effects on computation skills.

Williams, Kent E.; And Others (1989).  An Evaluation of a Methodology for Cognitively Structuring and Adaptively Sequencing Exercise Content for Embedded Training. Technical Report TR89-035. 

As part of a broad effort to improve the effectiveness and efficiency of embedded training environments, research was conducted using a Naval Tactical Data System (NTDS) console emulator. Objectives were to: (1) develop methodological guidelines for specifying the instructional content of training exercises to be embedded in NTDS consoles; (2) develop a formal procedure for sequencing the presentation of these training exercises based on the trainee's history of performance; and (3) evaluate the training gain achieved by adding these instructional dimensions. Forty-eight enlisted Navy students participated in this research. Results indicate that the cognitive engineering strategy used provided a powerful methodology for increasing the effectiveness of computer-based training, especially for procedural information. Subjects with the adaptive version improved performance by 44% after only 10 minutes of additional lesson time. Results also show that adaptive exercise sequencing increases the efficiency and effectiveness of the computer-based training. The sequence in which the exercises were presented had an effect on performance. An adaptive sequencing heuristic that takes into account the existing knowledge of the trainee is presented. Fifteen figures and 10 tables present study data.

Williams, Richard C.; And Others (1984).  The School District Role in Introducing Microcomputers: A Contingency Planning Approach.  Educational Technology, 24, 12. 

Briefly discusses no-plan approach and linear approach to school district computer involvement and suggests contingency planning approach is better. Components of this approach--conducting situation audit of internal and external environments, generating within-district support, formulating district-wide policies, and developing an ongoing operational plan--are described.

Williams, W. Wes; Hasazi, Susan E. (1981).  Instructional Technology: A Systematic Approach to Remedying Everyday Educational/Classroom Challenge. 

The authors describe program organization and teaching/learning procedures which can be employed in the remediation of mildly to severely handicapped students. Following an introductory chapter, Chapter 2 describes ways to manage educational resources such as time, aides, support staff, and student teachers to maximize learning. A brief third chapter considers determining what and how to teach and utilizing ongoing assessment. A final chapter reviews procedures which can be employed in designing programs for difficult to teach learners. An educational environmental approach is stressed which makes three basic assumptions: (1) skills are taught, maintained, and generalized through the systematic arrangement of the environment; (2) educators are responsible and accountable for delineating the most appropriate arrangements for individual learners; and (3) learners should be taught skills they can fluently use and generalize across environments. | [FULL TEXT]

Williams, Warren S.; And Others (1981).  Using New Computer Software Products To Manage and Report Educational Data.  Educational Technology, 21, 2. 

Describes relatively new computer software that can be used to maintain, analyze, and report large sets of educational data. The application of two of these packages to problems faced when manipulating educational data is demonstrated, and administrators are provided with information on the evaluation and selection of software products.

Williams, Warren S.; Shrage, Jules (1983).  Microcomputers and Education: An Overview of Popular Hardware and Software.  Educational Technology, 23, 2.

Willis, Bernice H., Ed. (1981).  Visions, Issues, and Reality: A Changing South. 

The aims of this conference on education in the South were to identify important trends, garner expertise on the trends, and explore emerging educational issues. The conference produced 67 papers and talks presented at five subject sessions in addition to opening and closing sessions. Papers from the opening session discuss the role of technology in future educational change, National Institute of Education programs in the South, earlier conferences on educational futures, the effects of computers on public education, satellite communications, public schools' failure to accept new educational technology, and the necessity of examining possible educational futures. The five subject sessions, divided into 21 panels, cover educational policy issues related to the South, the past and present of southern education, regional economic development and educational needs, and the impacts of the telecommunications and computer revolutions on education. Papers from the closing session examine the regional programs of the U.S. Department of Education in the south, the need to redefine education, and the role of the Southeastern Regional Council for Educational Improvement in helping set a southern educational policy agenda.  | [FULL TEXT]

Willis, Bernice H., Ed. (1981).  The Computer Revolution and Its Impact on Education. 

With twelve papers presented in five panels, this session of a conference on education in the South covers the computer revolution and its impact on education. In the first panel, four papers give computer vendors' views on the application of computers to education, discussing microcomputers and their uses in education, Control Data Corporation's partnerships with educational and business institutions, and the systems developed by Houghton Mifflin Company for computer-assisted and computer-managed instruction. The two speakers in the second panel describe, first, the nationwide EDUCOM consortium and its national EDUNET computer service network and, second, the statewide computerized system for agricultural information being developed by Florida's Institute of Food and Agricultural Sciences. The third panel's two papers report on Florida's plans for computer uses in education and on the development and services of the Minnesota Educational Computing Consortium. The three speakers in the fourth panel examine the use of information and computer technology, especially computer graphics, in educational policy-making and policy analysis. The final panel's single paper looks at past and future impacts of technological change on our economy, daily lives, and values.

Willis, Norman E. (1987).  Educational Technology: Support for Improvement of Learning.  Programmed Learning and Educational Technology, 24, 1. 

This examination of the activities of the Council for Educational Technology that support the improvement of learning focuses on support for: using new techniques; training educational technologists; the development and use of resources; access to information; and the work of administrators, providers, and policy makers.

Wilsman, Margaret (1987).  Profile of Teaching Reading Comprehension: A Video and Print Inservice Education Series. 

This profile describes "Teaching Reading Comprehension," a series of 14 30-minute video programs designed to expand K-8 reading teachers' understanding of the new view of reading as a constructive process and strategic behavior. Each video features at least one nationally recognized reading researcher and educator presenting the findings of his or her own research. The theoretical presentations are followed by at least two classroom examples of each new approach. Among the 14 titles listed in the profile are: (1) "The Current View of Reading Comprehension"; (2) "The Reading Writing Relationship"; (3) "Word Meaning"; (4) "Questioning"; (5) "Story Mapping"; (6) "Developing Active Constructive Readers within the Basal Reader Structure"; and (7) "Becoming Strategic Readers, Strategic Teachers." The profile suggests that reading specialists can make the video programs and recommended readings available; plan and organize other activities to be conducted with teachers before and after viewing each video program; model the practices presented in the video; and coach teachers on the use of the instructional practices. The profile also argues that viewing the video programs seems to be insufficient for teachers to become "strategic teachers" and that using the new practices in an actual classroom is essential for learning to occur. Additionally, the profile suggests that learning one new strategy every other month may be the most many teachers (and students) can manage. | [FULL TEXT]

Wilson, Beth (1986).  When Technology Enhances Teaching.  American Educator: The Professional Journal of the American Federation of Teachers, 10 n4 p8-13, 46-47 Win 1986. 

The unique talents of the computer are being used to help students break through conceptually difficult topics, such as the difference between heat and temperature, the relationship between weight and density, and the "word problems" that often stymie students.

Wilson, Brent G. (1987).  Applying Hard and Soft Technologies to Weaknesses in Traditional Instruction: Possible Progress and Some Unintended Side-Effects.  Educational Technology, 27, 4. 

Describes weaknesses of traditional instruction and ways that instructional technology can help to correct these problems. Both hardware, such as computers and video, and soft technologies, such as methodologies and models, are considered. Possible negative side-effects of technology-based instruction are discussed and 27 references are listed.

Wilson, Brent G.; Welsh, Jack R. (1986).  Small Knowledge-Based Systems in Education and Training: Something New Under the Sun.  Educational Technology, 26, 11. 

Discusses artificial intelligence, robotics, natural language processing, and expert or knowledge-based systems research; examines two large expert systems, MYCIN and XCON; and reviews the resources required to build large expert systems and affordable smaller systems (intelligent job aids) for training. Expert system vendors and products are listed.

Wilson, Lois S. (1985).  TICCIT: A Computer-Based Success Story.  Technological Horizons in Education, 12, 7. 

Describes applications of Time-shared Interactive Computer-Controlled Television (TICCIT) in various computer-assisted instruction programs, including those of the United States armed services. For example, the army is using TICCIT to investigate the effectiveness of CAI as the primary training medium for instructing its reserve units.

Winders, Ray (1984).  The Plymouth Audio-Conferencing Network.  Teaching at a Distance. 

A teleconferencing system developed for distance education in southwestern England is described and the various other proposed applications, including conferences and meetings, communication with students in industrial settings, multiple-location courses, and specialist participation, are outlined.

Wine, Mary B. (1980).  Bibliography on Proprietary Postsecondary Education, 1980. A Selected List of Current and Classic Titles on Postsecondary Education of Interest to Business School Educators. 

This bibliography of over 170 items on proprietary postsecondary education contains 10 sections: accreditation, adult and vocational education, general bibliographies, books and articles, dissertations and theses, encyclopedias, government reports, nontraditional education, research studies, and miscellaneous. The miscellaneous category contains such topics as college dropouts, careers, educational technology, trade and professional associations, a career school directory, a counselor's handbook, the research process, programmed education, a dictionary of education, a guidebook on presenting information to students, individualized instruction, instructional objectives, degree mills, and educational measurement. Most citations are from the 1960's and 1970's, with a few from the 1950's and earlier.

Winer, Laura R. (1981).  An Application of Brunerian Theory to Instructional Simulation: Spatial Visualization, Factorial Research Designs, and Wooden Blocks. 

A study was conducted to test the hypothesis that Brunerian learning theory can provide the instructional designer with a framework for developing effective learning materials. To determine three levels of spatial ability, two standardized tests--the Spatial Visualization Test (SVT) of the Dailey Vocational Tests and part VI of the Guilford-Zimmerman Aptitude Survey--were administered to 34 students in the introductory statistics course of the educational technology graduate program at Concordia University. The high, medium, and low spatial ability subjects were randomly assigned to one of two treatment groups: an instructional simulation developed according to the Brunerian learning theory and a traditional textbook approach. The two groups were administered a pretest, an immediate posttest, a 1 week delayed posttest, and a 5 week delayed posttest. The first three tests each consisted of five problems with three questions per problem. A 2 Treatment x 3 Spatial Visualization x 3 Test Position ANOVA was performed on the raw scores for the three achievement tests, and the means and standard deviations were calculated. The Brunerian simulation was found to be significantly beneficial for low spatial ability students, and no sex differences were found in spatial ability. Findings demonstrated the usefulness of isolating the significant aptitude required for a specific learning task, as well as the relevance of Brunerian theory for instructional design. Five figures, 6 tables, and 58 references are provided. | [FULL TEXT]

Winer, Laura R.; Vazquez-Abad, Jesus (1981).  Towards a Theoretical Framework for Educational Simulations.  Simulation/Games for Learning, 11, 3. 

Discusses the need for a sustained and systematic effort toward establishing a theoretical framework for educational simulations, proposes the adaptation of models borrowed from the natural and applied sciences, and describes three simulations based on such a model adapted using Brunerian learning theory. Sixteen references are listed.

Winkles, Jim (1981).  Better Mathematics and More Problem Solving with a Calculator.  Mathematics Teaching. 

How the use of calculators can illuminate mathematics and improve the level of problem-solving discussion in classes is presented.

Winn, Bill (1984).  ECTJ and Research in Educational Technology. 

Centrally concerned with design, educational technology involves making the best possible decisions for action given a particular set of circumstances, with a body of knowledge or instructional theory for guidance. More work is needed to aid educational technologists in the three tasks of building instructional theory, developing techniques for task and learner analysis, and developing effective decision-making techniques. Although the Educational Communications and Technology Journal (ECTJ) can contribute to dissemination of information about all three tasks, there has been a tendency to publish far more articles of the instructional theory type. This is partly because reports of studies using naturalistic-research methods have not been submitted. ECTJ may be seen primarily as a journal of instructional theory, while more reports of research on design and application are needed, as well as articles dealing with the social impact of educational technology. The future of ECTJ is in the hands of Association for Educational Communications and Technology (AECT) members and the broader research and development community. Five references are listed.

Winn, Bill (1986).  Emerging Trends in Educational Technology Research. 

This examination of the topic of research in educational technology addresses four major areas: (1) why research is conducted in this area and the characteristics of that research; (2) the types of research questions that should or should not be addressed; (3) the most appropriate methodologies for finding answers to research questions; and (4) the characteristics of a research report that make it "good" and ultimately suitable for publication. The most important type of research for educational technologists to conduct is that which solves practical problems for contexts in which the complexity of the real world has not been controlled as it is in experimental research. Three aspects of this kind of research need to be considered: the development and validation of procedures for conducting decision-oriented research, methods of studying complex systems without having to dismember them, and the need to treat instructional development projects very seriously as case studies. Whatever methodology is used to conduct research, it must be applied with discipline and rigor. Given the eclectic nature of research questions in the discipline, a whole battery of methods--both qualitative and quantitative--should be used for investigation. Future trends in methodology in educational technology will follow the trends of educational research in general, i.e., more non-experimental studies will be conducted. Suggestions for successful publication of research efforts and a list of references complete the document.

Winn, Bill (1987).  Instructional Design and Self-Designing Systems.  Educational Technology, 27, 10. 

Discusses the concepts of instructional theory and their application in the design of instructional and training packages, particularly computer-assisted instruction programs. (12 references)

Winn, William (1981).  The Meaningful Organization of Content: Research and Design Strategies.  Educational Technology, 21, 8. 

Reviews research related to content organization and learning and identifies some strategies for designing meaningful content organization that research has suggested might be useful to instructional designers. Forty references are listed.

Winn, William (1986).  Trends and Future Directions in Educational Technology Research from a North American Perspective.  Programmed Learning and Educational Technology, 23, 4. 

Presents a definition of educational technology that points to three areas where research is needed: instructional theory, design-oriented research, and instructional design procedures. Computer assisted instruction and perceptions of media and technologies are discussed, and 74 references are given.

Winn, William (1987).  Are Media Merely Vehicles for Instruction? 

In assessing the validity of Clark's (1983) argument that media have no real effect on learning, the fourth of four symposium papers identifies five aspects of media which might affect learning: (1) the technology used; (2) the symbol systems employed; (3) the content conveyed; (4) the setting in which the media are encountered; and (5) the thoroughness of the design of the messages conveyed. Noting that Clark's argument deals only with the technology used for the delivery of instruction, the impact on learning of the other four aspects of media is examined, including relationships between technology and the other aspects of media. Evidence is presented that these aspects of media affect learning and are typically associated with a medium's technology, but it is pointed out that these relationships are correlational rather than causal and do not mean that the technology has an effect on learning. It is concluded that higher-order principles rather than techniques with limited validity need to be studied to account for how people learn. A list of 16 references is included.

Winn, William (1989).  Toward a Rationale and Theoretical Basis for Educational Technology.  Educational Technology Research and Development, 37, 1. 

Discusses the relationship between theory and application in the field of educational technology. The relationship of technology to education is examined, including the role of the teacher; the theory and practice of instructional design is discussed; and the importance of integrating design with instructional implementation is emphasized. (60 references)

Winner, Alice-Ann; Holloway, Robert E. (1983).  Technology Integration for a New Curriculum.  Journal of Computers in Mathematics and Science Teaching, 2, 4. 

Cites need for properly integrating computers into curriculum, warning about past mistakes and looking at methods to promote curricular change. Identifies as important goals a clear definition of mathematics education and the benefits of a technologically integrated curriculum presenting ideas/strategies for achieving these goals.

Winner, Alice-Ann; McClung, Margo D. (1981).  Computer Game Playing--"Turn On" to Mathematics.  Arithmetic Teacher, 29, 2. 

The success pupils experience with the computer allows them to attempt mastery of skills previously rejected, and to attempt understanding of concepts previously thought too difficult.

Winter, Mary Jean (1983).  Teaching Mathematics with Microcomputers: Middle Grades.  Arithmetic Teacher, 30 n6 p28-29, 66-67 Feb 1983. 

Different ways to use a microcomputer in mathematics instruction are examined. The first part deals with the kinds of prerecorded programing resources available, and how these can be used effectively. The second part briefly looks at some simple programing activities that can be used within the context of mathematics instruction.

Wirth, Arthur G. (1980).  Socio-Technical Theory: An Alternative Paradigm for Schools as "Good Work" Places.  Teachers College Record, 82, 1. 

The nature of the socio-technical theory, which is emerging as an alternative to the systems-efficiency model, is discussed. It is felt that the systems-efficiency models of education are out of touch with the personal, subjective, and creative aspects of human reality.

Wirth, Paul A.; And Others (1983).  Instructional Technology Needs in Rural Special Education. 

A New Mexico study interviewed 1 special education teacher and 1 administrator from each of 17 small rural school districts, via a 65-item interview guide related to staff development needs. Lack of staff development activities was identified as a critical problem for special educators. Training in instructional technology was the most frequently mentioned inservice need. A majority of respondents (91%) indicated that instructional technology would be useful in the provision of special services. Most respondents (94%) felt competence in instructional technology would improve special educators' effectiveness in the classroom, but response to the question of whether competence in this area would improve special education administrators' effectiveness was mixed. A final section of the paper describes specific instructional/educational technology applications, including New Mexico State University's preservice/inservice teacher education program for special education, which trains students in computer-managed instruction and computer-assisted instruction.

Wise, Richard E. (1984).  High Tech Training at the Travelers Companies.  Instructional Innovator, 29, 3. 

Briefly outlines the types of job training provided by the Travelers Companies, the five major challenges facing this financial services enterprise as it pursues its varied training missions, how it defines high technology, and some features of its high technology training approach.

Wise, William S. (1981).  Improving the User/Machine Interaction.  AEDS Journal, 15, 1. 

Demonstrates methods of enhancing communication between computers and computer users in educational programs. Applies educational learning concepts to the design of software to improve user/machine interaction, especially for microcomputers.

Wisely, Forrest G.; Streeter, C. Edward (1985).  Toward Defining the Function of Visuals Used to Support a Verbal Narration.  Educational Technology, 25, 11. 

Based on intuitive speculation, a literature review, and trial situations with students, this comprehensive listing describes, explains, and classifies the functions that visuals might perform when used to support verbal narration. This summary will be followed in the future by establishment and testing of the functions' validity.

Wiser, Marianne; And Others (1988).  Can Models Foster Conceptual Change? The Case of Heat and Temperature. Technical Report. 

The target of difficulty of the Educational Technology Center (ETC) Heat and Temperature Group is basic thermal physics, particularly the differentiation between heat and temperature. High school teachers often find that thermal concepts are very difficult for their students to master and attribute students' difficulties at least in part to the failure to differentiate between heat and temperature. This failure would indeed account for the students' poor learning, since most thermal variables, laws, and principles are based on the differentiation and relation between heat and temperature. This group's curriculum has used microcomputers as laboratory tools: Microcomputer-Based Laboratories (MBL) allow students to collect, display, and summarize data collected from the "real world," while with Computer Laboratory Simulations students watch "ideal" experiments on the screen, setting parameters, not collecting data. Classroom interventions have helped students at the problem-solving level: students taught with microcomputers were better than control students at solving quantitative problems of the type given in science tests, but no evidence was found that the computer-based curriculum facilitated conceptual change. This report summarizes past work and the development of computer conceptual models, and reports the results of a pilot study conducted to test the models. | [FULL TEXT]

Wiser, Marianne; Kipman, Daphna (1988).  The Differentiation of Heat and Temperature: An Evaluation of the Effect of Microcomputer Models on Students' Misconceptions. 

This paper describes the characterization of a student's framework of heat and temperature, and the development of a microcomputer-based laboratories (MBL) intervention program for grade 9 and grade ll students. The report presents the results of classroom study, including interview questions and answers and pretest/posttest, from experimental and control groups. In the posttest, the students in the experimental group displayed a firmer grasp than the control group students of the various thermal concepts, laws, and principles, both at the theoretical and applied levels. Their knowledge formed a more integrated whole, and they showed fewer remaining misconceptions. Finally, they were more able to relate phenomena at the macro level to molecular events. | [FULL TEXT]

Wiske, Martha Stone (1989).  A Cultural Perspective on School-University Collaborative Research. Topical Paper. 

This paper analyzes the process of collaborative research at Harvard University's Educational Technology Center, focusing on the conflicts or tensions that reveal differences in the cultures of schools and universities. It clarifies differences between schools and universities in tacit assumptions and values, in customary language and norms, and in organizational structures. The introduction discusses the current need for collaboration in research on effective instructional methods and materials to effectively prepare students for a rapidly changing, information-based society. Following this, a background section discusses the Educational Technology Center's mission and approach. It also outlines the methods employed in the collaborative research process. Next, exemplary vignettes are presented to illustrate the stages in the collaborative research process: defining targets of difficulty, diagnosis of the root of the difficulty, designing and pilot testing interventions, designing and conducting teaching experiments in classrooms, and analyzing and reporting research results. The subsequent discussion focuses on themes that emerge from these vignettes about collaborative research: maps of the subject matter domain; the nature of basic and applied research; the nature of knowledge, teaching, and learning; time considerations; and ownership and responsibility. The paper concludes with recommendations for sustained commitment, reciprocal exchanges, mutual education, and rewards for collaboration. A bibliography is included. | [FULL TEXT]

Wiske, Martha Stone; And Others (1988).  How Technology Affects Teaching. 

This study presents composite profiles of teachers who were interviewed in order to assess how they are being affected by the challenges and opportunities presented by computer technology use. In-depth interviews were held with 76 teachers from 10 sites around the country, and the interview data were analyzed to identify themes and to construct seven composite profiles of teachers who articulated those themes. The profiles present the following points of view: deciding not to use computers; looking forward to teaching with technology; using computers in an elementary classroom; using computers in special education; teaching computer science and computer literacy; integrating computers into the secondary mathematics curriculum; and training teachers at the district level. The findings drawn from all the interviews address: (1) influences on teachers' decisions about teaching with technology, their beliefs, external mandates and opportunities, and access to resources and support; (2) effects of computers on teaching style, classroom management, and teachers' roles; and (3) resources and support teachers want, hardware and software, effective training and ongoing assistance, visions of teaching with technology, layers of administrative and technical support, and greater influence on educational technology policies, applications, and use. It is noted that these findings suggest that policy efforts focus on the computer as an instructional tool, and that an integrated system of resources is necessary to support such use. A copy of the telephone interview survey instrument is appended. (76 references) | [FULL TEXT]

Wiske, Martha Stone; Houde, Richard (1988).  From Recitation to Construction: Teachers Change with New Technologies. Technical Report. 

Computer technology may be a powerful support for teaching through guided inquiry, but this process still depends on teachers who often find it difficult to carry it out in classrooms. This article examines the efforts of a group of secondary school geometry teachers to shift their instruction toward guided inquiry with the use of a computer software program called the "Geometric Supposers." The study focuses on the evolution of the teachers' concerns, and the curricular and pedagogical dilemmas they faced during their work with this innovative approach. The paper analyzes several themes in these teachers' experiences which are likely to reappear whenever teachers try to shift from the predominant recitation mode of "teaching as telling" to the widely recommended, but difficult, process of joining students in a process of constructing and critiquing. The five teachers who participated in this study were from three different schools. | [FULL TEXT]

Withrow, Frank B. (1985).  Videodiscs: The Thinking Person's Audiovisual.  American Educator: The Professional Journal of the American Federation of Teachers, 9 n3 p22-25, 40. 

Videodiscs offer a variety of new learning possibilities. To realize their potential, several steps must be taken: (1) new design and development programs must be experimented with; (2) teachers must be given time and training to master their use; and (3) their effectiveness in various levels of education must be evaluated carefully.

Withrow, Frank B., Ed. (1981).  Learning Technology and the Hearing Impaired.  Volta Review. 

This special issue containing 10 articles addresses the application of technology, including educational media, telecommunication, and computers, to the education of hearing impaired students.

Withrow, Margaret S. (1980).  Auditorily Augmented Interactive Three-Dimensionsl Television as an Aid to Language Learning Among Deaf and Hearing Impaired Children. Final Report. 

A project is reviewed which combined television, videotape and three dimensional computer graphics to provide new language experiences to deaf and hearing impaired children. The animation system is described in detail. Field testing in two schools was carried out with 52 students (7 to 15 years old). Ss demonstrated improvement in scores between pretest and posttest, with Ss exhibiting a high degree of interest in the videotapes. Appendixes include four videotape scripts and sample response sheets.

Wittich, Walter A. (1985).  Educational Technology: Sixty Years of Change.  NASSP Bulletin, 69, 480. 

Reviews the advances in instructional technology during the past 60 years. Cautions that instructional materials are only as good as the minds that produce them. We must insist on computer materials that fulfill the potential of the medium.

Wong, Angelina T. (1989).  Televised Courses at the University of Saskatchewan: Something Old, Something New. 

A 2-year feasibility study at the University of Saskatchewan involved the off-campus delivery of introductory courses in English, history, and psychology via satellite television, the telephone, and on-site facilitators. Students were expected to prepare for the televised lectures by reading and reflecting on specific topics identified in specially prepared course guides. Mailed questionnaires were used to evaluate the courses. The study reported the following strengths attributed to the televised courses: (1) the televised courses have increased access to university education in rural Saskatchewan; (2) it appears that the mode of delivery has the potential to provide a viable alternative to on-campus university study for both young rural people and part-time adult students; (3) the TV lecturers were excellent teachers and were considered by the students to be a major asset in this delivery mode; and (4) the students were given clear instructions as to what to expect from the course by the instructors, the course guide, and the facilitators. The following limitations were reported: (1) students in all three courses felt that the feedback about their performance in assignments could be improved; (2) some students expressed concern about some subject matter and organizational inconsistencies that they found irritating and time-consuming; (3) several sites experienced persistent problems with television reception; and (4) despite the overall positive reaction to he televised courses, some students said they thought the could learn better with a face-to-face instructor. (Appendices include 21 data tables and the questionnaires.) | [FULL TEXT]

Wood, C. A.; And Others (1984).  Titanium: The Aerospace Metal. 

This unit is one of a group of units written to fit the Certificate of Sixth Year Studies (CSYS) chemistry course, but it could also be used in most Sixth Form courses. It includes: (1) a reading for students to complete at home before starting the main package; (2) a collection of group and/or individual student activities; (3) background notes for teachers and two background papers ("The Story of Titanium" and "Titanium and Its Alloys"); and (4) answer sheets which are attached to part three. These materials are intended to cover the thermodynamics and metals chemistry sections of the CSYS syllabus.

Woodley, Alan (1986).  Distance Students in the United Kingdom.  [Open Learning] 

Funded by the Department of Education and Science in 1981, this study was carried out by a team of researchers from a polytechnic institute, a private university, and the Open University. A national sample of about 4,500 mature students who were taking a wide range of courses--from evening classes to full-time higher degrees--completed detailed questionnaires eliciting information on their background and educational experiences. Among those students sampled was a substantial number of distance students who form the subject matter of this paper. In order to discover the extent to which student populations vary, the students were divided into five groups: Open University undergraduates; Open University associate students; National Extension College students; NALGO Correspondence Institute students (a trade union for public sector employees); and private correspondence students. Following the return of the questionnaires, data were analyzed and summarized in 12 tables according to the following variables: age, sex, employment status, current educational qualifications, social class, subject of study, level of course, reason for taking the course, father's social class, qualifications held on leaving school, educational mobility, and social mobility. Results indicated that the student populations were very diverse, and it is suggested that each institution needs to survey its own student population when designing distance courses, rather than relying on findings from elsewhere. (2 references) | [FULL TEXT]

Woodruff, Earl; And Others (1981).  On the Road to Computer Assisted Compositions.  Journal of Educational Technology Systems, 10, 2. 

The two studies reported explored the feasibility of computer assisted composition in helping school-age children handle high-level aspects of the composing process. The results are discussed, and lines for future investigation of computer assisted writing programs for the novice are suggested. Eleven references and two additional sources are listed.

Woodward, Ernest (1981).  Calculators with a Constant Arithmetic Feature.  Arithmetic Teacher, 29, 2. 

Calculators that have the constant arithmetic feature are promoted, and examples of ways this feature can be used in lessons are presented.

Woodward, John P.; Carnine, Douglas W. (1988).  Antecedent Knowledge and Intelligent Computer Assisted Instruction.  Journal of Learning Disabilities, 21, 3. 

The article reviews Intelligent Computer Assisted Instruction (ICAI), an area of artificial intelligence and notes its shortcomings for learning disabled students. It is suggested that emphasis on antecedent knowledge (important facts, concepts, rules, and/or strategies for the content area) and content analysis and design techniques would make ICAI programs more useful.

Woodward, John; And Others (1986).  Teacher Net: A Multipurpose Computer Networking System for the Classroom.  Journal of Learning Disabilities, 19, 9. 

"Teacher Net" is described as a low cost computer network to provide computer assisted and managed instruction. The system consists of one microcomputer, an interface box, and as many as 16 keypads or keyboards for data input. The system can be used for independent student practice, assessment, group instruction, and data management.

Wooler, Stuart; Wisudha, Ayleen (1985).  An Educational Approach to Designing Computer-Based Career Guidance Systems.  British Journal of Educational Technology, 16, 2. 

Seeks to show why computer-based career guidance systems need to take on the educational role of helping people develop appropriate and effective ways of thinking about their career problems, rather than simply matching people with occupational databases. A computer program called SELSTRA, which seeks to meet these needs, is described.

Woolfe, Roger (1981).  Videotex and Teletext: Similarities, Differences and Prospects.  Programmed Learning and Educational Technology, 18, 4. 

Introduces the concept of home publishing on the television screen, and provides detailed descriptions of videotex and teletext, including their similarities, differences between them and future prospects for educational applications of these two new information services designed for use with adapted TVs.

Woolliscroft, James O.; And Others (1987).  Harvey: The Impact of a Cardiovascular Teaching Simulator on Student Skill Acquisition.  Medical Teacher, 9, 1. 

A life-sized cardiovascular patient simulator was used in medical education in a standard sophomore physical skills test. Significant gains were found in overall student scores and in assessment of interpretation of carotid pulses and precordial auscultation. Students did not make significant gains in jugular venous pulse or precordial motion assessment.

(1982).  Word Processing: How Will It Shape the Student as a Writer?  Classroom Computer News, 3 n2 p24-27, 74-76 Nov-Dec 1982. 

It is noted that there is some expectation that the word processor may soon become an effective tool to teach writing but that there is debate on this issue. Three educators present their views in separate statements and within the context of a group discussion.

_____. (1981).  Work Plan of APEID for the Third Programming Cycle, 1982-1986. Regional Consultation Meeting (7th, Bangkok, Thailand, June 1-10, 1981). 

The Seventh Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (APEID) proposed this detailed Work Plan for the project's third cycle (1982-1986). Each of the eight programme areas is defined and then addressed in the following categories: development objectives; immediate objectives; and lists of projects, with their participants, linkages, and expected outcomes. The first five programme areas listed are: universalization of education (access to education at first level by both formal and non-formal means); education for promotion of scientific and technological competence and creativity; education and work; education and rural development; and education and urban development. The final three programme areas are reported as: educational technology with stress on mass media and low-cost instructional materials; professional support services and training of educational personnel; and co-operative studies, reflections and research related to educational development and future orientation. | [FULL TEXT]

Worthington, Robert M. (1984).  Report to the Secretary on the Department of Education's Rural Education Activities: Fiscal Year 1984. Volume I. 

Highlights listed for the Department of Education's Intra-Agency Committee on Education's third year include issuance of the national rural education policy statement (October 1984), sponsorship of a national forum on rural education with 697 attendees (June 1984), formation of a Subcommittee on Rural Education Data, continued liaison with other departments and organizations interested in rural education, and increased activities resulting from the Committee's leadership and the policy statement. This volume includes the policy statement, entitled "Rural Education and Rural Family Education Policy for the 80's," a list of Committee members, and minutes of FY84 Committee meetings. The major part of the document consists of reports from 15 Department of Education offices listing their rural education activities and including: the title of each activity and its purpose; the section(s) of the rural education policy statement addressed by the activity; the scope, starting/ending dates, target audience, and procedure; products; legislation/administrative authority; and funding sources. The offices represented are: vocational and adult education; elementary/secondary education; special education and rehabilitative services; bilingual education and minority languages affairs; educational research and improvement; postsecondary education; legislation and public affairs; The Under Secretary; management; planning, budget, and evaluation; FICE/Rural Education Subcommittee; private education; regional liaison unit; General Counsel; and civil rights. | [FULL TEXT]

Worthy, Ward (1988).  College Chemistry to Be Offered via Satellite to Rural High Schools.  Chemical and Engineering News, 66, 36. 

Describes a system where advanced placement courses are offered to rural secondary schools via satellite and microcomputer links with Oklahoma State University. Emphasizes the AP chemistry curriculum and explores testing and laboratory difficulties related to satellite teaching.

Wright, Annette (1981).  Instructional Technology for Special Needs. Discussion Paper 02/81. 

This paper reviews selected research projects which focus on creating learning environments for special education, including those for handicapped, disadvantaged, and gifted children. Technologies that are applicable for gifted, retarded, blind or visually impaired, and deaf or hearing impaired students are discussed, as well as those for students who have poor motor coordination or communication difficulties. Appendices include information on the following technologies: computers, microcomputers, videotapes, videodiscs, the Kurzweil reading machine, and microcommunicators. | [FULL TEXT]

Wright, Clayton R. (1988).  The Independent/Distance Study Course Development Team.  Educational Technology, 28, 12. 

Discussion of course development teams for independent study materials focuses on a model developed at Grant MacEwan Community College (Alberta, Canada) for course team composition and operation. Highlights include advantages and disadvantages of course development teams; responsibilities of team members; objectives of team meetings; and work flow within the team. (12 references)

Wright, Elizabeth E; Pyatte, Jeff A. (1983).  Organized Content Technique (OCT): A Method for Presenting Information in Education and Training.  Educational Technology, 23, 8. 

Effective display of organized content is demonstrated through the Organized Content Technique (OCT), which synthesizes, collates, and organizes information into a sound conceptual configuration, including layout, display, typography, descriptors, and style. The result is a content page that has entity and unity and is pleasing and effective with the learner.

Wright, Pegeen M.; Scelza, Carol N. (1986).  Educational Technology in New Jersey: A Plan for Action. 

Addressed to local school district policy makers, this plan reflects the State of New Jersey Department of Education's continuing effort to respond to the educational technology needs identified by the state's school districts. The purpose of the plan is to describe the department's role in assisting all districts in the development of policies, practices, and programs to increase and extend student learning through the use of educational computing and instructional television. The plan is divided into four major sections: (1) a summary of the rationale for technology use in the classroom as identified on a national and statewide level; (2) a brief review of current practices and research on the instructional uses of computers in education, computer equity, instructional television, and emerging technologies; (3) a discussion of existing technology-related services provided by the New Jersey Department of Education; and (4) a statement of department objectives and strategies for improving technology use in New Jersey schools. Two appendixes include a list of suggested readings on policy and research in the use of various forms of educational technology, and a list of the available resources in New Jersey. (55 references) | [FULL TEXT]

Wyatt, David H. (1982).  Applying Pedagogical Principles to CALL Courseware Development. 

This paper on the application of principles to computer-assisted language learning (CALL) first clarifies the the relationships between the capabilities of the computer (and computer-controlled technology) and the main approaches to second language learning. Fourteen common types of CALL programs are briefly reviewed. A "relational" classification is proposed, based on the relationship between and roles assumed by learner and computer, to define instructional, collaborative, and facilitative types of programs. This tripartite classification is used as a basis for explaining why published reviews of CALL software are so often unintentionally misleading and why the possibilities for valid computer applications in some newer approaches to language learning have been almost completely overlooked. This classification is also used as a basis for discussing important aspects of CALL design and development, including educational authoring systems, educational programming languages, and general-purpose programming languages.

Wyatt, Joe B. (1985).  Teaching with Technology...Miles to Go.  Peabody Journal of Education, 62, 2.

Wyatt, Roger B. (1988).  New Technology and Distance Learning: A Model for Innovation.  School Library Media Quarterly, 16, 3. 

Develops a model for an Electronic Distance Education System (EDES) that will enable the school library media specialist to utilize distance learning technology for professional education. Topics discussed include the components of an educational process, EDES elements (course delivery, student response/interaction, human interaction, and reserve/reference), and limits of the model. (Four references)

Wyer, Jo-Anne (1984).  New Bird on the Branch: Artificial Intelligence and Computer-Assisted Instruction.  Programmed Learning and Educational Technology, 21, 3. 

Surveys some of the intelligent computer assisted instruction programs that have been authored and differentiates them from traditional computer assisted instruction.

Wyman, Robert (1983).  Technology Is Ready--But Are We? Management's Challenge. ACCCA Management Report, 1983-4/1. 

Recent developments in electronics have had a profound effect on information and communication systems. This report identifies the instructional technologies currently available, examines their use in California community colleges, and explores implications for the future. Following introductory remarks on the technological revolution and its impact on education, technologies currently used by community colleges are examined, including open circuit and cable television, instructional television fixed services, microwave transmission, cassette recordings, video discs, radio, computers, and satellites. After current activities using instructional technology are noted, two programs of the Public Broadcasting Commission are described: the Public Telecommunications Project, which reviews the use of telecommunications among all public agencies, and the "Consumer and Cable Project" which addresses consumer rights related to cable systems. Next, the educational programming activities of business and industry are discussed, and the implications of new cable systems for education are considered. A discussion of the possible impact of technology on colleges in areas such as alternative delivery systems, cost effectiveness, and improved communication and access is followed by sections on budget development and options for integrating communications systems into the curriculum. Final remarks focus on planning and administrative priorities.