Educational Technology | Y

Yam, Leo P. K. (1986).  The Communication Process in Teaching and Learning in Higher Education.  Chinese University Education Journal, 14, 1. 

Reviews various theoretical models of the communication process and relates these to information on instructional presentations, student-teacher interaction, nonverbal communication and the use of instructional media. Maintains that regardless of future technological innovation, elements of interpersonal communication should be considered the most essential factor in achieving the educational goal of helping young people become "whole persons."

Yang, Jung-Shing (1987).  Individualizing Instruction Through Intelligent Computer-Assisted Instruction: A Perspective.  Educational Technology, 27, 3. 

This literature review discusses the differences between individual and individualized instruction and explores ways of leading future computer assisted instruction (CAI) toward genuine individualized instruction. The development and design of intelligent CAI are described, and topics for future studies are suggested.

Yeaman, Andrew R. J. (1983).  Microcomputer Learning Stations and Student Health and Safety: Planning, Evaluation, and Revision of Physical Arrangements.  Educational Technology, 23, 12. 

Summarizes the National Institute of Occupational Health and Safety's recommendations for computer stations in industrial settings and proposes their adaptation to educational institutions. The human side of computer applications is stressed; solutions to educational problems are described; and a checklist of requirements for student comfort is provided.

Yelon, Stephen L. (1980).  Instructional Technology and Teacher Training Courses.  NSPI Journal, 14 n6 p20-21, 24-25. 

Describes, from a practitioner's point of view, the use of instructional technology in the design and implementation of teacher training courses. Specifically, the author discusses 10 research-based "principles" found effective in his teacher training experiences and illustrates them with examples from his course on instructional design and technology.

Yeloushan, Kathleen (1989).  Social Barriers Hindering Successful Entry of Females into Technology-Oriented Fields.  Educational Technology, 29, 11. 

Discussion of the dominance of males in technology-oriented fields focuses on sex-related differences in conjunction with the use of computers in education. Topics discussed include the attitudes of parents and teachers; lack of female role models; previous experiences with video games; and cooperative versus competitive learning activities. (11 references)

Yerushalmy, Michal; And Others (1987).  Guided Inquiry and Technology: A Year Long Study of Children and Teachers Using the Geometric Supposer. ETC Technical Report 88-6. Final Report. 

This is the final report of a year-long research project on the implementation of a guided inquiry approach using the Geometric Supposer, a microcomputer software series, to teach high school geometry in three Boston area suburbs during the 1985-1986 school year. The project assessed student learning and examined the many and varied issues involved in the implementation of such an approach using a variety of data sources. The report is divided into four sections: (1) the first section describes the overall objectives of the study, the pilot research on which this study is based, and the specific research questions related to student learning and implementation; (2) the second section describes the general research strategy, the intervention including an overview of our guided inquiry approach, a brief look at the three sites and classes, training and support at the sites, data sources and data analysis; (3) the third section is organized by classroom perspective, teacher perspective, and student perspective in order to provide a coherent portrait of the experience and insights into the perspectives of the key participants, closing with a report on the pretests and posttests of mathematics learning; and (4) the last section integrates the data in terms of student learning and implementation issues. This section also presents recommendations for altering the intervention and for future research. | [FULL TEXT]

Yerushalmy, Michal; And Others (1988).  Posing Problems: One Aspect of Bringing Inquiry into Classrooms. Draft. 

From 1984 through 1988, the authors worked with teachers using an inquiry approach to teach high school geometry courses with the aid of the "Geometric Supposers." Problems are a critical component of the approach because they focus attention and energy and guide students in the application, integration, and extension of knowledge. Inquiry problems differ from traditional, single-answer textbook problems in that they must leave room for student initiative and creativity. The observations presented in this paper about the delicate balance between specifying too much instruction and too little, which is part of creating and posing inquiry problems, are based on careful examination of students' inquiry problem papers. The paper also discusses speculations on whether these observations suggest general lessons for those seeking practical and successful strategies to introduce student inquiry into classrooms, with the hope of stimulating interest in and discussion of such strategies. Appendices include solutions to 12 problems and examples of students' answers.  | [FULL TEXT]

Yff, Joost (1983).  Identifying Policymaker Information Needs for the ERIC System. A Special Project Report. 

A study was aimed at helping to define the information needs of persons who are directly involved in developing education policy at local and state levels. Five organizations interviewed for this project were: Education Commission of the States (Denver, Colorado); National Association of State Boards of Education (Washington, District of Columbia); National Conference of State Legislatures (Denver, Colorado); National Congress of Parents and Teachers (Chicago, Illinois); and National School Boards Association (Washington, District of Columbia). Section I, the introduction, discusses: (1) ERIC Mission and Objectives; (2) The Role of ERIC Clearinghouses; (3) Purposes of the Project; and (4) Organization of the Project Report. Section II describes the study design, and section III details the findings. The first part of this third section presents a composite of the issues and issue areas identified as organization priorities. The second part deals with tracking mechanisms currently in place or those under consideration for future implementation in the organizations. The third part gives a capsule description of products the organizations are employing in their attempts to respond to issue-based information needs. Included in this part is an "Issues Management Profile" for each organization. The section's fourth part presents ideas about response forms and format to important issue-related information needs to consider in further information services development. Section IV, "Suggested Next Steps," lists eight possible future ERIC projects. | [FULL TEXT]

Yff, Joost, Ed. (1984).  Innovations in Teacher Education: The Pursuit of Excellence. International Yearbook on Teacher Education 1984. Selected papers from the Annual World Assembly (31st, Bangkok, Thailand, July 23-27, 1984). 

This volume is organized according to the World Assembly themes of: (1) innovations in preservice teacher education; (2) innovations in inservice teacher education; (3) innovations in educational technology; (4) innovations in life-long education: the role of distance learning; (5) international dimensions in teacher education; and (6) innovations in regional and international cooperation. Under each theme, there appear selected major addresses given during the plenary sessions. Also appearing are selected comments of panel members, and abstracts of concurrent session presentations. The results of the many discussion groups are represented in the final section, "Summaries of World Assembly Discussions."

Yff, Joost; Butler, Michael J. (1983).  Technological Literacy: Challenge for Teacher Education. Current Issues. 

This publication considers the broad relationship between technology and education and what it implies for teacher training. Chapters discuss: (1) "Technological Literacy: A New Purpose of General Education;" (2) "The Character of Technological Literacy in General Education;" and (3) "Responses to the Need for Technological Literacy." As seen by the authors, the concept of technological literacy is broader than computer literacy (though the terms are often used interchangeably). Technological literacy is viewed as encompassing the capabilities and applications of the physical and natural sciences as they affect daily lives. A list of 22 references is included.  | [FULL TEXT]

Yim, Roger; Leigh, William (1989).  A System for the Generation and Presentation of Online Documentation.  Journal of Educational Technology Systems, 17, 3. 

Description of a computer system that converts text automatically into a form suitable for browsing and consultation online focuses on its use for online documentation. Also discussed are possibilities for its applications in automatic indexing, index access, and authoring systems for computer-assisted instruction (CAI). (four references)

York, Jennifer; And Others (1985).  A Decision-Making Process for Using Microswitches.  Journal of the Association for Persons with Severe Handicaps (JASH), 10, 4. 

A decision-making process for the appropriate use of microswitches in educational programs serving students with severe handicaps and physical disabilities charts six steps on such aspects as nature of the activity, feasibility of direct instruction, safety, and program implementation.

Young, Elizabeth L. (1981).  Looking to the Future: What Business Are We In? 

As various institutions compete to fill more roles in the educational process, they should ask themselves exactly what kind of clientele they wish to serve and what kinds of outcomes they wish to attain. Only then is it reasonable to consider strategies for using technology to support these goals. Educational institutions should plan future operations to serve the needs of their clients, realizing that new client markets can be opened through astute applications of technology. For instance, a university can erect a satellite earth station on its campus and use it not only to receive educational transmissions but for several other purposes as well: faculty and students can participate in teleconferences; the campus can enable local members of national organizations to attend their own teleconferences, and can perhaps provide them with educational services as well; and the campus can use its hookup to provide its own locally-generated information to a national audience. To be successful in the new educational market, institutions must speed up the development of media literacy, change the decision-making environment, become more entrepreneurial, and become more interactive with other educational providers in the community.

Young, Jerry L. (1984).  The Case for Using Authoring Systems to Develop Courseware.  Educational Technology, 24, 10. 

Describes use of authoring systems--software packages which guide authors through the programming process, eliminating the need to know how to program--as a practical solution to the problem of teachers developing their own microcomputer courseware. Some representative authoring systems, their benefits and costs, and specific products are reviewed.

Young, Sandy (1984).  The Big Step into Technology: Advice for the Cautious/Reluctant School Administrator.  NASSP Bulletin, 68, 472. 

Examples of innovative applications of telecommunications are cited, and the importance of school administrators' acquiring computer literacy emphasized. What educational leaders should know about telecommunications and the computer age is outlined.

Yudof, Mark G. (1984).  Educational Policy Research and the New Consensus of the 1980s.  Phi Delta Kappan, 65, 7. 

Educational policy climate of the 1980s is being shaped not by educational research but by appeals to public opinion that emphasize standardized achievements, local classrooms, heightened yet vague requirements of teachers, technological solutions to educational problems, and private school methods.

Yule, Ronald M. (1985).  The Problem of Pacing a Student Learning at Home.  Programmed Learning and Educational Technology, 22, 4. 

The problem of pacing distance learning students is discussed together with suggested pacing methods: insertion of questions in text of study guides; short-term, regular assignments; tutorial letters; audiocassette and videotape usage; and computer assisted instruction.