Educational Technology | Z

Zabowski, Susan (1986).  Andrew: CMU's New Computing Environment.  Engineering Education, 77, 3. 

Reviews the progress and problems associated with the development of Carnegie Mellon University's new computing and communications system, "Andrew." Describes the accomplishments and capacities of the system and provides examples of the programs developed for "Andrew."

Zajonc, Arthur G. (1984).  Computer Pedagogy? Questions concerning the New Educational Technology.  Teachers College Record, 85, 4. 

Three aspects of Piagetian theory are explored in this article and are then related to the use of computers in the education of young children. The computer tends to disrupt the development process by ignoring action and assimilation processes necessary for child development.

Zakariya, Sally Banks (1982).  The Computer Goes to School.  Principal, 61 n5 p16-20, 52-54 May 1982. 

Presents highlights from the "Wingspread Conference on Microcomputers in Education," held to evaluate the role of microcomputers in instruction and to develop guidelines for the introduction and use of this new technology in the elementary and middle grades.

Zakariya, Sally Banks (1984).  In School (As Elsewhere), the Rich Get Computers; the Poor Get Poorer.  American School Board Journal, 171, 3. 

An introduction of microcomputers into schools has exacerbated the gap in educational opportunity between rich and poor students, according to several recent studies. Various aspects of this problem are discussed, and six suggestions are provided for promoting equal access to computers.

Zakariya, Sally Banks (1984).  Here's Why Most Schools Don't Use Videodiscs--Yet.  American School Board Journal, 171, 6. 

Although the military is willing to share information technology with civilian schools--the interactive videodisc being an example of such cooperation--problems such as lack of money and scarcity of appropriate programs intervene to slow the dissemination of technology.

Zeigler, Timothy W. (1986).  Learning Technology with the Interactive Videodisc.  Journal of Studies in Technical Careers, 8, 1. 

Examines the applications, costs, and benefits of interactive videodiscs, in particular the ACTIONCODE system, as an effective medium for individualized instruction. States that the medium can be used in both technical and nontechnical areas allowing for varied applications in educational and industrial settings.

Zeitler, William R.; Barufaldi, James P. (1988).  Elementary School Science: A Perspective for Teachers. 

This book is designed to show prospective teachers how to design and implement an activity-oriented science program for the elementary grades. Science content and methods are presented through activities to be done by readers allowing them to master the design of a teaching unit by constructing or adapting a unit. Discussions include scientific attitudes, content, the nature of learners, history of science education in the United States, classroom management and safety, educational technology, and resources. Appendicies include: (1) "Science Education Supplies"; (2) "Chemicals Used in Elementary Science Lessons"; (3) "Sources of Materials"; (4) "Code of Practice on Animals in Schools"; (5) "Care of Animals in the Classroom"; (6) "Questions for Investigation"; (7) "Refresher Course on Measurement"; (8) "Environmental/Ecological Education"; and (9) "Resources for Teachers"; and (10) a bibliography.

Zettersten, Arne (1984).  New Technology in Language Teaching and Testing. 

A Swedish language teacher's experiences with recent developments in language teaching technology such as videotext, teletext, microcomputers, and videotapes and videodisks are presented. His conclusions regarding this new technology include the following: videotext is suitable for self-testing and distance education because it is interactive, but this system is costly and used mostly outside of education; teletext is more limited than videotext and is non-interactive but it is useful for reinforcing and testing vocabulary and grammar for a large audience; microcomputers are suitable for self-testing and for training in vocabulary and grammar, are relatively inexpensive, and are more suitable for school than university level instruction; videotapes and videodisks are extremely useful for institutions equipped to produce them; and the combination of the videodisk and microcomputer is particularly promising.

Ziegler, Dhyana; Casebeer, Arthur L. (1986).  Telecommunications Delivery: A Must for Higher Education.  Journal of Studies in Technical Careers, 8, 1. 

A survey of scientists, broadcast professionals, and scholars explores five questions designed to obtain information regarding potential applications of telecommunications technology to education. Questions relate to the applicability of various technologies, skills needed to teach and learn telecommunications technology, potential effects, and problems and concerns.

Zigerell, James (1982).  Consortia--A Growing Trend in Educational Programming.  Educational and Instructional Television, 14, 2. 

The purposes and functions of two-year college consortia, particularly in promoting use of instructional telecommunications, are reviewed and the activities of the largest are outlined. Consortia in four-year colleges, advantages of consortium membership, and the favorable future of consortia are also discussed.

Zigerell, James (1982).  Video Vitality: Consortium Has It.  Community and Junior College Journal, 53, 2. 

Highlights the increased use of mass media in off-campus instruction. Traces the establishment and growth and identifies the members and goals of the Instructional Telecommunications Consortium, comprising single institutions, community college districts, and regional consortia. Discusses the future role of telecommunications technology in higher education.

Zigerell, James (1984).  Distance Education: An Information Age Approach to Adult Education. 

This study provides an extensive review of the literature on distance education and of representative distance education projects and institutions in the United States and abroad, emphasizing those using telecommunications technologies. The introductory section includes a sketch of the information age and its implications for adult education and outlines the scope of the paper. The second section explains the current boom in new delivery systems, defines distance education and the distance learner, and describes how new technologies are changing the shape of correspondence study. The next section recounts the history of educational broadcasting and of public television and radio in the United States. Then, the emergence of productive collaboration between public broadcasters and educational agencies is discussed, as well as the instructional design process for telecourses, multimedia instruction, and telecommunications consortia. In the next section, distance education is characterized as an international movement, with special attention to the development and influence of the British Open University. Also discussed are methods for maintaining quality in distance education. Another section reviews research on distance learning systems and instructional effectiveness of nonprint media. Concluding sections of the monograph provide a look at the future, a glossary of terms on telecommunications technologies, a list of references, and a selected bibliography.

Zimmer, Jules M. (1987).  Children, Schools and Information Technologies.  Education and Computing, 3, 3-4. 

Discussion implications of new information technologies for elementary school children highlights compatibility of formats and content; children's capacities; how technology shapes responses; the use of technology to equalize educational opportunities; and the integration of technology into elementary school curricula. (16 references)

Zohar, Anat; Tamir, Pinchas (1986).  A New Instrument to Assess the Inquiry Characteristics of Science Computer Software.  Journal of Computers in Mathematics and Science Teaching, 6, 1. 

Describes the "Computer Software Inquiry Inventory" (CSI), which was designed for content analysis of inquiry-based science computer software. Explains the five basic features of the instrument. Includes analyses of two programs using the CSI categories of evaluation.

Zollman, Dean (1984).  Videodisc-Computer Interfaces.  Educational Technology, 24, 1. 

Lists microcomputer-videodisc interfaces currently available from 26 sources, including home use systems connected through remote control jack and industrial/educational systems utilizing computer ports and new laser reflective and stylus technology. Information provided includes computer and videodisc type, language, authoring system, educational software available, source, and contacts.

Zorkoczy, Peter; And Others (1984).  Opportunities for Information Technology-Based Advanced Educational Technologies. Final Report for the Commission of European Communities. Volume 1: Executive Summary; Volume 2: Main Report; Volume 3: Annexes. 

This three volume report describes a study that addressed the potential impact of information technology (IT)-based educational technology on the challenges facing the continuing education and vocational, industrial, and professional training sector of the Commission of European Communities member countries, and appropriate leading-edge applications of the products of advanced IT for evaluation and training. The Executive Summary highlights key aspects of the purpose, conduct, and findings of the study, which utilized questionnaires, case studies, literature reviews, preparation of an educational technology scenario for the 1990s, and a meeting of experts from the 10 commission countries. The main report discusses the study details, as well as the technology of education and training, its current applications and costs, opportunities for advanced educational technology, some obstacles to the introduction and appropriate use of IT, and a proposed strategy. Annexes to the report include a statistical summary of questionnaire responses; a list of site visits; questionnaires used with employers of trained manpower, educators and coordinators, and IT-manufacturers and service providers; a five-page primary documentation list; a case study of the use of computer-assisted instruction at the Credit Agricole; and transcripts of a 1984 meeting on the Future of Information Technology in Education and Training.

Zsiray, Stephen W., Jr. (1984).  A Comparison of Three Instructional Approaches in Teaching the Use of the Abridged Readers' Guide to Periodical Literature.  Journal of Educational Technology Systems, 12, 3. 

Describes a study of the effectiveness of microcomputer-based instruction compared with the lecture method and independent-reading approaches in delivering instruction on library information retrieval skills to eighth-grade students. Results indicate the microcomputer-based courseware and lecture method were identical in instructional effectiveness and both were more effective than independent reading.

Zucker, Andrew (1982).  Computers in Education: National Policy in the USA.  European Journal of Education, 17, 4.

Zucker, Andrew A. (1980).  The Use of Telecommunications in Public Education during the 1980's.  Journal of Educational Technology Systems, 9, 3. 

Technological change, consumer acceptance, demographics, educational needs, shrinking budgets, and educational reform are identified as six factors stimulating public debate on the use of telecommunications in public education. Sixteen references and an 8-item bibliography are provided.

Zucker, Andrew A. (1981).  Support of Educational Technology by the U.S. Department of Education: 1971-1980.  Journal of Educational Technology Systems, 10, 4. 

Presents a breakdown of spending from 1971 to 1980 by the U.S. Department of Education (and its predecessor, the Education Division of the Department of Health, Education, and Welfare) on educational technology research, development, and demonstrations and on support for purchase of equipment and facilities. A reference list is included.

Zucker, Henry (1986).  Distance Education in Rural Areas. 

This discussion of social and political aspects, advantages and disadvantages of distance education programs includes descriptions and examples of delivery technologies and programs in developing and developed countries. Among the social aspects considered are distance education's potential to provide a second chance to people who are trapped by geographic isolation, poor school performance, economic disadvantagement, old age, discrimination, and health problems. Political aspects of distance education include ability to reach the majority who are excluded from education in developing countries and to reverse irrelevant, discriminating, colonial models of education. Critics contend that distance education tends to isolate students and defuse student power traditional in on-campus settings, preserve apartheid in South Africa, foster cultural imperialism, undercut local autonomy and individual instructor control, reduce diversity and pluralism in favor of centralized production and homogenization, become a propaganda tool, and make students into passive recipients of overly structured packets of knowledge. Issues in the development of distance education include equal access via government subsidization/direction versus market-driven development, communication systems inadequacies, teaching strategies appropriate to technologically-dependent learning, and enhanced student-teacher interaction. Delivery technologies described are satellites, videotex, teletext, audiocassettes, telephone, radio, television, videocassette/videodisc, and libraries.

Zugner, Lisa Crooks, Ed. (1989).  Learning Technology Resource Guide. 

This guide to electronic technologies resource organizations offers a broad range of information about selected projects, centers, institutions, clearinghouse activities, courseware, software, unique products and services, consortiums, panels, forums, commissioned reports, and other available resources. Three major sections make up the guide: (1) Technology Resource Organizations--these provide an alphabetical listing of selected public and private organizations based nationally, statewide, and regionally; (2) State Departments of Education--which provide an alphabetical listing of state and U.S. territory departments of education including names, telephone numbers, addresses, and contact persons, as well as activity/product/service descriptions; and (3) an Index--listing organizations and contact persons. The guide is intended primarily for use by federal, state, local, and private education officials in obtaining information on electronic technologies to be utilized in the improvement of learning and instruction. | [FULL TEXT]

Zuk, Dorie A.; Stilwell, William E. (1984).  Taming the Beast: A Comprehensive Model for the Implementation of Microcomputers in Education.  Education, 104, 4. 

This article describes a model for implementing a microcomputer education program and identifies its common benefits. It identifies and defines key program elements: enlistment of community support, needs assessment, identification of goals and objectives, selection of appropriate materials, preparation for implementation, implementation, evaluation, skills maintenance, and program review and improvement.

Zukowski, Angela Ann (1986).  Vision or Fear? Teacher Response to Educational Technology.  Momentum, 17, 1. 

Offers an overview of the use of instructional technologies in elementary and secondary education, summarizing study findings showing the widespread use of various methods. Stresses the teacher's role in using technology effectively. Presents examples of innovative models currently in use.

Zukowski, Angela Ann (1988).  Application of Interactive Educational Technology for Learning Experiences.  Catholic Library World, 60, 3. 

Outlines recent developments in educational technology, benefits derived from incorporating these developments into the educational process, and barriers that are frequently encountered in attempts to implement technological advancements. The discussion covers two model programs currently in place, one using audio telecommunications and the other using interactive educational television. (two references)

Zwerling, L. Steven (1988).  The Miami-Dade Story.  Change, 20, 1. 

A skeptic about the good reputation achieved by Miami-Dade Community College in recent years undertook a critical study of what the college was doing and how it has changed since 1960.