Despite much fanfare, new technologies have yet to fundamentally advance student outcomes in K-12 schools or other educational settings. We believe that the system that supports the development and dissemination of educational technology tools is falling short. The key missing ingredient is rigorous evaluation. No one knows what works and for…

This hearing report covers three bills: (1) H.R. 3750, which would authorize grants to local educational agencies to purchase computer equipment; (2) H.R. 1134, which would provide funds to establish and operate model centers for computers in education; and (3) H.R. 4628, which would establish a government corporation to promote the development…

This report on the status of programs authorized under Article 8, "Technology and Educational Improvement," from July 1, 1983, through December 31, 1985, summarizes progress in areas addressed by each of 12 sections of the article: (1) Technology Utilization Plans; (2) Inservice Training for Technology Use; (3) Regional Coordinators; (4)…

Discusses functions of the Alberta (Canada) Computer Technology Project's courseware clearinghouse, reviews findings on instructional software quality, identifies software development trends, and discusses need for support systems to facilitate the incorporation of computer assisted instruction in Canadian schools. (MBR)

Describes a system recently implemented in a Utah school system which uses computer technologies to promote and monitor mastery learning. Discusses the development of the system, including the search for appropriate hardware and software, and the training of teachers to use the system. (TW)

Karl Marx's theory of stages can be applied to computer use in the schools. The first stage, the P Stage, comprises the entry of the computer into the school. Computer use at this stage is personal and tends to center around one personality. Social studies teachers are seldom among this select few. The second stage of computer use, the D Stage, is…

This plan outlines the funding for activities of the Indiana Consortium for Computer and High Technology Education for the 1987-89 biennium. The consortium was created by the Indiana General Assembly in 1983 to promote effective use of technology in schools, evaluate educational computer use, provide training, and assist local schools in…

Five part-time adult basic education instructors were trained to develop tutorials for their students by using the SuperPILOT authoring language to insert their own questions, answers, and hints in already existing generic programs. The project involved 18 hours of training and ongoing supervision and review of products. A total of 66 tutorial…

Discusses the trends in education toward computer equipment and computer assisted learning in England. Surveys some of the attitudes of educators and students toward home-based, computer-aided learning, hardware and software. Anticipates future developments in technology for education. (CW)

Discusses the development of Pennsylvania's Information Technology Education for the Commonwealth (ITEC) program, which was mandated by legislation in 1984. Describes some of the activities of the 14 Regional Computer Resource Centers (RCRCs) which were created by ITEC to provide computer education to Pennsylvania teachers. (TW)

The Office of Instructional Technology (OIT) of the South Carolina Department of Education is responsible for the acquisition, scheduling, and utilization of television and radio resources for grades K-12, staff development, adult education broadcast over the South Carolina educational television and radio network, and the administration of…

Promotes the development of computer-assisted instruction (CAI) programs as a way of educating illiterate parents and nonreading adults in general. Notes several programs of this nature already in operation around the nation. Describes some nonthreatening courseware that is being used to recruit more adults into such programs. (TW)

Points out two areas of difficulty in teaching Newtonian dynamics. Describes several alternatives to physics learning using new technology. Details the use of the LOGO computer language in teaching simple Newtonian environments. Suggests the potential for creating new learning experiences in dynamics with new technology. (CW)

Reviews national policy on informatics and education in Argentina. Lists government efforts to enhance computer literacy. Discusses the social context of computers. Calls for teacher training in computer techniques. Highlights the importance of computer resource specialists in schools. (CW)

Presents the second draft of a set of recommendations for a national agenda for the implementation of videodisc technology in education. Includes statements about goals and objectives, needs assessments, evaluation and research, the encouragement of cooperation between education and industry, courseware integration, and future planning. (TW)