There is great potential for making serious mistakes when microcomputers are being considered for use in business education courses. A microcomputer must be viewed as a teaching aid, not an end in itself. It is incumbent upon the teacher to be thoroughly familiar with the computer and its functions before automatically adding it to the classroom.…

Gives suggestions to media professionals for effectively providing for bilingual students, including a bilingual listening station, interest center, bulletin board display, and human resource file. Sources for the acquisition of foreign language materials are listed. (CMV)

Gives criteria to be considered prior to the purchase of instructional media, and lists software taxonomies, defined by mode, degree of abstraction, and by ease and cost of production. Appropriate uses of media and media selection aids are discussed. (RAO)

Perhaps the sixties media revolution burned out because it was too concerned with pigeonholing the various forms rather than probing them. But given some convincing theories and some solid resources, educators of the eighties can profitably rekindle that revolution. (Author)

The author discusses aspects to be considered by resource room teachers of deaf students to implement media in the classroom. Among topics discussed are student needs, degree of mainstreaming, media equipment and personnel, and preparation and use of materials. (CL)

The authors describe the development and use of the lesson guides prepared to accompany captioned films for the deaf. Six suggestions, including presentation of workshops by media specialists, are made for promoting use of the lesson guides. (CL)

Compares two types of facilities for development and revision of videodisc materials: a film-based premastery system and a video-based system. The first has advantages of lower initial costs, while the second is better for quality, time, and recurring cost savings. (Author/JEG)

Includes biographies of two educational media and technology leaders: (1) Robert Morgan, a psychologist who saw the potential of educational technology through working with programmed instruction; and (2) L. Paul Saettler, a historian for instructional and educational technology. (LRW)

Documents the different steps and strategies needed to legally archive and preserve educational film and media prints. Addresses archiving a film and creating a derivative, circulating copy; determining out-of-print titles; determining if a film is unique or an orphan film; and determining if a film is in the public domain. (Author/LRW)

Reviewed 31 audiovisual media for content related to physical and psychological aspects of menstruation; portrayal of adolescent girls, parents, and peers; and relationship of menstruation to developmental process. In general, variations in physical and emotional responses were described as normal. In all cases, fear and embarrassment were…

Describes various types of video producers and suggests how to decide which one is best for training needs. (JOW)

An in-depth investigation of the relationship between media effectiveness, essentiality, and amount of study was presented. Overall, effectiveness explains 48% of the variation in the amount of study. Students who found the media more effective studied the media more. Those media that were more effective were studied more. The relationship between…