The annual report of the Educational Research, Development, and Reference Group at the American Printing House for the Blind summarizes research and development activities conducted during fiscal year 1972 and those planned for fiscal year 1973. Reviewed is progress on individual projects in five major areas: aural study systems for the visually…

The bibliography on tests and testing of the blind contains approximately 420 entries concerning theoretical or practical aspects of testing, historical development of testing, manuals, instructions, and methods of administration, descriptions and evaluation of tests, development and adaptation of tests for the blind, and uses of tests; testing…

The role of educational evaluation in product development is part of a framework for discussing and organizing formative evaluation studies. This framework is two dimensional, with formative evaluation activity as one dimension and sources of information as the other dimension. Discussions are presented on the four categories of formative…

The classroom teacher is provided with a series of exercises to develop skills in three broad areas of audiovisual technology: (1) creating instructional materials--including exercises emphasizing lettering, display boards, chalk boards, graphs, laminating, duplicating, transparencies, audio tapes, visual literacy sequences, multimedia…

Seven studies of the ability of blind students (grades 4-12) to use tactile maps are reported in the last volume of a three-volume final report. The first study involving 36 blind students is explained to have suggested that line tracing and shape recognition skills differentiated good map readers from poor ones. The second study is reported to…

Trends in the production of social studies instructional media are described. (DE)

A series of four "Food Is Good" booklets were developed by the Jakima, Washington, Home Economics Association to help preschool youngsters and their families develop good food habits. Booklet development, content, and success are discussed. (LH)

A discussion of the need for closer cooperation between the media specialist and the classroom teacher who is a content specialist, especially for industrial arts instruction. (HB)

The authors describe practice problems of the 1977-78 Future Problem Solving Program (involving gifted students from fourth to twelfth grade) to illustrate the Osborne-Parnes problem solving model for developing creativity instructional materials. (SBH)

Described is a simple method for constructing (using a Xerox machine) and using progressively darker shaded flash cards for training letter discrimination via a fading strategy. (SBH)

A textbook author should be sure that his or her philosophy is respected by the publisher. Materials should be published in a form and according to quality standards which meet the author's approval. Textbooks that are part of a core program or series will require the collaboration of other writers. (SW)

Designed to promote cooperative efforts between researchers in artificial intelligence and instruction for the development of future computer-delivered instructional systems, this article contrasts intelligent computer-assisted instruction (ICAI) and traditional computer-based instruction (CBI) in terms of the basic philosophies underlying their…

A workbook for library instruction was revised using computer-generated examples selected randomly and tailored to six general subject areas. The new version (1) increased the challenge to students; (2) improved student attitudes; (3) increased contact with reference staff; (4) reduced possibility of sharing answers; and (5) was easier to update.…

The author provides guidelines for choosing and working with a producer and various other consultants when producing training videos. Specific recommendations include (1) remember who is the expert in what; (2) ask, clarify, and confirm; and (3) make sure video is the way to go. (CH)

Discusses the experiences of some teachers in developing instructional materials for English as a second language, covering the areas of needs analysis, the planning stage of development, development, class trials, pedagogical layout, restrictions, and guidelines. (Author/CB)