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DOCUMENT RESUME ED 339 356 IR 015 305 AUTHOR Martorella, Peter H. TITLE Interactive Video and Instruction. What Research Says to the Teacher. INSTITUTION National Education Association, Washington, D.C. REPORT NO ISBN-0-8106-1083-3 PUB DATE Jul 89 NOTE 34p. AVAILABLE FROMNational Education Association Professional Library, P.O. Box 509, West Haven, CT 06516 (Stock No. 1083-3-00, $3.95). PUB TYPE Guides - Non-Classroom Use (055) -- Information Analyses (070) -- Reports - Descriptive (141) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Classroom Techniques; *Computer Assisted Instruction; Computer Simulation; Computer Software; Elementary Secondary Education; Futures (of Society); Instructional Effectiveness; Instructional Systems; *Interactive Video; Microcomputers; Systems Development; Videodisks; Videotape Recordings ABSTRACT This state-of-the-art report on interactive video and instruction begins with a brief review of the current status of technology and technology transfer in schools. The nature of interactive video is then considered, including instructional applications of the technology and the components of an interactive video instructional system. Discussion of interactive video systems in the clas8room provides a holistic view of computersand imagery in instruction together with a summary of implementation issuesrelated to six components of such a system, i.e., viOso monitors, computers, software, interface devices or cables, videodisc or videotapedata, and videodisc or videotape players. Five examples of classroom applications are then described:(1) Laser Learning Reading Program for teaching middle grade students reading comprehension;(2) Target Interactive Project (TIP), alcohol and drug education;(3) Project CENT, consumer education;(4) the National Gallery of Art Program; anl (5) Project Interact, which is designed to help teacherstransfer interactive technology into classrooms across all subjects and grades. The effectiveness of interactive video systems is then explored in the context of research on computer-based instructionand research on interactive video, and an agenda for futureinteractive video research is proposed. A look at some current andfuture developments in videodisc and interactive video tachnologiesand their role in the school of the future concludes the report.(74 references)(DB) *************************************r******************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.& DEPARTMENT OR ROUCATION Office ot Iduestione1 Research and Improvement What Research Says to the Teacher EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI O This document has been reproduced as received from the person or orosmation originating it. O Minor changes have been ma0e to improve reproduction quality Points of view or opinions stated in this docu- ment oo not necessarily represent official OEM positron or pokey 11s. 0 1 tyi 1 "PERMISSION TO REPRODUCE THIS MATERIAL INMICROFICHE ONLY HAS BEEN GRANTED BY G. Felton TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." A A4s.2.)cHtTon PHHIcAtion 1144111111MI What Research Says to the Teacher InteractiveVideo and Instruction by Peter H. Martorella nea gi!RiinTr National Education Association Washington, D.C. Copyright © 1989 National Education Associationof the United States Printing History First Printing: July 1989 Note The opinions expressedin this publication should notbe construed as representing the policy orposition of the NationalEducation Association. Materials published by theNEA Professional Library areintended to be discussion documents foreducators who are concernedwith specialized interests of the profession. Library of CongressCataloging-in-Publication Data Martorella, Peter H. Interactive video and instruction/ by Peter H. Martorella. p.cm. (What research says to theteacher) Bibliography: p. ISBN 0-8106-1083-3 1. Interactive videoUnitedStates. I. Title. II. Series. LB1028.75.M371989 371.3'34dc20 89-33869 CIP 8463?)CAN i1 CONTENTS INTRODUCTION 5 TECHNOLOGY TRANSFERS INSCHOOLS 5 THE NATURE OF INTERACTIVEVIDEO 6 Applications of Interactive Video 7 Components of an Interactive Video Instructional System 8 INTERACTIVE VIDEO SYSTEMSIN THE CLASSROOM 9 A Holististic View ofComputers and Imagery in Instruction 9 Creating Interactive Video Systems 10 Video Monitors 10 Computers 10 Software 10 Interface Devices or Cables 14 Videodisc or Videotape Data 17 Videodisc or Videotape Players 19 CLASSROOM APPLICATIONS 19 Lasrff Learning ReadingProgram 19 Target Interactive Project (TIP): Alcohol and Drug Education 20 Project CENT: ConsumerEducation 20 National Gallery of Art Program 21 Project Interact 22 EFFECTIVENESS OF INTERACTIVEVIDEO SYSTEMS 22 Research on Computer-BasedInstruction 23 Research on Interactive Video 23 An Agenda for FutureInteractive Video Research . 25 FUTURE DEVELOPMENTS 26 Technologies of the Future 26 CONCLUSION 28 BIBLIOGRAPHY 29 The Author and Instruction, Peter H. Martorellais Professorof Curriculum Raleigh. He haswritten several North CarolinaState University, afrequent contributor to other educationalpublications and is professional journals. The AdvisoryPanel West OttawaSchools, Frances R. Baron,Kindergarten Teacher, Holland, Michigan School,Englewood, DorisH.Cruze, Teacher,Flood Middle Colorado Department, WindhamHigh John Moffitt,Chair, Mathematics School, Maine Public Schools,Minnesota Lee Richards,Teacher, Dilworth Instructional Systems, John J.Tzeng, Professorof Media and University of theDistrict of Columbia IllinoisState David L.Tucker,Professor, ReadingEducation, University, Normal Program Coordinator, SallyJ.York, LEARepresentative!Gifted Anniston CitySchools, Alabama 6 INTRODUCTION Among the many challengesthat face American publicschools as they approach thetwenty-first century ishow to effectively and creatively harness moderntechnology to significantinstructional ends. The averagecitizen now takes forgranted on-line searches of gigantic informationbases, instantaneous videoand facsimile trans- missions over hundredsof thousands of miles,and personal comput- ers of allstripes. To be sure,microcomputersthe nation's most'Osible symbol of high technology at workin daily lifeare a permanentfixture in U.S. schools, muchlike television sets.With exceptions, however, their full potential impact onthe array of required subjectsand topics in the curriculum has yetto be realized.Beyond programming, word processing, data base management,and calculationapplications, significant instrument of newertechnologies have yet to emerge as a curricular change inclassrooms. Further, the schools are nowin danger of experiencing acultural lag with respectto thetechnologies that they doemploy and demonstrate. As microelectronicinnovation swiftly outpacesin- software for creases ininstructional resources,both the hardware and microcomputers that schoolsoffer students continue tofall behind what is available inthe commercial andgovernmental sectors. TECHNOLOGYTRANSFER IN SCHOOLS issue of technologytransfer in schools becomes moreurgent when we consider how manyaspects of our dailylives and of those of people all overthe world alreadyhave been dramatically Apart from the transformed bymicroprocessor-based technologies. have social,economic, and evenpoliticalchanges such tools spawned, they haveshown the capacity tospark and aid learning in a this capability with all variety of situations.They have demonstrated ages and typesof students,while simulating patience,humor, immediate feedback excellent memories,personalized assistance, and on demand. criticized Their meritsnotwithstanding,microcomputers have been students with arcane, from an instructionalperspective as providing superficial, or trivialsubject matter, and asbeing dull. Whatever the 5 validity of the criticisms, theyreflect the state of softwaredevelop- ment rather thanthe limitations of themedium. They also underscore an urgentneed for software that can moreadequately address significant curricular objectives acrossrequired subjects (13, 14, 17, 46).* More traditionalimagery-generating technologies,such as televi- sion and film, havelong been vehicles forclassroom instruction, and a wealth ofinstructional data exists inthese formats. Marrying these traditional media forms to newermicroprocessor technologieshas resulted in videocassetteand videodisc recorders/playerswith in- creasing levels of sophisticationfor learning applications(17, 33, 50, 51, 52). Both thequality of the visual imageand the capacities of such media for allowing usersto manipulatethe ways in which the visual messages areanalyzed continue toimprove. Their presence in homes and schools alsois increasing. THE NATUREOF INTERACTIVEVIDEO Picture a tenth gradeclass studying worldhistory. A small group of students is huddledin front of a videodiscplayer, a computer, and a color monitor.In the player is a disccalled deltalia, which contains 15,000 frames of text,20,000 sti11 photographs, and500 computer graphic maps, charts, anddiagrams. These are organizedinto 53 chapters presentinginformation on Italy from itsorigins to today. On the computer screen areinstructions for students and a menuof topics relating to Italy,including Seas, coasts andislands History from World WarI to the present Music Fashion Present-day industry As students select atopic from the menu, clear,crisp, videodisc images appear on the colormonitor within three seconds,providing visual data on the