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Technology Literature Review. Technology and Service Delivery: a Review of the Literature for Colorado-PAA C0-01-02

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Technology Literature Review. Technology and Service Delivery: a Review of the Literature for Colorado-PAA C0-01-02 DOCUMENT'RESUNS ED 228 763 EC 151 609 AUTHOR Latham, Glenn . -TITLE Technology Literature Review. Technology and Service Delivery: A Review of the Literature for Colorado-PAA C0-01-02. INSTITUTION Utah State Univ.,SlitLake City. Intermountain Plains Regional Resource Center. SPONS AGENCY Office of Special Education and Rehabilitative Services ('ED), Washington, DC. PUB DATE Jan 82 2\ NOTE 210p. ",' )PUB TYPE Guides Classroom Use Guides (For Teachers) (052) /, -- Information Analyses f070) EDRS PRICE MF01/PC09 Plus Postage. (.j DESCRIPTORS Absteacts; Computer Assisted Instruction; ## *Disabilities; *Educational Media; *Educational # Technology; *Literature Reviews; Models; *Rural 1 Areas; Telecommunications; Telephone Communications 1# , Systems; Television , ABSTRACT 0. 1 A review of the literature on technology and delivery of service to handicapped_students in rural areas, and a sizeable $ appendix containing absacts and articles on media and models are presented. Reviewed is iterature on using technology: ur in education (2) with the landicapped in rural settings using media such as television and computer assisted instruction (CAI),(3) fo* inservice training, and ,(4) for special needs including training for uncertified teachers and general staff development. Models tir implememting technology are briefly described. Included in appendixes are abstracts orNthe use of television', abstracts and four articles on the use of CAI, abstracts and two articles on the use ofsthe telephobe for instruction, abstracts on the use of packaged programs and instructional modules, a literature_reyiew entitled "Technology in Special Education," by A. Blackhurst and A. Hofmeistar, and an article entitled "Telecommunications in Rural America: Special Populations, Special Problems," by L. Bransford. A catitlog of instructional and professional materials available from the Exceptional Child Center at Utah is also included. (MC) % *v********************************************************************* * Reproductions supplied by EDRS aro the best that can be made from the4original document. U.S.DEPARTMENTorROMOATION NATIONAL INSTITUTE OP IDUCATION 1 EDUCATIONAL RESOURCES INFORMATION CENTER (MCI "Thiscideument has been reproduced es recpiyed fromthe personor organization originating it. L7 Minor changes hays bean made to Improve reprodUction quality. Points of view or opinions suited in this docu mint do not necessanly represent official ME position or policy. Technology Literature Review Technology and Service Delivery A Review of the Literature for Colorado- PAA CO-01-02 fr Developed by: Intermountain Plains Regional Resource Center Escaphoni Child Center UMC OS Utah Stale Unhalaphy Loon. Utah 14322 Glenn Latham January, 1982 / The Regional Resource Centers are federally funded projects under the .Office of Special Education and RehabiLitation Services. The contents of t4is publication do not necelsarily reflect the position dr policy of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education.should be inferred. 3 Table of Contents - DEFINITION OF EDUCATIONAL TECHNOLOGY .3 INTRODUCTION 3 USING TECHNOLOdY IN EDUCATION- 3 1. Administration Support 3 2. Fiscal Support 4 3. Cost Benefits 5 4. Defensible Motives 6 5. Personnel.Attitude'and Support 7 6. Plersonnel Training 8 USING TECHNOLOGY WITH THEHANDICAPPED: EMPHASIS ON RURAL SETTINGS. Technology and Special'Education--General Use 9 9 Television Videotapes 11 Computer Assisted Instruction(CAI) 13 4 1 14 Telephone Packaged InStructional Programsand Teaching/Training 16 Modules 17 Other Media 17 USING TECHNOLOGY FOR INSERVICETRAINING . ... f&C'hingMaa'es/Packadet..... 19 Films, Videotapes'and Television 22 Computer-Based Training Systems TECHNOLOGY WHICH SEEMS TO BE PARTICULARLYRELEVANT TO THE NEEDS IDENTIFIED DURING THE NEEDS ASSESSMENT 22 Instructional Programs(That AllowSpecial Education Students in the Regular Class to WorkIndependently 24 Sir Help for Regular Education TeachersWho Have Special 24 Edu9,tion Students Assigned to TheirClasses Help for Teachers to Be KeptAbreast of New Ideas, 24 Information, and Sources of Support Inservice Training for UncertifiedTeachers and for General 25 - Staff Development 4 25 Better CommunicaIion Training Programs at the Secondary Level,Especially Vocational 26 Programs 8 27 Adequate School Equipment 28 MODELS FOR IMPLEMENTINGTECHNOLOGY 31 BIBLIOGRAPHY 34 ATTACHMENTS A. Additional References to theUse of Television of Videotapes B. Additional References to the Use Use of Computer As$isted C. Additional References to the Instruction Use of the Telephone D. Additional References to the - Packaged Programs E. Addiiional References to the Use of atd Instructional Modules Use of Other Media F. Additional References to the Reprint of thekirman, Goldberg Article G. " H. "Technology in SpecialEducation" A Literature Review byBlackhurs.t and Hofmeister Implementation Model I. Havelock's and Lindquists Special Populations, J. Telecommunications in RuralAmerica: Special Problems TECHNOLOGY AND SERIE DELIVERY A Review of the Literature PAA C0-01-02. laftnntath August, 1981 Colorado Umbrella Transactiont#01: Technology and Service Delivery, calls for a five-activity effort addressing the useof techhology And technologically based systems to assistschools and school personnel to better serve handicapped youthlocated in rural areas of the state pf Colorado. Following is a revjew of the literature whichidentifies (1) technologies that have been shown to berelevant to the instructional heeds.of the handicapped, (2) the use oftechnology.to trainteachers tobeterSerVe- thehandfCaliPed,--aiidtlY'lyttoot whtehtimit'tir lbe' articularly relevant to the needs identifiedin PAA 01-01: Needs ssessment. DEFINITION OF EDUCATIONAL TECHNOLOGY Blackhurst and Hofmeister (see AttachmentH) have provided the following which defines "technology"in both its current form and in its historical perspective. "To many special educators, "technology"is equated with equipment and hardwaresuch as audio-visual equipment, teaching machines,and computers. As the Commission on Instructional Technology (1970) pointed out in its reportto the President and Congress, such aconceptuali- zation is inadequate. While it is true that things such as television, films,projectors and computers are considered as components,techno- logy is much broader than the useof items of hardwate and software. As the Commission reported: -2- "'Instructional technology is a systematic way of designing, carrying out, andevalu- ating the total process of learning and teaching in terms of specific objectives, baSed on.resear0 in human learning and communication, and employing a combination of human and non-human resources to bring about more effectAve instruction'" (p.19). "At approximately the same time that the Commission released its findings, Haring(1970) reviewed the application of instructional technology to special education curriculdm design and concluded: "'In the natural setting, educational tech- nolo9y is being applied in two waYs: (1) through automated and non-automated media for display and measurement as part of the task of "instruction, and (2) as a setof procedures -which systematize instruction'" (p. 25). "Both the Commission on InstructionalTech- nology and Haring were reflectingdistinctions developed earlier by Dale (1967),Banathy (1968), Gagne (1968), Heinich(1968), and Silverman (1968). "In 1977, after an extensive study, the American Association for EducationalCommuni- cations and Technology (AECT) adoptedand published a comprehensive definitionof educa- tional technology (EducationalTechnology: Definition and Glossary of Terms,1977). Space limitations preclude thereproduction of this sixieeh-part definition;however, the introductory sentence statesthat: "'Educational technology is acomplex, integrated process involvingpeople, procedures, ideas, devices,and organi- zations for analyzing problemsand devising, implementing,evaluating, and managing solutions to thoseproblems involved in all aspectsof human learning'" (p,1). "The AECT report goes to somelength to differentiate betweeneducational technology and instructional technology. However, it is common interchangeably." . practice to use these terms In this review, the termsare used synonymously. ft INfRODUCTION Since Sidney Pressy invented his first teadhing machinet technologically baed instructional programs/devices haveproliferated at a remarkably rapid rate. Contained in this review is a represen- tative selection of what is found in the literaturerelative to t educational technologies. An exhaustive account of What is found s in the literature would be neither feasible norappropriate in this instance. USING TECHNOLOGY INEDUCATION\ 'It is generally agreed that all educational programs, nomatter where they are located, can benefit from the useof technology. But to assure success, no matter what thesetting, certain conditioni must exist (Harris and Atkinson, 1976;Walker, 1976; Tyler, 1980; Heath and Orlich, 1977; and Locatis andAtkinson, 1976), including: 1. Administrative Support. Implementing a technologically based instrUctional systemcuts across many aspects of an educational'program (facilities, budgets, inservice training, schedules, strategies, support service,etc:), and the only member of the system that has suchbroadly based responsi- bilities is the administrator.Without that person's support (in fact, enthusiastic support), little can hope tobe gained by involving technology in anything morethan a
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