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Radio; *Educational Technology: Educational: Television; *Educational Trends: Public

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Radio; *Educational Technology: Educational: Television; *Educational Trends: Public 1 D000dENT.EESUME V. ED 187 341 IR 008 461. AUTHOR Curtis, Joha A., Ed.; fliedenbaCh, Joseph M., Ed. TITLE Educational Telecommunications Delivery Systems. INSTI.TUTION. American Society tor Engineering EduCation,: Was.hington, D.C. PUB DATE 79 NOTE 152R. EDRS PRICE MF01 Plus 'Postage. PC Not Available from EDRS. DESCRIPTORS Cable Television; Communications Satellites: *Delivery Systems; EducationaliEquipment: Educational Radio; *Educational TeChnology: Educational: Television; *Educational trends: Public. Television: *Telecommunicatious; Teleconferencing ABSTRACT . This ionogra.ph is a single volume referenceimanual providing an overall review of the current status and'likely near tuture application of six major educational telecommunications ' delivery technologies. The introduction provides an ovierview to the usage and potential for these systems in the context of the major 'educational issues involved. Each article is written by an expert in that field, and providet wi.th commentary by an Acknowledged . professional in educational'telecommunications critiques. These papers are as fgliows:, (1) Public Br3adcasting and Edutatiom: A Look at the Record;(2) Iistructional Television Fixed Services:IA Most Valuable.Educational Resource; (3)Teleonferencing Telewiiting = Continuing-Engineeria Edu-&ation in WiSCOnsia:(4) 'How to Establish ç and OperAte a Radio Re ding Service via SCA:(5) Radio Beading Serv.ice: The Minne-sota rience:.(6) .Cable Television: A Useful. Tool for the Delivery of Education and Social Services?:-and (7) Communications.Sateliites for-Education and Training: Past, Pres2nt, -,an.d Future. (RAM 1 S. , e I *********************************************************************** * Reproductions suppliea by EDRS are the best that can be made * * *, from the original document. *********************************************************************** # ... q U S DOIARTIVIENt OFHEAt EDUCATION IL WElFARE NATIONAL INSTITUTE OF E DUCA T ION QUIT:TTAAL NT HA% UI F NUI PPTI HIS OU( I U E XAC Tie 71Sprcrwrn t-tro,v, T Hi PE PSON OR OR(AN1/ AT ION OP iG1N. ING T IT(H Al TS of vir-vv ow 404,11410w. z STATtt) op NOT Nut I vowitV RI PF1F E OF , SENT OfI H-IAL NAT IONAI INST !TUT E U1.1( A T IONRO6iftol OR ROt. 1( iducailonat Telecominunications Delivcry Systems John A. Curtis and Joseph M. Biedenbach EditOrs "PERMISSION TO REPRODUCE THla MITERIAL ,INMICROFICHE, ONIIY HAS BEEN GRANTED BY .. lpatricia W. Samaras TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." . VYs t..! "T) .1 vo 17.00 I. 4 r. (9, 1979 The Adericart Society. for Engineering Education Library of Congress Cataloil Card Number: 79-53685 American Sociely for Engineering Educatioh o' One Dupont Circle, Suite 400 Washingt9n3 C. 20036 ;* IStIN083823.105-6 4 . , Conterits INTRODUCTION 1 COMMENTARY Public Broadcasting and Education: A Look at.the Record Douglas F. Bodwell ./ Instructional Television Fixed Selvice: A Most Valuable Educational Resource. John A. Curtis Teleconferencing + TelewritingContinuing Engineerint Education in Wisconsin L. B. Jackson, L. A. Parker andkC H. Olgren How. to, Establish and Operate a Radio Reading Service via SCA .89 &manna Hurwitz and Thomas Fish \Radio Reading Service: The Minnesota Experience 99 C. Stanley Potter Cable Television: A Useful Tool for the Delivery of Education 105 ' } r and Social Services? John A. Curtis and Clifford H. Pence, Jr. Communications Satellites for Education and Training: 1,23 Past, Present and Future Kenneth A. Polcyn '.% qt. Introduction Two years ago, after determining that there was available no reference manual describing the major types of educational telecommunications systems, and after evaluating tile potential usefulness of such a voluMe to educdtors in engineering, as well .as those in other fields, the Publications thnmittee of the American Society for Eigineering Education chose 'Educational Telecommunications Delivery Sys- tems f6 be the subject, of an ASEE monograph. As a guide to compging the monograph, the monograph editors selected as a ., working definition of America's educat(onal goals one submitted to the National, Academrof Engineering in .1972.1. This specification stated that the nation's edu- cationalprocesses should: .) Provide the knowledge. necessary to understand themselves, k their en ironment, and their relationships with others, so..they can effec- . .tively manage their lives; 2)Give students sufficient trainini an4expertise (bein shoe shining or in people management) to enable them i6 obtain their basic needs; 3)Develop Within students the ability to adapt effectively to the varying re-. quirements of a constantly changing world; and 4)_ Generate within students sufficient mothiation to enable them to use their capabilities in ways that are constructive both for themselves and for the ' . society in which.they live. It has taken 371 years (from the founding.cif JamestoWn) and a number of far- . sighted legislative acts and judicial decisions to create our nationally comprehensive i ,, 2 EDUCATIONAL TELECOMMUNICATIONS 2000 1978 1962 The Golden Age: Progress in theDemocratization of America's Educational System 1954 Supreme Court Outlaws Racial Segretation 1900 1890 Federal Funds -For Land Grant Colleges 1862 Morrill ActLaud Grant College Act 1852 MaSSachusetts CompulsoryAttendlince Law 1834 Pennsylvania public School Law 1821 First Public High School, Boston,. Massachusetts 1800 1795 First State University Opens 1700 * 1639 First School Supported Directly byTaxation Boston, Massachusetts 1635 FoundingofHarvardUniversity,Cambridge, Massachusetts 1620 Landing of Pilgrims, Plymouth Rock,Massachusetts 1607 Jamestown, Virginia, FoUnded . Figure I. Landmarks inAmerican education. educationa.1 system (see figureI), and to come nearer to meeting ourfar-sighted egalitarian educational standards. We still havefar to go, however, to realize our na- tional educational goals. Further, costs ofeducation continue to spiral upwards, and voluntary support of public education isdecreasing as these costs rise. Without mordeffative use of its educationafresources, the nation maybe unable to contin- ue its lung struggle for equal accessto education for all its citizens. Threats to the Economic Viability andPublic.Support of Our Educational Processes Factor One: Failure of educators to control the criticallyspiraling costs of their services The following taken from the April 1977issue of. Educational and Industrial Television clearly supports this criticalAsessment.2 . Indollars adjusted to reflect true buyingWwer, the average per-pupil - cost of America's publicschOol 'system fn 1947 was $406; in 1957-58, $733; in 1973-74, $1,364. In brief, America'sperTupil cost has been doubling (in adipted dollars) every ten years,and is still spiraling. Does the increased quhlity andquiintity of school-level education justify this out-of-control factor? American voters apparentlydon't think sof for whereas in 1955 they approved 74,7% of the school bondisswas-submitted to referendum, in 1975, they approved only46.3%. / INTRODUCTION 3 Factor Two; Education's ever-expanding responsibilities 4 . America's is a -technology-based society, and its educational processes are ex- pected to keep rip-with the needsi.a dynan* fasi,clianging democratic society. New SOC1Q-CC91101111C factors and ever-expanding technological information continue to incr6se the depth, nuniber and types of educational requirements. Lifelong edu- cittion, cOmputer power distribution and education of the handicapped are but three of the many new respousibilities of our educational processes. New responsi- . bilities, as well as inflation, are contributing to the spiraling (and, to the public, alarming) rise in the cost of education. Factor Three:Educators are not meeting consumer requirements Time and geography still shackle our educational processes. Those who wish to leant usually must go to acertain place at a specific time for the education they need to get a job in the first place, 'and the continuing education needed to keep it. America has, indeed, spent billions of dollars during the last quarter century to "develop teaching expertise and materials. but has spent very little to develop more efficient ways to meet the third dimension of its education processes: distribution. This failure-has contributed substantially, Many beliekfc, to the frightening rise in educational costs and has restricted the "consumer" use of America's educational processes. Table 1, (sce next page) published in Engineering Education and bilsed om 'data prepared for the National Academy of Engineering's Advisory Committee on Issues in Educational Technology, indicates. the signifitance of our unfilled edu- cat ional needs. - t Factor.Four:._E'ducators have failed to make intensive use of modern tech- tuflogies According to statistics front the National Center for Education,Statistics, three' of- every ten of Amepica'S 214 million persons are. currently direct participants in -the nation's educational praesses--62.3 million, including 58.9 million students, 3.1 million teachers and 300,000 administrators and staff employees. Further, the Current aqual cost of Otir educational system is running in exCess of $180 billion. Thus, our educational systems are. the nation's third largest industry,'exceeded only by petroleum and retailing. During 1975, education represented 7.8 per-cent of the total -national product, Yet in- terms of per-employee' production, educatiod is probably the loWest of the country's top ten producers. (See figure 2.) Many critiCs
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