DOCUMENT EE SOME ED 192 763 IR 008 83 TITLE Professional Development and Educational Technology. Proceedings of the National Conference (Washington, C.C., January 16-18, 1980). INSTITUTION Association for Educational Communications and Technology, Washington, D.C. POE DATE BO NOTE 158p.: Some figures may not reproduce. AVAILABLE ERCM Association for Educational Communications and Technology, 1125 16th Street, NW, Washington, DC 20036 ($15.00/non-members, $13.50/members) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTc Case Studies: Computer Assisted Instruction; Data Eases; *Educational Improvement: Educational Innovation: *Educational Needs: *Educational Technology: Microcomputers: Networks; *Problems: *Professional Development: Teacher Attitudes; videodisc Recordings ABSTRACT The papers collected here were presented ata three-dav conference which focused on the use of communications technclogy for educational/instructional purpose6. Participants included representatives from elementary and secondary schools;two- and four-year colleges and universities: continuing educationand lifelong learning: industry, labor, and government: and the professions, including medical and health care, engineering, and law. The presentations reflect the three -fold purpose of the conference which was to CO discuss issues and problems relatedto educational technology,(2) present case studies of successful applications, and (3) determine recommendations for future solutions toexisting problems. Presentations include discussions of videodiscs,computer assisted instruction, the Educational Telecommunications for Alaska (ETA) project, microcomputers, and educational database systems. (LLS) *********** ******** ****** * * **** ***** ********** Reproductions supplied by ERRS are the best thatcan be made from the original document. ********************************* *** PrNA US DEPARTMENT OF HEALTH. EDUCATION &WELFAEF NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN BIEHBo r\J oucED ExAcTLY As RECEIVED FRoto a% THE PERSON OR ORGANIZATION OR iDIN- ATIND IT POINTS OF VIEW OR DPINIONS i'l STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE Ov w(=I EDUCATION POSITION OR POLICY Proceedings of the NationalConference on Professional Development and Educational Technology January 16-18, 1980 Washington, DC -PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY AECT TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." nsored by Association for Educational Communications& Technology and Federal Interagency Committee on Do Education (so O H Library of Congress Catalog Card No. 80-31616 ISBN No. 0-892-40-036-6 Copyright © 19110 by Association for Educational Communications & Technology All rights reserved. No part of this work covered by the copyright herein may be reproduced or used in any form or by any meansgraphic, electronic, or mechanical, including photocopying, recording, taping, or information storage and retrieval systems without permission of the publisher. For information, address: Association for Educational Communications & Technology 1126 Sixteenth Street, NW Washington, DC 20036 Manufactured in the United es of America ited, designed and produced by Information Dynamics. Inc. CONTENTS Foreword, Part I vii Foreword, Part Preface Peter D. Reilc 11 Introduction William L. Smith 15 Implications of the Expanding Use of Educational Technology in Education and Train:7_ Robert Heinich 23 The Need for the Classroom Teacher to Play Major Role in Planning Stages Phil King Preparing for the Future Elizabeth L. Young 37 Identifying Issues and ProblemsA Divergent Perspective Gordon Law 45 Videodisc Innovation Projects R. Kent Wood and Don C. Smellie 49 EDUNET: A National Network for Computing in Education and Research Paul S. Heller 57 LARC: Access for Multi Media Phyllis Bush 63 Regional Use of Technology in Education Harold Morse 83 The Educational Telecommunications for Alaska Project William I. Bramble 87 Educational Database Systems and the Classr- Teacher Fred S. Rosenau CM and Training Needs Judith B. Edwards 117 F rofessional Development and Educational Technology: The WAMJ Program M. Roy Schwartz 125 The "School Without Schools": What It Really Taught Us Susan Hawkins -Sager 133 4 Training and Development inthe 19150'sIn Perspei tive Kevin O'Sullivan 141 Microcomputers Applied to Education Joseph Lipson 149 The Role of Technology inEducation Marion Hays Hull 153 Educational Te-rhnol The Next Decade James P. , .... .. ...... 157 Conferencr imendations 161 Foreword, Part I The concern for the emergence of an educational technology by AEC -1s constituents has at least a twenty-five year history. Even though the basis on which the professional association was built was a concern for the introduction of a variety of communicationmedia, both sophisticated and unsophisticated into the educational process, it became apparent in the 1950's that this simple base led to some very complicated notions. When educators asked themselves why they should use other means of communications than the spoken and written word, a whole theory and body of research resulted. Hence, educational technology, The relationship of AECT with the Federal Interagency Committee on Education (FICE) goes back more than a decade. Interestingly enough, it was after a briefing on educational technology by the un- dersigned that a Subcommittee on Educational Technology was for- mulated within FICE. The conference which produced this book of proceedings was the brainchild of Bob Hilliard, Chairman of the SCE Subcommittee on Educational Technology, and other members of the FICE group. AECT is particularly pleased at the breadth of programmatic concerns and statements that are included in this program. The conference developed some extremely significant resolutions, questions, and statementsin its small group discussions. Those are provided in the final chapter of these proceedings and deserve your careful reading. Finally, it is my hope that the ideas, questions, demands, concerns expressed within these pages will serve to continue the forward mo- mentum toward the development of a true educational technologya long time dream of many within and without the educational commu- nity. Howard Hitchens, Executive Director. AECT Foreword, Part II Most educational technology meetings, whether workshops, conven- t ons or seminars, are oriented either toward the applicatiorr of com- munications tools or toward the understanding of the principles of teaching and learning that are necessary for effective educational tech- nology useIt is of _special value when a conference gives us both. We return to our classroom, our studio, our office with increased knowl- edge of how to help improve the quality of education in our schc+ agency or plant and with a renewed vigor and dedication to do so. However, a knowledge of educational technology and even the abil- ity to successfully utilize it are nut enough. We need an educational environment that permits and encourages the use of the cost effective resources, including technology. for the highest quality of teaching and leaning. At this conference on Professional Development and Educational Technology wc wanted all the participants not only to return home with increased knowledge and stimulation, but with the satisfaction that they had developed concrete recommendations for further action that could result in the changes necessary for effective utilization of con-imuni- cations technology in our educational system. The cooperation and hard work of Howard Hitchens and Dick Nibeck and the staff of the AECT, of Bernie Michael and Bob Teitler of Information Dynamics and of my FICEJSET colleagues who served on the planning committee not only made this possible, but made the entire conference development and implementation experience a personally gratifying and pleasurable one for me. The conference program shows how process became as important as content. Working 'discussion groups of all conference participants in- terweaved with background material presentations. The first day began with an identifying of issues and problems through speeches and d, m- onstrations, followed by a refinement and prioritizing of these issues and problems by participants meeting in working groups. That day ended and the next day began with the presentation of case studies of successful applications, followed by discussions of possible solutions to the problems. Once again the participants met in working groups to address the needs and solutions. The final day of the conference was devoted to the anticipation of future needs and the presentation of the recommendations for action decided upon by the conference panici- pants themselves. In effect, each participant became a leader, a decision-maker. No one unless he or she deliberately wanted to could go away with only those take-home" pieces of paper that let us know we had passively been somewhere but left us unsure what it was we had actively done. The result: the Recommendations of the conference,in the final chapter give us not only an evaluation of thepast, but a mandate for the future. But we cannot be content with just therecommendations. As with those from the FICE Teacher Training and EducationalTechnology" conference of 1978 which prompted this conference and servedas the bases for these new recommendationsthis isjust a first step. With the cooperation of national organizations suchas AECT, of federal agencies such as F10E and, most importantly,your individual contin-