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This pilot study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Twenty undergraduate students who were enrolled in an introductory educational technology course at a large midwestern university participated and were assigned into four conditions (three experimental and one control). Vicarious experiences for technology integration were presented to the students using an instructional CD-ROM, VisionQuest. Students were grouped into vicarious experience with or without learning goals, learning goals only presented, and a control group of neither vicarious experience or learning goals. Results show significant treatment effects of vicarious experiences and goal setting on participants' judgments of self-efficacy for technology integration. A significant interaction effect was not observed, possibly due to small sample sizes. The survey is attached. (Contains 16 references.) (Author/SLD)

This paper describes the New Educator Orientation Project at Leland Middle School, North Carolina. Created by a collaboration between school faculty and faculty from the University of North Carolina at Wilmington, this inquiry project was intended to develop an interactive orientation manual and accompanying CD-ROM for new faculty joining the teaching team that would support their membership in the existing community of learners. The purpose of this collaboration was to create a more systemic, site-specific approach that would support new teachers in ways that would positively influence their attitudes and beliefs about teaching, their role as educators, and their place in a learning community. An inquiry project was conducted to examine all faculty members' perceptions and develop a dynamic orientation plan. A hard copy manual was produced that provided numerous types of technical and procedural supports (e.g., faculty and staff listings, teacher use items, central office information, and technology information). A CD-ROM was also developed to provide information on teachers. There was an orientation breakfast for new and experienced teachers to familiarize new teachers with the school facility and personnel. Feedback indicated that the manual and CD-ROM were very helpful to both new and experienced teachers. (SM)

To cope with dramatically increasing problematic behaviors among primary and secondary school students in Japan, training for counseling skills is considered one of the most important areas in current teacher education. The authors have developed on a DVD (Digital Video Disc) a prototype of counseling materials to assist both in the training of college students and in-service teachers learning counseling skills. Multi-angle scenes depicting client, counselor, and complete classroom views were made of three counseling cases. The teachers, by using these DVD materials in training, can observe and analyze counseling sessions from a multilateral perspective by using the multi-video function to select and observe three-angle sequence, the multi-audio function to select and hear comments by expert supervisors, and the subtitle function to show aims and technique of each counselor during each counseling session. Evaluation results showed that this was an effective approach for learning counseling skills with the use of DVD-video. Contains 10 references. (Author/MES)

A discussion of technology use in elementary school foreign language instruction looks at current uses of technology in the classroom and discusses its effectiveness and potential use. An introductory section describes various types of technology applied to instruction, including: computers and computer software; CD-ROM; telecommunications and online telecommunications systems; the Internet; satellites; interactive audio and video; and multimedia centers. A number of studies focusing on the relationship between technology and elementary school foreign language learning are then reviewed. In some cases, specific computer software is highlighted. It is concluded that overall, use of technology to teach young foreign language learners has had positive results, with the technology providing a richer learning environment. Further research, including longitudinal studies extending some of the existing research, is recommended. Additional efforts are suggested to improve technology use, including development of motivational and whole-brain activities, fostering of positive self-concept and language attitudes, and increased opportunities to communicate in the target language. Contains 10 references. (MSE)

In 1994-95, the firm Interactive Images developed an interactive laserdisc training program to train adult literacy tutors in four specific areas: interpersonal skills; communication skills; expectations of effective tutors; and incorporation of the skills of effective teaching into a tutoring session. In 1995-96, a trainer-of-trainers model was developed to provide a vehicle for dissemination of the interactive laserdisc training to adult literacy tutors throughout Pennsylvania. The trainer-of-trainers model developed called for training to be delivered in two stages. In the first stage, Interactive Images staff, six Tutors for Literacy Council (TLC) members and four regional tutor trainers attended a 2-day intensive workshop during which a hands-on approach was used to help the TLC members and tutor trainers become comfortable with the laserdisc training program's hardware and software. In the second stage, the facilitators traveled to each of four regional sites where they helped develop and implement follow-up training workshops. Interactive Images provided all necessary equipment, a presenter, and a technical support person at each regional session. The training program was received very positively and praised for its user friendliness, applicability in training tutors, and content. (Appended is information from an evaluation of the multimedia training program.) (MN)

The Kodak Photo CD (compact disk) system provides a fun, new, very accessible way to integrate images into geography classroom presentations. Graphicacy deals with spatial information that can only be expressed by a graph, map, or photograph. The importance for geography students to develop visual observation and graphic interpretive skills is recognized by the National Council for Geographic Education. A simple, yet powerful means of facilitating this visual interest is through the use of still photographs which can be used to show humans in relationship to an environment, cultural or physical features in relationship with one another, and isolated cultural or physical features. Photo CD's are a simple, cost-effective, state-of-the-art means to digitally archive or catalog standard 35mm slides or print negatives. The bulky slide projector is substituted with a small, compact CD player which can be plugged into a television monitor, or be interfaced with a computer. Software packages presently available from Kodak allow the user to build photographic portfolios and integrate them with graphics and audio. The CD player can zoom in on a portion of the image, pan, and rotate the image full circle, compose, and sequence the photos from an index of 100 to 700 images. No longer is the teacher limited to the linear progression and bulky hardware of the slide projector, but rather has a tool that provides him/her with the flexibility to use images at their best time in their best measure. (KP)

Educational technology is a significant resource for meaningful, active, sensory, and relevant instruction for limited-English-proficient (LEP) students in the elementary grades, particularly those students who are educationally disadvantaged. It is suitable for bridging the instructional gap in bilingual education so these children can have the same educational opportunities as their English-speaking peers and suffer less the effects of cultural and social segregation. Computer software, compact disk, CD-ROM, and videodisk technology provide and store large quantities of subject matter, allow individualization of instruction and instructional materials, permit children to learn at their own speed, and are motivating and non-threatening. These characteristics are useful in instruction in English as a second language, in both one-way and two-way bilingual education, for attractive graphics to involve all students, and even to promote parent involvement. To maximize the potential of these technologies, administrators and teachers need training in effective educational applications, particularly in the classroom, and appropriate and pedagogically sound materials. (MSE)

This study explored whether the addition of visual examples through laser disc instruction influenced the learning and application of convergent and divergent questioning techniques and wait-time by preservice elementary education teachers during their clinical experience. The study compared the difference in the frequency of convergent and divergent questions asked and the length of wait-time I (the initial wait-time when an instructor waits for the first response) and wait-time II (the total time a teacher waits for a class to respond to the same question) between a control group of 28 subjects and a treatment group of 25 subjects. The control group learned questioning and wait-time use through typical verbal and written procedures. The treatment group learned in the same way but also received additional examples of question types and wait-time using a laserdisc format. Both groups participated in microteaching instruction during their clinical experience. An analysis of the frequency of convergent and divergent questions asked by the preservice teachers and the length of wait-time was conducted to determine the added benefit of the laser disc instruction. Results indicated that the use of laser disc materials did not significantly increase preservice teachers' use of divergent questions over convergent questions. An appendix contains a taxonomy outline. (Contains 11 references.) (JB)

A project developed a planned course of study using laser disc software to enhance social studies, science, and literature and the arts in Adult Basic Education (ABE)/General Educational Development (GED) reading classes. During the first part of the project, laser disc software was reviewed to ascertain what material was compatible with the ABE/GED reading curriculum used in the classes. During the second part, the laser disc software that complimented the reading materials was used with 25 ABE/GED students. The instructional approach to using the materials offered two basic options: to review reading passages and then view the corresponding material on the laser disc software or to use the laser disc software concurrently with the reading passages. Pre- and posttests were administered to allow comparison of these students with those taught with traditional methods. Students responses were positive. Appendixes to the 22-page report include the following: pre- and postprogram questionnaire with student responses; lesson plans for six laser disc units on biology, earth science (two units), geography, chemistry/physics, and political science; and a listing of supplemental reading and exercises for the units. (Contains 16 references.) (YLB)

This investigation of a decade of discussion on the uses of media for adult learning continues a collection of information that was initiated in September 1974 in an earlier bibliography. This report describes the methodology and search strategies employed in a comprehensive review of research on the applications of visual and digital technologies to adult learning and major related issues as reported in the literature from June 1982 through June 1992. A review of the ERIC database found 7,144 potential entries under the descriptor "Adult Education." Searching for descriptors related to educational technology and adult education indicated that technological terms were associated with adult education 4,716 times. Many connections were found for distance education and instructional design issues, but relatively few were found for the newer aspects of technology such as compact disc systems. This distribution suggests that the field may not be using or researching the newest and most potentially effective media. The review is intended to provide discussion points for adult education practitioners and theorists. (Contains 2 references.) (SLD)

The Workplace Literacy System Project (WLS) prepared interactive CD-ROM discs containing about 50 hours of instruction and drill in basic skills presented within the context of the textile/apparel manufacturing industry. The project was conducted at a Sara Lee knit products plant in North Carolina. During the project, literacy task analyses were completed for all occupations at the plant, documented for each job position, and organized into a curriculum outline. A total of 376 employees were recruited, and a comprehensive workplace literacy curriculum for the textile industry was developed and recorded on CD-ROM discs. Onsite instructional programs using both group instruction and computer-based programs were in operation during the 18 months of the project. Instruction was made available in a high school equivalency program, a job enhancement skills program, a metric mathematics program, and the comprehensive curriculum on the interactive computer discs. The Sara Lee company was pleased with the program and its benefits to the company in increased skills. A third-party evaluation concluded that the project had been successful and suggested improvements in recordkeeping, recruitment, and curriculum. (The documentation manual for the CD-ROM program and the third-party evaluation are included in the document.) (KC)

As part of a 3-year study to identify emerging issues and trends in technology for special education, this paper addresses the role of interactive multimedia, especially the digital, optical compact disc technologies, in providing instructional services to special education students. An overview identifies technological and economic trends, focusing on the convergence of the personal computer industry with the consumer electronic industry resulting in an exploding multimedia market. The current technology is then reviewed for the following areas: personal computers, digital audio tape, interactive videodisc, compact disc read only memory, digital video interactive, Commodore Dynamic Total Vision, compact disc interactive, magneto-optic systems, digital compact cassettes, compact disc recordable/erasable technology, blue (focusable) lasers, high definition television, virtual reality, and communications. Key trends identified for the year 2000 and beyond include improved data compression and storage technology as the underlying enabling technology, multifunction hardware platforms as the norm, cross platform compatibility, and increasing importance of product contents. Key issues for developers in the areas of cost, return on investment, transportability of applications, and marketing are identified. Finally, end user considerations and questions to drive a possible special education technology agenda are offered. An extensive resource section lists books, periodicals, other source materials, and sources of major studies (44 citations in all). A glossary offers definitions of technical terms. (DB)

This paper builds a case for the use of multimedia to meet students' varied learning needs instead of relying solely on the traditional lecture/textbook/workbook approach. Piaget's theory of intellectual development is used as background for a discussion of developing teaching strategies based on individual learning styles, and various theories of learning and learning preferences are considered. The use of a learning preference survey with three mathematics classes is described to demonstrate how the survey can be used to plan teaching approaches. Increasing uses of various types of multimedia technologies in K-12 classrooms are briefly reviewed and laserdisc technology is described as one option for meeting varied learning needs. A review of some of the literature on the advantages of multimedia in teaching and learning concludes the case for multimedia as a means of systematically incorporating individual learning approaches into the classroom. An example of a student learning style inventory and a guide to interactive instructional technology programs at colleges and universities are appended. (Contains 30 references.) (KRN)

A workplace literacy demonstration project was implemented through a partnership among the Michigan Department of Education, Michigan Institute for Adult Learning and Literacy, and the United Auto Workers/General Motors (UAW/GM) Human Resource Center. Competency-based, job-related foundation skills training was provided for 400 employees, and adults were provided with sufficient basic education to enable them to benefit from job training and retraining programs. Skills centers were established at three UAW/GM sites; these demonstration locations used the following methods: (1) Skills 2000, a video/laser disc program, to recruit and motivate students; (2) Comprehensive Adult Student Assessment System (CASAS) to conduct indepth assessment of each student; and (3) Adult Basic Skills (ABS), a computer-managed educational program of Learning Unlimited to provide basic skills instruction in an onsite, open entry/open exit learning center. An external evaluation used 4 methods: interviews with 34 project staff, administrators, and partners; interviews with a random sample of 51 participants; review of data on learning gains and hours of instruction; and observation of the skills centers. These findings were reported: the project had a profound impact on participants' lives; the union-management relationship was strengthened; Skills 2000 was used inconsistently and not valued as a key element in the recruitment process; CASAS was considered highly inadequate as an assessment tool for the population served; and ABS provided a helpful structure for guiding many participants. Partner commitment and support and project accessibility to employees were identified as strengths. Recommendations focused on improving assessment and curriculum materials and enhancing program recruitment. (Appendices to the final report include the following: detailed plan of operations; advisory board; sample agreement; instructor selection criteria; service delivery schedule; staff training; recruitment and publicity strategies; student assessment; educational development plan; assessment and learning gains reporting form; and evaluation plan. Appended to the evaluation are the following: list of interviewees; interview schedules; and adult basic skills grade equivalencies.) (YLB)

This annual report describes the activities of the Commission on Preservation and Access, a private, nonprofit organization that works through existing institutions and groups to foster, develop, and support collaboration among libraries and allied organizations in order to ensure the preservation of the published and documentary record in all formats, and to provide enhanced access to these records. The first of 11 sections, the introduction to this report, highlights a multifaceted initative undertaken by the preservation community under the leadership of the National Endowment for the Humanities (NEH) Office of Preservation to preserve over three million brittle documents over a 20-year period. In the second section, a special report entitled "The Agony of Choice: Strategies for Preservation and Scholarship" (Henry W. Riecken), outlines a variety of preservation strategies and insights. The remaining sections focus on: (1) the organization, support, and 1990-1991 initiatives of the commission; (2) technical assessment; (3) the International Project; (4) librarian and archivist education; (5) archival preservation; (6) the Brittle Books Program; (7) scientific research and improvement of materials; (8) institutional programs; and (9) the dissemination of information by the commission to preservation audiences. Appended materials include a list of the commission's reports and publications for the fiscal year; lists of the members of commission committees, task forces, and the Board of Directors and staff; and the commission's audited financial statements. (MAB)

A study was designed to describe how middle school students select, link, and determine relationships between textual and visual information. Fourteen authoring groups were formed from both eighth-grade earth science classes of one veteran teacher in one school. Each group was challenged to produce an informative interactive laservideodisc project about "weather" for their classmates. Students used hypermedia on Macintosh computers with videodisc players and color monitors for authoring these lessons. Project topics included tornadoes, hurricanes, lightning, storms, clouds, rainbows, and floods. Laservideodisc authoring allows students to define and describe links between visual and textual information. "Authoring" groups used several strategies to complete their projects and were able to produce branching "stacks" on selected weather topics. Student-authored stacks were recorded continuously. These HyperCard records were used to describe the student groups' processes of integrating new information and "authoring." Evidence from student self-reports, audiotape, observations, and products combined to describe a protocol used by students authoring groups with direct control of an intelligent laservideodisc system. (24 references) (Author/KR)

This report describes the role of the Tennessee Valley Authority (TVA) in providing programs to upgrade literacy, improve basic education, and enhance job skills. TVA, in cooperation with local, state, and national educational agencies, has developed the TVA region into an education incubation center that tests and evaluates new innovative educational processes and technologies to prepare for the 21st century school. Emphasis is placed on programs for dropout and at-risk students, the adopt-a-school initiative, improvement in subject comprehension, vocational training, instructional technologies, advanced course offerings, adult education, career awareness, and teacher and administrator training. Demonstrations, prototype models, and research are disseminated through TVA's national and state educational organizational networks. The report describes programs located across Tennessee and neighboring states using the technologies of interactive laser disc, computer-aided instruction, and telecommunications. It also includes descriptions of programs in the areas of: (1) school-based education reform; (2) diagnostic prescriptive instruction; (3) vocational education; (4) career awareness; and (5) instructional effectiveness. A breakdown of technical assistance and information requests presents the number of requests by topic for 1990. Attached are five laser-printed summary sheets describing the programs. (KS)

This annual report describes the activities of the Commission on Preservation and Access, a private, nonprofit organization that works through existing institutions and groups to foster, develop, and support collaboration among libraries and allied organizations in order to ensure the preservation of the published and documentary record in all formats, and to provide enhanced access to these records. The first of 12 sections, the introduction to this report highlights a multifaceted initiative undertaken by the preservation community under the leadership of the National Endowment for the Humanities' (NEH) Office of Preservation to preserve over three million brittle documents over a 20-year period. In the second section, a special report by the Technology Assessment Advisory Committee (TAAC) outlines the preparation of a series of analytic and conceptual papers that will explore options for reformatting preservation copy and the rapidly developing telecommunications technologies. The remaining sections focus on: (1) the organization, support, and 1989-90 initiatives of the Commission; (2) archival preservation; (3) preservation research; (4) librarian and archivist education; (5) the Brittle Books Program; (6) the selection-for-preservation process; (7) the International Project; (8) institutional programs; (9) the collaboration of the Commission with other preservation-related programs; and (10) the dissemination of information by the Commission to preservation audiences. Appended materials include a list of the Commission's reports and publications for the fiscal year; lists of the members of Commission committees, task forces, and the Board of Directors and staff; and the Commission's audited financial statements. (MAB)

American copyright law provides a means of stimulating intellectual development and protecting the ownership interests of the authors of copyrighted works. Over the years, U.S. copyright law has evolved in order to respond to societal and technological changes. Under the copyright statute certain uses of a copyrighted work are permitted under the doctrine of fair use. The criteria for the application of this doctrine are flexible and are applied on a case by case basis. New technologies such as compact disks, optical disks, computer storage devices, and digital audio technology (DAT) recording, provide challenges for U.S. copyright law. For example, DAT is capable of producing copies of copyrighted works in the privacy of the DAT owner's home. Thus, the question is whether DAT use is considered fair use or as copyright infringement. Although DAT equipment is not generally available to the public, its use and copyright law have been addressed in the 101st Congress as they relate to home recording. The most significant of the issues posed in the application of existing copyright law to DAT recording is that such recording may not fall within the fair use exception of the law, and, therefore, issues of infringement may arise with the sale and use of DAT. References are provided throughout the report. (DB)