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This review conducted by the National Institute on Out-of-School Time (NIOST) explores the use of technology to support academic achievement for at risk high school age youth during their out of school time. The task of this literature review was to sort through the many publications, research briefs, and observations in this arena, with a particular focus on at risk teens and the out of school hours, and to summarize the latest thinking on both the theory and practice of using technology to support academic achievement. This paper begins with a discussion of at-risk teens and a look at the literature related to academic achievement. The second section examines the literature on the use of technology as a support to academic achievement and the use of technology with at-risk youth. The third section explores the literature on out-of-school time programs, looking specifically at: (1) the use of technology in such programs; (2)out of school time program content as a support to academic achievement, and (3) the experiences of at risk teens in out of school time programs. By combining insights from these three domains, this paper will help to inform leaders in the out of school time program field, educators, policymakers, technology program designers, and other stakeholders as to what to consider when creating out of school time programs that use technology based learning activities to support academic achievement for at-risk teens.

This case study looks at the way in which the fundamental principles and practices of a well-established model of interactive radio instruction (IRI) were examined in light of the way that South Africa now wishes to teach language and mathematics. At stake was IRI's capacity to reinvent itself and still find a useful role for radio in the context of a much greater role for the teacher and employing a problem-solving, pupil-centered learning methodology. This case study documents the process of changing an instructional design. It includes theoretical concerns; issues around the role of the pupil, the teacher, and media in a multichannel setting; new obligations, such as teacher training, as well as student learning; and the challenge to reevaluate many of the existing assumptions about the role of radio in the classroom. The sections include: "Good Reasons for Second Thoughts"; "Rethinking the Role of the Teacher"; "Designing the New Approach"; "Learning Outcomes and Acceptance"; "Original" and "New" Models: What's the Difference?"; "How Well Do the New Models Work?"; and "Reflection on this Model of Change." (Contains 21 references.) (MAS)

"English in Action," (EIA) an interactive audio instructional system using instructional cassette or radio, when available, was implemented in first and second grade classrooms in South Africa, in 1993 and 1994, respectively. This case study looks at the economics of alternative ways to implement and expand the "English in Action" system, both with respect to the content and delivery mechanisms of the program and with respect to its organization. It identifies several audiocassette and radio broadcast alternatives, together with three different models of teacher development and support. Class sizes vary considerably in South Africa, as do the costs of reaching urban and rural schools, so the study provides costs of the various strategies for a variety of class sizes and geographic locations. Many design choices vary in cost according to how much support is provided to teachers, so materials costs for classroom materials and for teacher development are estimated separately. Costs vary from around R3.50 (approximately US$1) to R30 (approximately US$8.50) per pupil per year for materials acquisition and airtime costs. The cost of teacher development and support varies from R140 (US$40) per year to R640 (US$180) per teacher for the first, more intensive year, and from R83 (US$25) to R214 (US$60) per teacher in subsequent years for continuing teacher support and development. The utility of the study for other countries is not that it demonstrates that EIA costs a certain amount per pupil in South Africa, but that it demonstrates the cost elements that should be considered when looking at the use of multichannel approaches to learning, and how an economist deals with the economic and political uncertainty when predicting the costs of taking an innovation to scale. Five tables and three figures illustrate data. (MAS)

A process of developing and testing an instructional methodology called interactive radio instruction (IRI) was begun in 1986 in order to improve the quality of primary school mathematics in Bolivia. When the development phase was complete and implementation well under way, management of the resultant Radio Learning Project (RLP) passed from the non-governmental organization (NGO), Fe y Alegria, to the Ministry of Education and Culture (MEC). Today, seven years after the initial pilot, approximately 600,000 primary-school children have enrolled in the RLP, renamed PARI; more than 8,000 teachers have been trained and certified in the IRI methodology, and in 1992, Radio Math achieved national recognition as the "official" mathematics program of Bolivia. This case study assesses how NGO management sustained RLP continuity, describes how broad-based teacher support laid the base for institutionalization, and looks at how IRI has revolutionized education in Bolivia. Rather than dwell on issues related to methodology or impact, the study assesses the sustainability of PARI from the sociological perspective, focusing on the issues of participation of people and systems key in driving national diffusion and sustainability. An appendix provides a chronology of events. (Contains nine references.) (Author/MAS)

On June 1, 1992, the Ministry of Education in Honduras started a pilot project using Interactive Radio Instruction (IRI) to deliver adult basic education. This case study examines the IRI project, or the "Basic Education for All" project, which is predicated on the conviction that educational investment in basic education for young working people could effectively accelerate economic and social development. The document begins with a brief discussion on illiteracy rates and the failure of adult education programs in Honduras. It goes on to note how the Basic Education for All project adapted an IRI elementary education curriculum to cover six academic years (levels); the design of the first and last three levels are described in detail. Discussion then focuses on the following factors that were important for establishing the project as a permanent educational system: institutional roles; catering to adult learners; the role of radio facilitators; delivery of audio and print resources; managing the radio system; supervising the centers; training needs; marketing; and funding. Evaluation and outcomes are discussed and achievement data is then delineated according to gender. Six figures present comparisons by subject, level, and gender. (Contains 20 references.) (AEF)

During the course of this pilot project, two models for environmental interactive radio instruction (IRI) were developed. The first model used a traditional IRI storyline where the setting of the radio show and the interaction over the air simulates a classroom environment. Teachers and students experimented with environmental information through imagination and practice. The second model departed from traditional IRI formats; it developed a soap opera drama which combined an entertaining storyline with environmental information and proposed action in the community. Both programs were broadcast in weekly segments for 28 weeks. This case study explored what was learned in both these experiments and why the switch to drama actually took place. Evaluation data was collected using observation guides, questionnaires, student workshops, and student focus groups. It was discovered that: (1) the serial style of presentation was effective; (2) characters were likable; (3) use of imagination was important; (4) entertainment factor made programs "special"; (5) learning was a continuous process; (6) the number of times information was presented affected comprehension; (7) local beliefs affected comprehension; (8) classroom conditions were important; (9) for some teachers, using radio was an extra burden; (10) baseline studies ensured that the production team knew how to capture children's interest; (11) quality of scripts was extremely important; (12) adults resisted environmental action, even when children were committed to change; and (13) interactivity that incorporated higher level learning was preferable. In conclusion, the experiment has shown that drama can successfully present school subject matter if the story reflects the design teams' in-depth knowledge of the target audience of children and teachers. (MAS)

In 1993, Bolivia was selected as a site to pilot an interactive radio instruction (IRI) project that would provide practical support to adult caregivers and children around early childhood development. Through linkages with health and education networks, PIDI (Programa Integral de Desarrollo Infantil) provided young children under the age of six food with health care and the attention of two community caregivers. The audio series, "Jugando en el Pidi," was created to reach a rapidly growing number of caregivers. This report documents the development and application of this IRI for early child development through conversations with caregivers, parents, and child development specialists. It presents the quantitative and qualitative evaluation results and unexpected information learned through the project. The series targeted young children and caregivers, and invited them to participate in activities which are age appropriate to the children. The key vehicle for learning, enhanced child-caregiver interaction in the PIDI, became the focus and goal of the series. For the children, the programs provided a time when they could participate in an entertaining and consistent sequence of cognitive, physical, social-emotional, and communication activities facilitated simultaneously by the caregiver and IRI characters. For the caregiver and the PIDI system, the programs provided an opportunity to learn child development through practice. It made principles of child development that are difficult to digest on a theoretical level practical, available, and easy to understand. The pilot package of "Jugando en el Pidi" includes 20- to 25-minute audiocassettes, three large color posters, and an illustrated guidebook which includes suggestions for post-radio activities. (MAS)

In 1986, an American computer company invited the government of Grenada to install and assess the viability of using computer assisted instruction (CAI) to improve school achievement. This case study reports on the results of this experiment. The Crochu Roman Catholic Primary School was chosen to receive the integrated learning system (ILS) that consisted of a file server, 32 student terminals, teacher guides, student workbooks, and the WICAT K-8 curriculum. This document begins with an overview of the project including information on the school, the ILS, cost and design considerations, and the people involved in the project. Next, early decisions which were vital to the success of the project are discussed. A description of the actual implementation of the ILS follows. Then, the evaluation design and results are examined. The overall impact of CAI on the learning of Crochu students was positive. Other benefits of the system reported were in the form of individual improvement; success in passing the Common Entrance Exam; and the impact of CAI on the community. Finally, the conclusions and implications of the study are presented. (Contains 16 references.) (JLB)

The rising demand over the past 2 years for interactive radio instruction (IRI) in Papua New Guinea has been unexpected and has come primarily from educators who have seen the difference it can make in the classroom. This enthusiasm was unexpected because it was not clear at the end of the Papua New Guinea Radio Science Project in 1990 how extensively funding cuts had affected its impact. Since then the government and educators in Papua New Guinea have asked for other core material to be adapted for radio broadcasts. Teacher demand is playing a vital role in the overall institutionalization of IRI in Papua New Guinea because planners recognized its importance in the change process. Because the driving force is coming from teachers, the process is moving beyond the institutionalization of interactive radio to the institutionalization of interactivity itself. The adoption of the interactive character of the Radio Science program as the standard for all school radio instruction is beginning in Papua New Guinea. (Contains 11 references.) (SLD)