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A qualitative study was conducted to determine the perceptions of preservice teachers on how computers will be used in schools in the future. Undergraduate students (n=40) were given a 60-minute multimedia presentation on how computer and multimedia technologies are used in schools, followed by group discussions on the ways in which computers will be used in schools in 10 years, and an assigned one-page essay addressing the topic. The study revealed that preservice teachers have high expectations for using computers in their classrooms, some of which are unrealistic for the next 10 years. Many students felt that assignments and materials will be accessed via electronic mail or the Internet (n=37); software will be personalized, self-paced, and written by students (n=32); virtual reality, CD-ROMs, and holograms will be commonplace (n=31); and computers will be voice-activated and have touch-screens (n=30). Other students felt the teacher will still be the center of the classroom and computers will be used for grades and attendance records (n=25); every student will have a computer (n=23); computers will replace books and floppy disks will replace paper (n=18); computers will control fire drills, demonstrations, and career exploration (n=13); computer equipment will not be expensive and computer access will be limited (n=1). Student perceptions and further research are discussed. (Contains 10 references.) (SWC)

This paper presents an overview of three-dimensional media technologies (3Dmt). Many of the new 3Dmt are the direct result of interactions of computing, communications, and imaging technologies. Computer graphics are particularly well suited to the creation of 3D images due to the high resolution and programmable nature of the current displays. Computer animation in film making is one example. Research has been undertaken in both conventional television and video display technology and in specialized applications. Autostereoscopic or "glassless" 3D television applications are also being developed. Recent advances have been made in real-time computer generated holography; it demands a high level of involvement and interaction since the virtual information space exists in the mind of the viewer. Three dimensional film technology has been in use for over 100 years. Widespread public exposure to high-quality 3D films can be found in the Disney theme parks and at many other special venues and international expositions. As interactivity in communication media gained importance, virtual realities became the 3D environment of the user/audience through which they can perform their own acts of creative experience. Research at the 3Dmt Center in Montreal (Canada) has centered on a systemic approach to 3D media from a biocybernetic viewpoint, which concerns how the human sensory system responds to and processes information. A new generation of visually literate users is emerging as use of 3D media technologies becomes more widespread. Five figures present information on 3D technologies. (Contains 18 references.) (AEF)

This paper distinguishes several closely interrelated aesthetics terms, establishes criteria for and facets of the aesthetic experience, and examines aesthetic theories which have guided values systems for imagery of the past and present. These include: (1) mimetic theories of art as imitation; (2) instrumental theories of art as teacher; (3) expressive theories of art as feeling; and (4) formal theories of art as form or composition. What needs updating is the list of aesthetic qualities that must be apprehended in order to develop an educated stance toward new technologically-based forms of imagery. Notions of craftsmanship and personal creativity are changing. Children of the future will especially need to be literate with data and images that are in motion, like animation and holography. They should probably begin, however, with the production of art, and then move to aesthetics as philosophic inquiry, or critical reflection and analysis of exemplars. Some basic competencies are listed from the "aesthetic valuing" section of an elementary art curriculum. (Contains 18 references.) (BEW)

The project described demonstrated not only the feasibility of producing a holographic compound spherical beamspliter mirror with full color response, but the performance and color capabilities of such a beamsplitter when incorporated into a Pancake Window Display system as a replacement for the classical glass spherical beamsplitter. This substitution is designed to reduce both weight and cost in the Pancake Window, which is the basic optical element in the visual systems of two advanced trainers--the Advanced Simulator for Pilot Training (ASPT) and the Simulator for Air-to-Air Combat (SAAC). Background information is followed by descriptions of the various phases of the project: (1) development of holographic mirror resolution and spectral response control; (2) development of red response holograms with the argon ion laser, a red laser, and the krypton laser; (3) coupling of the holographic mirrors; (4) production of the blue, green, and red holograms; (5) assembly of the tricolor holographic mirror and holographic color Pancake Window; and (6) performance of the tricolor window. Conclusions and recommendations conclude the report. A description of the holographic facilities is appended, and five references are listed. (BK)

Holograms are capable of taking the two-dimensional ways of envisioning information to another dimension of presentation, representation, and conceptualization. Educational holography is joining display holography, holographic testing of materials, and holographic optical elements as a fourth major field in holography. Holograms are explored as educational tools to explain information visually to everyone. Holograms, based on a unique way of precisely recording light interactions as wavefront interference patterns, are not limited to recording images from original objects, but may be used to synthesize views of anything that can be represented graphically. Embossed holograms have been the most widely seen mass-produced holograms, as the "National Geographic" covers have demonstrated. Making holograms of this type and other varieties is reviewed. Holography can be put to the service of visual literacy, and can dramatically change the ways in which people communicate by graphic information. Educational holography will not solve all problems for visual literacy, but it can suggest where problems exist and point out connections to other disciplines. (Contains 6 references.) (SLD)

The relationship between recognition and recall, especially the orderly recognition-failure function relating recognition and the recognizability of recallable words, was investigated using a composite holographic associative recall-recognition memory model (CHARM) in 10 series of computer simulations. Support for the model is demonstrated. (SLD)

A four-month investigation was made of holographic information storage and retrieval. After an extensive review of the state of the art of various holographic systems, it was concluded that digital holographic storage techniques hold the greatest promise for commercial development, especially since they are particularly well suited to computer application. It was also noted that for medium storage of textual information, holographic techniques would be too costly to be competitive, at least for the foreseeable future. (JY)

Some of the theories which have been developed to explain how visual space is actually perceived, processed, and stored in the human brain are briefly noted, and the correspondence of contemporary systems of stereocinematography and holography to the neural processes of the brain is explored. Major concepts discussed include projective geometry, three dimensional perception, space perception, human information channels, and segmented space systems. The comprehension of these concepts was the foundation for modern stereocinematography techniques. Segmented space systems are said to be similar to stereocinematography, where the viewer is confined to a certain area, viewing the angle and precise timing of the show so the psychodramatic information impact is decreased geometrically with the length of time. Holography is described as a typical example of the use of projective geometry, where the viewer is in the movable horizon or place so his/her own eyes are a vanishing point or camera, and with every movement of his/her eye or head the entire picture will change its projective geometry. (JEG)