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H. H. McAshan 《Educational technology research and development : ETR & D》1960,8(5):314-314
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Thomas D. Cook Thomas R. Curtin 《Educational technology research and development : ETR & D》1985,33(2):91-112
This is the twelfth ERIC /ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources
Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared
pursuant to a contract with the National Institute of Education. U.S. Department of Education. Contractors undertaking such
projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters.
Points of view or opinions do not necessarily represent the official view or opinion of the NIE. - Ed. 相似文献
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Summary and conclusions Suffering intensely from lack of funds for construction of trans mission facilities and under heavy criticism from commercial
broadcasters, industry, some federal agencies, and other opponents of ETV expansion for their slow activation of educationally
reserved channels, proponents of the ETV movement turned to Congress for help. In 1956, the idea of federal aid to ETV took
specific shape with Leonard H. Marks, a Washington communications attorney, Senator Warren Magnuson, and those within the
ranks of various educational institutions. Although under constant pressure from the U. S. Office of Education, the NAEB,
the NEA, and other educational organizations and citizens who contributed long hours of testimony to show the need for federal
assistance to ETV, Congress—especially the House of Representativeswas not altogether willing to enact legislation which would
give the federal government even the slightest excuse for becoming involved in what was considered by many to be a state problem.
Nevertheless, after considerable testimony and debate, including the addition of a strong “no Federal control” clause, Congress
approved a modified version of Magnuson’s original bill; and what has proved to be the most significant development in educational
television since the Sixth Report and Order of 1952, Public Law 87–447 provided $32 million for the construction of ETV facilities.
Through the efforts of men like Marks, Magnuson, Roberts, and others of the Congress; of organizations such as the NAEB, the
NEA, and the U. S. Office of Education; and because of the willingness of the American public to accept promising educational
innovation at a time when it was most urgently needed—and via the controversial federal pursestrings, at that—ETV was probably
snatched from the jaws of disaster. But now, for better or worse, it is with us to stay—a giant among the new educational
technology of the twentieth century. 相似文献
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This article examines the implications of a cognitive model of learning for the design of educational broadcast television.
Specifically examined are research studies with instructional implications for such functions as pacing, cueing, modeling,
and transformation of the television presentation.
Robert B. Kozma is Associate Professor at School of Education, Associate Research Scientist at the Center for Research on
Learning and Teaching, and Project Director, National Center for Research to Improve Post Secondary Teaching and Learning,
The University of Michigan, Ann Arbor, MI, 48109.
An earlier version of this paper was presented at the American Educational Research Association Annual Conference, New Orleans,
LA, 1984. Appreciation is expressed to Barbara Beath, Edward Saunders, anonymous reviewers, and students in the author’s seminar
on educational television for their helpful comments. 相似文献
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Lionel C. Barrow Bruce H. Westley 《Educational technology research and development : ETR & D》1959,7(2):14-23
This report presents the principal findings of a study conducted for the University of Wisconsin Television Laboratory, of
which Raymond J. Stanley is director, and the Wisconsin School of the Air, with the assistance of a grant- in- aid from the
Educational Television and Radio Center, Ann Arbor, Michigan. 相似文献
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论教育供给有效性的衡量 总被引:6,自引:0,他引:6
叶忠 《河北师范大学学报(教育科学版)》2001,3(2):53-58
衡量与评价教育供给是否有效是提高教育供给有效性的前提。教育供求是否平衡、教育供给效率高低、教育供给是否公平是衡量教育供给有效性的基本标准。教育供给有效性的 衡量 要从数量、质量和结构上具体考察,在个人与社会、公平与效率之间还要根据世界教育改革和发展的总趋势,结合我国国情来具体选择。 相似文献