Thesis (Ed. D.)--Teachers College, Columbia University, 1986. / Typescript; issued also on microfilm. Sponsor: Louis Forsdale. Dissertation Committee: Stephen Kerr. Bibliography: leaf 40.

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The goal of this paper is to develop an interactive training system. Although the system developed was used to train tank gunners, the system concepts are generic in that they can be applied to many training scenarios. Applications of computer-based training systems are briefly discussed. The system concepts are defined and hardware and software subsystems are outlined. An architectural overview will precede a detailed discussion of subsystems.

This study examined the nature and potential of interactive videodisc technology in public schools through an analytic review of the current literature and a modified Delphi study. The analytic review synthesized some of the writings related to classroom applications, technology policy in education, cognition and learning, and dissemination and diffusion of innovation in schools. The Delphi component of the study managed an interaction among 32 national videodisc and education leaders. It consisted of an in-depth interview and two subsequent rounds of questioning of a panel chosen from the fields of education, government, private industry, and the military. The initial interviews asked panelists to respond to four questions: (a) the potential of interactive videodisc technology for education, (b) the measures/policies needed to achieve visitors of potential, (c) the barriers inhibiting die potential, and (d) future scenarios. Analysis of the interview data informed the design of two subsequent research that were limited to visions of potential and measures needed to achieve those visions. The questionnaires, by providing anonymous feedback of group judgment and individual comments, enabled panelists to reassess their original positions and beliefs. A review of the findings revealed nine domains of issues panelists considered important to understanding the relationship of interactive videodisc technology and schooling. 'They are: (1) technological capabilities; (2) legitimate descriptors; (3) potential benefits; (4) goals and rationale for use; (5) production ard design issues; (6) marketing issues; (7) research issues; (8) funding and responsibility issues; and (9) applications in different locations. A systematic search for commonality within those domains disclosed four recurring themes: (1) the complexity and interrelatedness of issues; (2) the importance of the context to technology applications; (3) the between potential and reality; and (4) historical parallels between public school applications of interactive videodiscs and other media technology. The concluding chapter presents a discussion of those themes and their implications, along with recommendations for further research and for ways that the various stakeholders of technology in education might promote thoughtful applications of interactive videodisc technology. / Ed. D.

The purpose of the study was to determine the effects of level III video disc instruction on high school biology students. There were three areas studied: students' achievement in biology, students' attitude toward biology, and confidence. The experimental group consisted of 70 biology students. The control group also consisted of 70 biology students. The teacher of the experimental group used level in video disc instruction to teach about invertebrates, vertebrates, human systems, and plants throughout the semester. The teachers of the control group taught the same topics during the same period using the traditional lecture method and without level III video disc instruction. Students took the Biology Achievement Test, the Purdue Master Attitude Scale, and the Confidence in Learning Inventory before and after the treatment period. A t-test on the pretest scores of the experimental group and the control group showed no significant difference between the two groups. The experimental group also took the Technology Preference Survey after the treatment period.

Using a case study approach, this investigation focused on the deliberations and decision-making processes involved in the development of a physical science curriculum to be delivered by interactive videodiscs. The mediating factors that influenced the developmental processes included the participants and their perceptions, their decisions and factors influencing their decisions. The Curriculum and Instruction Advisory Committee of the Texas Learning Technology Group was selected as the subject of this study which used qualitative data collection methods. Data collection included participant observation of curriculum meetings followed by structured interviews of the participants. Document analyses were triangulated with the observations and interviews to ascertain influences on decision-making processes. Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state mandates. Other influencing factors included research, tradition, and politics. Core curriculum was to be delivered by interactive videodiscs and include remediation and enrichment loops along with laboratory simulations. Participants stressed that students perform traditional laboratory experiments in addition to simulations. This curriculum also addressed the possibility of the course being taught by teachers not certified in physical science.