ERIC ED364219: Technology Survey Report. Occasional Papers 2.

66 Pages·1992·1.5 MB·English

by  ERIC

DOCUMENT RESUME
IR 016 397
ED 364 219
Tkal, Lucy
AUTHOR
Occasional Papers 2.
Technology Survey Report.
TITLE
Commission, St. Leonards
New South Wales TAPE
INSTITUTION
(Australia).
ISBN-0-7305-8554-9
REPORT NO
92
PUB DATE
Training & Education
76p.; A product of the Open
NOTE
Network.
Reports -
Information Analyses (070) --
PUB TYPE
Evaluative/Feasibility (142)
MF01/PC04 Plus Postage.
EDR3 PRICE
Assisted Instruction;
Audio Equipment; *Computer
DESCRIPTORS
Systems; *Distance
*Cost Estimates; *Delivery
Technology; Educational
Education; *Educational
Education; Facsimile
Television; Elementary Secondrry
National Surveys;
Transmission; Foreign Countries;
Evaluation; Surveys;
Open Education; Program
*Telecommunications;
Technological Advancement;
Teleconferencing
Mediated
Audiographics; *Australia; Computer
IDENTIFIERS
Communication; Video Technology
ABSTRACT
provides an overview of the
This technology survey
distance
specifically availablc in the
educational technology options
options
It examines technological
education and open learning arena.
application. For each
in the context of each
and their delivery modes
for each
provided. Costs are estimated
option, a definition is
in
disadvantages, and availability
application; and advantages,
explored: (1)
following technologies are
Australia are sketched. The
(3)
mmdiated communication;
facsimile transmission; (2) computer
(6)
(5) computer assisted instruction;
audio; (4) audiographic;
and teleconferencing. The
videoconferencing; and (7) television
makes it apparent that many
review of available applications
educational
dabbled in the area of
organizations in Australia have
in terms of
the options formally
technology, but few have evaluated
requirements and learner neeas.
their appropriateness for course
of educational technology,
Three appendixes list features
dealing with
special interest groups
applications, and journals and
(SU))
(Contains 54 references.)
educational technolow.
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Reproductions supplied by EDRS are
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I.
4
U.S. DEPARTMENT OF EDUCATION
Office of Educatane; Re Search and improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
onginating it.
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Points of view or opinions Stated in this docu-
mint do not necessarily represent ottimat
OERI position or policy.
't
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
D. Schmidmaier
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
BEST COPY AVAILABLE
Sad.,
TECHNOLOGY
SURVEY REPORT
LUCY TKAL
PROJECT OFFICER
EDUCATIONAL TECHNOLOGY
OPEN TRAINING & EDUCATION NE1WORK
TAFE:
OCCASIONAL PAPERS 2
3
Technology survey report
Produced by the Open Training and Education Network
199 Regent Street
Redfern NSW 2016
C NSW TAFE Commission, 1992
This work is copyright. Apart from any use permitted under the Copyright Act 1968, as
amended, no part may be reproduced by any process without the prior written permission of
the publisher.
ISBN 0 7305 8554 9
Preface
The Open Training and Education Network (OTEN) of the NSW TAFE
Commission came into operation in January 1992. The Network is the major
developer of education and training packages, provider of innovative open
and distance education delivery to over 20 000 students, and is responsible for
the effective implementation of education technologies.
The information in this report was collected as part of the development of
OTEN's Technology Strategy. I hope that the report will form the basis of
ongoing discussions on the use of educational technology in providing
improved access and flexible learning opportunities in TAFE.
Dagmar Schmidmaier
General Manager
Open Training and Education Network
CONTENTS
Management Summary
1.
1
2.
Facsimile
4
Computer Mediated Communication (CMC)
3.
6
Electronic Mail (EMAIL)
6
Bulletin Board Systems (BBS)
9
Computer Conferencing
11
Audio
4.
15
Audioconferencing
15
Radio
16
Audiographic
5.
18
20
Computer Assisted Instruction (CAl)
6.
Computer Based Training (CBT)
21
Computer Managed Learning (CML)
23
Multimedia CAI
25
Hypermedia
25
Optical Disk
27
Compact Disk-Read Only Memory (CD-ROM) 27
Compact Disk Interactive (CD-I)
29
Digital Video Interactive (DVI)
30
Interactive Videodisk (IV)
31
Artificial Intelligence (AI)
33
Expert Systems
33
6
35
7. Videoconferencing
39
Television
8.
39
Broadcast Television
41
High Definition Television (HDIV)
42
Pay TV
44
Appendices
9.
44
Educational technology features matrix
Appendix 1
45
Educational technology applications
Appendix 2
Educational technology journals and
Appendix 3
54
special interest groups
55
Further Reading
10.
vi
Management Summary
1.
This technology survey provides an overview or `he educational
technology options specifically available in the distance education and open
learning arena.
The report examines technological options, and their delivery modes (such as
satellite, ISDN and optical disk) are viewed in the context of each application.
For each option a defmition is provided. This is important as a single
technology type can have more than one name. The definitions have been/
based upon those developed by practitioners in the field and in the
professional literature. In the case of computer assisted instruction (CAI) and
its associated technologies, the terminology used is based on that developed
by A. J. Romiszowski, a leading practitioner in this field. However, it should
be noted that the terminology and definitions related to educational
technology will be modified and/or changed as this and associated
technologies develop. This overview also provides a description; covers
applications, advantages, disadvantages and costs; and addresses other issues
as appropriate.
Costs are per unit and do not include peripheral and associated costs. The
costs insease as the number and pieces of hardware and software increase.
Figure 1.1 and Appendix 1 summarise the available technologies and their
relationships to each other. Appendix 2 lists each of the technologies and their
applications both within Australia and overseas. The list is compiled from
information gathered through speaking to users, scanning the literature and
relevant directories. Appendix 3 provides a list of Australian and overseas
journals and special intert groups in the area of educational technology.
From the results of this report it appears that, in Australia, many organisations
have dabbled in the area of educational technology. A number of these
organisations have taken up the challenge in earneu and incorporated
educational technologies into their delivery of open and distance learning.
However, few have undertaken to formally evaluate the technological options
in terms of their appropriateness for course requirements and learners' needs.
While investigating educational technologies and their applications, the
following issues repeatedly appeared as important in the use of educational
technology for open learning and distance education:
No technology can be singled out as intrinsically superior to all others or
able to service all needs.*
Technology cannot be considered in isolation. It must be suited to the
learning context, the learner's level of motivation and the level of
learning activity.*
Technology Survey Report
Technology can serve three functions at various stages of learning:
- to motivate and inform
- to guide and support
- to facilitate self-study and independent inquhy.*
Any implementation of technology requires careful planning and proper
evaluation.
McGregor, A.L., & Latchern, C. R., Network for learning A review of access and equity in post-
compulsory education in rural and remote areas of the State of Western Australia, Perth: Western
Australia Office of Higher Education, 1991, p. 49.
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