Journal of Educational Technology Systems

The objectives of this article are: 1) to illustrate the strategic forecasting approach for the administrators; and 2) to lay the foundations toward a decision support system (DSS) that would achieve a high degree of enrollment forecasting accuracy and decision flexibility at both college and department levels. A strategic framework of the DSS for enrollment forecasting is presented. Administration issues are also addressed.

A computer algorithm which links student test records using information available on two files is described and data on its accuracy presented. During the past four years it has been used to match over 1.6 million student records for use in a statewide school reward program. The results indicate that after minimal editing about .18 percent of the computer matches were incorrect and .44 percent of the potential valid matches were missed. By comparison, matches based on unedited student ID numbers produced almost no mismatches (.06%) but missed about 6 percent of the possible matches. For many applications the computer error rates should be tolerable and, since the system utilizes extant data, it is clearly cost-effective. A number of additional areas of application are described.

If the library media specialists are going to truly accept the challenge of the American Library Association and the Association for Educational Communication and Technology and strive to become effective instructional consultants for staff and students, what responsibilities must they accept for accessing and promoting effective use of instructional technologies? The author states that the library media specialist during the 1990s will need to broaden their knowledge of resources and teaching methodologies to include the understanding of the instructional design process and the application of telecommunication technology in elementary and secondary education.

This article describes a method for displaying illustrations and accompanying text on a computer screen for interactive study and browsing. The method allows for illustrations which unfold over time, that unfolding being synchronized with the text presentation. Implementation of the method offers a comfortable and cheap vehicle for the development of semi-animated, computer-assisted learning materials by non-programmers.

Since 1974, a lengthy CAI course in applied statistics has been kept operational through changes in computing systems by development of software allowing independence from the manufacturers of computer equipment. During the last sixteen years, over 1,600 graduate students have taken the course with seven different instructors, generating a wide variety of observations about the course itself and the advantages and disadvantages of CAI. These observations relate to changing student characteristics, differing objectives of the instructors, as well as problems related to moving courseware from one system to another. Although the course has been generally well received, its continued operation is questionable due to increasing operational costs and changing perceptions about the importance of statistical inference in educational research.

Level three interactive videodisc instructional programs used in ways that create cognitive conflict are more effective in elementary teacher education than are those programs which do not create this involvement. Conflict can be provided through use of the engaging and engrossing videodisc examples either inductively when students work alone or deductively when students engage in peer discussion.

This article summarizes and critiques research on the effectiveness of computer applications with at-risk students. Though the research claims many positive outcomes (unproved achievement, lower absenteeism, higher self-esteem, better attitude toward school) resulting from computer use with these students, this review concludes that many of the findings are questionable as a result of several issues. These include flaws in study design, measurement problems, failure to control critical factors associated with the learning environment, lack of specificity regarding utilization and implementation, and a general disregard for the influence of gender and SES in examining and assessing results.