ERIC Number: ED124118
Record Type: RIE
Publication Date: 1976-May
Legal Barriers to Educational Technology and Instructional Productivity. Final Report.
Heinich, Robert; Ebert, Kim
A study sought to determine if deterrents to the introduction of certain kinds of educational technology were statutory in nature. The thesis was advanced that educational technology is a threat to the power base of education and the more comprehensive the technology, the greater the threat; therefore the laws and policies setting forth the governance of education would act to inhibit and/or prohibit applications of educational technology that are alternatives, rather than supplements, to classroom teachers. Four key areas of educational governance were studied: (1) certification; (2) accreditation; (3) state financial aid; and (4) professional negotiations. While the hypothesis was confirmed, the situation was found to be in a state of flux, with some traditional means of enforcing certain barriers easing, or disappearing, and other means of enforcing those barriers taking over. Thus state financial aid is moving away from instructional units, toward "equal yield" formulas based soley on equal support of students. However, teacher associations are moving in to ensure continuance of what they regard as favorable pupil/teacher ratios. Another finding was the unsettled question of the extent to which school districts can contract away their responsibilities and authority. It was concluded that education is no longer a self-governing community, and now the courts have become key agents of change in education. (HAB)
Descriptors: Accreditation (Institutions), Boards of Education, Certification, Change Agents, Collective Bargaining, Court Role, Educational Change, Educational Legislation, Educational Policy, Educational Technology, Equal Education, Governance, Power Structure, Productivity, Professional Associations, School Districts, State Aid, State of the Art Reviews
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Finance and Productivity Group.
Authoring Institution: N/A