ERIC Number: ED297709
Record Type: RIE
Publication Date: 1986-Oct
Reference Count: 0
Getting the Picture: Four Classroom Case Studies of Videodisc Use in Schools. Technical Report No. 41.
Char, Cynthia A.; Tally, William
These four case studies examine the introduction of interactive videodisc technology into three classroom settings by two art and two science teachers at the elementary school level. Five models of videodisc use were employed: (1) teacher presentation or teacher-led class discussion; (2) activity stimulus; (3) programmed disc-based environments (i.e., simulations, games, or other problem-solving contexts); (4) visual databases; and (5) student presentations. It was found that videodisc use was important in both large group and small group instruction, that elementary school classrooms make extensive use of visual information resources, and that videodiscs can be used to meet this information need. Both students and teachers found the videodiscs--which permitted student and teacher control over the pacing, access, and replay of information--to be a stimulating alternative to regular classroom instruction. However, it was also found that, contrary to assumptions held in the videodisc industry, teachers are neither simply consumers of existing videodiscs nor are they designers and programmers who possess the knowledge, time, and energy to redesign and retrofit videodiscs. It is suggested that teachers could, nonetheless, make valuable contributions to the videodisc design process. Four explanatory footnotes are provided. (27 references) (EW)
Descriptors: Adoption (Ideas), Art Activities, Case Studies, Classroom Techniques, Comparative Analysis, Elementary Education, Instructional Design, Intermode Differences, Large Group Instruction, Models, Science Instruction, Small Group Instruction, Teacher Role, Teaching Methods, Videodisks
Center for Children and Technology, Bank Street College of Education, 610 West 112th St., New York, NY 10025 ($4.00).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Bank Street Coll. of Education, New York, NY. Center for Children and Technology.