Peter E. Pflaum, Synergy site

Peter E. Pflaum - Golden Globe -

The Synergy Network

Wiredbrain Pflaump@wiredbrain.com

2. "it's exciting; it feels good" (no evidence required)

While there is evidence that computer-based educational technologies

improve productivity, there is no evidence that productivity improvements

by themselves produce either enhanced content-learning outcomes or lead

to future job success. And while many individuals -- both students

and researchers -- involved in the introduction and utilization of computer

technologies express enthusiasm for their work and schooling, I believe

such sentiments should have no bearing on the question (unless *evidence*

can be produced which shows that "enthusiasm" is linked to enhanced

learning outcomes or job competence/employment success).

This absence of compelling evidence is not in-and-of-itself disturbing;

where school outcomes are concerned, evidence has always been a problem.

Given the many competing demands on the public education dollar, however,

the absence of solid evidence suggests we should go slowly in funding and

training for this particular technological solution. Keeping researchers

and students in a state of technology-induced enthusiasm is not, in my

opinion, a good enough reason to put such technologies at the top of the

education "wish-list".

- Reed

--MORE--(66%)Reed Augliere

reeda@hpwadhn.wal.hp.com

---------------------------------------------------------------------

THE QUESTION:

_________________________________________________________________

|CAN ANYONE PROVIDE INCONTROVERTIBLE EVIDENCE THAT COMPUTER-BASED|

|EDUCATIONAL TECHNOLOGIES SUPPORT CONTENT LEARNING OUTCOMES? |

|________________________________________________________________|

THE RESPONSES:

The evidence that would enable one to answer this question is

inconclusive. Perhaps we should support educational technology

anyway, because:

- the evidence may never be conclusive; we must push on

- such technology is a legitimate productivity-enhancing tool

- such technology is fun, generates excitement and affords one a good

living; why *not* support it?

- the evidence may be inconclusive, but students need to learn technology

in order to get good jobs

The evidence that would enable one to answer this question either

--MORE--(83%) way is inconclusive. Perhaps we should not push so hard for

computer-based educational technologies, because:

- we can better spend our public education money in ways that

have demonstrable beneficial effect (more textbooks, more schools,

etc.)

- we will be better prepared to cope with the negative effects of

this technology (if and when they emerge) by following a more cautious

approach now

There *is*, in fact, incontrovertible evidence out there which confirms

that computer-based educational technologies support content learning

(citations given).

There is no such thing as incontrovertible evidence.

The question betrays theoretical assumptions, such as the notion of

educational "content" and the definition of "technology", which must be

addressed prior to any search for evidence of educational outcomes.

The question is meaningless.

End of article 624 (of 649)--what next? [npq] Article 625 (24 more) in bit.listserv.edtech:

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Approved-By: EDTECH Moderator <21765EDT@MSU.EDU>

Date: Mon, 13 Jun 1994 21:27:05 EDT

From: Jon Storslee <AZJHS@ASUACAD.BITNET>

Subject: Re: Educational Computing Grad School

Lines: 13

Hi,

I would recommend Arizona State University for educational technology. I am wo

rking on my PHD at ASU and have been very pleased with the opportunities that A

SU has given me. We have worked on several ground breaking projects using the

latest technology.

*******************************************************

Jon Storslee *

Graduate Student *

--MORE--(85%)Instructor EMC 321 & EMC 598 *

Arizona State University 602-965-7192 *

AZJHS@ASUACAD.BITNET *

*******************************************************

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Date: Mon, 13 Jun 1994 21:28:18 EDT

From: 00gwmichelin@bsuvc.bsu.edu

Subject: Re: video toaster

Lines: 19

What exactly is a video toaster?

It is an Amgia-based desktop video post-production tool. It has a

video switcher with on 170 transitional effects and 50 special

effects. It has a character generator for putting text over video or

created graphics. It has a video paint package. It also has a 3D

system that is used in such programs as SeaQuest.

Base cost is around $5000 (US). Adding editors, audio board, edit

controller, and the like will put the price around $10-12K (US). A

--MORE--(85%)Article 627 (22 more) in bit.listserv.edtech:

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Date: Mon, 13 Jun 1994 21:29:05 EDT

From: dmcclain@sledge-po.weeg.uiowa.edu

Subject: Engineering computer classroom

Lines: 15

EDTECH readers:

The College of Engineering at

The University of Iowa is considering creating an

Engineering computer classroom, containing high function workstations.

They

want to be able to manipulate images over a classroom network.

The images may

be on a local server or at a remote site.

The instructor or any student would

be able to maniupulate an image. Do any of you have existing similar classroom

at your institution? We have high function workstations doing similar types of

things in research labs but not in a classroom. We have several computer

classrooms on campus with Macintoshes or Windows systems but currently aren't

doing a lot with images or multimedia across a network. Any help would be

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Date: Mon, 13 Jun 1994 21:25:37 EDT

From: Richard Irvine <ricirv@pandanus.ntu.edu.au>

Subject: Computer communication

Lines: 15

Has anyone on the list done some study into the nature of computer based

communication? I am looking at the nature of peraonal interactions on a

list like this as opposed to face to face contact. I seem to recall

something related on the list sometime back. Any help would be greatly

appreciated.

Richard Irvine B. Ed. Dip. Tchg

Institute of TAFE

Northern Territory University

Box 40146 _*-_/\

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Date: Mon, 13 Jun 1994 21:19:53 EDT

From: John King <jking@cc.brynmawr.edu>

Subject: Re: Video tech, IBM style

Lines: 33

[snip]

>If purchases are being deferred until better products come along there will

>never be a purchase made. I propose that you purchase the best you can

>afford now and pay particular attention to the package. Choose one that

>will have expandability and will take an upgrade. If you have extra slots

>and bays you can upgrade and grow more cheaply than replace.

Well yes and no. One machine that is being deferred is our multimedia

workstation. Since it is obvious that all high end graphics work on the

Mac will be on PowerMac and since the new generation of video capture cards

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Date: Mon, 13 Jun 1994 21:20:46 EDT

From: Hal Sulz <hsulz@cln.etc.bc.ca>

Subject: Use of CD ROM with downs syndrome children

Lines: 7

I would like more information about your use of CD ROM with downs syndrome

children.

*****************************************************************

Hal Sulz Tel 604-378-2022 (W)

Director of Instuction FAX 604-378-6263

School District #31 EMAIL hsulz@cln.etc.bc.ca

Merritt, BC, Canada, V0K 2B0

******************************************************************

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Date: Mon, 13 Jun 1994 16:50:58 MDT

From: Marshall Adams <BA24@UTEP.BITNET>

Subject: Re: Honesty

In-Reply-To: In reply to your message of MON 13 JUN 1994 14:27:28 MDT

Lines: 41

Hi Barry,

>In a recent "hallway seminar," one of my colleagues asked me to

>ponder the following question: "In whose interest is `honesty is

>always the best policy'?"

There is much evidence that the principal benefits of honesty and candor

accrue to the 'first person', as opposed to the 'second person':

The honest person avoids the need to remember which version of the

'truth' corresponds to which hearer at a later time.

The reputation for honesty and candor, (which need not effect one's

reputation for discretion regarding business of a 'third person'),

are among those traits of character which make a friend valued,

which make a bachelor 'eligible', which make a business associate

respected.

--MORE--(51%)