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By Michael T. Romano

Determines the possibility of know-how to empower academics and increase pupil fulfillment because it introduces a definitive, finished method of using expertise within the school room.

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Couldn’t the classroom be moderately dark, so the teacher could stand beside the screen and keep eye contact with the learners? Couldn’t the film be stopped at intervals, so the teacher and learners could discuss content and interact? Why couldn’t the sound be off, with the teacher providing the narration? Couldn’t selected segments be viewed as part of a lesson? All of this would have adapted film to the classroom rather than adapting the classroom to the movie theater. Finally, the classic example of faulty technology application is the case of the slide-tapehtudy carrel.

Washington, DC: National Education Association, 1997, pp. 1-2. 15. , School’s Out. New York: Avon, 1992, p. 154. 16. , Technology in Education: Looking toward 2020. Hillsdale, NJ: Lawrence Erlbaum, 1988, p. 250. 17. S. Congress, OTA, Teachers and Technology, p. 184. 18. Fatemi, “Building the Digital Cumculum,” p. 7. 19. Congress, OTA, Teachers and Technology, p. 29. 20. S. Congress, OTA, Teachers and Technology, p. 177. 21. Fisher, Dwyer, and Yocam, Education and Technology, p. 200. F I F T Y YEARS OF U N R E A L I Z E D EXPECTATIONS 43 22.

Admittedly, this is a formidable, costly task, but it is not without precedent. In the 1960s, education placed its hope for improving learner achievement on the use of television. Then, academic institutions at all levels developed TV production facilities. Some were at a level of sophistication equal to their commercial counterparts. Their mission was to create course-specific video, and many did it superbly. Why educational television did not produce the anticipated results is pertinent to what is happening today with computers and is explored in chapter 5.

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