Getting the Picture: Four Classroom Case Studies of Videodisc Use in Schools

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) mmmoommoommoommoommummounommommummimmmoommommum Reproductions supplied by EDRS ere the best they can be made from the original document. Km00000000000000000000000000000000moommummommmmmmmmmmmmmmmmmmm UAL DEPARTIMENT OF EDUCATION OEN* c Educational Pleseerch and Improvement EDUCATIONAL RENTE SO R (ERIC URCES INFORMATION CE) The domains()) has Non reproduced IS received from Me person or orpancalson