FOURTH INTERNATIONAL CONFERENCE

Theme: Technologies For Learning For All: Today and Tomorrow

Papers:

1. Technologies for Sustainable Learning, Hedayat Ahmed

The greatest challenge facing the human race is the achievement of sustained and equitable development. Education for sustained economic development has been a major goal of all countries -thus putting emphasis on the development of creativity and divergent thinking which will allow the populace to cope with technologies which have yet to be invented, and information explosion which will have a strong influence on the labour force and the society as a whole. As the UNESCO Director-General Mr. Federico Mayor affirms:" UNESCO is deeply commited to making the right to education an everyday, not a remote, promise. Education is the sine qua non for effective participation in modern society. It is for this reason that the struggle against illiteracy and the promotion of Education For All are the top priorities of UNESCO."

2. Whither Education for All: Technologies for Achieving Global Change, Nat Coletta

As we approach the 21st century, we are now facing a "new reality." The postcold war transition from war to peace has created a greater awareness of the interdependence of nations and the integration of the global economy. With the advent of the global village spurred by a worldwide revolution in communications, the world's leaders now relalize that their actions are ineffectual if national and international policies and practices fail to take into account such global integration.

3. Multi-Channel Learning for Women and Girls: The Challenge for an IMAGE Working Group, Stephen Anzalone and Andrea Bosch

As we approach the twenty-first century, we are called upon to assess the goals and developments of the past decade in regard to increasing access and quality of education for girls and women. The challenge of education for all continues to be complicated by the three iterrelated and sometimes conflicting issues of access, quality, and equity. Equity has sometimes suffered when programs are designed to take access or quality as their priority. This experience of confounding priorities is common. Enrollments in school decline, for example, when parents respond to what they see as an eroding of consistently poor quality of education in local school. As parents often choose no to send their daughter to schools when schools are perceived as not beneficial, safe or relevant to future gains.

4. Interactive Radio in Multi-Channel Learning, Carleton Corrales

This paper presents the Interactive Radio Methodology within the framework of the Multichannel Learning Approach. Those lessons learned in development and implementation of the interactive radio series could help us in creating the doctrine of Multichannel as a way to revitalize our schools. Multichannel thinking can help us bring together important variables. The key variable seems to be community-based schools. A modified role of the Ministry of education together with schools controlled and funded by the community, can open the road to greater accountability, more relevant education and faster introduction of technological, scientific and social change.

5. Learning Technologies for Survival in a Disaster Area, Gloria Lasam

When the"Killer Quake" struck the Philippines in July 1990 and devastated Region 1, where I was then assigned as Director of Department of Education, Culture and Sports; when Mt. Pinatubo erupted which is considered the worst in the century burying municipalities and dislocating thousands of families; and when floods and typhoons came not by one but by twos lashing the country, this generation is truly confounded by the worst enemy of man -NATURE. The scenario is scary -strong winds knocking down power lines and houses, heavy rains triggering land slides that isolate villages and damage crops and infrastructures. Either whole communities are wiped out, or, they are uprooted to safer places, breeding anxieties and destroying bringing untolf misery to the masses and the schools cannot be overstated.

6.Life History of the Aeta Literacy, Julian Abuso

This paper explores the role of education in development particularly in the battle against illiteracy among the Pinatubo Itas. Here, education is defined as the transformation of consciousness that permeates the life of a literacy worker through time. It is a psychological process primarily generated by individual life experience rather than the traditional classroom-based educational process. This process results in a transformed consciousness that generates "commitment of the spirit" (Cardenal & Miller, 1981) capable of unleashing a creative force characterized by genuine sacrifice and high degree of dedication.

7. Indigenous Learning Systems of a Graded Literacy Program Among the Tribal Peoples of Agusan Del Sur, Mindanao, Philippines, Genaro Japos

The Graded Literacy program is a joint venture of the Tribal Filipino Apostolate and Urios College. Both are service programs of the Diocese of Butuan. The Tribal Filipino Apostolate is responsible for the management of the program such as financial assistance to the parateachers, the organizational work in the villages and the agricultural-technical endeavor towards better farming. Urios College is responsible for the training of parateachers through its grade school department. Since the literacy program is recognized by the DECS, Urios College takes charge of school records.

8.How fares Giftes Education in Asia?, Aurora Roldan

In 1990, I had the privilege of hosting the First Southeast Asian Regional Conference on Giftedness in Manila. This was the maiden project of the Asian Federation on Giftedness which, at that time, had just been formed through the initiative of Asian delegates to the World Council for Gifted and Talented Children.

Since then, the Federation has been renamed the Asia-Pacific Federation of the World Council for Gifted and Talented Children. This move marks the joining of hands with our neighbours in the Pacific region (Australia and New Zealand) and acknowledges our position under the wider umbrella of the World Council. Since then, too, our Federation has sponsored a Second Asian Regional Conference on Giftedness. This was held in Taipei in 1992. And our colleagues from Korea are now preparing to host the third Asian Regional Conference in Seoul this year.

9. Mentoring Beyond the Three Rs: Towards Learning How to Learn, Think and Create, Conchita Tan-Willman

The presentation involved the whats, whys and hows of maximizing learning outcomes through mentoring. Emphasis was placed on guidelines for mentor programs including: program development, coordinating the program planning, assessing the needs and resources, developing the program's goals and objectives, recruiting volunteers for the program, selecting mentors from volunteers, orienting and training mentors, selecting and orienting porteges, matching mentors and proteges, working with schools and parents, keeping mentors in the program, evaluating the program and keeping the program alive.

10. Maximum Learning by Overcoming the Cause of Non-learning, Ed Armada

The words or concepts being learned in school cause the learners to stumble and fall. For many, learning is considered difficult because words are made up of arbitrarily invented symbols, which are the alphabet and numbers, making all words start off as secret codes. Secret codes are meaningless for those who cannot understand. Words have meanings, but until thes are accessed they remain an obstacle to learning. Maximum learning requires an understanding of the curriculum content. Unless the ideas in the prescribed curriculum are decoded and encoded, no learning is acquired.

11. Interactive Learning and the Changing Role of Teachers, Myint Swe Khine

The current literature of the new information technology revolution is very large and is continually growing. Within these published reports, many dealt with social consequences of this revolution. some prediction are futuristic, but most are concerned with practical problems. In this new information technology age, satellite dishes, laptop computers and new information technologies are transforming the training and learning institutions with rapid rate. Every citizen now faces profound changes and far reaching impacts of these technologies in his daily life.

12. The Multigrade Class as Technology, Cres Chan Gonzaga

Basic education in the Philippines is mandated to be free and compulsory. For many Filipino children, however, basic education is still unattainable due to obstructions brought about by natural forces like typhoons and volcanic eruptions, and obstructions that are manmade like an unstable peace and order situation, as well as Procrustean requirements like standard pupil age in the monograde elementary schools system. The Philippine Education Commission has reported that complete elementary schools are inaccessible to many children due to distance (1991). Meanwhile, the monograde structure which requires a standard number of children for the organization of every lockstepped grade level has kept many young Filipinos from getting what ought to be an inalienable right.

13. Use of Educational Technology in Overcoming Learning Constraints, Hanafi Kamal

The Ministry of Education Malaysia has, since the early 1980s, been concentrating on bringing about wide ranging changes in the education system. The Integrated Primary School Curriculum (KBSR) and the Integrated Secondary School Curriculum (KBSM) are programmes aimed at preparing students meet the challenges of the 21st century. Educational reform of this nature, which seeks to influence all aspects of the system, needs massive retraining of teachers and careful planning in order to create a new culture of learning in the school.

14. Educational Technology in Distance Education for Secondary School Science Teachers, Benedicta Carambas

It is sad to say, but the truth is that the nationwide survey conducted by the Science Promotion Institute revealed that the percent of qualified secondary school teachers in Mathematics, Physics, and Biology are 61.5%, 25.0%, 32.2%, and 52.6%, respectively.

But these poor teachers are familied ones and are receiving salaries much lower than the poverty line. In addition thereto, they also lack time to pursue further studies in colleges or universities. Thus, distance education appears to be the most feasible and practical solution to the predicament.

15. Instructional Technologies for Rural Audiences, John Rwambiwa

Universities and colleges the world over, are largely occupied in developing and implementing programmes that take the learners one or more stages higher than that of a high school. This is the normal feature in almost all the developed countries where the education systems provide learning opportunities from early childhood to high school for everybody.

In the developing countries like Africa, however, the situation is quite different. It si not uncommon to find a headteacher of a school or a university professor having parents who are illiterate. In some cases, these illiterate adults are more economically successful than people with high university education. The illiterates may own property such as cattle, pigs, goats, sheep, large pieces of land and lots of money in the bank or buried somewhere around the home. But in the majority of cases most illiterate adults are very poor.

16. Application of the TV Technology on Rural Education in Gansu Province, Li Chunrui

The innovation of learning technology is an important historic characteristic of educational development at the present age. The wide application of new technologies promoted the development of educational approaches, upgraded the educational quality and enlarged both the social and economic benefits of education.

A common problem for educational development in undeveloped areas is the limitations of economic backwardness, which also restrict the dissemination and application of new learning technologies. However, once the people are aware that the innovation of learning technology is the best way to upgrade the quality of education for all with the latest funds in the shortest time. the teachers and administrators in all kind of schools and educational insitutions would become enthusiastic in the innovation of learning technology.

17. ACCU Experiences in the Use of Learning Technology for Literacy Materials, Shigeo Miyamoto

One of the most imminent global issues today is the eradication of illiteracy. Although the rate of illiteracy has been decreasing in most countries, there still remains a vast number of illiterates in the context of the increasing population and other socio-economic backgrounds.

In its Compendium of Statistics of Illiteracy -1990 Edition, UNESCO estimated that there were approximately 950 million illiterate adults in the world. Of this total, about 700 million (74%) were living in Asia and the Pacific.

18. Computer Conferencing, Leigh Calnek

This presentation will focus on the use of interactive computer conferencing as we have used it on the UNIBASE network to support learning and professional growth. I will share with you information describing:

This reports on work I have been doing with interactive conferencing as I work with students and professional educators. The age span covers lower elementary school through to teacher professional development and work with a number of professionals from the university level.

19.Computer Conferencing in SEAMEO INNOTECH's Training Programs, Priscilla G. Cabanatan

SEAMEO INNOTECH's use of computer conferencing is in keeping with the purpose stated in its Enabling Instrument:

"To...undertake innovative and technology oriented training programs, research and development, information and other relevant activities."

In its Fourth Five-Year Development Plan (1992-1997), SEAMEO INNOTECH translated this purpose into stategies for its various programs. For its training programs, the basic strategy is to maximize the capabilities of course participants through the use of the most effective delivery strategies possible. The delivery modes include a variety of media resources, from actual experiences to mediated instruction. The media range from printed modules, computer assisted instruction to interactive video tapes. In the context of the training programs, computer conferencing is viewed as one of the means by which the learning of participants can be enriched.

20. Thailand's Plan for the Use of Educational Technology in the Year 2000, Kowit Vorapipatana

The global society of today has rapidly adapted itself to the Information Age, as most countries have come to realize that their path to development depends greatly on the power of information, data and technology. The power to seek, create and retain knowledge plays a vital role in the world which is experiencing "globalization", resulting in increasing degrees of economic competition and mutual cooperation. Technological development in information development systems have entered many people's ways of life. The long-distance dissemination of knowledge and the use of teaching/learning materials could well serve learners in searching for maore knowledge themselves.

21. Issues and Problems in the Use of Educational Technology in the Philippines, Armand Fabella

I am pleased that the theme of this Fourth SEAMEO INNOTECH International Conference is "Technologies for Learning for All: Today and Tomorrow." The world technology is often associated with the word innovation and in our country, as in others, where government is primarily responsible for the delivery of basic education to its people, innovation must be resorted to if we are to grow with the tide of change and realize our desire for people empowerment. The latest issue of a popular business magazine (World Executive Digest) carries this point very well by announcing on its cover:"Innovate or lose."

22. Culture and Technology, Leo Dubbeldam and Adrianus Boeren

We are talking about "culture and technology". What does the little word "and" in the title suggest? Does it suggest a contrast between the two entities or a harmonious link? Both are as old as mankind itself. The two have developed hand in hand, each influencing the other. In this paper we will look at culture and technology emphasis on educational technology. In order to be able to discuss the role of educational technology, a closer look at culture, education and technology is needed. In this context one must include educational techniques.

23.Technology Transfer: What It Is, What It Is Not, and Why It often Fails, Jerome Keating

Technology transfer! When you hear the word, what images come to your mind? Machines, robots, space craft? I see the word constantly before me in the media. I auote, "British Aerospace Plc. signed an agreement for making regional jetliners-a deal from which Taiwan is expected to gain unlimited technology transfer." "Hitachi, the Japanese home aplliance giant has decided to transfer to Taiwan advaned air conditioner component production techniques... the first positive response to a visitng R.O.C. mission...which solicited technical transfers." Again, "it is vital that nations and corporations that want to be competitive in the global marketplace learn how to rapidly transfer advanced technologies into their products and manufacturing processes. One successful example is the Semiconductor Technology program in the U.S."

24.Technology in Education: Promises and Realities, Boey Chee Khiew and Myint Swe Khine

In defining the terms "Educational Technology" Ellington, PErcival and Race (1993) describe two different perceptions of educational technology, namely the idea of the "technology in education" and the idea of "technology of education." They define "technology of education" as a domain that embrces every possible means by which information can be presented. Such perception and concpt would be mainly concerned with the gadgets or an array of hardware which can be used in the enhancement of teaching and training effectiveness. These may include equipment such as projectors television and computers which may otherwise commonly be known to as audivisual aids.

25.Interactive/Prepared Learning Environment, Rodolfo Lozada

Interactive/Prepared Learning Environment (IPLE) is an interactive learning environment composed of courseware and teaching techniques that use multimedia technology. Multimedia technology creatively combines the different communication tools such as text, graphics, sound, still images and motion video. IPLE uses this technology to create a highly versatile teaching tool that helps a broad spectrum of students learn, think, interact and create. The inclusion of color sound ans animated graphics make the courseware ans entertraining as they are educational.

26. Integrating Environmental Education with English Language Skills: A multi-Channel Learning Approach, Mildred Nalliah

The School of Educational Studies, Universiti Sains Malaysia recently organized and education camp for school children which used a multi-channel learning approach to integrate environmental education with English languages skills. The camp was held between 19-21 November, 1993 at Penang Hill, a natural habitat for a great variety of species of flora and fauna which unfortunately are also victims of environmental problems which threaten the ecosystem.

27. A Multimedia Approach to Teaching College Freshmen Englesh: The PUP Strategy, Norma Martinez

Increasingly complex technologies rapidly transformed the world into an information society. COmmunication technology, for instance, led to what is called the global electronic village that has recolutionized worldwide systems for acquiring and processing communication hardwares and softwares. Dispelling fears that modern technologies would be dehumanizing and labor-displacing, the considered judgment in America (ref.: John Naisbitt. MEGATRENDS TEN NEW DIRECTIONS TRANSFORMING OUR LIVES. 1986. N.Y.: Warner Books, Inc. 333pp.) is that "the more technology we introduce into society, the more people will aggregate, will want to be with other people." Mr. naisbitt referred to this phenomenon as "high tech-high touch," meaning that the more high technology in our society, the more we will want to create high touch environments so that the hard edges of technology may be balanced with soft edges.

28. The Use if Laptop Computers for Scool Surceys, Malcom Rosier

In 1992, the Center for Adolescent Health at the Royal Children's Hospital, Melbourne conducted comprehensive survey of the health adolescents in Victoria. Students in school Years 7, 9 and 11 in government and non-government schools across Victoria participated in the Study. A two-stage sample was drawn, with schools selected a first stage of sampling with probablitity proportional to the size, and students selected at the second stage of sampling as an intact class. A class set of 28 laptop computers was used for the administration of the questionnaire to these intact classes of students. The computer presented the questions to the students who entered their responses directly to the computer. This study demonstrated several advantages of using laptop computers in the collection of data in large scale surveys.

29. Some Problems and Issues Concerning the Teaching of Calculus with Computers, Catherine Yu and Flordeliza Francisco

A typical lesson in calculus mainly involves lecturing and working on textbook exercises that might includ both proving and computational drills. The blackboard and, sometimes, the overhead projector are the usual equipment used. The amount of interation that occurs between the teachers and the students during class usually depends on the teaching style of the teacher.

Integration of computers in mathematical instructional calls for a change in one's teaching style. In particular, when the computer is used as an electronic graphing device, less time is spent producing and reproducing graphs rather than when the blackboard is used. With a few strokes on the keyboard, the teacher can get the computer to produce occurence graphs that are needed in the lessons. Thus, in addition to preventing vivid pictures of abstract concepts, the teacher can spend more time discussing and exploring with students the concepts rather than simply giving a lecture.

30. The OB Montessori Cosmic Curriculum: Hqnds-on Demonstration of Cosmic Science from Pre-School to High School, Preciosa Soliven

O.B. Montessori Center (OBMC), Inc. links its Cosmic Curriculum to the UNESCO program, Man and the Biosphere. Below, the three-part science exhibit its described in the language of the editor of our school paper COSMIC NEWS."If the adults can't, the kids can save the PHilippines." The OBMC Grade School and High School Departments exhibit and explain how the scientific knowledge of the Biosphere can help save the Philippines.

31. Peer Collaboration and Selected Variables as Mediator of Biology Achievement Among College Freshmen, Irene Abaygar

This study was undertaken to ascertain whether cognitive entry behavior enhanced biology achievement of freshmen students when peer collaboration was used. It also determined the relationships of cognitive entry behavior in biology, teaching aptitude, science interest, and attitude towars science and their academic achievement in biology.

More specifically, the study sought to answer the following questions:

1. Are there significant relationships between identified cognitive entrey behaviors in biology, teaching aptitude, science interest, and attitude toward science.

32. Concepts of Solqr Technology for Secondary Schools, A.Q. Malik

Claxton (1984) claims that school physics in the UK has a linguistic, mathematical and experimental superstructure which is oftn not intuitive and is not open to question. Layton (1973) and Claxton (1984) both suggest that this leads to school physics being divorced from the student's real world and even from the scientist's world. School physics in the UK and other countries has been ranked low in interest (Duckworth and Entwistle 1974, Weltner et al. 1980), found difficult (Ormerod et al. 1979, Bridgeman and Welch 1969, Tamir et al. 1974) and very mathematical (Brown and Elliot 1973).

33. Lifelong Education and Self-Learning Systems in Japan, Akira Ichikawa

I had the experience of working for six years as associate professor of NIME (National Institute for Multimedia Education) and delivering lectures at the Open University from 1986 to 1991, after working with NH (National Broadcasting Corporation) as TV chief director. Then I became interested in self-learning system in lifelong education by the use of educational television and technological support.

34. Open Schoolong: An Indian Experience, R. L. Phutela

Education has been recognised as a basic human rights as it brings competence for higher productivity, heightened social awareness and consequent empowerment of people. The Indian National Policy on Education (1986) provided a strong thrust on Universal Basic Education. Jomtien Conference was a powerful reinforcer to this concept. In the Indian context universalisation of education comprises of the following component:

• Equality of opportunity n access to higher, technical and professional education.

35. Making Innovative Technologies Work Toward Quality Education for All, Corazon Osorio

Permit me, ladies and gentlement, to extend my warmest and my most fraternal felicitations to the organizers of this important gathering of prominent technology leaders and enthusiasts. Participating in this activity is a privilege and an opportunity that I will not forego for the sake of my beloved insitution of learning, the New Era College (NEC).

In the NEC, we are resolved to conquer mediocritu in education. We are committed to society to help in the preparation of our future generations to acquire and use appropriately and sincerely the correct tools of leadership and citizenship. And of course, we are obligated to prepare them to perform meaningfully on the world of work. We are thus committed to excellence in education. We are committed to address all our problems in the spirit of harmony and collaborative efforts, a characteristic that serves as a mark of the Filipino identity,

36. Alternative Technologies for LEarning in the Scinece University of Malaysia, Abdulrahim M. Saad

In the Science University if Malaysia today, ther appears to be less hostility toward media and technology than in earlier times. There is an acceptance of the tools and products of our times as legeitimate resources for the enhancement of learning. Today, media and technology are regarded as integral parts of the teaching and learning process. The purpose of this paper is to describe and share the experience and achievement of the Science University of Malaysia in its effort to promote and magnify the application of educational technology in higher education.

37. Kinesthetic and Tactile Prefernce Modalities: Alternative Learning Technologies for All, Anicia Alvarez

Throughout the world, inovation has become a permanent feature of the educational scene. This is particularly true in the fields of science and technology education where developments are proceeding at an everincreasing pace, not only in curriculum content but also in the associated teaching method and instructional materials. Once upon a time, blackboards and chalk were a new technology, a new way of doing things in the school. Not having to rely on children remembering spoken words was a great advance for teachers. They could put diagrams on the board, show how problems could be solved step by step and do many things we now take for granted. The green blackboard now, has beem replaced now with white board and the chalk with water-based colored writing pens. The traditional classroom where the technological resources, furniture and assorted teaching materials are found effectively laid out for teaching. Right now, schools are poised on the edge of an learning tools in classroom. Instructional technology does not only include the use of media, audio-visual aids, television and computers, but it goes beyond any particular medium or device.

38. Media-Assisted Integrative Learning in Higher Education, Rose Marie Salazar-Clemana and Adelaida Lacaba-Bago

The authors presented findings on the availability and usage of print and non-print media for training of teachers and educational leaders in an institution of higher learning in the Philippines. The findings were discussed in the context of the integrative learning paradigm. They also explored issues and problems concerning the use of technologies in the classroom in a developing country.

39. In Between Paper and Teleconferncing: The Case of Québec's Télé-Université, Gilles Lavigne

Distance education has come into the spotlight not so much because of its achievments, which are often known, as for its potential as a way of addressing social phenomena that are more less well served, such as continuing education individualized "just in time" instruction or even regional development. This interest is all the more intense because distance education takes advantage of the latest in communication and information technologies.The reality, however, is less exotic. Paper and the telephone remain most commonly used communication modes. At least, that is the experience of the Universite du Québec's Télé-Université, which has been working exclusively in distance education for the past twenty years. Its experience is therefore interesting to analyze.

40. Revitalizing Community Learning, Margaret Fulton

The need for lifelong learning for all is now a global reality, and a plethora of learning technologies exist to help meet the need. The Challenge that remains is one of delivery and of programming. If educators the world over are to take seriously the tack of creating a planetary learning culture, then such a culture must begin be challenging all our past systems, strucutres, and assumptions about ourselves as people with certain inalienable human rights. We must begin instead by focusing on a new understanding of ourselves as human species, sharing the finite resources of a shrinking globe with all other living creatures and organisms on the planet and within the universe. Failure to use our technology to come to a full awareness of what we have done to our earth home, and what we are trying to do as we continue to people this planet will only perpetuates the attitudes and mistakes of the past, well documented in any world history of the human race. We need now a new informed vision of who we are, what we are doing, where we are going. Technology can serve us in creating a different vision, but unless new goals are shared at the grass roots levels of all people forming our different and complex cultures, we will not achieve them.

41. A Teaching Network Using Electronic Systems, Peter McMechan

Four basics themes, each involving a number of problems -dominate discussion about education and training at the end of the century:

The most important theme involved questions relating to access and the provision of basic educational services to the large groups of people denied appropriate education. This theme encompasses the problems of illiteracy in many countries; the problems of adequate elementary schooling and the related problem of training sufficient teachers. Of equal importance, there is an urgent need to make special efforts to include large groups of many countries' populations (particularly females) within educational planning procedures.

42. Appropriate Technologies for an Emergency Education Program, Thomas Tilson

There is a great need for programs to educate chidren and adults among refugees or other displaced groups. The numbers of people involved are staggering. It is estimated that there are about 20 million refugees in the world and another 30 million people who are displaced. With a total of 50 million people, this is roughly the size of the twentieth largest countries in the world.

This paper summarizes the educational needs of these people and various ways technology can assisit in providing that education. The types of intervention and the specific technologies that may be appropriate will differ significantly depending on the level of development of the society. What might be appropriate for Bosnia might not be appropriate or even possible in Somalia. This paper presents general guidelines in the use of technologies and specific applications from which appropriate technologies can be selected to meet identified needs.

43. Interactive Radio instruction and Interactivity: New Subjects and New Definitions, Andrea Bosch

Interactive Radio Instruction (IRI) has gained worldwide attention as a costeffective means of improving learners' academic achievement. In remote areas of the world, where students might otherwise not receive a high quality education -or an education at all- interactive radio instruction programs have been upgrading teaching practices and providing students with direct instruction for over two decades. Today the methodology has found new applications far beyond what was expected in the 1970s. Not only has IRI been attractive and effective in reaching remote and nonformal learners, it has also found a comfortable niche upgrading and strengthening the quality of national curricula within mainstream educational systems.

44. Interactive Radio Instruction, Carleton Corrales

Presented here are lessons learned from applying the Interactive Radio Instruction methodology to a new audience: out-of-school youth and adults. Although literacy is a concern, the radio series are aimed at developing an alternative to formal schooling. The application of the specific principles of IRI are quite encouraging, but also ther is the increasing awareness of additional factors necessary for successful implementation. Three factors call our attention: first, curriculum design becomes more demanding; second, community support or a social network is absolutly necessary; and third, management of the delivery system should be done with a high level of efficiency.

45. Policy Research on Values: Education and Moral Reconstruction, Virsely Dela Cruz and Domingo B. Nunez

The vision to have the Philippines achieve the status of a New Industrialized Country (NIC) in the year 2000 is more than enough reason for every Filipino to be inspired and be serious about moral recovery as an "integral part in ensuring the success in the government's economic development and peolple empowerment programs and projects" (Presidential Proclamation N62, S. 1992)

The speech of Senator Leticia Ramos Shahani at the launching of the Moral Recovery Program (MRP) on September 30, 1992, that "at the bottom of the economic problems and political instability of the Philippines is the weakness and corruption of the moral foundations of the Filipino Society. Thus, while economic recovery is essential, equally significant and urgent is the need for a moral, interllectual, and spiritual recovery program" (Shahani, 1992).

46. The Design and Development of Integrated Learning Systems, Alan Larkin

The various uses of microcomputers and modem technologies evolving in the teaching and learninf environment have been the subject of many formal and informal studies. Many authors still investigate the resilience of teachers to adopting innovative teaching strategies and the use of new teaching resources. Structured and concrete mathematical teaching teaching aids that were widely promoted in the developed countries since the 1960's slide rules, electronic calculators and some science equipment have still not enjoyed the popularity they might have deserved. Clement (1981, 31), looking at the limited use of microcomputers, listed three contributing factors. The impression gained of CAL was less than favorable, the resource was often used as an electronic page-turner and the materials presented on the computer screens were developed by technicians who lacked relevant expertise and the principles of instructional design.

47. Use of Computers in Multimedia Education, Karim Bangcola

Multimedia will be one of the key technologies that will infuence how we use computers over the next few years. The promise of bringing sound, animation and full motion video to the desktop has raised the level of excitement inall computer applications.

The high level of excitement will be more strongly felt in a field that has of late, been experiencing a seious loss of interest from all concerned -education. With multimedia, knowledge can be conveyed vivdly through a rich mixture of media -beginning with text and graphics but achieving full immediacy through sound, still images, animation and full-motion video.

48. Local area Networks: Advantages and Disadvantages, Vincent Lacey

As we move toward the Twenty-First Century, one of our greatest challenges as educators will be to find ways to merge the functions of television sets, telephones, and computers into reliable local area computer networks, in order to better prepare our students for the rapidly advancing Age of Information. We are currently working to integrate voice, data, and video upon demand in every classroom, faculty office, and administrative office on our college campuses throughout the United States.

Recently teh federal government has taken the initiative to establish a National Information Infrastructure (NII) to provide information services to educational institutions, governmental offices, and businesses. The Committee on applications and Technology has selected the following seven major application areas for intitial study: libraries, education, manufacturing, electronic commerce and telecommuting, environmental monitoring, health care, and government services. The purpose of this paper is to discuss the important issues involved in creating computer networks necessary for providing services to these seven major applivation areas.

49. International Collaboration for the Promotion of technology (Excerpt from the Panel Discussion), Charles Currin, Ruben Umaly, Kevin McGrath, Keshab Mathema, Lourdes Quisumbing

The Fourth SEAMEO INNOTECH Internatioanl Conference on Technologies for Learning for All: Today and Tomorrow provided valuable inputs for developing policies, especially in the area of educational technology, adressing Education for All.

EFA has been facing a few persistent issues, among them: