AECT Needs Survey, 2000.
The purpose of this study was to determine the needs of AECT (Association for Educational Communications and Technology) members. A total of 590 individuals completed a Web-based 16-question survey after receiving an e-mail invitation from AECT. This survey was active between October 30 and November 10, 2000. The survey was categorized into three parts: demographics; publications; and conference. Resulting data was categorized, coded, and compiled. The study yielded five major findings. First, more than half of the respondents are affiliated with higher education. Second, the AECT conference is important to members with or without a trade show. Third, restructuring efforts are incomplete. Fourth, respondents noted communications problems in the organization. Fifth, online services needed to be improved. Improved communication within the organization is imperative. Findings are presented in graphs for survey questions three through sixteen. (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document.
Problems and needed directions in the profession of educational technology
ConclusionFinn’s 1953 assessment added up, in his opinion, “to the simply stated fact that the audiovisual field is not yet a profession” (p. 16).The current assessment can be concluded differently. In the past 25 years, educational technology has grown into a profession, but it is not a fully grown and developed profession. Educational technology has accomplished a great deal in relation to each of the criteria for a profession; this accomplishment is spelled out in AECT’sEducational Technology: Definition and Glossary of Terms. In addition, it has written about its ideals related to each of the criteria, but has not yet reached those goals. Finally, educational technology is a profession with problems related to each of the criteria—problems discussed in this paper.I have suggested directions educational technology needs to take to overcome its problems. Others will certainly think of alternative directions.If it makes no effort to overcome its problems, the profession will remain only partially developed or, perhaps, regress to a less fully developed stage. But if its leaders, its professional association, and all its members work to overcome those problems, the profession of educational technology can fulfill Finn’s (1964) prophecy that “the educational future will belong to those who can grasp the significance of [educational and] instructional technology” (p. 26).
Communicative Competence: Theory and Classroom Practice
ABSTRACT Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competeuce is defined as what native speakers know which enables them to interact effectively with each other. Implications for the language teacher include: (T) the need for tests which measure the ability to use language; (2) the irrelevancy of sequencing surface features; (3) the need for emphasis on non-lizguistic aspects of communication; and (4) the need to re-examiLe attitudes toward students and language teaching. Practical suggestins for implementing communicative competence in the classroom include the use of spontaneous role-playing, discussions, games, radio, and the telephone. (AM)