Suggests that most schools can not currently afford to make an investment in interactive video technology, and points out problems with availability of materials. (ARH)

Examines the two most frequently cited approaches to making video and audio passages available to teachers in the classroom: videodiscs and digital video interactive. (HB)

Noting that interactive video instruction (IVI) should not and cannot replace classroom instruction, this paper offers an introduction to interactive video instruction as an innovative technology that can be used to expand pedagogical opportunities in public speaking instruction. The paper: (1) defines the distinctive features of IVI; (2) assesses…

Describes two problem-solving videodisc adventure stories related to geometry and reports reactions of (n=25) teachers and their students who used the adventures. Results found teachers and students had increased knowledge of ways to apply geometry. (12 references) (MKR)

Pointing out that interactive video (IAV) represents a synthesis of four primary technologies--computers, television, visual design, and instructional design--this paper discusses the what, why, and how of IAV visuals. The features and relevant aspects of each technology are briefly discussed, as well as the impact of each of these technologies…

Educational videodiscs can provide effective instruction, but the cost of hardware needed to perform the desired system functions have been a limiting factor in videodisc use in the classroom. However, many videodisc applications can be adequately and effectively approached with much less than the ideal system, and very little attention has been…

Briefly discusses the use of interactive video as a teaching tool and describes the steps involved in developing interactive lessons, including the choice of video materials, deciding which segments of videodisks to use, writing computer programs to control the video, testing the programs, and producing supplementary materials. (CLB)

Describes a German language class in which a videodisk player is used to enhance oral proficiency. The basis for this model of instruction and the structuralist theory of learning developed by Jerome Bruner are discussed. The teaching steps of the model as applied to foreign language instruction are presented. (Author/LMO)

This guide is intended for K-12 educators who are planning to implement videodisc technology into a school's educational curriculum. Teachers need expertise in two areas for the success of interactive video in schools. First, they need to be able to integrate videodisc materials into existing curricula. Second, they need skills for reviewing,…

Aspects of interactive video use in the second language classroom are examined. The major components and equipment considerations for an interactive videodisk and computer system are outlined, including factors in the choice of a system interface. The use and control of interactive video for accessing scenes to be played are described, and…

Interactive video allows the learner controlled access to data stored on videodisc or videotape and in the computer, by means of the keyboard. The technology has excellent graphic display capabilities and allows immediate access to any video frame. However, it is not yet possible to record directly onto the videodisc, there is no generally…

Describes the development and content of a videodisc collection titled "American Art from the National Gallery of Art." Maintains that the collection has helped teachers explore interdisciplinary approaches to art education. Includes examples of how teachers have used the collection in their classrooms. (CFR)

Describes effects of interactive video in the social studies classroom. Delineates basic system components and how they may be used to access multimedia kits or to create teacher-designed systems. Illustrates the method by using kits in a tenth grade world history class and an eighth grade unit on the 1988 presidential campaign. (NL)