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This document contains abstracts of 29 research projects in progress in Great Britain divided into six sections: (1) the current phase of Information Technology in Education Research (InTER) programs on groupwork with computers, tools for exploratory learning, conceptual change in science, and bubble dialogue as an ethnographic research tool; (2) projects supported by other agencies on computer-aided learning in music, computer testing of musical ability, effects of gender and interaction in computer-based learning, computer models of reading and spelling, computer-supported collaborative learning in physics, a computer-based program for mathematics teachers, the gap between arithmetical and algebraic thinking, computers in the secondary school curriculum, and information technology and training; (3) Economic and Social Research Council Linked Research Students projects on a knowledge-based approach to question answering in online systems and the design of knowledge-based advisers for learning; (4) Training Agency projects on supporting technology across the curriculum, whole school development in information technology, computer-based modelling, information technology-based open learning, authoring environments for simulation, and the DISTIL survey; (5) Developing European Learning through Technological Advance (DELTA) projects on a knowledge-based authoring facility, European cooperation in technology-based education, and student model acquisition in a natural laboratory; and (6) updates of InTER projects on the design of the Writer's Assistant and characteristics of human search procedures. (MES)

The first of two reports in this document identifies research topics relevant to the introduction of information technology (IT) into schools. A discussion of general issues in IT points out the need for detailed empirical evaluation for the implementation of IT; the need to overcome barriers to innovation; and the need to support and encourage the growth of research teams with a wide mixture of skills. Immediate needs for the facilitation of constructive innovation are identified as robust software; guidelines for managing IT in schools and for local education agencies (LEAs) on the introduction of IT; and materials for inservice teacher education. The second report describes individual research projects supported by the Economic and Social Research Council in the United Kingdom. These projects address several facets of knowledge-based systems, student interaction with computers, penetration and effectiveness of IT in teacher education, students' intuitive ideas about science, use of microcomputers in primary schools, expert system tools in education, group interactive processes and pupil understanding, social interaction and the child's representation of computing devices, novices' problems with the Prolog authoring package, a knowledge-based approach to computer assisted learning, software design for teaching arithmetic, developing microworlds for secondary mathematics, and policies and practices in the integration of IT into the curriculum. References are provided for both reports. (DJR)

This document reports on a study which focused on improving the flexibility and responsiveness of vocational education and training provision in Great Britain by producing a plan for information technology-based open learning (ITOL) provision. In the first section, the ITOL model is described through three scenarios. Benefits to learners such as the removal of time, space, and learning barriers are summarized in the next section, and the third section offers background on open learning. The fourth section provides a diagram and detailed description of the model in terms of the various elements (learner, tutor, company counsellor, resources, and resource manager) and their interactions. Significant projects and resources external to the ITOL model are considered in the fifth section, including the Developing European Learning through Technological Advance project, the European Programme for Advanced Continuing Education program, and U.S. and British initiatives. The sixth section outlines outcomes and research needs in four areas: (1) electronic communications systems for open learning; (2) retrieval of learning resources; (3) online databases and document delivery; and (4) communications and computer networking. The seventh section analyzes ITOL system costs to the user and the institution. Six references and 95 additional sources on open learning and computer conferencing, information retrieval, and North American experiences are listed. (MES)

This paper describes a project which aims to create an authoring environment for simulation-based training in order to illustrate features necessary for: (1) an environment which can be used by teachers/trainers with minimum technical skills; (2) rapid prototyping by all courseware producers; (3) and tools for model building. The paper begins with a section summarizing results of an earlier survey of commercial and educational producers of computer-based training materials. The second section outlines training, authoring, delivery, and development requirements for simulation courseware, and the third section lists overall project requirements. The fourth section describes the current phase of the project, i.e., the production of a demonstration toolkit. Requirements for prototype courseware are summarized in the fifth section, including general requirements, courseware functionality, and assumptions. The sixth section presents prototype model requirements, covering general requirements, typical model components, and the nature of required models. The seventh section lists demonstration phase toolkit requirements, including general requirements, modelling tools, and authoring and learner interface tools. General, modelling, and authoring requirements not addressed by the demonstrator phase are discussed in the eighth section. The appendix includes a description of two courseware products to be produced in the demonstration phase and a list of the abstract properties of model objects. (MES)

This report is based on discussions and papers circulated at a seminar on barriers to innovation in primary schools. Issues that relate to computers and the teacher are discussed in the first section, including ownership of the technology and models and strategies for inservice teacher education. Focusing on issues pertaining to computers and the school, the second section discusses organizational barriers to the implementation of information technology, the relationship between the curriculum and technology, and the school as a social system. The relationship between computers and society is covered in the third section. Research needs described in the fourth section include: (1) the role of computers in education; (2) social aspects of computer use; (3) teacher development; and (4) developments in software authoring environments. The concluding section looks at the future development of computer use. Appended materials include the text of a paper, "On Defining a Computer Environment for Innovation--A Case Study in Open Plan Computing" (Charles Crook); a project report, "The PALM Action Research Project" (Bridget Somekh); a list of published papers distributed before the seminar; and a list of participants. (24 references) (MES)

This paper describes the new phase of the Economic and Social Research Council (ESRC) initiative in Information Technology in Education for the period 1988-93. The first sections of the paper discuss the rationale and framework of the program as a whole, followed by outlines of the initial programs of research started in autumn 1988 to investigate three issues--group work with computers, conceptual change in science, and tools for exploratory learning. Program evaluation, coordination, and management are then addressed. The paper continues with the longer term provisional agenda for future research, and describes a strategy and structure for basic research into the applications of information technology to learning and teaching. The appendixes provide a summary of the pilot phase of the program from 1985 to 1988, a list of seminars, and a list of occasional papers. (MES)

This report of a seminar on information technology (IT) and language development begins by presenting background on language skills and information technology in order to define the scope of the topic. The report then pulls together and elaborates on the output of the seminar. The first section discusses media-centered issues, including the design of new media and the exploitation of media. Learner-centered issues covered in the next section encompass cognitive questions, including applications of IT as a support environment for psycholinguistic development and as a domain for new linguistic cognitions; and social questions. The third section deals with institutional issues, including questions of language and curriculum policy and questions concerning classroom practice. The conclusion identifies topics for future research in several areas: (1) the interaction of linguistic theory, IT design, and applied pedagogical issues; (2) the role of IT in individual language development; (3) social aspects of IT use; (4) IT and curriculum policy; (5) classroom practice with IT; and (6) monitoring individual use. A list of seminar participants is included. (89 references) (MES)