Satellite Technology in Education (1991) provides a coherent introduction to the potential of satellite technology in education. It begins with a brief technical history of some of the different systems, making distinctions between remote sensing, telecommunications and amateur radio satellites. It then examines the uses of satellite technology in the teaching of geography and environmental studies, languages, science and information technology. The book goes on to look at the response of different sectors, including schools and teacher education and higher education establishments, and concludes with a discussion of legal issues and an analysis of the resources needed to realize the impact of satellites on education.

Space-based observations have transformed our understanding of Earth, its environment, the solar system and the universe at large. During past decades, driven by increasingly advanced science questions, space observatories have become more sophisticated and more complex, with costs often growing to billions of dollars. Although these kinds of ever-more-sophisticated missions will continue into the future, small satellites, ranging in mass between 500 kg to 0.1 kg, are gaining momentum as an additional means to address targeted science questions in a rapid, and possibly more affordable, manner. Within the category of small satellites, CubeSats have emerged as a space-platform defined in terms of (10 cm x 10 cm x 10 cm)- sized cubic units of approximately 1.3 kg each called "U's." Historically, CubeSats were developed as training projects to expose students to the challenges of real-world engineering practices and system design. Yet, their use has rapidly spread within academia, industry, and government agencies both nationally and internationally. In particular, CubeSats have caught the attention of parts of the U.S. space science community, which sees this platform, despite its inherent constraints, as a way to affordably access space and perform unique measurements of scientific value. The first science results from such CubeSats have only recently become available; however, questions remain regarding the scientific potential and technological promise of CubeSats in the future. Achieving Science with CubeSats reviews the current state of the scientific potential and technological promise of CubeSats. This report focuses on the platform's promise to obtain high- priority science data, as defined in recent decadal surveys in astronomy and astrophysics, Earth science and applications from space, planetary science, and solar and space physics (heliophysics); the science priorities identified in the 2014 NASA Science Plan; and the potential for CubeSats to advance biology and microgravity research. It provides a list of sample science goals for CubeSats, many of which address targeted science, often in coordination with other spacecraft, or use "sacrificial," or high-risk, orbits that lead to the demise of the satellite after critical data have been collected. Other goals relate to the use of CubeSats as constellations or swarms deploying tens to hundreds of CubeSats that function as one distributed array of measurements.

How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.

An authoritative reference on the latest Satellite Technology, including applications, history, evolution, design, descriptions, formulas, calculations and much more. Satellites play a vital role in today’s world and as satellite costs decrease, potential applications grow. Whether you’re a satellite systems engineer, designer, or manager, you need a good, all-purpose reference to this important technology. Now, with Satellite Technology and Its Applications – 3rd Edition, author provides broadened updated coverage of today’s satellite systems, including system data, design formulas and examples, and many other aspects of current spacecraft subsystems. Intended to save you time and effort in your research, this book offers a single source of information related to the design and analysis of satellite systems and their applications. Author’s extensive experience in the U.S., European and Indian space programs gives a wide perspective on this increasingly international scientific endeavor. Satellite design engineers, systems engineers, and managers will find this book to be completely up-to-date, comprehensive and accurate. Regardless of your field of concentration, you’ll discover this comprehensive guide to satellite technology is the most current general reference available.

This hearing was held to review the educational benefits of the U.S. Space Program. Testimony was given by three panels of experts related to this topic. The three panels consisted of: (1) Daniel S. Goldin, Administrator, National Aeronautics and Space Administration (NASA); Dan Brandenstein, Captain, U.S. Navy, NASA Astronaut; and Damon Butler, Student, Summer High School Apprentice Research Program, Oxon Hill High School, Maryland; (2) Wendell G. Mohling, President, National Science Teachers Association; Relzie M. Payton, President, Tennessee Education Association; and Nancy R. McIntyre, Director, Educational Center for Earth Observation Systems, West Chester University, West Chester, Pennsylvania; and (3) Eva Rousseau, Principal, Dunbar Senior High School, Washington, D.C., and two of her students, John Haskins, Jr., and Nadir Al-Salam. These witnesses discussed the benefits of NASA sponsored activities such as the Summer High School Apprentice Research Program, the Teaching from Space program, NASA Field Centers, The NASA Educational Affairs Division, the Tennessee Space Week, a space laboratory called the USS Dunbar Program, and volunteer efforts by the NASA workforce. Copies of prepared statements by the witnesses are included. (MDH)