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Technology Indicators

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A B C D F G H I J K L M N O P Q R S T U W Y

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_____. (1997). America's New Deficit: The Shortage of Information Technology Workers. 38p. According to a recent survey of midsized and large U.S. companies, approximately 190,000 information technology (IT) jobs are unfilled because of a shortage of qualified workers. The formal, four-year education system is producing only a small proportion of the workers required. IT workers can also obtain skills from two-year associate degree-granting community colleges, private-sector computer learning centers, in-house company training, and computer user groups. Severe shortages of IT workers could undermine U.S. innovation, productivity, and competitiveness in world markets. Among the factors contributing to the shortage of IT workers are the following: decline in the numbers of computer and information sciences degrees awarded; mismatches between what universities teach and what industry needs; industry practices and expectations; the need to retrain workers; underrepresentation of women and minorities in the computer science education pipeline; and limitations on immigration of skilled workers. Increasing the U.S. supply of adequately trained IT workers will require the following: better indicators and statistics; better understanding of linkages between engineering, science and technology education and training, and workplace needs; better understanding of the IT training industry; and partnerships between stakeholders in industry and education. (Ten figures and 52 endnotes are included.) (MN) ED412360

Atherton, B. (Jun 1996). Graduates of the School of Business and Entrepreneurship Reflect Upon Their Academic Experiences. Research and Planning Report 96-06. 58p. This study examined graduate satisfaction among a sample of graduates of the School of Business and Entrepreneurship (SBE) at Nova Southeastern University. A total of 157 students who graduated between 1992 and 1995 responded to a survey that focused on demographic and background information, educational outcomes, quality indicators, computing skills, and employment and career outcomes. Nearly one-fourth of the respondents had received doctoral degrees, while three-fourths had received master's degrees. The study found that students entered SBE with a mean of 13 years of work experience, and that 73 percent had permanent residence in South Florida. Nearly 97 percent reported that they would recommend their program of study to a friend, and nearly two-thirds said that they would attend the university again if they were to pursue another degree in the future. More than 90 percent of respondents indicated that they had achieved their educational goals. Nearly one-third of respondents were dissatisfied with the availability, access, and orientation to library resources and services, and nearly one-fourth were not satisfied with access to information through technology and computers. A copy of the survey questionnaire and 10 tables of results are appended. (MDM) ED403819

B

Bainbridge, S. V. (1995). You Can't Teach Soft Skills on a Computer...Can You? Journal of Instruction Delivery Systems, 9, 4, 5-12 Fall. Discusses the development of interactive media-delivered training. Highlights include examples; indicators for using multimedia; factors for successful implementation; learning and performance development; evaluating hardware options; technology choices, including interactive videodisc, compact disc interactive, CD-ROM, networked interactive video, distance learning and televideo, and electronic performance support systems; and future possibilities. (LRW) EJ520286

Baldwin, V. A., & Others. (1997). Initiating an Effective Personnel Development Program. College & Research Libraries, 58, 3, 267-77 May. Eastern Illinois University surveyed library administrators, faculty, and staff to identify their educational interests, departmental differences interests, and the relationship between employee interest in and participation in technology workshops. A comparison of survey results with actual participation showed that interest and willingness to participate were valid indicators of actual participation. (PEN) EJ544834

Blumhardt, J. H., & Cross, L. R. (1996). Making the Jump(s) into Cyberspace: A Discussion on Distance Learning Paradigm Shifts Required for the 21st Century. ED, Education at a Distance, 10, 1, 13-21 Jan. Discusses paradigm shifts needed in today's evolving information-based society related to distance education. Topics include dissonance between ideals and practice, information technology and global competition, demographic changes, increased costs, resistance to change, the issue of quality, the Internet, research into learning, and curriculum strategies. (LRW) EJ520284

Branson, R. K., & Buckner, T. (1995). Quality Applications to the Classroom of Tomorrow. Educational Technology, 35, 3, 19-22 May-Jun. Discusses the concept of quality in relation to educational programs. Highlights include quality as a process rather than as excellence; education's relationship to the community and to business and industry; the need for a mission statement, including desired outcomes; horizontal and vertical integration; and benchmarking. (LRW) EJ503489

Burge, E. J., & Roberts, J. M. (1993). Classrooms with a Difference: A Practical Guide to the Use of Conferencing Technologies., 104p. ED364206

Burns, W. J. (1997). Association for Educational Communications and Technology 1996 Presidential Address. Educational Media and Technology Yearbook, 22, 90-94. Presents visions for AECT (Association for Educational Communications and Technology, including a continuing discussion of pedagogy, high quality research methodology, commitment to professional ethics and personal integrity, electronic developments, collaboration, leadership development, membership growth, and state and regional affiliations. (LRW) EJ539693

Burrello, L. C., & DiLaura, N. (1994). Gathering the Dreamers: The Transformation Process to a Learner-Centered School. The Reinventing School Series. Part Two and Viewing Guide. Videotape. For part 1, see EC 303 564. This videotape and viewing guide present an emerging learner-centered paradigm of teaching and learning and answer questions of why and how a staff changes its practices. The viewing guide describes the elementary school in the videotape, noting the full inclusion of 50 students identified as disabled, the team approach in which teachers are renamed "facilitators," and the emphasis on meeting the individual needs of each student. The guide summarizes components of the program, curriculum domains and characteristics (derived from the Essential Behaviors for Learning model), changing responsibilities and roles, levels of excellence and quality indicators, and technology integration and support. An observation guide outlines eight aspects of the transformation process to a learner-centered school, including identifying the need for change, contextual factors, professional and/or community relationships important in supporting change, decisions which support generalization of innovations, the role of internal school governance, key elements of the model, barriers encountered, and principles for model replication. (DB) ED377637

Burrello, L. C., & DiLaura, N. (1994). Student Voices in a Learner-Centered School. The Reinventing School Series. Part One and Viewing Guide. Videotape. For part 2, see EC 303 565. This videotape and viewing guide present an emerging learner-centered paradigm of teaching and learning and contrast this new paradigm with traditional concepts. An associated guide describes the elementary school in the videotape, noting the full inclusion of 50 students identified as disabled, the team approach in which teachers are renamed "facilitators," and the emphasis on meeting the individual needs of each student. The guide summarizes components of the program, curriculum domains and characteristics (derived from the Essential Behaviors for Learning model), changing responsibilities and roles, levels of excellence and quality indicators, and technology integration and support. The supplementary material also offers guidelines for leading post-viewing discussion and three specific observation guides for this videotape, which encourage viewers to look specifically for examples of: (1) principles of the learner-centered school; (2) guidelines for constructivist teaching practices; and (3) selected criteria for school restructuring. (DB) ED377636

Bushweller, K., Ed., & Zakariya, S. B., Ed. (1997). Education Vital Signs 1997: What Makes Students Succeed? American School Board Journal, 184, 12 pA1-A31 Dec. This 13th annual edition of "Education Vital Signs" reports on indicators of school and student success, such as parent involvement, academic coursework, high school completion, technology use, achievement test scores, and student performance on reading, math, and science assessments. Also offers state-by-state statistics and a profile of school board members. (LMI) EJ556824

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Callaos, N., & Callaos, B. (1994). Designing with Systemic Total Quality. Special issue covers concepts, applications, and preparation for educational systems design. Discusses conceptual frameworks for the designing process, including conclusion- oriented design and decision-oriented design; describes the systemic quality cube of design that incorporates process, product, efficiency, and effectiveness and considers total, global, and systemic quality; and discusses present applications, including computerized information systems, educational systems, and organizational systems. (Contains 17 references.) (LRW) EJ477963

Caplan, P. (1997). Will the Real Internet Please Stand Up? Public-Access Computer Systems Review, 8, 2, 1-3. Discusses problems with the current Internet and describes new Internet developments. Topics include Internet2, which is being developed for innovative high performance computing applications for member universities and corporate affiliates; the Next Generation Internet (NGI); the role of the NSF (National Science Foundation); and quality of service. (LRW) EJ554169

Carter, M. T. (May 1997). Factors Affecting Use of E-Mail by Public School Principals of the Central Appalachian Region. 159pp. Ed.D. Dissertation, East Tennessee State University. A survey of elementary, middle/junior high, and high school principals in central Appalachia examined their use of e-mail and factors influencing that use. The survey was sent to a stratified random sample of 620 principals in Kentucky, Tennessee, Virginia, and West Virginia; 375 usable responses were received. Respondents provided data on demographics, accessibility to hardware and software, experience and training on computers and e-mail, uses of e-mail, and factors influencing their use or non-use of e-mail. E-mail was used by 59.7 percent of respondents. Predictors of e-mail usage were previous computer experience, accessibility to resources, and training. There were no differences between users and non-users with respect to gender, age, highest degree earned, or total years of educational experience. Use of e-mail by superiors, fellow principals, or teachers, and keyboarding skills were not indicators of e-mail usage. Principals used e-mail primarily for administrative tasks and secondarily for accessing and retrieving information. The primary methods for training in computer and e-mail skills were self-teaching, local courses, conferences or workshops, spouses or friends, colleagues, and on-site consultants. E-mail users had hardware and software resources, training, support, and encouragement to use e-mail. Non-users were uncomfortable with the technology. Principals must be role models for the use of technology. E-mail has the potential to break down barriers of geographic isolation and instill a sense of community. If future educational leaders are to meet the challenges of an information age, colleges must provide instruction in the use of computers and e-mail. Contains 92 references and the survey questionnaire. (TD) ED408135

Cawelti, G. (1994). High School Restructuring: A National Study. ERS Report. 85p. This document presents findings of a nationwide study that examined the extent to which American high schools are implementing various restructuring activities. A survey mailed to principals in all of the nation's 10,365 regionally accredited public and private high schools elicited a 33 percent response rate. Seven indicators of major school restructuring are identified: outcome-based education (OBE); alternative assessment; interdisciplinary teaching; school-based management (SBM); block scheduling; business/industry alliances; and use of modems. Findings indicate a trend toward more participative management and leadership at the school level (one-half of the respondents reported shared school governance). Approximately one-quarter of the schools had established OBE, which provides specific learner outcomes for graduation, and about one-half had developed plans for collaborative social services. However, many schools reported limited use of distance learning, modems, and multimedia systems; comprehensive staff development programs; and monetary personnel incentives. Only seven schools reported general use of all seven indicators of restructuring. In conclusion, the rate of change in the nation's high schools overall is highly variable, but on the whole, the traditional institution remains dominant. A total of 8 figures and 11 tables are included. Appendices outline the 5 major components and the 38 specific elements of restructuring and their definitions and give the demographics of responding schools in tabular form. (LMI) ED366070

Cawelti, G. (1994). Let's Reinvent High School. American School Board Journal, 181, 7, 19-22 Jul. Questionnaires sent to principals of 10,363 public and private high schools elicited 3,380 (33%) responses. Discusses responses to 36 indicators of change in 5 broad areas: (1) curriculum and teaching; (2) school organization; (3) community outreach; (4) technology; and (5) monetary incentives to improve performance. (MLF) EJ486356

Cazares, P. (Mar 1997). The Private Management of Public Schools: The Hartford, Connecticut, Experience. 13pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). During the early 1990s, the Hartford, Connecticut, public school system experienced serious financial problems and a downward trend in the key indicators of educational success. In 1994 the Hartford, Connecticut, board of education granted Education Alternatives, Incorporated (EAI), a 5-year contract to manage the school district. This paper presents findings of an evaluation of the Hartford/EAI experience. Data were obtained through a review of the contract and other documents, a site visit, and interviews. In January 1996, about one and one- half years into implementation, the school board terminated its contract with EAI. EAI assumed responsibility for managing the operations of the 32 schools in the district while the board retained ultimate policymaking authority. The contract did not specify that EAI implement its Tesseract instructional approach. Rather, EAI was to recommend and implement enhancements to the educational program, and spend $20 million on educational technology and $1.6 million on building improvements. Conflict arose when EAI's proposed budget for 1995-96 included cuts in teaching positions. The district reported that the contract was terminated because EAI concluded that it would not operate under the contract as written. EAI stated that it ceased services to Hartford because the district failed to pay for services rendered in accordance with the contract. EAI is credited with improving access to educational technology and making school repairs (concentrated in six schools), and helping the school district secure a zero increase in teachers' salaries for one year. Data on student performance was not yet available. (LMI) ED407738

Ciolek, T. M. (1997). Today's WWWTomorrow's MMM: The Specter of Multimedia Mediocrity. Educom Review, 32, 3, 23-26 May-Jun. Discusses the rapid growth of the World Wide Web and examines long-term trends and prospects for the quality and reliability of Web-based multimedia information resources. Topics include the Web's permanent state of flux, organizational problems, and the need for standards concerning the quality and timeliness of information. (LRW) EJ544749

Coutts, L., & Others. (1996). Missouri's Framework for Curriculum Development in Mathematics K-12. 200p. Missouri's Frameworks for Curriculum Development in Mathematics acknowledges that teachers will bring the vision, ideals, and principles of the Show-Me Standards into their classrooms in exciting and innovative ways. The role of the frameworks is to provide districts with a "frame" for building curricula using the standards as a foundation. The frameworks provide indicators of what students should know and be able to do by the end of grades 4, 8, and 12. The frameworks contain suggested resources, discussions of issues and current practices, and examples of quality student work. Many of the suggested activities encourage an integrated, interdisciplinary curriculum. The final section provides a discussion of how districts might begin to explore the advantages of curriculum integration. The strands include: (1) problem solving; (2) communication; (3) reasoning; (4) connections; (5) number sense; (6) geometric and spatial sense; (7) data analysis, probability, and statistics; (8) patterns and relationships; (9) mathematical systems and number theory; and (10) discrete mathematics. The section on suggested practices for teaching and learning mathematics contains topics such as basic knowledge, technology, connections and active learning, problem solving, varied instructional methods, communication and reasoning, classroom climate, and assessment. Contains 12 references. (JRH) ED408175

Cowham, T. (1997). Information and Learning Technology: A Development Handbook. FE Matters. 42p. This handbook, which is intended for further education (FE) practitioners and decision makers in Britain looking to develop high-quality information and learning technology (ILT), presents practical guidelines for conducting the self- assessment, analysis, prioritizing, and action planning required to make strategic decisions about ILT at their FE college. Presented first are a preface that explains the handbook's purpose within the context of the Further Education Development Agency's Quality in Information and Learning Technology (QUILT) initiative and an overview of the handbook. The following topics are discussed in the handbook's seven sections: external change factors and learning from history (development of information technology and information in the context of ILT); learning and the management of change (organizational transformation, learning organizations, and quality and planning); organizational management of ILT (application and infrastructure, future-proofing, curriculum management, and information management); learning environments; individual learning; learning content; and setting quality standards for ILT (key points and quality indicators). The handbook contains 19 references. (MN) ED407537

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Daoud, A. (1994). City College of San Francisco Accountability Atlas: Annual Report of Institutional Effectiveness, 70p. The Accountability Atlas presents information about the students, programs, staff, and services of the City College of San Francisco (CCSF), California. Most of the information is for the 1993-94 academic year, with some longitudinal data provided. The atlas is divided into the following six chapters: student access; student success; student satisfaction; staff composition; fiscal condition; and local indicators. Each chapter begins with a definition of the accountability area, a list of performance indicators, master plan goals, and student equity indicators. Data tables provide information on the following indicators: (1) general participation; (2) transition from high school and sources of new students; (3) financial aid; (4) categorical programs; (5) matriculation; (6) basic skills and English-as-a-Second-Language enrollment; (7) student persistence; (8) course completion; (9) degree completion by field of study; (10) transfer; (11) job placement; (12) access; (13) instruction; (14) instructional support services; (15) student services; (16) facilities; (17) staff diversity; (18) number of full- and part-time faculty; (19) community college funding; (20) fiscal stability; (21) staff development; (22) campus climate; (23) customer satisfaction; (24) shared governance; (25) deferred maintenance; and (26) educational technology plan. Appendixes include information on enrollment by zip code, and service area population by gender and ethnicity. (KP) ED380163

Deterline, W. (1997). The Shoemaker's Gap. Performance Improvement, 36, 7, 6-8 Aug. Discussion of human performance technology focuses on training and performance improvement. Highlights include performance maintenance; environmental influences that can affect performance; and the evolving role of human performance technology, including feedback, evaluation, and design efforts. (LRW) EJ549335

Dolan, D. R., & Schumacher, J. (1997). New Jobs Emerging in and around Libraries and Librarianship. Online, 21, 6, 68-72,74-76 Nov-Dec. The Internet and new information technology have created new jobs for librarians in nontraditional settings. This article examines new (corporate libraries and information centers) and redefined (academic and public libraries) "techno-jobs" in the information field. Provides a survey of market indicators and offers job hunting hints. Includes a glossary of new job titles for information professionals. (PEN) EJ554181

Dolence, M. G. (1993). Strategic Enrollment Management: A Primer for Campus Administrators. 29p. This booklet provides an overview of key concepts of Strategic Enrollment Management (SEM), a comprehensive process designed to help institutions of higher education achieve and maintain the optimum student recruitment, retention, and graduation rates. "Optimum" here is defined within the academic context of the particular institution. Primary goals of SEM are: stabilizing enrollments, linking academic programs and SEM, stabilizing finances, optimizing resources, improving services, improving quality, improving access to information, reducing vulnerability to environmental forces, and evaluating strategies and tactics. Underlying factors in linking an institution's academic program and SEM are discussed including student choice, academic policies, balancing demand, serving students as clients, and optimizing teaching and learning. Following sections cover defining an institution's optimum enrollment and the economics of SEM. A section on organizational options emphasizes the connection between successful SEM and active leadership from executive officers of an institution. Institutional strategies are described for recruitment, prospects and yields, marketing, retention, intervention, information, and reengineering. Critical success factors are discussed: leadership, strategic planning, comprehensiveness, performance indicators, research, academic foundation, information technology, and evaluation. A final section contains information on Datatel, Inc., a software manufacturer in the SEM field. (JB) ED384326

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Framst, G. (1995). Application of Program Logic Model to Agricultural Technology Transfer Programs. Canadian Journal of Program Evaluation/La Revue canadienne d'evaluation de programme, 10, 2, 123-32 Oct-Nov. Program logic models provide a method of presenting program objectives schematically. This article presents a model that explicitly recognizes the ultimate societal-level benefits and accommodates identification of outputs, performance indicators, and targets. The model is illustrated with a hypothetical agricultural technology transfer program. (SLD) EJ517179

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Gilbert, S. W. (1995). Education Technology and Transformation. Theme issue: "Technology: How It Is Changing Our Colleges.". Examines indicators of current social and educational transformations created by recent advances in information technology. Describes the American Association for Higher Education's Teaching, Learning, and Technology Roundtable Program, designed to monitor and direct the transformation at individual colleges. Includes a checklist for assessing the progress of education/technology transformation. (MAB) EJ513891

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Holt, G. E. (1996). On Becoming Essential: An Agenda for Quality in Twenty-First Century Public Libraries. Theme issue: Perspectives on Quality in Libraries. Discusses issues of quality in public libraries in light of changes in services resulting from social and economic changes. Highlights include quality strategies, the customer service revolution, anticipating new markets, defining library values and missions, information technology, training staff for the future, funding, partnerships, and protecting individuals and access. Contains 85 references. (LRW) EJ520154

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Itzkan, S. J. (1995). Policy and Leadership. Assessing the Future of Telecomputing Environments: Implications for Instruction and Administration. Computing Teacher, 22, 4, 60-64 Dec-Jan. Describes tools for technological forecasting, including expert opinion, leading indicators, and trend analysis. Discussion includes process of technology diffusion and the changes it creates, and draws implications for instruction and school administration as well as emerging computer and telecommunications applications in business. Estimates are provided for the projected growth of K-12 networking. (two references) (KRN) EJ495136

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_____. (Jan 1993). Idaho Adult Career Development Program Model. A Comprehensive Guide To Assist Institutions in Meeting the Personal, Educational, Occupational, and Career Planning Aspirations of Adults. 56p. This document presents a model for career development programs to equip Idaho adults with personal competencies to make appropriate and satisfying career choices and transitions. This model is intended for colleges of applied technology in Idaho's postsecondary vocational-technical educational system. Part I is the program model, which includes three competency domains: self-knowledge and personal development, educational and occupational exploration, and career planning and development. Specific skills within these domains are listed as competencies that are followed by indicators. Components required for delivery of a comprehensive adult career development program (instructional services, responsive services, individual planning, and program management) are listed with suggested delivery methods. Part II lists the organizational support suggested for staffing, facilities, budget, materials, and advisory committee. Part III describes steps for program implementation at the local level: establishing institutional commitment, forming a steering committee, analyzing current practices, involving organizational staff, determining specific needs, establishing local competencies, setting priorities, and planning for change. Part IV presents a system for measuring program success in terms of program operation and student/adult outcomes. Appendixes include 8 references, 21 resources, and sample tools for program development and implementation at the local level. (YLB) ED362723

Johnson, D. (1997). What Does It Look Like? Part I: The Code 77 Rubrics. Technology Connection, 4, 7, 7-9 Dec. Parents, students, and administrators want computer literate teachers with specific skills: basic computer operation; file management; word processing; spreadsheet, database, graphics, hypermedia, and network use; and student assessment. This article presents the graduated performance indicators (rubrics) developed for teachers in the Mankato Area Public Schools, Minnesota. Online Self- Evaluation Rubics for Staff Use of Technology at EJ555831

Johnson, J. M. (1996). Human Resources for Science & Technology: The European Region. Surveys of Science Resources Series Special Report. 154p. The countries discussed in this report are mainly Western European and are those from which modern science, analytical methods, and inductive and deductive reasoning arose in the 17th and 18th centuries. This report has been prepared to provide as consistent a database as possible on human resources for science in the specified European countries. In addition to data on population, education, and science and technology personnel, 17-year time series are included on gross domestic product and research and development expenditures. These data also provide the basis for key indicators of future growth and demand for scientists and engineers. A concluding section of the report discusses prospects for the future based on trends in the growth and integration of European science and technology. The data are displayed using numerous charts, graphs, and appendices. Contains 113 references. (DDR) ED404187

Jones, B. F., & Others. (1994). Designing Learning and Technology for Educational Reform. 124p. This paper summarizes and extends an earlier study that reviewed the literature on technology effectiveness, focusing on computers, traditional distance education, two-way interactive telecommunications, multimedia, and the Internet. It also adds some tools for technology evaluation as well as a rationale for using regions to distribute information resources and services electronically. Traditional and emergent definitions of technology from various strands of research are examined, and a paradigm shift from a focus on student achievement defined by standardized tests to one of diverse indicators of learning and educational reform defined by recent research and Goals 2000 is identified. An analytic framework is presented to use the dimensions of technology. Part 1 presents an overview of the framework and its uses, while part 2 discusses the new consensus on learning, policy, and technology capabilities needed to support learning and reform. Part 3 considers trends in technologies and agencies, and part 4 presents a concept of regionality as a unit of operation. Part 5 notes critical steps for research, and part 6 explores policy recommendations. Four appendixes contain eight tables of supplemental data and cost checklists. (Contains 178 references.) (SLD) ED378940

Jones, B. F., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995). Plugging In: Choosing and Using Educational Technology. 64pp. Based on a report entitled "Designing Learning and Technology for Educational Reform.". This publication is based on work conducted at the North Central Regional Educational Laboratory (NCREL), which serves seven states in the Midwest. Part of the national research and development system administered by the Office of Educational Research and Improvement, U.S. Department of Education, the regional educational laboratories provide schools and communities with the latest information on learning. This planning document is intended for education decision makers to use as they investigate new technologies to support student learning. It explains indicators of effective learning and high technology performance, an analytic framework to help educators ensure that their use of technology complements their goals for student learning, policy issues in the use of technology in learning, and key implementation issues in the use of technology for learning. The publication includes the following sections: "New Times Demand New Ways of Learning"; "The Technology Effectiveness Framework"; "Policy Issues in Using Technology for Engaged Learning"; "Putting Policy into Place"; and "Recommendations for Policymakers and Educators." A section with instructions for using the learning and technology framework includes tables for planners to graphically depict current realities and future goals, and a step-by-step guide to examining technology programs according to features that contribute to engaged learning and high technology performance. (SWC) ED415837

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Kaufman, R., & Others. (1996). What Works and What Doesn't: Evaluation beyond Kirkpatrick. Performance and Instruction, 35, 2, 8-12 Feb. Discusses evaluation for human performance improvement and organizational success. An expanded framework that builds on the traditional four-level training evaluation framework is suggested that includes strategic and tactical planning, performance improvement, organizational development, customer satisfaction, total quality, societal contributions, and levels of impact. (LRW) EJ518521

Kim, M.-J. (1996). A Comparative Analysis of the Information Sectors of South Korea, Singapore and Taiwan. Information Processing & Management, 32, 3, 357-71 May. Discussion of disparities between developed and developing nations and the influence of information technology focuses on the newly industrializing countries of South Korea, Singapore, and Taiwan and their development of the information sectors as strategic industries to gain international competitiveness. Topics include information activities, electronics, telecommunications, and economic indicators. (Author/LRW) EJ523272

Klobas, J. E. (1995). Beyond Information Quality: Fitness for Purpose and Electronic Information Resource Use. Journal availability: Customer Services Dept., Bowker-Saur Ltd., Maypole House, Maypole Rd., East Grinstead, West Sussex RH19 1HH, England. Examines influences on the use of electronic information resources, including the Internet. Highlights include information quality and accessibility; the Technology Assessment Model; the Fitness for Purpose model; the Theory of Planned Behavior; and a study in Australia that compared the ability of these models to explain electronic information resource use. (LRW) EJ503417

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Lancaster, A. (Mar 1993). What Makes a Quality Literacy Program? The Literacy Series. 11p. The quality of a literacy program can be assessed by taking into account the following factors: purpose of the program, how the program meets the most important current needs of the adult population, if it is accessible to the people who need services, and whether the literacy content is relevant to learners' needs. Flexibility of funding also is important. Assessment can be carried out on two levelsprogram evaluation and learner assessment. Criteria for funding a literacy program include the following: Does this program have the particular emphasis determined for current literacy funding priorities? Is this a high-quality program, according to "Model Indicators" by the U.S. Department of Education? Is the program achieving the particular purpose and specific goals it was set up to achieve? Is this an established, proven, high-quality program? or Is this a new program that has promise? The following are some best practices in literacy: using the most current teaching methods, including the contextual approach, the learner-centered approach, the participatory approach, and the use of new learning technology. (This paper includes a synopsis of the U.S. Department of Education Model Indicators of Program Quality.) (KC) ED395135

Leighton, M. S., Mullens, J. E., Turnbull, B., Weiner, L. K., & Williams, A. S. (1995). Measuring Instruction, Curriculum Content, and Instructional Resources: The Status of Recent Work. Working Paper Series. 162p. The four papers in this volume are four parts of a series on the status of recent work on measuring instruction, curriculum content, and instructional resources. These papers are intended to identify aspects of instruction, to analyze the approaches used in several leading studies, and to describe the implications of recent work for National Center for Education Statistics (NCES) data collection efforts. The first paper, "Measuring Instruction: The Status of Recent Work," by Mary S. Leighton, considers the role of instruction in "opportunity to learn" and attempts to assess instruction as part of "opportunity to learn." Implications of recent efforts to assess instruction for NCES data collection are discussed. The second paper, "Measuring Curriculum Content: The Status of Recent Work," by Mary S. Leighton and John E. Mullens considers validating national curriculum indicators and educational reform in curriculum. "Measuring Instructional Resources: The Status of Recent Work" by John E. Mullens, Lisa K. Weiner, Angela S. Williams, and Mary S. Leighton considers instructional materials and equipment, including computer-related educational technology. The final paper, "Measuring Opportunity To Learn: Advancing the State of the Art," by Mary S. Leighton, Brenda J. Turnbull, and John E. Mullens, discusses NCES studies of "opportunity to learn," focusing on elementary and secondary education, eighth- grade mathematics, fourth-grade language arts, and U.S. History. Each paper contains references. (Contains 13 tables and 2 exhibits.) (SLD) ED418115

Lucek, L. E. (Jan 1997). Diversity in Cyborg Images: A Case Study of Barry Levinson's "Toys." 7pp. In: VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996); see IR 018 353. Contains photographs which may not reproduce clearly. Associated with the cultural paradigm of postmodernism, the cyborg, in its numerous aspects, has become a predominant metaphor used to describe the relationship between humanity and technology in post-industrial information societies. This case study of Barry Levinson's 1992 comedy film, "Toys," demonstrates some of the many facets of the cyborg. The theme that runs throughout the film and the one thing that all the "Zevos" appear to share in common is their love of gadgetry, or toys. What differs between the military Zevos and the civilian Zevos are their conceptions of what makes a good toy, and what a toy should be good for. It is their mutual love of technology that makes them all exceptional candidates for cyborization. The central message of the film is presented in its first line which is, "If I cannot bring you comfort, then at least I bring you hope..." A description of some of the cyborgization indicators present in the film's characters is provided. Nine figures present reproductions of the characters and a table of characters and their cyborg indicators. (Contains 12 references.) (AEF) ED408954

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McClure, C. R., & Lopata, C. (1995). Performance Measures for the Academic Networked Environment. 15pp. Paper presented at the Northumbria International Conference on Performance Measurement in Libraries and Information Services (1st, Northumberland, England, August 30-September 4, 1995). As more academic institutions spend larger sums of money to network their campuses and provide network connections to sources outside their campuses, questions emerge concerning the selection and configuration of appropriate network technologies and the appropriate types and levels of services to provide. Increasingly, academic administrators are asking questions about the benefits and impacts of networking. This paper reports on a study to develop and operationalize performance measures and indicators of the impacts of networking on the academic institution. The study examines information resources and services provided, organizational structures within which they are provided, the various classes of users, and users' activities on the network. Measurement and evaluation of networked information services is essential for administrators to justify such services and better meet user information needs. Approaches for evaluating networked information services are based on: (1) extensivenesshow much of the service has been provided; (2) efficiencythe use of resources in providing or accessing networked information services; (3) effectivenesshow well the networked information service met the objectives of the provider or user; and (4) impacthow a service made a difference in some other activity or situation. Performance measures and evaluation; key issues; attitudes, problems, and perceptions; possible performance measures; study progress; and the importance of the project are described. A brief discussion with the author is provided. (Contains 16 references.) (Author/SWC) ED405867

McLester, S. (1996). Presenting the 1996-97 "Technology & Learning" Software Awards. Technology & Learning, 17, 3, 36-38,40,42-43,46-48 Nov-Dec. Reviews educational software award winners based on criteria that include quality of presentation and design, classroom usability, and support documentation. Subject categories include preschool/readiness, language arts, math, science, social studies/history, ESL (English as a Second Language), and reference. A directory of software publishers is also included. (LRW) EJ544762

Meisen, P. (1997). Linking Electricity for Peace: A Compelling Global Strategy. Bulletin of Science, Technology & Society, 17, 4, 179-81. Comparative trend analysis shows striking improvements in all major societal indicators as electricity becomes available to developing nations. Discusses the linking of electrical grids between countries and across continents and the ramifications for standards of living, sustainable development, and world peace. (PVD) EJ560085

Meiser, T., & Ohrt, B. (1996). Modeling Structure and Chance in Transitions: Mixed Latent Partial Markov-Chain Models. Research cited is funded by the German Ministry of Research and Technology. A family of finite mixture distribution models is presented that allows specification of basically different developmental processes in distinct latent subpopulations. These models are introduced within the framework of mixed latent Markov chains with multiple indicators per occasion, and they are illustrated with empirical data on therapeutic interventions. (SLD) EJ531741

Metz, P., & Stemmer, J. (1996). A Reputational Study of Academic Publishers. College & Research Libraries, 57, 3, 234-47 May. Analysis of a survey, completed by 128 collection development librarians at 72 liberal arts colleges, ranked six university presses and 58 publishers associated with science and technology, humanities, and social sciences by their perceptions of familiarity, quality and academic relevance. Found that university presses are well respected: Cambridge, Harvard, Oxford, and Stanford being highest rated in relevance and quality. (PEN) EJ537857

Milone, M. N., Jr., & Salpeter, J. (1996). Technology and Equity Issues. Technology & Learning, 16, 4, 38-41,44-47 Jan. Discusses students' equitable access to technology and considers whether the quality of access is comparable. Highlights include home computers and socioeconomic differences, computers in schools, how computers are used in school, gender issues, students with special needs, and examples of elementary and secondary schools that have overcome economic obstacles. (LRW) EJ518528

Moallem, M., & Micallef, S. (1997). Instructional Technologists at Public Schools: A Study of the Role and Effectiveness of Technology Resource Teachers. 21pp. In: Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology (19th, Albuquerque, NM, February 14-18, 1997); see IR 018 421. Human resource positions that are becoming known as Technology Coordinator (for district-level personnel) and Technology Resource Teacher (for school-level personnel) have been created to help integrate technology into classroom instruction. This study assessed the progress and effectiveness of Technology Resource Teachers, or TRTs, as technical and instructional support persons. Their roles and responsibilities were examined to identify any changes in their positions or their approaches to achieving their long-term goals. The study also compared its new results with previous results in order to identify the future roles of instructional technologists in public schools. Data collection methods included: interviews with TRTs; classroom, computer lab and site observations; public and personal records, reports, and documents; and teacher questionnaire and attitude surveys. The study was conducted in six middle schools in the southeastern United States. Results indicated that the TRTs were generally successful in establishing and maintaining a computer lab in their respective schools. The support of TRTs was instrumental in increasing their teacher constituents' confidence in their own computer skills and usage of their home computers. Teachers, however, did not yet show any major improvement in their attitude toward or usage of computers in classroom instructiondespite receiving regular training and technical support. On the whole, teachers' positive perception of TRTs and their role at the school, combined with the improvement in teachers' computer competency skills across the schools, are indicators of the TRTs' progress in their effort. A series of tables present the study results. (Contains 20 references.) (AEF) ED409856

Moore, A. J. (1996). Improving Schools: Quality Indicators Used When Selecting K-12 Teachers. 63p. Within the education community there is a lack of consensus about how to define criteria to be used in assessing teacher qualifications. This report describes findings of a survey sent to all building administrators and district superintendents in the Kansas public schools (n=1,554). The survey elicited a total of 868 responses, 60 percent response rate. The instrument asked administrators which quality indicators they used in selecting K-12 teachers. The majority of respondents believed that today's first-year teachers were better prepared than those 5 years ago. Respondents ranked the following indicators of teacher quality as most important: unquestionable integrity and moral values, level of concern and caring for students, flexibility in working with students and colleagues, high energy and/or motivation level, oral communication skills, formal course work in computers and instructional technology, instructional creativity, willingness to consider divergent ideas, emotional stability, and superior ratings. The report offers the following recommendations for teacher selection: (1) Use objective information to supplement information on personal qualities; (2) broaden the concept of standards to include qualitative and personal characteristics; (3) examine selection criteria and practices to determine their impact on the K-12 teacher candidate pool; (4) make statements and policies more inclusive of all valid qualitative and quantitative indicators and personal attributes; and (5) share research information (between school administrators and teacher-preparation programs). The appendix contains a copy of the survey instrument. (Contains 54 references). (LMI) ED414642

Morgan, S. (1995). How Well Are We Doing? Common Themes and Possible Solutions in Academic Libraries. 10pp. Paper presented at the Northumbria International Conference on Performance Measurement in Libraries and Information Services (1st, Northumberland, England, August 30-September 4, 1995). This paper uses results of postal surveys carried out in the United Kingdom further education (FE) and university sectors to highlight themes and elaborate on suggestions for advancing performance measurement. Academic libraries face insecurity arising from the political and educational changes taking place in academic institutions, competition between institutions and services, and the demands for accountability at a variety of levels within institutions. As a result, it is essential that there are mechanisms in place to monitor and evaluate library services and to maintain the high quality demanded by the academic community. When surveyed, librarians' views on performance assessment followed three main themes: the use of qualitative data in addition to quantitative data; user expectations and how to satisfy the information needs of an increasingly diverse academic community; and the climate of review and assessment, where periodical reviews can act as effective motivators in highlighting and encouraging reflection on how effectively the library supports teaching and research. The following practical suggestions for improvements in performance measurement are discussed: (1) greater involvement of a variety of constituents; (2) more systematic and structured approach; (3) greater proactivity; (4) wider application of information technology; (5) greater emphasis on the user perspective; and (6) more time. (Contains 10 references.) (Author/SWC) ED405871

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Newman, D. (1997). AASL/AECT's New Guidelines for School Library Media Programs: A Roadmap to the Future. Florida Media Quarterly, 22, 4, 6-7. Discusses new guidelines for the library media profession developed by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT). Highlights include the standards and behavior indicators at the core of the guidelines; Web page accessibility; and benefits for library media specialists. (AEF) EJ550796

Newman, D. R., & Others. (1995). A Content Analysis Method to Measure Critical Thinking in Face-to-Face and Computer Supported Group Learning. To retrieve this article, send the following e-mail message to LISTSERV@GUVM.GEORGETOWN.EDU: GET NEWMAN IPCTV3N2. Presents a content analysis method used in evaluating the quality of group learning in seminars held both face-to-face and with computer-mediated communication. Explains the development of two research instruments: (1) a student questionnaire; and (2) content analysis, which identifies examples of indicators of critical and uncritical thinking recorded in transcripts. (JKP) EJ513734

Noblitt, J. S. (1997). Top-Down Meets Bottom-Up. Educom Review, 32, 3, 38-43 May-Jun. Considers faculty versus administrative perspectives concerning the use of information technology for teaching and research. Highlights include resistance to change, examples of disciplinary interest and feasibility, innovative curriculum that uses technology to solve problems, defining quality, information technology and authenticity, and developing an implementation plan to set priorities. (LRW) EJ544750

Norton, P. S., Debra. (1997). On-Line Collaborative Lesson Planning: An Experiment in Teacher Education. Journal of Technology and Teacher Education, 5, 2-3 p149-62 1997. Describes an online lesson-writing collaborative project between inservice and preservice teachers via e-mail. Results indicated no significant difference between the quality of lessons created by inservice and preservice teams as well as an improvement in the attitudes of preservice teachers about the possibilities of telecommunications for professional use and with students. (Author/LRW) EJ552550

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O'Looney, J. (1997). Outcomes, Outreach, and the World Wide Web: New Roles for the University. Journal of Public Service & Outreach, 2, 3, 18-34 Fall. For states to implement a community development and results accountability strategy, they need a coordinated strategy to produce, distribute to key stakeholders, and facilitate the use of social indicators and other data in community settings. Universities have a unique and important role to play in this effort by organizing and using knowledge using the new communication technologies, particularly the Internet. (MSE) EJ558364

Ozer, J. (1994). A Primer for Codec Choices: When Multimedia Developers Move from Theory to Practice. CD-ROM Professional, 7, 3, 18-20,22-24,26-28,30-32 May-Jun. Describes the technology involved in codecs (compression/decompression products) that are used by CD-ROM producers to compress video to CD-ROM data transfer rates for multimedia materials. The performance of codecs is evaluated both for quality and for ease of use, and recommendations are offered. (LRW) EJ483698

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Appelbaum, E., & Batt, R. (1993). High-Performance Work Systems: American Models of Workplace Transformation. 94p. Rising competition in world and domestic markets for the past 2 decades has necessitated that U.S. companies undergo significant transformations to improve their performance with respect to a wide array of efficiency and quality indicators. Research on the transformations recently undertaken by some U.S. companies to boost performance revealed two distinct and coherent models of high- performance work systems: (1) a vision of "lean production" that relies more heavily on managerial and technical expertise and centralized coordination and decision making than conventional systems do; and (2) a U.S. version of "team production" that combines principles of Swedish sociotechnical systems with principles of quality engineering and that more thoroughly decentralizes management of work flow and decision making. Only a few organizations have yet achieved major transformations and performance improvements. Obstacles remain to be overcome: the continuing temptation of mass production, the ambiguous role of technology, high initial training costs, and managerial resistance to change. An interrelated set of public policies addressing the following issues must be developed: improving job training, increasing employee and union participation, increasing firms' commitments to stakeholders, building interfirm collaboration and quality standards, and ruling out the low-wage path. (Contains 107 references.) (MN) ED363736

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Queiroz, G., & Bruno, N. (1995). Building a Climate of Continuous Improvement. 7pp. Paper presented at the Northumbria International Conference on Performance Measurement in Libraries and Information Services (1st, Northumberland, England, August 30-September 4, 1995). The Nuclear Information Centre (CIN), a department of the Brazilian National Nuclear Energy Commission (CNEN), provides information services in a wide scope of scientific and technical subjects, to both CNEN employees and other institutions in Brazil and other Latin American countries. CIN has three divisions: documentation, promotion, and technology. This paper describes the experience of the continuous development climate aimed at achieving excellence for users of the Promotion Division. The improvement program focuses on critical appraisal of the organization, evaluation of procedures, and attention to personnel morale, education, and training, including communication and team empowerment. People management and human development were ranked at a higher importance level than any other aspect of administration. Four main indicators were chosen to measure performance: number of new users, rate of usage by present users, billings, and number of complaints per year. The main features of the quality program are: building a customer driven division; utilizing the skills developed by those who work directly with users; performing an experiment within the limits of the Promotion Division, without support of the entire institution; implementing a program directed toward the user rather than production; and trying to construct a tailor-made model, using basic principles of quality but avoiding a single traditional or ready-made model. (SWC) ED405873

Quinn, B. (1995). Improving the Quality of Telephone Reference Service. RSR: Reference Services Review, 23, 4, 39-50. Discusses telephone reference services in libraries. Topics include characteristics of quality phone reference; policies and guidelines for quality service; a survey of pertinent literature evaluating telephone reference; training; and technology for telephone reference, including cellular and cordless phones, electronic resources, and automated telephone systems. (LRW) EJ516529

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Rasch, L. (Jun 1993). Institutional Effectiveness...Western's Perspective. 18pp. Paper presented at the Summer Institute on Institutional Effectiveness and Student Success (5th, Madison, WI, June 21, 1993). Focusing on the application and outcomes of quality-based management and assessment practices in use at Western Wisconsin Technical College (WWTC), this report outlines the college's four-module quality improvement training program, reviews college outcomes data related to student achievement and employer satisfaction, and describes eight strategic goals for WWTC. The first part provides brief descriptions of the following four learning modules that comprise WWTC's quality improvement training program: (1) Awareness, which explains basic concepts of quality and their implications for WWTC; (2) Tools of the Scientific Approach, detailing methods of analysis; (3) the Joiner Seven Step Method, describing the steps in the Joiner problem-solving strategy; and (4) Learning To Work Together as Teams. The second section reviews indicators of institutional achievement, providing data on graduate placement rates, employment location, and satisfaction with training for graduates from 1985-86 through 1989-90; results of a longitudinal follow-up study of 1981 graduates; results of a 1990 survey of employers of WWTC graduates; a review of WWTC's grading system; a discussion of student organizations and student honors and awards; and a review of student pass rates on certification licensure examinations for the last 5 years. The final section of the report presents brief strategic goals for WWTC addressing the issues of district vision, customer-focus, teaching and learning, fiscal resources, staffing, technology, organizational structure, and physical resources. This section also includes a diagram of the college's effectiveness model and core indicators. (PAA) ED364265

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Salmi, J., Ed., & Verspoor, A. M., Ed. (1994). Revitalizing Higher Education. Issues in Higher Education, Volume 3. First Edition. 422p. This volume contains 13 papers on experiences with reform and innovation in higher education and their implications for developing countries. Four themes are highlighted: higher education and development, performance assessment, sustainable financing, and effectiveness in governance and management. The papers include: "Introduction: Improvement and Innovation in Higher Education" (Adriaan M. Verspoor); "The University System: Engine of Development in the New World Economy" (Manuel Castells); "Universities, Technological Change, and Training in the Information Age" (Martin Carnoy); "Economic Returns from Investments in Research and Training" (Edwin Mansfield); "Performance of Higher Education: Measures for Improvement. Evaluation of Outcomes" (Ulrich Teichler Others); "Performance Indicators for Higher Education: A Critical Review with Policy Recommendations" (Herbert R. Kells); "Enhancing the Financial Sustainabilty of Higher Education Institutions" (Adrian Ziderman); "Mechanics of Allocating Public Funds to Universities, Their Implications on Efficiency and Equity" (Edita A. Tan); "Foreign Assistance for University Development in Sub-Saharan Africa and Asia" (Thomas Owen Eisemon and Moussa Kourouma); "Problems of Privatization" (Daniel C. Levy); "Autonomy and Accountability in Government/University Relationships" (Frans A. van Vught); "Higher Education in Chile: Effects of the 1980 Reform" (Jose Joaquin Brunner and Guillermo Briones); and "Conclusion: Higher Education Reform in Perspective" (Jamil Salmi). Most papers contain references. (JB) ED381050

Schuegraf, E. J., & van Bommel, M. F. (1993). An Automatic Document Indexing System Based on Cooperating Expert Systems: Design and Development. Canadian Journal of Information and Library Science, 18 n2, 32-50 Jul. Describes the design of an automatic indexing system that is based on statistical techniques and expert system technology. Highlights include system architecture; the derivation of topic indicators, including word frequency; experimental results using documents from ERIC; the effects of stemming; and the identification of characteristic vocabularies for given subject areas. (Contains 17 references.) (LRW) EJ476270

Sorensen, C., & Others. (Jun 1996). Iowa Distance Education Alliance. Preliminary Evaluation Report, October 1995-May 1996. 286pp. For an earlier project evaluation, see ED 389 039. In 1992 and 1995, Iowa received statewide Star Schools grants to demonstrate the use of fiber-optic technology to provide live, two-way, full-motion interactive instruction which allows greater levels of interactivity than previous forms of distance instruction. The grant allowed the state to equip over 100 fully interactive video classrooms in community colleges, universities, and K-12 schools. This report summarizes evaluation data for the Iowa Project from October, 1995 through April, 1996. Data were collected from each of the project components (Project Management, the Communications and Resources Clearinghouse, Regional Partnerships, and the Teacher Education Alliance) through written surveys, telephone interviews, record data, and collection of documents and artifacts. In section 1 of the report, the project activity is summarized in terms of its goals, which focus on: instructional materials, infrastructure development, training and technical support, information systems, and preservice teacher education. Section 2 presents evaluation data by the national goals for statewide projects, including infrastructure development, underserved learners, instruction, professional development. Conclusions are provided in section 3 and section 4 contains appendices. Tables, figures, and related documents make up this section, including: multimedia projects, exemplary applications, regional partnerships, Iowa Communication Network (ICN) and Internet connections, training and technical support, information systems, preservice teacher education, and National Evaluation Goals and Indicators. (AEF) ED409000

Stallings, D. (1997). The Virtual University Is Inevitable: But Will the Model Be Non-Profit or Profit? A Speculative Commentary on the Emerging Education Environment. Journal of Academic Librarianship, 23, 4, 271-80 Jul. Discusses changes that are merging traditional, continuing, and distance education into the virtual university. Topics include for-profit or not-for- profit, the compatibility of the profit motive with the concept of quality education, cooperation between academic and corporate cultures, knowledge, information and communications technology, defining success, and new models of higher education. (Author/LRW) EJ550905

Stites, R. (1998). Assessing Lifelong Learning Technology (ALL-TECH): A Guide for Choosing and Using Technology for Adult Learning. Practice Guide. 29p. This guide builds on the framework for evaluating technology effectiveness in K- 12 schools as described in the Council for Educational Development and Research's publication, "Plugging In: Choosing and Using Educational Technology." The revised framework is designed to provide encouragement and some rudimentary guidelines for critical thinking about applications of technology for lifelong learning. Section 1 describes the link to "Plugging In." Section 2 discusses the nature of adult (as opposed to childhood) learning and the potential roles that technology can play in helping to create learning environments ideally suited to adult learners' needs and interests. Section 3 explains the revisions of the "Plugging In" indicators of engaged learning and high performance technology. A table categorizes indicators (with their definitions) of engaged adult learning into eight variables: vision of learning, tasks, assessment, instructional model, learning context, grouping, instructor roles, and learner roles. A second table categorizes indicators of high technology performance for adult learning (with their definitions) into six variables: access, operability, organization, engagability, ease of use, and functionality. Section 4 provides forms and instructions for using the indicators to evaluate adult education practices and policies. The last two sections highlight some factors that may facilitate or obstruct the effective application of technology to adult learning. The document contains 15 references and additional resources. (YLB) ED416422

Sumsion, J., & Ward, S. (1995). EC Toolbox Project: General Findings and Some Particular ProposalsThe Next Generation of Performance Indicators. 14pp. Paper presented at the Northumbria International Conference on Performance Measurement in Libraries and Information Services (1st, Northumberland, England, August 30-September 4, 1995). This study shows how performance measurement can be developed to take advantage of the most advanced computer software and hardware now available. The "Toolbox" study was commissioned by the European Commission (EC) and undertaken by De Montfort University in partnership with Essex County Libraries and the Library and Information Statistics Unit at Loughborough University (England). Performance measurement systems to benefit library management should include mechanisms for: monitoring performance, monitoring the results of innovation, identifying problems and opportunities, evaluating alternative options, and planning. In most advanced countries libraries have a fully computerized catalog, an integrated computer system, open access, and devolved budgets. Part 1 is an introduction. Part 2 considers shortcomings in current performance indicators and proposes a general strategy to make the best use of present computer power. Particular attention is focused on calculating cost data. Part 3 outlines proposals to initiate and improve particular performance measures. Performance measures are described for analysis of staff time, speed in acquiring items and satisfying requests, user analysis, numbers of active users, use of information or reference services, space provision, stock quality analyzed by age and title counts, interlibrary loans and acquisitions, and service points and opening hours. Part 4 considers the applicability of these techniques to libraries of different type and size, particularly academic and public libraries. Figures show cost benefit data, request statistics, and weighted average calculations for bookstock. (SWC) ED405872

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Taylor, B. E., & Massy, W. F. (1996). Strategic Indicators for Higher Education, 1996. Vital Benchmarks and Information To Help You Evaluate and Improve Your Institution's Performance. 205p. The strategic indicators defined in this book, which builds on two earlier studies published by the Association of Governing Boards of Universities and Colleges, are intended to enable institutions to compare their position in key strategic areas with their peer institutions. Data for more than 100 key indicators was collected from nearly 1,000 institutions and is arranged in six peer groupings: public two-year colleges, regional colleges and universities, and research universities, and private colleges with tuition and fees of less than $9,000, from $9,000 to $12,000, and more than $12,000. The indicators are grouped in four broad categories: (1) financial capital, which includes revenues, expenditures, assets, liabilities, and fund balances, and fund raising; (2) physical capital, which includes plant operation and maintenance and new investment; (3) information capital, which includes library and other information resources and technology access; and (4) human capital, which encompasses student enrollment, admissions, tuition, fees and financial aid, and faculty. A narrative, accompanied by tables and visuals, discusses each indicator, details its significance, explains how to interpret it, and sets out related policy questions. Appended are notes on the survey and a copy of the survey instrument, a glossary, and indicator calculations. (CH) ED412818

Thorkildsen, R. (11 Mar 1994). Research Synthesis on Quality and Availability of Assistive Technology Devices. Executive Summary. Technical Report No. 8. 35pp. For full report, see EC 304 244. This executive summary of a research synthesis of information about assistive technology (AT) for school children with disabilities focuses on device characteristics as quality indicators of AT for manufacturers, clinicians, and consumers. It also provides an overview of AT use in the schools and how this use is determined or affected by the availability of funding and devices, the assessment process, and the need for and training about AT. Brief sections summarize the larger report's sections on: the educational uses of AT, popular AT devices, assessing the need for AT devices, training to use AT devices, and AT device characteristics and quality. A table summarizes the device characteristics rated as important such as effectiveness, affordability, operability, dependability, portability, durability, compatibility, flexibility, and ease of maintenance. In addition, a recommendation is made for greater application of principles of universal design, which involves the design of consumer products so that they can be used by a wide range of consumers. An appendix provides definitions for the identified design characteristics. (Contains 29 references.) (DB) ED386856

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Uslick, J., & Walker, C. (Apr 1994). An Evaluation of an Innovation: Standardized Test Scores Were Not Valid Indicators of Success. 43pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). An overview is provided of the evaluation of the Lighthouse Project, an education enhancement project that began in one urban and two suburban districts. Its methodology was the context for showing how the focus on the results of a standardized achievement test in mathematics inhibited the implementation of mathematics reform in the elementary grades. It is evident that this teacher- driven innovation had a significant impact on teacher and student attitudes about mathematics and about technology as a tool for learning. Judgments based on the analysis of journal entries, surveys, interviews, observations, and California Achievement Test results support the following conclusions: (1) technology facilitates cooperative learning and individualized learning; (2) technology can be a catalyst for changing attitudes about mathematics and the teacher's role; (3) assessment of student learning should align with beliefs, curriculum, and instruction; and (4) accountability measures such as standardized tests should not be used to judge the impact of the program on student learning. Five appendixes, which contain seven figures, provide supplemental information about the evaluation and student achievement. (Contains 37 references.) (SLD) ED372099

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Weitzendorf, T., & Hiller, H. (1996). Profit Impact of Information Technology. Journal available electronically:. Discusses the correlation between corporate performance and the use of information technology. Tests a model that was based on management information systems literature. Examines system effectiveness, user information satisfaction, organizational conversion, top management commitment, and organizational climate. Discusses testing in Austrian and German banks. (Author/LRW) EJ534478

Westwood, K. (1997). Lights Camera Action. American Libraries, 27, 1, 43-45 Jan. Discussion of the use of interactive television highlights a program by the Minnesota State Law Library that provides reference services to prison inmates. Time, cost, and quality of reference services are considered versus on-site visits; technical difficulties are discussed; and a sidebar describes two other library experiments with interactive television. (LRW) EJ537901

Whitney, D. R. (1993). Performance Assessment: Lessons from History. Adult Learning, 4, 3, 23-25 Jan-Feb. Performance assessment was once the only method of educational evaluation; then multiple-choice tests proliferated. Renewed interest in assessment brings these cautions: (1) use for most critical outcomes; (2) use technology; (3) involve students as raters; (4) note student behaviors; and (5) restrict to program-level indicators. (SK) EJ455317

Wiebe, J. H., & Taylor, H. G. (1997). What Should Teachers Know about Technology? A Revised Look at the ISTE Foundations. Journal of Computing in Teacher Education, 13, 4, 5-9 Jun. The International Society for Technology in Education foundations constitute guidelines for what teachers should know and be able to do with technology. The Foundations provide indicators for professional education units at all stages of development. They have recently been revised to reflect specific performance and areas fundamental for all educators. (SM) EJ551345

Wile, D. (1996). Why Doers Do. Performance and Instruction, 35, 2, 30-35 Feb. Identifies human performance (HP) models of five prominent human performance technology authors; contrasts the models with each other; combines elements into a new model; and discusses how the model can be used to help assess performance problems and explain HP to clients at three different levels. (LRW) EJ518525

Wilkinson, G. L., & Others. (1997). Evaluation Criteria and Indicators of Quality for Internet Resources. Special issue: Web-Based Learning. Most Web site rating systems overemphasize technological "bells and whistles." The University of Georgia's information quality criteria address site access and usability; resource identification and documentation; author identification; authority of author; information structure and design; relevance and scope, validity, and accuracy and balance of content; navigation within document; quality of links; and aesthetic and affective aspects. (PEN) EJ544841

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Yopp, M., Kitchel, K. A., & Allen, T. (1996). Multi-Media and Technology Tools: Curriculum and Activities for Idaho Business Teachers. 113p. This guide contains information, curriculum, and activities that provide business teachers with a tool for using the World Wide Web, multimedia, and technology to enhance their programs. The opening sections contain the following: computer use policy, multimedia fact sheet, tips on using Netscape Navigator, directory of educational resources on the Internet, downloading information, and information to access keyboarding and accounting shareware. The next 11 sections contain activities in these areas: education trends and issues; economic indicators; consumerism; communication; resume tips; laws; legislative issues; job search; entrepreneurship; business search; stock exchanges; Chicago Board of Trade; New York Stock Exchange News; stocks; business travel; SAP (Systems, Applications, and Products in data processing) software supply; office furniture; human resources; management; selling; Internet; technological issues; and telecommunications: technology. Each activity has some or all of these components: purpose, time required, directions, steps for using the Internet, and handouts. The next section provides information on Virtual Economics, a CD-ROM designed to give teachers the resources they need to help students at all grade levels understand the economy and develop basic decision making skills while learning to use interactive, multimedia technology that promotes higher-level learning. Contents include framework questions to give teachers a refresher on economic concepts or to use with students and extended activities. The final section provides information on PowerPoint presentation software for creating and presenting slides. (YLB) ED413425