Educational Technology | E

(1998).  Education Vital Signs 1998.  American School Board Journal, 185, 12. 

Lawrence Hardy's lead article details a year of diminished expectations, highlighting teacher shortages, failing teacher competency scores, 12th graders' dismal TIMSS scores, affirmative-action setbacks, and Milwaukee voucher triumphs. Kevin Bushweller probes school violence issues. Others discuss leadership trends, school-success indicators, and state standards and expenditures.

(1999).  Education on the Information Superhighway: UtahLINK Online Education Conquers the "World Wide Wait".  Online Libraries and Microcomputers, 17, 4. 

Discusses UtahLINK, the most widely connected state online education system in the United States, and SiteFIre, a server-resident software package that speeds up Web access and stores Web-site data directly in user-designated folders. Describes the instructional possibilities and benefits of using UtahLINK and SiteFire.

(1999).  Educational Television.  Distance Education Report, 3 n24 p7 Dec 15, 1999. 

The third in a series on the history of distance education, this article suggests that a historic look at educational television can provide lessons for a newer medium--the Internet. Discussion includes early attempts in higher education to use instructional television; early funding of educational programs; and an experiment that involved a DC-6 equipped with broadcasting facilities telecasting lessons to rural students in six states.

_____. (1993).  Educational Technology Curriculum: K-12. Living with Technology: A Life-Long Learning Process. 

Intended to guide teachers, librarians, and administrators in meeting the educational technology needs of students at all grade levels and subject areas, this curriculum focuses on how computers, telecommunications, automated libraries, television, and satellite links, impact schools. The curriculum addresses both the teaching of technology and the use of technology to teach. The curriculum is set up so that grades K-4 receive foundational information, grades 5-8 focus on skill-building, and grades 9-12 refine knowledge and skills. Expected outcomes for K-4 include the operation of a computer, scanner, CD-ROM drive, video camera, editing machine, printer, modem, and microphone; the ability to recognize computer terminology; and the ability to use a variety of software. Expected outcomes for grades 5-8 include the ability to use equipment at a more advanced level; ability to use keyboarding, database, word processing, spreadsheet, and graphics programs independently; and the ability to recognize technology as a force of change in the world and to make ethical decisions about its use. Expected outcomes for grades 9-12 include the ability to use more sophisticated equipment; the ability to select appropriate technologies and use them independently; the ability to assess the effects of technology on society and ethical implications; and the ability to recognize the impact of technology in the workplace and for life-long learning. | [FULL TEXT]

_____. (1995).  Education and Cultural Heritage: Solid Partners for the NII. Current and Emerging Projects and Approaches. Project Descriptions. 

This booklet, distributed at a meeting, contains project descriptions from each participating organization and fact sheets on the Getty Art History Information Program's (AHIP's) initiatives. Held in conjunction with a national conference on transforming education with the arts, the discussion was conducted by representatives of many projects and institutions that are currently using technology to expand educational programming beyond the walls of the traditional classroom and that are investigating the educational impact of the National Information Infrastructure (NII). The meeting occurred at a time when serious questions of intellectual property rights, quality, access, and availability impede the potential benefits that the arts can offer education. Participants shared ideas and explored approaches to integrating cultural heritage information into educational programs. Brief descriptions are provided for 17 projects. An appendix contains six fact sheets for the Getty AHIP. The program agenda is also included. | [FULL TEXT]

_____. (1995).  Education Technology Survey, 1995. 

Primary research (in-depth telephone interviews) was conducted among elementary and secondary school educators in Spring 1995 to determine usage, attitudes, and barriers to usage for five electronic in-school services: Cable in the Classroom; computers, laserdisc or CD-ROM; Internet; online computer services such as America Online and Prodigy; and Channel One. A total of 1,000 educators with cable in schools were interviewed: 600 teachers and media coordinators, 300 principals, and 100 school district administrators. Survey data are analyzed for teachers and media coordinators separately from principals and administrators. Results show that: (1) in schools connected to cable, 85% of teachers and media coordinators used computers, laserdisc or CD-ROM, 58% used Cable in the Classroom programming, Internet and online services were used by 16% and 13% of teachers and media coordinators, respectively, and Channel One was used by 19%; (2) administrators and principals tended to underestimate the extent to which teachers and media coordinators were using electronic services; (3) factors such as lack of knowledge about the service, workshops or training, time to learn how to use, and access to cable, telephone or data lines were significant barriers; (4) well over half the respondents felt that online services and the Internet prepare young people for the information age, facilitate exchange of information between schools and learning centers, support schools and teachers through community services, and assist teachers' professional development; (5) educators' perceptions of each electronic service seemed to be influenced by the extent of their training; (6) Cable in the Classroom programming was considered much easier to use and more effective in teaching whole classes of students than either the Internet or online services, and was considered somewhat easier and more effective than computers, laserdisc, or CD-ROM; and (7) the most frequently used in-school television programming was provided by PBS (Public Broadcast System), the Discovery Channel, and CNN (Cable News Network). Eleven figures and one table illustrate data. | [FULL TEXT]

_____. (1995).  Educational Technology in the 21st Century. Joint Hearing before the Committee on Science and the Committee on Economic and Educational Opportunities. House of Representatives, One Hundred Fourth Congress, First Session. 

This document presents witness testimony and supplemental materials from a Congressional hearing addressing the potential as well as the affordability of educational technology and the classroom of the future, where computers and computer networks will increasingly aid teachers and facilitate learning. Those presenting prepared statements are Congressman George E. Brown, Jr., Congressman William Clay, Congressman Robert S. Walker, Congresswoman Lynn C. Woolsey, Congresswoman Constance A. Morella, and Congressman Randy "Duke" Cunningham. Testimony is included from: (1) Seymour Papert, Massachusetts Institute of Technology; (2) Alan C. Kay, Apple Computer: (3) Chris Dede, George Mason University; (4) David E. Shaw, D. E. Shaw & Company; (5) Ed McCracken, Silicon Graphics; (6) Pat Wright, TCI Educational Technologies, Inc.; (7) Robert W. Mendenhall, K-12 Industry Division, IBM; (8) Jeff Joseph, U.S. Chamber of Commerce; (9) Deborah McGriff, Edison Project; (10) Cheryl L. Lemke, Illinois State Board of Education; and (11) Alan S. Brown, Waukegan (Illinois) Public Schools District. Appendices include: statements for the record by Albert Shanker of the American Federation of Teachers, by Shelly Weinstein of the National Education Telecommunications Organization and EDSAT Institute, and by Geoffrey Teeter of Genentech, Inc., a report from the Office of Technology Assessment entitled "Teachers & Technology--Making the Connection," and various other supplemental materials including submitted pieces of correspondence and written testimony, a summary of educational technology expenditures by the Department of Education, press releases, a list of challenge grant recipients, Presidential remarks, and news clippings. | [FULL TEXT]

_____. (1995).  Educational Needs Assessment for the Pacific Region, 1993-1994. 

This needs assessment survey is the update of one conducted in the Pacific region in 1992. Results were intended to help the Pacific Region Educational Laboratory make decisions about the educational needs of children in the Pacific region. Nine general educational areas, with 34 needs, were defined and presented in questionnaire form. The needs assessment questionnaire was completed by 1,046 individuals from 9 states and nations in the Pacific (excluding Hawaii). Respondents included teachers, secondary school and university students, principals, district and central administrators, and community members, including parents. While there were slight differences among the nine entities, professional development, systemic reform, and resources and information acquisition were generally recognized as the most important areas for education in the Pacific region. The most progress was generally thought to have been made in professional development; governance, management, and planning; and curriculum and instruction. Use of technology, helping at-risk youth, and resource and information acquisition were considered the areas in most need of attention. The questionnaire is appended. | [FULL TEXT]

_____. (1996).  Educational Satellite Loan Guarantee Program Act, and Distance Learning. Hearing before the Subcommittee on Science, Technology, and Space of the Committee on Commerce, Science, and Transportation. United States Senate. One Hundred Fourth Congress, Second Session. 

This document presents witness testimony and supplemental materials from a Congressional hearing focused on the role of technology in promoting distance learning in the United States. Distance learning programs make educational resources available to citizens, regardless of socioeconomic status or geographic location, and enable citizens to remain competitive with each other and with other countries. Issues of cost and funding for distance learning are discussed. The document features an opening statement by Senator Conrad Burns, Chairman of the Subcommittee on Science, Technology, and Space; and statements by Senator Ernest F. Hollings, Senator John D. Rockefeller IV, Senator J. James Exon, and Senator Larry Pressler. Testimony and prepared statements are included from the following witnesses: (1) Kimberly K. Obbink, director of Distance Learning and Instructional Telecommunications at Montana State University; (2) Janet K. Lewis, Ph.D., Dean of Continuing Education, University of South Dakota; (3) Henry Marockie, Ph.D., West Virginia State Superintendent of Schools; (4) Jessica Lambert, Distance Learning Student, Mount View High School, Welch, West Virginia; (5) Patrick Portway, founder and executive director, U.S. Distance Learning Association; (6) Linda G. Roberts, Ph.D., director, Office of Educational Technology, U.S. Department of Education; (7) Kenneth C. Elliott, assistant professor of psychology, Division of Social and Behavioral Sciences, University of Maine at Augusta; (8) Shelly Weinstein, president and CEO, National Education Telecommunications Organization; (9) Pat Wright, senior vice president of Education, ETC, with Telecommunications, Inc.; (10) David W. Jupin, general manager of Network Systems, COMSAT RSI; (11) Carl E. Swearingen, president, Georgia BellSouth Telecommunications, Inc.; and (12) Sally M. Johnston, Ph.D., director, Western Cooperative for Educational Telecommunications, Western Interstate Commission for Higher Education. | [FULL TEXT]

_____. (1996).  Educational Specifications for the Flagstaff Campus. 

Presenting specifications for the design and construction of a new campus for Arizona's Coconino Community College (CCC), this report reviews requirements related to the layout of the physical plant, the quality of building materials, and the incorporation of educational technology. The first section describes the mission of the new Flagstaff campus, indicating that it will house the district offices, administrative and executive functions, and the distance delivery systems supporting services to remote centers, and provides maps of the construction site and a glossary of terms. The second section provides specifications for the design of the physical plant, including entrances and exits, parking areas, electrical and plumbing systems, rest rooms, and the integration of technology into facilities. The next section describes needs for an administrative office and work stations to be located at the campus entrance, while the fourth section focuses on requirements for administrative support facilities, including executive offices, reception areas, secured and non-secured work areas, and storage facilities. The following section provides specifications for instructional facilities, including division chair offices, conference rooms, 14 traditional classrooms, 4 multi-media classrooms, and 15 laboratories. The final sections describe requirements for learning enhancement and disability resource services, including five conference rooms and 2 computer labs, and student services, including areas for registration and admissions, financial aid, and student employment services. | [FULL TEXT]

_____. (1997).  Education Issues in the Heartland. What's Noteworthy on ... 

This document contains six articles. The first article describes the current status of education in the United States. The second article describes what changes to expect in adult and student populations, migration, the economy, and support for public education in the Mid-continental region. The next four articles provide snapshots of the region through four lenses--curriculum and instruction, professional development, technology, and finance. Contents include: (1) "The Good, and the Not-So-Good, News about American Schools" (John F. Jennings and Diane Stark Rentner); (2) "Demographics in the Heartland" (Harold Hodgkinson); (3) "What's Pressing? Everything!" (Joan L. Buttram); (4) "Targeting Professional Development At Student Success" (Ceri B. Dean and Fran E. Mayeski); (5)"Reshaping Schools for the Information Age" (James D. Parry); and (6) "Issues and Trends in School Finance" (Michael L. Arnold). Chapters contain references accompany the chapters. | [FULL TEXT]

_____. (1997).  Educational Technology Goals, Progress, and Recommended Actions, 1997. 

This report, an update of the National Coalition for Technology Education and Training's (NCTET) 1994 "National Information Infrastructure Requirements for Education and Training," is intended to serve as a guide for national and state policy makers and planners concerned with the role of technology in education. It begins with a review of recent documentation on the benefits of technology. The review is followed by a description of the extent to which the four established national goals for technology in education (professional development, access to technology, connectivity to the information superhighway, and technology-based learning resources) have been implemented. Specific details of the progress already made toward accomplishing these goals, unmet needs that deter their accomplishment, and actions required to continue progress toward their realization are included in each section. NCTET has added a fifth goal to address the need for support implemented in a timely and equitable manner. Included is a list of Consortium for School Networking Board of Directors as of December 19, 1997, with addresses, phone numbers, category/expiration, and terms. | [FULL TEXT]

_____. (1997).  Educational Technology Options for New York City Public School Classrooms. 

This study, targeting grades four through eight, evaluates New York City's options for incorporating educational technology into classrooms within existing school facilities. The study reports on: (1) what physical configurations of educational technology can best accommodate different and evolving methods of integrating computers into the curriculum; (2) what configurations existing classrooms can support with regard to space, equipment location, and electrical power; and (3) what configurations will be most cost effective and workable with existing conditions. | [FULL TEXT]

_____. (1998).  Educational Software. 

The third session of IT@EDU98 consisted of five papers on educational software and was chaired by Tran Van Hao (University of Education, Ho Chi Minh City, Vietnam). "Courseware Engineering" (Nguyen Thanh Son, Ngo Ngoc Bao Tran, Quan Thanh Tho, Nguyen Hong Lam) briefly describes the use of courseware. "Machine Discovery Theorems in Geometry: A Helpful Tool in Teaching Geometry" (Hoang Kiem, Vu Thien Can) describes a system for discovering and proving theorems in the domain of plane geometry. "Model of Problems in Analytic Geometry and Automatically Solving" (Do Van Nhon) proposes a general model that can be used for representing problems of 3-dimensional analytic geometry. "Heuristic Based Scheduling in High School" (Nguyen Duc Thang) addresses scheduling teachers and classes in a high school. "A Model of Knowledge of Analytic Geometry" (Do Van Nhon) proposes the AG model, a model that can be used for representing knowledge of 3-dimensional analytic geometry, and discusses problems with constructing the knowledge base of 3-dimensional analytic geometry. | [FULL TEXT]

_____. (1998).  Education Policy. IDRA Focus.  [IDRA Newsletter] 

This theme issue includes five articles that focus on educational policy in the Texas legislature in relation to student retention, Internet access, and sexual harassment. "1999 Texas Legislative Session--End of an Era?" (Albert Cortez, Maria Robledo Montecel) examines educational equity issues facing legislators: school funding, including the facilities allotment, funding formulas, and special program allotments; disciplinary alternative education programs; reporting of student dropout rates; reading initiatives; public money for private schooling; and affirmative action in higher education. "Retention Fails, but Continues To Be Promoted" (Pam McCollum) reviews national and state histories of retention policies, including social promotion versus in-grade retention, the failures and costs of social promotion, summer schools, transitional schools, research on retention, and alternatives to retention. "The E-Rate and the Battle for Equity in Educational Technology" (Felix Montes) discusses the Internet as a vital resource, whether the government should intervene to ensure equity, the current status of the Telecommunications Act and E-rate, and efforts to save the E-rate. "Reflections: Making Policy through the State Board of Education" (Joe J. Bernal) gives a state board member's view on what an individual member can accomplish by reviewing his efforts to reform the Texas social studies curriculum. "Sexual Harassment: Historical Background and Litigation Update" (Maria Aurora Yanez) briefly reviews the legislative and legal history of sexual harassment, its impact on students, recent legislation and litigation, and related services available from the IDRA Desegregation Assistance Center. Also included in this issue is a cumulative index for January 1998-December 1998 and a sidebar listing the theme for each 1998 issue. | [FULL TEXT]

_____. (1998).  Education and Technology Initiatives. Joint Hearing before the Committee on Commerce and the Committee on Education and the Workforce, House of Representatives, One Hundred Fifth Congress, Second Session. 

This hearing examined federal and private sector programs that provide assistance to schools and libraries to ensure that telecommunications technologies are being used effectively by schools. Topics include: local, state and national information infrastructures; program development; the role of technology; increase in funding; access to the Internet and technology "haves" and "have nots"; the E-rate; teacher training; partnership projects; corporate support; evaluation efforts; and technological advancement and the future of education. Included are the statements of: Forrest J. Fisher, Director, Education Technology Support Center, Education Service District 105; Brent D. Frey, Supervisor of Computer Services, West Shore School District; Carlotta C. Joyner, Director, Education and Employment Issues, General Accounting Office; Jane J. Prancan, Executive Director, US West Foundation; Marilyn Reznick, Vice President, Education Programs, AT&T Foundation; Linda Roberts, Director, Office of Educational Technology and Special Advisor to the Secretary on Technology, Department of Education; Tom W. Sloan, Delaware State Librarian; Joseph W. Waz, Jr., Vice President, External Affairs, Comcast Corporation; and Nancy M. Mitchell, Director, Education Market Group, Pacific Bell. | [FULL TEXT]

_____. (1998).  Educational Telecommunications and Distance Learning: The State-by-State Analysis, 1998-99. 

Since 1987 Hezel Associates has documented statewide activities in educational telecommunications and distance learning. This is the seventh edition in the series of reports. The analysis reports on telecommunications and distance learning initiatives primarily; however, it also describes the broader technology initiatives that encompass many of the telecommunications and distance learning programs. The first section, "An Overview of Educational Telecommunications and Distance Learning in the United States," provides a summary of trends and also points to particular technology development events in states. The State-by-State section contains a description for each of the 50 states. Each state description is divided into multiple sections. "Relevant Background and Brief History of the Current Programs" highlights new activities since publication of the 1996 report. "The State's Current Situation and Climate Regarding Distance Learning and Educational Technology" gives the reader the latest information about important planning groups, the forces that are driving educational technology development, and the current plans in place or in the making within the state information resources agency, the higher education agency, and the state agency. In addition, the section includes information about E-rate activities, funding, and major technology and network initiatives in the states. A new section offers comments and conclusions about activities in the state. Contains a glossary of interstate educational telecommunications providers and a glossary of terms. | [FULL TEXT]

_____. (1998).  Educators Using Information Technology. GIS Video Series. [Videotape]. 

This 57-minute videotape covers the "Florida Educators Using Information Technology" session of the "Eco-Informa '96" conference. Two speakers presented examples of environmental educators using information technology. The first speaker, Brenda Maxwell, is the Director and Developer of the Florida Science Institute based at Brevard Community College (Florida). Goals of the "Environmental Problem Solving Through Water Quality Monitoring Curriculum" include: to develop environmental educational programs; to integrate science and work into a meaningful learning experience; to stimulate critical thinking and problem-solving skills; to develop a program that will teach environmental awareness through hands-on experiences; and to develop a program that will produce reliable data. The second speaker, G. Shupe, a ninth grade teacher at Stone Junior High School (Melbourne, FL) presented, "Secondary Science Students Using Information Technology in the Public School System." He stressed the importance of students getting involved with real science, and getting the community involved with education. Premises of the "Environment Issue/Project Approach" include: students learn science conceptually as they experience real-world science; student affinity for science increases with activities that have relevance to their world; and students like to feel as though they are contributors to their community, to adults around them, and to scientific endeavors.

_____. (1999).  Education Policy Analysis, 1999: Resources for Lifelong Learning, Early Childhood Education and Care, Technology in Education, Tertiary Education. 

In its Program for International Student Assessment (PISA), the Organisation for Economic Co-Operation and Development is developing an instrument to compare across countries the quality of outcomes produced by schools. This document explores some issues related to academic achievement. Chapter 1, "Resources for Lifelong Learning: What Might Be Needed and How It Might Be Funded," considers projections of growth in participation in formal education and training to meet lifelong learning targets and the implications for educational costs. Chapter 2, "Early Childhood Education and Care: Getting the Most from the Investment," explores policy options to secure the benefits of early childhood education and care. Chapter 3, "Technology in Education: Trends, Investment, Access, and Use," discusses uses of information and communication technologies in education. Chapter 4, "Tertiary Education: Extending the Benefits of Growth to New Groups," explores tracking participation from under-represented groups in tertiary education. A statistical appendix contains data for the figures.

_____. (1999).  EDUCAUSE '99: Celebrating New Beginnings. [Proceedings] (Long Beach, California, October 26-29, 1999). 

This proceedings of the 1999 EDUCAUSE Conference contains papers presented in six tracks: Building the New Information Technology Foundation and Infrastructure; Technology-Enhanced Teaching and Learning; Renewing Administrative Services; Outreach, Public Service, and New Communities; Advancing the Leading Edge; and the EDUCAUSE Track. Topics of papers include: introducing students to computing issues; data warehouse solution using university consortia and business outsourcing; dynamic and individualized Web system; warehouse design; technology-enhanced admissions process; imaging technologies; impact on students of online materials in university courses; cooperative development of faculty development resources; model for hardware and software acquisition; Web-based services in Committee on Institutional Cooperation (Big Ten) libraries; developing a new administrative system; collaborative support for the distributed university; what Web instructional techniques suggest about what faculty want; potential and risks of digital libraries; teaching and learning with online images; broadbanding initiative; state-wide approach to public service excellence; using technology to enable alumni and outside experts to enrich a class; unintended impact of technology; authorization on the Web; implementation and implications of digital services in learning centers; new systems implementation projects; information technology integration in a small rural school; integration of digital satellite and terrestrial networks for education and training; intellectual property and copyright; information technology literacy for general education and online community; meta data integration; building a statewide student advising system; U.S. distance education and developing countries; PBS develops institution-neutral online services for non-traditional adult learners; pooling resources of dozens of schools; using Java to develop programs designed to support administrative users in a university environment; planning, strategy and technology to reach rural, remote, and underserved Americans; tools for faculty-directed inquiry and improvement; computational science curricula, high performance computing and the professional organizations; sustaining a virtual support organization; library resource sharing program; supporting faculty uses of the Web; Internet and the digital divide; model for interactive distance learning; a "Roles" database; toolkit for class home page development/management; transformation of education by information and communication technology; building a statewide partnership for higher education; CD-ROM for faculty development and statewide training; project for unified access for the 21st century; university and state K-12 education partnership providing online resources and training; empowered process for information technology planning and implementation; e-mail as official means of communication; virtual organizations, virtual mentoring, and at-risk youth; university simulation game; and visual resource system to improve teaching and learning. | [FULL TEXT]

_____. (1999).  Education Technology Programs Authorized under the Elementary and Secondary Education Act (ESEA). Hearing before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce. House of Representatives, One Hundred Sixth Congress, First Session (Washington, DC, May 11, 1999). 

This document represents the second hearing before the Subcommittee on Early Childhood, Youth and Families, held in Washington, DC on May 11, 1999 on the education technology programs authorized under the Elementary and Secondary Education Act (ESEA). Michael Castle, Chairman of the Subcommittee on Early Childhood, Youth and Families, Committee on Education and the Workforce, U.S. House of Representatives, presided. Contents include the opening statements of Chairman Michael Castle and of ranking member Dale Kildee and statements of: the Honorable Eugene Hickok, Secretary, Pennsylvania Department of Education, Harrisburg; Dr. Henry Marockie, State Superintendent of Schools, West Virginia Department of Education, Charleston; Professor Dale Mann, Program in Educational Administration, Department of Organization and Leadership, Teachers College, Columbia University, New York, New York; Dr. Robert McNergney, Professor of Educational Leadership Foundations and Policy, Curry School of Education, University of Virginia, Charlottesville; Ms. Terri Austin, Executive Director, Organizational Department, Anderson Community School Corporation, Anderson, Indiana; and Mr. Bruce Droste, Director, the Virtual High School, the Concord Consortium, Concord, Massachusetts. Appendixes include the written opening statement of Chairman Michael Castle and the written testimonies of: the Honorable Eugene Hickok, Dr. Henry Marockie, Professor Dale Mann, Dr. Robert McNergney; Ms. Terri Austin; and Mr. Bruce Droste. (Includes a table of indexes.) | [FULL TEXT]

Ediger, Marlow (1997).  Computer Literacy in the Public Schools. 

In school districts throughout the country, computer literacy is considered a top educational goal, however, too few administrators, teachers, and parents understand what the term really means. The computer plays two roles in schools: information resource--as a complement to books, magazines, video, and other media; and self-contained teaching machine--such as integrated learning systems in which the computer acts like a personal tutor, providing lessons, quick feedback, infinite patience, and detailed achievement records for students to go through at their own pace. It is important to provide workshops to educate teachers and administrators in computer skills. Different types of computer software programs can be used: tutorial software, simulation software, and problem solving software. Different thoughts about how computer use in schools should be stressed include: emphasize precise, measurable objectives prior to instruction; stress problem solving; use an idea centered technology curriculum; use a technology centered curriculum to emphasize pupil/teacher planning of objectives, learning opportunities, and evaluation procedures. The paper also covers psychology in computer use and national standards in education.  | [FULL TEXT]

Ediger, Marlow (1998).  Grouping for Instruction in Reading. 

Whichever of the numerous ways of grouping pupils for instruction the teacher uses, pupils should benefit as much as possible from reading instruction. Team teaching stresses large, small, and individual methods of grouping for instructional purposes. No more than 20 pupils should be taught at a single time in large group instruction. Flexibility is a key concept when thinking of grouping pupils for instruction. Many educators recommend pupils be grouped heterogeneously with mixed achievement levels in a classroom so that learners from all ability groups may learn from each other. Pupils should also be homogeneously grouped when there is more uniformity within a group as compared to heterogeneous grouping. With individualized reading using library books, there are few problems in grouping since the pupil chooses sequential library books to read. Constructivism is a contextual approach in evaluating pupil achievement in reading. Learners construct their own knowledge within a given selection being read. In contrast, behaviorists believe that knowledge is objective and external to the learner. Linguistic procedures may stress individual endeavors such a one person reading a library book. Technology has made tremendous strides in assisting pupils to achieve in reading using software packages, CD ROMs, and the Internet, among other procedures. New approaches will need to be implemented to guide pupils to achieve well in large group, small groups, and individual work. Reading teachers need to study diverse procedures in grouping pupils for instruction in reading and then guide each learner to achieve as much as possible in reading. | [FULL TEXT]

Ediger, Marlow (1998).  Computers in the Mathematics Curriculum. 

This paper examines ways that mathematics teachers and supervisors can use computers in a quality mathematics curriculum in a school setting. Teachers and supervisors continually need to appraise the present mathematics curriculum and make necessary changes. A modern mathematics curriculum makes much use of technology. Society emphasizes heavy use of technology in the business world, and schools should not lag behind in using technological approaches to assist pupils to learn more optimally. The paper discusses the use of software packages in the curriculum; teacher inservice training and support needs; effectively using the word processor in mathematics, and mathematics as a language. | [FULL TEXT]

Ediger, Marlow (1998).  Leadership in Technology Use in School Mathematics. 

The paper discusses ways in which leadership can improve quality computer service in the curriculum. It further discusses ways in which teachers and principals can work together to provide the necessary ingredients for a good school technology program. This paper is divided into the following sections: (1) "Staff Development and Technology"; (2) "Faculty Meetings to Improve Technology Use in Mathematics"; (3) "Assisting Teachers as Needed"; and (4) "Technology and School/Classroom Newsletters." (Includes six references.) | [FULL TEXT]

Ediger, Marlow (1999).  Inservice Education at the Community College. 

This report calls for continual self-evaluation of community colleges to ensure that educational objectives--including knowledge, skills and attitudinal goals--are being met. Faculty and curriculum development must be ongoing, although there is debate over whether it should be proactive or reactive regarding societal changes. Whichever philosophy is adopted, updates through quality approaches in inservice education are essential, and this paper outlines possible methods of faculty improvement. Community college instructors should facilitate creative thought among their students and colleagues, and offers methods for improving instructor performance, such as video taping classes, observing fellow instructors, and viewing video tapes on providing vocational training. Improvements needed in colleges include the use of technology, the use of interactive media, the education and assistance for students of all cultures and disabilities, and transformational quality and leadership. Suggestions include instructors periodically forming committees and divisional meetings to determine if their syllabi need revising and to determine the core content for each discipline. From these core contents arise statements of objectives, which become increasingly complex as the students progress. Communication between public schools and community colleges would facilitate the transition from one framework to the other. Contains 20 references. | [FULL TEXT]

_____. (1997).  Everything You Always Wanted To Know about E-Rate (But Were Afraid To Ask). 

The Universal Service Fund, or E-rate, is a landmark funding measure that will change forever the role of technology in K-12 education. The fund allows eligible schools and libraries to purchase networking equipment, telecommunication services, internal connections, and Internet access at substantial discounts. Accompanied by the 3Com E-rate Reference Disk and Internet references, this workbook is designed to be a complete resource, with all the information and references educators and administrators need to apply for funding through the federal $2.25 billion Universal Service Fund. The workbook contains the following sections: (1) E-rate Background; (2) Steps To Apply for E-rate Funding; (3) Completing E-rate Applications; (4) School Connectivity Options; and (5) Electronic Resources. The accompanying computer disk contains application and instruction forms, example of a good technology plan, guide to creating a technology plan and conducting a technology inventory, database to determine if a school is urban or rural for purposes of calculating the E-rate discount, database of state departments of education, and the Schools and Libraries Corporation's summary of the Universal Service Fund and procedures for obtaining support. | [FULL TEXT]

_____. (1998).  Every Child a Scientist: Achieving Scientific Literacy for All. How To Use the "National Science Education Standards" To Improve Your Child's School Program. 

This booklet is for parents who want to take an active role in improving the science program in their children's schools. The first section of this booklet argues that science should be a part of all students' education. The second section provides a vision of the curriculum and teaching in a classroom where students can gain the understanding of science and technology that they will need in society. Sections three and four outline how the National Science Education Standards can help improve the quality of the science being taught and how it is assessed. The last section suggests ways to become a partner in improving science teaching and learning in schools. | [FULL TEXT]

Eveland, William P.; Dunwoody, Sharon (1999).  Using Hypermedia Research To Advance the Study of Learning on the World Wide Web. Research Monograph. 

In this monograph we begin by situating the technological and historical origins of the World Wide Web in hypermedia systems that were conceptualized during the World War II era and first developed decades before the Web. We then review the cross-disciplinary theoretical and empirical literature on the uses and effects of educational hypermedia. This literature is spread across fields as diverse as cognitive and educational psychology, geography, educational technology, engineering, environmental psychology, and computer science. From this literature we specifically focus on: (1) hypermedia theory applicable to educational uses and effects of the World Wide Web, (2) empirical research on how individuals use hypermedia systems; and (3) empirical research on the cognitive effects of hypermedia systems. We conclude by discussing the implications of this theory and research in an effort to provide a framework for research on formal and informal learning via the World Wide Web. | [FULL TEXT]

Elwell, John (1997).  Creating Computer Literate Teachers in a Foreign International School Via Individualized Instruction. 

This practicum paper describes a program implemented at an international school in Spain. The program's objectives were to create positive attitudes concerning technology, increase the participants' computer knowledge and usage, and decrease the amount of time the school's computer coordinator spent solving computer related problems. The target group consisted of 14 teachers who attended three instructional modules over the course of 12 weeks. The primary mode of instruction was individualized training, though the first module also included lectures and discussions. The administration of a computer survey before and after the implementation was one of the methods used to judge the program's degree of success. A review of the computer coordinator's logs, personal interviews with the participants, weekly reviews of session logs, and a program evaluation were also utilized to assess the effects of the program. All of the program's objectives were met with 100% of the target teachers satisfactorily improving their attitudes, knowledge, and usage. The computer coordinator's problem-solving time decreased dramatically. Appendices include: a computer survey; the computer coordinator log - (pre-implementation); a session log; the computer coordinator log - (post-implementation); an individual program goals form; a permission release form; a computer in-service program evaluation questionnaire; and frequency of computer survey responses charts.   | [FULL TEXT]

_____. (1999).  Evaluation des programmes d'etudes dans les secteurs Techniques administratives et Cooperation. Rapport Synthese (Evaluation of Programs of Study in Administrative Techniques and Cooperation. Summary Report). 

This report presents the findings of the Commission on the Evaluation of Collegiate Teaching regarding programs in Business Administration Technology. The Commission evaluated two programs leading to a Diploma of Collegial Studies (DEC), and programs leading to a Certificate of Collegial Studies (AEC). The programs leading to the DEC respond globally to the Minister of Education's objectives and Quebec employers' needs. It was recommended to the Minister that mastery of a second language and aptitude in data processing be included in the objectives of the programs. The Commission also recommended to the Minister that general and multi-disciplinary skills be included in the programs. Many of the institutions showed a need to improve graduation rates. The colleges should also raise their criteria of admission to training programs. The evaluation suggests that a quality training program is usually a good indicator of a quality program and that many training courses should be of a longer duration. The Commission believes that the colleges should, in certain cases, develop their own course options and that, generally, the programs leading to an AEC respond to local needs. There is a call for a more liberal interpretation of a collective agreement, which currently limits the hiring of teaching staff who are active in the labor market. Appendices include data by institution and evaluation criteria. | [FULL TEXT]

Evans, G. A.; Webster, J. R. (1998).  The Accuracy of Solutions of Linear Equations in Practice.  International Journal of Mathematical Education in Science and Technology, 29, 1. 

Monitoring of the errors resulting from the solution of a set of linear algebraic equations is conventionally achieved using either the mathematical standard perturbation theory for ill-conditioning or the computer studies route through interval arithmetic. Proposes an alternative based on continuous monitoring of the errors in each operation. The three methods are compared.

Evans, Margaret Kinnell (1995).  New Media, New Opportunities? The Developing Role of the School Library in Teaching and Learning. The 1995 Weston Woods Lecture. 

This document examines the role of technology and the school library in education. Teachers and librarians are embracing information technology (IT) to meet children's educational and socio-cultural needs. Their relationship with other information providers, especially public libraries, is becoming more significant. Children's school experiences are directly influencing the impact of IT on their parents, and hence on society at large. There has been rapid development in technology to facilitate learning by providing computers and other technology. The Internet and CD-ROMs are among the information sources used by librarians, and it is important that these resources be utilized effectively. | [FULL TEXT]

Evans, Terry; Nation, Daryl (1997).  Creating Educational Technologies: Issues for Staff and Educational Development.  Staff and Educational Development International, 1, 1. 

Staff development should be a process in which members of an organization examine and improve their professional performance constantly. Specialists in staff development, with interest in the newer educational technologies, should resist the temptation to push technologies on colleagues and should foster critically reflective teamwork rooted in research and theoretical work which understands the human aspects of technological change.

Evans, Thomas J.; Traylor, Stacy L. (1997).  A Developmentally Appropriate Honduran/International Primary School Computer Curriculum. 

Students and teachers need to develop skills in using available technological capacities. The curriculum described here is designed to familiarize students and teachers with equipment and software available at the Escuela Internacional Sampedrana's Primary School (EIS) in Honduras. Key features of the curriculum include the use of the Internet and e-mail; grade level developmental activities including word processing, typing, painting/drawing, and spreadsheet/database programs; teacher training suggestions; and an overview on web page construction. This document begins by describing EIS administration, educational philosophy, teachers, primary school academic program, and educational goals, as well as the history of the computer laboratory. It then presents a general overview of the computer curriculum objectives for grades 1 through 6 and student evaluation methods. For each grade level, specific learning objectives, instructional strategies, and evaluation methods are described. Sample lesson plans are also included. Contains 9 references. | [FULL TEXT]

Ely, Donald (1999).  Toward a Philosophy of Instructional Technology: Thirty Years On.  British Journal of Educational Technology, 30, 4. 

Makes a current assessment of the philosophy of instructional technology using a 1970 "British Journal of Educational Technology" (BJET) article as the basis of comparison. Discusses the influence of distance education, public acceptance of media and technology, and training by artificial intelligence in business and industry.

Ely, Donald P. (1993).  The Field of Educational Technology: A Dozen Frequently Asked Questions. ERIC Digest. 

This digest provides background information and sources that help in understanding the concept of educational technology. Specific answers are provided to the following 12 questions: (1) What is educational technology? (2) What are the roots of educational technology? (3) What is a good source of research findings? (4) What do educational technologists do? (5) Where are educational technologists employed? (6) Where do educational technologists obtain professional education? (7) What fields offer good preparation for educational technology? (8) What are the major professional organizations? (9) What publications do educational technologists read? (10) What are the comprehensive references for the field? (11) What textbooks are commonly used? and (12) Where can more specific information about educational technology be found? | [FULL TEXT]

Ely, Donald P. (1995).  Technology Is the Answer! But What Was the Question? 

This paper examines how, why, and by whom technology is being used in schools. Educational technology is defined as the systematic design and use of hardware and software to achieve specific objectives. Recent studies indicate that the most frequent location of computers in schools is in the administrative office; second is in the library media center and third in a computer lab. Computers are used mostly for word processing, followed by drill and practice and educational games. The following rationales for using computers in schools are identified: social, vocational, pedagogic, and catalytic. In the United States, the social and vocational rationales are dominant. Some studies show that computer-based programs in elementary education benefit only the highest scoring students and students taught by teachers most knowledgeable about the computer system being used; in colleges and universities only about 10 percent of the faculty use technology in the classroom. Factors that contributed to one elementary school's successful use of technology were: availability of computers in the classroom; support and sharing of resources; a supportive district and principal; a strong computer coordinator; early and thorough teacher training; and user-friendly systems. Conditions leading to successful implementation of technology in schools are: dissatisfaction with the status quo; knowledge and skills; resources; rewards and incentives; commitment; leadership; time; and participation. The following ideas should be considered: creating conditions for learners to become responsible for their own learning; helping learners use the right tools; how to "humanize" technology; and helping learners raise the "right" questions. | [FULL TEXT]

Ely, Donald P. (1995).  The Field of Educational Technology: Update 1995--A Dozen Frequently Asked Questions. ERIC Digest. 

This digest provides background information and sources that help in understanding the concept of educational technology. Specific answers are provided to the following 12 questions: (1) What is educational technology? (2) What are the roots of educational technology? (3) What is a good source of research findings? (4) What do educational technologists do? (5) Where are educational technologists employed? (6) Where do educational technologists obtain professional education? (7) What fields offer good preparation for educational technology? (8) What are the major professional organizations? (9) What publications do educational technologists read? (10) What are the comprehensive references for the field? (11) What textbooks are commonly used? and (12) Where can more specific information about educational technology be found? | [FULL TEXT]

Ely, Donald P. (1996).  Distance Education: By Design or Default? 

Technology is often the driving force in the distance education movement, rather than the needs or educational problems that exist and need to be addressed. This paper considers the questions that should be asked before deciding that distance education is an appropriate solution to an education or training problem. The most successful distance education programs in the world are those that respond to real needs and offer an alternative to learning which would otherwise be denied or prohibitive in terms of cost and time. The popularity of distance education and the attempt to immediately utilize new technologies often bypasses an initial analysis and needs assessment. Questions to consider before implementing a distance education program include: what is the purpose, for whom, why, how will distance education improve the quality of teaching and enhance the benefits to learners, and at what cost? The survival of distance learning will depend on the ability to raise the right questions, seek cost-effective alternatives to traditional instructional practices, and to design engaging events that will bring about active, involved learners.  | [FULL TEXT]

Ely, Donald P. (1997).  Professional Education in Educational Media and Technology: A 75 Year Perspective.  TechTrends, 43, 1. 

Describes the evolution of educational technology curricula and examines its current status. Highlights include graduate curriculum development; the National Defense Education Act; competition between school librarians and media specialists; the inclusion of computer technology; and three case studies of academic programs at Indiana University, Florida State University, and Syracuse University.

Ely, Donald P. (1998).  An Evolution of Educational Technology: Celebrating the Syracuse Program at Fifty. Presentation Edition. 

This document is a historical account of the first 50 years (1959-98) of the Syracuse University (New York) School of Education's Instructional Design, Development and Evaluation (IDD&E) program. Ten chapters cover the following topics: (1) a capsule history, including a brief review of program leaders and a decade-by-decade review of program highlights; (2) IDD&E faculty, including schools of origin, faculty role, and a faculty chronology; (3) alumni, including statistics, where former students are now, the role of graduate students as instructors and staff, international students, and books written by graduates; (4) the academic program, including curriculum development over the years; (5) academic and service programs, focusing on the coexistence of theory and practice; (6) university-wide relationships, highlighting cooperation with other departments; (7) international activities involving faculty and students; (8) sponsored programs, including federal and international contracts; (9) professional leadership and accomplishments of alumni and faculty; and (10) the contributions and potential benefits of educational technology over the past 50 years and a view to the future. Appendices include a list of graduates of the Audiovisual Education, Instructional Communications, Instructional Technology, and IDD&E program, by year and degree; and a list of current positions of graduates who responded to a 1997 survey, by field. | [FULL TEXT]

Ely, Donald P. (1999).  Conditions That Facilitate the Implementation of Educational Technology Innovations.  Educational Technology, 39, 6. 

Describes eight conditions that facilitate implementation of the technology-based change process: dissatisfaction with the status quo, existence of knowledge and skills, availability of resources, availability of time, existence of rewards or incentives, participation, commitment, and leadership. Highlights several sources in the literature that confirm the conditions. Contains 45 references.

Ely, Donald P. (1999).  New Perspectives on the Implementation of Educational Technology Innovations. 

Most professionals in the field of educational technology have served as change agents; it is no accident that one domain in the current definition of the field specifies a sociological theory base linked to practice that includes diffusion, adoption, implementation and institutionalization of innovations. This paper emphasizes the implementation phase of the planned change process. A review of the literature is provided, leading up a description of the author's research on change in libraries. Using some hints about facilitating conditions from Mayhew (1975), the author identified the following eight conditions that appeared to facilitate the implementation of education technology innovations: (1) dissatisfaction with the status quo; (2) existence of knowledge and skills; (3) availability of resources; (4) availability of time; (5) rewards or incentives exist; (6) participation; (7) commitment; and (8) leadership. Continued searching for further confirmation in the literature has strengthened confidence in these eight conditions. This paper concludes with recommendations for future research in this area.  | [FULL TEXT]

Ely, Donald P., Ed. (1996).  Educational Technology Professionals Worldwide: A Compass to International Understanding.  Educational Technology Research and Development, 44, 4. 

Outlines opportunities available for competent educational technology professionals to contribute their knowledge and skills in international settings. Lists points of contact for international opportunities; sources of information about educational technology in other countries; and advice about preparing for an international assignment.

Ely, Donald P., Ed.; Minor, Barbara B., Ed. (1996).  Educational Media and Technology Yearbook, 1995/1996. Volume 21. 

The Educational Media and Technology Yearbook (EMTY) is designed to provide media and instructional technology professionals with an up-to-date, single-source overview and assessment of the field of educational technology. The 1995/96 EMTY is divided into eight parts. Part 1 focuses on trends and issues and includes articles on reforming educational technology, the state of the profession, and perceptions among K-12 teachers. Part 2 covers developments and specific topics in the profession. Part 3 addresses current developments and instructional innovation; highlights include the information infrastructure, the Internet, interactive video, staff development, K-12 curriculum planning, telephone lines in the classroom, and copyrights. Part 4 presents leadership profiles of a psychologist and a historian who have contributed to the field. Part 5 provides reports from 6 professional organizations, part 6 lists organizations and associations in North America, and part 7 covers graduate programs, scholarships, fellowships, and awards. Part 8 contains a list of media-related print and nonprint resources. An index is also provided.

Ely, Donald P., Ed.; Plomp, Tjeerd, Ed. (1996).  Classic Writings on Instructional Technology. 

Selected for their influence on the field, their continued reference over the years, and the reputation of the authors, this collection includes 17 seminal works in educational technology. These previously published articles are sometimes difficult to locate and this book acts as a single source for the works. The articles are arranged in four parts: (1) "Definition and Conceptual Background," (2) "Design and Development Functions," (3) "Delivery Options," and (4) "The Profession." Articles in the first section describe the field of educational technology and provide a spectrum of theories and rationales of the field and its practitioners. The second section focuses on learning hierarchies, needs assessments, educational evaluation, and curriculum development. In the third section, methods and techniques that have influenced the improvement of learning are emphasized. The last section presents a view that is constructively critical of the ethics, values, and direction of the field of educational technology. Tracing the emergence of the field, these classic articles originated in the decades following World War II. A bibliography of additional resources concludes the collection.

Ely, Donald P.; And Others (1996).  Trends in Educational Technology 1995. 

Based on the findings of a content analysis of representative literature on educational technology, this report examines trends in educational technology from October 1, 1994 through September 30, 1995. Eight trends for 1995 are identified and discussed: (1) computers are pervasive in schools and higher education institutions and virtually every student in a formal education setting has access to a computer; (2) networking is one of the fastest growing applications of technology in education; (3) access to television resources in the school is almost universal; (4) advocacy for the use of educational technology has increased among policy groups; (5) educational technology is increasingly available in home and community settings; (6) new delivery systems for educational technology applications have grown in geometric proportions; (7) there is new insistence that teachers must become technologically literate; and (8) educational technology is perceived as a major vehicle in the movement toward education reform. An analysis of trends from 1988-1995 and an explanation of the methodology used in this study conclude the monograph. Copies of worksheets, definitions, and additional data are appended. | [FULL TEXT]

Epper, Rhonda Martin (1997).  Coordination and Competition in Postsecondary Distance Education: A Comparative Case Study of Statewide Policies.  Journal of Higher Education, 68, 5. 

Three case studies (Minnesota, Maine, Colorado) looked at changes in the competitive environment in higher education as a result of distance education, particularly in nontraditional adult education; suitable structures for helping the state meet goals for improving access to education; and resolution of conflicts between traditional principles of statewide coordination and those of competition.

Epper, Rhonda Martin (1999).  State Policies for Distance Education: A Survey of the States. 

This paper analyzes data from a 1998 survey of state academic officers that covered state policies related to distance education technology. Concerning general planning issues, the survey found most respondents rated "overall coordination and planning" as highly important, and that 22 states have a formal technology plan in place (Web links for plans are listed). Concerning academic policy, the survey found that 12 states have eliminated geographic service areas for programs using distance education technology; only 6 states have separate policies for approving new degree programs offered through distance education; 16 encourage institutions to use coursework offered by other institutions; 33 are involved in a "virtual university" network; and almost all states offer expanded inter-library and electronic library services. Concerning funding policy, most states do not set policy regarding tuition and fees for distance education students or mandate how revenue is shared between sending and receiving institutions; 13 states have policies regarding student technology fees; and 25 have passed legislative funding initiatives to support distance education technology. Concerning data issues, 30 states collect data on students in distance education programs, and 8 have or are developing measures or performance indicators for distance education programs. The survey and a list of respondents are appended.

Epstein, Margarete (1996).  Using the Internet in the Adult Basic Education Classroom: Learning Together through Experience. Technology Update. 

Eight adult literacy programs in Ohio and two in Minnesota were funded by the Ohio Literacy Resource Center in coordination with the National Institute for Literacy to get connected to and begin to use the Internet in the classroom. The 6-month grant (January-June 1996) supplied money, training, and ongoing technical support. The 10 sites represented rural and metropolitan-area programs. Some were large well-staffed programs; others were medium to small programs with a core staff already pushed to their limits. Three sites had Internet access; all others used computers in the classroom. Hardware, software, and connection issues were as follows: older buildings with substandard wiring for Internet connectivity purposes; need to install phone lines in the classroom; rural areas being the last geographical regions to acquire reliable Internet connectivity; long distance charges paid by rural areas; upgrading or purchasing computers; and installing and learning how to use Internet software. Programs had different goals for using the Internet in the classroom: increasing resources; using other tools of the Internet; developing computer literacy for staff and students; sharing program successes; and developing positive learning experiences. An especially troublesome problem was the inability to get online because of connectivity problems. All grant coordinators desired continuing funding for online access. Some programs had already made the commitment; others were seeking new funding. Recommendations were developed for using the Internet in adult basic literacy education (ABLE) classrooms. (An attachment lists educational Internet sites for the ABLE classroom.) | [FULL TEXT]

Epstein, Margarete (1999).  Distance Education: When Distance Is an Issue. Technology Update. 

Distance education occurs when distance and/or time prevents the learner and instructor from meeting face to face. Ways of providing distance learning opportunities include traditional materials by mail (print materials, audio and video support materials, audio and video lectures) and electronic materials (faxed information, telephone, electronic mail, audioconference, videoconference, interactive chat, instructional television, satellite transmission of instruction, web-based learning). Distance education is an alternative to conventional education for learners who do not have access to facilities that provide standard courses, dislike a school environment, or have restricted hours that prevent onsite participation. Distance education is not for everyone. It often involves more learner dedication and initiative than traditional courses, since students may feel isolated. Timely instructor feedback is essential. Other considerations for using distance education are as follows: good design, learner's needs, lack of normal cues provided in a regular classroom setting, and provision of time for instructors and students to become accustomed to their use. Few distance education options are available to family literacy providers. Two ways to begin to explore the area are using distance learning for ongoing professional development, parent education, and parent/child involvement. | [FULL TEXT]

Epstein, Michael H.; Munk, Dennis D.; Bursuck, William D.; Polloway, Edward A.; Jayanthi, Madhavi (1999).  Strategies for Improving Home-School Communication about Homework for Students with Disabilities.  Journal of Special Education, 33, 3. 

A survey of 639 general education teachers resulted in the following recommendations for improving home-school communication about homework for students with disabilities: release and mutual planning time, assignment books, parent attendance at meetings and daily monitoring of homework, and use of telephone networks to promote remote access to assignments.

El-Khawas, Elaine (1995).  Campus Trends 1995: New Directions for Academic Programs. Higher Education Panel Report, Number 85. 

For the 12th year, a national survey of changes in the academic and administrative practices of American colleges and universities was undertaken. Senior administrators at 407 colleges and universities completed and returned survey questionnaires (80 percent of a sample of 506). Responses were statistically weighted so that results were representative of all American colleges and universities that offer a general program of undergraduate instruction. Selected highlights of the findings include: (1) almost all colleges and universities are expanding the use of electronic classroom technology; (2) most are offering more courses that involve active learning experiences for students; (3) most also have activities underway to increase multicultural or gender awareness; (4) there are widespread efforts to improve the freshman year; (5) in the past year 75 percent undertook some activity related to a self-study for specialized accrediting agencies; (6) almost all colleges and universities (94 percent) have assessment activities in place today while 7 years ago, 55 percent had assessment activities; and (7) one in five institutions reported a net loss in full-time faculty compared with the previous year. Appendixes contain tables, technical notes, and the questionnaire.   | [FULL TEXT]

El-Khawas, Elaine (1999).  The "New" Competition: Serving the Learning Society in an Electronic Age.  Higher Education Management, 11, 2. 

Examines the changing environment for serving adult learners, with special attention to new modes of delivering instruction: distance education; use of information technology; emphasis on convenience; focus on special markets; and emergence of large-scale, profit-driven enterprises. Argues that, to develop an effective response, universities must understand key characteristics of the emerging competitive environment for lifelong learning.

El-Khawas, Elaine; Knopp, Linda (1996).  Campus Trends 1996. Adjusting to New Realities. Higher Education Panel Report, Number 86. 

For the 13th year, a national survey of changes in the academic and administrative practices of American colleges and universities was undertaken. Senior administrators at 403 colleges and universities completed and returned survey questionnaires (80 percent of a sample of 506). Responses were statistically weighted so that results were representative of all American colleges and universities that offer a general program of undergraduate instruction. Selected highlights of the findings include: (1) for half of the institutions, increased attention to teaching and learning ranked among their most significant program changes in the last decade; (2) increased use of technology has become a major focus but only 29 percent of respondents gave strong ratings to their ability to keep up with the latest technological advances; (3) about 20 percent of institutions reported smaller faculties than a year earlier and 23 percent expected faculty size to decrease over the next 5 years; (4) students have become more diverse in racial and economic backgrounds, and there are more adult students; (5) students are taking longer to complete degrees; and (6) more students have part-time jobs. Appendixes contain tables, technical notes, and the questionnaire. | [FULL TEXT]

Elkabas, Charles; Wooldridge, Russon; Trott, David (1999).  Contribution of the Cybernautical Approach to the Teaching and Learning of Second Languages (L2).  Computer Assisted Language Learning, 12, 3. 

Offers a series of reflections on the theoretical bases of language teaching viewed from the perspective of the New Technologies (NT), and proposes a reconfiguration of the pedagogical triangle. In light of the tremendous impact of NT, different ways of treating the four language skills in traditional and virtual environments are considered.

Elkhoury, Walid; Murphy, Dana McDermott (1998).  Making Connections: Helping a School, Its Families, and the Community Adapt to Technological Change. 

The Latin School, a private K-12 school in Chicago, is integrating technology into the school environment and teaching its ethical use. Recognizing that children and families need assistance in adjusting to current rapid technological change, the school developed the Parent Education Initiative, which attempts to get parents involved in the school's math/science/technology program to enhance their children's adaptation to this changing school learning environment. Through the initiative, parents are made aware of the school's resources, including Internet access, a home page, equipment, and software; and are informed about use policies. Concerns associated with the use of technology in school and home are also addressed. The school hopes to keep teachers, students, and families informed and actively engaged in the changes and challenges that will remain a normal part of stakeholder's lives in the years to come. (A sample letter to Latin School parents inviting them to programs for parents and excerpts from the school's computer use guidelines are appended.) | [FULL TEXT]

Elkind, David (1998).  Reinventing Childhood: Raising and Educating Children in a Changing World. 

One of the many positive consequences of the transition to a postmodern society is the increased recognition of the range of individual differences among children of the same age. This book provides a comprehensive overview of the postmodern reinvention of childhood, focusing on ages 4 through 8 years. The book's introductory chapter describes the transition from a modern to a postmodern society, focusing on the transformation of the American family. Chapter 2 offers a brief biographical sketch of the major crafters of modern childhood (Froebel, Montessori, Freud, Steiner, Piaget, Vygotsky, Erikson), a summary of their major theoretical contributions, and the implications of their work for postmodern times. The next five chapters explore the reinvention of childhood in regard to language, intelligence, personality, socialization, and normality. The book's afterword examines some of the ongoing attempts at reinvention and the lessons to be learned from these efforts. Each chapter contains references.

Elkind, David; And Others (1998).  Young Children and Technology. Beginnings Workshop.  Child Care Information Exchange, 55-62 Sep-Oct 1998. 

Presents four articles on the use of computer technology with young children: "Computers for Infants and Young Children" (David Elkind); "Using Technology to Enhance Early Learning Experiences" (Kirsten Haugen); "Creative Use of Technology with School-Agers" (Ina Lynn McClain); and "Evaluating and Selecting Software for Children" (Charles Hohmann).

Eichinger, David C.; And Others (1997).  Evaluating Computer Lab Modules for Large Biology Courses. 

This paper describes the first phase of a study to investigate students' evaluations of computer laboratory modules in a university-level, non-majors biology course. The National Science Foundation-funded project has two primary goals: (1) to develop programmable, multifunctional Bio LabStations for data collection and analysis, lab extensions, simulations, and student assessment; and (2) to implement, evaluate, revise, and finalize a series of laboratory exercises under actual classroom conditions. Field observations of the labs and student responses to a written survey administered at the end of the first year of the project indicate: (1) the computer modules are helpful in understanding the lab because the students receive a strong visual/mental image of the experiment or simulation; (2) a general approval of using computers in the lab because computers are perceived to be a necessary component of modern science; and (3) strong preferences and dislikes for particular lab modules based on each module's perceived ease of use and the importance of the topic to the student. Appendices include a description of computer lab module activities, survey questions, and computer hardware and software used in Biology 110 and Biology 111 at Purdue University. Contains 21 references.  | [FULL TEXT]

_____. (1998).  ESTRELLA.  [Linking_Learning] 

This newsletter issue is devoted entirely to the goals and achievements of Project Estrella (Encourage Students through Technology To Reach High Expectations in Learning, Lifeskills, and Achievement), one of six migrant education technology projects funded by the U.S. Department of Education. "ESTRELLA Connects for Learning" describes the use of technology and mentors to connect migrant students in Montana, New York, and Illinois with their home school districts in Texas. Strengths of the program include excellent planning and management, experience from pilot technology projects, and partnerships with NovaNET educational consultants. Sidebars give student comments and ESTRELLA receiving sites by state. "Online All the Time--Cyber Mentors in Action" describes the online mentors from the University of the Incarnate Word in San Antonio, Texas, who work with migrant students to facilitate their enrollment in college. "Finds from Frank--Resource Update" notes resources on the Migrant Education Technology and Curriculum Clearinghouse Web site and other Web-based resources for students and teachers. "Images Strengthen Writing in ESTRELLA" reports on ESTRELLA's involvement with the Polaroid Education Program, which teaches visual learning strategies to stimulate effective written and spoken communication. "Update: Projects Make Progress" notes InTIME, SERVE, MECHA, OVEC, and SYNERGY project activities and trainings. Contact information is given for all six Migrant Education Technology Projects. | [FULL TEXT]

Estes, Fred; Clark, Richard E. (1999).  Authentic Educational Technology: The Lynchpin between Theory and Practice.  Educational Technology, 39, 6. 

Summarizes the key questions and objections that have been raised about a model of "authentic technology" (proposed in two previous articles) and the supporting suggestions for implementing it. Explains why authentic technology is the lynchpin between theory and practice, between knowing and doing. Provides a brief summary of the authentic educational technology argument.

Ehrhart, Donna J.; Boyd, Charley (1996).  The Written Text and Human Dialogue: Pedagogical Responses to the Age of Hypertext Media. 

In June 1995, New York's Genesee Community College hosted "The Written Text and Human Dialogue," a 4-week faculty development seminar for 30 professors in the humanities and technical disciplines across the United States. The seminar sought to explore the history of human communication and writing, to expand participants' knowledge of writing technology, and to establish bridges between the humanities and technology. At the beginning of the seminar, teams were formed of two faculty members from complementary fields, such as reading and biology, while participants met 5 days a week in morning discussion sessions and afternoon or evening computer lab sessions. In the first week, the history of writing was discussed, particularly the effects of the printing press on communications; in the second, electronic books and electronic pedagogy were reviewed; in the third, participants explored authoring conventions related to hypertext fiction; and in the fourth, discussions were focused on the future directions of hypertext. Participants explored the most current writing technologies, such as electronic mail, and learned how to create their own World Wide Web pages using Storyspace. In an on-site evaluation of the program, participants expressed satisfaction with seminar speakers and facilities and felt that the seminar would improve their teaching, while concerns were expressed regarding the number of computers available and the pairing of faculty in teams. | [FULL TEXT]

Ehrmann, Stephen C. (1998).  Using Technology to Transform the College.  New Directions for Community Colleges, 26, 1. 

Provides a four-level conceptual model of how technology can and should be used to enhance learning in the community college. Reviews issues such as personnel collaboration and staff development, which are important to the implementation of a technology plan. Contains four data tables.

Ehrmann, Stephen C. (1999).  Asking the Hard Questions about Technology Use and Education.  Journal of Family and Consumer Sciences: From Research to Practice, 91, 3. 

Outlines evaluative questions about technology use in education in the following categories: summative questions about results; whether the investment helps disadvantaged students; how technology use affects total costs and costs per student; and whether technology improves practice.

Ehrmann, Stephen C. (1999).  Technology's Grand Challenges.  Academe, 85, 5. 

The revolution in higher education being produced by advances in information technology brings these challenges: understanding what new skills students must master; making the distributed-learning environment an asset for interpersonal interaction; creating physical and virtual campuses that complement one another; creating large-scale interdependence while strengthening program coherence and community; and improving academic community.

Ehrmann, Stephen C.; And Others (1994).  The Future of Post-Secondary Education and the Role of Information and Communication Technology: A Clarifying Report. 

Most countries participating in the Organisation for Economic Co-operation and Development are faced with rapid economic and socio-cultural changes and growing demands for education and training. Postsecondary education faces the challenge of providing high-quality education for all adults who need it in a cost-effective manner. One of the most promising ways seems to be to develop self-directed learning at a distance. The status of distance education versus face-to-face education is changing rapidly for five important reasons: (1) the cost of self-instruction will be lower than that of comparable face-to-face courses over the long run; (2) although open and flexible learning institutions are gaining acceptance, distance learning has been seen as peripheral and of lower status than traditional education creating obstacles for the mobility of students between modes; (3) distance learning institutions have pioneered pedagogical innovations and forms of cooperation by teams of university teachers to design interdisciplinary courses; (4) good distance learning programs afford better student-teacher interaction than traditional lectures; and (5) technology is breaking down barriers of distance allowing students involved in the same course to communicate and form a virtual classroom. Technology is not only transforming distance education, but also conventional face-to-face education, by providing students with new possibilities for self-instruction. The introduction of technology in both distance and face-to-face education is a complex process that will be influenced by the combination of factors like ethos and culture. Contains 29 references. | [FULL TEXT]

Ertmer, Peggy A. (1999).  Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration.  Educational Technology Research and Development, 47, 4. 

Describes first-order (external, institutional) and second-order (internal, personal) barriers that hinder teachers' technology implementation efforts and delineates effective strategies for addressing each type. Highlights include defining a vision of technology integration; identifying curricular opportunities; managing resources and class activities; and assessing student learning.

Ertmer, Peggy A.; Hruskocy, Carole (1999).  Impacts of a University-Elementary School Partnership Designed To Support Technology Integration.  Educational Technology Research and Development, 47, 1. 

Describes a university/elementary school partnership where elementary school teachers were provided with professional support through monthly meetings, instructional support through two inservice workshops, and technical support in part by students (third to fifth grade) trained to serve as technology "experts." Findings indicate increases in teachers' levels of instructional and professional uses, and in students' confidence, self-esteem, and computer skills.

Ertmer, Peggy A.; Hruskocy, Carole; Johnson, Tristan; Lai, Feng-Qi (1998).  START (Student Trainers as Resource Technologists): An Alternative Approach to Technology Integration. 

This study investigates the effectiveness of integration efforts at an elementary school, where for the past 2 years, all students (grades 1-5) have received computer training at least one day per week from the media specialist, university personnel, and/or volunteers. A group of 18 students were trained as technology tutors in additional after school training sessions. The primary research question guiding the study was: "What impact does specialized student training have on teachers, students, and the school?" The researchers used qualitative methods to examine changes in the teachers', students', and school's use of and attitudes toward technology. Survey and interview data were collected from both student trainers and teachers, and workshop reflections were collected from the teachers. Results suggested that there was an increase in technology use, both professional and instructional, by teachers. Teachers reported increased comfort with technology as curriculum support. Students evidenced increased confidence, increased computer skills, and increased self-esteem. As a whole, the school culture changed to one that focused more on technology. The researchers propose that technology skills and pedagogical beliefs should be developed simultaneously, to help teachers integrate technology into the curriculum. | [FULL TEXT]

Edelson, Paul J. (1997).  Technology and the Adult Classroom of the Future: New Possibilities for Teachers and Learners. 

The birth of modern continuing education as a structured university enterprise has been given impetus by the development of distance education. Instruction through and with a mix of technologies is a permanent and critically important part of distance education. Because of the heterogeneous quality of the adult student population, the introduction of educational technology for this group may lag behind that of undergraduate students for whom both educational and technical requirements may be mandated. The introduction of computer technology takes many forms. Computer Aided Instruction (CAI) and Computer Mediated Instruction (CMI) allow highly limited student/teacher feedback that is primarily restricted to predeveloped and sequenced educational materials; it is narrow in span and best used as a supplement to live teaching or to drill. Computer conferencing has made possible interactive distance learning between students and instructors. Its educational format, the electronic course delivered through the Internet, will drive adult distance learning into the next century. Beyond the issues of inter-institutional competition, population diversity, and faculty choice as factors affecting the implementation of distance education electronic technology, there is the phenomenon of electronic teaching itself, particularly the asynchronous (spread out over a series of days) electronic contact. Benefits of electronic teaching include a reconceptualization of the "classroom" wherein intellectual and communication skills, especially writing, are strengthened. | [FULL TEXT]

Earp, Samantha (1997).  More Than Just the Internet: Technology for Language Teaching. ERIC Digest. 

This digest highlights non-Internet technology for teaching and learning foreign languages. Specific sections discuss (1) software for language teaching and learning; (2) authoring aids; (3) language lab systems; (3) networked multimedia; and (4) distance learning via satellite. | [FULL TEXT]

Ellery, Peter J. (1997).  Using the World Wide Web in Physical Education.  Strategies, 10, 3. 

Describes World Wide Web capabilities and services of interest to physical education teachers in the areas of professional development (e.g., communicating with colleagues, and accessing professional organizations and publications) and class activities (e.g., finding facts, distributing class materials, and using bulletin boards).

Elliott, Alison (1996).  Learning with Computers. AECA Resource Book Series, Volume 3, Number 2. 

Research has supported the idea that the use of computers in the education of young children promotes social interaction and academic achievement. This resource booklet provides an introduction to computers in early childhood settings to enrich learning opportunities and provides guidance to teachers to find developmentally appropriate software and hardware. The first section of the booklet focuses on learning with computers and the roles of computers in early childhood programs. The second section provides information on getting started and creating a computer-active classroom. Specific guidelines on computer configurations and setting up the classroom are included. The third section provides guidance in choosing and using software and in evaluating educational software. This section advocates the use of software that builds concepts and skills, and provides classification of software as follows: (1) thinking and problem solving; (2) "Logo"; (3) educational adventure games; (4) communication; (5) painting and drawing; (6) writing and reading; (7) electronic and interactive story books; and (8) keyboard skills. Specific brand name software packages are listed in many of these classification areas. The fourth section of the booklet provides a definition of the Internet and information on its use. The final section provides resource information on educational software distributors, professional journals, monographs, and journals.

Elliott, Alison; Hall, Neil (1997).  The Impact of Self-Regulatory Teaching Strategies on "At-Risk" Preschoolers' Mathematical Learning in a Computer-Mediated Environment.  Journal of Computing in Childhood Education, 8, 2/3. 

Examined effects of self-regulatory teaching approach in a computer context on mathematics learning of at-risk preschoolers. Found that computer-based contexts provided at-risk children with an effective context for learning mathematics and that enhancing that context with a self-regulatory teaching emphasis resulted in significantly increased achievement in early mathematics.

Ellis, James D.; Backe, Kathrine A. (1995).  Using Video To Evoke Reflection on Science Teaching. Interim Report of NSF-Supported Project: Teacher Development Modules for Elementary School Science. 

This document presents an overview of the Biological Sciences Curriculum Study (BSCS) Teacher Development Modules for Elementary School Science. It documents the collaboration of BSCS with science educators, science supervisors, and outstanding science teachers in developing, evaluating, refining, and disseminating four teacher development modules to support the improvement of science teaching in the elementary school. The modules are based on the major themes of the contemporary reform in science education: innovative instruction (constructivism, cooperative learning, and learning styles), curriculum emphases (thematic, less-is-more, and science-technology-society), equitable teaching, and alternative assessment. Subtopics include the nature of science and technology, major science concepts, classroom management, and educational technology. The population that conducted the content review process for the modules included project staff, members of the advisory board, university faculty, teachers, and science supervisors. It is reported that overall, reviewers and teachers responded very positively to the modules and voiced the need for such materials for both inservice and preservice teachers. Contains 60 references. | [FULL TEXT]

Ellsworth, James B. (1997).  Technology and Change for the Information Age. 

Educators must adapt the way they think about change if they and their students are to see the benefits of instructional technology. This new paradigm is called systemic change, and combines general systems theory and what has traditionally been called diffusion of innovations. This paper explores some of the lessons it holds for integration of technology into the Information Age classroom. The first thing to remember in planning education change is that education is a social enterprise. Success will depend on ability to maximize the satisfaction of the stakeholders or people that will affect and be affected by changes. A representative from each group of stakeholders should be involved. The second lesson is that to be effective and enduring, change must be implemented as a package. A core tenet of systemic change is that lasting reform comes not through any individual change but through a network of interrelated changes with effects throughout the system. Finally, educational institutions must be willing to change old assumptions about teaching and learning. Staff development, infrastructure improvements, changes in methodology, and stakeholder involvement are all necessary complements to installing the technology itself. | [FULL TEXT]

Ellsworth, James B. (1998).  Technology across the Curriculum: The Teacher as Change Agent.  Canadian Journal of Educational Communication, 27, 1. 

Explores research on systemic change and the diffusion of innovations from the standpoint of teacher education. Proposes a framework which may be used to prepare teachers to take an active role in implementing emerging technologies and to use the technologies for curriculum development through authentic, relevant activities.

Eales, R. T. Jim; Byrd, Laura M. (1997).  Virtually Deschooling Society: Authentic Collaborative Learning via the Internet. 

The Internet has tremendous potential for K-12 education. However, learning how to exploit that potential remains an important problem. This paper uses ideas from situated learning and the deschooling movement to address the argument that there has been no significant reform (technology-based or otherwise) of public education for over a century. A preliminary educational model, focusing attention on the need for engagement with authenticity, is presented. The notion of authentic collaborative learning is introduced, and a number of requirements that are desirable in a technological system to support such learning are suggested. Contains 13 references. | [FULL TEXT]

Eom, Wooyong (1999).  The Effects of Self-Regulated Learning Strategy on Academic Achievement in a Computer-Networked Hypermedia Learning Environment.  International Journal of Educational Technology, 1, 1. 

This study identifies how self-regulated learning strategies that learners already have are related to the effectiveness of learning with a computer-networked hypermedia learning environment. Data from seventh graders are analyzed to see how metacognitive, cognitive, and motivational strategies influenced achievement. Discusses implications for instructional design. 

Edyburn, Dave L.; Gardner, J. Emmett (1999).  Integrating Technology into Special Education Teacher Preparation Programs: Creating Shared Visions.  Journal of Special Education Technology, 14, 2. 

A self-study process is outlined for engaging teacher educators in collegial conversations about the effective use of technology in special education teacher preparation. Five discussion topics are outlined: (1) professional standards; (2) current practice snapshots; (3) visions of technology integration; (4) utilizing a technology integration process roadmap, and (5) technology integration efforts. 

Ebbinghouse, Carol (1999).  Library Standards: Evidence of Library Effectiveness and Accreditation.  Searcher, 7 n8 p20, 22-24. 

Discusses accreditation standards for libraries based on experiences in an academic law library. Highlights include the accreditation process; the impact of distance education and remote technologies on accreditation; and a list of Internet sources of standards and information.

Easterbrooks, Susan (1999).  Improving Practices for Students with Hearing Impairments.  Exceptional Children, 65, 4. 

This review of educational practices for students with hearing impairments summarizes federal efforts to address these students' needs, offers current statistics on this population, and reviews communication options and current challenges in the areas of new technologies, approaches, and options. Promising practices and recommendations are highlighted.

Easterday, Norman (1997).  Distance Education and 2-Year Colleges.  Community College Journal of Research and Practice, 21, 1. 

Presents results from a study of the status of distance education in community colleges. Discusses the design, support, and administration of telecourses; staffing and teacher training practices; course offerings; and existing assessment and evaluation studies. Addresses criticisms of distance education and cites research results on its effectiveness. (15 citations)

Eastman, Susan Tyler; Hollingsworth, Helen L. (1997).  Homes More High Tech than Schools?  Educational Technology, 37, 6. 

Surveys of middle school students and teachers revealed: (1) more technology in student homes than in school; (2) away-from-school technology use by both groups; similarity in skills both groups wanted to learn; teachers' different priorities for student uses of technologies than for their own; and three set of implications relating to technology proliferation, access, and teaching models.

Eastmond, Dan; Granger, Dan (1997).  Using Technology as a Course Supplement.  Distance Education Report, 1 n5 p3-5, 6-7 Sep 1997. 

This is the second article in the series entitled "Reaching Distance Students with Computer Network Technology." It discusses the use of computer network technology to supplement other learning resources and online activities for optional assignments involving e-mail, online research, library catalogs, databases, electronic journals, and online discussion groups. Also, examines course design, delivery, and evaluation.

Eastmond, Dan; Granger, Dan (1997).  Using Technology as a Course Supplement (Part II).  Distance Education Report, 1, 6. 

This article, the second in a two-part series on aspects of distance education, presents pedagogical considerations concerning Type I Technology, technology (such as e-mail, Listservs, newsgroups, and MOOs) used primarily to supplement other learning resources. Examines the design, development, delivery, and evaluation phases of courses using Type I Technology.

Eastmond, Dan; Granger, Dan (1998).  Using Type II Computer Network Technology To Reach Distance Students.  Distance Education Report, 2 n3 p1-3, 8 Mar 1998. 

This article, in a series on computer technology and distance education, focuses on "Type II Technology," courses using textbooks and course guides for primary delivery, but enhancing them with computer conferencing as the main vehicle of instructional communication. Discusses technology proficiency, maximizing learning in conferencing environments, sequencing and pacing course modules, and activities and assignments.

Eastmond, Dan; Granger, Dan (1998).  Developing the Type II Course.  Distance Education Report, 2 n4 p2-3, 5 Apr 1998. 

Discusses developing a Type II distance-education course: writing the customized course guide, establishing conferencing areas, the new student consumer, and strategies for continuing- and distance education (active leadership, integrated technology systems design, home-based higher education, focus on institutional expertise, recognition of faculty).

Eastmond, Daniel V.; Lawrence, Betty H. (1998).  Instructing Faculty To Develop and Deliver Distance Courses with Computer Network Technology.  Journal of Educational Technology Systems, 26, 4. 

Presents a typology of course-delivery techniques (technology as a supplement, conferencing technology as a supplement, and technology as the primary instructional mode) used by the Center for Distance Learning at the State University of New York Empire State College. Describes instructional considerations for each type and approaches used for faculty development.

Eastmond, J. Nicholls (1997).  Five Academic Development Programs in the Eastern Cape Province: Reactions of an American Academic in South Africa.  Educational Technology Research and Development, 45, 3. 

Describes the academic development programs at four tertiary institutions in South Africa as well as the development of a fifth new program at Border Technikon. Topics include cross-cultural differences; interviews; supplemental instruction that combined staff development and student academic development; integration of media support; and stages of program development.

Eastmond, J. Nicholls; Bartlett, Gillian; Terblanche, Noelene (1997).  Planning for Student Involvement in a Program of Supplemental Instruction.  Educational Technology Research and Development, 45, 3. 

Examines the steps taken to involve students and faculty in establishing a program of supplemental instruction at Border Technikon (South Africa), highlighting the ways student involvement has been maintained. Topics include training, funding considerations, effectiveness, student responses, and student achievement results.

Eastmond, Nick; And Others (1997).  Formative Evaluation of the HETI ED-Net Master's Program in Instructional Technology: Another Piece of the Puzzle. 

The Department of Instructional Technology at Utah State University instituted a distance education Master's degree program enrolling over 60 students at sites throughout Utah. Initial funding for the program was provided by Utah's Higher Education Technology Initiative (HETI). This report is part of an ongoing effort to provide feedback to the program's administrators, faculty, and associated graduate students. Members of a Master's level evaluation course polled the opinions of students in the Ed-Net program. The evaluators attended part of a class session, found information on the World Wide Web about the site where the class was conducted, formed additional evaluation questions, distributed an e-mail questionnaire, and conducted telephone interviews with members of the class. A summary report provides program background and compiles findings from all sites, followed by individual reports from the seven sites. Overall, HETI students view the program extremely favorably. Student responses are classified into six issue areas: feedback, site interaction, costs of program, program flexibility, site improvement/technology, and teaching methods/course content. Recommendations for further development and refinement of the HETI program are provided. Appendices include a list of enrolled students by site and a graphic representation of the evaluation activities of the class. | [FULL TEXT]

Eastwood, Kenneth W.; And Others (1996).  Using Electronic Technologies To Support Teaching and Learning: Building a Future. 

The Oswego City School District is committed to creating--through the implementation of its technology plan--an environment that supports effective teaching and learning and prepares all students to succeed in a technologically sophisticated world. This report summarizes the efforts to build a community-wide consensus for a meaningful technology plan. Objectives set and accomplishments made during the first year and the remaining years of the five-year technology plan are identified. Also discussed in the report are: the evolution of the plan; the nature of the Fiber Distributed Data Interface (FDDI) infrastructure that will support the educational program; classroom, computer lab, and building-wide computer resources; and library automation. In addition, long-term considerations, including the development of a long-term plan for network and systems support, video applications, and staff development are described. A glossary of terms is provided. Contains an article, "Teaching Tommorrow Today: Oswego City Schools Lead the Information Age..." by Dr. Kenneth W. Eastwood and two charts detailing the Oswego City School District Data/Video Network Design and the Network Design. | [FULL TEXT]

Eisenberg, Daniel (1998).  Foreign Language Instruction Through Interactive Television at Northern Arizona University.  ADFL Bulletin, 29, 3. 

Discussion of Northern Arizona University's experience with implementation of distance education for upper-level language courses looks at problems encountered and solutions adopted in the areas of communication of assignments and exams, out-of-class interaction of teachers and students, classroom configuration, equipment reliability, scheduling, classroom logistics, and software. Student feedback and outcomes, and future directions are also examined.

Eisenberg, Michael (1997).  Big 6 Tips: Teaching Information Problem Solving. #1 Task Definition: What Needs To Be Done.  Emergency Librarian, 25, 1. 

Explains task definition which is the first stage in the Big 6, an approach to information and technology skills instruction. Highlights include defining the problem; identifying the information requirements of the problem; transferability from curriculum-based problems to everyday tasks; and task definition logs kept by students.

Eisenberg, Michael B.; Berkowitz, Robert E. (1999).  Teaching Information & Technology Skills: The Big6[TM] in Elementary Schools. Professional Growth Series. 

This book about using the Big6 information problem solving process model in elementary schools is organized into two parts. Providing an overview of the Big6 approach, Part 1 includes the following chapters: "Introduction: The Need," including the information problem, the Big6 and other process models, and teaching/learning the Big6; "The Big6 Process and Skills," including the Big6 levels (i.e., the conceptual level, the Big6 Skills, and the Little12 sub-skills) and the Super3 (a simplified version of the Big6 for younger students); "Technology with a Big6 Face," including technology and the Big6, examples of technology in Big6 contexts, and the Big6 and the Internet; "Implementing the Big6: Context, Context, Context," including process and curriculum contexts, analyzing curriculum from a Big6 perspective, and planning and plans; and "Assessment of Information & Technology Skills," including effectiveness and efficiency, forms and context for assessment, ways of assessing, Big6 scoring guides, and self-assessment. Part 2 presents the Big6 in action through TIPS (Teaching Information Problem-Solving) explanations, sample integrated lesson plans, and Big6 activities for each of the Big6 stages: (1) Task Definition; (2) Information Seeking Strategies; (3) Location & Access; (4) Use of Information; (5) Synthesis; and (6) Evaluation. TIPS for introducing the Super3 are also provided. Appendices include a comparison of information skills process models and the "Big6 Song." Contains an index.

Eisenberg, Mike; Lowe, Carrie (1999).  Call to Action: Getting Serious about Libraries and Information in Education.  MultiMedia Schools, 6, 2. 

Discusses the importance of a team of technology teachers, library and information professionals, and administrators working together to achieve technology's potential in schools. Addresses three key questions (What needs to be done?, Who will do it?, and How will it be done?) that this team must answer for successful integration of technology into classrooms and learning centers.

Eisenstadt, Marc, Ed.; Vincent, Tom, Ed. (1998).  The Knowledge Web: Learning and Collaborating on the Net. Open and Distance Learning Series. 

This book contains a collection of examples of new and effective uses of the World Wide Web in education from the Knowledge Media Institute (KMi) at the Open University (Great Britain). The publication is organized in three main sections--"Learning Media,""Collaboration and Presence," and "Knowledge Systems on the Web"--and contains the following 16 chapters: (1) "Can You Get My Hard Nose in Focus? Universities, Mass Education and Appropriate Technology" (Sir John Daniel); (2) "The Web: Enabler or Disabler" (Tom Vincent and Peter Whalley); (3) "Collaborative Learning in Networked Simulation Environments" (Peter Whalley); (4) "Media Integration through Meta-Learning Environments" (Tamara Sumner and Josie Taylor); (5) "Developing Web-Based Student Support Systems: Telling Student Stories on the Internet" (Peter Scott and Marion Phillips); (6) "Innovations in Large-Scale Supported Distance Teaching: Transformation for the Internet, Not Just Translation" (Marian Petre, Linda Carswell, Blaine Price, and Pete Thomas); (7) "Promoting Learner Dialogues on the Web" (Matthew Stratfold); (8) "New Scenarios in Scholarly Publishing and Debate" (Simon Buckingham Shum and Tamara Sumner); (9) "Exploring Telepresence on the Internet: the KMi Stadium Webcast Experience" (Peter Scott and Marc Eisenstadt); (10) "KMi Planet: Putting the Knowledge Back into Media" (John Domingue and Peter Scott); (11) "Sharing Programming Knowledge over the Web: The Internet Software Visualization Laboratory" (John Domingue and Paul Mulholland); (12) "Accessing Artificial Intelligence Applications over the World Wide Web" (Alberto Riva and Marco Ramoni); (13) "Knowledge Modelling: An Organic Technology for the Knowledge Age" (Arthur Stutt and Enrico Motta); (14) "The World Wide Design Lab: An Environment for Distributed Collaborative Design" (Zdenek Zdrahal and John Domingue); (15) "Psychological Agents and the New Web Media" (Stuart Watt); and (16) "The Virtual Participant: A Tutor's Assistant for Electronic Conferencing" (Simon Masterton). An associated Web site contains up-to-date examples of the work described.

(1997).  Electronic School. Supplement.  American School Board Journal, 184, 1. 

This supplementary insert describes developments in computer uses in education. Feature articles discuss connecting rural schools to computer networks through affordable wireless transmission, using the Internet to teach foreign languages, and forging links between the school and home through technology. Other columns discuss updates on the school-technology frontier, the effect of telecommunications on the school board's role, and the Internet.

(1998).  Electronic School.  American School Board Journal, 185, 1. 

Describes the effectiveness of censoring software, the Global Learning and Observations to Benefit the Environment (GLOBE) program, virtual book reports, technology uses in language-arts instruction, the latest school-technology information, and strategies for dealing with kids who send threats on the Internet.

(1999).  Electronic School January 1999.  American School Board Journal, 186, 1. 

The theme for this quarterly supplement is "Searching for Technology Funding" and contains eight articles. Among the topics are schools as community-based Internet service providers, teaching kids how to search the Internet, a review of instructional software, technology coaches, and two board members' experiences with cyberspace.

Eleey, Michael; Comegno, Marsha (1999).  Using External Collaborations To Advance Distributed Learning at the University of Pennsylvania.  T.H.E. Journal, 26, 6. 

Discusses distributed-learning technology and distance learning in higher education and describes initiatives at the University of Pennsylvania to collaborate with businesses and choose outsourcing for some functions. Reasons for outsourcing include a decentralized institutional structure, high initial costs, uncertainty about which techniques will succeed, and a desire to test new programs quickly.

_____. (1999).  EUNIS '99: Information Technology Shaping European Universities. Proceedings of the International European University Information Systems (5th, Espoo, Finland, June 7-9, 1999). 

This document presents the proceedings from the 5th International European University Information Systems (EUNIS) Conference on Information Technology that took place in Helsinki, Finland on June 7-9, 1999. Topics of the conference proceedings were divided into five tracks (A through E): Use of Information Technology in Learning and Teaching; Information Technology in University Management; The New Library Role with Evolving Technologies; Security Issues; and Co-Operation within and between Universities. Track A full papers include: "Use of ITC Technology in Teaching at the Level of A B.Sc.: A Practical Experience"; "Implementing Multimedia Methods in Engineering Education"; "Using the Web To Deliver and Enhance Classes: Two Case Studies"; "Network Education"; "Tailored Teaching for Students with Diverse Scientific and Linguistic Backgrounds: Potential of the WWW in Plant Pathology"; "The Academic Development Fund at the University of Derby 1994-1998: Origins, Implementation and Lessons"; "A University Model for Integrating Technology into the Curriculum: The Academic Architecture Initiative"; "Virtual Classroom for Business Planning Formulation"; "Dynamic WWW Style Processing with SeSAMe"; "User Interface Implementation Issues for a Web-based System for Ordered Asynchronous Multimedia Annotations"; and "The Adaptation of the CAL System Ceilidh for Teaching the Oberon Language." Track B full papers are: "Student Self-Service: A Challenge for Customer-Oriented Universities"; "Web-Based Information Services for Studies Planning, Management and Administration";"Traveling the Innovative Path: How To Survive the Implementation of a New Information System"; "Getting Management Support from a University Information System"; "Balanced Scorecard for Universities"; "Reflections on the Fate of IT Strategies"; "The Growth of the Information Strategy Approach"; "Characteristics of IT Strategy in the Medical University of Varna"; and "Systems, Processes and Transformation: The Liverpool John Moores University Approach to C&IT-Enabled Change." Track C papers include: "Converged Librarian/Academic Roles in the 'Wired' University"; "DEDICATE: A Networked Professional Development Project in Information Literacy and User Education"; "Library Cooperation at the NOVA University: The Nordic University in Agriculture Forestry and Veterinary Medicine"; "Electronic Libraries and Collaboration in the UK: The eLib Clump Projects"; "Viikki Virtual Infocenter: An Integrated Information Workstation"; and "The ELISE II Project, A Digital Image Library for Europe." Track D papers are: "Authentication on WWW Using Smartcards"; "Coordinating the Swedish Admission Systems Using the Ping-System"; "Remote Management of Computing Resources in Academic Institutions with Secure Shell"; "Security Concerns in Medium-Sized Academic Institutions. An Implementation at the University of Las Palmas de G.C."; and "Security: Policy and Education of Users at the Level of an Institute." Track E papers include: "Metropolitan Area Networks: The Opportunities for Collaboration Amongst Universities"; "Quality Process as an IT Strategy"; "Introducing Information and Communication Technology for Teaching in French Universities"; and "Collaboration as a Challenge: New Learning Environments Embedded in Old Traditions." Poster abstracts are provided at the end of the document. | [FULL TEXT]

Edward, Norrie S. (1997).  Computer Based Simulation of Laboratory Experiments.  British Journal of Educational Technology, 28, 1. 

Examines computer based simulations of practical laboratory experiments in engineering. Discusses the aims and achievements of lab work (cognitive, process, psychomotor, and affective); types of simulations (model building and behavioral); and the strengths and weaknesses of simulations. Describes the development of a centrifugal pump simulation, and assesses its effectiveness with a test group of 28 students.

Edwards, B. J.; Lewis, S. (1998).  The Use of Technology in Programs for Students with Visual Impairments in Florida.  Journal of Visual Impairment & Blindness, 92, 5. 

Teachers (N=110) of students with visual impairments in Florida were surveyed to determine their use of various types of access technologies. Although each category of device, with the exception of refreshable braille devices, was used by at least 25% of the teachers, most respondents were not familiar with most of the devices listed, and lacked training.

Edwards, Catherine; Hammond, Michael (1998).  Introducing E-Mail into a Distance Learning Course: A Case Study.  Innovations in Education and Training International, 35, 4. 

Describes the introduction of electronic-mail discussion into a conventional postgraduate, distance-learning training and development program; provides instructor reflections and perspectives on curriculum development and the diverse communication cultures involved; and outlines motivations for continued engagement with electronic mail, summarizing what has been learned and speculating on future developments.

Edwards, Clark; Fritz, Janie Harden (1997).  Evaluation of Three Educational Online Delivery Approaches. 

In order to assess student's perceptions of outcomes of various education media formats, an exploratory investigation was conducted in the context of three different classes. Participants were traditional-age undergraduate students in the following three classes with different combinations of educational media formats: (1) Visual Communication--half of class material online (lecture notes and Power Point presentations), traditional textbook, traditional lectures based on textbook material; (2) Computer Graphic Design--online supplementary materials (illustrated notes, Power Point presentations from class lectures, and Web links to additional material), traditional textbook, no traditional lecture, a coaching/hands-on style of face-to-face teaching; and (3) World Wide Web publishing--all class materials online (tutorials, lecture notes, Power Point presentations, multimedia presentation, use of the Web as a personal slide projector), no textbook. Questionnaires were designed to measure concept learning and reaction to medium of presentation. Results indicated that students perceived strong learning outcomes from online materials and mediated modes of education. Ease of access to online materials was also assessed. Online learning was perceived to be enjoyable, interesting, and productive of desirable pedagogical outcomes such as concept learning and application. Comments from the teaching effectiveness questionnaire and copies of the class surveys are appended. Contains 13 notes. | [FULL TEXT]

Edwards, Wendy M.; Schumacher, Amy G. (1997).  The Design and Implementation of a Hypermedia Math Program. 

This paper presents the design, implementation, and evaluation of an interactive hypermedia math program which focuses on multiplication and problem solving. The program contains a thematically meaningful story about a lost dog named Addy. The work is based on instructional design principles defined by Walter Dick and Lou Carey (1990) in their book "The Systematic Design of Instruction". Upon completion, the math program was implemented and evaluated in a combined second and third grade classroom. The evaluation of the program provides support for the integration of computer assisted instruction into the elementary math curriculum. Computer-generated slides are presented along with a student evaluation form.  | [FULL TEXT]

Engelbrecht, J. C. (1997).  Academic Support in Mathematics in a Third World Environment.  Journal of Computers in Mathematics and Science Teaching, 16, 2-3. 

Presents a computerized bridging course in mathematics that was developed as part of an academic support program. Discusses the didactical approach of the system--criterion-referenced or mastery learning--in which student progress depends strictly on proven mastery of the concepts.

Enghagen, Linda, K., Ed. (1997).  Technology and Higher Education. The NEA Professional Library Higher Education Series. 

This book presents 11 chapters on technology and higher education which are primarily derived from a 1994 conference on educational technology and diversity. Papers are grouped into three sections which address: first, technology, teaching and learning; second, the law and union contracts; and, third, technophobia. The papers and their authors are: (1) the keynote speech by Vice-President Albert Gore, "The Future of Technology and Education in America"; (2) "Moving Information Technology into the Classroom" (Steven W. Gilbert and Kenneth C. Green); (3) "Music Technology for the 21st Century" (Gene Aitken); (4) "Creating Accessible Education Through Technology: The Maine Experience" (Eric P. Healy); (5) "The Shrinking Pipeline Problem: Under-Representation of Women and Minorities in Technical Fields" (C. Dianne Martin); (6) "Creating a Future Scenario for Higher Education" (J. N. Musto); (7) "Copyright Law and the Information Superhighway" (Kenneth D. Salomon and Michael J. Pierce); (8) "New Frontiers for Copyright Law" (Linda K. Enghagen); (9) "Intellectual Property and Faculty Collective Bargaining: The Canadian Experience" (Donald C. Savage and Patricia A. Finn); (10) "Technophobia (Carol Baroudi and John Levine); (11) "Technophobia: Counterpoint" (Thomas E. Duston). (Individual papers contain references.)

Engstrom, Catherine McHugh (1997).  Integrating Information Technology into Student Affairs Graduate Programs.  New Directions for Student Services. 

Examines three main topics related to graduate preparation programs and technology: (1) technology's role in enhancing teaching, advising, and research activities; (2) the knowledge, skills, and competencies related to information technology that graduate students should acquire; and (3) the implications of introducing a systematic integration of technology into the graduate preparation experience.

Ensign, Arselia, Ed. (1996).  Positive Inclusion Experiences.  [PAM Repeater] 

This guide focuses on the use of low-end technology to make education more inclusive for children and adolescents with disabilities. The definition of "assistive technology" is discussed, and low-end technology is defined as simple modification/adaptation of toys and games, design and construction of simple switching devices, and the adaptation/ modification of academic tasks and activities to enhance full student participation. Individual sections discuss: the importance of matching low-end technology design with a user's needs; basic tools and supplies for getting started in low-end technology; uses for single switches; characteristics of the user to consider in deciding what type of switch to construct; and ways to construct single switching devices including push switches, pull switches, squeeze switches, movement switches, and metal to metal switches. Contains a list of sources for print materials and catalogs. | [FULL TEXT]

Eifler, Karen (1998).  Learning To Change, Changing To Learn: A Collaborative Model for Professional Development.  Catalyst for Change, 28, 1. 

Describes a professional development program created by a community of teacher educators. The collaborative program divided student and faculty participants into three cohorts, with equal representation across departments and grade levels. Each cohort was led by a cofacilitator skilled in three topics: diversity, technology, and educational renewal.

Eustis, Joanne; Gaylord, Clark; Hitchingham, Eileen; Homer, Kimberley; Taylor, David (1998).  Virginia Tech Report: CNI's Assessing the Academic Networked Environment Project.  Information Technology and Libraries, 17, 2. 

Describes Virginia Tech's participation in the Coalition for Networked Information (CNI) Assessing the Academic Networked Environment Project to field test measures of the impact of networks and networked information resources on higher education institutions. Topics include student surveys, library surveys, administrative information services, and instructional services and educational technologies.

El-Hmaisat, Hamad (1998).  The Skills Level of Jordanian Teachers' Basic Education in the Area of Instructional Media.  International Journal of Instructional Media, 25, 3. 

A study of Jordanian grade 1-10 teachers found that 67.7% did not take preservice courses in operating instructional media (IM) equipment, that fewer than 30% attended inservice training, that gender had no effect on skill of IM production or operation of IM equipment, and that teacher degree had no effect on IM production or operation of media equipment.

Eidson, Sandra; Simmons, Patricia E. (1998).  Microcomputer Simulation Graphic and Alphanumeric Modes: Examining Students' Process Skills and Conceptual Understanding.  Journal of Computers in Mathematics and Science Teaching, 17, 1. 

Examines the relationship of microcomputer simulation graphics and alphanumeric modes of data presentation to ninth-grade biology students' science process skills and conceptual understanding of selected science topics (N=64). Concludes that use of microcomputers and appropriate software can result in significant learning and understanding of genetics concepts and enhance students' abilities to use specific process skills in problem-solving. Contains 65 references.

Emmans, Cindy C. (1998).  Turning Teachers On to the Net.  TECHNOS, 7, 1. 

Preservice programs often lack resources, time, and faculty expertise to instruct teachers in new technology. At Central Washington University in Ellensburg, faculty volunteers overcame these deficits by using the Internet to present technology in small doses. After just one year, Internet activities were incorporated into almost every preservice course.

Ekhaml, Leticia (1998).  Seven Common Mistakes Found in Student-Produced Video Productions.  School Library Media Activities Monthly, 14, 8. 

Outlines seven common mistakes in student-produced videos; suggests ways to avoid them. Mistakes include too much open screen space; unnatural, abrupt transitions between camera shots; odd juxtapositions of performers with background objects; endless talk without shot changes; no space between the subject's head and top of the video screen; overuse of zoom shots; and text or graphic titles that are not within the essential area.

Ekhaml, Leticia; Myers, Brenda (1997).  Scanning, Scanning, Everywhere.  Media & Methods, 34, 1. 

Discusses uses of scanning (process of copying or converting text, images, and objects into information that the computer can recognize and manipulate) in schools and notes possible desktop publishing projects. Describes popular scanners and ways to edit a scanned image. A sidebar gives costs and telephone numbers for nine scanners.

Elster, Charles A; Zych, Trina (1998).  "I Wish I Could Have Been There Dancing with You": Linking Diverse Communities through Social Studies and Literature.  Social Studies, 89, 1. 

Profiles the Indiana Exchange Project, an endeavor that uses technology to link fourth-grade teachers and students from three geographically and ethnically diverse communities. The students exchange letters, photographs, response journals, local newspapers, and videotapes of classroom and community activities. Includes an example of a summary sheet for a shared unit.

Emerson, John D.; Mosteller, Frederick (1998).  Interactive Multimedia in College Teaching. Part II: Lessons from Research in the Sciences.  Educational Media and Technology Yearbook, 23. 

Focuses on six controlled primary research studies of using interactive computing and multimedia in college classrooms. Concludes: computer technology can support good teaching; interactive computer-assisted instruction is usually more effective when the learner is an active participant; multimedia may have advantages because it involves multiple senses; computers can accommodate varying needs of students; computer-assisted instruction can provide gains in learning efficiency.

_____. (1998).  ESL Magazine: The Information Source for ESL/EFL Professionals, 1998. 

This document consists of the six issues of "ESL Magazine" published during 1998. This journal for English-as-a-Second-Language (ESL) professionals includes the following articles during this period: "The Internet in the Classroom" (Christine Meloni); "Trippingly on the Tongue: Putting Serious, Speech/Pronunciation Instruction Back in the TESOL equation" (Joan Morley); "TESOL '98 Preview" (Kathleen R. Beall); "Korean Students in the United States" (Marc van der Woude); "The Mouse Replaces the Pencil: TOEFL Goes Electronic" (Effie Papatzikou Cochran); "Accuracy vs. Fluency: Which Comes First in ESL Instruction?" (Miriam Eisenstein Ebsworth); "Russian Immigrants in the ESL Classroom: Success, Motivation, and Acculturation" (Michael Berman); Developing Active Vocabulary: Making the Communicative Connection" (Jayme Adelson-Goldstein); "Dave Sperling: A Man with a Virtual Passion" (George H. Clemes, III); "Arab Students in the U.S.: Learning Language, Teaching Friendship" (Paul Kwilinski); "The Expanding Role of the Elementary ESL Teacher: Doing More Than Teaching Language" (Jodi Crandall); "Going Corporate: Teaching English in the Workplace" (Faith Hayflich); "Learning to Listen" (Marc Hegelsen); "Haitian Students in the U.S." (Roger Savain); "Carolyn Graham: A Conversation with the Creator of Jazz Chants" (Marilyn Rosenthal); "Without Slang and Idioms, Students are 'In the Dark'!" (David Burke); "Homestay: Highlights and Hurdles" (Doug Ronson); "Has Whole Language Failed?" Stephen Krashen); "Literature for Language Learning" (Mary Lou McCloskey); "EFL Positions: Finding the Right Job" (Karen Asenavage, Bob Hunkin); and "Chinese ESL Students in the U.S." (Frank Tang, Helene Dunkelblau). | [FULL TEXT]

_____. (1998).  Eyes Wide Open--Vocational Education & Training in the Information Age. A Supporting Paper to Australia's National Strategy for Vocational Education and Training, 1998-2003. 

This paper has been written as a supporting paper to "A Bridge to the Future: Australia's National Strategy for Vocational Education and Training 1998-2003" (ED 420 764). Technology has an impact on industry in terms of the work done, how it is done, and how individuals live and do business. Globalization means that business--and the business of education--is conducted on a world stage. Workers must be skilled in technology to get jobs and do them effectively and competitively. Reforms in the Australian vocational education and training (VET) system provide components for providers to respond effectively to demand for customized products. Training Packages and the Australian Recognition Framework provide the elements for training programs that can be tailored to meet clients' needs. "Buyers" can be sure that training programs and products developed by registered training organizations from Training Packages are consistent, of high quality, and customizable to meet specific needs. Under the National Training Framework, "purchasers" of VET products can expect the same quality approach, industry-set competency standards, links to qualifications, and rigorous assessment. The practical impact on individuals is better access to information, access to more modern equipment and technologies, and more providers to choose from. The government's Networking the Nation initiative provides funding for rural and remote communities to identify communication needs and development and implement projects that meet them. Government leadership is needed in the critical areas of infrastructure, standards and product development, professional development, and change management. | [FULL TEXT]

Espe, James O. (1998).  Creating School Based Assistive Technology Teams in Rural States: An Inservice Training Model. 

This paper describes an inservice training program, developed collaboratively by the Idaho Assistive Technology Project and the Idaho State Department of Education, that is designed to increase the expertise of Idaho's special educators in the area of assistive technology. The lack of training Idaho's special educators have had in assistive technology and the need for training is discussed. Eleven school districts are participating in the training. The school districts have training teams that consist of special and regular educators, speech and language pathologists, physical therapists, occupational therapists, special and regular education administrators, and parents. The training uses self-administered training modules that include floppy discs, CD-ROMS, video tapes, worksheet packets, and a final test on a computer disc. In addition to the training modules, participating districts are provided with kits consisting of several pieces of assistive technology. The training model has been found to provide an effective and efficient method of training special education personnel in how to select, acquire, and use assistive technology with students with disabilities. | [FULL TEXT]

Espinoza, Sue; Chambers, Sharon; Justice, Madeline (1998).  Graduates and Undergraduates--Meeting Online. 

Colleges of Education include both undergraduate and graduate students, both preservice and current teachers; this provides them with a unique opportunity to have both groups work together, sharing their expertise, and gaining new perspectives about the use of technology in schools. This paper describes a program where graduate education students work with preservice teachers in an online format, examining ways to use technology as a tool in the classroom. Virtual teams were formed; students exchanged introductions, with the graduates describing what they considered to be the role of technology in the schools, sharing specific instances of their use of technology, and asking for input. As students networked, they acquired and enhanced skills that will promote their professional development in ways specific to their needs now and/or in the future. Virtual teaming promoted personal and professional exchanges in which students shared experiences and visions for the integration of technology into a variety of educational situations. | [FULL TEXT]

El-Tigi, Manal; Branch, Robert Maribe (1997).  Designing for Interaction, Learner Control, and Feedback During Web-Based Learning.  Educational Technology, 37, 3. 

Combining concepts of instructional design with the attributes of Web technology is one way to maximize Web-based learning. Highlights the applications, limitations, and cognitive implications of Web-based organizational techniques such as frames, image maps, and tables, and outlines a two-phase Web-based learning design model.

Eke, Richard (1997).  Supporting Media Learning in Primary Classrooms: Some Outcomes of a Case Study.  Journal of Educational Media, 23, 2-3. 

This paper presents a rationale for the analysis of classroom utterances based on concerns with scaffolding pupils' media. Illustrates the capacity of this approach to allow comparisons to be made between age groups, teaching arrangements and pedagogic priorities, focusing on distinctions between image making and image study.

Esin, Joseph O. (1997).  The Design and Use of Instructional Technology in Schools, Colleges and Universities.  Journal of Educational Media & Library Sciences, 35, 1. 

Advocates the establishment of a well-organized Professional Development Program (PDP) for on-going instruction/technology training of school, college, and university instructors, as well as Instructor-Administration Socialization (IAS) to enhance intellectual synergy and provide an environment that reinforces collegiate dialog among instructors and administrators.

Egan, M. Winston; Gibb, Gordon S. (1997).  Student-Centered Instruction for the Design of Telecourses.  New Directions for Teaching and Learning. 

Design of student-centered instruction for telecourses must take into consideration the variables that contribute to meaningful and motivated student learning: clarity; connections; teacher immediacy behaviors; and active learning. Unlike much conventional instruction, telecourse teaching isn an intensive and demanding team process requiring extensive planning and coordination among professionals constituting the design team.

Eg, Simon; Geerdink, Michael (1997).  Telematic Lessons to Be Learned in Education.  Education + Training, 39, 7. 

Educational uses of personal computers have progressed from basic early applications to professional commercial software to multimedia. The telematics industry as yet serves no educational objective and is not part of a long-term vision, and teachers lack skills in information technology. Telematics could learn from 15 years of educational computing.

Enderson, Mary C. (1997).  Old Problems, New Questions: Using Technology to Enhance Math Education.  Learning and Leading with Technology, 25, 2. 

Presents a small group activity that helps elementary students explore volume as part of the math curriculum. Collecting data through hands-on experimentation; analyzing the data; and using graphs and graphing software to further understanding are discussed.

Eakin, Sybil S. (1997).  Educators on the Edge: Spreading the Wise Use of Technology.  TECHNOS, 6, 3. 

The International Invitational Conference on Technology in K-12 Classrooms was hosted by the Center for Excellence in Education at Indiana University Bloomington in 1997. Reports on some of the 25 top educational innovators who presented their technology projects. Highlights Best Practices in Education (BPE), a small nonprofit organization that finds effective educational methods from other countries.

Escalada, Lawrence T.; Zollman, Dean A. (1997).  An Investigation on the Effects of Using Interactive Digital Video in a Physics Classroom on Student Learning and Attitudes.  Journal of Research in Science Teaching, 34, 5. 

Examines the effects of using interactive digital video on student learning and attitudes in an introductory physics course. Results indicate that sophisticated instructional video software can be perceived by students as easy to use and effective. The software can also be used to promote active learning. Contains 48 references.

Enloe, Walter, Ed.; Simon, Ken, Ed. (1993).  Linking through Diversity: Practical Classroom Methods for Experiencing and Understanding Our Cultures. 

The articles of this collection offer a window into the classrooms of teachers who provide activities that support multicultural and global education. "Intercultural" is used rather than multicultural because it suggests interacting in a way that increases the understanding and respect we have for our many cultures. The following papers are presented: (1) "A Case for Creating the Intercultural Classroom" (D. D. Hoffman); (2) "Letting the Outside In: Teaching from the Commonplace" (P. A. Richards); (3) "Links along the Mississippi River" (K. Simon); (4) "Video Letter Exchanges" (L. Johnson); (5) "Cross-Cultural Exchanges via Games" (J. L. Boler); (6) "Educational Technology" (C. Fitzpatrick); (7) "The Telecommunicating Classroom" (T. Pierson); (8) "The Magic of Children's Art" (M. L. Warren); (9) "Culture Discovery Boxes" (H. Stock); and (10) "Hiroshima and the 1000 Crane Club" (W. Enloe). Appendixes list organizations with global materials, the U.S. addresses of foreign embassies, and pen pal organizations.

Ennis, Willie; Ennis, Demetria (1996).  One Dozen Ways to Motivate Teacher Education Faculty to Use Technology in Instruction.  Journal of Computing in Teacher Education, 12, 2. 

Presents strategies to enhance the use of technology by teacher education faculty. The strategies include the following: encourage creativity and peer coaching; support faculty in all ways; provide ongoing staff development; offer flexible technology choices; address faculty complaints; explain the relevance of educational technology; do not isolate educational technology; and apply lessons from higher education.