Educational Technology | F

_____. (1999).  Forum on Technology in Education: Envisioning the Future. Proceedings (Washington, D.C., December 1-2, 1999). 

This report contains the following white papers commissioned for the Forum on the Future of Technology in Education: Envisioning the Future to explore a variety of perspectives related to the future of technology in education, as well as the topics of "e-learning" and technology and disability: (1) "Technology in K-12 Education: Envisioning a New Future" (David D. Thornburg); (2) "Extracurriculars as the Curriculum: A Vision of Education for the 21st Century" (Roger C. Schank and Kemi Jona); (3) "Rewiring the History and Social Studies Classroom: Needs, Frameworks, Dangers, and Proposals" (Randy Bass and Roy Rosenzweig); (4) "Forum on Technology in K-12 Education: Envisioning a New Future--Science" (Steven J. Rakow); (5) "Technology Meets Math Education: Envisioning a Practical Future Forum on the Future of Technology in Education" (Andee Rubin); (6) "The Future of Technology in K-12 Arts Education" (Joan Assey); (7) "Toward a Vision of the Future Role of Technology in Literacy Education" (Linda Labbo); (8) "E-learning: Education Businesses Transform Schooling" (Peter J. Stokes); and (9) "The Future Is in the Margins: The Role of Technology and Disability in Educational Reform" (David Rose and Anne Meyer). The document also contains an agenda for the forum, a summary report, participant biographies, and a discussion of emerging priorities identified during the forum. | [FULL TEXT]

Ford-Guerrera, Rebecca (1997).  Technology & the Elementary Foreign Language Classroom. 

A discussion of technology use in elementary school foreign language instruction looks at current uses of technology in the classroom and discusses its effectiveness and potential use. An introductory section describes various types of technology applied to instruction, including: computers and computer software; CD-ROM; telecommunications and online telecommunications systems; the Internet; satellites; interactive audio and video; and multimedia centers. A number of studies focusing on the relationship between technology and elementary school foreign language learning are then reviewed. In some cases, specific computer software is highlighted. It is concluded that overall, use of technology to teach young foreign language learners has had positive results, with the technology providing a richer learning environment. Further research, including longitudinal studies extending some of the existing research, is recommended. Additional efforts are suggested to improve technology use, including development of motivational and whole-brain activities, fostering of positive self-concept and language attitudes, and increased opportunities to communicate in the target language. Contains 10 references. | [FULL TEXT]

Forman, David W. (1997).  How Does Using Technology Affect Student Attitudes about Teachers?  Computers in the Schools, 13, 1-2. 

Describes how a version of the Tuckman Teacher Feedback Form (TTFF) was used to measure teachers'"personality" factors as perceived by students. The instrument included 28 sets of bipolar adjectives to use in describing the teacher. Findings revealed that the application of technology to instruction improved students' perceptions of teacher creativity and originality.

Forman, George (1999).  Instant Video Revisiting: The Video Camera as a "Tool of the Mind" for Young Children.  [Early Childhood Research & Practice] 

Once used only to record special events in the classroom, video cameras are now small enough and affordable enough to be used to document everyday events. Video cameras, with foldout screens, allow children to watch their activities immediately after they happen and to discuss them with a teacher. This article coins the term instant video revisiting (IVR) to describe this process and, using classroom video clips, explores the educational value of IVR. | [FULL TEXT]

Forster, Pat (1997).  Teaching through Technology.  Australian Senior Mathematics Journal, 11, 1. 

Describes a study designing and implementing technology-based investigations and evaluates their impact on student learning. Discusses a teacher's mediation of the students' use of technology through curriculum materials, and considers some attributes of computers and graphics calculators that determined which tool was selected for each investigation.

Forster, Pat (1998).  Exponential Functions: Teaching for Insight with a Constructivist Approach.  Australian Senior Mathematics Journal, 12, 2. 

Describes approaches taken with concepts associated with exponential functions by using graphing calculators to provide students with concrete meaning for the sometimes abstract concepts involved and to link students' learning with their existing knowledge.

Forster, Patricia (1999).  Applying Constructivist Theory to Practice in a Technology-based Learning Environment.  Mathematics Education Research Journal, 11, 2. 

Describes a research study where constructivism was used as the rationale for the design, implementation, and evaluation of four technology-based investigations for Year 12 Applicable Mathematics students. Indicates that for learning activities involving school assessment, many students chose not to work collaboratively. 

Forster, Patricia; Taylor, Peter (1999).  Learning Mathematics through Conversation and Utilizing Technology. 

This paper discusses how students' participation in conversation and classroom activities potentially evidences and constitutes their cognition. Participation is viewed in terms of reflective discourse, a construct from the literature, and is described in the context of two Year 11 students together designing a simple aplet for their graphics calculators, then discussing its operation. Reflective discourse is characterized by shifts in conversation so that concepts which are discussed initially as resulting from mathematical operations (calculations) become referred to, in turn, as objects that are operated on, to solve problems or for developing other concepts. The aplet was for calculating the magnitude of vectors given in component form. Interaction with each other, which centered on the technology, was seen to be instrumental to the students moving from understanding magnitude in its component definition, to later using magnitude to solve vector problems in an insightful way. Using reflective discourse as a framework for analysis suggested it is a valuable theoretical viewpoint for describing how learning might occur.   | [FULL TEXT]

Forsyth, Ian (1998).  Teaching and Learning Materials and the Internet. Second Edition. 

The Internet is a valuable tool to use as a teaching resource, but there are many factors to take into account for Internet delivery--not just how to use the technology most effectively, but also how to assess the results, monitor student progress, and ensure that your materials are used to promote real learning. This second edition examines the educational and administrative considerations of offering courses, course materials or course delivery via the Internet. It advises on how to handle and use the Internet appropriately, and discusses the ways in which it will change the roles and relationships of teachers and learners. A new chapter about using the Internet with a bias towards the learners' perspective has been included, together with a section linking Internet with Intranet considerations. Other topics covered in detail include getting started; designing and using forms; and cost concerns, economic benefits and budget. This practical step-by-step approach and an extensive glossary of terms make this book essential reading for course developers, educational and training institutions, and all those interested in educational technology.

Forte, Eddy N.; Wentland, Maria H. K.; Duval, Erik (1997).  The ARIADNE Project (Part 2): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education.  European Journal of Engineering Education, 22, 2. 

Presents the tools and methodologies that underlie the ARIADNE framework for enabling open and distance education and enhancing more conventional training schemes. The ARIADNE concept relies on a distributed knowledge pool system that stores pedagogically indexed educational resources. The basic approach is one of share and reuse.

Fulantelli, G.; Corrao, R.; Munna, G. (1999).  Enhancing User Interaction on the Web. 

This paper reports on the design strategies and technical solutions that the authors have adopted to increase interaction in a World Wide Web-Based Instruction (WBI) system aimed at supporting new didactic approaches to the subjects of urban planning and architecture through the activation of online modules at the university level. Specifically, the developed system allows authorized users to modify the informative hypertext network dynamically. In addition, users can handle and re-elaborate the information published on the Web pages through specific working tools. The paper focuses on these tools from functional and technical points of view. The WBI system and innovative features are described, and strategies adopted in order to implement the system are summarized, including extending the information network, working on the information pages, and controlling the study path. An overview of system architecture and implementation is then provided. | [FULL TEXT]

Fulbright, Harriet Mayor (1999).  Culture and Politics.  Higher Education in Europe, 24, 2. 

The best chance for solving the problems of environmental degradation and resource depletion comes through harnessing communications and education. Distance education vectored by new information technologies are powerful supplements to traditional methods of education and will propagate the synthesis of leadership and liberal education for participatory democracy.

Fuller, Frank (1999).  Web Instruction as Cultural Transformation: A Reeducation Model for Faculty Development. 

This paper offers a model of faculty staff development for distance education that does not require, or permit, continuous change in instructional design. The model is based on the paradigm shift ideas of Thomas Kuhn and the reeducation model of Kurt Lewin. In the model offered reeducation implies not simply education or training, but involves changing basic human behavior patterns and thus changing the values (core beliefs) and valences (connections and relationships) that make people behave the way they do. Lewin's based his concept of change on eight principles and believed that reeducation requires both "unfreezing" so that the culture can change and "refreezing" within a new culture; the trainer's role is seen as balancing the threat from change with a zone of safety. Faculty trainers for distance education are urged to: (1) understand the role of theory and stereotype; (2) keep needs assessment safe; (3)remember the differences between skills training and reeducation; (4) establish teams of learners for mutual support and to diminish individual threat; (5) earn and preserve trust; and (6) be clear about unfreezing and refreezing. | [FULL TEXT]

Fulton, Kathleen (1997).  The Skills Students Needs for Technological Fluency. Learning in a Digital Age: Insights into the Issues. 

This paper looks at how the necessary technology skills have changed over time and how those changes affect the ways in which technology skills are taught and assessed. It reviews how educators' views of technological fluency are shaped by both the "pull" of technology--increasing technical power and applications that affect what workers and citizens need to know in an information society--and the "push" of content standards that affects what students are expected to learn and new views of how learning takes hold. The paper reviews the approaches various states and districts have taken to setting standards--embedding technology standards within curricular areas, or developing discrete technology skills and assessment measures--and gives examples of some promising practices. The challenge of building consensus for, and policies that support, technological fluency raises a number of issues for policymakers. These include the question of teacher competence, the amount and kinds of testing necessary to track progress, issues of equity, and implications for research. This document includes sections that cover: (1) changing definitions; (2) factors influencing today's necessary skills; (3) information literacy in the age of the Internet; (4) state and district technology skill standards and assessments; (5) technology proficiencies in promising projects; and (6) implications for policy. The executive summary is appended. | [FULL TEXT]

Frear, Valerie; Hirschbuhl, John J. (1999).  Does Interactive Multimedia Promote Achievement and Higher Level Thinking Skills for Today's Science Students?  British Journal of Educational Technology, 30, 4. 

This study examines the effectiveness of interactive multimedia on college student achievement and problem solving, including higher-level thinking skills. Describes the use of the Group Assessment of Logical Thinking (GALT) and discusses findings in terms of the impact on self-study in a distance-learning environment.

Freda, Andrew (1998).  Roll the Dice--An Introduction to Probability.  Mathematics Teaching in the Middle School, 4, 2. 

Presents a game to capture student interest in probability by giving them an opportunity to explore the idea of various outcomes and the likelihood of the occurrence of one of those outcomes to explain the benefits of using a large sample rather than a small one.

Freedman, Kerry (1997).  Visual Art/Virtual Art: Teaching Technology for Meaning.  Art Education, 50, 4. 

Asks how art should be taught in a culture in which television and electronic media constitute the primary media with which young people interact. Suggests that art educators should focus on how students use technology, the production and viewing of technological images, and the ways that such images have meaning.

Freedman, Kerry (1997).  Critiquing the Media: Art Knowledge Inside and Outside of School.  Art Education, 50, 4. 

Observes that the need for art education to include discussions of popular visual culture that influences student knowledge grows more pressing as mass communication increasingly becomes a major source of information about art. Discusses representations of culture in art in advertising and art in film. Specifically looks at art in the film "Batman."

Freeman, Linda (1999).  Selling Parents on Technology.  Principal, 78, 3. 

There are three effective strategies for allaying parents' trepidations about using technology in their children's classrooms. Principals should acknowledge and respect parents' apprehensions, recommit to educational goals shared by educators and parents, and focus on student achievement. Student exposure and protection must be balanced.

Freeman, Mark (1998).  Video Conferencing: A Solution to the Multi-Campus Large Classes Problem?  British Journal of Educational Technology, 29, 3. 

Reports the outcomes of a video conferencing trial in an undergraduate mass lecture context. Highlights effects on students and staff, and supports issues through a formative and summative evaluation. Surveys, focus groups, interviews, video recordings, exam results and reflective diaries provide data for the evaluations.

Freeman, Olivia A. M. (1997).  Virtual Reality in Education: The Emerging Innovative Technology for Delivery of Public and Home Based Instructional Materials.  Journal of Instruction Delivery Systems, 11, 4. 

Provides the criteria for the virtual reality (VR) system to deliver a new model of instruction, i.e,. synthetic experiences that learners remember as their own. Guidelines and recommendations to aid developers and instructional technology are presented.

Freese, Anne Reilley (1997).  Reading Rate and Comprehension: Implications for Designing Computer Technology To Facilitate Reading Comprehension.  Computer Assisted Language Learning, 10, 4. 

Reviews the findings of some recent research on reading rate, comprehension, and subvocal speech; discusses how computer-assisted instruction can be used to help readers develop reading strategies for proficiency; and examines the implications of the research for software development, including drill and practice, reading process practice at various difficulty levels, and use of rapid feedback.

Fregona, Charl; Harris, Maureen; Kruger, Johann (1999).  The Barefoot Teacher on the Telematic Highway--Serving Rural Communities in Kwa Zulu Natal. 

The Department of Community Nursing and the Open Learning Centre of Technikon Natal (South Africa) and the community-owned Community Development Programme are collaborating to provide online learning to rural and urban community nurses. The project involves the development of a multimedia pharmacology course, a virtual Internet class, and the provision of information points (telecenters) in factories, rural police stations, refitted containers, and the like. This is a response to the acute need for training of community nurses operating under difficult conditions, with few resources, in primary health care settings in Kwa Zulu Natal (South Africa).  | [FULL TEXT]

Freitas, Candido Varela de; Ramos, Altina (1998).  Using Technologies and Cooperative Work To Improve Oral, Writing, and Thinking Skills: Voices from Experience. 

This study was conducted during 2 school years, involving one teacher and one classroom from each of four elementary (grades 1-2) and secondary schools. The study included writing activities on the word processor, videoconferencing, and World Wide Web use. The main data source was a series of videotapes of the above mentioned activities. Researchers interviewed students informally, and teachers participated in informal talks and submitted written commentaries. At the time of publication, data analysis was still in progress. Provisionary findings include: (1) videoconferencing promotes the connection between people at various levels and in several ways; (2) information provided on the Web, following a hypermedia structure, but with a dominant amount of text, provides opportunities for the development of written comprehension; (3) interdisciplinary writing activities are a good way to improve writing skills and provide students with an opportunity to use writing not only as an object of study, but also as a learning tool; (4) cooperative learning environments encourage students to share and discuss ideas, as well as encourage the less skilled ones to participate; and (5) there are no easy or definitive answers to integrating technology into educational learning contexts. Further data analysis will be conducted. | [FULL TEXT]

Freiwald, Wendy D. (1997).  Computer Use in Elementary Social Studies. 

This paper presents a review of the literature regarding use of computers in elementary social studies and a rationale of how computer usage aligns with the constructivist approach to education. Computer use in elementary social studies can be divided into three broad categories: (1) instructional software; (2) productive software; and (3) computer-based reference tools. The paper examines each of these categories with specific examples of use in the elementary classroom. Problems pertaining to computer use in social studies instruction are presented, including proper training of teachers, traditional lecture methodology, lack of proper technology support in the schools, competition with other subjects to use computers, the misuse or improper use of technology, and the overall cost of technology with the associated inequity of resources available to schools. Suggestions for effective computer use in the classroom are offered. | [FULL TEXT]

French, Ann; Godwin, Janet (1996).  Using Multimedia Technology To Create Innovative Items. 

The development of innovative test item types that use multimedia technology to improve item authenticity and interaction and allow for objective scoring through partial-credit scoring methodologies was studied. Science test items were developed for community college developmental students using "Authorware 3.0," an instructional compact disc. The items used graphics and animation for the presentation of stimulus materials, the presentation of hints, and for item response alternatives. Forty-one students completed the test items and a questionnaire about their responses to the test items. Students had not received instruction in the concepts tested, and scores were about as high as could be expected, although an apparent error in the programming of the scoring may have further reduced scores. Overall, items were received positively. Students seemed to like the innovative format, and it is thought that the partial-credit scoring could easily to transferred to other subject matter. Future studies are planned that will embed assessments in the instructional materials. Appendix A presents the feedback questionnaire, and appendixes B through E present student responses to particular test items. | [FULL TEXT]

French, Francis G. (1998).  The Divisibility of x(n)-y(n) by x-y: A Constructive Example.  Mathematics Teacher, 91, 4. 

Provides an activity to investigate and construct an inductive proof. Claims that this particular example helps students better understand the nature of inductive reasoning and inductive proofs since the expression can be investigated by spreadsheets or calculators, hypothesized, tested, and modeled, both physically and pictorially, to at least three dimensions.

Freud, Robert (1996).  Community Colleges and the Virtual Community. 

Community colleges should consider the advantages of providing Internet access to students, faculty, and non-teaching staff. Connecting more than 30 million users around the world, the Internet is a network of computer networks which allows people to send messages and retrieve files from users around the world. The World Wide Web, accessed via the Internet, is a set of software tools that allows users to access hyper-text linked information. One of the advantages of Internet access over audio and video courses associated with distance learning is its interactive capacity through electronic mail, as well as the ability to integrate audio, video, text, and graphics in one lesson. Although community colleges make use of computers in nearly twice as many courses as do four-year institutions, many schools still provide only limited access. Yet, the Internet has the potential to encourage significant cost savings through the efficient sharing of resources and to generate new revenue sources through distance learning courses. Other advantages of the Internet include opportunities to enhance public relations, student recruitment, faculty development, and students' critical thinking skills in that they must evaluate information they find; provide teachers with a learning experience that helps them empathize with students; encourage student-teacher communication; and encourage a sense of community at the college. Drawbacks of Internet access are the potential of plagiarism among students and the costs of upgrades. | [FULL TEXT]

Ferguson, John D.; Weir, George R. S.; Wilson, John N. (1999).  Web Centric Education--A Challenge for Process Redesign. 

This paper draws together current developments in computer-based education (CBE) with concepts from business process re-engineering. Topics discussed include: (1) re-engineering models, including the spectrum of approaches ranging from radical restructuring to evolutionary improvement, the stages of business process re-engineering (BPR), and information technology (IT) capability dependencies in the stages of business restructuring; (2) CBE evolution and revolution, including the impact of computer technology on teaching and learning, and application of the phases of BPR development to CBE; and (3) process redesign in the virtual university. | [FULL TEXT]

Fernandez, Maria L. (1999).  Making Music with Mathematics.  Mathematics Teacher, 92, 2. 

Presents examples of students' work when they are engaged in problem solving and reasoning tasks as they determine how to fill bottles with water to create musical notes by blowing across the tops of the bottles, and as they create mathematical models that represent these notes.

Fernandez-Manjon, Baltasar; Fernandez-Valmayor, Alfredo; Fernandez-Chamizo, Carmen (1998).  Pragmatic User Model Implementation in an Intelligent Help System.  British Journal of Educational Technology, 29, 2. 

Describes Aran, a knowledge-based system designed to help users deal with problems related to Unix operation. Highlights include adaptation to the individual user; user modeling knowledge; stereotypes; content of the individual user model; instantiation, acquisition, and maintenance of the individual model; dynamic acquisition of objective and subjective facts; and maintenance.

Ferraro, Salvatore P. (1999).  Increasing the Use of Instructional Technology within the K-12 Curriculum through Staff Development. 

This practicum was developed to provide faculty and administrators in a K-12 school system with the necessary skills and instruction to incorporate Internet technologies into the curriculum using the existing resources located in the school. The project was divided into three phases. The initial phase developed staff and community awareness. The next phase provided training using innovative times, locations, and resources. The final phase consisted of systematically incorporating training resources with existing curriculum activities. Six outcomes were achieved as planned. Teachers were trained to use the Windows 95 user interface to access Internet technologies. Teachers received training to use World Wide Web browsers, search engines, and e-mail, and to create Web pages using traditional and distance instructional delivery models. Appendices include the faculty survey, outcome checklist, skill checklist, curriculum project, e-mail checklist, skill analysis for launching Internet Explorer, equipment sign out letter and form, and student skills chart.   | [FULL TEXT]

Ferreira, J. M. Martins; MacKinnon, Lachlan; Desmulliez, Marc; Foulk, Patrick (1998).  A Multimedia Telematics Network for On-the-Job Training, Tutoring and Assessment. 

This paper describes an educational multimedia network developed in Advanced Software for Training and Evaluation of Processes (ASTEP). ASTEP started in February 1998 and was set up by a mixed industry-academia consortium with the objective of meeting the educational/training demands of the highly competitive microelectronics/semiconductor industry. The ASTEP consortium is led by the Heriot-Watt University in the United Kingdom and brings together universities and companies from five European countries that include the United Kingdom, Portugal, France, Norway, and Germany. The industry part of this consortium is related to semiconductor fabrication and microsystems manufacturing and includes Motorola (the factories in East Kilbride, UK and Toulouse, France), Applied Materials GmbH (Germany) and SensoNor (Norway). | [FULL TEXT]

Ferreira, Naura Syria Carapeto (1999).  Education Technology and the Professional in Brazil: His or Her Formation and the Possibility of Human Culture.  Bulletin of Science. 

Argues that the concept of man as alive, active and conscious in material existence is the fundamental axis of formation of the educational professional. Claims that the socialization of scientific knowledge and information for the welfare of all humanity is the true educational technology that should guide the formation of competent professionals for the exercise of citizenship.

Ferrell, Phyllis E. (1997).  Ponds and Technology.  Science and Children, 34, 4. 

Describes a strategy that combines a field trip to a pond with technology such as digital cameras and educational software to help children expand their knowledge about ponds. Involves students sharing this new knowledge using computer writing and drawing tools. Lists science software resources and writing/drawing programs.

Ferris, Angeline; And Others (1997).  Technology and Preservice Education: Models that Work, Models that Don't.  Educational Technology Review. 

Discussion of change theory, the adoption of educational technology, and its impact on curriculum focuses on experiences at Lesley College (Massachusetts) with integrating technology into the preservice teacher curriculum. The role of the faculty and the importance of administrative support are also discussed.

Ferris, Pixy (1999).  Effectively Using Technology in Education: A Review of "Wired Together: The On-Line Classroom in K-12 Volume 1: Perspectives and Instructional Design."  Interpersonal Computing and Technology, 7, 1-2. 

Reviews "Wired Together: The On-line Classroom in K-12, Volumes 1-4" edited by Zane L. Berge and Maui P. Collins which includes 19 essays, that asks pertinent questions regarding the effective use of computer technology in elementary and secondary school classrooms and then answers them from a sound pedagogical foundation. Provides effective strategies and models for the incorporation of computers into education.

Farenga, Stephen J.; Joyce, Beverly A. (1996).  Procedural Knowledge Teaching Model: Effects of Short-Term Internet Training on Preservice Teachers. 

The majority of teacher candidates feel unprepared to teach with computers, and few teacher training programs are preparing future educators to effectively use the Internet to enrich their classrooms and contribute to their own personal development. The purpose of this study was to teach the procedural knowledge required to navigate the Internet and thus take students from novice to Internet practitioner status in a minimal amount of time. The study measured the effect of short-term training using the Procedural Knowledge Teaching Model (PKTM). The PKTM was constructed based on research in cognitive science to help students understand how they think, remember, and learn. Forty undergraduate students enrolled in two science education methods courses participated in the study. The design included a pretest-posttest model using intact classes with treatment and comparison groups. The data indicated that short-term training as provided by the Academic Seminar Training Model, a one-session seminar following the three-phase approach outlined in the Procedural Knowledge Teaching Model, was sufficient to change students' behavior and confidence levels regarding the use of the Internet. Contains 28 references. | [FULL TEXT]

Faris, Ron (1995).  Lifelong Learning on the Knowledge Highway. Access to Lifelong Learning Opportunities on Canada's Information Highway. A Background Paper. 

This report examines access to lifelong learning opportunities on Canada's information highway. The report begins with a glossary and a learner-centered model in which the information highway links learners with learning opportunities provided through educational institutions, community organizations, government, and business and industry. Presented next is an overview of the economic, technological, social, and education and training-related factors that have led to recognition in Canada and worldwide of the leading role that lifelong learning must play in preparing individuals for the competitive, information-based global economy of the 21st century. The following three challenges facing Canada as it develops a lifelong learning system are discussed: (1) economic and social restructuring; (2) situational, dispositional, and institutional barriers to lifelong learning; and (3) learning models in response to new learning technologies. Trends and best practices in lifelong learning, the formal education sector, and nonformal education sector are reviewed. Next is a "made in Canada" response to the challenges. Included in the response are a conceptual framework and goals for lifelong learning in Canada. Appended are the following: barriers to learning identified in a 1982 survey; goal summary of a lifelong learning framework; overview of lifelong learning in the formal and nonformal sectors; and selected bibliography. Contains 39 references. | [FULL TEXT]

Farkas, Peter, Comp.; And Others (1993).  An International Survey of Distance Education and Teacher Training: From Smoke Signals to Satellite. 

The articles contained in this report represent a diverse collection of pedagogical issues involved in teacher training at a distance in countries throughout the world. Distance education offers pre-service and in-service teachers with both skills training and an opportunity to complete teacher training programs or degrees. The proliferation of teacher training programs via distance is limited neither to developed or developing countries, nor is it limited to specific delivery methods. This proliferation is the result of rapidly developing telecommunications technologies coupled with an increasing awareness of the ways to use the technologies for teacher training. This overview of teacher training through distance education includes several issues: (1) the objectives for the use of distance education in teacher training; (2) methods and delivery systems used in various settings; (3) costs involved in the design and delivery of teacher training at a distance; and (4) lessons learned, which may provide the reader with guidelines to follow. Teacher distance education programs in the following countries are examined: Africa, Australia, Canada, Denmark, France, Iceland, Japan, Portugal, Thailand, Turkey, United Kingdom, United States. Contains 80 references. | [FULL TEXT]

Farley, Raymond P. (1999).  A Tale of Two Schools.  Educational Leadership, 56, 5. 

A consortium comprised of a technologically advanced suburban high school, a struggling urban high school, and a resourceful private college has helped the two high schools publish an online magazine, develop interdisciplinary projects, and prepare submissions to an online chemistry magazine. Linking high- and low-achieving schools benefitted all participants.

Farmer, Lesley S. J. (1997).  Authentic Assessment of Information Literacy through Electronic Products.  Book Report, 16, 2. 

Explores the concept of outcomes-based education using authentic assessment. Highlights implications for information literacy using the following electronic products: newspaper or magazine simulation, videotape production, computer-aided design (CAD), multimedia presentation, and Web page publication. Suggests ways to integrate assessment in the classroom. A technology and product rubric is also included.

Farmer, Lesley S. J. (1998).  Networking for Remote Benefits.  Technology Connection, 4, 8. 

Describes local networking approaches that encourage student interaction and better information access for the school community, while maintaining security measures. Discusses computer-supported collaborative work, simultaneous online discussion, educator support and curriculum development, courses on the Internet, and implementation.

Farmer, Lesley S. J. (1998).  Training for Techies: A Schoolwise Commitment.  Technology Connection, 5, 1. 

Outlines the Technical Aide (TA) internship program in the Tamalpais Union High School District (Larkspur, California) where students skilled in computer use facilitate technology use within the school. A TA program can provide needed personnel and service in the library as well as highlight library staff competence in technology. Presents tips for implementing such a program.

Farmer, Lesley S. J. (1998).  Printing on the LAN: Positives and Pratfalls.  Technology Connection, 5 n1 p26-27, 47 Mar 1998. 

Presents insights of what does and doesn't work in school library local area network (LAN) printing in terms of five "myths": (1) "You need a network to share a printer;" (2) "Printing is much faster on a network;" (3) "All printers are created equal;" (4) "If one is good, two are better;" (5) "I'll never learn."

Farmer, Lesley S. J. (1998).  Turn on to Reading through Technology.  Library Talk, 11, 4. 

Discusses reading motivation and suggests the use of interactive technology as an effective motivator. Topics include encouraging creativity; linking reading and writing; developing listening skills with CD-ROM interactive books, audiotape-filmstrips, and captioned television; visualizing with slides and transparencies and images from the Internet; and sharing favorite books through producing videotapes.

Farmer, Lesley S. J. (1998).  Workshops for Teacher Partners in Technology Integration.  Book Report, 16, 5. 

Discusses the need for inservice training programs for teachers that address integrating technology into the classrooms. Topics include adults as learners; delivery systems that include print and nonprint resources; conducting workshops, including experiential learning and small groups; and evaluating workshops.

Farmer, Lesley S. J. (1999).  The Cost of Getting Digitized.  Book Report, 18, 3. 

Describes a state's and district's process of bringing available technology up to expectations with the Digital High School Education Technology Grant Program (California). Discusses several challenges: getting started; aligning technology to standards; matching media to needs; addressing information literacy development; training staff; getting the plan done; and following the rules.

Farmer, Lesley S. J. (1999).  Cooperative Learning Activities in the Library Media Center. Second Edition. 

This publication is the second edition of a work designed to give school library media specialists and teachers a better understanding of cooperative learning and the tools to develop a successful program, and to offer new ways to implement cooperative learning into the middle and high school curriculum. Changes since the first edition are the result of changes in the educational climate, such as: the SCANS report (Secretary's Commission on Achieving Necessary Skills); the rise of outcomes-based education; the push for national standards; the ubiquity of rubrics; work on new national standards for library media programs; and the continued rise in information. The first part introduces cooperative learning theory and practice, and contains the following chapters: (1) "The Nature of Cooperative Learning"; (2) "Inclusive Ways of Learning"; (3) "Outcomes-Based Education"; (4) "Information Literacy"; and (5) "Building a Learning Community." The second section provides a variety of lessons that culminate in benchmark projects. The sixth chapter contains a key to the lesson activities, and introduces the lesson components: activity description; content outcomes; information literacy outcomes; prerequisite skills; rationale for the process; activity/grade level, time frame, resources, grouping, group tasks, and tips; assessment; and activity variations. Most lessons have been modified since the first edition to incorporate educational technology. In addition, a multi-faceted project is included for each subject, in order to promote in-depth student work over time. The lessons are divided into 12 chapters by subject area, including: art; domestic sciences; English; foreign languages; health and physical education; mathematics; music; psychology and sociology; science; social studies; technology; and vocational education. Includes a glossary and an index.

Farmer, Shanan W.; Sobieszcyk, Frank; Farmer, Rachelle (1999).  The Development of an All-in-One Virtual Campus from Ground Zero. 

This paper describes the authors' experiences in developing an all-in-one virtual university. The Defense Acquisition University (DAU) is a consortium of Department of Defense education and training institutions and organizations that provides mandatory and assignment-specific courses for military and civilian personnel serving in 11 acquisition career fields. The DAU virtual campus is a unique model for World Wide Web-based instruction because it integrates all aspects of managing a corporate university while providing myriad dynamic layers of access privileges. The Operational Support System (OSS) provides functionality in 16 main areas, i.e., DAU public Web site, registration, enrollment, login, OSS user types, OSS collaboration tools, search, history, logs, reports, canned e-mail, feedback, help, courseware interfaces, test application, and database interfaces. The first section of the paper discusses why DAU is transitioning to the OSS. The second section summarizes the purpose of the OSS, including the following components: student registration, course enrollment, test delivery, course evaluation, student tracking, report generation, problem resolution, and site collaboration. The third section describes DAU's approach to developing courseware, including considerations related to learner interactions, testing and evaluation, and student-faculty interactions. The third section addresses defining the course structure, including test questions, deciding which OSS tools to integrate, and populating OSS tools. | [FULL TEXT]

Farrell, Glen M., Ed. (1999).  The Development of Virtual Education: A Global Perspective. A Study of Current Trends in the Virtual Delivery of Education. 

This document contains 11 papers examining the methodology and findings of a study of the virtual delivery of education throughout the world. "Introduction" (Glen M. Farrell) explains the study methodology, which entailed the identification of 10 global regions and commissioning of an individual in each region to write a paper describing the state of practice of virtual education in the region and the potential impact of virtual education initiatives on current practices in distance and open education. The authors and titles of the remaining 10 papers are as follows: "The Development of Virtual Institutions in Canada" (Glen M. Farrell); "Distance and Virtual Learning in the United States" (Peter J. Dirr); "Distance and Virtual Learning in the Caribbean" (Peter J. Dirr); "Open and Distance Education Programmes in Latin America" (Victor Guerra Ortiz); "European Trends in the Virtual Delivery of Education" (Robin Mason); "Virtual Institutions on the African Continent" (Vis Naidoo, Casper Schutte); "Virtual Institutions in the Indian Subcontinent (Including Bangladesh, Bhutan, India, Nepal, Pakistan, and Sri Lanka)" (Sugata Mitra); "Virtual Institutions in East and Southeast Asia" (Michael Robertshaw); "Virtual Education Institutions in Australia: Between the Idea and the Reality" (Suellen Tapsall, Yoni Ryan); and "Trends in the Virtual Delivery of Education in New Zealand and the Pacific Islands" (Lalita Rajasingham). | [FULL TEXT]

Farrell, Glen; Johnstone, Sally; Lopez del Puerto, Patricio (1996).  The Role of Technology in Higher Education in North America: Policy Implication. Understanding the Differences. A Working Paper Series on Higher Education in Canada, Mexico, and the United States. Working Paper Number 5. 

This paper describes the current policies and initiatives regarding the application of technology in Canada, Mexico and the United States. It also analyzes the need for policy development regarding technological networks, equipment, and educational content. The report also includes recommendations regarding specific initiatives for tri-national collaboration in the use of technology to improve higher education. The contents include descriptions of the policies and initiatives at the federal, regional, and state (provincial) levels in Mexico, Canada, and the United States. Institutional policies and initiatives are also examined as are collaborations between business and higher education. The paper concludes with a summary of current policy climate in the three countries and suggests opportunities for cross-border collaboration. These include development of tri-national policies regarding accreditation of distance education courses and portability of students' knowledge and skills acquired among institutions and across borders; trinational staff and faculty training in the use of technology; trinational discipline--specific forums for faculty with similar interest; implementation of pilot projects; creation of a mechanism for international and inter-institutional sharing of information and experience; and creation of consortia and partnership models.

_____. (1998).  Fiscal Year 1999 Higher Education Budget Recommendations. Capital Improvements. 

This report presents staff recommendations of the Illinois Board of Higher Education concerning budget recommendations for higher education capital improvements for fiscal year 1999. The report recommends funding for 33 projects at a total cost of $240.4 million including $31 million for technology enhancements, $189.4 million for regular capital projects, and $20 million for capital renewal projects. High priority is given to projects that promote the use of instructional technology, and improve existing facility and infrastructure resources such as the Illinois Century Network, a telecommunications backbone to provide high speed access to data, video, and audio communications for Illinois schools, libraries, colleges, and universities. Separate sections of text and data tables provide detail on overall capital budget recommendations, statewide initiatives, and the following specific institutions: Chicago State University, Eastern Illinois University, Governors State University, Illinois State University, Northeastern Illinois University, Northern Illinois University, Western Illinois University, Southern Illinois University at Carbondale, Southern Illinois University at Edwardsville, University of Illinois at Chicago, University of Illinois at Springfield, University of Illinois at Urbana-Champaign, Illinois Community Colleges, and the Illinois Mathematics and Science Academy. | [FULL TEXT]

Fisch, Linc. (1997).  Triggering Discussions on Ethics and Values: Cases and Innovative Case Variations.  Innovative Higher Education, 22, 2. 

Offers a variety of alternative techniques for generating effective discussion of ethics, and values case studies in the college classroom. Some techniques help increase the case study's impact by use of audiovisual aids, and others, such as staged readings, feature ease of preparation and presentation. Seventeen innovative variations are presented.

Fischer, Marla J. (1999).  Toward Statistical Literacy: A Paradigm for Technology-Embedded Instructional Reform.  Journal of Educational Technology Systems, 27, 4. 

Describes an innovative instructional paradigm for teaching business statistics in higher education which integrates classroom technologies with principles of learning. Highlights include recommendations from the National Research Council of the National Academy of Science; active student participation; student feedback; allowing for generalization and transfer; and student attitudes.

Fischer, Robert (1999).  Computer Applications and Research Agendas: Another Dimension in Professional Development.  CALICO Journal, 16, 4. 

Successful foreign-language departments are multifaceted departments in which technology figures as a prominent facet. Computer-assisted language-learning (CALL) development projects take place in a multidisciplinary context in which a large number of disciplines can be conceivably represented. CALL research and development should be valued and evaluated.

Fisher, Diana M. (1998).  Using Technology To Teach High School Math.  Basic Education, 42, 8. 

Focuses on educational technologies used in mathematics education. Describes the mathematics education software STELLA which provides the freedom to explore real-world applications in mathematics classrooms. Provides information on how to integrate this software into the mathematics curriculum.

Fisher, Douglas; Lapp, Diane; Flood, James (1999).  Technology & Literacy: Is There a Positive Relationship?  [The California Reader] 

As computers become an integral part of classrooms, educators need to determine if there are uses of computers that are supported by research. Recent research has examined uses of technology in the classroom for writing instruction, electronic literacy environment, and electronic portfolios. Results of these studies on writing instruction indicate that technology helps children to focus on content rather than mechanics; encourages the production of more and better developed essays; and reduces the drudgery of editing. Research also demonstrates that accessing electronic literacy environments produces: increased specialized vocabulary and coherence; wide-ranging possibilities for communication and expression; and improved mechanics of writing. In terms of electronic portfolios, studies demonstrate that they encourage students to align their school work with performance standards; provide an opportunity for students to share their literacy development with others; increase knowledge of technology; and improve literacy overall. With support, teachers can add powerful computing tools to the host of instructional strategies they use to engage students in meaningful instruction. | [FULL TEXT]

Fisher, Maurice, Ed. (1998).  Gifted Education Quarterly, 1998.  [Gifted Education Press Quarterly] 

These four issues of "Gifted Education Quarterly" include the following articles: (1) "Using Test Results To Support Clinical Judgment" (Linda Kreger Silverman), which discusses some of the difficulties in obtaining accurate indications of a child's level of giftedness and the importance of using professional judgment in determining whether tests have been optimally used in the assessment process; (2) "Inclusion: A Wrong Turn for the Gifted in the 21St Century!" (Bruce Gurcsik); (3) "Motivating Gifted Learners through Problem-Based Learning" (Linda Lucas); (4) "The Search for Giftedness" (Linda Kreger Silverman), which discusses reasons for studying gifted children and offers a philosophy of giftedness; (5) "The Return of Gifted Children Monthly [as Gifted-Children.Com]" (James Alvino); (6) "Homeschooling Your Gifted Child: An Effective Alternative for Differentiated Learning" (Vicki Caruana); (7) "Finding and Serving the Young Gifted Child: A Crucial Need in the Schools" (Joan Franklin Smutny and others); (8) "Mozart and the Evolution of Western Music: An Important Study for the Gifted Student" (Andrew Flaxman); (9) "Cinderella Meets a Prince: Howard Gardner" (Jerry D. Flack), which describes connections that can be established between studies of Cinderella stores and gifted students' understanding of multiple intelligences and provides multiple intelligences activities; (10) "Chapter One: The Context for Using Technology" (Adrienne O'Neill and Mary Ann Coe), a chapter taken from "Technology Resource Guide: Transporting Gifted and Advanced Learners to the 21st Century." All issues include book news and reviews on publications related to gifted education and a profile of a famous gifted person. | [FULL TEXT]

Fisher, Mercedes M. (1998).  Design your Future: Technology Literacy Competency Recommendations for K-12 Education.  Journal of Educational Technology Systems, 26, 1. 

Identifies in-service teacher recommendations for incorporating 11 technology competencies into K-12 education, based on responses of 287 teachers. Charts the responses by elementary, middle and high school teachers. Analysis of the data provides insight into which technology competencies should take priority in instructional design.

Fisher, Shelagh; Oulton, Tony (1999).  The Critical Incident Technique in Library and Information Management Research.  Education for Information, 17, 2. 

Focuses on the application of the Critical Incident Technique (CIT) in three studies at the Department of Information and Communications, Manchester Metropolitan University, United Kingdom. Examines staff-development needs as a key element in change in higher education; decision-making practices in small- to medium-size libraries; and development of a learning-support tool that focuses on supporting library/information workers moving into management. Contains 32 references.

Fisher, Sherrilyn K.; Gardner, J. Emmett (1999).  Introduction to Technology in Transition.  Career Development for Exceptional Individuals, 22, 2. 

Explores an integrated approach to technology, examines the transition of individuals with disabilities from historical and current perspectives, and provides an introduction and philosophical base for the articles which follow. Key provisions in federal legislation that affect transition and the technology applications are analyzed.

Fisher, Susan C.; Dove, Marianne K. (1999).  Muffled Voices: Teachers' Concerns Regarding Technological Change. 

Successful integration of technology is dependent on the thoughtful plans, strategies, and provisions developed by knowledgeable educators to meet the needs of their students. Advances in technology and its increasing availability in K-12 schools make it incumbent upon administrators and teachers to make use of today's technology-related learning tools. This paper presents teachers' accounts about their efforts and vexations regarding integrating technology into classroom practice. Many teachers feel their voices have not been heard by the organizational culture. The paper gives voice to teachers' concerns regarding issues such as training, arrangements for facilities, security policies, management strategies, and procedures for technical support. Additionally, the paper focuses on pertinent issues and considerations resulting from actual situations experienced by classroom teachers and administrators in their attempts to infuse technology in their schools.  | [FULL TEXT]

Fishman, Barry J. (1997).  Student Traits and the Use of Computer-Mediated Communication Tools: What Matters and Why? 

The purpose of this study was to explore variables related to characteristics of high school students using computer-mediated communication (CMC) technology. Student characteristics are explored with respect to gender, academic self-concept, parental education, skill and experience with technology, communication apprehension, and social influence. The educational networking testbed of CoVis (Learning Through Collaborative Visualization) at Northwestern University (Evanston, Illinois) provided an ideal setting for exploring ways that students use CMC technologies. There are four particular CMC tools available to students in the CoVis project: electronic mail (e-mail), Usenet news, circuit-switched desktop videoconferencing, and a network-based collaborative, multimedia notebook. Subjects of this study were 280 students (from all 4 grade levels) from 2 suburban Chicago high schools. Surveys were administrated to students to gather data on student experience with computers and CMC tools, and student beliefs and attitudes towards both CMC tools and school. The factors that explain differences in CMC tool use fall into two basic categories: those that can be compensated for in the short term with proper intervention and design, and those that cannot be directly compensated for, but are still useful for understanding how different students might react to the introduction of CMC tools. The factors that fall into the first category are experience with computers, social influence with respect to CMC tools, and communication apprehension. Factors in the second category include students' academic self-concept, parental education, and gender. The combination of these factors explains why some students used CMC tools more than others. | [FULL TEXT]

Fishman, Barry J. (1999).  Characteristics of Students Related to Computer-Mediated Communications Activity.  Journal of Research on Computing in Education, 32, 1. 

Describes a study of individual differences among high school students that relate to and predict their use of computer-mediated communication (CMC) tools--e-mail, Usenet news, and a multimedia notebook--to support project-based science learning. Findings indicate that skill and experience with computers, parental education, access to computers, and academic self-concept are all reliable predictors of student CMC activity. Contains 66 references.

Fishman, Barry; And Others (1997).  Collaboration, Communication, and Computers: What Do We Think We Know about Networks and Learning? 

There are many significant issues that need to be addressed for the future of computer-mediated communication (CMC) in education. These include: the primary benefits of CMC technology in the past; the activity structures which are supported by computer-based collaboration; technological, social, institutional and cognitive barriers which prevent CMC technologies from working; theoretical perspectives that help explain how CMC might facilitate learning; and how to address equity issues in networking. These papers, a session overview and position statements, are from a symposium which examined these issues in light of previous approaches to collaborating or communicating via computers in education. In addition to the title paper, the following position papers address the topic of CMC in education: "Networked Learning: What Have We Learned and What Does it Mean?" (Linda Harasim); "Scaffolding Communication for Learning Through Structured Media" (Christopher Hoadley); "Better Computer-Mediated Collaboration through Improved Social Contexts and Partnerships" (Sherry Hsi); "Education and Society in the 21st Century: Networks, Diversity and Mediation" (Jim Levin); and "Networked Communities Focused on Knowledge Advancement (Marlene Scardamalia). Contains approximately 50 references in all. (AEF) | [FULL TEXT]

Fiske, Edward R. (1998).  Computers at the Crossroads.  TECHNOS, 7, 1. 

Argues that the reason computers have failed to become central to education is that they offer no added value to the traditional "factory-model" school of today. Outlines changes that must be made in goals of schooling, standards, accountability, intellectual diversity, and new structures. Discusses shift of values from standardization to diversity, the computer as an ally, and the need for educators to take the initiative.

Fiske, Edward; Hammond, Bruce (1997).  Identifying Quality in American Colleges and Universities.  Planning for Higher Education, 26, 1. 

A discussion of what makes a college or university a quality institution, particularly as it relates to student choice of college, looks at three major factors: the composition of the student body; opportunities for productive student interaction with faculty and administrators; and the role of technology in creating good educational facilities.

_____. (1999).  FOIPP and Technology Highlights: Best Practices for Alberta School Jurisdictions. 

The information in this document is based on a study that Alberta Education commissioned on establishing technology systems that are responsive to the requirements of Alberta's Freedom of Information and Protection of Privacy Act (FOIPP). This document provides an overview of key issues and suggested strategies in the following areas: (1) accessing general information; (2) accessing personal information and protecting personal privacy; and (3) FOIPP and information management, including managing records, security, and e-mail. Appendices include: a summary of suggested strategies for school boards with regard to FOIPP and technology; related definitions; privacy impact assessment guidelines; security summary table; guidelines for evaluating network security; and a list of related Alberta Education resources. | [FULL TEXT]

Fouts, Jeffrey T. (1999).  School Restructuring and Student Achievement in Washington State: Research Findings on the Effects of House Bill 1209 and School Restructuring on Western Washington Schools. 

This report focuses on the nature of restructuring in a sample of Washington State schools, and the degree to which those changes improved student learning. The research attempted to distinguish between simply changing school or classroom practices and the broader concept of restructuring a school. A restructured school was defined as one that has undergone changes that reflect fundamental changes in school philosophy and practice, changes driven by a collaborative process and by clearly defined goals. Sixteen school districts in western Washington participated in the study, and 75 schools provided sufficient data for comparisons. The findings show that the degree to which schools attempted to implement the state-mandated restructuring process differs from school to school. Achievement gains were greater in the elementary and middle/junior high schools where restructuring had taken place compared to schools where it had not. The degree of restructuring was determined by a tool that measures the degree to which teachers, parents, and administrators have worked together to define what their school will be. Most of the schoolwide and classroom practices reflected national trends in school reform. Many classroom practices that have increased the most, such as the use of educational technology, had no relationship with achievement gains. Appendices include ths School Practices and Changes Questionnaire and participating districts and schools. Contains 21 references. | [FULL TEXT]

_____. (1999).  Field Hearing on Technology in Schools: Preparing for the 21st Century. 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 (Petaluma, California, August 30, 1999). 

The Subcommittee on Early Childhood, Youth and Families, Committee on Education and the Workforce, U.S. House of Representatives met, pursuant to call, on August 30, 1999 in the Petaluma Community Center, Petaluma, California, with Chairman of the Subcommittee Michael Castle presiding. This document represents the field hearing on how educational technology can be used to improve the academic education of the Nation's children. The hearing continues the examination of this issue, which the Chairman began in his home state of Delaware. Contents include opening statements of Chairman Michael Castle and of Representative Lynn Woolsey, Subcommittee on Early Childhood, Youth and Families, Education and the Workforce, and statements of: Representative Robert Scott, Subcommittee on Early Childhood, Youth and Families, Committee on Education and the Workforce; Ms. Alice Smiler Ostrovsky, Program Manager, Design Your Future, Autodesk Inc., San Rafael, California; Ms. Vanessa Caveney, Intern, Design Your Future; Dr. Greta Viguie, Assistant Superintendent, Cotati-Rohnert Park School District, Rohnert Park, California; Ms. Daisy Dampsky, Director, Safe Havens for Youth, United Way of Sonoma-Mendocino-Lake Counties, Santa Rosa, California; Dr. Janese Swanson, Founder, Girl Tech, San Rafael, California; and Ms. Cindana Cornwell, Vice President of Marketing, Spectraswitch Inc., Santa Rosa, California. Appendixes include the opening statement of Chairman Michael Castle; H.R. 2387, "Getting Our Girls Ready for the 21st Century," introduced by Representative Lynn Woolsey; and statements of: Ms. Alice Smiler Ostrovsky, Ms. Vanessa Caveney, Dr. Greta Viguie, Dr. Janese Swanson, and Ms. Cindana Cornwell. (Includes a table of indexes.) | [FULL TEXT]

Field, David (1998).  Bridge to the Future.  Teacher, 10, 3. 

Describes a new one-year graduate program at Vermont's Marlboro College that offers two unique master's degrees: a master's of science in Internet strategy management (to help business students use the Internet effectively in the corporate world) and a master's of arts in teaching with Internet technologies (to help teachers navigate the ever-changing cyberspace).

Field, Jane (1997).  Passive or Proactive?  Adults Learning (England), 8, 6. 

Communications technologies do more than solve practical problems such as overcoming learner distance. They can add new dimensions to courses. Although effective adult learning should not be technology driven, adult educators can take a proactive role in ensuring the appropriate use of technologies.

Field, Jane, Ed. (1997).  Electronic Pathways. Adult Learning and the New Communication Technologies. 

This book, which is intended as a practical resource for individuals who are professionally concerned with adult learning, contains 21 papers and 3 checklists concerning the new communication and information technologies (IT) and adult learning. The following papers and checklists are included: "Introduction" (Jane Field); "The Use of Telematics in Education and Training" (Ray Winders);"The Global Demands for Change" (Martin Buck); "Can You Put Your Arm around a Student on the Internet?" (Jill Mannion Brunt); "The Adult Learner as Listener, Viewer, and Cybersurfer" (John Field); "Teaching and Learning with the New Technologies: for Richer, for Poorer; for Better, for Worse..." (Paul Helm); "Adult Learning by Videoconferencing" (Alan Robinson); "Developing Videoconferencing: The East Anglia Distance Learning Initiative" (John Smith); "Video Links and Outreach Centres" (Andy Leal); "Low-Cost Computer-Mediated Conferencing for Part-Time Evening Degree Students" (Kate Sankey, Dominic Dibble); "Computer Conferencing and the Continuing Professional Development of Teachers in the Post-16 Sector" (Tony Lewis, Maude Gould, Malcolm Ryan); "Towards World Wide Web Courseware for the Humanities: The Problems of Text on Screen" (Sarah Porter, Peter Childs); "Building Learning Webs" (Martin Buck); "Three Ws in Transition: Two Universities Working Together" (Betty Walsh); "Skills in Creating Networked Information Resources for Teaching and Learning" (Geoff Rhen); "Text, Theory, Event: Interactive CD-ROM Technology for the Humanities" (Lisa McRory); "IT Training by Satellite" (Adrian Vranch); "Rural Telematics for Economic Development" (Aideen McGinley, Kate O'Dubhchair); "Rural Broadnet in Shropshire" (Sue Challis); "Using Telematics To Take the 'Distance' Out of Distance Education" (Brian Gilding, Paul Helm, Rob McClements); Checklist 1: Good Practice; Checklist 2: Pitfalls; Checklist 3: Opportunities and Benefits; "Telematics and Adult Learning" (Stephen McNair); and "Telematics for Education: The Policies and Programmes of the European Union" (John Field).

Fielding, Randall (1999).  The Death of the Classroom, Learning Cycles and Roger Schank. 

Roger Schank's ideas regarding the abandonment of classrooms as the central learning environment and changing the delivery of education are examined. Schank believes today's learning cycles should be divided equally between working at a computer, talking with others, and making something--none of which requires a formal classroom. Emphasis is placed on doing something as the best way for learning to occur, and computer simulations that engage students to take action, wrestle with failure, and develop emotional connections with the experience are the best solution for this task. Further, Schank believes that virtual universities via the Internet will eventually be in direct competition to the existing secondary and university system. | [FULL TEXT]

_____. (1998).  Florida Community College Distance Learning Consortium Report. 

This document discusses the benefits of distance education and the necessary steps for its implementation. It begins by describing the societal changes that are paving the way for distance learning, such as reduced access for expanding student populations and the dissolution of geographic boundaries. The next section explains the rationale behind a distance learning initiative, reviewing the current situation and the proposed instructional network. The following section discusses objectives, which include: increasing access to education; providing alternatives to classroom-bound instruction; reducing the cost of course delivery; increasing lifelong learning opportunities; increasing collaboration among community colleges and universities; reducing requirements for new facilities; reducing time needed to obtain a degree or training; and increasing capability through strategic partnerships with the private sector. Network design and components are also discussed, as are steps for implementing Florida's new instructional network and the resulting benefits. An addendum to the document is also included with follow-up information about implementation.

Florea, Adina Magda (1998).  Computer-Supported Co-operative Learning.  Higher Education in Europe, 23, 2. 

Discusses the impact of computer-supported cooperative work tools in the creation of educational environments and the facilities such tools bring to teaching methods, and examines the relationship between new techniques and the learner-centered, active learning approach in higher education. The importance of collaborative learning in this context is emphasized, and intelligent multi-agent systems are discussed.

Flores Revilla, Maria Teresa; Zoreda, Margaret Lee; Vivaldo Lima, Javier; Blanco Lopez, Guadalupe; Caballero Robles, Teresita del Rosario; Mercau Appiani, Virginia (1997).  Programa Academico de Dominio de Ingles Como Lengua Extranjera (Academic Program in English as a Foreign Language). 

The guide presents the newly-developed curriculum of the Universidad Autonoma Metropolitana at Iztapalapa (Mexico) for its program in English as a foreign language. An introductory section provides background information on the initiative to design a new curriculum. The second section presents the principles on which the curriculum and its methods are founded. The main section of the curriculum guide has two parts. It first outlines the curriculum's general objectives and specific objectives for speaking, reading, listening, and writing at four instructional levels (beginner, intermediate, advanced, and superior). The second part describes program components, including the textbook series, language laboratory materials, optional elective courses for advanced students, and multimedia support services. In this part, tables present detailed information on the textbook series' content and organization. | [FULL TEXT]

Flores, Alfinio (1998).  The Kinematic Method and the Geometer's Sketchpad in Geometrical Problems.  International Journal of Computers for Mathematical Learning, 3, 1. 

The capacity of the "Geometer's Sketchpad" to trace the path of points by drawing the position of the point at different times provides a powerful tool to help see how velocities are related. Provides a snapshot of the process, along with the traces.

Flores, John G. (1997).  Massachusetts Corporation for Educational Telecommunications: Models of Collaboration for the Integration of Telecommunications in Education.  International Journal of Instructional Media, 24, 1. 

The Massachusetts Corporation for Educational Telecommunications (MCET), a quasi-public agency, plays a leadership role in distance education and the integration of telecommunications and education locally and nationally. Operator of the Mass LearnPike satellite network and the Mass Ed OnLine LearnNet computer network, MCET provides expanded educational opportunities through multiple technologies, partnerships, and innovative, interactive programming for grades K-12.

Flowers, Claudia P.; Hancock, Dawson R.; Joyner, Rowanne E. (1999).  Enhancing Students' Motivation To Learn by Matching Conceptual Level with Instructional Type. 

The main effects and interactions of a teacher's instructional methods (direct/nondirect) and students' conceptual levels (high/low) on the students' motivation to learn academic course content were studied with 65 college students in an introductory educational technology class. Students completed a measure designed to indicate their conceptual level and received direct or nondirect instruction according to T. Cicchelli's classification (1983). There was no statistically significant interaction between instructional strategy and conceptual level on students' motivation to learn course content. On the contrary, there was a statistically significant main effect for instructional groups in that students in the nondirect instruction treatment, regardless of conceptual level, demonstrated much higher motivation levels than student exposed to direct instruction. | [FULL TEXT]

Flowers, Rebecca, Ed. (1998).  School Technology Funding Directory: The K-12 Decision Maker's Guide to Federal and Private Funds, 1999-2000. First Edition. 

This sourcebook provides educators with a comprehensive desktop reference to everything they need to identify and acquire funding for school technology programs. It documents hundreds of technology funding sources--federal, state, and local government agencies, corporate foundations, private endowments, and charitable organizations--all concisely and extensively indexed. The following is provided for each source: contact information, geographic area, restrictions, who is eligible, what is funded, financial information, and how to apply. The directory also features a special appendix guiding readers to organizations that assist schools with fundraising as well as companies that donate computer hardware and software. Additional appendixes cover prospect research, how to research and write winning grant proposals, and popular fundraising myths.

_____. (1997).  From Here to Transformation: Phase II in the Implementation of Missouri's Telecommunications-based Delivery System for Higher Education. Report Presented to the Missouri Coordinating Board for Higher Education by the CBHE Telecommunications Advisory Group. 

This report represents phase two in the development of Missouri's telecommunications-based delivery system for postsecondary education. The 1996 report challenged the state's public and independent colleges and universities to use inter-institutional partnering and emerging telecommunications technologies to improve citizens' access to education. Building on that report and through the mission review process, Missouri's postsecondary education system has initiated regional educational councils and consortia, developed needed distance education programs, and expanded the capacity of its telecommunications network. Now the Telecommunications Advisory Group affirms the direction set in the 1996 report and challenges expanding needs of its customers and forging effective and proactive educational partnerships. Key recommendations of the group include: (1) moving beyond barriers of place and time; (2) a focus on partnerships and collaboration; (3) providing needed quality programs; (4) seamless student support services; (5) library resources for distance learning; (6) faculty roles and support in distance learning; and (7) cooperative technology strategies. A list of subcommittee members, an outline of Best Practices in Distance Education, draft revised Association for College and Research Libraries Guidelines for Distance Education, and Missouri's interactive video education networks are all appended. | [FULL TEXT]

Fromboluti, Carol Sue (1997).  Products Available from the National Center for Education Statistics. 

This booklet lists some of the products available from the National Center for Education Statistics. Each product is described briefly, with some notes about its development and use, and ordering information, including cost and stock number. The following products are described: (1) "Student Data Handbook for Elementary, Secondary, and Early Childhood Education"; (2) "Staff Data Handbook for Elementary, Secondary, and Early Childhood Education"; (3) "Financial Accounting for Local and State School Systems"; (4) "A Pilot Standard National Course Classification System for Secondary Education"; (5) "SPEEDE/ExPRESS"; (6) "Protecting the Privacy of Student Records: Guidelines for Educational Agencies"; (7) "Guidelines for Making Education Technology Decisions"; (8) "Standards for Education Data Collection and Reporting"; and (9) CD-ROM products from the Data Analysis System and Public Use Data. | [FULL TEXT]

Frost, Christopher J.; Pierson, Michael J. (1998).  Using Technology to Make Connections in the Core Curriculum.  Journal of Technology Studies, 24, 2. 

An introductory psychology course integrates subject content with other disciplines in multimedia presentations. Comparison of large multimedia and small lecture classes showed that multimedia instruction was effective in teaching large classes without eroding motivation, enabling students to make connections.

Frost, Roger (1997).  Computer Software for Science Teaching--Choosing and Using.  School Science Review, 79, 287. 

Outlines the types of educational software available for science teaching and how it can help both teachers and learners of science. Presents a summary of the possible benefits of using information technology in science education as put forward in various research reports and views of practicing teachers on the factors affecting the usefulness of available software. Offers guidelines for evaluating software.

Fan, Lianghuo; Kaeley, Gurcharn S. (1998).  Textbooks Use and Teaching Strategies: An Empirical Study. 

This study investigated the influence of textbooks on teaching strategies, specifically secondary school mathematics textbooks. The study compared the teaching strategies of 14 teachers using University of Chicago School Mathematics Project (UCSMP) textbooks in 13 schools with that of another 14 teachers using traditional textbooks in those schools. Data collection included classroom observation, teacher interviews, and teacher background questionnaires. The teacher interviews discussed: whether or not the class period observed was typical; teaching methods used by the teacher; and whether the UCSMP textbook required teachers to adapt their teaching style. Background questionnaires examined: teachers' level of education; teaching experience; subjects taught; certification; and opinions on different aspects of the course. Data analysis indicated there were important differences in teaching strategies between the two groups. Compared with teachers using non-UCSMP textbooks, teachers using UCSMP textbooks spent significantly more time on group work and on the reading of textbooks. They also devoted significantly less time to lecturing and to seatwork. Compared to teachers using non-UCSMP materials, there were significantly more teachers using UCSMP textbooks who employed technology, including computers and calculators, in their teaching strategies. Differences in teaching strategies were closely related to, and consistent with special features of UCSMP textbooks compared with the other textbooks. Teachers using UCSMP textbooks perceived that the textbooks had important influences on their teaching strategies. | [FULL TEXT]

Fincher, Cameron (1998).  Teaching and Technological Innovation. IHE Perspectives. 

This essay discusses the effects of technological innovation on instructional innovation. It is noted that the impact of technological innovation in instruction is cushioned by inherently conservative forces in academe, including the incentive-and-reward system that rewards research over teaching as well as the reluctance of many faculty to adopt such technology. Programs at the University of Georgia and those of the Georgia Governor's Teaching Fellows Program are reviewed as examples of initiatives that support the innovative use of technology in the undergraduate classroom. The effects of learning theory on technological innovation over the last several decades are also reviewed. It is argued that while there is no best way for all students to learn, and there is no single method, process, or technique that is best for all teachers, the improvement of undergraduate education would benefit immensely from a more effective blending of learning theory, teaching practices, and the innovative uses of technology. | [FULL TEXT]

Fine, Carole; Tinzmann, Margaret Baker; Anderson, Mary; Anderson, Whit; Pitlik, Deborah (1998).  Learning With Technology. Facilitator's Guide, Revised Edition, and Participant's Manual. 

This research-based professional development course is designed by the North Central Regional Educational Laboratory to offer participants ways to connect technology with teaching and learning, and to examine ways to apply technology innovations to instruction and to improving teaching and learning. In the six, 2-hour sessions, participants (who should have previous experience using the Internet and other computer-related technologies) will work with their facilitators to: (1) explore the concept of engaged learning and the role technology plays in instruction; (2) use a planning framework to analyze and design technology-supported units and lessons that engage students;(3) build and collect a portfolio of lesson ideas; (4) reflect on current practice, refine existing lessons, and design new lessons and units; (5) analyze video, print, and online instructional examples; (6) examine instructional resources available on the Internet and the World Wide Web; (7) participate in collegial networks and a listserv; and (8) share ideas and provide collegial feedback. The "Facilitator's Guide" includes comprehensive notes on the course, professional development, and session-by-session expectations; optional tips to support facilitation; resources and references; and suggested syllabi and planning documents. The "Participant's Manual" contains materials to supplement each segment of the course and is aligned with the Facilitator's Guide. The first videotape, "Learning With Technology," provides an overview of the course. Five "Captured Wisdom" videotapes cover grade levels K-3 (1 videotape), 4-8 (3 videotapes), and 9-12 (1 videotape). The last videotape "The Technology Corner" provides a glimpse into eight technology subjects that may be useful to teachers: modems, World Wide Web, scanners, browse basics, e-mail basics, CU-SeeMe, CD-ROMS, and the Internet.  | [FULL TEXT]

Fine, Linda (1999).  Improving the Integration of Technology into the Sixth-Grade Curriculum in a Middle School. 

This practicum was designed to increase the integration of technology into the sixth-grade curriculum and to eliminate technology as a separate subject in an urban middle school setting. The subject of technology was integrated into the curriculum of the remaining academic subjects, instead of being added onto the curriculum. Site-based teacher training workshops were conducted. The classroom teachers were then better able to utilize the computer lab to make technology an integral part of their classroom activities. The teachers incorporated technology into their subject areas for student assignments and projects. Appended are teacher and student questionnaires that were used to evaluate before and after performance of both students and teachers relative to the incorporation of technology. Analysis of the questionnaires and performance-based assessment rubrics indicated that there was a substantial increase in the use of computer technology by both students and teachers. There was also an increase in the integration of technology into their subject areas by the teachers.   | [FULL TEXT]

Foshay, John D. (1999).  Project-Based Multimedia Instruction. Fastback 445. 

The purpose of this fastback is to provide a primer on developing project-based multimedia instruction. The first section discusses reasons for using multimedia, including advantages to be gained instructionally from teachers using multimedia and--from the standpoint of active learning--from students using multimedia. How authoring programs work is discussed in the second section, and the following main components of developing a multimedia presentation are summarized: researching the subject matter, writing text, acquiring media, and assembling the presentation. The next section focuses on designing multimedia projects, including content assessment, technology assessment, self-assessment, the authoring process, and time, tests and trial runs. The fourth section describes the process of acquiring media files, including images, sounds, and animation/videos. The fifth section briefly describes several multimedia projects that illustrate the potential for project-based instruction using multimedia in elementary, secondary, and higher education settings. The final section presents an interview with a high school English teacher on a multimedia-based project. A list of resources is provided.

Foshay, Rob (1998).  Instructional Philosophy and Strategic Direction of the PLATO System. Technical Paper. 

This Technical Paper focuses on the instructional philosophy and strategic direction of the PLATO[R] system. The paper examines current directions of change in education and training, and proposes a number of instructional purposes which computer technology can serve, including: direction instruction for declarative knowledge; a range of coached instructional simulations for well- to moderately-structured problem-solving; automated tools and resources, including the Internet, for loosely-structured problem-solving; and advanced assessment and instructional management systems to support a fully individualized, learner-centered approach to teaching and learning. The paper then summarizes the strategic direction of the PLATO computer-based system's evolution and explains how key features of the system specifically support the "information age" models of teaching and learning. Key features include: problem-centered architecture; sound instructional philosophy implemented consistently; whole curricula for adults and young adults, with emphasis on work and life contexts; flexible, modular structure incorporating a range of software types, such as coached instructional simulation, tools and resources, direct tutorial instruction, and practice; individualized competency-based placement, progress checking, and portfolio assessment for high accountability; instructional management system capable of flexible but close integration of all components to give instructors the leverage needed to manage a complex of individual learning plans; and "just in time" delivery via the Internet, local area networks, or stand-alone work stations located anywhere. | [FULL TEXT]

Foster, Stuart J.; Hoge, John (1997).  Surfing for Social Studies Software: A Practical Guide to Locating and Selecting Resources on the Internet.  Social Studies and the Young Learner, 9, 4. 

Reviews a list of seven Web sites that provide extensive information on software available from educational agencies or companies specializing in media products. Recommends 15 social studies software programs covering a variety of topics including the Mayan civilization, Abraham Lincoln, and the Vietnam War.

_____. (1996).  Federal Outlook for Exceptional Children: Budget Considerations and CEC Recommendations. Fiscal Year 1997. 

This report presents the Council for Exceptional Children's (CEC) analysis of the status of federal support for education of children with disabilities and/or giftedness, focusing on fiscal year (FY) 1996 appropriations and FY 1997 budget processes. Preliminary information includes a budget overview; a chart comparing appropriations, authorizations, administration requests, and CEC recommendations for IDEA (Individuals with Disabilities Education Act) components and for gifted and talented grants; and a table listing number of students by disability and percent change from 1993-1994 to 1994-1995. Narrative accounts from educators are presented to demonstrate the value and effectiveness of special education and related services. Most of the document consists of reports on the status of individual IDEA programs including federal appropriations, the authorizing provision, program purpose, who receives the funding, kinds of activities funded, recent funding history, funding considerations, CEC recommendations, and allocation by state. Reports are provided for the following programs: State and Local Grant Program; Preschool Grants; Early Intervention Program; Deaf-Blind Programs and Services; Regional Resource Centers; Programs for Children with Severe Disabilities; Early Childhood Education; Programs for Children and Youth with Serious Emotional Disturbance; Postsecondary Education Programs; Secondary Education and Transitional Services; Innovation and Development; Special Education Technology; Educational Media and Captioning Services; Special Education Personnel Development; Clearinghouses; Evaluation and Program Information; and Gifted and Talented Grants. | [FULL TEXT]

Feder, Eric (1998).  Telecommunications in the K-12 Environment. 

In their 1989 report to the Colorado General Assembly, the Colorado Telecommunications Advisory Commission expressed the widely held belief that regardless of where they live, all Colorodans deserve and can benefit from a statewide telecommunications infrastructure connecting all Colorado schools, libraries, institutions of higher education and government offices with each other and with the rest of the world, providing access to local and remote instructional programs and information resources. This document focuses on benefits of telecommunications technologies in the K-12 setting. It lists barriers that these technologies can help staff and learners overcome and identifies ways technology can enhance education by providing: flexibility for individual needs; immediate access; new and relevant presentation modes; ways to motivate students; ability to enhance learning for students with disabilities; opportunity for analytical and divergent thinking; encouragement for teachers to take a fresh look at how they teach and ways in which students learn; well-designed, meaningful tasks and activities; and the potential for effective group work across distances. The document provides examples of how interactive telecommunications technologies are enabling remote learners in Colorado to have access to resources and instruction, and how telecommunications networks can provide school districts, schools, administrators, teachers, and other staff with multiple opportunities to increase efficiencies. The use of other business applications to greatly reduce amount of time and effort required to accomplish current and future tasks is also identified. | [FULL TEXT]

Fehling, Eric E. (1998).  Classroom Web Pages: A "How-To" Guide for Educators. 

This manual provides teachers, with very little or no technology experience, with a step-by-step guide for developing the necessary skills for creating a class Web Page. The first part of the manual is devoted to the thought processes preceding the actual creation of the Web Page. These include looking at other Web Pages, deciding what should be included in the Web Page, and deciding how the page should be laid out. The second part of the manual is devoted to capturing images that might be included in the Web Page. After focusing on decision making regarding which graphics to use, this section shows how to capture and convert the images so they are available for the Web Page. The digital camera, scanner, captured images from other Web Pages, and graphic converter are all discussed. The final section is devoted to the actual creation of the Web Page. This manual concentrates on Claris HomePage as the tool. | [FULL TEXT]

Friedheim, William; Jaffee, David (1999).  From the Electronic Classroom.  Academe, 85, 5. 

Two urban university professors report on their experiences with use of new technologies in their American history classes, focusing on the crucial role of the teacher. The challenge for the first was to reconcile the enormity of the Internet with the need to make its resources available to students. The second found the technology enabled students to practice historiography.

Friedlander, Alex (1998).  An EXCELlent Bridge To Algebra.  Mathematics Teacher, 91, 5. 

Discusses reasons for using spreadsheets in mathematics education. Presents mathematics activities for beginning algebra classes using spreadsheets.

Friedrich, Felix (1997).  Transfer of Learning Technologies--The Experience of the DELTA DEMO ESC Project.  Open Learning, 12, 3. 

Reports on an evaluation of European Union-funded initiatives within the DELTA Program carried out by five EuroStudyCentres (ESCs). Concludes that (1) the decision about implementing educational technologies should be a result of a close examination of the match between technology and educational conditions; (2) for the optimal technology/user fit, the user should be involved early and continuously.

Fries, Bedelia; Monahan, Brian (1998).  School District Technology Planning in an Era of Rapid Change.  Educational Technology, 38, 1. 

Advocates a new form of long-range educational technology planning and presents as an example the North Rockland (Garnerville, New York) Central School District Technology Planning Grid. Describes infrastructure and hardware, and discusses team planning, staff development, and resources.

Fries, Bedelia; Monahan, Brian (1999).  Low Cost Distance Learning Strategies for Educators. 

New technologies offer educators a lower cost, easier to access opportunity to use distance learning. The Internet, which has had a wide impact on education, has only recently become widely available and is much easier to navigate than in past years. Educational benefits for students using the Internet include learning materials posted on Internet pages, learning to work cooperatively, and learning to write correctly when creating web pages. Videoconferencing is another new technology. Within the last year, new technologies have made it possible videoconference over the Internet for a reasonable price. Until recently, only those in professional laboratories could turn photographs, sounds, and video images into digital files that could be manipulated by computer. Digital cameras that once cost thousands of dollars now cost hundreds. They are as easy to use as standard cameras. Many schools use digital cameras to create web pages. Digital images can be created by scanners at reasonable costs. As prices drop, schools must consider whether it is worth the expense to use technology, determining how and why the technology is important to them and whether the time it takes to integrate it into the curriculum is justified by the educational benefits. Use of the new technologies can naturally foster the kind of collaborative learning that is harder to achieve in other settings. | [FULL TEXT]

Friesen, Peter (1998).  Building the Brontes: Rationale, Problems and Solutions for a Scholarly Hypertext.  Journal of Educational Technology Systems, 26, 4. 

Describes "The Brontes: A Hypertext Edition," a project that aims to provide cross-referenced editions, annotations, 19th-century critical accounts, and contextual links to sources for quotations and allusions in the Brontes' novels. Notes limitations of print editions and discusses theoretical concerns, the need for a range of tagging options, limitations of HTML, and alternative hypertext systems.

Fritsch, Helmut (1997).  Host Contacted, Waiting for Reply. 

An evaluation was conducted of a multinational virtual seminar held from January through March 1997 on delivering distance education using the latest technology. The seminar was organized by the University of Maryland University College (Maryland) and the University of Oldenburg (Germany). Participants interacted with experts and, to a lesser-extent, with each other through electronic mail. They also participated in face-to-face seminars. Evaluation questionnaires completed by 41 participants (and 4 who were not enrolled but completed surveys) showed that all participants liked the seminar and most would participate again, if the price were $200 or less. The technical details of the seminar worked very well in most cases, and participants were not intimidated by the technical arrangements. The number of participants decreased throughout the seminar, which was not unexpected given that there were no firm expectations and deadlines. The seminar was found to provide top-quality professional development at a low price for many people. It proved that professional development in distance education can be carried out in a virtual seminar. | [FULL TEXT]

Fritze, Paul; Ip, Albert (1998).  Learning Engines - A Functional Object Model for Developing Learning Resources for the WWW. 

The Learning Engines (LE) model, developed at the University of Melbourne (Australia), supports the integration of rich learning activities into the World Wide Web. The model is concerned with the practical design, educational value, and reusability of software components. The model is focused on the academic teacher who is in the best position to conceive and apply novel learning objects (e.g., visualization, simulation, dialogue shell, interface) to meet particular discipline learning requirements. A key component of the model is the ability to engage the learner in tutorial-style dialogue. By incorporating other content resources and customized interface objects, the learning environment can be effectively extended. LE objects operate within an open, scalable technical framework that provides mechanisms for inter-object communication, database management, delivery, and authoring. This paper describes the LE model, including the Tutorial Itemset (a dialogue shell) and design issues, and the LE technical structure, including the communication framework, script, and Director core libraries. Future directions are also addressed. Three figures present: the Tutorial Itemset object displaying one of a set of question items; objects combined to create a tutorial dialogue centered around a simple visualization; and the Graphing Engine input device as focus of a tutorial dialogue.  | [FULL TEXT]

(1997).  Fair Use Guidelines for Educational Multimedia.  Liberal Education, 83, 1. 

Guidelines for fair use of copyrighted multimedia instructional materials in higher education, developed by the Association of American Colleges and Universities after a two-year study, are presented. The guidelines detail their applicability, permitted uses of multimedia projects created under them, limitations, and examples of when permission for use is required.

Failla, Victor A.; Birk, Thomas A. (1999).  Planning for Power.  American School & University, 71 n6 p26, 28 Feb 1999. 

Discusses the electrical power problems that can arise when schools try to integrate educational technology components into an existing facility, and how to plan the electrical power design to avoid power failures. Examines setting objectives, evaluating current electrical conditions, and developing the technology power design.

Fenster, Mark J. (1998).  Evaluating the Impact of Science, Math and Technology Initiatives on Student Achievement: The Case of the New Jersey Statewide Systemic Initiative (NJSSI). 

The National Science Foundation's Statewide Systemic Initiative (SSI) program attempted to address concerns about student performance in science, mathematics, and technology education. The SSIs were supposed to increase and improve student learning in these areas by having challenging academic standards, a hands-on approach to instruction, the use of curricula relevant to students' lives, emphasis on higher-order thinking skills, the use of technology in the classroom, and assessments that reinforce these instructional practices. Over the last 4.5 years, the New Jersey SSI (NJSSI) spent $15 million SSI dollars. This evaluation centered on three questions: (1) do students learn more because of the SSI; (2) are they better equipped to apply what they are learning to everyday problems; and (3) are the inequities in performance among different groups of students being reduced? The NJSSI had some reach in 446 schools (19% of the schools in New Jersey), a little implementation in 409 schools, and no reach at all in 1,402 schools. Evaluation data came primarily from state-mandated assessments. No evidence was found for the first evaluation question; students in NJSSI schools did not learn more than their counterparts in schools without NJSSI affiliation. Evidence with respect to the second question was too limited, and the question could not be answered. With regard to question 3, it was found that inequities in performance had actually worsened. The knowledge gap between underserved school districts and the rest of the state increased on the state-mandated eighth grade assessment in mathematics during the time the NJSSI was in operation. In addition, the knowledge gap between students from affluent suburbs and urban students increased in Advanced Placement Calculus, Advanced Placement Biology, and Advanced Placement Computer Science. | [FULL TEXT]

Fahy, Patrick J. (1997).  Graduate Students' Interests in Technology Training: Results of a Survey. 

A two-part survey of 69 students (35 percent response) enrolled in the Master's of Distance Education (MDE) program at Athabasca University in December 1996 addressed three questions: (1) what specific technologies were of most interest to MDE students; (2) whether students accustomed to studying completely at a distance would accept a proposed hands-on technology workshop as part of the course; and (3) whether there were alternatives to requiring participants to come to the workshop. The study consisted of a computer-based questionnaire and telephone interview. One-fourth of respondents were noncommittal on attending the workshop. Many indicated that distance methods and technologies should be used to provide access to the workshop content, without the expense and inconvenience of coming to Edmonton. The technologies rated highest in the survey and mentioned most often in the interviews were World Wide Web-based development and delivery, videoconferencing, and computer conferencing. Respondents desired the following specific skills: technical, leadership, and applications skills; information and knowledge necessary to provide familiarity with the technologies; and the background to enable confident communication with technicians. Students perceived a great need for hands-on experience with technologies. A number of respondents suggested regional workshops. Respondents approved of the use of a wide range of technological options in the workshop. (Five tables are appended.) | [FULL TEXT]

Fowler, C. J. H.; Mayes, J. T. (1999).  Learning Relationships from Theory to Design.  Association for Learning Technology Journal, 7, 3. 

Addresses psychological and anthropological views of situated learning by focusing on the concept of a learning relationship and uses it in a conceptual framework for designing learning technology. Discusses communities of practice, and emphasizes social identification as a central aspect of learning which should influence the design of learning environments. 

Feldman, Alan; Konold, Cliff; Coulter, Bob (1999).  Network Science, A Decade Later.  Hands On!, 22 n2 p1-2, 16-18 Fall 1999. 

Presents an excerpt from "Network Science, A Decade Later: The Internet and Classroom Learning", a publication based on four years of research that examines the role of technology in fostering inquiry-based approaches to learning.

Felix, Uschi (1998).  Towards Meaningful Interaction in Multimedia Programs for Language Teaching.  On-Call, 12, 1. 

Examines the interactive potential for teaching four language skills (listening, reading, writing, and speaking) in the context of what is available across a range of multimedia technologies, from CD-ROMs to the World Wide Web. Identifies three levels of interactivity in the multimedia environment and notes the advantages that multimedia technology may have over classroom teaching.

Fabos, Bettina; Young, Michelle D. (1999).  Telecommunication in the Classroom: Rhetoric versus Reality.  Review of Educational Research, 69, 3. 

Analyzes the educational discourse surrounding telecommunication exchanges in the classroom, and suggests that much of the current research is contradictory, inconclusive, and possible misleading. Illustrates some of the problems in claims about technology-based education projects. 

Fabry, Dee L.; Higgs, John R. (1997).  Barriers to the Effective Use of Technology in Education: Current Status.  Journal of Educational Computing Research, 17, 4. 

While the number of computers in the classroom continues to increase and tremendous support for technology integration exists in government, business, and academia, a major discrepancy exists between the level of technology use expected of educators and the actual use and integration of technology in the classroom. This article examines barriers that impede the effective use of technology in education.

Follows, Scott B. (1999).  Virtual Learning Environments.  T.H.E. Journal, 27 n4 p100, 102. 

Illustrates the possibilities and educational benefits of virtual learning environments (VLEs), based on experiences with "Thirst for Knowledge," a VLE that simulates the workplace of a major company. While working in this virtual office world, students walk through the building, attend meetings, read reports, receive e-mail, answer the telephone, and use a computer to query a database.

Fomichova, Olga S.; Fomichov, Vladimir A. (1999).  Semantics of Learning Transactions: Intelligent Tutoring Systems for Improving the Understanding of Linguistic Representations.  Educational Technology, 39, 5. 

Discusses the need to improve the design of intelligent tutoring systems for young children and teenagers so they will develop information-processing skills and enrich their cognitive-emotional sphere. Gives an example of an experimental group in Moscow studying English as a second language.

Feenberg, Andrew (1999).  No Frills in the Virtual Classroom.  Academe, 85, 5. 

Argues that promoters and opponents of online education are mistaken. Although technology can be used to enhance the college curriculum, it is useful mainly for such efforts as low-tech, labor-intensive writing instruction. It cannot replace the advantages of face-to-face instruction but should be developed to meet practical instructional needs and provide access to higher education for nontraditional students.

Fialho, Francisco Antonio Pereira; Catapan, Araci Hack (1999).  Knowledge Building by Full Integration with Virtual Reality Environments and Its Effects on Personal and Social Life.  Bulletin of Science. 

Argues that the creation of distributed environments for constructivist learning is a challenge which requires a multidisciplinary development and support team. Outlines recommended strategies for the collective creation of virtual worlds which can improve learning. Contains 11 references.

Flynn, Kathleen F. (1998).  Bring Language to Life! Using Video in Your ESL/EFL Program.  ESL Magazine, 1 n2 p18-20, 22 Mar-Apr 1998. 

Explains how to use videos in English-as-a-Second-Language (ESL) classrooms to enhance teaching and motivate students. After describing the benefits of using videos, the article looks at the main types of ESL videos (video series, supplementary videos, and video-assisted learning), describes three major video series available today, and examines potential drawbacks.

Flynn, William J. (1999).  Rethinking Teaching and Learning.  Community College Journal, 70, 1. 

Contends that community colleges need to move from the comfort of the instruction paradigm to that of the learning paradigm for the next century. Asserts that a curriculum based on learner outcomes can be created with the aid of new technology and well-trained faculty. Proposes suggestions for making the transformation to become a learner-centered college.

Francis, Joseph W. (1997).  Technology-Enhanced Research in the Science Classroom.  Journal of College Science Teaching, 26, 3. 

Describes a project where students use the Internet as a research tool. Discusses using e-mail to access molecular biology databases and identify proteins using amino acid sequences, obtaining complete amino acid sequences using the world wide web, using telnet to access library resources on the Internet, and various stages of protein analysis using programs available on the Internet.

Fraundorf, Mary C. (1997).  Distributed Computers and Labs: The Best of Both Worlds.  Learning and Leading with Technology, 24, 7. 

Although current theory about the effective use of instructional technology argues for the distribution of small groups of computers in individual classrooms, computer labs still offer benefits. Discusses the drawbacks of the distributed model and describes Palmer Elementary School's (Missouri City, Texas) technology plan which incorporates both school-wide distribution and a mini-lab.

Fraunholz, Wolfgang, Ed. (1998).  International Conference on Technology in Mathematics Teaching (ICTMT 3), Koblenz, 1997. [CD-ROM.] 

This CD-ROM contains the lectures, abstracts, workshops, and posters of all participants in the Third International Conference on Technology in Mathematics Teaching (ICTMT 3). Various topics on teaching mathematics with technology are reviewed and some software and demos are also included. Main talks focus on such topics as graphing calculators, mathematics and technology, probability, mathematical patterns, and the teaching and learning of mathematics.

Frayer, Dorothy A. (1999).  Creating a Campus Culture To Support a Teaching and Learning Revolution.  CAUSE/EFFECT, 22 n2 p10-17, 50 1999. 

Details four strategies that have helped create a campus culture at Duquesne University (Pennsylvania) that embraces technological tools for pedagogical change: encouraging faculty to learn about colleagues' successful use of technology; stimulating faculty and departments to examine learning goals for students; providing faculty with information, strategies, and resources; and rewarding faculty for successful technology use.

Falba, Christy J.; Strudler, Neal; Bean, Thomas W.; Dixon, Juli K.; Markos, Patricia A.; McKinney, Marilyn; Zehm, Stanley J. (1999).  Choreographing Change One Step at a Time: Reflections on Integrating Technology into Teacher Education Courses.  Action in Teacher Education, 21, 1. 

Presents data from a case study that examined new technology use in teacher-education courses and investigated progress within College of Education faculty. Data from interviews, observations, questionnaires, and documents indicated that individual changes in each course resulting from technology were minimal, but when viewed across cases, the potential impact of small changes on the overall program was evident.

Falck, A-K.; Husu, J.; Kronlund, T; Kynaslahti, H.; Salminen, J.; Salonen, M. (1997).  Testing Virtual Classroom in the School Context.  Distance Education, 18, 2. 

Discusses the instructional processes and theoretical aspects of virtual classrooms in a school context. Reports on a three-year pilot project in Finland linking two lower secondary classrooms (grades seven through nine) with video-conferencing, highlighting the interactive network of the linked classrooms. Concludes that technology use today tends to support the replication of conventional classroom instruction.

Fallon, Janet L. (1997).  Education and the Internet: Applications to Communication Curricula.  Telematics and Informatics, 14, 3. 

The Internet is impacting all aspects of traditional universities. Faculty, students, and the physical campus itself are facing the challenge of keeping up with technology. Communication departments will have the opportunity and the necessity to incorporate new tools into their methods of teaching as well as into their curricula.

Foegen, Anne; Hargrave, Constance P. (1999).  Group Response Technology in Lecture-based Instruction: Exploring Student Engagement and Instructor Perceptions.  Journal of Special Education Technology, 14, 1. 

This study examined use of group-response technology (GRT) to gather responses of 26 students during instruction in a college course. Classroom observation data indicated no differences in engagement between those who used GRT and those using journals; however, GRT use provided the instructor with real-time data about student learning.

Foegen, Anne; Howe, Kathryn B.; Deno, Stanley L.; Robinson, Steven L. (1998).  Enhancing the Potential of Distance Education: A Case Study Involving Groupware.  Teacher Education and Special Education, 21, 2. 

In discussing distance education to address special-education teacher shortages, this paper examines three problems inherent in the delivery of distance education and uses the teacher-effectiveness literature to explore potential enhancements. It describes an inservice workshop in which distance education was supplemented with a groupware technology to facilitate principles of effective instruction.

Foelsche, Otmar K. E. (1999).  Implementation and Implications of Digital Services in Learning Centers. 

Few learning centers exist without some level of digital services. On the most basic level, this may be a low-end computer with a printer for word processing. On a more advanced level, there may be dozens of high-end networked computers connected to the Internet. Dartmouth College's Language Lab has gone through various transformations. Until 1987, the mission of the center was clearly defined: to provide language learning support services via cassette tape, playback and recording facilities, as well as copying facilities for all language students on campus. Today, there is still a need for these traditional services, but they are now being delivered via different technologies. Additional services are being requested through new technologies as old technologies fade away. There seems to be little doubt that language centers will eventually transform from a facility that is focused exclusively on languages to a facility that is focused on many disciplines. This paper addresses the challenges of digital versus analog services, network bandwidth, and delivery over internal and external networks, server technology, conversion technology, platform compatibility issues, and implications for learning and teaching. It reports on Dartmouth's experience and provides information on planning for, and implementation, implications, and cost effectiveness of a move to digital services. Fifteen issues that were to guide the implementation process at Dartmouth's Language Resource Center are listed. Of these areas, the following are briefly addressed: 24-hour access; audio, video, and slide quality; CD-ROM packages; compatibility and standards; archiving; distance education; maintaining traditional services, phasing out, and phasing in of digital services; users bearing some of the cost of access; personnel; space; and ownership/copyright issues. | [FULL TEXT]

Fitzgerald, Gail E.; Allen, Bryce L.; Reeves, Thomas C. (1999).  A Scholarly Review Process for Interactive Learning and Information System Products.  Journal of Interactive Learning Research, 10, 1. 

Describes a new scholarly review process for courseware and other interactive learning and information system products. The purpose is to provide a mechanism to support faculty in the creative scholarship of designing and developing interactive products, evaluating their quality, disseminating results, and providing opportunities for the professional community to view and discuss their work.

FitzGerald, Patrick J.; Buie, Tim; Cuales, Michael (1998).  The EyeCue System: A Prototype for the Next Generation of Educational Technology.  Meridian, 1, 2. 

Introduces a vision for how a multimedia learning system might work, and describes the design parameters involved in developing the EyeCue System, a large-scale interdisciplinary research-and-development project under development at North Carolina State University.

Feicht, Louis (1997).  Parametric Equations, Maple, and Tubeplots.  Mathematics Teacher, 90, 8. 

Presents an activity that establishes a graphical foundation for parametric equations by using a graphing output form called tubeplots from the computer program Maple. Provides a comprehensive review and exploration of many previously learned topics.

Feicht, Louis (1999).  3-D Graphing, Contour Graphs, Topographical Maps, and Matrices Using Spreadsheets.  Mathematics Teacher, 92, 2. 

Provides a lesson that focuses on three-dimensional graphing, contours, and topographical maps using computer spreadsheets.

Firdyiwek, Yitna (1999).  Web-Based Courseware Tools: Where Is the Pedagogy?  Educational Technology, 39, 1. 

Examines three integrated-courseware systems for Web-based online courses and considers the integration of pedagogy in courseware authoring systems. Topics include knowledge; learning; motivation; and pedagogy based on effective use of electronic learning environments for the development of cognitive skills through access to information, interactivity with tools, and communication.

Feyten, Carine M., Ed.; Nutta, Joyce W., Ed. (1999).  Virtual Instruction: Issues and Insights from an International Perspective. 

The essays in this book, by contributors from around the world, clarify predominant theoretical issues that pertain to virtual instruction, and offer practical suggestions for implementing these programs in any setting. Chapters include: "Mapping Space and Time: Virtual Instruction as Global Ritual" (Joyce W. Nutta and Carine M. Feyten); "Assessing Cost-Effectiveness for Virtual Learning and Instruction: Why and How?" (Christel Claeys); "Educational Vision, Theory, and Technology for Virtual Learning in K-12: Perils, Possibilities, and Pedagogical Decisions" (Elizabeth Wellburn); "Learners and Learning in Information and Communication Technologies (ICT) Environments: Constructing and Instrument" (Joost Lowyck and Jan Elen); "Educational Innovation and Information and Communication Technologies (ICT): Revolution or Evolution?" (Georges Van der Perre); "Bridging the Gap or Keeping the Distance: Videoconferencing in Education and Training" (Sally Reynolds and Han Fraeters); "Computer-Facilitated Communications in Transition" (Graeme Hart and Jon Mason); "Cultural and Linguistic Diversity: Threat or Challenge for Virtual Instruction" (Jef Van den Branden and Jose Lambert); "Distance Learning and Virtual Instruction: An Asian Perspective on a Culture of Simulation" (Chen Ai Yen and Azam Mashhadi); and "Use of Information Technology in Education: Present State and Future Prospects in Japan" (Takashi Sakamoto). Includes an index.

Fichten, Catherine S.; Barile, Maria; Asuncion, Jennison; Judd, Darlene; Alapin, Iris; Reid, Evelyn; Lavers, Jason; Genereux, Christian; Guimont, Jean-Pierre; Schipper, Fay (1998).  A Comparison of Postsecondary Students with Disabilities and Service Providers: Views about Computer and Information Technologies. 

This report discusses a study involving 37 Canadian college and university students with disabilities and 30 Disabled Student Services (DSS) personnel that explored the use of computers in postsecondary education. Students were enrolled in community and junior colleges, universities, and postsecondary distance education institutions. Results indicated: (1) about half of the student sample had 2 or more impairments, suggesting the need for adapted work stations which can accommodate the needs of students with various disabilities; (2) in spite of their smaller numbers, students who are blind had the largest array of technologies at their disposal; (3) voice input software and scanners were found to be used not only by students with learning disabilities, but also by those who have a variety of impairments involving mobility and use of hands and arms; (4) service providers were using the Internet as a means of getting information about what equipment and adaptations are out there for students, and students were primarily teaching themselves how to use the equipment; (5) smaller institutions were less likely to have specialized computer technologies for their students; and (6) about half of the students surveyed did not know that funding programs existed to help them to obtain needed equipment. | [FULL TEXT]

Fichten, Catherine; Barile, Maria; Asuncion, Jennison V. (1999).  Learning Technologies: Students with Disabilities in Postsecondary Education. Final Report to the Office of Learning Technologies [and] Appendix. 

This report discusses the outcomes of a project that investigated the computer, information, and learning and adaptive technology needs and concerns of Canadian postsecondary students with disabilities. A series of four bilingual focus groups involving 31 individuals was held. Focus groups included postsecondary students with various disabilities; college and university personnel responsible for providing services to students with disabilities; professors; and academics, computer specialists, and other concerned individuals. The study found that: (1) colleges had a larger proportion of students with disabilities than universities; (2) the majority of students, regardless of type of disability, can and do use computer technologies to help them succeed; (3) personnel responsible for providing services to students with disabilities indicated the use of computers was not only beneficial for students but also cost effective; (4) about half of the students had two or more impairments; (5) the high cost of acquiring and maintaining computer technologies was the single most important and common issue noted by computer users and non-users alike; (6) the majority of students who had computer equipment at home indicated that they or their families had paid for it; and (7) most students did not know about the existence of a government program that would help them obtain computers or other adaptive technologies. An extensive appendix includes interview questions and relevant data. | [FULL TEXT]

Fickes, Michael (1998).  Buying Advanced Telecommunications Systems.  School Planning and Management, 37, 7. 

Examines the integration of basic school communications technologies into single systems that allow for a growth path into the Internet and for sophisticated media retrieval. Descriptions and benefits of these systems for two school districts are discussed.

Fu, Hongchu (1996).  Multimedia Teaching in Chinese Courses: Practices and Suggestions. 

A discussion of multimedia teaching techniques for second language instruction looks at the current state of educational technology for college-level Chinese language teaching, then focuses on practices for teaching Chinese at Smith College (Massachusetts). Truly multimedia materials, which use computer software, compact discs, video, slides, and overhead projection in various combinations, are found only for pronunciation instruction and intermediate-to-advanced reading instruction. At Smith College, the guiding principle for multimedia use is to increase exposure to the Chinese language environment, contributing to more efficient use of class time. Students are assigned work in the language laboratory or dorm (with computer link to the campus network). Pronunciation materials have been found effective here. Assignments are given and grammar notes are summarized on a class home page, particularly useful for students in the five-college consortium who live off campus. Student reading of texts is recorded in the lab, with teacher feedback provided on computer. More advanced readings will have to be developed because edited materials already on the Internet are limited. Despite its advantages, multimedia technology has two drawbacks: it can consume too much student time, and can not replace oral language or character-writing practice. Also the issue of standardization must be addressed. | [FULL TEXT]

Furmanovsky, Michael (1996).  Content Video in the EFL Classroom. 

Use of authentic content-based videotape recordings to integrate content with English-as-a-Foreign-Language (EFL) instruction and English for academic purposes in college-level courses is discussed, particularly as it is relevant to the Japanese university context. Focus is on adaptation of techniques used in the United States for sheltered English instruction and on selection of appropriate video materials. Ideas are offered for choosing and customizing documentaries, movies, television commercials, public service announcements and government films. An example of each of these video types is offered, with specific classroom activities suggested. Contains three references. | [FULL TEXT]

Furstenberg, Gilberte (1997).  Teaching with Technology: What Is at Stake?  ADFL Bulletin, 28, 3. 

Suggests that in college second language teaching, teachers and administrators view the classroom as a place where computers are resources for teachers and students alike, and teachers and learners work side by side taking advantage of electronic teaching materials. This requires that teachers design appropriate tasks and that department heads actively provide support to faculty in this endeavor.

_____. (1997).  Facility Guidelines for Learning Technologies. 

This document provides detailed guidelines for implementing the Tasmanian government's policy on computers in schools and identifies the building planning issues to help schools develop realistic budget estimates when creating their Learning Technologies Plan. The document's scope covers computer placement and building modifications; furniture requirements and dimensional suggestions; lighting and glare control; security; electric power supply including noise, radiation, and interference control; telephone system expansion; and cost estimation. Included are case studies highlighting specific problems encountered by six schools in setting up their model classrooms. | [FULL TEXT]

_____. (1998).  Facing the Challenge of Technology Integration. A Portfolio of Processes. Student Guide. 

This guide contains the following five sections: (1) Building a Sound Knowledge Base -- learning theories, societal implications of technology, multimedia and the World Wide Web (WWW), school restructuring, university teaching in the information age, distributed learning on the WWW, collaborative learning environments on the WWW, organizing and searching instructional material on the Internet, and students programming with multimedia tools; (2) Changing Mental Models -- operationalizing mental modes, and looking at computers as a language; (3) Teaching & Learning -- universal intellectual standards, the National Educational Technology Project (NETS), rubrics for the assessment of information literacy, evaluating web sites, virtual conferences, pedagogical resources on the Internet, reading lists on technology and pedagogy, collaborative projects on the Internet, instructional design tools on the Internet, WWW constructivist project design, WebQuests, using the Web for learning, authentic science investigations on the Web, Hands-On and Far-Out Physics, digital portfolios, and helping students assess their thinking; (4) Classroom and System Connections -- netcourses in virtual high schools, learning for the 21st century, and the information age school; and (5) Resources -- basic information on emerging technologies. | [FULL TEXT]

Facciola, Peter C.; Roberts, Ken C. (1998).  Interaction of Technology Based Classroom Innovations and Administrative Systems. 

This paper explores the challenges that South Mountain Community College (Phoenix, Arizona) faced in order to take advantage of the opportunities computer technology offered in its teacher education program. Three issues are examined which were critical to the effective use of computer technology: (1) the technology itself, including the college's emphasis on open-ended computer tools and the benefits of this technology for students; (2) the classroom learning environment in which the technology was used, i.e., the Dynamic Learning teacher preparation program, a classroom learning environment that invites students to mindfully engage in their studies, particularly when using computer technology; and (3) the administrative changes and challenges needed to facilitate instructional innovations, including budgeting, network infrastructure requirements, administration of the Dynamic Learning computer laboratory, training, off-campus access to technology, and course scheduling. The paper emphasizes how these factors led faculty and administrators to a dialectical process of discussion and action across campus to meet the needs of students. | [FULL TEXT]

Flew, Terry (1998).  Fast Times at Virtual U: Digital Media, Markets and the Future of Higher Education in the West Report.  Australian Universities' Review, 41, 1. 

Discussion of a recent Australian report on technology in higher education, entitled "Learning for Life" and known as the West Report, finds unconvincing its claims about the imminent threat of "virtual universities" and the educational possibilities opening up through new communication and information technologies. An alternative vision of technology in Australian higher education is sought.

Faughnan, John G.; Elson, Robert (1998).  Information Technology and the Clinical Curriculum: Some Predictions and Their Implications for the Class of 2003.  Academic Medicine, 73, 7. 

Drawing on academic studies and on personal clinical and industry experiences, argues that ubiquitous, simple network computing and "power tools" for managing medical knowledge are coming to medicine in the near future. Implications are drawn for how medical school curricula cover issues such as patient confidentiality, systems thinking and error management, and knowledge-resource evaluation.

Fay, Temple H. (1998).  Eulerization of an Alternating Series: A Calculus Laboratory Project.  Mathematics and Computer Education, 32, 2. 

Discusses an old technique going back to Euler for accelerating the convergence of an alternating series. Uses a computer algebra system such as Derive, Maple, or Mathematica to implement this method called Eulerization. Argues that investigations using this technique will improve a student's understanding of infinite series.

Flannelly, Susanne (1998).  Improving Middle School Educators' Computer Application Skills through a Staff Training Program. 

This practicum involved a series of continuous staff training sessions that provided teachers with the skills and knowledge necessary to implement the use of computers in the classroom. The 14 workshops and 3 inservice days focused on using the computer for: classroom management skills, evaluating software for instructional use, CD-ROM instruction, and Internet training. All sessions emphasized the development of useful projects that related directly to the educational environment. In addition, workshop attendees were provided with mentors to assist them with the inclusion of computer use in their instruction. Inservice day sessions were provided by technology-savvy teachers who use technology in their classrooms. The author, a computer teacher and presentor at numerous state and national technology conferences, presented workshops. The results of the practicum revealed that, after completion of the workshop and inservice sessions, teachers possessed the skills and confidence necessary to include computers in their instruction. The Needs Assessment Questionnaire, Performance Evaluation Checklist and Software and Workshop Evaluation Forms are appended.   | [FULL TEXT]

Fawcett, Gay; Snyder, Steve (1997).  An Upgrade for Learning.  Techniques: Making Education and Career Connections, 72, 7. 

NEW3 (New Knowledge, New Technology, and New Work) is a three-pronged program of the Educational Service Center in Summit County, Ohio, that encourages real-world experiences instead of text-based instruction. It was funded by a federal Technology Learning Challenge Grant.

Fawkes, Steven (1998).  Switched On? Video Resources in Modern Language Settings. Modern Languages in Practice 10. 

The use of television as an instructional resource in modern language teaching is discussed. The book's purpose is to support teachers in thinking about the principles underlying television use in the classroom, suggest some practical strategies for using broadcast resources from the earliest instructional stages, examine various instructional outcomes, and present suggestions for achieving them. Chapter one looks at the rationale and principles for television use, and gives some background on educational recordings in the United Kingdom. Chapter two gives general information on the selection, evaluation, and storage of television resources. Chapter three addresses setting the scene in the classroom for television use, and determining how and when to use videos, and chapter four explores the different types of programs available and how they can be exploited. Chapter five considers how to integrate television with existing materials and curriculum, creating lessons, and departmental planning issues. Practical issues in tape and equipment management, storage, and preservation are the focus of chapter six. Specific classroom procedures and approaches are outlined in chapter seven. The final chapter contains checklists and forms for the teacher to use in assessing, using, and designing instruction with video resources. Contains 15 references.

Fucaloro, Liliane; Russikoff, Karen (1998).  Assessing a Virtual Course: Development of a Model. 

A study was undertaken to develop and pilot an assessment model for an on-line, college-level, French civilization course. The model was applied to examine the effects of this instructional mode on teaching and learning, noting opportunities for faculty-student contact, speed and type of feedback, time on task, and concerns with learning styles. Characteristics of student participants were also analyzed to determine degrees of technological skills required, preferences concerning structured environment, and active learning initiative. In addition, the model was used to assess the demands on faculty in terms of workload, technological ability, and reflective teaching. Multiple measures were used to assess the model's utility; those findings are examined and implications for pedagogy, curriculum, and future research are discussed. Contains two references. | [FULL TEXT]

Fuchs, Douglas; Fuchs, Lynn S. (1996).  Consultation as a Technology and the Politics of School Reform. 

This paper proposes that consultation meets the definition of an educational technology and examines reasons why it has not been utilized more frequently by practitioners. First, it defines an educational technology and compares consultation to exemplars of educational technologies (such as classwide peer tutoring) and to non-exemplars (such as whole language). The occasional misuse of consultation is noted but its lack of use is especially emphasized. Well-known reasons for this lack (such as a tendency to place the difficult-to-teach students in special education) are considered, but the politics of school reform are seen as a major reason for consultation's research-to-practice gap, as it is out of step with current reformist thinking. Ways in which contemporary education reform clash with the technology perspective in general and with consultation in particular are discussed, including: (1) the perceived greater value of local knowledge (insiders) versus that of technology developers (outsiders); (2) bottom-up versus top-down decision making (with consultation seen as fostering bureaucratic complexity and centralization); (3) egalitarianism versus expertise; (4) collegiality versus isolation; (4) revolutionary change versus incremental change; and (5) subjective knowledge versus objective knowledge. School reformers and technology developers are urged to learn from each other and to differentiate between collaboration and consultation. | [FULL TEXT]

Frye, Sherman (1997).  Development of Introductory Physics as Distance Learning.  Inquiry, 1, 2. 

Describes the transformation of PHY 101-02, an introductory physics course taught at Northern Virginia Community College, Annandale Campus, into a distance learning course by putting the lecture component on video tape and transforming the laboratory component into "at-home" labs. Course requirements may be completed on students' own time.

_____. (1997).  Five Year Strategic Plan, 1997-2002. 

This report presents Westchester Community College's Strategic Plan for 1997-2002. Included are the following: a list of the Strategic Planning Committee members; an executive summary; an overview of the planning process; an institutional profile; a demographic and economic outlook for 1998-2008; and a summary of the focus-goals and objectives in the 5-year action plan, which are student retention, academic technology, marketing and recruitment, and revenue enhancement and restructuring. To effect greater student retention, the college looks to provide the support and counseling necessary to keep students at the college through the achievement of their intended goals. This may include graduating, transferring to a four-year college, taking several courses to retool for a job, or just taking a course for personal enrichment. The vision in continued innovations in academic technology is to continue to invest in the expertise and equipment necessary to assure that the college maintains its leadership status in this area. Through increased marketing and recruitment, the college tries to make sure that any one seeking the benefits of higher education is aware of the college and knows of the high quality instruction it provides at very affordable prices for students of all ages. The college hopes to find other sources of revenue to keep tuition affordable and to defray the mounting costs of state-of-the-art equipment and instructional facilities through revenue enhancement and restructuring. | [FULL TEXT]

_____. (1997).  Focus on Basics, 1997. 

Together, these four newsletters contain 36 articles devoted to adult literacy research and practice and the relationship between them. The following articles are included: "A Productive Partnership" (Richard J. Murnane, Bob Bickerton); "Welcome to 'Focus on Basics'" (Barbara Garner); "Applying Research on the Last Frontier" (Karen Backlund, Kathy Bond); "Understanding Quantitative Research about Adult Literacy" (Thomas Valentine); "An Odyssey for an Answer" (Grace Temple); "Research with Words: Qualitative Inquiry" (Glynda Hull); "Finding Out for Myself" (Eileen Barry); "On 'Reading' Teacher Research" (Susan L. Lytle); "Knowing, Learning, Doing: Participatory Action Research" (Juliet Merrifield); "A New Center for Research on Adult Learning and Literacy" (John Comings, Cristine Smith); "Learning to Love Reading" (Donna Earl); "Building a Research Agenda" (John Comings); "There's Reading...And Then There's Reading" (Victoria Purcell-Gates); "Models of Reading and the ESOL (English for Speakers of Other Languages) Student: Implications and Limitations" (David E. Eskey); "Rediscovering Themselves: Learning to Read for Survival" (Melissa Nieves); "What Silent Reading Tests Alone Can't Tell You" (John Strucker); "The ESOL Adult and the Push towards Meaning" (Judith Rance-Roney); "Reversing Reading Failure in Young Adults" (Mary E. Curtis, Ann Marie Longo); "Reconceptualizing Roles: Mathematics and Reading" (Mary Jane Schmitt); "Building Community and Skills through Multilevel Classes" (Judy Hofer, Pat Larson); "Welcome to 'Focus on Basics'" (Barbara Garner);"Multiple Levels, Multiple Responsibilities" (Lenore Balliro); "The Multilevel Umbrella" (Miriam Burt); "Technology Melts Classroom Walls" (Susan K. Cowles); "A Foundation for Learning Math" (Jan Phillips); "When the 'Multi' Is Generational and Cultural" (Eileen Barry); "Multilevel Literacy Planning and Practice" (Cathy Shank, Lynda Terrill); "Focus on Research: Longitudinal Study of Adult Learners" (Barbara Garner); "Poe, Alcoholism, and ESOL" (Lynne McCarthy, Bernadette Comeau); "Welcome to 'Focus on Basics'" (Barbara Garner); "The Theory Behind Content-Based Instruction" (Thomas G. Sticht); "Too Little Time and Too Many Goals: Suggested Remedies from Research on Workplace Literacy" (Larry Mikulecky); "Hooked on Learning: The Internet Poetry Project Changes Teacher and Students" (Linda W. Parrish); "The Process and the Product: Involving Students in Choosing Content and Developing Materials Leads to Change" (Char Ullman, Aliza Becker); "The Impact of Content-Based Instruction: Three Studies" (Barbara A. McDonald); and "Focus on Research: Health and Literacy" (Barbara Garner). | [FULL TEXT]