Educational Technology | H

_____. (1997).  High Stakes: Key Challenges for California Schools and the Role of Technology. A Report from the California Education Symposium. 

This report outlines the most pressing challenges facing California K-12 educators as they seek to prepare students for work and citizenship in the 21st century. The report also explores public expectations about technology and education, and it touches on some of the ways in which the education community itself is attempting to harness new computer and Internet tools to enhance student achievement both directly, in the classroom, and indirectly, through education's administrative and professional development systems. The first section discusses technology and change. Tackling the challenges in the following areas is addressed in the second section: literacy; teacher quality and professional development; standards, assessments, and accountability; achievement gap; and the importance of information for student management, accountability, decision-making, and instruction. The next section explores roles for technology in each of these areas, and wise technology investments is considered in the fourth section. Specific examples of how California districts, schools, and individual educators have begun using new technologies are appended. | [FULL TEXT]

_____. (1999).  High School Assessment Program: Algebra. 

This booklet presents the high school assessment program for algebra by listing Maryland's Core Learning Goals. The match of content indicators and the skills for successful elaborations in thinking, communication, and technology regarding algebra are discussed. | [FULL TEXT]

_____. (1999).  High School Assessment Program: Geometry. 

This booklet presents the high school assessment program for geometry by listing Maryland's Core Learning Goals. The match of content indicators and the skills for successful elaborations in thinking, communication, and technology regarding geometry are discussed. | [FULL TEXT]

_____. (1999).  High School Assessment Program: Science. 

This booklet presents the high school assessment program for science education by listing Maryland's Core Learning Goals. The match of content indicators and the skills for successful elaborations in thinking, communication, and technology regarding science education are discussed. | [FULL TEXT]

Higgins, Chris (1997).  Network Update: Plug-Ins, Forms and All That Java.  IALL Journal, 29, 3. 

Notes that the desire to make World Wide Web (WWW) pages more interactive and laden with animation, sound, and video brings us to the threshold of the deeper levels of Web page creation. Lists and discusses resources available on the WWW that will aid in learning and using these dynamic functions for Web page development to assist in interactive second-language learning.

Higgins, Norman C.; And Others (1997).  Leadership Profiles.  Educational Media and Technology Yearbook, 22. 

Includes biographies of three people who have made significant contributions to the field of educational media and technology: (1) Donald P. Ely and his widespread teaching, research, and service contributions; (2) James Okey's contributions in instructional technology; and (3) Constance Dorothea Weinman as a pioneer in the use of educational media.

High, Robert V. (1998).  The Use of Computer Software in the Teaching of College Mathematics and Statistics. 

This paper reports on the results of a survey instrument designed to measure the use of mathematics software packages, as well as statistical software packages in the college classroom. The survey was distributed to teachers of mathematics and statistics at several four-year colleges in Long Island, New York. The survey also measured the opinions and attitudes of the faculty towards the use of computer software to supplement their teaching. It was found that a majority of professors teaching statistics were utilizing statistical packages to supplement their teaching. However, only 21% of the mathematics professors responding to the survey indicated using mathematical software to supplement their teaching. A majority of both statistics professors and mathematics professors indicated they used and required the students to use calculators in the classroom. | [FULL TEXT]

Highsmith, Joni Bitman (1997).  Car Builder: Design, Construct and Test Your Own Cars. School Version with Lesson Plans. [CD-ROM]. 

Car Builder is a scientific CD-ROM-based simulation program that lets students design, construct, modify, test, and compare their own cars. Students can design sedans, four-wheel-drive vehicles, vans, sport cars, and hot rods. They may select for aerodynamics, power, and racing ability, or economic and fuel efficiency. It is a program that teaches the value of change and modification in a design environment. The accompanying printed lesson plans introduce computer-aided design and encourage discussion and comparison.

Hoffman, Donna L.; Novak, Thomas P. (1998).  Bridging the Digital Divide: The Impact of Race on Computer Access and Internet Use. 

The differences between Whites and African Americans in the United States with respect to computer access, which is the current prerequisite for Internet access and World Wide Web use, were studied. The question was whether observed race differences in access and use can be accounted for by differences in income and education, how access impacts use, and when race matters in the calculation of equal access. Whites are more likely than African Americans to have a computer in their homes (44.2% compared to 29.0%), but African Americans are more likely to state that they would like to acquire access to a computer. Whites are more likely to have used the Web (26% versus 22%). Increasing levels of household income corresponding to increased likelihood of owning a home computer, regardless of race. Increasing levels of education correspond to an increased likelihood of work computer access, regardless of race. People who owned a home computer and had access to a work computer were much more likely than others to have used the World Wide Web in the past 6 months. When students are considered, race almost always makes a difference. White students lacking a home computer, but not African American students, appear to find an alternative means of accessing the Internet. These results have certain implications for policy with regard to computer access. African American students need multiple points of computer access. To ensure the participation of African Americans in the information revolution, it is critical to improve the educational opportunities of African Americans. Results also indicate that if access is ensured, use will follow. | [FULL TEXT]

Hoffman, Joseph L.; And Others (1997).  On-Line Learning Materials for the Science Classroom: Design Methodology and Implementation. 

The recent introduction of the Internet into classrooms provides an opportunity for learners to access a wide range of digital resources on the World Wide Web. The development of on-line learning materials can support inquiry-based activities for students as they pursue questions of interest, plan searches, and analyze their findings. This paper traces the design evolution of these materials as part of the University of Michigan Digital Library project for implementation in middle and high school science classrooms. The reasons for the inclusion and modification of various design features are explained, and questions are raised that remain as the design process continues. As a result of this research, a number of challenges in designing on-line learning materials for accessing digital resources on the World Wide Web are described. Recurring themes in the design evolution include the following: 1) movement from text-heavy pages to short, graphical, more interactive pages; 2) movement away from providing on-line context to providing directional and navigational aids depending on the classroom instruction to the context; and 3) use of consistent design elements may provide a consistent on-line environment for learners which may help reduce cognitive load. Contains 27 references.  | [FULL TEXT]

Hoffman, Suzanne (1997).  Elaboration Theory and Hypermedia: Is There a Link?  Educational Technology, 37, 1. 

Discusses elaboration theory (ET); its major components--epitomes and elaboration levels; its seven macro strategies--elaborative sequences (conceptual, procedural, or theoretical), within-lesson sequences, lesson summarizers, lesson synthesizers, analogies, cognitive strategy activators, and learner control; and its compatibility with hypermedia. Presents a rationale for why ET and hypermedia don't appear together in the literature.

Hofman, Rijk; van Oostendorp, Herre (1999).  Cognitive Effects of a Structural Overview in a Hypertext.  British Journal of Educational Technology, 30, 2. 

Describes a study of undergraduate students that examined whether a structural overview of relations between sections of hypertext leads to a deeper understanding of the material. Results supported the hypothesis that a structural overview may hinder the understanding of less knowledgeable readers.

Hatcher, Tim; Craig, Bob (1998).  Humanizing the Technological Learning Experience: The Role of Support Services as Socialization in a Human Resource Development Distance Education Program. 

The University of Arkansas developed a distance education (DE) baccalaureate degree program in human resource development (HRD) that may serve as a model for developing DE at any level. The program, which was designed on the basis of a statewide needs assessment and competencies researched by the American Society for Training and Development, is unique from the standpoint of its use of support services. Support services have traditionally been viewed as separate from but supportive of technologically based cognitive and affective learning. In the new HRD program, support services have been defined in terms of factors that support socialization of learners and faculty. When the HRD program was developed, the following five components of effective DE programs were discussed from the standpoint of how their interaction could result in a synergistic and humanizing learning experience for adult learners: organizational philosophy; course content; learner characteristics; location of teachers and learners; and technology/media. After the discussions, instructors in the HRD program adjusted their instructional approaches to accommodate various levels of readiness to learn self-direction and the unique characteristics of adult learners. They also conducted orientation sessions, periodic site visits, and once-per-semester centralized meetings/learning activities with all participants. | [FULL TEXT]

Hattler, Jean Anne (1999).  Technology for Preservice Teachers: "Driver Education" for the Information Superhighway.  Journal of Technology and Teacher Education, 7, 4. 

Discussion of current and future implementation of technology in education focuses on the need for adequate preservice teacher education, including online learning. Presents the use of the World Wide Web as one important way to integrate technology and describes experiences at Chatham College to ensure preservice teachers are technologically literate.

Ham, Vince (1997).  Teachers Speak Up about Managing Technology.  Educational Leadership, 55, 3. 

A New Zealand survey found that elementary and secondary teachers were concerned about four key technology management issues: planning, access, technical support, and professional development. Teachers recommended that principals have a clear, democratically constructed policy on the place of educational technologies in the school curriculum, guarantee teachers ready access to new and existing resources, and provide ongoing technical support, training, and development.

Hamaty, George; Lines, David C. (1999).  Planning for Schools of the Future.  School Planning and Management, 38, 5. 

Examines the educational-facility-planning issues for restructuring schools to meet the future demands of students and educational programs. Issues discussed include the educational environment, building access, technology and its effect on the learning environment, specialty areas and ancillary space requirements, and community involvement.

Hamel, Cheryl J.; Ryan-Jones, David L. (1997).  Using Three-Dimensional Interactive Graphics To Teach Equipment Procedures.  Educational Technology Research and Development, 45, 4. 

Focuses on how three-dimensional graphical and interactive features of computer-based instruction can enhance learning and support human cognition during technical training of equipment procedures. Presents guidelines for using three-dimensional interactive graphics to teach equipment procedures based on studies of the effects of graphics, motion, and interactivity in technical training, and reports of successful graphics- and animation-based instruction.

Hamil, Burnette (1998).  Hands-On Scientific Research: Conducting GLOBE Project Protocol Training in Oktibbeha County. 

The Mississippi State Department of Education is conducting statewide technological upgrading of schools to allow for extensive student involvement. Teachers need professional development in this area, since they must be proficient in teaching problem-solving techniques and assessing student achievement using computer technology. One of the mechanisms currently addressing the need for strengthening student problem- solving skills through research and environmental awareness is GLOBE (Global Learning and Observations to Benefit the Environment), a hands-on international environmental science and education program which promotes heightened achievement in science and mathematics. Professional development is provided for teachers through environmental research and environmental science education programs. GLOBE is a worldwide network of teachers, students, and scientists collaborating to learn more about the environment and environmental research. GLOBE participants explore daily local changes in the earth's conditions, adding to the worldwide database. Teachers learn to lead student scientists in data collection and in sharing their findings with others worldwide via the Internet. GLOBE provides a technological base for student involvement in inquiry-based investigations. Its educational elements include: instructions for selecting local study sites, taking regular measurements, submitting data, participating in learning activities, using GLOBE systems on the Internet to communicate, and promoting student investigations. Teachers in Oktibbeha County received GLOBE training at Mississippi State University. Participants completed the Problem-Solving Inventory before and after the workshop and evaluated the GLOBE program. Results indicated they found it very helpful. | [FULL TEXT]

Hamilton, Betty Dawn (1997).  The Purpose of Information and Technology Assignments: Process or Product?  Technology Connection, 3, 10. 

Discusses two approaches to student information and technology assignments: one stressing product, the other process. Suggests methods for assuring that students learn what they are supposed to learn from process: make a chart listing desired outcomes or skills to be mastered and the student's level of proficiency, have semester or year-end tests, and conduct group instruction.

Hamilton, Marc D. (1998).  Implementing Technology in Flowing Wells Schools: An Analysis of Leadership. 

This paper discusses technology implementation at Flowing Wells, a 10-school district in Tucson, Arizona. The leadership strategies employed by the assistant superintendent, coupled with the district's core values, brought together a cadre of teachers, parents, and administrators focused on assembling the foundation of the district's technology initiative. Ad hoc committees were assembled around the following four themes: curriculum, business and community partnerships, management and fund procurement, and staff development. After establishing a vision for successful technology implementation, the technology team outlined benchmarks that would reveal the extent to which the written vision was being accomplished. Each committee assessed the needs of its respective areas of concern. The curriculum committee built the district's K-12 technology curriculum around the fundamental paradigm that computers and communications equipment are tools designed to get important tasks accomplished. The business and community partnerships committee sought to find a creative solution to equipment needs through leasing the technology. The management committee assessed the communication needs of the district in addition to aggressively searching for alternative funding sources. The staff development team articulated the goal of guaranteeing quick and effective technology implementation in the classroom; training modules for Microsoft Windows and Office were developed. | [FULL TEXT]

Hamilton, William A. (1998).  To Lease or Not To Lease.  School Administrator, 55, 4. 

Thanks to previous bond issues, the Walled Lake (Michigan) Schools had a well-defined technology plan featuring staff development, student performance benchmarks, and rooms of outdated computers. After three bond issues failed, the district adopted leasing as an alternative. Their present three-year contract supplies 154 used computers and a maintenance contract for $237,172--less than the computer maintenance budget.

Hammond, Edward; Hall, John (1998).  Protecting Against Failure.  American School & University, 70, 12. 

Examines the need for power reliability when educational facilities incorporate communications infrastructures. Telecommunications equipment placement and environmental conditions are addressed, as are the integrating of cable trays and conduit systems, developing surge-suppression, and building grounding systems.

Hammonds, Linda O. (1998).  The Virtual High School.  Clearing House, 71, 6. 

Describes how students at Lumberton, North Carolina, High School have taken advantage of the offerings of the Virtual High School (a growing consortium of 30 schools) in which course content is offered through the Internet, teacher-designed labs, and multimedia. Notes that time, distance, funding, or teaching staff no longer restrict student access to knowledge.

Hamza, M. Khalid; Alhalabi, Bassem (1999).  Teaching in the Information Age: The Creative Way! 

The mission of teachers as creative facilitators is not to assign a grade; the mission is to educate students to think, to learn, and to make new connections that they never before thought possible. A teacher's guidance, constructive feedback, and facilitated instruction should pave the way for students to meaningfully bridge prior knowledge with new knowledge. This paper suggests how teachers might teach creatively, particularly with respect to computing curricula, while they enjoy the teaching and learning processes. The following topics are covered: (1) teachers as prophets of creativity; (2) learning domains for educating the mind, including cognitive strategy, psychomotor skills, verbal information, intellectual skills, and attitudes; (3) sparking enthusiasm and interest; (4) the fun of perceiving the "power of 2," i.e., multiplying by two; (5) divergent imagery, including mindmapping tools and brainstorming techniques; (6) computers as cognitive tools, including learning critically and creatively; (7) education and technology, including encouraging students to explore computer concepts and to think critically and creatively; and (8) the rewards of creative behavior and risk taking.   | [FULL TEXT]

Holden, Carole A. (1999).  Instructional Technology and Faculty Development. 

This paper explores the challenges instructional technology presents to faculty and administration. For example: students will not accept lectures that fail to draw upon Internet resources; integrating technology sparks the faculty debate that the use of technology will "dehumanize teaching and learning"; community college professors criticize that technology will "reduce their role in teaching"; and faculty feel that technology is a tool which will decrease their number and salary. The paper describes the development of A Technology Plan for County College of Morris (CCM), which included the formation of an Information Technology Committee. A faculty technology survey (appended in this paper) was used to determine the training needed to develop faculty skills in the use of technology to enhance teaching, learning, scholarship, and instructional delivery. Supporting faculty development in instructional technology required CCM to find a new faculty development model, which included elements such as a Teaching/Learning Technology Center, an Instructional Design Team, and the selection and implementation of WebCT as an online course management tool. The report describes a ten-step training program, How to Put Your Course Online (appended in this report), as part of the faculty development initiative. It describes lessons learned in the process of developing a faculty development model, which included utilizing a hybrid of many staff development models. | [FULL TEXT]

Holden, Lyman S.; Holden, Loyce K. (1998).  Tacoma Shuffle.  Mathematics Teacher, 91, 3. 

Presents activities on problem solving, mathematical induction, proof by induction, and use of the phrase "without loss of generality." Provides a computer application illustrating recursive and iterative functions using C language.

Holland, Holly (1998).  Middle Start Technology Facts. 

Equity is an important part of technology education. Without adequate equipment and training, schools shortchange students and limit their ability to compete with their more fortunate peers. This is especially important at the middle school level because computer assisted instruction not only taps into adolescents' natural curiosity, but also can expand their thinking. Milwood Middle School, Kalamazoo (Michigan) is an example of an urban school that has added cutting edge technology and better-trained teachers to boost students' achievement. Milwood has a computerized grading system and a technology-based curriculum to track each student's progress in the basic skills, so that teachers can send weekly reports home to parents. The school paid for its technology program through grants. The differences in technology applications in the schools usually comes down to school finances. The city and suburbs of Grand Rapids (Michigan) illustrate the contrast between wealthier suburban districts where technology resources abound, and poorer urban districts that may have trouble even upgrading their wiring. Because voters are less likely to approve funding projects that don't benefit their own children, it is necessary for school districts to share technology resources and cooperate on plans that will benefit the entire community. Some suggestions are offered for the implementation of educational technology. These center on involving a broad range of stakeholders in decision-making and frequent evaluation of implementation progress and planning. | [FULL TEXT]

Hollar, Jeannie C.; Norwood, Karen (1999).  The Effects of a Graphing-Approach Intermediate Algebra Curriculum on Students' Understanding of Function.  Journal for Research in Mathematics Education, 30, 2. 

Extends O'Callaghan's computer-intensive algebra study by using his component competencies and the process-object framework to investigate the effects of a graphing-approach curriculum employing the TI-82 graphing calculator. Concludes that students in the graphing-approach classes demonstrated significantly better understanding of functions on all four subcomponents of O'Callaghan's Function Test than did students in the traditional-approach classes. Contains 12 references.

Hollenbeck, John (1998).  Democracy and Computer Conferencing.  Theory into Practice, 37, 1. 

Discusses virtual online communities, probing claims about the Internet as a place for fostering democracy. The paper examines the democratic nature of computer conferencing in classrooms, focusing on a study of graduate students' online interactions. Results indicated that students were able to master the medium and act as responsible, equal partners in education.

Hollenbeck, Michelle D. (1997).  High-Frequency Learning.  Educational Leadership, 55, 3. 

For the past five years, Andover, Kansas middle-schoolers in an amateur radio club and class have sent and received Morse code messages, assembled and soldered circuit boards, designed and built antenna systems, and used computer programs to analyze radio communications problems. A successful bond issue financed a ham shack enabling students to operate amateur radio equipment, build and test electronic products, and initiate round-the-world friendships.

Holliday, Albert E., Ed.; Holliday, Joan M., Ed. (1999).  The Journal of Educational Relations, 1999. 

This document consists of the four 1999 issues of the "Journal of Educational Relations," published quarterly to promote student achievement through positive school-home- community relationships. The articles in the first issue include: "The 10 Major Educational Events of the 20th Century in the United States" (Ben Brodinsky) and "The Administrative Portfolio: A Means To Document Achievement and Assess One's Career" (Curtis L. Guaglianone and Diane M. Yerkes). Articles in the second issue include: "Consider the Roles of Communication Related to School Violence/Crises" (Michelle Kirsche) and "Create Effective and Attractive School District-Community Newsletters" (Tobias Bruhn). Articles in the third issue include: "Consider These Techniques To Become a Proactive Principal" (Elaine K. McEwan) and "Education's Image in the New Millennium: One Debacle To Overcome" [standardized tests] (David Alan Gilman). Articles in the fourth issue include: "Passing Bond Referenda: Four Steps to Success" (Elaine Baker) and "Comprehensive Public Relations Requires a Team Approach" (Doug Otto and Carole Greisdorf). Each issue also contains a teaching or administrative case study and response, book reviews, and articles in which educators share insights regarding improvements in school-community relations.

Hollingsworth, Helen L.; Eastman, Susan Tyler (1998).  Implications of Home Technology for School Decision-Making.  Journal of Educational Technology Systems, 26, 3. 

Surveys at a midwestern middle school showed that most students have much greater access to computer technology than previously predicted. While students want the hardware and software to produce original, professional-looking documents, teachers want both traditional television hookups and cutting-edge instructional tools. Information about students' and teachers' exposure to/application of computer technology outside of school is essential for decision making about school-technology integration.

Holmes, William (1999).  The Transforming Power of Information Technology.  Community College Journal, 70, 2. 

Asserts that higher education institutions can benefit greatly, or cease to exist, depending upon how each college and university adapts to the transformational power of information technology in the future. Discusses the inevitable changes in higher education, catalysts, responses, and potential impact of change, and how to adapt to inevitable change. Contains 12 references.

Holsbrink-Engels, Geralien A. (1997).  Computer-Based Role-Playing for Interpersonal Skills Training.  Simulation & Gaming, 28, 2. 

Examines design and evaluation of computer-based role-playing. University students (n=41) were divided into two groups to use instructional programs with and without computer-based role-playing. Findings indicated that computer-based role-playing enhanced interpersonal skills development by employing a conversational model, offering opportunities for reflection, performing protagonist roles, and capturing individual contribution and learning.

Holt, Dennis; And Others (1997).  Integrating Preparation and Practice through a Technology-Based Approach to Portfolios for Professional Development Using IBM Technology. 

Lone Star 2000 is a collaborative project among the Duval County Public Schools in Jacksonville (Florida), the College of Education and Human Services at the University of North Florida, and the International Business Machines (IBM) Corporation. Primary goals of the project include: making educational technologies available to K-8 students and educating these students using educational technologies and documenting their work through electronic portfolios; preparing elementary school and middle school preservice teachers in new approaches to teaching and learning with educational technologies; and strengthening the link between partner school participants. This paper details the process used to carry out the goals of the Lone Star 2000 project and the use of traditional and nontraditional assessment methods to evaluate progress toward the goals. Steps in the process are: (1) exposure to classroom, curriculum-based technologies; (2) training in the operation of IBM hardware and software; (3) application of technology use in the classroom; (4) integration of technology with existing classroom curriculum materials by the teaching intern; and (5) infusion of technology into classroom teaching and learning when the classroom teacher continues to incorporate technology into daily teaching and learning activities. | [FULL TEXT]

Holt, Pol William (1998).  The Oregon Trail: Wyoming Students Construct a CD-ROM.  Social Education, 62, 1. 

Describes the work of four Wyoming high school students who created a CD-ROM collection of Oregon Trail documents for use by fourth graders. The students reviewed 60 boxes of diaries, government documents, prints, and artifacts, becoming historians themselves as they created the electronic database. Includes photographs and illustrations.

Holton, Elwood F., III, Ed. (1995).  Academy of Human Resource Development Conference Proceedings (St. Louis, Missouri, March 2-5, 1995). 

This document contains papers from 23 of 25 symposia held at the 1995 Academy of Human Resource Development (HRD) conference. Keynote speeches, symposium 6, and symposium 25 are not included. The 23 symposia are on the following topics: (1) HRD town forum; (2) core directions in HRD; (3) university instruction in HRD; (4) evaluation in HRD; (5) leadership, executive, and management development; (6) university HRD programs; (7) contextual learning issues; (8) performance improvement; (9) team building; (10) diversity in the workplace; (11) HRD and business outcomes; (12) instructional technology; (13) work analysis and expertise; (14) work force issues facing HRD; (15) change process in organizations; (16) financial analysis of HRD; (17) instructional strategies; (18) research centers--ecstasies and agonies; (19) transfer of learning; (20) advancing the profession through journals--the editor-author-profession partnership; (21) the learning organization; (22) cross-cultural HRD; and (23) high involvement work teams. | [FULL TEXT]

Holub, Jonathan D. (1996).  The Role of the Rural Community College in Rural Community Development. ERIC Digest. 

Rural community colleges have an important role to play in the economic development of their communities and in preparing community members for technological, economic, and societal changes. Community-based programming (CBP) is one tool utilized by colleges to become aware of local problems by collaborating with citizens, leaders, and community-based organizations and agencies to identify and seek resolutions to major issues in the community. The CBP model has been effectively employed to combat illiteracy, one of the most pervasive problems facing rural communities. Specific strategies employed by the Appalachia Regional Steering Committee to address the problem of illiteracy in its region include the following: (1) policy strategies, such as identifying and working with community leaders to become involved in community development activities; (2) dispositional strategies, including promoting equal opportunity for rural adults and establishing peer support and career planning activities; (3) situational strategies, such as lobbying for reductions in transportation and educational costs; and (4) institutional strategies, including the development of cooperative partnerships at all levels. Finally, another pressing issue facing rural communities is educational access. Rural community colleges are providing technological learning systems such as distance education programs and instructional television broadcast channels to increase educational and employment opportunities. | [FULL TEXT]

Holznagel, Donald C. (1994).  Distance Education Resource Directory for Northwest Schools. 

This directory is designed to address the need for technology planning in the curriculum, as well as to provide information about the distance education technology options available for school districts in the Northwest states of Alaska, Idaho, Montana, Oregon, and Washington. The following areas are covered: satellite television, two-way audio; satellite television only; broadcast and cable television; computers; telecommunications; other distance education assistance; information resources; and a curricular cross-reference. Each section contains descriptions of the services with a contact name and address. Information about planning, decisionmaking, and evaluation as well as a glossary of terms are appended. | [FULL TEXT]

Haile, Penelope J. (1998).  Multimedia Instruction Initiative: Building Faculty Competence. 

Hofstra University began a university-wide initiative to enhance classroom instruction with multimedia technology and foster collaborative approaches to learning. The Multimedia Instruction Initiative emphasized teamwork among faculty, students, and computer center support staff to develop a technology-enriched learning environment supported by multimedia-based instructional tools. Course objectives were realized within technology-based learning activities created by faculty members. Students were actively engaged in learning processes as they collaborated on the activities. The university provided resources and support for faculty members to explore and incorporate various multimedia technologies into classroom instruction. The initiative included traditional multimedia hardware/software (full motion video, sound, graphics, and CD-ROM based instructional tools) plus application of the World Wide Web. During 1997 and 1998, 12 faculty members submitted proposals outlining how their classes would use multimedia and how the new equipment and resources would help structure new learning environments. All five faculty members of the School of Education proposed to restructure their initial teacher education courses. Each faculty member was assigned a student assistant with multimedia expertise. Participants received laptop computers, software, and extensive training. They agreed to use the resources for teaching at least one credit-bearing course and to serve as resources for their respective schools and coaches to other faculty. Evaluation found that the courses increased collaboration, enhanced student motivation and participation, and taught concepts more easily. Faculty changed their teaching styles to focus on guiding and facilitating rather than imparting knowledge. Information on the initiative is appended including a Powerpoint presentation. | [FULL TEXT]

Haile, Penelope J. (1998).  Teacher-Student Collaboration To Create a Curriculum-Based Web Page. 

This paper describes a Hofstra University (New York) project, funded by the Corporation for Public Broadcasting (CPB), that involved teacher-student collaboration to develop a curriculum-based web page. Seventeen school districts participated in a 12-hour training program to teach school-based teams (one school library media specialist and two students) to create World Wide Web home pages for their schools. The home pages were designed to be curriculum-based sites for augmenting classroom instruction. Teams attended Hofstra University for four biweekly, hands-on sessions on creating and maintaining home pages. Each team prepared two projects. At the conclusion, three outside experts critiqued teams' efforts and provided constructive feedback. Participants completed short questionnaires on their reactions to the project. School administrators completed telephone surveys on their reactions. School teams' Web pages were reviewed during the following academic year. Several media specialists and students were greatly empowered by the training. Most teams incorporated two or more interesting features into their Web pages. A quarter of the teams had difficulty with very rudimentary aspects of the task, and the short training did not provide enough time, with guidance and instruction, to succeed. The project did not result in any changes in the area of curriculum. The two appendixes present a sample letter to the Superintendent of Schools explaining the Web Page Training Program and the CPB grant curriculum. | [FULL TEXT]

Haimes, David H. (1999).  Graphics Calculators in Examinations: A Question of Equity? 

Analysis of student achievement data following the introduction of graphics calculators to tertiary entrance examinations in mathematics in Western Australia suggests the possibility of an equity problem between the sexes in their usage. While males out-performed females in a number of categories, the most conclusive evidence emerged in questions that were rated as being appropriate for graphics calculator use. | [FULL TEXT]

Hains, Ann Higgins; Conceicao-Runlee, Simone; Caro, Patricia; Marchel, Mary Ann (1999).  Collaborative Course Development in Early Childhood Special Education through Distance Learning.  [Early Childhood Research & Practice] 

Although the creation of new models of higher education is revolutionizing the way colleges compete for students, distance education has a long history, with correspondence courses as the earliest examples. Presently, distance learning through multimedia technology and the Internet is the newest solution for delivering instruction to personnel who are unable to travel to on-campus training sites. This article describes the current status of distance education methods for personnel preparation programs in early childhood special education (ECSE). A case study illustrates key design issues and presents the process and resources that assisted in development of a course in Wisconsin. Topics discussed in the case study include course development and content; the course delivery and design process; and the environment, instructional team, format and strategies, support, and evaluation. The article includes a glossary of terms in distance education, information on other ECSE distance education programs, and a list of online resources. Contains 29 references.  | [FULL TEXT]

Howard, Tharon, Ed.; Benson, Chris, Ed.; Gooch, Rocky; Goswami, Dixie (1999).  Electronic Networks: Crossing Boundaries/Creating Communities. 

Written by practicing teachers about actual instructional computing projects, this book provides information teachers need to integrate instructional technologies into their classrooms. The book is divided into three parts. Part 1, "New Tools for the Classroom: An Introduction to Networked Learning," includes chapters: (1) "Getting Started in a Networked Writing Classroom: Projects and Resources" (Susan Hilligoss); (2) "A Brief, Selective, and Idiosyncratic History of Computers" (John F. Barber); (3) "The World Wide Web: Driving on the Information Superhighway in the Classroom" (Donna Ashmus); and (4) "Hypermedia and the Future of Networked Composition: Inter/Disciplining Our 'Selves'" (Tharon Howard and Jane Perkins). Part 2, "Students at Work: Using the Tools to Create Community" describes the actual implementation of projects. Chapters are: (5) "Webbing the Universe of Science Fiction" (Elisa Kay Sparks); (6) "Beet Farmers, Bombs from Baghdad, and the Northern Lights: Crossing Cultures, Sharing Stories" (Anna Citrino and Brian Gentry); (7) "Our Way or the Highway? Perceptions of Self and Other on the Electronic Frontier" (Tom McKenna, with Afterword by Robert Baroz); (8) "Reflective Voices: Constructing Meaning in the USjApanLINK Project" (Kurt Caswell and Douglas E. Wood); and (9) "Using Computer Conferencing to Extend the Bounds of the Writing Curriculum: Or, How I Quit the Symphony and Joined a Jazz Band" (Claire Bateman and Chris Benson). Part 3, "Crossing Boundaries: Institutional Change and the Role of Technology," explores the institutional changes brought about by the introduction of networking technologies in the classroom. Chapters include: (10) "Walking in Many Worlds" (Lucy Maddox); (11) "Rural Teachers and Students: Connecting and Communicating" (Rocky Gooch); (12) "A School at the Crossroads of the Ancient and the Contemporary" (Philip Sittnick); (13) "Reflections on Cross-Age Collaboration: Networking College and High School Students" (Wayne M. Butler); and (14) "Making Technology Count: Incentives, Rewards, and Evaluations" (Rebecca J. Rickly).

Howard-Vital, Michelle R. (1999).  Constructing a Virtual Instruction Paradigm, Part I.  Distance Education Report, 3, 20. 

Describes the decision-making and planning processes at the University of North Carolina at Wilmington to unify technological initiatives and participate in a virtual university experiment with three Japanese universities. Discusses the use of technology in education, and expresses faculty attitudes and concerns.

Howard-Vital, Michelle R. (1999).  Constructing a Virtual University Paradigm: The University of North Carolina at Wilmington. 

This article recounts the development of a paradigm for a virtual university that is, one in which delivery is inextricably linked to the political, technological, social, and economic context of the institution at the University of North Carolina (Wilmington). It explains how, in just five years, a conservative, traditional, regional institution made the transition from a few professors experimenting with computer-enhanced instruction to development of a framework for virtual instruction and experimentation on an international scale. The essential factors identified include: a well articulated vision, strategic committees or key innovators, availability of technological advancements, promotion and publicity, institutionalization of enabling policies, and dissemination of information regarding the results of new approaches. A major step was the design of a technology college, characterized by use of computer- assisted instruction, the World Wide Web, two-way interactive video conferencing, and individualized instruction using various technologies. The implementation of this technology college led to the Chancellor's Steering Committee on Information Technology which recommended that a high-level administrator be identified and made responsible for coordinating technological services, initiating technological innovations, and seeking partnerships and alliances. Specific events and the interactions of individuals over different approaches during this process are recounted. | [FULL TEXT]

Howarth, Mike (1997).  Visual Elements and Container Metaphors for Multi-Media.  British Journal of Educational Technology, 28, 2. 

An interactive version of an educational radio program can be developed quickly and easily with a main menu interface that takes into account physical classroom conditions; interactive learning interfaces that accommodate eye and vision requirements of children; and a story interface design informed by the "container" metaphor and the 2-D (two-dimensional) metaphors in radio script structures mapped in 3-D (three dimensions).

Howland, Jane; Laffey, Jim; Espinosa, Linda M. (1997).  A Computing Experience to Motivate Children to Complex Performances.  Journal of Computing in Childhood Education, 8, 4. 

Investigated second graders' ability and motivation to create and manipulate simulations using KidSim software. Found that using KidSim was a motivating experience and the students were able to develop complex simulations. The dominant motivational factors were the freedom to create original characters and the rules to direct them. Other motivators were fantasy, challenge, curiosity, and personal ownership.

Howland, Jane; Mayer, Christine (1999).  Tools of Innovation: Supporting Change through Online Web Solutions. 

This paper discusses online tools that support an essential element of technology planning--the staff responsible for integrating technology in their curricula. Two solutions using different strategies to address the critical area of support for technology implementers are examined, i.e., the online Stages of Concern about the Innovation Questionnaire (SoCQ) and TechConnect. The SoCQ tool assesses staff concerns about innovation use as a first step in identifying and developing appropriate assistance. Two applications of use of the SoCQ are described: preservice administrators using an online problem-based learning environment, and teachers implementing online curriculum. TechConnect, a World Wide Web site for sharing stories about technology use in educational environments, illustrates a mechanism for supporting change and technology use through creating a networked community of users. The development and use of these change tools at Planet Innovation is also described. Planet Innovation is a grant-funded organization at the University of Missouri-Columbia that offers online solutions for technology planning and implementation, especially in K-12 schools. | [FULL TEXT]

Howley, Aimee A.; Pendarvis, Edwina D. (1994).  West Virginia Teachers' Telecommunications Needs and Preferences: Initial Results of a Survey. 

A mail survey of a random sample of 253 West Virginia teachers elicited information related to subjects' backgrounds, telecommunications skills, access to computer resources, preferences among common telecommunications applications, and preferences among options for learning about telecommunications. Four scales measured computer literacy, telecommunications literacy, interest in telecommunications for instruction, and interest in telecommunications for professional development. The mean age of respondents was 42.7, with an average of 17.6 years teaching experience. Teachers exhibited a higher level of computer literacy than telecommunications literacy, with 62% reporting themselves proficient with word processing software. More than half the respondents had computers at home and 68% reported access in the classroom. Few had access to a modem, and only about 15% had phone jacks in their classrooms. Respondents were more interested in instructional applications than in professional development applications of telecommunications. The preferred means of learning about telecommunications was assistance from colleagues, with workshops and conferences ranked next. Data is presented in eleven tables and an appendix contains the survey. Contains two references. | [FULL TEXT]

Howley, Craig; Barker, Bruce (1997).  The National Information Infrastructure: Keeping Rural Values and Purposes in Mind. ERIC Digest. 

This digest examines the practical significance for rural communities of the emerging national information infrastructure, highlights some potential pitfalls, and draws connections to rural education. During the 1980s, computers and computer networks became increasingly commonplace, and in the early 1990s, the Internet and World Wide Web emerged as a global trading and communications phenomenon. Today, about 65 percent of schools are connected to the Internet, and another 22 percent plan to connect within the year. Smaller and more rural schools have fewer computers and less telecommunications service. Federally mandated discounts on telecommunications services sold to schools and libraries will help defray costs in rural areas. However, the emergence of a global information infrastructure is no guarantee of development of educational forms that will sustain rural communities. Further, despite decades of expectation, computers have not yet "revolutionized" schooling. Appropriate use of technology in rural classrooms requires consideration of the purposes of rural education. Leading rural practitioners have recommended that instruction in rural schools be contextualized, reflecting local traditions and locally defined purposes. The information infrastructure could help rural educators take better account of local contexts by providing a forum for changes in habitual ways of thinking and talking about "rural sorts of education." Strategic rules of thumb are offered for rural schools and communities considering technology implementation. Contains 14 references. | [FULL TEXT]

Henderson, David L.; Renfrow, Raylene (1997).  Computers in Schools of Southeast Texas in 1997. 

This study examined computer use in southeast Texas schools in 1997. The study population included 110 school districts in Education Service Center Regions IV and VI. These centers serve 22 counties of southeast Texas in the Houston area. Using questionnaires, researchers collected data on brands of computers presently in use, percent of computer literacy among faculty, number of computer labs in the school district, use of networking in labs, and brands of computers by grade level. A total of 56 school districts returned their questionnaires. Similar data were gathered over the past decade in southeast Texas schools. Data analysis indicated that the 56 districts used 38,270 computers with a mean of 683 computers per district in 1997, which was up from 86 per district in 1985, 202 in 1989, 323 in 1991, and 436 in 1994. Of the 38,270 computers, 14,198 were Macintosh, 11,364 were IBM clones, 6,696 were IBM, 5,058 were Apple IIe/IIg's, and 954 were other brands. Apple computers were decreasing in popularity at all grade levels. Over half of the teachers were computer literate. There were 14 computer labs per district, and 84 percent of the labs were networked.  | [FULL TEXT]

Henderson, Lyn; Eshet, Yoram; Klemes, Joel (1998).  Educational Multimedia Implementation in Schools: Producer-Teacher-Student Links. 

This paper presents findings demonstrating benefits of cooperation between Edunetics, a commercial multimedia production company, and the Plano Independent School District (Texas) that resulted in a unique curriculum integration project. The "Message in a Fossil" (MIF) simulation software was used with three pairs of second grade students; data were gathered through pre- and post- questionnaires and interviews, video and audio taped MIF sessions, and the teacher's anecdotal and assessment sample records. Findings in the following areas are discussed: (1) student learning outcomes and processes; (2) the teacher's role and the classroom computer culture; and (3) contributions to the production knowledge of the producer. The results of the study indicate a positive impact of the curriculum-tailored, interactive multimedia simulation on both the teacher's perceptions and teaching methods and student's motivation, understanding, and thinking skills. Conclusions based on the results should assist curriculum designers, teachers, and multimedia producers in achieving better integration of educational software in school curriculum.  | [FULL TEXT]

Henderson, Lyn; Tallman, Julie (1998).  Teaching Effectively with Electronic Databases: Paradigms Suggested by Interactive Changes in Teachers' Mental Models. 

This study examined the cause-effect interconnectivity of various mental models utilized by 10 American and Australian teachers and media specialists when involved in one-on-one teaching-learning episodes using electronic resources in the context of researching information for authentic school assignments. The researchers investigated runability (i.e., if and how the teachers' mental models changed during the teaching-learning episodes) in order to build a profile of appropriate mental model elements. Methodologies included pre- and post- interviews, video-taped teaching-learning episodes, process-tracing stimulated recall interviews based on the videotapes, and data analysis with the aid of a qualitative software package. The findings describe where variations existed in the mental models with respect to teachers' perceptions of themselves as teacher and learner with electronic databases, their students, lesson planning, teaching strategies, and goals. Contains 18 references. | [FULL TEXT]

Henkel, Jane R.; Conlin, Bob (1994).  Educational Communications Technology and Its Uses in Wisconsin. Staff Brief 94-5. 

This document discusses the uses of educational communications technology in the state of Wisconsin. The report is divided into five parts. Part 1 describes the state and local educational organizational structure in Wisconsin, including the numbers of each type of institution and the students enrolled in their courses or programs. Part 2 examines specific communications technologies available to educational institutions, such as fiber optics, instructional television, satellites, telephones, magnetic media, CD-ROM, and the Internet. Part 3 provides examples of uses of existing communications technologies as well as planned applications. Part 4 discusses recent state legislation relating to the regulation of telecommunications utilities, including planning for the deployment of new high capacity telecommunications equipment and services to educational institutions and grants for telecommunications projects. Part 5 identifies certain federal funds which are available for educational communications technology projects as well as three bills pending before the U.S. Congress relating to the regulation of the telecommunications industry. | [FULL TEXT]

Henriksen, Janel Ann Soule (1998).  Sources and Information: Identifying and Implementing Technologies for Higher Education.  New Directions for Community Colleges, 26, 1. 

Assesses literature regarding how to plan and implement information technology in the community college, as well as literature that deals with the implications of technology implementation. Suggests that community colleges consider hiring a full-time information specialist responsible for installing and maintaining software and hardware. Contains 18 references.

Henry, Thomas C.; Lovejoy, William H. (1997).  Report to Joint Education Committee, Wyoming Legislature. 

The Wyoming Community College Commission was established in 1951 as a result of a legislative act to extend the offering of higher education beyond the secondary level in qualified school districts. Seven community colleges were created by the Commission, resulting in a system that presently continues to serve thousands of citizens and their communities. This document consists of an October 1997 report from the Wyoming Community College System to the Joint Education Committee. It reviews the most recent study on the college system, performed in 1991 by MGT of America, Inc., which included a comprehensive management audit and educational needs assessment of each community college service district. This study helped clarify the missions of the community colleges and offered recommendations for future action. Also discussed in the body of this report are issues relating to governance, budget, programs, student transfer, dual enrollment, facilities, technology, partnerships, and current initiatives. The system aims to promote the delivery of high-quality, accessible, and affordable educational programs. Implementing strategic plan performance measures, promoting relationships, monitoring the effectiveness of technology, and documenting quality teaching and learning are directions to be pursued further in order to attain these goals. Tables of data cover transfer, headcount, enrollment, compensation, and costs. A map of outreach sites is provided.

Hisle, W. Lee; Iglehart, Toma; Smith, Richard L.; Peloquin, Margaret (1997).  Transition to the Future: The LRS Strategic Plan 1998-2002. 

The Learning Resource Service (LRS) provides information and instructional support services to Austin Community College (ACC) (Texas). From 1998 to 2002, a new LRS strategic plan will allow for continued and enhanced support, the goals of which include improved service, resources, and instruction/learning. To accomplish this mission, LRS will: (1) build an improved materials collection; (2) increase student access to resources; (3) study current LRS space utilization at ACC and implement changes; (4) provide adequate service staff at all LRS locations; (5) support ACC faculty; (6) collaborate with other ACC groups to utilize technological resources; (7) provide more LRS staff development opportunities; (8) foster open communications among staff; (9) standardize district services and procedures; (10) strengthen operations through exemplary leadership; (11) offer innovative instruction; and (12) promote LRS as a program of distinction. LRS also will provide library services, instructional technology, and instructional development in an integrated support system for the educational needs of ACC. Appendices include the ACC mission, survey and focus group results, summary of the LRS Technology Plan, summary of LRS statistics, and plan process and chronology. | [FULL TEXT]

Heid, M. Kathleen (1995).  The Interplay of Mathematical Understandings, Facility with a Computer Algebra Program, and the Learning of Mathematics in a Technologically Rich Mathematics Classroom. 

As teachers begin to implement mathematics curricula that capitalize fully on computing technology and that are focused on concepts and applications instead of on execution of by-hand symbolic manipulation routines, their well-established routines of thinking about mathematics and its teaching no longer apply in seamless fashion. This case study, a part of which is reported here, examines the ways that an experienced teacher who participated in Computer-Intensive Mathematics Education (CIME), a 4-week program on the teaching and learning of mathematics in technology-intensive environments, confronted some of the mathematical issues inherent in technology-intensive mathematics. This report gives some insight into one teacher's understanding of functions, independent variables, and parameters, and the ways that this understanding interacts with her use of the new computing tools. | [FULL TEXT]

Heid, M. Kathleen; Blume, Glendon W.; Zbiek, Rose Mary; Edwards, Barbara S. (1999).  Factors That Influence Teachers Learning To Do Interviews To Understand Students' Mathematical Understandings.  Educational Studies in Mathematics, 37, 3. 

Aims to empower mathematics teachers to use interviews to understand their students' mathematical understandings as well as to prepare them to use technology-intensive curricula. Examines the influences on three high school mathematics teachers as they learned to use task-based interviews to understand students' mathematical understandings. Contains 19 references.

Heimann, Mikael; And Others (1995).  On the Effect of Multimedia Computer Programs: Gains Made by Children with Autism in Reading, Motivation, and Communication Skills. 

An interactive multimedia program to facilitate the acquisition of reading, writing, and overall communication skills in children with significant language delays was developed and evaluated in Sweden with two studies. Participating in the first study were 11 children (ages 6 to 13) with autism, 9 children (mean age 13) with mixed disabilities, and 10 normal pre-school children (mean age 6). The software used (Alpha Interactive Language Series/Gator Super Sentences) was constructed to facilitate language learning through multichannel feedback (voice, animation, and video). In the second study, 11 children (ages 4 to 11) with autism used a Swedish version of the software, DeltaMessages. This software allows for adjustment to individual learning needs and the combining of various language modes. Both studies unambiguously demonstrated that an interactive microcomputer learning environment facilitated language learning for children with autism. Verbal exchanges and positive feelings related to the learning situation were also observed.

Heinecke, Walter F.; Blasi, Laura; Milman, Natalie; Washington, Lisa (1999).  New Directions in the Evaluation of the Effectiveness of Educational Technology. 

The Secretary's conference on evaluating the effectiveness of educational technology highlighted new and emerging data on technology effectiveness in primary and secondary education reflected in the latest research and promising practices. The intent was to influence the way educators, teachers, and policy makers evaluate and assess the growing investment in technology and to provide schools with tools and strategies for effective evaluation. This paper aims to inform the discussion by examining recent changes in evaluation theory and practices, and by clarifying some definitions of evaluation, technology and student learning. The paper highlights instances of promising practices and concludes with a list of recommendations concerning the evaluation of the effectiveness of technology in teaching and learning. These recommendations include the following. A more formative approach to the evaluation of technology is needed because of the rate of change in technologies. In order to get at the complexities of these processes, multiple measures (quantitative and qualitative) should be used. Evaluation design should incorporate longitudinal studies of cohorts of students over several years. In addition, evaluation designs should rely less on participants' self-reported attitudes and more on observations of participants' actions within learning contexts. Future evaluations should not focus on simple outcomes measures such as posttests, but should also focus on complex metrics describing the learning process, such as cognitive modeling. Implementation evaluations should be conducted prior to outcomes evaluations. Focus should be on description of the program, treatment or technological innovation, and stronger descriptions of how the technological innovation is configured should be developed. The complexity of educational technology should be recognized. | [FULL TEXT]

Heinecke, Walter; Vasquez-Levy, Dorothy; Blasi, Laura (1999).  Diffusion of Educational Technology: Teaching and Collaborative Education. 

A new classroom is emerging as teaching styles influence the use of instructional technology across a distance. This paper discusses interactive technology from the instructors' point of view, in the context of a course design joining Iowa State University and the University of Virginia. The course was created through the combined vision and time invested by professors from instructional technology, research and evaluation, and curriculum and instruction; course content focused on instructional technology and policy. Highlights of the discussion by two instructors include course context, setting, and changing expectations. A chart presents a range of technology options and approximate costs for schools considering collaborative learning.  | [FULL TEXT]

Hyde, David (1999).  The New Media Industry in San Francisco: Implications for City College. Report. 

Based on an extensive look at the trends and directions in San Francisco's New Media industry, this paper examines and evaluates the program at City College and devises recommendations for improving this program. Information was gathered from various industry reports published in San Francisco, interviewed representatives of the New Media industry, and hosted the New Media Education Summit, which consisted of a panel of key industry leaders observed by City College faculty. This document reports its evaluation of the New Media industry in San Francisco, summarizes the findings of the interviews and the Summit, and presents programmatic and curricular recommendations for City College. The recommendations are organized into five categories including (1) digital literacy, (2) certificate programs, (3) skills upgrades for industry professionals, (4) infusion of new media across the curriculum, and (5) institutional organization. Also included is a glossary of technical terms and information used in this report, as well as an overview of current new media programs at CCSF. Appendices include the New Media Education Summit attendees and the current Multimedia Studies certificates available at City College and the course requirements and electives for these programs. | [FULL TEXT]

Hyde, Hartley (1998).  CACTUS: Calculator and Computer Technology User Service.  Australian Mathematics Teacher, 54, 2. 

Presents an activity in which students use computer-based spreadsheets to find out how much grain should be added to a chess board when a grain of rice is put on the first square, the amount is doubled for the next square, and the chess board is covered.

Haughey, Margaret; Muirhead, Bill (1999).  On-Line Learning: Best Practices for Alberta School Jurisdictions. 

The goals of this project were to describe the various on-line models and delivery formats that have emerged in Alberta and to identify common practices and current issues surrounding the provision of on-line or virtual schooling. A Steering Committee developed a conceptual framework for the study under the three main headings of "Instruction,""Content" and "Technology Infrastructure," to help delineate the essential aspects of this form of distance learning. Based on analysis of interviews with coordinators of Alberta's on-line programs and a review of relevant literature on virtual schooling initiatives in Canada and elsewhere, the committee identified four models, described common practices and discussed issues identified by the participants. Overall, Alberta's on-line programs--most of which are in the first three years of operation--have not yet taken full advantage of the capabilities of the new technologies. Recommended strategies for Alberta school jurisdictions are provided, followed by additional resources and a glossary of terms. Appendices include profiles of 19 on-line learning programs in Alberta and 8 programs outside Alberta (Canada, United States and Australia), an overview of the methodology, and a list of related Alberta Education resources. | [FULL TEXT]

Haugsjaa, Erik (1996).  Collaborative Learning and Knowledge-Construction through a Knowledge-Based WWW Authoring Tool. 

This paper outlines hurdles to using the World Wide Web for learning, specifically in a collaborative knowledge-construction environment. Theoretical solutions based directly on existing Web environments, as well as on research and system prototypes in the areas of Intelligent Tutoring Systems (ITS) and ITS authoring systems, are suggested. Topics discussed include: (1) education for the 21st century--global issues grounded in the local community; (2) the complexity of our understanding of the world in some areas of science, resulting in increasing difficulty in relating the interrelations and subtleties to a classroom of passive learners; (3) hurdles toward reaching a learning Web, including relevant Web and hypertext background, problems with implementing workgroup annotations, and media-based authoring; (4) MeTaL (meta-tool for active learning), a knowledge-based tool for collaborative knowledge construction; (5) project-based learning in the global village; (6) the form versus content issue, moderators, voting, verbal skills, and democracy; (7) MeTaL hurdles, including computer science issues, databases, and machine learning; and (8) MeTaL design contributions. Contains 17 system references and 16 references. | [FULL TEXT]

Hiles, Timothy W. (1999).  Web Site Enhancement of Traditional Classroom Pedagogy. 

This paper describes the development of a World Wide Web site in an art history class at the University of Tennessee. The first section of the paper discusses digital technology in the art history classroom, including a comparison of the quality of digital images with slide projection. The second section describes a Web site created for a history of photography class that includes images, articles, a syllabus, reading list, and definition of terms. The next section addresses challenges in creating the site, including the instructor's lack of knowledge about creating a Web site, the amount of time involved, and cost; student involvement in order to overcome some of these obstacles is also covered. Copyright, specifically the legality of reproducing images and articles on the Web, is considered in the fourth section. The fifth section discusses student feedback and presents results of a poll of the class to determine use of the Web site, including frequency of use, method of access, and general response. It is concluded that the project was a success for all concerned. | [FULL TEXT]

Hill, Alan (1998).  Will We Ever Change?  TECHNOS, 7, 4. 

Discusses school districts' technology plans and the need to look beyond funding for hardware to address more pertinent issues such as integrating technology use into subject and grade-level proficiencies, staff-development programs for technology, technical support, considering technology proficiencies when evaluating teachers, and restructuring education to integrate the use of technology.

Hill, Janette R. (1997).  Web-Based Learning Environments: Guidelines for Development and Implementation.  Journal of Public Service & Outreach, 2, 3. 

Discusses the construction and feasibility of World Wide Web-based learning environments (WBLEs) for distance education, looking at issues in distance education and Web-based technologies, suggesting guidelines for creation of WBLEs, and presenting findings from a current research effort to illustrate the guidelines. Considers both the potential and challenges of WBLEs.

Hill, Janette R. (1999).  A Conceptual Framework for Understanding Information Seeking in Open-Ended Information Systems.  Educational Technology Research and Development, 47, 1. 

Describes a theoretically and empirically based framework for how users formulate and employ information-seeking strategies in open-ended information systems (OEISs). Discusses challenges related to OEISs. Describes OEIS theoretical and users' perspectives. Presents an example based on a recent study to illustrate use of the OEIS information-seeking framework. Offers implications for practice and research. Contains 133 references.

Hill, Janette R.; Hannafin, Michael J. (1997).  Cognitive Strategies and Learning from the World Wide Web.  Educational Technology Research and Development, 45, 4. 

Examines strategies used by adult learners in an open-ended hypermedia information system. Findings indicated: (1) a variety of strategies are used by learners; (2) self-reported knowledge appears to affect the strategies used; and (3) perceptions of disorientation and perceived self-efficacy influence strategies used.

Hill, Janette R.; Land, Susan M. (1998).  Open-Ended Learning Environments: A Theoretical Framework and Model for Design. 

This paper presents a framework and model for design of open-ended learning environments (OELEs). First, an overview is presented that addresses key characteristics of OELEs, including: use of meaningful, complex contexts; provision of tools and resources; learner reflection and self-monitoring; and social, material, or technological scaffolding. Next, the following assumptions associated with the design of OELEs are discussed: understanding is best achieved when situated in relevant contexts; learners must take more responsibility for monitoring and reflecting upon the learning process; understanding is best supported when learners connect personal experiences with formal concepts; and learning is a byproduct of progressive negotiation and interpretation of meanings. Following establishment of a framework for understanding the challenges and opportunities afforded by OELEs, a theoretical model for designing OELEs is introduced. The following phases and related considerations are described: (1) analysis, including environmental and participant characteristics; (2) design, including objectives, instructional domains, instructional content, means of instruction, and evaluation methods; (3) development and implementation, including resources, and on-going effort; (4) evaluation; and (5) maintenance. Finally, guidelines are offered to assist in use of the model for design and development of learning environments based on open-ended constructs. | [FULL TEXT]

Hill, M.; Bailey, J. D.; Reed, P. A. S. (1998).  Hypermedia Systems for Improving Knowledge, Understanding and Skills in Engineering Degree Courses.  Computers & Education, 31, 1. 

Evaluates two contrasting computer-based learning applications, based on the "open" hypermedia approach, that were introduced into undergraduate engineering degree courses. Concludes that carefully written computer-based applications can be effective for teaching basic knowledge and can also be used as a means for allowing students to develop skills in complex areas.

Hill, Margaret (1998).  Planning for Effective Use of Computers in the History-Social Science Classroom.  Social Studies Review, 38, 1. 

Describes strategies for effectively using the Internet in the classroom given low (no classroom terminal), medium (a single classroom terminal), and high levels (multiple terminals or stations per classroom) of online access. Provides basic instructions for using a Web browser for research. Includes outline chart of suggested strategies.

Hill, Margaret H.; Stephens, Liz C. (1999).  David's Story: How Technology Helped a Severely Disabled Learner Read and Write. 

This case study describes how one autistic learner, an 11-year-old boy, became a co-researcher with university literacy instructors to investigate how hypermedia can help him develop language and literacy skills. Data was collected for one year from video taping, journal notes, interviews with teachers and parents, test scores, and student artifacts of reading and writing samples. Researchers learned that fast-paced behavioral games were a detriment to learning language processes, whereas talking books on CD-ROM, schematic mapping software, and simulations helped the learner to increase reading and writing competencies. The learner's scores doubled every six months in reading and writing.   | [FULL TEXT]

Hillinger, Michael L. (1997).  What's Really New about Multimedia.  Training and Development, 51 n8 p46-47, 49-52. 

Ways to redesign training material using truly new multimedia capabilities include integrated formats; user-oriented flexibility; reality-based interactivity; and making connections among text to text, graphics, audio, and video to create more lively instruction.

Huang, Albert H. (1997).  Challenges and Opportunities of Online Education.  Journal of Educational Technology Systems, 25, 3. 

Online education (OLE) provides the flexibility and efficiency of computer-assisted instruction as well as the individual attention of instructor-guided instruction. Describes the development, advantages, and types of OLE; and argues that the change of communication channels and methods in OLE subsequently change the requirements for instructional and learning skills, administrative services, and educational facilities.

Huang, Shenghui Cindy (1999).  Internet Assisting EFL Writing Learning: From Learners' Perspective. 

A study investigated the use of the Internet in writing instruction in English as a foreign language (EFL). Subjects were 24 students majoring in English at a Taiwan college. At the beginning of the writing course, several Internet program were introduced to all the students, and students were reminded of the potential for use of the Internet throughout the course, although only one Internet-related assignment was required. Participating students answered an open-ended questionnaire at semester's end. Results indicate positive student attitudes toward use of the Internet for writing instruction, with access to computers and the nature of assignments seen as significant factors in Internet use. It is recommended that the school make Internet-access facilities more accessible and reliable, and that teachers modify assignments to take advantage of student enthusiasm and communication and research needs. The questionnaire is appended.

Huang, Shwu-yong L.; Padron, Yolanda N. (1999).  Preservice Teachers' Perceived Effectiveness of Technology Resources: A Cross-National Study. 

This study investigated cross-nationally preservice teachers' perceptions of the effectiveness of computers and technology in improving education. Participants were undergraduate education students from the United States and Taiwan; 180 students from each country were randomly selected. A survey instrument that identified types and amounts of technology resources generally found in elementary, middle, and high schools was used. The results indicate that preservice teachers in both countries valued a computer lab in each school and computers in each classroom higher than interactive video equipment or calculators. They also thought that these technology resources were more important and useful for students in high schools than in elementary or middle schools. Preservice teachers in the United States had more positive perceptions of the effectiveness of technology resources in improving education than their counterparts from Taiwan. Findings of this study and their educational implications are discussed.   | [FULL TEXT]

Hagen, Sara L. (1999).  Technology Diffusion and Innovations in Music Education in a Notebook Computer Environment. 

Valley City State University (North Dakota) was the second university in the nation to adopt a notebook computer environment, supplying every faculty, staff member, administrator, and student with a laptop computer and 24-hour access to the World Wide Web. This paper outlines the innovations made in the music department to accommodate the infusion of technology over a period of several years. The first section describes the university decisions, grants received, and implications of both in terms of faculty training and the integration of technology into the curriculum. The second section outlines the CD-ROM electronic portfolio Title III grant and its effect on student assessment in the classrooms across campus. The music department developed several projects utilizing technology and the CD-ROM assessment project to participate in the innovations campus-wide, focusing on the following abilities and skills: (1) communication/aesthetic responsiveness (writing, math, speaking, listening); (2) problem solving (creative thinking, reasoning, decision-making); (3) effective citizenship/global perspective (teaching others, exhibiting leadership, working with diversity); (4) collaboration/wellness (responsibility, sociability, self-management); and (5) technology (selects/applies technology, acquires/organizes information). Electronic portfolio assessments and technology in music theory composition, music history, piano classes/applied lessons, and music methods projects are summarized in the third section. The final section describes future needs and concerns.  | [FULL TEXT]

Haggerty, Terry R. (1997).  Influence of Information Technology on Kinesiology and Physical Education.  Quest, 49, 3. 

This paper discusses the difficulty of accurately predicting the future role of information technology, presents an overview of technological advances, and highlights such special interest areas as virtual reality, the information highway, and the influence of computers on traditional ways of thinking.

Hagiwara, Taku; Myles, Brenda Smith (1999).  A Multimedia Social Story Intervention: Teaching Skills to Children with Autism.  Focus on Autism and Other Developmental Disabilities, 14, 2. 

This study developed an intervention that used social stories in a computer-based format with three elementary-aged boys with autism. Results indicated the multimedia intervention was effective in reducing behavioral and social problems in the boys.

Hunsaker, Diane (1997).  Ditch the Calculators.  Newsweek, 130, 18. 

Discusses the overuse of calculators in mathematics classrooms. Argues that the sole purpose of teaching mathematics is for thinking and discipline and these goals cannot be obtained when using calculators.

Hunt, Jeffrey L.; Lockard, James (1998).  How Do Local School Districts Formulate Educational Technology Policy? 

This study reports on the formulation of educational technology policy in three Illinois K-12 school districts (n=36). Major findings included: (1) educational policy formulation in the districts focused on collecting the objects of technology, such as computers, modems, networks, rather than viewing educational technology as a systematic process of achieving goals; (2) active leadership from a superintendent was essential in each school district; (3) formulation of the plans was more than an empowered committee or executive blessing--it required active participation by a superintendent. Findings also revealed that some of the school districts' planning ideas had omissions, such as detailed plans for staff development, finances, evaluation, and school culture issues. The flow of a technology initiative starts with a vision and includes technology goals, development of instruction, implementation, evaluation, and recycling/revision. Using this systems approach and adding the omissions observed in the research, a planning template, the "Technology Planning Web," was developed to be used at the goal and development steps of the technology initiative. At the center of the web are educational technology goals and learning activities; other components include evaluation protocol, staff development, hardware, finances, research and development, physical infrastructure, and political/cultural infrastructure. | [FULL TEXT]

Hunt, Nancy P. (1998).  Designing Instruction for the Web: Incorporating New Conceptions of the Learning Process. 

New technologies such as Magnetic Resonance Imaging (MRI) and Positron Emission Tomography (PET) have led to recent discoveries about how the brain works and how people learn. The interactive capabilities of World Wide Web-based instructional strategies can be employed to better match how we teach with how we know students learn. This paper summarizes the following assumptions on the nature of learning, based on the argument that learning occurs through building and traversing neuronal pathways: learning occurs through making connections; the best predictor of what students will learn is what they already know; nothing is learned until it is internalized into long term memory, ready for later retrieval along well-worn pathways; and students learn in different ways. The paper also provides an overview of instructional strategies that promote learning (reflection, reconstruction, and rehearsal) and an argument for taking advantage of the interactive capabilities of the WWW to create an optimal setting for learning. It concludes with a description of PROJECT LEARN, a staff and media development project at Lincoln University (New Zealand) that successfully integrates these ideas to enhance undergraduate education. A figure presents the continuum of interactivity available via the WWW. Contains 11 references.  | [FULL TEXT]

Hunter, Beverly (1998).  Building Capacity for Innovation: The Vanguard for Learning Model. 

When a school community is making a major investment in technology, the major challenge is to ensure that the technologies are used to support innovative practices that are responsive to the community's changing needs and opportunities for teaching and learning. How can implementation of technology be integrally embedded in and supportive of innovation and reform? How can a local school community build its own capacity for innovation while at the same time staying in synchrony with top-down and system-wide initiatives? How much innovation can a school adequately support at any one time? Can these locally initiated innovations become institutionalized? Can the local community be a research testbed to feed back information to the larger system? These questions are being addressed in the pre-K-12 school community of a United States military base overseas, which is part of the United States Department of Defense Education Activity (DoDEA) worldwide school systems. Vanguard for Learning is a 30-month research project sponsored by the DoDEA and funded by the National Science Foundation to investigate these questions about technology and educational reform. This paper provides an overview of the Vanguard model for innovation and some key findings to date. | [FULL TEXT]

Hawkes, Mark (1995).  Educational Technology Dissemination: Its Impact on Learning, Instruction, and Educational Policy. 

The Council of Great Lakes Governors and GTE North, Inc. developed a partnership titled "Pioneering Partners for Educational Technology" to disseminate innovative educational technologies developed by classroom teachers in eight states of the Great Lakes region. To accomplish this, Pioneering Partners provides a Partnership Summer Summit at which participants' skills in disseminating innovative educational technologies are developed. Evaluation of the initiative focused on providing the Council of Great Lakes Governors and GTE with information regarding the effectiveness of steps taken to spread the use of educational technology. Also, Pioneering Partners seeks to inform policy makers on decisions they face, in order to increase the likelihood that laws favoring technology in schools will be legislated. Most frequently disseminated technologies involved classroom computers; telecommunications technologies; computer labs; and video, laptop, and calculator technologies. The greatest factor in facilitating dissemination was Pioneering Partners materials and support, and the belief that something of value could be done. Rural educators especially indicated that lack of financial resources and technology know-how were the greatest inhibitions to dissemination efforts. Evaluation also assessed the highest level of technology use at adopting sites, and the initiative's influence on local and state education policy. Recommendations include developing a strategy to close the resource gap for rural schools, encouraging quality applications of technology to math and science instruction, using telecommunications as a reporting and evaluation tool, requiring clearly defined goals for student learning, providing scholarly literature to validate educators' experiences in the project and to promote a common language, and providing more support to ensure that dissemination achieves the lasting effect of technology adoption. An appendix contains eight figures. | [FULL TEXT]

Hawkes, Mark (1999).  Exploring Network-Based Communication in Teacher Professional Development.  Educational Technology, 39, 4. 

Presents and applies a teacher professional-development-oriented analytical framework to provide clarity to the discussion of what role network-based communication may play in teacher professional-development experiences. A table presents a summary of advocacy and adversarial claims in network-based professional development by areas of professional knowledge. Contains 55 references.

Hawkes, Mark; Cambre, Marjorie; Lewis, Morgan (1998).  The Ohio SchoolNet Telecommunity Evaluation. 

This evaluation report is the second in a series addressing the development of the Ohio SchoolNet Telecommunity initiative. Overarching topics for evaluation inquiry include technology deployment, practices in professional development, and impacts of network use on students and teachers. The report is organized by 14 "most frequently asked questions": (1) What criteria are generally used to identify successful distance education? (2) Which projects are using distance learning technologies optimally? (3) Are there common elements in projection implementation? (4) How do different models of distance education compare? (5) Are the projects on track with regard to timelines, hardware acquisition, professional development, and content? (6) Are projects migrating to higher standards? (7) Were planning grants helpful in building a guiding coalition and building capacity for the work? (8) What impacts on student learning is the Telecommunity project responsible for? (9) What impacts on teachers and teaching is the Telecommunity initiative having? (10) Are we developing assessment tools to assess student learning effectively? (11) What does the professional development picture at Telecommunity implementation sites look like and is it sufficient? (12) Is distance learning cost-effective in the Telecommunity sites? (13) Is distance learning promoting equity within the Telecommunity sites? and (14) How are Telecommunity sites leveraging existing technology resources and what are the outcomes? As a comparative resource, this evaluation report also profiles two other projects OWLink in Houston (Texas) and the St. Louis (Missouri) School District that are using two-way, interactive communications technologies to improve student learning. This report contains several tables and figures. | [FULL TEXT]

Hawkins, Charles H., Jr.; Gustafson, Kent L.; Nielsen, Tom (1998).  Return on Investment (ROI) for Electronic Performance Support Systems: A Web-Based System.  Educational Technology, 38, 4. 

Electronic Performance Support Systems (EPSSs) are replacing traditional training in many settings. This article describes a package to determine the return on investment (ROI) of an EPSS used by the U.S. Department of Veterans Affairs, applicable as well as to the calculation of ROI for other EPSSs.

Hawkridge, David (1996).  Reforming Educational Technology.  Educational Media and Technology Yearbook, 21. 

Discusses the need to reform educational technology. Topics include an obsolete foundation for the field based on 1960s psychological theory; the need to incorporate cognitive science; reasons for integrating information technology; and ideological challenges, including critical theory.

Hawkridge, David (1999).  Thirty Years On, BJET! and Educational Technology Comes of Age.  British Journal of Educational Technology, 30, 4. 

Reviews the publication history of the "British Journal of Educational Technology" (BJET) whose original purpose was concerned with the theory, application, and development of educational technology and communications. Provides an overview of articles in earlier issues and examines trends for the next few years in educational technology. Contains 44 references.

Hawkridge, David, Ed. (1995).  ALT-C 95: Changing Education, Changing Technology. Conference Abstracts of the Association for Learning Technology Conference (2nd, Milton Keynes, England, United Kingdom, September 11-13, 1995). 

This program for the 1995 Association for Learning Technology Conference summarizes the presentations of the discussions, demonstrations, workshops, and poster sessions. Abstracts of the following papers presented at the conference are included: "New Structures for Learning" (Patrick Allen & Kate Sankey); "Multiple System Conferencing" (Susan Armitage & Mark Bryson); "Mixed Metaphor Systems for Accessing Hypermedia Teaching Material" (Philip Barker & Check Meng Tan); "Strategies for Using Electronic Lectures" (Philip Barker); "Student Workbooks--A Computer Based Learning Environment" (G. J. Blyth, M. S. Bloor, & R. Creasey); "New Approaches to Learning & Teaching" (Adrian C. Boucher); "CAL Evaluation at the Open University" (Philip Butcher, Ann Jones, & Canan Tosunoglu);"Practice and Approaches to IT Skills" (Robina Clayphan); "Accommodating Multiple Learner Styles and Multiple Disciplines in a Single Multimedia Learning Resource" (Roy Currie); "Hypertext Authoring in Art and Design Education" (Alan Dyer); "Evaluation of Student Perceptions of a Computer Based Laboratory Simulation" (N. S. Edward); "The Need for, and the Development of, Student Managed Support Software" (Peter Edwards); "SHAPE: A Semantic-Hypermedia Authoring Program for Education" (G. J. Elliott, Eleri Jones, & A. Cooke); "Cooperative Cross-Platform Courseware Development" (Jeff Haywood, Hamish Macleod, Brian Gilmore, & Christine Rees); "Change Management for Sustainable Educational Software" (Phil Hobbs & Simon Price); "Experiences of Managing Curriculum Development in a Large Organisation" (Ian Huntley); "Changing the Role of Tutors in Distance Education with Information and Communications Technologies" (Adrian Kirkwood, Ann Jones, & Anne Jelfs); "Replacement of Traditional Lectures with Computer Based Tutorials" (Derek Lavelle); "Beyond the Multiple Choice" (Don Mackenzie & Helen Wilkins); "The Scalability of Online Courses" (Robin Mason); "A Rationale for the Development of Personal Transferable Skills through the Use of IT in Teaching and Learning" (Audrey McCartan & Catherine Hare); "An Application of Conceptional Techniques in Education" (R. V. De Mulder, C. van Noortwijk); "Changing Media: Will A Student Want To Read a Printed Textbook When an Electronic Text is Available?" (Joe Nicolls, Mark Howes, & Rick Jones); "A New Future for Situated and Collaborative Learning and Mentorship Using the World Wide Web" (Michael Nott, Robert Day & Matthew Riddle); "Taking the Technology Out of Video Technology in Higher Education" (Chris O'Hagan). "The Use of Hypertext and the World Wide Web in Computer Based Assessment" (N. Parrington, R. I. Ferguson, & J. Mills); "Shrink-Wrapped Solutions Aren't" (Mark Pettigrew & Ian Huntley); "WinEcon Lecturer" (Simon Price, Li Lin Cheah & Jasper Tredgold); "Educational Computing Systems" (A. Ravenscroft, K. Tait, & I. E. Hughes); "Towards a Theory of Technological Innovation within Higher Education" (Rachael Scott & Brent Robinson); "The Use of the Internet in Distance Learning and Continuing Professional Development of Property and Construction Professionals" (Brian Sloan); "Video Conferencing in Medical Education" (Sandra Thompson); and "Horses for Courses and Tools for Teachers" (Sue Tickner).

Hawley, Chandra (1997).  Systemic Change in Education: A Road Map.  Educational Technology, 37, 6. 

Provides guidelines for systemic change in education. Presents an overview of the change process. Discusses preparing for change; building a core team to lead the design effort; transforming vision into system design; shifting focus from planning to implementation; and implementation, summative evaluation, and closure.

Hawley, Chandra L.; Duffy, Thomas M. (1998).  Design Model for Learner-Centered, Computer-Based Simulations. 

This paper presents a model for designing computer-based simulation environments within a constructivist framework for the K-12 school setting. The following primary criteria for the development of simulations are proposed: (1) the problem needs to be authentic; (2) the cognitive demand in learning should be authentic; (3) scaffolding supports a focused effort relevant to the learning goals; (4) coaching promotes learning rather than directing or correcting performance; (5) reflection supports abstracting, synthesizing, and extending the learning; and (6) the environment should be engaging. With these criteria as a basis, this paper evaluates "The Chelsea Bank," a simulation package that consists of 15 scenarios in which groups of learners act as either a bank teller or a customer service representative. Contains 12 references. | [FULL TEXT]

Hecht, Jeffrey B.; And Others (1993).  Project Homeroom, Second Year Experiences: A Final Report on the Project in the Maine East High School, New Trier High School, Amos Alonzo Stagg High School. 

Project Homeroom is an innovative attempt by several Chicago-area schools, International Business Machines, and Ameritech to introduce state-of-the-art computing and telecommunications resources into the educational environment. This report details the second and final year's efforts in three high schools. An evaluation team from the Technological Innovations in Educational Research Laboratory has studied Project Homeroom since 1991, using direct classroom observation, written surveys, personal and group interviews, and the examination of records to develop an understanding of the project. Several key issues were identified, the first being that innovation of this sort takes time to accomplish, time for teachers to learn about technology, and time for teachers and students to accept change. It is apparent that Project Homeroom improved student and parent access to teachers, and that interdisciplinary instruction and cooperative learning are an important part of Project Homeroom's success. Three dominant uses of the technology were recognized: (1) word processing; (2) telecommunications for electronic mail communication and information retrieval; and (3) the preparation and presentation of nontext materials. It also appears that teachers involved in the project interacted with each other more than they had before. Project Homeroom is recognized as a successful combination of technology and people. Twenty-four graphs and five tables present evaluation findings. Four appendices contain the parent surveys. | [FULL TEXT]

Hecht, Jeffrey B.; And Others (1994).  Project Homeroom, Project Schoolroom, and Regular School: Innovations in Team Teaching, Interdisciplinary Learning, and the Use of Technology. A Final Report on the Project at the Maine East High School. 

The students, faculty, and administration at the Maine Township East High School engaged in an ongoing curricular innovation program during the 1993-94 academic year, investigating the notions of teacher teaming, interdisciplinary instruction, and the use of computer technology in the delivery of a core education in biology, world cultures, English, and algebra. The freshman class was divided into the following three groups, each emphasizing certain of the innovations under study: (1) Project Homeroom teachers worked together as a team, planning lessons together and working to incorporate computers into their classes. Students were given computers to use in their homes for the duration of the project and were able to use computer software for assignments and link with their teachers using electronic communications tools. (2) Project Schoolroom teachers also worked in teams, but did not have the same access to computer technology. Teacher teaming, getting to know the students better, and an interdisciplinary approach were the main features of this group. (3) Regular School teachers and students served as the control group, with the students receiving traditional instruction from teachers following their usual lesson plans. This project summary evaluation report represents information gathered from two written surveys of all participating students, interviews with teachers in each of the experimental groups, and an evaluation of selected exemplary curricular products, including student projects. In addition, student grades in each of the four courses under study, cumulative grade point averages, attendance records, student performance on criterion referenced examinations and student demographies were examined. Major findings include: (1) demographic and prior achievement levels of students in the Project Homeroom, Project Schoolroom, and Regular School varied little; (2) students in the Project Schoolroom group tended to achieve statistically significantly higher grades than the students in the other groups in each of the four subject areas considered; (3) Project Schoolroom students tended to be absent less than their counterparts; (4) teacher teaming provided direct benefits to both teachers and students; and (5) participating teachers found it difficult to integrate computer technology, and plan long-term interdisciplinary units, into the curriculum given the current constraints of standard curriculum and Criterion Referenced Test (CRT) assessment. Results are illustrated in 13 figures. | [FULL TEXT]

Hecht, Jeffrey B.; Roberts, Nicole K.; Schoon, Perry L.; Fansler, Gigi (1995).  Teacher Teams and Computer Technology. 

This research used three groups in a quasi-experimental approach to assess the combined impact of teacher teaming and computer technology on student grade point averages (GPAs). Ninth-grade students' academic achievement in each of four different subject areas (algebra, biology, world cultures, and English) was studied. Two separate treatments were investigated. The first treatment exposed one group of students to a teacher-teamed approach for these subjects using a four-period block schedule. The second treatment exposed another group of students to a combination of the same teacher-teamed approach combined with significantly improved access to computer and telecommunications technology in the school and at the participating teachers' and students' homes. A control group received the standard curriculum for these four subjects without any special accommodations for either teacher teaming or technology access. Results showed that students in the team taught group achieved higher GPAs than either the traditional school group or the group having both teacher teams and computer technology. Interviews with participating teachers uncovered impediments to the application of the computer technology. Two tables show mean excused/unexcused absences and mean grades for each subject area. Contains 25 references. | [FULL TEXT]

Hecht, Jeffrey B.; Schoon, Perry L. (1998).  Bleeding on the Edge: Experiences from Teaching a Multimedia-Rich Course over the Internet. 

A recent master's level course in the Department of Educational Administration and Foundations at Illinois State University pushed the envelope on using instructional Internet technologies. This course utilized several in-person sessions (both on- and off-campus), e-mail, and a dedicated World Wide Web site. The majority of classes were held over the Internet using CU-SeeMe client and server software. Certain experiences (e.g., installing and configuring new software, training students to use the software, and back-up methods of instruction) were anticipated, while others had to be dealt with "on the fly" (e.g., incompatible hardware, Internet propagation delays, and synchronizing audio and video). Instructors contemplating this mode of content delivery need to be aware of the benefits and costs, especially in terms of time for instructor and student training, multiple modality and error-alternative preparation, and practice. The following conclusions are presented: (1) instructors and students need a lot of time to become familiar with the technology; (2) instructors need to plan for the unexpected and have alternative and backup methods for delivering course content; (3) instructors need to create multiple/repetitive modes of content delivery; and (4) instructors and students need to be relatively technically savvy as well as highly fault tolerant. | [FULL TEXT]

Hinerman, Sandra Dillon (1997).  Graphing Calculators in the Calculus Classroom. 

This study compared the test scores of AP Calculus students. Two methods were used to work the calculus problems: the traditional pencil and paper method and the graphing calculator method. Four researcher-constructed assessments on various calculus topics were administered over a six-week period to two sections of high school AP Calculus students. Each assessment consisted of two sections: a non-calculator section and a calculator-active section. A t-test for dependent samples when the means are related was performed on each of the four assessments at the 0.05 level of significance. The t-test showed that there was a statistically significant difference between the two sections of students' test scores on the first two assessments. Two sections of the students' test scores showed no statistically significant difference on the last two assessments. Contains 43 references.  | [FULL TEXT]

Hines, Peggy; Oakes, Phyllis B.; Corley, Donna; Lindell, Calvin O. (1998).  Crossing Boundaries: Virtual Collaboration Across Disciplines.  Internet and Higher Education, 1, 2. 

In an experiment in cross-disciplinary collaboration involving three courses at Morehead State University during spring semester, 1997, small groups worked collaboratively within a virtual environment to define solutions for children's health issues as described by an early childhood education class. The instructors and a consultant utilized various technologies for the classes to communicate, collaborate, and reflect on the process in the virtual environment.

Hinga, Sophia W.; Chen, Linlin Irene (1998).  Improving Learning Processes in Institutions of Higher Education by Incorporating High-Risk Web Technologies. 

With the assistance of learning technology consultants in the Technology Teaching and Learning Center (TTLC) at the University of Houston-Downtown (Texas), professors have shifted their paradigms and are taking the leap to use more high-risk World Wide Web technologies in their courses. One that has become a hallmark is delivering exams via the Internet. With advanced authoring tools such as Asymetrix ToolBook II Instructor, students can take tests on computer workstations inside computer labs within their university, at distant education sites, or at home. This paper discusses: (1) planning and preparation, including software selection, training, and time management; (2) risks related to question widgets, question scoring, Java class files, exam scoring, and Web browser components; and (3) high-risk precautions, including security issues and back-up plans. Three figures present the Java class location, student log-in, and a scoring/tracking screen.  | [FULL TEXT]

Hogan-Brun, Gabrielle, Ed.; Jung, Udo O. H., Ed. (1999).  Media, Multimedia, Omnimedia: Selected Papers from the CETaLL Symposium on the Occasion of the AILA World Congress (11th, Jyvaskyla, Finland, August 4-9, 1996) and Man and Media Symposium (5th, Nancy, France, June 5-7, 1997). Bayreuth Contributions to Glottodidactics, Vol. 7. 

This volume presents a collection of 14 selected papers on the theme of how to use media technology to enhance language learning and teaching. Papers explore innovative ways to use existing technologies in broadband networks, the telemedia, and multimedia, while others focus on the use of the Internet. It is hoped that exploring the use of these emerging technologies will allow for the development of more flexible learning and add multidimensionality and authenticity to foreign language teaching. In order to be effective, the teacher and student must be able to successfully integrate old and new media or "omnimedia." In the first section, "The Overall Picture," the chapters are: "Effective Language Learning and the Media: A Study of Current Theories for the Exploration of Media Technology (Marie-Madeleine Kenning); "Computers as Cognitive Tools in the Language Classroom" (Dieter Wolff); "Will the Real Ed Tech Please Stand Up?" (Udo O.H. Jung). In the second section, "At the Creating End," the chapters are: "TELOS Language Learning: User Needs and Telemedia Answers" (Kurt Kohn and Angelika Rieder); "Learner Interaction and Broadband Network" (Edith Esch and R.-Liisa Cleary); "The Engima of Kaspar Hauser: A Multimedia Approach" (Gabriele Wittig-Davis and Robert Davis); "Language Comprehension and Staged Increase of Audio-Visual Support" (Joseph Boyle); and "Integrating the Internet: A Report of Work Always in Progress" (Norman Davies). In the third section, "At the User End," the chapters are: "Specialist Foreign Language Learning with Multimedia: New Learning and Teaching Dynamics" (Gabrielle Hogan-Brun and Ruth Whittle); "The WWW and Its Contribution to Foreign Language Learning" (Alison Piper and Vicky Wright); "Authority and the ESP Teacher in a Technological Age" (Peter Roe); and "Who Is in the Learning Zone: Evaluating the Impact of Italia 2000" (Robert Vanderplank and Peter Dyson). In the fourth section, "Food for Thought," the chapters are: "New Technologies: The Quest for Appropriateness" (Evelyne Namenwirth); and "Language Lab--Multimedia Lab--Future Lab" (Jurgen Froehlich). The fifth section contains as an appendix, "An International Bibliography of Computer-Assisted Language Learning: Fourth Installment" (Udo O.H. Jung).

Hoge, John Douglas (1996).  Observations on the Use of Computer and Broadcast Television Technology in One Public Elementary School. 

This paper provides participant observations regarding the use of computer and broadcast television technology at a suburban public elementary school in Athens, Georgia during the 1995-1996 school year. The paper describes the hardware and software available in the school, and the use and misuse of computers and broadcast television in the classroom. Word processing software was the most frequently used and productive classroom tool. Student misuses of computer technology included: inappropriate expectations, procrastination, and "digital delinquency" such as loading non-educational games, and typing inappropriate poems and stories. Teacher misuses of technology included: searching of the Internet during the class, without prior identification and previewing of sites, and the use of electronic fraction bars which were more easily used in their regular plastic form. The difficulties with a student-produced broadcast of the morning announcements are discussed. Conclusions from the year-long observation include: (1) infusions of hardware and software alone will prove to be educationally ineffective--ongoing teacher training and school level support are essential; (2) disadvantaged youth need greater access to computers during school hours than their more well-to-do peers who often have technology resources at home; and (3) legitimate educational goals derived from established curriculum guidelines must drive the use of electronic technology. | [FULL TEXT]

Hogg, Jim (1997).  Geography Students Assess Their Learning Using Computer-Marked Tests.  Journal of Geography in Higher Education, 21, 1. 

Reports on a pilot study designed to assess the potential of computer-marked tests for allowing students to monitor their learning. Students' answers to multiple choice tests were fed into a computer that provided a full analysis of their strengths and weaknesses. Students responded favorably to the feedback.

Herbert, Joanne May (1999).  An Online Learning Community.  American School Board Journal, 186, 3. 

Teams of teachers participating in CaseNET, an effective online professional development program, can analyze real life case studies and learn from their analyses. Since the program is delivered via the Internet, videotapes, and print materials, teachers can earn college credits by taking courses at their school or at a nearby university.

Herlan, Pharra J.; Darkwa, Osei (1999).  Cultural Relevancy of Distance Learning in Africa.  Distance Education Report, 3 n22 p7-8 Nov 15, 1999. 

Discusses information, pedagogical and cultural perspectives on distance education in Africa, as well as the roles of educators and information technology. Suggests that the design of distance education for developing countries must be sensitive to cross-national and cultural differences.

Hernandez-Ramos, Pedro (1999).  Q&A: Defining Internet Architecture for Learning.  Community College Journal, 70, 2. 

Presents Pedro Hernandez-Ramos's thoughts on Educom's Instructional Management Systems (IMS), a global coalition of organizations working together to create standards for software development in distributed learning. Focuses on the organization's relevance to community colleges, the benefits of participation, why IMS is a global effort, and how IMS will evolve in the next few years.

Herrmann, Allan; Fox, Robert; Boyd, Anna (1999).  Benign Educational Technology?  Open Learning, 14, 1. 

Uses Tenner's framework of unintended consequences of the introduction and use of technology and applies it to a case study in educational technology change at Curtin University (Western Australia). Discusses distance education, computer-mediated communication based on the World Wide Web, and revenge as a framework for identifying unintended consequences of technology.

Herrmann, Francoise (1998).  Building On-Line Communities of Practice: An Example and Implications.  Educational Technology, 38, 1. 

Based on a five-year ethnographic study of the activity of an online, international academic community of practice supported by ListServer technology, this article covers selective findings pertaining to patterns of communication deemed crucial to community building. Implications of learning and collegial support are discussed.

Herrneckar, Adam D. (1999).  Instructional Design for Web-Based, Post-Secondary Distance Education.  Journal of Instruction Delivery Systems, 13, 2. 

Discusses Web-based distance-educational opportunities in post-secondary education, reviews traditional models for instructional design along with available educational technology, and suggests a derivative framework based upon environmental factors and circumstance. Examines constructivism, computer-mediated communication, communication mechanisms, assessment, and virtual access.

Herselman, Marlien E. (1999).  South African Resource-Deprived Learners Benefit from CALL through the Medium of Computer Games.  Computer Assisted Language Learning, 12, 3. 

Reports results of an investigation into how educational computer games can benefit resource-advantaged (RA) and resource-deprived (RD) learners in English second-language teaching at Grade 6 in the primary school in South Africa.

Hershkovitz, Sara; Nesher, Pearla (1998).  Tools to Think With: Detecting Different Strategies in Solving Arithmetic Word Problems.  International Journal of Computers for Mathematical Learning, 3, 3. 

Discusses two approaches to solving word problems that consider the verbal text of the problem, and analyze it to obtain its mathematical expression, as well as its numerical solution. Uses two computerized programs for word problems to capture the various strategies employed by the problem solvers. Contains 21 references.

Hertert, Linda G. (1998).  What the Governors Propose for 1998.  School Business Affairs, 64, 7. 

Education remains a top priority in governors' 1998 state-of-the-state addresses. Most governors favor increased school funding, dedication of some budget surpluses to new school construction and long-postponed maintenance and repair, and funding for technology. Many advocate early schooling, reading programs, smaller class size, school choice, teacher quality, standards, and accountability.

_____. (1995).  Hong Kong Papers in Linguistics and Language Teaching. 

This serial presents articles, reports, and conference reports on various topics concerned with language-related areas, including general linguistics, teaching methodology, curriculum development, testing, evaluation, educational technology, language planning, and bilingual education. Articles in this volume are: (1) "Task Difficulty From the Learners' Perspective: Perceptions and Reality" (David Nunan and Ken Keobke); (2) "Processes and Their Products: A Comparison of Task" (Desmond Allison, Vivien Berry, and Jo Lewkowicz); (3) "The Author in the Text: Hedging in Scientific Writing" (Ken Hyland); (4) "How High Can a Dead Cat Bounce?: Metaphor and the Hong Kong Stock Market" (Geoff P. Smith); (5) "Modifying Meanings: Modality and Argumentation in Students' Written Answers to a Legal Problem" (Desmond Allison); (6) "Practising What We Preach: Creating the Conditions for Student Autonomy" (Nigel Bruce); (7) "Citing Previous Writers: What Can We Say Instead of 'Say'" (Valerie Pickard); and (8) "Theme Choice and Lateral Verbs in Newspaper Editorials" (Thomas Hawes and Sarah Thomas). Reports include: (1) "Review of SurveyPlus: Individual Learning Needs Assessment Software Temasek Plus" (David Gardner); (2) "Kitchen Design Project for Architecture" (Monica Hill and Dora Pao); and (3) "The Writing Needs of Postgraduate Students at the University of Hong Kong" (Linda Cooley and Jo Lewkowicz). Two Conference reports are presented: (1) "TESOL 1995: Building Futures Together" (Monica Hill); and (2) "The British Council Language Centre International ELT Conference and Book Fair 1994 on English Language Teaching Resources (Valerie Pickard). (NAV) | [FULL TEXT]

Honey, Margaret; Culp, Katherine McMillan; Carrigg, Fred (1999).  Perspectives on Technology and Education Research: Lessons from the Past and Present. 

This paper offers a perspective that grows out of what those at EDC's Center for Children and Technology have learned from nearly three decades of research on educational technology. The paper discusses where the field of educational research is heading and reviews promising directions for technology's role in education. There are changes in the nature of technological elements involved in educational research, changes in the kinds of research questions being asked, and changes in how research is being done and the methods being used; all of these factors are discussed. Then, to illustrate how technologies can be used to support and extend a broad-based program of education change, the authors use the example of a comprehensive program of reform that has taken place in the Union City, New Jersey schools. Eight key reform strategies integral to the Union City school district's success are identified. Key assumptions, methodological features, and design elements of this type of research are reviewed. The paper concludes by identifying several lessons learned. | [FULL TEXT]

Honey, Margaret; McMillan, Katherine (1993).  Case Studies of K-12 Educators Use of the Internet: Exploring the Relationship between Metaphor and Practice. 

The kinds of representations and associations that elementary and secondary educators are building of the Internet and the ways in which these representations vary depending on their use were studied. Subjects were teachers from the Center for Technology in Education (New York) national telecommunications survey who had responded that they used the Internet for more than just electronic mail. Participants were sent an open-ended questionnaire that covered Internet use, involvement, learning, use in schools, future, and background. Responses were received from nine women and nine men who had spent an average of 19 years working as educators. Half were classroom teachers, two were librarians, and the others were technology specialists at classroom or administrative levels. All but two of the interviews were conducted over the Internet. Responses indicate that obstacles to Internet use for elementary and secondary education are substantial. These users were extremely technologically sophisticated and were drawing on skills they had developed outside their professional roles as teachers. They also were in schools with the necessary technology--conditions not available for the majority of teachers. Suggestions are given for making the Internet more accessible and more friendly for the educator user, as well as for expanding the available technology. | [FULL TEXT]

Harada, Violet H.; Yoshina, Joan (1997).  Using Technology To Cultivate Thinking Dispositions.  Technology Connection, 3 n10 p10-11, 27 Feb 1997. 

Teachers at Mililani Mauka Elementary School in Honolulu, Hawaii are using technology to encourage higher-order thinking with a model of effective thinking developed at Harvard University (Massachusetts): being broad and adventurous, sustaining intellectual curiosity, clarifying and seeking understanding, planning strategically, being intellectually careful, seeking and evaluating reasons, and being metacognitive.

Harada, Violet; Donham, Jean (1998).  Information Power: Student Achievement is the Bottom Line.  Teacher Librarian, 26, 1. 

Focuses on the student-centered "Information Power: Building Partnerships for Learning" mission for school library media programs, and the corresponding information literacy standards. Discusses examples of content-area standards; instructional roles; and three strategies for developing an integrated library media program--collaborating with teachers and administrators, leading and using technology.

Harbeck, Julia D.; Sherman, Thomas M. (1999).  Seven Principles for Designing Developmentally Appropriate Web Sites for Young Children.  Educational Technology, 39, 4. 

Illustrates how each of these principles may guide decisions about Web-based design for young children consistent with developmentally appropriate practice: (1) simple, clean and concrete design; (2) adult guidance; (3) progressive and individualized; (4) relevant to children; (5) integrated activities; (6) active and enjoyable; and (7) exploratory with multiple options.

Hardt, Richard W.; Wisniewski, John, Ed.; Horner, Kirk C.; Ficklen, Ellen, Ed.; Ward, Anne W. (1998).  Technology & School Design: Creating Spaces for Learning. 

Schools facing deteriorating conditions, high costs, and outdated building designs are tapping into the special capabilities of information technology to address the learning needs of their students. This book guides school leaders through school facility planning and technology systems planning, describing the importance of long-range planning and revealing the decision-making faced by some school leaders who have led successful facility design efforts. It recommends a seven-step process that distinguishes what facilities a school district needs and how to gain community support. The book also examines how to select an architectural firm and how to work with it to create educational specifications and building designs that accommodate technology use, including the design of technology-rich spaces such as media centers. Concluding chapters define the infrastructure options school leaders can choose from, and examine the step-by-step approach of a bond issue campaign a school district may need to fund new and remodeled facilities. A list of recommended resources, glossaries of architectural and technology infrastructure terms, and National School Boards Association's publications and ordering forms are provided.

Hardwick, Susan W. (1997).  Distance Learning Goes Global: A Faculty Perspective.  Distance Education Report, 3-4 Oct 1997. 

Distance learning using two-way audio and visual interaction offers opportunities for personal interaction with and among students. Describes the experiences of a faculty member of the California State University (Chico, CA) who taught a human geography course to students in California and Japan. Provides examples of student-centered assignments.

Hardy, Janice V. (1998).  Teacher Attitudes toward and Knowledge of Computer Technology.  Computers in the Schools, 14, 3-4. 

Examines the literature that discusses teacher attitudes toward and knowledge of computer technology to determine how they incorporate it into their classrooms. Topics include motivation; training; support; computer anxiety; deterrents to the use of computer technology; and training needs, including inservice and staff development and teacher-education programs.

Hardy, Janice Valerye (1997).  Comprehensive Written Exams: Questions and Answers. 

This document contains four papers that are answers to comprehensive examination questions of a doctoral student in instructional technology. The first paper, "Federal Support and Funding of School Library Media Programs into the 21st Century," includes sections on why federal support and funding are needed, how school library media programs (SLMPs) help K-12 students, and why school library media specialists (SLMSs) are needed. The World Wide Web (WWW) as a research tool is discussed in the next paper, including Internet tools, electronic data collection, e-mail discussion groups, electronic interviews, web-based surveys, and software tools Entitled "Using the WWW as a Research Tool for Collecting Data," this paper also describes use of the Internet to investigate the changing role of SLMSs in light of new technologies. "Technology and Learning: A Reaction Paper," the third paper, considers how two books--"The Children's Machine" (S. Papert) and "Knowledge as Design" (D.N. Perkins)--relate to current practices and attitudes about the use of technology in education. The final paper, "Focus on Selected Roles of School Library Media Specialists:," addresses the role of SLMSs; special skills and attributes of the instructional planning process; teaching, learning, and achievement; and collaboration with teachers. | [FULL TEXT]

Harknett, Richard J.; Cobane, Craig T. (1997).  Introducing Instructional Technology to International Relations.  PS: Political Science and Politics, 30, 3. 

Details the introduction of five different forms of instructional technology into a core international relations class. The technology includes a multimedia map, the Internet, a course Web Page, CD-ROMs, and "Powerpoint" presentations. Identifies technological breakdowns as the most consistent problem with these approaches and suggests alternate backup lesson plans.

Harlow, Steven D.; Johnson, D. LaMont (1998).  An Epistemology of Technology.  Educational Technology Review. 

Explores three different views of epistemology: Naive View (senses/mind), Piagetean (constructivist), and Wittgensteinian (culture). Examines the relationship between technology, learning, and knowing. Argues that technology will succeed in schools to the extent that it can stimulate the learner to construct relevant stories.

Harmon, Hobart; Blanton, Roy (1997).  Strategies for Improving Math and Science Achievement in Rural Appalachia. 

This paper overviews strategies employed by the Appalachian Rural Systemic Initiative (ARSI) to implement systemic reform in math, science, and technology education in rural Appalachia. ARSI is one of four Rural Systemic Initiative projects funded by the National Science Foundation to target regions characterized by low population density and high levels of poverty. The initiative targeted 66 counties encompassing 89 school districts in Kentucky, North Carolina, Ohio, Tennessee, Virginia, and West Virginia. The ARSI project is based on two fundamental strategies: school and community-based action and technology as a tool for access. Specifically, the initiative involved the creation of six regional resource collaboratives made up of key organizations such as universities and community colleges, business and industry, federal and state agencies, teacher enhancement projects, exemplary schools, and community development organizations. The collaboratives allow educators and communities to access curricular and instructional resources, technical assistance, professional development, and other services through technology. Other strategies involved helping counties locate funds to establish the necessary infrastructure for technology use; providing funds for designated teacher-partners to learn standards-based instructional techniques and for school-based professional development opportunities; assisting designated schools in establishing a community engagement team to develop and implement an action plan for improving student achievement; and providing direction and support to catalyst schools that serve as a springboard for the reform process. This report addresses issues related to project implementation and contains references, suggested readings, and Web sites for rural educators. | [FULL TEXT]

Harmon, Stephen W.; Jones, Marshall G. (1999).  The Five Levels of Web Use in Education: Factors To Consider in Planning Online Courses.  Educational Technology, 39, 6. 

Suggests levels of uses of the World Wide Web representing a continuum from basic occasional use to advanced continual use common in schools, colleges, and corporate training: no Web use, information Web use, supplemental Web use, essential Web use, communal Web use, and immersive Web use.

Harper, Dennis; Conor, Jeff; Course, Amanda (1999).  Why Generation WWW.Y?  Learning and Leading with Technology, 27, 2. 

Describes Generation www.Y (Gen Y), a program that trains technology-savvy students to help teachers incorporate technology into their lessons. Discusses how Gen Y works; benefits for students and teachers; and how Gen Y is funded. One table lists differences between the traditional way of infusing technology and the Gen Y way. The two student authors (Conor and Course) discuss their experiences with Gen Y in two sidebars.

Harrell, William L. (1998).  Adaptive Computing Technology and the Disabled.  On-Call, 12, 3. 

Adaptive technology offers people with disabilities the opportunity not just to use computers, but to use computers to complete tasks that were previously not possible for them. Computers can be used to assist individuals with speech or writing impairments, physical or mobility impairments, visual impairments, and learning disabilities.

Harrell, William, Jr. (1998).  Gender and Equity Issues Affecting Educational Computer Use.  Equity & Excellence in Education, 31, 3. 

Considers issues of equality of opportunity and access for educational computer use, including those of socioeconomic status, ethnic minority status, and gender. Suggests ways to promote equitable computer use. Intuitive evidence suggests that adding technology to the curriculum is likely to favor the relatively advantaged students with access to the technology outside of school.

Harrington-Lueker, Donna (1997).  The Powered-Up Library.  Electronic Learning, 16, 6. 

Describes library media specialists' efforts to implement technology in schools in Alaska, Minnesota and Florida. Discusses obstacles and challenges to implementation in other schools, including budget cuts; time pressures and responsibility overload; and friction between technology coordinators and instructional specialists, and teachers and media specialists.

Harrington-Lueker, Donna (1999).  Urban Tech.  American School Board Journal, 186, 7. 

Schools that would gain the most from technology face the greatest obstacles. A study of four large urban school districts (Chicago, Milwaukee, Detroit, and Cleveland) reveals common barriers: overwhelming size, deteriorating buildings, pervasive poverty and inequity, high teacher turnover, low expectations, insufficient staff development, inadequate maintenance, and theft.

Harris, Judi (1997).  Who to Hook and How: Advice for Teacher Trainers.  Learning and Leading with Technology, 24, 7. 

Understanding research on innovation diffusion can help technology leaders in schools develop strategies to encourage the support and adoption of technological innovation. Discusses Everett M. Rogers' research on innovation diffusion, considers social systems and innovation, and describes group size and traits of innovators, early adopters, early majority, late majority, and laggards within social systems.

Harris, Judi (1998).  Educational Teleresearch: A Means, Not an End.  Learning and Leading with Technology, 26, 3. 

Discusses telecollaboration (working with others at a distance) or teleresearch (finding and using information from distantly located data sources - most commonly online). Suggests guides to help teachers design activities incorporating online research for K-12: to practice information-seeking skills, answer questions, review multiple perspectives on an issue, generate data, solve authentic problems, and publish synthesized or critiqued information overviews.

Harris, Judi (1998).  Design Tools for the Internet-Supported Classroom. 

This book offers staff development professionals a resource for helping K-12 educators create curriculum-based online activities. The five chapters are as follows: (1) "Teachers as Instructional Designers" including telecomputing tools and a models approach to instructional design including the chronology of adoption and formats for professional development; (2) "What Research Reveals About Teachers and Innovations" including purposes for searching and processing of Internet information; (3) "Eighteen Activity Structures for Telecomputing Projects" including interpersonal exchange, information collection and analysis, and problem solving; (4) "Teachers as Facilitators of Teleresearch"; and (5) "Eight Steps to Designing a Telecollaborative Project". The book includes a glossary, 70 online resources for educational telecomputing projects, and an index.

Harris, Judi (1999).  First Steps in Telecollaboration.  Learning and Leading with Technology, 27, 3. 

Describes telecollaborative activities as educational endeavors that involve people in different locations using Internet tools and resources to work together. Topics include curriculum-based telecollaboration that has been designed by teachers; educational benefits; Web sites with telecollaborative activities; and criteria for choosing appropriate activities.

Harris, Julia L., Ed. (1998).  Ohio SchoolNet Software Review Project.  [ENC Focus] 

The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) helps teachers by offering a broad assortment of services that enable them to quickly locate educational resources. This document is one in a series of print catalogs designed to give educators information about curriculum resources available for teaching math and science in K-12 classrooms. This document presents a selection of the Clearinghouse collection focused on a topic of particular interest to math and science teachers. This issue provides information on the Ohio SchoolNet Software Review Project, where selections of software for science, mathematics, language arts, social studies, and integrated/multidisciplinary software are evaluated. A one-page description of each resource provides an abstract of the contents, subjects addressed, grade level, publication date, ordering information including price, names of authors, and system requirements. | [FULL TEXT]

Harris, Julia, Ed. (1997).  SSRP: Software for Problem Solving and Inquiry in Grades K-4. Ohio SchoolNet. ENC Focus. 

The number and range of instructional resources in mathematics and science education can be overwhelming to educators. The chief mission of The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) is to help educators sort through the confusion by identifying relevant resources such as print materials, software, kits, and videos at the K-12 level. After locating the appropriate materials, educators then face a difficult question: "How should I choose among the materials that I have identified?". To help answer this question the SchoolNet Software Review Project (SSRP) has created an evaluation process, established a cadre of expert teacher evaluators throughout Ohio, and compiled a database of results. SSRP reviews software including CD-ROMs and laserdiscs for K-4 classrooms using protocols developed by teachers and SSRP staff. These protocols measure the quality of products in relation to current national and state of Ohio standards as well as in terms of the product's capacity to promote problem solving and inquiry. Four basic questions are devised for educators to ask as they assess how the software engages learning: (1) "What do students learn through the software?"; (2) "How do students learn with the software?"; (3) "What are the technical characteristics of the software?"; and (4) "What are the characteristics of the types of assessment provided by the software?". This report presents the results of the evaluation of 127 mathematics and science software programs. Thirty items were chosen to provide a balanced sampling of reviewed titles in terms of Average SSRP Score, price, and grade level and are presented by emphasizing their availability, an abstract describing the product, SSRP evaluators' comments, and system requirements. | [FULL TEXT]

Harris, Mark (1998).  Removing the "Distance" from Distance Learning: A Perspective on Student-Teacher Interaction in the OMNIBUS Program.  Michigan Community College Journal: Research & Practice, 4, 1. 

Argues that the power dynamics of conventional classrooms hinder communication between teacher and student. Suggests that technology-mediated distance learning programs such as OMNIBUS (online multi-degrees in national and international business) can provide environments that facilitate more communication between teacher and student. Indicates that establishing patterns of communication early is critical to the success of online programs.

Harris, Susan (1999).  Secondary School Students' Use of Computers at Home.  British Journal of Educational Technology, 30, 4. 

Presents the results of a survey of secondary school students in England that investigated access to computers at home, frequency and duration of use, the applications used including games and word processing, and students' reasons for using a computer at home. Also discusses gender differences in terms of access, frequency of use and applications used.

Harrison, Bruce, Jr. (1997).  Hardware/Software To Support Distance Learning Classes. 

While the major part of any class is the classroom contact time, out-of-class support often makes the difference between success and failure of a student. With distance learning classes, teachers are faced with a unique set of problems in supplying this outside support. Students are often spread over large geographical areas and have varying schedules due to work and family considerations. This paper covers the following hardware and software tools that can help to overcome these problems: (1) e-mail, including its use for communication between instructors and students, distribution of syllabi, and turning in of assignments; (2) electronic mailing lists, especially those managed by list-processing software, as a means of asynchronous class discussion; (3) computer conferencing, including requirements and software options; (4) World Wide Web services, including posting/downloading files, graphics, and other multimedia materials; (5) audio and video materials via the Internet, including recording and storing audio/video, the ability to broadcast audio, and video teleconferencing; (6) other Internet services, including InterRelay Chat, MOOs, and MUDs, and online content-delivery servers; and (7) telephone-based technology, including voice mail, telephone conferencing, and fax services. Problems to consider, including availability of hardware/software, access control, Internet access, copyright issues, training, and costs, are noted.  | [FULL TEXT]

Harrison, Elaine (1999).  Student Technology Leadership Program.  Learning and Leading with Technology, 27 n2 p10-13, 16 Oct 1999. 

Describes the Student Technology Leadership Program (STLP), a program in Kentucky that teaches students about technology so they can help troubleshoot and maintain school technology, help teachers create lessons and projects, and train fellow students, teachers, and others to use hardware and software. Discussions mission and goals of STLP; activities; showcasing projects throughout the region and state; and future plans.

Harrison, Richard (1998).  The Evolution of Networked Computing in the Teaching of Japanese as a Foreign Language.  Computer Assisted Language Learning, 11, 4. 

Reviews the evolution of Internet-based projects in Japanese computer-assisted language learning and suggests future directions in which the field may develop, based on emerging network technology and learning theory.

Harskamp, Egbert G.; Suhre, Cor J. M.; van Streun, Anne (1998).  The Graphics Calculator in Mathematics Education: An Experiment in the Netherlands.  Hiroshima Journal of Mathematics Education, 6. 

Presents an experiment carried out at the University of Groningen where pretest-posttest design was used including two experimental conditions with the graphics calculator (TI-81) and one control condition without the calculator. Results point toward a change in teacher instructional behavior and in pupils' problem-solving approaches. Contains 14 references.

Hart, Ian (1998).  The End of an Era for the BUMC.  College & University Media Review, 4, 2. 

The Center for Media Resources (CMR) at the University of Hong Kong (HKU) was established in the 1970s as a prototype Big University Media Center (BUMC). In 1992, the CMR was refocused to emphasize instructional improvement and new technologies, but due to budget cutbacks was closed in 1998. A discussion paper is appended which describes reorganization options presented to HKU administration.

Hartschuh, Wayne (1999).  Technology Transformation: One State's Efforts.  Computers in the Schools, 15, 1. 

Delaware became the first state in the United States to provide high-speed network access to every school and have network access in every public school classroom. This article illustrates how Delaware leaped from being technology poor in education to building a solid foundation for growth in educational technology. Critical issues and instructional applications are highlighted.

Haruta, Mako; Turpin, Mark; McGivney, Ray (1998).  Towards a New Precalculus.  AMATYC Review, 19, 2. 

Describes the five-year evolution of a multi-sectioned precalculus course for business and health professions majors at the University of Hartford. Concludes that students have benefited from the revised course that uses the graphing calculator, calculator-based laboratory (CBL), and group work.

Harvey, Brian (1998).  Reasoning with Computers: Inference vs. Backtracking.  International Journal of Computers for Mathematical Learning, 3, 1. 

Compares the inference and backtracking approaches to solving logic puzzles in computer environments.

Harvey, Carl A., II (1998).  Baby Bytes: Integrating Technology into the Elementary Classroom.  School Library Media Activities Monthly, 15 n3 p27-28, 50 Nov 1998. 

Describes the New Augusta Public Academy South Elementary School (Indianapolis, Indiana) efforts to integrate technology across the curriculum, highlighting the technology team analysis of staff learning needs, development of a staff training model, and testing of the model.

Harvey, Francis A.; Charnitski, Christina Wotell (1998).  Improving Mathematics Instruction Using Technology: A Vygotskian Perspective. 

Strategies and programs for improving mathematics instruction should be derived from sound educational theory. The sociocultural learning theories of Vygotsky may offer guidance in developing technology-based mathematics curriculum materials consonant with the NCTM (National Council of Teachers of Mathematics) goals and objectives. Vygotsky's theories, especially when they are applied to the use of current and emerging technologies, have the potential to help classroom teachers narrow the gap between current practices and the vision of mathematics education represented in the NCTM standards. Vygotskian theory incorporates several key ideas relative to levels and types of concept formation, the role of collaborative interchange in concept development, and instructional configurations that guide and promote concept development. Issues related to technology's role in mathematics education include content contexualization in the negotiation of meaning and reasoning skills, collaboration, communication, and language in the process of concept development. Mindtools (i.e., computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher-order learning), databases, spreadsheets, and computer-mediated communication are all tools which, when appropriately implemented, may promote high level thinking skills and support concept development. | [FULL TEXT]

Harvey, James, Ed. (1995).  Planning and Financing Education Technology. 

This report summarizes one of a series of workshops organized by RAND's Critical Technologies Institute (CTI), on behalf of the U.S. Department of Education, to take advantage of the experience and insights of those already implementing new technologies in schools. The workshop consisted chiefly of dialogues with educators and experts from the private sector who are working to apply emerging telecommunications systems for learning. The summary serves in part as an overview of recent progress in the area of school connectivity; it gives specific examples of how schools have secured funding, built relationships with telecommunications providers, acquired necessary equipment, and nurtured the philosophy of making technology use part of larger instructional goals. The second part highlights the dilemma of purchasing stand-alone or networked computers, while part three is a discussion of cost issues. Conclusions drawn from the dialogue suggest that the transition to technology-rich schools has begun in earnest, often without federal aid or guidance. The government must remain neutral in the aspects of technology acquisition which pertain to private enterprise, but it could encourage schools around the country to plan for technology. Educators, for their part, should foster a driving vision for technology in their school communities. An appendix lists the participants. | [FULL TEXT]

Harvey, James, Ed. (1995).  The Market for Educational Software. 

This report summarizes one of a series of workshops organized by RAND's Critical Technologies Institute, on behalf of the U.S. Department of Education, to take advantage of the experience of those already implementing new technologies in the schools. The workshop consisted chiefly of dialogues with educators and experts from the private sector who are working to apply emerging telecommunications systems for learning. This summary addresses questions on educational software development and serves as a primer on the market realities of the educational software business. Participants concluded that the market is weak for several reasons: schools have little money to spend on software; it was not always clear that educational materials dollars could be spent on instructional technology; manufacturers often shy away from the lengthy review processes and long-term commitments that many states require; and production values tend to be lower for school multimedia than for the more glamorized multimedia marketed for the home computer. In this regard, the advantages and disadvantages of the integrated learning system (ILS) are outlined. Besides being limited, the educational software market seems too unsettled to be accurately analyzed. The market is currently being driven by technological achievements for their own sake, but as people become more and more receptive to computers, the market will become propelled by consumer demand. In the meantime, school budgets for software remain: (1) controlled by only a few key figures; (2) too low; (3) tied to outmoded premises about learning; (4) concentrated on the elementary grades; and (5) subject to rising expectations placed on them by the visual sophistication of home "edutainment" software. An appendix lists the participants. | [FULL TEXT]

Harvey, James, Ed.; Purnell, Susanna, Ed. (1995).  Technology and Teacher Professional Development. 

This report summarizes the first of four workshops organized to take advantage of the experience and insights of those already implementing new technologies in the schools. The workshop examined professional development needs and consisted of a one and one-half day conversation with educators and experts working to apply communications technology to the school system. Participants discussed the need to re-examine the basics of professional development, to deal with the anxieties and organizational issues that hinder technology use, and to generate realistic expectations about what technology can accomplish. Limitations and practical difficulties identified included: technology is not that advanced; school systems have already invested in technologies that are diverse and complex; there are significant costs associated with connecting schools to the information highway; and limited attention has been paid to the quality of the materials available. Participants identified several ways the federal government could respond: (1) taking a leadership role in generating public support; (2) sponsoring research concerning both professional development and technology as a teaching tool; (3) supporting demonstrations and models for using technology for professional development; (4) taking a more active role in promoting the use of technology in professional development, including development of training materials and resources; and (5) advancing standards for communications infrastructure. Time was cited as the most common barrier to professional development. The sense conveyed during the workshop was that the professional development community is still redefining its own role and only beginning to understand how technology can be used as a tool to support ways people teach and learn. An appendix lists the workshop participants. | [FULL TEXT]

Harvey-Morgan, Joyce (1996).  Moving Forward the Software Development Agenda in Adult Literacy. A Report Based on the Adult Literacy Software Development Conference (Reston, Virginia, October 18-19, 1994). NCAL Practice Report PR96-02. 

This report describes the Adult Literacy Software Working Conference, which was attended by 52 adult literacy practitioners, software developers, hardware vendors, other educational technology specialists, policymakers, and researchers. The conference participants identified market, program and staff, and design and quality issues related to adult literacy software development and discussed potential roles and actions for each of the major stakeholders in adult literacy software development to achieve necessary changes and improvements in the field. The four papers presented are as follows: "The Adult Literacy Software Developer's Perspective" (Robert A. Lemire); "The Adult Literacy Software Marketplace" (Tim Songer); "Instructional Software Quality: More Possible than Ever Before" (Richard L. Venezky); and "Literacy Software User Concerns" (Lucy Tribble MacDonald). Working group reports are on the following topics: drafting Adult Education Act legislation fostering software development and use; creating an ideal public-private venture to support the production and use of adult literacy software; and designing an adult literacy software product prototype combining elements of instructional quality and pedagogical effectiveness. | [FULL TEXT]

Harvey-Morgan, Joyce, Ed. (1994).  Native Literacy and Language Roundtable Proceedings (Denver, Colorado, May 5-7, 1994). 

The report summarizes proceedings of a roundtable conference on native language maintenance and literacy education for indigenous populations, particularly in North America. On the first day, a morning session consisted of a sharing of thoughts and experiences of what literacy is, its value and meaning, issues surrounding native language literacy, and participation in the conference. A list of resulting ideas is presented. The afternoon session involved presentations and a question-and-answer period by three educators on these topics: what is meant by literacy; the issues; and the role of native language and culture preservation. On the second morning, discussion moved to the approaches that work for native language literacy instruction, with examples of success stories. The afternoon session focused on research progress and research needs in this area. The final session addressed the implications of the previous discussions for policy formation and change. For each session, presenter comments and audience questions are summarized. A list of specific recommendations for action, developed by groups based on geographic origin, includes suggestions for curriculum development teacher preparation, interinstitutional and interorganizational collaboration, advocacy, policy development and implementation, funding, and use of available technology. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) | [FULL TEXT]

Harwood, William S.; McMahon, Maureen M. (1997).  Effects of Integrated Video Media on Student Achievement and Attitudes in High School Chemistry.  Journal of Research in Science Teaching, 34, 6. 

Explores the effects of an integrated video media curriculum enhancement on students' achievement and attitudes in a high school chemistry course. Findings reveal significantly higher achievement scores for students who experienced the course enhanced with integrated video media. Students with high levels of logical thinking ability benefited most from the video-enhanced curriculum. Contains 22 references.

Hughes, Bob; Coyne, Peggy (1996).  Meeting the Needs of 21st Century Literacy by Using Computers in Family Literacy Centers. 

This paper examines the controversial problem of the availability of and access to computers, training, and technology, and the availability of and access to all types of learners. Technologies must be designed with diverse learners in mind in order to fully realize their capacity and contribution to the field of education. If the need for universal access is ignored, technology will further exclude some learners. The paper suggests four principles of universal design for digital media: (1) allow for multiple representations of information; (2) provide for multiple means of expression and control; (3) provide customizable support and challenge; and (4) allow customizable content. The paper also describes the activities of the Center for Applied Special Technology (CAST) program, which is designed to ensure that computers do not create further barriers for the learners they are intended to assist, and that computer design and implementation address computers' potential for learners with disabilities and others who have been traditionally excluded. The CAST project assumes that adults who become successful learners will model the learning that fosters success in their children, and that use of early and pre-literacy software will support their children's emerging literacy. The project couples training of parents with the training of teachers. | [FULL TEXT]

Hughes, Charles A.; Maccini, Paula (1997).  Computer-Assisted Mathematics Instruction for Students with Learning Disabilities: A Research Review.  Learning Disabilities: A Multidisciplinary Journal, 8, 3. 

A review of 21 research studies on computer-assisted instruction (CAI) in mathematics with students having learning disabilities found that drill and practice formats have predominated over game, tutorial, or simulation formats. Overall, CAI was found to be an effective medium for mathematics instruction. Suggestions for further research and for using CAI with students having learning disabilities are offered.

Hughes, Chris; Hewson, Lindsay (1998).  Online Interactions: Developing a Neglected Aspect of the Virtual Classroom.  Educational Technology, 38, 4. 

Looks at some key elements of teachers' knowledge and skill bases and considers how these might be supported in Web-based instruction. Describes the "micro-genres" that constitute the instructional events of the online class. Introduces a software package to demonstrate how these interactions may be facilitated in practice.

Hughes, Jonathon T.; Rodabaugh, Karl (1998).  Multimedia Budget Presentations. 

This book provides an overview of the potential of multimedia budget proposals. The text reviews the fundamentals of multimedia, emphasizing how it improves communication by using multiple levels of input. A process for analyzing many of the budget decisions that must be made, as adapted from Robert Finney's five-step process of "Gap Analysis," is outlined. Tips for applying multimedia techniques to the budget process to help users analyze information and make decisions are followed by concrete suggestions for the type of multimedia graphs and charts that are appropriate at each stage of the budget-development process. Numerous examples of the types of charts that can be used to present descriptive, comparative, and summative information to the viewer are given. Administrators can learn how to combine strategic graphing tools to create a multimedia presentation. Advice on the elements of effective multimedia school-budget presentations are detailed, along with various tips on setting up a room for such a presentation. The text concludes with a recap of major points.

Hubbard, Donna (1998).  Improving Student Knowledge of the Graphing Calculator's Capabilities. 

This paper describes an intervention in two Algebra II classes in which the graphing calculator was incorporated into the curriculum as often as possible. The targeted population consisted of high school students in a growing middle to upper class community located in a suburb of a large city. The problem of a lack of understanding of the capabilities of the programmable graphing calculator were documented through student surveys, a graphing calculator pre-test, and direct teacher observation. Analysis of probable cause data revealed that students rarely used the graphing calculator the previous school year in their math courses. Other possible causes included a lack of both instructional materials and teacher in-service training related to the graphing calculator technology. Also, lack of students'"hands-on" time with the graphing calculator may account for an incomplete understanding of its capabilities. A literature review of solution strategies resulted in the selection of one major intervention: more "hands-on" time for students with the graphing calculator. Research has shown that increased use of the graphing calculator enhances students' understanding of mathematical concepts and improves problem solving abilities. Use of the graphing calculator also fosters positive attitudes among both students and teachers. Post intervention data indicated an increase in students' understanding of the functions and capabilities of the graphing calculator. The increase in understanding was evidenced by high homework, quiz, test, and alternative assessment scores. Post-test scores showed a marked improvement over pre-test scores. | [FULL TEXT]

Hubbard, Ruth (1998).  Increasing Internet Usage among Teachers and Students for Information Retrieval and Curricular Augmentation through Ongoing Training and Support. 

This practicum was designed to provide more comprehensive access to current and relevant information for students and teachers in an elementary school for curricular augmentation, research, and classroom projects. The printed materials and electronic databases in the library (media center) did not have the information needed because of their age, scarcity, or insufficient subject matter. Teachers and students needed to learn how to access and use the Internet to find information. An Internet training program was developed for both teachers and students at the elementary level. Weekly lessons in the library instructed teachers and students on the basics of the Internet, conducting an effective search, validating found information, augmenting the curriculum with this information, and locating current and relevant information for classroom projects and research. Analysis of the data revealed that both teachers and students were more likely to use the Internet after an extensive training program. All teachers and students showed a marked increase in Internet usage throughout the training program. The most important element in increasing Internet usage among teachers was the continuous, ongoing support they received throughout the training. This support lessened the anxiety most teachers experience after training. Subsequently, they are utilizing the Internet for curricular augmentation regularly. | [FULL TEXT]

Huber, Charles F.; Baysinger, Grace (1997).  Training the Trainers: Creating a Workshop on Teaching Chemical Information.  Issues in Science & Technology Librarianship. 

Describes the process of designing a continuing education workshop on chemical information instruction. Discusses tailoring material to the audience and setting; adapting instruction to the available technology, with the Web as a presentation tool; and lessons learned about effectively teaching chemical information.

Huber, Joe (1997).  Gradebook Programs: Which Ones Make the Grade?  Technology Connection, 4, 1. 

Discusses gradebook programs, both for schools with electronic administrative programs and those without. Outlines problems and benefits of selected programs, focusing on intuitiveness (ease of use for those with little training); report generators and customization abilities; and graphing and attendance-keeping capabilities.

_____. (1997).  Helping Your Child Reach the New Standards in Mathematics, Science, and Technology: Core Curriculum Content Standards. A Guide for New Jersey Parents. 

In May 1996, the New Jersey State Board of Education adopted the Core Curriculum Content Standards. The standards define all concepts students are expected to achieve in seven content areas (including mathematics and science) at grades 4, 8, and 12. They also describe what all students must learn as they move from school to work and include the area of technology. This booklet aims to share the standards and the vision with parents. The changes that will occur in the classrooms are listed along with content information for mathematics, science, and technology curricula. Guides for parents to help children reach these goals are presented along with several activities related to the new standards. Resources for additional information are also listed. | [FULL TEXT]

Helfgott, Michel; Simonsen, Linda M. (1998).  Using Technology (Instead of Calculus) To Derive the Law of Reflection for Parabolic Mirrors from Fermat's Principle of Least Time.  Mathematics and Computer Education, 32, 1. 

Presents an activity to investigate physico-mathematical concepts and provide mathematics arguments that are very close to a proof with the advent and availability of powerful technology. Demonstrates without using calculus how the law of reflection for parabolas is derived from Fermat's principle of least time.

Helic, Denis; Maurer, Hermann; Scherbakov, Nick (1999).  Authoring and Maintaining of Educational Applications on the Web. 

This paper discusses problems concerning the design of educational applications in general, as well as specific problems connected with educational applications meant to be published on the Web. A new approach to the authoring and maintaining of Web-based educational applications is proposed which is based on the concept of hypermedia composites. Hypermedia composites can be seen as a higher level of hypermedia authoring; the hypermedia composite represents a collection of multimedia documents and/or other hypermedia composites. The Hypermedia Composite Data Model allows the possibility of defining many different "classes" of educational applications, to best match the requirements of a particular application. The architecture, components and functions of the Structure Editor, a system that implements the Hypermedia Composite Data Model, are described. Includes six figures. | [FULL TEXT]

Helic, Denis; Scherbackov, Nick; Sheridan, Don (1998).  Increasing Teaching Productivity with EuropeMMM. 

EuropeMMM (Efficient Use of Remote and Online Publications of Electronic Multi-Media Materials) addresses the challenge of custom-publishing of multi-media on the Internet. A EuropeMMM catalog is designed especially for teachers and trainers who need to save time and effort in developing courses which include multi-media elements. Authors and educators can select multi-media material from such a catalog and produce their own custom instructional materials. Through the use of EuropeMMM and the World Wide Web, resource-based learning becomes widely accessible to students, while at the same time reducing the costs of production through shared intellectual capital. This paper describes how EuropeMMM allows authors and educators to select multi-media materials from a central, transnational Web site to produce their own custom material for teaching or other purposes. It also provides details on how multi-media content can be contributed to the central repository. Six figures illustrate steps in the material development process.  | [FULL TEXT]

Heller, Norma (1998).  Technology Connections for Grades 3-5. Research Projects and Activities. 

This book provides guidance and instruction for nine in-depth projects that integrate information literacy skills and technology skills with the elementary curriculum while promoting small-group learning and interpersonal skills. These projects use the talents of both the teacher and the librarian and emphasize small group learning. The following are the projects/activities and curriculum areas for each: (1) "Rights and Responsibilities: Taking a Stand" (social studies, language arts, math); (2) "As the Flags Go Marching By: A Multicultural Project" (language arts, social studies, math, geography); (3) "Islands of the World: Where on Earth Am I?" (social studies, language arts, math); (4) "It's About Time" (language arts, social studies); (5) "From Your House to My House" (language arts, history, geography, art); (6) "Learning About Art: My Favorite Things" (language arts, art); (7) "Consumer Education: Will That Doll Really Fly?" (social studies, language arts, media literacy, consumer education, math); (8) "Weather Disasters: Why Did It Rain on My Parade?" (language arts, geography, social studies, science, math); and (9) "It's All in the Stars: How the Constellations Got Their Names" (science, language arts). Each chapter includes an overview of the topic, objectives, descriptions of needed materials and equipment, detailed procedures, reading and writing activities, practice exercises, a bibliography, and suggestions for additional activities.

Heltsley, Christina (1998).  Opening the Classroom Door to a Stranger and Leaving the Room: The Importance of Scrutinizing Values Implanted in Computer Software.  Momentum, 29, 4. 

Investigates which computer software programs are most available and most frequently employed by students in Catholic elementary schools. Identifies the extent to which computer software programs, implicitly or explicitly, contained values antithetical to, or supportive of, the educational philosophy of a Catholic school. Contains 18 references.

Hejc, Gerhard; Bessler, Sandford (1998).  A Multimedia Authoring and Annotation System for Learning Environments. 

This paper introduces a new application called multimedia annotation, currently being developed in the European Union-funded project DIANE. A system for instant multimedia authoring, with special features for supporting the creation of multimedia documents in a distributed working environment such as distance education, is described. The system gives both teachers and learners the capabilities for multimedia authoring, which makes learning a collaborative effort with important feedback from learners improving the quality of the teaching material. Topics discussed include the annotation engine, system usage, and the use of DIANE in distance learning scenarios. Two figures illustrate the annotation engine and the DIANE document viewer. Contains 16 references.  | [FULL TEXT]

Heeren, Elske; Verwijs, Carla; Moonen, Jef (1998).  Guidelines for Media Selection. 

This paper presents two types of approaches to media selection--rational-choice approaches and social-influence approaches. It is argued that designers should combine the two types of approaches in a bottom-up/top-down media-selection process. As examples of the two types of approaches, two conceptual frameworks are described--task/media fit and core/complementary media. The complementarity of the two choices is also discussed. In summary, the following three guidelines are listed: (1) consider for each educational-design situation what is an "objectively" optimum choice for each particular task (rational-choice approach), and combine this with the best choice within the social context (social-influence approach); (2) consider task/media fit as a rational-choice framework and core/complementary media as a social-influence framework for thinking about media selection; and (3) approach media selection as a creative and heuristic, combined bottom-up/top-down design process, in which these guidelines may serve as resources. One figure illustrates task/media fit according to media richness theory.  | [FULL TEXT]

Hay, LeRoy E. (1999).  Where Are You Going in the Next Millennium?  School Business Affairs, 65, 12. 

Public education should no longer reflect agricultural or industrial era learning modes. Third-millennium administrators must recognize certain societal trends: the "net generation" of students, predominance of technology, electronic schools, the information deluge and the democratization of information, the age of convenience and flexibility, and the aging of America.

Hayashi, Toshihiro; Nakanishi, Yoshinari; Hayashida, Yukuo (1998).  Group Learning Environment Linking Synchronous and Asynchronous Learning. 

This paper describes the design and features of LEA (Learning Environment with Agent), an educational system which has the features of both synchronous and asynchronous group learning environments. The first section discusses group learning environments, including differences between individual learning and group learning, and the classification of group learning according to the style of communications. PSM (Public Student Model), a new student model that allows students to grasp their understanding level, is proposed in the second section; PSM consist of three modules that store student information--an understanding model, a learning history, and a question database. The third section deals with LEA, including system configuration (virtual space, the agent, and the agent control module), learning in virtual space, and learning through the agent. In the conclusion, problems with PSM and LEA are summarized. A table presents features of synchronous and asynchronous group learning environments; two figures illustrate the system configuration of LEA and LEA virtual space. | [FULL TEXT]

Haycock, Ken (1997).  What Works: Exemplary Teacher-Librarians.  Emergency Librarian, 25, 1. 

Reports on three research studies that indicate that exemplary teacher-librarians impact student achievement through leadership, cooperative program planning and team teaching, knowledge of information and technology, student access and assistance, and administrative support.

Haycock, Ken; Jopson, Geoff (1999).  Propositions for Information Technology: Planning for Success.  Teacher Librarian, 26, 3. 

Describes the West Vancouver (British Columbia) School Board's goals related to the appropriate and effective use of information technology as both a school and a community resource. Highlights include social issues, learning issues, professional and personal competencies for teacher-librarians, integration of information delivery systems, and a community-based information infrastructure.

Hayes, Jeanne (1997).  Educational Technology Trends, 1987-1996.  ERS Spectrum, 15, 2. 

Based on Quality Education Data's ninth annual Educational Technology Trends Survey of 2,501 school districts and 5,000 public schools, this article reviews findings concerning technology expenditures, uses, and effects. Districts will spend an estimated $4.1 billion on instructional technology during 1996-97. Schools have a 10 to 1 student/computer ratio, are acquiring multimedia computers, and are spending more to train teachers.

Haymond, Ruel (1998).  Internet Accessibility in Latin America.  Educational Technology Research and Development, 46, 3. 

Addresses the problems that prohibit expanded Internet access and possible solutions to these problems, particularly with respect to the country of Chile. The three main problems that block Internet usage in Latin America are high demand and poor infrastructure; high costs for Internet access; and high preliminary costs for computers, modems, and other equipment.

Haynes, Cynthia, Ed.; Holmevik, Jan Rune, Ed. (1998).  High Wired: On the Design, Use and Theory of Educational MOOs. 

MOOs (Multi-User, Object-Oriented Environments), which were designed originally as spaces for online social interaction, are increasingly recognized today for their value as educational tools. This book brings together a diverse group of experts whose contributions help answer questions and dispel myths surrounding MOOs and their use in education. The essays are arranged in a practical sequence, beginning with the context and history of MOOs, followed by more technical essays on how to set up and administer a MOO. Subsequent essays discuss applications for MOOs in education and, finally, provide theoretical explorations of the nature of MOO communities. After a Foreword by Sherry Turkle and introduction by the Editors, the following chapters are provided: (1) "Finding One's Own in Cyberspace" (Amy Bruckman); (2) "Not Just a Game: How LambdaMOO Came To Exist and What It Did To Get Back at Me" (Pavel Curtis); (3) "How To MOO without Making a Sound: A Guide to the Virtual Communities Known as MOOs" (Jorge R. Barrios and Deanna Wilkes-Gibbs); (4) "MOO Educational Tools" (Ken Scheweller); Taking the MOO by the Horns: How To Design, Set Up, and Manage an Educational MOO" (Jan Rune Holmevik and Mark Blanchard); (6) "Day-To-Day MOO Administration and How To Survive It" (Shawn P. Wilbur); (7) "HELP! There's a MOO in this Class!" (Cynthia Haynes); (8) "At Home in the MUD: Writing Centers Learn To Wallow" (Eric Crump); (9) "Defending Your Life in MOOspace: A Report from the Electronic Edge" (Dene Grigar and John F. Barber); (10) "The Play's the Thing: Theatricality and the MOO Environment" (Juli Burk); (11) "Bodies in Place: Real Politics, Real Pedagogy, and Virtual Space" (Beth Kolko); (12) "(Non)Fiction('s) Addition(s): A NarcoAnalysis of Virtual Worlds" (Diane Davis); (13) "Of MOOs, Folds, and Non-Reactionary Virtual Communities" (Victor J. Vitanza); (14) "Songs of Thy Selves: Persistence, Momentariness, Recurrence and the MOO" (Michael Joyce); and an appendix, "MOO Central: Educational, Professional, and Experimental MOOs on the Internet" (Jeffrey R. Galin).

Hutchison, Julia Marie (1998).  A Diocese's Exploration into Technology.  Momentum, 29, 3. 

Explores technology and its place in the Catholic school mission. States that the best use for technology is to help make learning more effective and meaningful. Identifies a need to meet the diverse learning styles of students, celebrate their unique cultural backgrounds, and help them appreciate the rapidly changing society into which they were born.

Hutinger, Patricia L. (1995).  Technology Inservice Project (Project TIP). Final Report. 

The Technology Inservice Project (Project TIP) was designed to provide technology training and information to meet the staff development needs of early childhood administrators, teachers, and support personnel and early intervention team members, including families and regular educators. Approximately 2,000 people participated in 167 inservice events over the project's 3-year period. The project's focus was on providing training to increase the acceptance, knowledge, and use of computers and other assistive technology in early childhood classrooms. Participants were able to select from a menu of 18 inservice topics. Topics were organized into awareness and hands-on sessions for either child applications or adult productivity. Hands-on training was competency-based, and follow up was provided through on-site visits, printed resources, and telephone consultations. The project identified strategies for overcoming participants' fears about using technology and for setting up an environment conducive to learning. Other findings related to the role of administrative support and the necessity of follow-up training. Participant evaluations of inservice events indicated that they had increased both their knowledge and skills. The project has produced manuals, software, and videotapes available to the public. | [FULL TEXT]

Hutinger, Patricia L. (1996).  Activating Children through Technology. Final Report. 

This final report describes accomplishments and activities of the 3-year Activating Children Through Technology (ACTT) Outreach program at Western Illinois University, which focused on the integration of assistive technology into early childhood services for children (ages birth to 8) with disabilities. Objectives included: awareness activities; replication; product development, revision, and dissemination; training; consultation including cooperative work on a diagnostic team; assisting states; and local, regional, and national cooperative activities. The program, which trains trainers or direct service delivery staff, provided services responsive to the federal emphasis on assistive technology services. It developed three replicable components: ages birth to three, three to five, and severe disabilities. The program received 3,955 requests for technological services, trained 79 site personnel for model replication, and conducted 25 technology workshops. Project products included eight training modules, software programs which support curricular objectives, videotapes of current technology applications used by children, and equipment modification schematics. The final report addresses the project's goals and objectives, theoretical and conceptual framework, project sites and activities, problems and solutions, evaluation findings, impact, and future activities. | [FULL TEXT]

Hutinger, Patricia L. (1998).  Technology Team Assessment Process (Project TTAP). Final Report. 

This final report describes a 3-1/2 year project to establish model technology assessment procedures and to train early intervention personnel and families of young children with moderate to severe disabilities to function as effective members of a core assistive technology assessment team. The project's outreach goals focused on stimulating services via dissemination, training and replication, assisting states, providing state-of-the-art product development, and serving as a national technology assessment resource. Training materials developed included written and multimedia materials, procedures for assessing appropriate applications for specific children, examples of follow-up activities, case studies of children, and suggestions for problem solving. Evaluation found the program effective in four areas: (1) appropriateness of the process and recommendations for this population; (2) positive outcomes for children and families; (3) child progress reported by families; and (4) child progress reported by teachers. Overall, the project's replication and continuation sites directly affected 697 children and their families, and over 1,241 people attended project presentations at conferences. Individual sections of this report describe the project's goals and objectives, its theoretical and conceptual framework, its major features, problems and solutions, evaluation, and impact. | [FULL TEXT]

Hutinger, Patricia L., Ed. (1997).  ACTTive Technology, 1997. 

Four issues of "ACTTive Technology" include major articles, editorials, suggested curriculum activities, reviews of software and educational media, early childhood and technology news items, and conference calendars. Major articles include: "Why Use a Switch or TouchWindow?" (Linda Robinson and Carol Schneider); "Teachers Identify Important Characteristics of Children's Software" (Letha Clark); "Software in the Early Childhood Curriculum" (Patricia Hutinger and Joyce Johanson); "Levels of Switch Progression with Suggested Macintosh Software" (Linda Robinson and Carol Schneider); "Armed and Ready: The Potential Power of the Technology Assessment Report for Families" (Linda Robinson); "Parents Share Perceptions of Effects of Computers in Preschool Classrooms" (Robert Farley Rippey); "How Five Preschool Children with Autism Responded to Computers" (Patricia Hutinger and Robert Rippey); and "Outreach Project Uses Technology To Develop, Enhance Emerging Literacy Skills." (Some articles contain references.) | [FULL TEXT]

Hutinger, Patricia L., Ed. (1998).  ACTTive Technology, 1998. 

Four issues of "ACTTive Technology" include major articles, editorials, suggested curriculum activities, reviews of software and educational media, early childhood and technology news items, and conference calendars. Major articles include: "Teaching and Learning with Technology" (Joyce Johanson); "Use Switches and Alternate Keyboards To Add Music and Dramatic Play to Your Classroom" (Amy Betz and Judy Potter); "Effective Classroom Conditions Promote Emergent Literacy"; "Let's Get Physical with Science" (Susan Schoon); "IDEA and Access to the General Education Curriculum: An Early Childhood Perspective" (Patricia L. Hutinger); "When Young Children Use the Internet: A Report of Benefits for Families, Children, and Teachers" (Letha Clark); "Use Technology To Study Nature" (Amy Betz); and "Companies Offer Statewide Licenses for Software Writing Tools." (Some articles contain references.) | [FULL TEXT]

Hutinger, Patricia L.; And Others (1994).  State of Practice: How Assistive Technologies Are Used in Educational Programs of Children with Multiple Disabilities. A Final Report for the Project: Effective Use of Technology To Meet Educational Goals of Children with Disabilities. 

This 2-year study examined how assistive technologies are used in educational programs for children who have significant multiple disabilities. Naturalistic inquiry incorporated qualitative collection procedures including observations, videotapes of children, and questionnaires and interviews with teachers and parents. Three groups of children were studied. The children had used technology applications in early intervention programs or received technology assessments and follow up as part of related projects. Case studies were developed on 14 children who had from 2 to 10 years experience with assistive technology when the study began. Findings indicated that assistive technology has positive effects on children's development even when they have significant disabilities and their technology experiences are inconsistent. Generally, children were able to use technology tools to accomplish tasks they would not otherwise have been able to do because of the severity of their disabilities. Improvement in social and emotional development was also related to technology use. Additionally, parents and service providers perceived that using assistive technology produced positive effects on the children's academic skills. Obstacles in obtaining, implementing, and maintaining access to assistive technology are noted, including problems of funding, personnel training, and collaboration among staff and between staff and families. Appendices include site descriptions and questionnaires. | [FULL TEXT]

Hodder, Jacqueline; Carter, David (1997).  The Role of New Information Technologies in Facilitating Professional Reflective Practice across the Supervisory Triad. 

This study investigated the role of new information management technologies in facilitating student teacher supervision across the supervisory triad of student teacher, cooperating teacher, and university supervisor. The study investigated how data routinely generated by teachers and stored within an Instructional Information Management System (IIMS) was contemplated by student teachers and their supervisors in promoting reflective practice. Four secondary student teachers participated. The Remote Area Practicum Supervision Project occurred over 1 semester. It was designed to evaluate the potential of new information technologies and the implications of these technologies for new ways to conduct preservice teacher practicums. An IIMS was networked within a remote school and linked to the university to share information across both sites. The student teachers and their university supervisors and cooperating teachers received extensive training in the IIMS before and during the practicum. Student teachers were supervised remotely by university supervisors using modern communications and computer technologies, and directly by cooperating teachers in the remote school, making use of available technology. Data from participant interviews and documentation of student teachers' and university supervisors' personal reflections on the experience indicated that the congruence of various new information technologies, appropriately applied to support practicum experiences, enriched the experiences of everyone involved. The project supported development of more collegially based practices and sharing of practical knowledge and wisdom to enrich education. | [FULL TEXT]

Hodes, Carol L. (1995).  Directions for Higher Education in the People's Republic of China. 

This paper reports on the state of higher education in China, and was written by a U.S. scholar who attended a global population conference at East China Normal University in Shanghai (China). The focus of the meeting was on population and the environment. Although China's compulsory, government-controlled educational system bears similarity to the Russian system, higher education in China is changing in several directions. Distance education alternatives have been growing steadily and new programs are being put into place to increase access to education. As the Chinese government phases out full support of higher education for a majority of students, a new student loan program is seen as a way to reduce per capita government expenditure on higher education. China is slowly entering the technology age, and needs to upgrade its existing systems. Increasing access to both education and technology are key components of producing the workforce required by the modernization process.   | [FULL TEXT]

Hodes, Carol L. (1998).  Developing a Rationale for Technology Integration.  Journal of Educational Technology Systems, 26, 3. 

Offers faculty a systematic way to implement technology/print combinations relative to distance learners' needs and backgrounds. Categorizes types of learner interactions, and discusses the relevance of the entry-level knowledge of the learner to appropriate technology selection.

Hodge-Hardin, Sherri (1997).  Interactive Television vs. a Traditional Classroom Setting: A Comparison of Student Math Achievement. 

The purpose of this study was to determine if there were differences in math achievement of students taught in an interactive television (ITV) class setting with the instructor present (host site), students receiving instruction via television at an off-campus location (remote site), and students taught in a traditional classroom setting. The study also examined student attitudes toward enrolling in future ITV courses. The sample was made up of all developmental students enrolled in an introductory algebra or an intermediate algebra course at East Tennessee State University (ETSU) taught via ITV during seven consecutive semesters, and developmental algebra students at ETSU enrolled in the instructor's traditional classrooms during these same semesters. Students were given math instruction by the same instructor at one of three sites: the host site, the remote site, and the traditional classroom. Students' numerical final grades were used as a dependent variable in determining the effectiveness of these ITV courses. A two-way analysis of variance with one covariate (ANCOVA) was used to determine if differences in student achievement existed among the three instructional sites. Results give empirical evidence that ITV should be considered as an adequate method of providing developmental algebra instruction beyond the campus. Questions for futures studies are listed. | [FULL TEXT]

Hodges, Bob (1997).  Task Computing.  Learning and Leading with Technology, 25, 2. 

Provides a model for task computing for fifth graders that meets educational technology goals and challenges students to take full advantage of available hardware and software. Highlights include task rotation; assessment; benefits, including integrating technology into the classroom, computer literacy skills, peer tutoring, cooperative learning, and discovery learning; and examples.

Hodson, Peter (1998).  Managing Computer-based Training Developments in Higher Education.  Research in Post-Secondary Education, 3, 2. 

A review of good human resource management practice outside higher education provides a framework for the academic use of computer-based training in teaching and learning. The framework acknowledges academic freedom and autonomy and builds on a platform of academic research.

Hickey, Daniel T.; Kindfield, Ann C. H.; Horwitz, Paul; Christie, Mary Ann (1999).  Advancing Educational Theory by Enhancing Practice in a Technology-Supported Genetics Learning Environment.  Journal of Education, 181, 2. 

Highlights key points from national reports addressing contemporary perspectives on learning theory, K-12 educational technology, educational theory development, and educational research policy, using illustrations from GenScope, an open-ended exploratory software tool that lets students investigate various phenomena in genetics. Illustrations come from a collaborative effort to implement, evaluate, and refine GenScope's learning environment in secondary science classrooms.

Hickey, Daniel T.; Wolfe, Edward W.; Kindfield, Ann C. H. (1998).  Assessing Learning in a Technology-Supported Genetics Environment: Evidential and Systemic Validity Issues. 

To evaluate student learning in a computer-supported environment known as "GenScope," a system was developed for assessing students' understanding and learning of introductory genetics material presented in two developed GenScope instruments. Both quantitative and qualitative methods were used to address traditional evidential validity concerns as well as more contemporary concerns with consequential and systemic validity. Findings from three GenScope implementation classrooms and interviews with two teachers and five secondary school students show strong evidential validity, but only limited consequential validity. In response to these findings, a set of curricular activities was developed to scaffold student assessment performance without compromising the evidential validity of the assessment system. The study shows the usefulness of newer interpretive models of validity inquiry and the value of multifaceted Rasch measurement tools for conducting such inquiry. Two appendixes contain sample items from one assessment and a sample GenScope investigation. | [FULL TEXT]

Hickox, Katie (1997).  5 Trends Your Job Depends On.  Electronic Learning, 16 n4 p32-34, 36-38. 

Examines technology trends that will make the most difference in schools in the 21st century: infrastructure needs (public and private funding); CD-ROMs versus software downloaded from the Internet and bandwidth; appliance, or single-use, versus multipurpose computers; virtual classrooms; and technology training for teachers. Provides a bibliography of related Internet sources.

Han, Huei-Wen; Wang, Yen-Chao (1999).  Life-Long Cyberlearning System: A Pilot Project for the "Learning Society" in the ROC.  Educational Media International, 36, 2. 

Provides an overview of the implementation of lifelong learning in Taiwan, Republic of China (ROC) as part of its educational reform policy and describes a pilot project, the Lifelong Cyberlearning System. Highlights include planning architecture, Web-based learning technology, professional education, industrial and corporate assistance, and evaluation and criticism.

Handler, Marianne G.; Dana, Ann S. (1998).  Hypermedia as a Student Tool: A Guide for Teachers. Second Edition. 

This book provides a framework for offering students ways to share information with a real audience and is intended to assist teachers in operating hypermedia software and in using instructional strategies and learning environments that provide opportunities for student collaboration. The curriculum ideas presented in this book have been developed by real teachers and are divided according to subject in the first section (language arts, mathematics, science, social studies, visual literacy, hypermedia and the World Wide Web). In the second section, student directions are provided for hypermedia software for each of the computers used in schools: HyperStudio for the Apple IIGS, the Macintosh, and Windows; HyperCard and Digital Chisel:HTML for the Macintosh; and SuperLink and Multimedia ScrapBook for the IBM and compatibles. Assessment forms to evaluate hypermedia projects, planning forms, and materials referred to in the lessons are appended. This resource is intended for grades 1-9.

Handler, Marianne G.; Strudler, Neal (1997).  The ISTE Foundation Standard: Issues of Implementation.  Journal of Computing in Teacher Education, 13, 2. 

Provides a framework to support the systematic integration of technology into teacher education programs, describing a planning model and support materials that address the International Society for Technology in Education (ISTE) foundation standards for students seeking initial endorsements in teacher education programs. Support materials include: course implementation matrix, activity identification matrix, and activity form.

Handler, Marianne; Andris, Jim; Brehm, Barbara; Levin, Jim; Payne, Anneliese; Waugh, Michael; Bievenue, Lisa; Moran, Juan (1998).  A Collaboration of Five Teacher Training Institutions: Preparing Illinois Educators for the 21st Century. 

Five Illinois universities, the National Center for Supercomputing Applications (NCSA), and the Illinois Area IV Learning Technology Hub are collaborating in the Preparing Educators for the 21st Century Program" (PIE-21). This state-funded program focuses on providing preservice teachers, administrators, and teacher education faculty with skills and knowledge necessary to effectively use information technology. Each project includes collaboration between a university and K-12 schools to provide preservice teachers or administrators with training and experiences to effectively use information technology in the classroom. Given that each institution is unique, each PIE-21 partner is developing and piloting a different model of integrating information technology into a teacher education or administrator preparation program. All of the institutions made strides toward their original goals; all were interested in continuing their projects into a second year of the grant. Direct benefits to the institutions through PIE-21 monthly team meetings included: exposure to current ideas about technology integration and how these ideas are implemented around the state; increased confidence locally in ideas about technology integration and K-12/university collaboration; and demonstration of technologically complex innovations in educational technology. Individual approaches are described for each of the five participating universities: Eastern Illinois University, Illinois State University, National-Louis University, Southern Illinois University-Edwardsville, and University of Illinois, Urbana-Champaign. | [FULL TEXT]

Handley, Elaine; Oaks, Susan (1997).  Playing the Lynx: Creating The Writer's Complex as a Virtual Writing Center for Students at a Distance.  Journal of Educational Technology Systems, 25, 2. 

Describes the planning and implementation of an online writing center for adult students of SUNY Empire State College, a non-residential, independent-study distance-learning institution. Highlights informational and facilitative properties of hypertext and the need for a personalized instructor "voice." Components of the program included a "file cabinet" of model papers and conference spaces for peer critiquing.

Haney, Regina, Ed.; Zukowski, Angela Ann, Ed. (1997).  New Frontiers: Navigational Strategies for Integrating Technology into the School. 

This book is an outgrowth of the New Frontiers for Catholic Schools project, a collaborative effort of the National Catholic Educational Association and the University of Dayton. The goal of the book is to support Catholic educators and schools to make technology a vital part of the future of Catholic education. The chapters are as follows: (1) "Seize the Day!" (Angela Ann Zukowski); (2) "A Pastoral Perspective: Theology and Communication" (Angela Ann Zukowski); (3) "2020 Visions for the Future of Education" (David D. Thornburg); (4) "Paradigms of Innovation and Criteria" (Angela Ann Zukowski); (5) "Leadership without Followers" (Christopher J. Dede); (6) "Producing a Technology Plan" (Regina Haney); (7) "Technology Partnerships" (Gail Morse); (8) "New Frontiers" (Regina Haney); (9) "Catholic School Libraries in the 21st Century" (Carol Ann K. Winkler); (10) "Media Literacy" (Frances M. Trampiets); (11) "Technology Coordinator: Who Do They Say I Am?" (Nancy Erhart); (12) "Ethical and Legal Challenges of Technology" (Angela Ann Shaughnessy); (13) "Planning from the Diocesan Perspective (and Sample Plan)" (Marian Stuckey); (14) "Technology Planning from the Elementary School Perspective: Beyond Chalk, Talk, and Textbooks" (Paul E. DeZarn); (15) "Emphasizing the Staff Development Perspective in Technology Integration" (Natalie Krupka); (16) "Planning from a Total Parish Perspective" (Dean V. Waggenspack); (17) "Artisans of Faith: A New Renaissance" (Angela Ann Zukowski); (18) "A Sabbatical View of Catholic Schools" (Margaret E. Curran); and (19) "Survey Research: The Effectiveness of the New Frontiers Program" (David A. Bouton). Appendices include a "Study Guide for 'Aetatis Novae' (The Dawning of a New Era)"; the Ursuline Academy of Dallas technology plan; resource materials on funding educational technology; classroom wiring standards from Ohio SchoolNet; and sample selection criteria for hardware and software acquisition. | [FULL TEXT]

Hanna, Gila (1998).  Proof as Explanation in Geometry.  Focus on Learning Problems in Mathematics, 20, 2-3. 

Discusses the issue of proof in school geometry and views dynamic software as an excellent tool for exploration in geometry classes, mathematical practice, and for helping students see that a theorem is true. Argues that justification without proof would be untrue to the theory and practice of mathematics. Contains 32 references.

Hannafin, Michael J.; Hannafin, Kathleen M.; Land, Susan M.; Oliver, Kevin (1997).  Grounded Practice and the Design of Constructivist Learning Environments.  Educational Technology Research and Development, 45, 3. 

Discussion of constructivist learning environments focuses on the concept of grounded design, a process that involves linking the practices of learning systems design with related theory and research. Topics include directed versus situated learning environments, situated cognition and anchored instruction, social constructivism and problem scaffolding, and constructionism and microworlds. (65 references)

Hannafin, Michael J.; Hill, Janette R.; Land, Susan M. (1997).  Student-Centered Learning and Interactive Multimedia: Status, Issues, and Implications.  Contemporary Education, 68, 2. 

Summarizes recent developments in student-centered open-ended learning environments, which provide electronic tools and resources for students to use in addressing authentic situated problems and to support students' thinking and problem-solving processes. Also analyzes issues in design and utilization and presents implications for teaching, learning, and technology.

Hannafin, Robert (1999).  Introduction to Special Issue on Instructional Technology and Teacher Education.  Educational Technology Research and Development, 47, 4. 

Provides an overview of this special issue that focuses on the overlap between instructional technology and teacher education. Explains that political and economic realities have blurred distinctions between the two fields, and discusses the increasingly prominent role within instructional technology to train teachers to integrate technology into the classroom.

Hannafin, Robert D. (1999).  Can Teacher Attitudes about Learning Be Changed?  Journal of Computing in Teacher Education, 15, 2. 

Examined 12 public school teachers' attitudes, beliefs, and expectancies about learning environments to see whether they could be affected by a series of three graduate technology courses. Data from two surveys found no causal relationship between attitudes and the three courses, indicating that the task of changing teachers' attitudes about school learning environments may be more difficult than expected.

Hanor, Joan H. (1998).  Concepts and Strategies Learned from Girls' Interactions with Computers.  Theory into Practice, 37, 1. 

Data from observations, focus interviews, symbolic representation interviews, and student art provide an aesthetic framework for studying young girls' interactions with computers and examining what may be unique about those experiences. Their experiences provide insight into girls' ways of knowing and engagement with technology. The paper discusses how the educational community can help enhance girls' experiences.

Hansen, David J.; Nangle, Douglas W.; Meyer, Kathryn A. (1998).  Enhancing the Effectiveness of Social Skills Interventions with Adolescents.  Education and Treatment of Children, 21, 4. 

Discusses major advances and issues in social-skills research with adolescents, including efforts to facilitate treatment adherence, social validity, and generalization of interventions. Directions for further improvement of social-skills intervention technology are also discussed.

Hanson, Gary R. (1997).  Using Technology in Assessment and Evaluation.  New Directions for Student Services. 

Examines how information technology can be used in student services to acquire information, understand assessment and evaluation information, communicate the results of assessment and evaluation, and move others to action. Provides an example of an evaluation project. Highlights World Wide Web technology, longitudinal tracking, data visualization, and data mining.

Hanson, Gordon P. (1995).  Instructional Telecommunications: A Resource and Planning Guide. Bulletin No. 95171. 

The educational uses of familiar technologies such as telephones, computers, television sets, videocassette recorders, and radios as well as more sophisticated technologies like satellites, microwave television, and fiber optic systems are discussed. This guide explains how these telecommunication technologies operate, explores the possibilities they hold for the future of education in Wisconsin, and details how school districts can plan to incorporate them into their curricula. Topics include: (1) an overview of the education superhighway; (2) the origin and definitions of instructional telecommunications, with a focus on distance education; (3) current and potential instructional telecommunications uses in Wisconsin; (4) an analysis of the characteristics of each technology and examples of instructional uses in Wisconsin; (5) the need for a district plan and matching needs with technologies; (6) steps in the creation of the district plan; (7) plan implementation; (8) evaluation of the district plan and the implementation process; and (9) modification of the plan and implementation. Appendices include: instructional telecommunications and state and regional agencies; online services and networks; sources of cable TV and satellite programming; teaching through interactive television; instructional telecommunications technologies assessment instrument; plan and implementation process checklist; and a glossary of terms. | [FULL TEXT]

Hanson, Katherine (1997).  Gender, "Discourse," and Technology. Center for Equity and Diversity Working Paper 5. 

This paper identifies and discusses the connections between the way individuals frame their world based on the language they use and the impact of language and stereotyping on the perception that computer technology is primarily for certain individuals. The study explores how some of the dimensions of the language of computers and technology, computer culture, and computer-based activities are inextricably linked to the language and culture of mathematics which has framed a particular way of thinking about computer technology. The document discusses an array of anecdotal evidence and research findings supporting the contention that technology education carries with it the biases and beliefs of the society in which it operates. The use of computers often exacerbates inequities for students of color and poor students rather than act as an educational panacea. However, a broad understanding of this cultural context can be used to begin to change the culture of the classroom and school to respond better to the educational needs of the broad range of students who traditionally do not succeed. Questions are raised regarding, how to make technology engaging for both males and females and how can a new approach to technology support a democracy? The document concludes with a number of approaches to creating classroom changes. These include increasing the opportunities for girls to engage in technology-related activities, working with more collaborative activities, giving students' more control over the activities that they work on, and changing patterns of discourse. | [FULL TEXT]

Hanson-Smith, Elizabeth (1997).  Technology in the Classroom: Practice and Promise in the 21st Century. TESOL Professional Papers #2. 

The discussion of technology in the classroom, particularly for second language instruction, looks at: current practices in technology-enhanced schoolrooms or learning centers; benefits and liabilities of technology-mediated language learning; and the as yet unrealized promise of computer-assisted language learning for the student and the teacher. A brief introductory section chronicles the history of the digital revolution. Current practices in a number of areas are then described, including the teaching of composition as a process, multiple learning styles and individualized learning, the role of authentic language in language learning and in content-based learning, collaborative and task- based learning, and the role of cognition in language learning. Potential future directions for technology-enhanced instruction are examined. Contains a glossary, 8 references, and 10 Internet and World Wide Web site addresses.

Hanson-Smith, Elizabeth (1999).  CALL Environments: The Quiet Revolution.  ESL Magazine, 2, 2. 

Discusses the use of computer-assisted language learning (CALL) in the world of education, focusing on new paradigms, types of CALL environments, and characteristics of technology-rich schools. Several sidebars discuss technology types for CALL, what is needed to create a CALL environment, building a computer lab, and student-project Internet sites.

Hashim, Yusup (1997).  Learner Evaluation on the Use of Collaborative Instructional Method and Instructional Media.  Journal of Educational Technology Systems, 25, 4. 

Experienced teachers enrolled in an educational technology certificate course at the Universiti Sains Malaysia took charge of classroom instruction while the teacher managed the instructional process. Postcourse evaluations indicated that the 64 teacher/students preferred learner-centered and collaborative teaching and that it helped them learn how to use instructional media and technology.

Hashim, Yusup (1999).  Are Instructional Design Elements Being Used in Module Writing?  British Journal of Educational Technology, 30, 4. 

Discusses the elements of instructional design and technical design in module writing. Describes the development of an evaluation instrument to evaluate the modules written by course lecturers from the School of Distance Education at the Universiti Sains Malaysia. Recommends that multimedia and distance-learning strategies be integrated into the learning activities.

Hashim, Yusup; Tik, Chan Chang (1997).  Use of Instructional Design with Mastery Learning.  Educational Technology, 37, 2. 

Explains the use of instructional design with a mastery learning strategy (IDML) in teaching mathematics. The IDML model, a combination of other theories including Gagne's instructional events, has been used to improve mathematics instruction in Malaysian schools, and includes developing test items, the teachers' development of learning materials, and evaluation.

Haskin, John (1999).  Place-Based Learning: The Technology Frontier in Environmental Education.  Educational Technology, 39, 6. 

Suggests that educators need to find a balance between the two realms of environmental education--the knowledge realm, including the scientific, technical, management side, and the realm stressing awareness and responsibility for the world. Describes benefits of using Geographical Information Systems (GISs) and remote sensing devices as environmental-education tools.

Haslam, Elizabeth L. (1997).  Curriculum Re-Design Using Interactive Multimedia.  Journal of Instruction Delivery Systems, 11, 3. 

As national standards become mandated, public school districts will need to train their K-12 teachers to redesign courses and instructional materials across the curriculum. This article describes an interactive multimedia CD-ROM that provides course planning instruction for teachers. Discusses the five step planning process, instructional and media design elements, and user experience.

Haslam, M. Bruce; Turnbull, Brenda J.; Humphrey, Daniel C. (1998).  Eisenhower Mathematics and Science Education Regional Consortia Program: Final Evaluation Report. 

This report analyzes the contributions that the 10 Eisenhower Regional Mathematics and Science Education Consortia have made to U.S. efforts to reform mathematics and science education. The United States Congress authorized the Regional Consortia Program in 1990 under the Excellence in Mathematics, Science, and Engineering Education Program. In reauthorizing the Regional Consortia Program, Congress reaffirmed the purpose of the Consortia supported by the program as being to disseminate exemplary mathematics and science education instructional materials and assist school staff in the implementation of teaching methods and assessment tools. The data presented in this report were collected largely in the spring of 1996 through surveys, interviews, site visits, and review of a variety of documents. Another more limited round of data collection was completed in spring 1997. This included telephone interviews and document review. Chapters include: (1) "Introduction"; (2) "Evolution of the Regional Consortia Program and the Challenge of Working with Intensive Sites"; (3) "Professional Development"; (4) "Teams and Networks: Consortia Links To the Field"; (5) "Promising Practices"; (6) "The Use of Technology by the Consortia"; (7) "Networking and Coordination"; and (8) "Conclusions". Appendices contain the survey procedures, instruments, and program indicators. | [FULL TEXT]

Hastings, Nancy Baxter; Rossman, Allan (1994).  Workshop Mathematics: Using New Pedagogy and Computers in Introductory Mathematics and Statistics Courses. 

This report describes a workshop on developing a set of three introductory mathematics courses using new pedagogical techniques and computer technology. The courses provide underprepared students with multiple entry points into the study of mathematics and serve as a gateway for students' continued study of mathematics. These workshop courses in quantitative reasoning, statistics, and calculus abandon the traditional lecture approach in favor of an interactive format in which students work collaboratively on activities designed to help them explore and discover mathematical ideas for themselves. This document contains an executive summary detailing the project overview, purpose, background and origins, project description, evaluation/project results, and conclusions. | [FULL TEXT]

Hazzan, Orit (1999).  Information Technologies and Objects to Learn with.  Educational Technology, 39, 3. 

Presents an explanation for the increase in the number of computer users. Suggests that, in addition to providing electronic-communication services, information technologies may also support thinking and learning processes. Uses a theoretical background to analyze two activities carried out in computational environments: construction of a Web site and electronic communication.

Hegngi, Yolanda Nokuri (1998).  Changing Roles, Changing Technologies: The Design, Development, Implementation, and Evaluation of a Media Technology and Diversity On-Line Course. 

This study focused on providing insight into online teaching and learning by analyzing the electronic discourse and examining its context--the design, development, and implementation. The inquiry used a case study methodology on a sample of 15 participants to discover theoretical positions. The framework was based on one main question with two ancillary probes which are discussed in detail: "How is the introduction of the World Wide Web technology changing pedagogical practices?"; "How does the technology help reshape roles for teachers and learners?"; and "How does the technology encourage new and different types of interactions in the classroom?" The setting for the study was an undergraduate, senior-level course and graduate, "Media, Technology, and Diversity," designed to examine the influence of stereotypes and the values and beliefs of the designers on media products. A summary of research findings and practical implications is provided. The course production and implementation timeline and the syllabus are appended. | [FULL TEXT]

_____. (1993).  Hearings on Reauthorization of H.R. 6: The Elementary and Secondary Education Act of 1965. Hearings before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundred Third Congress, First Session, (Washington, D.C., March 4, 18, 23, 31, April 21 and 27, 1993). 

These transcripts provide testimony regarding the reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. The first part of the transcripts presents testimony from members of national educational associations urging legislators to show a stronger commitment to helping education professionals improve their skills and to adopt a new research project to improve learning for special needs children. The major portion of the transcripts contains statements from school administrators, other experts from educational agencies and delivery systems, and legislators concerning: (1) the role of ESEA programs in school reform and the improvement of K-12 education; (2) the reauthorization and improvement of Chapters 1 and 2; (3) the Dwight D. Eisenhower Mathematics and Science Education program and techniques of successfully integrating technology into schools; (4) the need for coordinated education, health, and social services as a means of better serving young people; (5) recommendations for improving women's equity in education; and (6) issues related to the education programs for Native Americans, Alaskan Natives, and Native Hawaiians. | [FULL TEXT]

Healy, Jane M. (1998).  Failure To Connect: How Computers Affect Our Children's Minds--for Better and Worse. 

As the federal government provides funding to wire classrooms to the Internet, software companies market educational programs even for preschoolers, and school administrators cut funding in other areas to make room for new computers, it is time to examine the impact of computer use on children. Presented in three parts, this book examines the advantages and drawbacks of computer use for children at home and at school, exploring its effects on children's health, creativity, brain development, and social and emotional growth. Part 1 of the book discusses the current situation in schools, homes, and home schools; reviews the basics of educational computing; and offers guidelines for technology choices. Part 2 examines personal issues in technology use, including physical health, intellectual and brain development, and the social, emotional, and other personal aspects of children and teens using computers. Part 3 describes practical applications that illustrate appropriate and inappropriate ways to use new learning technologies with different age groups. The book concludes by noting that with thought, planning, and good sense, adults should be able to help children to develop minds that are able to deal with the challenges of the future. Also, the real-life values in the lives parents structure for their children will determine the kind of world they will inhabit. Each chapter contains references.

Healy, Jane M. (1999).  The Mad Dash To Compute.  School Administrator, 56, 4. 

Discusses trade-offs and ramifications of technology use in schools. Cutbacks in proven staples of mental development (arts, music, drama, and physical education) are used to finance technology programs. Youngsters often use educational software for mindless fun. Few advocates consider how extended computer usage affects children's developing bodies and brains.

Heath, Simon, Ed. (1994).  Enabling Active Learning. Conference Programme and Abstracts of the Association for Learning Technology Conference (1st, Hull, England, United Kingdom, September 19-21, 1994). 

This program for the 1994 Association for Learning Technology Conference provides a conference schedule and summarizes the presentations of the discussion workshops, hands-on workshops, live demonstrations, and poster sessions. Abstracts of the following papers presented at the conference are included: "The Conceptualisation Cycle" (J. Mayes & L. Coventry); "Interactive Computer-Assisted Reflective Learning" (J. Cook); "Evolving Principles of Performance Support" (P. Barker & A. Banerji); Designing Interactive Multimedia Applications for Flexible Learning Strategies" (R. McLeod); "Teams, Technology and Knowledge" (D. Anthony Wilson); "Specification and Implementation of an 'Active Learning' Facility" (R. Boyle); "Case Study: Sainsbury's Evolving Learning Technology" (D. Hawkridge& L. Houldsworth); "Successful Implementations of CAL in Dutch Higher Education" (M. Mirande & M. Leiblum); "Support of Learning Using an Architecture for CSCW for Engineering Design" (J. Gammack, D. Jenkins, S. Kydd, & S. Tian); "The Implementation of a Multimedia Learning Environment for Graduate Civil Engineers" (C. Smith & P. Jagodzinski); "Enabling Active Learning through Technology in Higher Education" (R. Macredie & P. Thomas); "A Strategic Multidisciplinary Team Approach to HE Learning Environments" (I. Smith & J. Smith); "A Realistic Strategy for Institutional Commitment to Courseware Development in Universities" (I. Benest, A. Hague, & J. Fritz); "Multimedia Courseware" (I. M. Marshall, W. B. Samson, & P. I. Dugard); "The Demonstrator Model of Learning Design and the Effective Use of Multimedia" (T. King); "Learning Style and Learning Strategies in a Multimedia Environment" (P. Paterson & J. Rosbottom); "Meeting and Discovering Language Learning Needs" (J. Gillespie); "It Doesn't Interrupt Me When I'm Thinking, and You Do!" (S. Hewer); "ISDN--The Distance-Learning Solution" (G. Jacobs); "Learning Assistance on Wider Access Courses" (J. Lomax); "Mole: Computer Mediated Collaborative Learning" (D. Whittington); "VIRGIL Reality" (A. Cook, N. Oxley, & R. Baird); "The Use of Computers as Substitute Tutors for Marketing Students" (M. Catterall & P. Ibbotson); "Intelligent Tutoring Systems" (M. Elsom-Cook); "Development and Implementation of a Multimedia Teaching Package in Comparative Literature" (B. Heins, C. Larrea, & C. Burnley); "Meeting Academic Objectives for Distance Learning with CD ROM" (G. Einon, M. Jones, N. Heap, & M. Karlsson); "Institutional Support for Change in Teaching and Learning" (M. Oates); "Towards the Institutionalisation of Learning Technologies in Higher Education" (J. Rothwell); and the keynote address--"Toward a National Learning Infrastructure" (W. Graves).

Heaviside, Sheila; Farris, Elizabeth (1997).  Advanced Telecommunications in U.S. Private Schools, K-12: Fall 1995. Statistical Analysis Report. 

This document provides data from a nationally representative sample of private elementary, secondary, and combined schools in the United States and District of Columbia in the fall 1995. Twenty-five percent of private schools had access to the Internet. By comparison, 50% of public schools were on the Internet. Access to the Internet varied by instructional level of the school and size of enrollment; 57% of private secondary schools had Internet access compared with 23% of elementary schools and 19% of schools combining elementary and secondary grades. Almost all private schools (95%) were equipped with computers. On average, there were 24 computers per private school and an average of 9 private school students per computer. Nonsectarian schools reported fewer students per computer (6) than Catholic schools (10) and other religious schools. Nine percent of all the computers in private schools had Internet access and there were 99 students for every computer with Internet access. The percent of computers on the Internet in nonsectarian private schools was almost four times higher than the percent in schools with religious affiliations. Nonsectarian schools reported the lowest ratio of students per Internet connected computer--25 to 1. The ratio of students per computer with Internet access also varied by instructional level. Five percent of all instructional rooms in private schools had Internet access. Seventy-three percent of private schools provided access in one or more instructional rooms. Nonsectarian schools were more likely than Catholic schools to provide classroom access to the Internet. Of private schools with Internet access, 94% had e-mail, 72% had World Wide Web access, 69% had access to newsgroups, and 67% had search capability services. Ninety-four percent of private schools connected to wide area networks by modem. Teachers and staff had the largest role in developing private schools' advanced telecommunications activities, followed by parents. Fourteen percent of private schools had a full-time network administrator. Four in 10 private schools that did not have Internet access had plans to obtain access in the future. Funding was the most frequently cited barrier to the acquisition or use of advanced telecommunications in private schools. Twenty-one tables present statistics and standard errors for tables. The survey instrument is included. | [FULL TEXT]

Horwitz, Paul; Christie, Mary Ann (1999).  Hypermodels: Embedding Curriculum and Assessment in Computer-based Manipulatives.  Journal of Education, 181, 2. 

Describes the hypermodel approach to designing science education software. Hypermodels combine stored or web-based multimedia materials with a manipulable model of the subject domain. Hypermodels are scriptable, and are powerful tools for creating various activities or web-labs that challenge students to solve puzzles, then monitor and react to their actions. Describes a hypermodel for teaching fundamental biology concepts.

Hudson, Brian (1997).  Group Work with Multimedia in Mathematics: The Role of the Technology and the Teacher.  British Journal of Educational Technology, 28, 4. 

This 1994 study evaluated the National Curriculum Council-sponsored multimedia mathematics package World of Numbers. The study in a comprehensive school found the intended use of the material, especially how to integrate activities into the curriculum, and the role of the teacher unclear. Presents episodes and interpretation of classroom interactions with multimedia-based activities adapted from Vygotsky's work.

Hudson, Brian (1998).  Group Work with Multimedia: The Role of the Computer in Mediating Mathematical Meaning-Making.  Journal of Computers in Mathematics and Science Teaching, 17, 2-3. 

Investigates the potential of collaborative learning in mathematics using multimedia. Analyzes the data collected by video recording the work of groups on the multimedia-based activities and ethnographic research methods. Concludes that the classroom interaction was found to be supported not only by language mediated by the multimedia system but by other nonverbal tools. Contains 17 references.

Hudson, Brian (1999).  A Social Perspective on Teaching and Learning in the Context of Computer-Mediated Communication in Teacher Education.  Journal of Information Technology for Teacher Education, 8, 3. 

Discusses a view of learning based on an individualistic model, which emphasizes the information aspect of information and communications technology. This view presents an incomplete view of the nature of learning and the teacher's role. An alternative perspective based on social psychology, activity theory, and social practice is outlined, referencing the use of computer- mediated communication in teacher education.

Hope, Warren C. (1997).  Resolving Teachers' Concerns about Microcomputer Technology.  Computers in the Schools, 13, 3-4. 

Discusses the effects of change and innovations on teachers. Describes the use of the Stages of Concern Questionnaire of the Concerns-Based Adoption Model to examine teachers' concerns about the introduction of microcomputer technology in an elementary school. Addresses the importance of teacher training.

Hopey, Christopher (1999).  Technology and Adult Education: Rising Expectations.  Adult Learning, 10, 4. 

Describes innovative technology projects that can help meet the expectations of adult literacy stakeholders. Stresses that the success of wider-scale projects requires attention to local planning, training, technical support, leadership, and resources.

Hopey, Christopher E., Ed. (1998).  Technology, Basic Skills, and Adult Education: Getting Ready and Moving Forward. Information Series No. 372. 

This monograph is designed to be used as a complete volume or as a set of papers that can be referenced separately. The monograph is organized into two sections. Section I: "Getting Ready" is designed to help educators get started, plan for, and integrate technology into adult education. The five papers in this section are as follows: "Making Technology Happen in Adult Education" (Christopher E. Hopey); "Planning and Funding for Technology" (Hopey); "Making the Right Choice: Software Evaluation" (Hopey); "Integrating Technology into Adult Learning" (Lynda Ginsburg); and "Recommendations for Using Technology in Adult Education" (Hopey). Section II: "Moving Forward," contains six papers that address the following topics: "Adult Learning Theory: An Argument for Technology" (Regie Stites); "Technology in Adult Education Programs" (Terilyn C. Turner); "Using Technology for Assessment in Adult Learning" (John P. Sabatini); "Distance Learning and Adult Basic Education" (John Fleischman); "The Internet and Adult Educators" (David Rosen); and "Adult Learning, Technology, and Public Policy" (Mary Lovell). The monograph contains a list of 12 national adult education agencies, including their website addresses, and 85 references. | [FULL TEXT]

Hopey, Christopher E.; And Others (1995).  Making the Right Choice: Evaluating Computer Software and Hardware for Adult Literacy Instruction. Practice Guide. 

Selecting hardware and software for adult literacy instruction is a complicated task requiring careful attention to the integration of various computer models, software packages, and instructional objectives. Decisions surrounding the acquisition and maintenance of technology are further complicated by limited funding, expertise, information, and equipment. This guide is designed to help educators select appropriate technology for their adult literacy programs. It outlines a process for evaluating and selecting software and hardware, provides information regarding appropriate software titles, presents examples of software evaluation criteria, and highlights purchasing practices that can make scarce technology dollars go further. The nine steps of the technology evaluation process include the following: (1) identify software titles; (2) determine the hardware requirements of each piece of candidate software; (3) create an inventory of existing hardware; (4) obtain software preview copies; (5) determine evaluation criteria and conduct software evaluations; (6) determine how students will use the software and explore ways teachers can integrate the software into instruction; (7) compare existing hardware with the hardware requirements for each piece of candidate software; (8) determine the cost of software and hardware for each of the candidate packages; and (9) select a software package and its associated hardware. Four appendixes include software requirements and hardware inventory worksheets, a selected list of software publishers, a student evaluation of software form, and a software evaluation worksheet. | [FULL TEXT]

Hopey, Christopher E.; Harvey-Morgan, Joyce (1995).  Technology Planning for Adult Literacy. Practice Guide. 

Although recent technological developments in both computing hardware and software present dramatic opportunities for adult literacy organizations, planning and preparation are required to capitalize on those opportunities. The process of technology planning described in this guide can focus organizational attention on the appropriate priorities and issues, and together with staff involvement, help to formulate a vision for technology use in adult literacy programming and a detailed road map for how to reach that vision. The guide begins with a brief overview of the technology planning process that includes information on what technology planning is, the basic principles of technology planning, and the need for a plan for doing technology planning. The second section outlines 11 steps of the technology planning process: (1) determine programmatic issues and goals; (2) develop a preliminary vision for technology use; (3) conduct an inventory of current technology and available resources; (4) explore the possibilities of using technology in adult literacy; (5) identify technology solutions; (6) reexamine the preliminary vision and set priorities; (7) evaluate specific technologies; (8) develop a technology budget; (9) determine staff development needs; (10) develop a technology implementation timeline; and (11) conduct an ongoing evaluation of the technology plan. Three appendixes include a stakeholder analysis chart for technology planning, a technology resource inventory chart, and a sample of a technology plan. The guide contains 18 references. | [FULL TEXT]

Hopey, Christopher E.; Harvey-Morgan, Joyce (1995).  Funding Technology in Adult Literacy. Practice Guide. 

For many literacy organizations, obtaining adequate funding for a technology purchase is difficult and requires additional fund-raising activities outside of the regular program grant-funding processes. While the search for additional funding is time consuming and frustrating, the task can be made easier through careful organization and systematic planning. This guide is designed to assist literacy educators in the development of technology fundraising plans. It offers suggestions on how and where to locate funds. The guide covers a range of topics: connecting technology planning with funding; sources and methods of funding technology; identifying funding sources for technology; matching technology priorities with a potential funder; and writing and marketing a technology proposal. The guide also includes seven appendixes that contain extensive annotated lists of funding sources and ideas for grant writers, a sample cover letter for a fundraising proposal, and six references.  | [FULL TEXT]

Hopey, Christopher E.; Harvey-Morgan, Joyce; Rethemeyer, R. Karl (1996).  Technology and Adult Literacy: Findings from a Survey on Technology Use in Adult Literacy Programs. 

A national survey identified the extent of computer technology use in adult literacy programs and explored the attitudes, beliefs, and experiences of adult literacy providers in implementing technology. It also conducted a systematic inventory of the types of computer technology currently in use in adult literacy programs. In recent years, a number of studies had suggested that the expansion of computer technology in adult literacy programs was essential to meet the adult literacy needs of the nation. Of 1,633 surveys that were mailed, 515 responses were received from California, North Carolina, Pennsylvania, New York, Illinois, and Delaware. Findings indicated that many adult literacy programs had a firm foothold in technology, using it for administrative, instructional, assessment, and networking purposes. Although there was still resistance and questioning about the effectiveness of using technology among some providers, the overall level of interest in using technology was extremely high. The majority of survey respondents had come to view the use of technology as an opportunity rather than as an imposition and were interested in expanding its use. The survey also concluded there were major issues of access to technology, technology funding, and staff expertise that must be addressed to accomplish any significant expansion of technology in adult literacy. (Appendixes contain 33 references, 38 data tables, and 9 figures.) | [FULL TEXT]

Hopkins, Charles (1997).  Entering the Digital Age.  American School & University, 69 n11 p46, 48-49 Jul 1997. 

Discusses the proper planning and upgrading of telecommunications infrastructure in schools that can support state-of-the-art data, voice, and video applications. An example of one school's efforts at installing an integrated telecommunications system for its 17,500 students is highlighted.

Hopper, Keith (1999).  Mastering the Invisible Technologies in Education: Who Are the Real Technology Prodigies among College Teachers?  Educational Technology, 39, 1. 

Examines the use of technology by college faculty and the importance of going beyond the technology itself. Topics include computer literacy, building students' confidence in technology, real-world readiness, presentation software, word processing, e-mail, spreadsheets and databases, and information access.

Husmann, Dann E.; Miller, Michael T. (1999).  Faculty Incentives to Participate in Distance Education.  Michigan Community College Journal: Research & Practice, 5, 2. 

Explores the demographics of faculty who volunteer to teach using distance-education technologies and discusses incentives for this participation. Finds that faculty have an interest in teaching with technology as a component of student learning, and they see internal rewards as the dominant motivation for involvement. Contains 15 references.

Hull, Darrell (1999).  The Power and Peril in Technology.  Community College Journal, 70, 1. 

States that community colleges should evaluate the intent of the technology being implemented and determine how it serves their mission and delivery of education. Discusses the impact of technology on teaching and administrative support, telecommunication and interaction, implementing interactive synchronous technology, benefits of videoconferencing, and applications of videoconferencing technology.

Hull, Darrell; Young, Marion (1999).  Keeping Up: Change, Currency and Accuracy.  Community College Journal, 70, 2. 

Describes the curriculum-morphing process used by the Center for Occupational Research and Development (CORD) to develop curriculum materials in laser electro-optics technology (LEOT). Discusses this innovative developmental project as one in which faculty and curriculum developers work together to resolve the problem of static curriculum materials for a changing world.

Hullet, Craig R.; Mitra, Ananda (1997).  Toward Evaluating Computer Aided Instruction: Attitudes, Demographics, Context.  Evaluation and Program Planning, 20, 4. 

It is argued that there are three critical aspects to the evaluation of computer aided instruction (CAI): (1) determining the predisposition of users toward CAI; (2) technographics and demographics of the students; and (3) the situatedness of the CAI application. Data from three studies with college students illustrate the importance of all three aspects.

Hale, Gregory (1998).  Hazyspace: Towards Re-Understanding the User.  British Journal of Educational Technology, 29, 2. 

Introduces a new way of looking at concepts called Hazyspace that focuses on the messiness of real life and the indeterminancy of concepts as key features in understanding the conceptual domain of human beings. Although Hazyspace has general applicability to education, this discussion focuses on use of the term to describe how new users conceptualize software.

Hall, Alison; Basile, Brigitte (1997).  Building Student-Centered Web Sites in the K12 Classroom. 

This paper examines the process of constructing a student-centered World Wide Web site and provides recommendations for improving this process. In the project, preservice teachers instructed the fifth grade students about how to design and develop a Web site on weather. The topics of the sessions included Internet ethics, using the Web, pre-planning and storyboards, and Web site construction. The project modeled the use of the Web in conjunction with classroom instruction. The goals of this project were to build a student-centered Web site; to use technology to reinforce instruction; and to provide students and teachers with a curriculum-based Web site that is a useful and relevant resource. The paper includes six chapters: (1) "Introduction"; (2) "Background" including unproductive roles of technology in the past, barriers to use of technology; educational applications of the Internet, the World Wide Web, advantages to building student-centered Web sites, cooperative learning, collaboration methods for Internet projects, evaluation methods, Web page design, and HTML (HyperText Markup Language); (3) "Purpose and Rationale" of use of technology in instruction; (4) "Method" of the project, which consisted of tutoring a small group of eight students about the process so that they in turn could eventually teach their classmates; (5) "Evaluation Methodology"; and (6) "Summary and Conclusions." Appendices include: a list of components in a complete storyboard, Weather Wizards Website, Interview questions for participating students and Interview questions for Inservice teachers.   | [FULL TEXT]

Hall, Dai (1997).  Computer Mediated Communication in Post-Compulsory Teacher Education.  Open Learning, 12, 3. 

The School of Post-Compulsory Education and Training (PCET) of the University of Greenwich (London), whose main purpose is to provide initial training and professional development for teachers, trainers, and lectures, provides a distance-learning program. This article discusses the program and the piloting of a groupware product that permits asynchronous conferencing. Outlines advantages and key findings.

Hall, Richard, Ed. (1999).  NAWeb 99: What Works and Why. International Conference on Web-Based Learning (5th, New Brunswick, Canada, October 2-5, 1999). 

This proceedings of the Fifth International Conference on Web-Based Learning, NAWeb 99, includes the following papers: "Coordinating Different Masters and Customers: Dalhousie's Diploma in Disability Management Program"; "The Design, Development, Implementation, and Evaluation of a Graduate Level Course for Teaching Web-Based Instruction"; "Tracking the Change Process: Adopting Web-Based Teaching in an Education Program"; "Web-Based Instruction: How Effective Is It? A New Zealand Perspective"; "BPM Online: A Case Study Describing the Development and Implementation of an Internet-Based Undergraduate Business Program at Nova Southeastern University"; "Designing for the Web in a Seamless, Multi-Modal University"; "A Hybrid Approach to Web-Delivered Courses: Preparing Principals and Superintendents"; "Accessible Web-Based Distance Education: Principles and Best Practices"; "Multi Tiered Technology Interventions: The Virtual Business Training Center, an Online Corporate University"; "Techniques and Strategies for International Group Work: An Online Experience"; "Full-Screen Full-Motion Video & Web-Based Learning: Near-Line Solutions in the Pre-Broadband Era"; "Student Motivation and Distance Education on the Web: Love at First Sight?"; "Model for the Development of Courses Based on Web with Acquisition of Practical Abilities: Experiences of Its Implementation"; "Web-Based Evaluation for the Convenience of Students, Markers, and Faculty"; "Student-Centered, Instructor-Engaged: Lessons from the Asynchronous Frontier"; and "Training Managers of the Distance Education Enterprise: A Master's Degree in Distance Education." Five posters are also included: "Academic Preparation for Science: A Multimedia Project"; "Why Bother? Reasons for Making the Web Accessible"; "Evaluating Student Perceptions of Web-Based Learning"; "Phase Theory: A Taxonomy of Web Course Management"; and "Molecular Structure Tutorial: Visualization for Change."

Hallinger, Philip; Slowinski, Joseph; Rodriguez, Brenda (1999).  Managing Technological Change for Schools of the New Millennium. Instructor Edition. Problem Based Learning Project. 

This instructor's edition provides an overview of Problem-Based Learning (PBL). PBL organizes students into teams that work on projects to achieve the learning objectives embedded in each PBL project. The focus of this PBL project is managing technological change. The project is structured around a high-impact problem--one that has the potential to affect large numbers of people--that administrators are likely to face. The guide discusses how instructors might set the stage for the project, foreshadows issues that might arise during the project, and suggests possible topics that the instructor might raise when giving feedback to students. The booklet guides participants through critical issues relevant to information technology in schools so as to prepare students for sustaining long-term technology initiatives in schools. It discusses challenges facing schools, challenges in implementing PBLP, learning objectives, products, and guiding questions. The text deals not only with issues such as staff resistance and budgetary constraints, but also explores new models for using technology in schools, implications of technology for instruction and learning, technology's role in restructuring, and the development of a long-term technology plan that takes into account the needs of students, teachers, and parents. Four appendices offer further information. | [FULL TEXT]

Halpin, Regina (1999).  A Model of Constructivist Learning in Practice: Computer Literacy Integrated into Elementary Mathematics and Science Teacher Education.  Journal of Research on Computing in Education, 32, 1. 

This study compared preservice teachers' confidence to transfer computer applications into their classroom instruction depending on whether they were taught computer literacy from a theory perspective focusing on skills alone or from a theory and application perspective where their computer skills were learned simultaneously as they completed interdisciplinary mathematics and science projects.

Hess, Frederick M.; Leal, David L. (1999).  Computer-Assisted Learning in Urban Classrooms: The Impact of Politics, Race, and Class.  Urban Education, 34, 3. 

Uses data from 54 urban school districts to test hypotheses explaining the integration of computer technology into the classroom. Finds no statistically significant effects of funding on the provision of computer-assisted learning, but a higher percentage of black students reduces the percentage of district students receiving computer-assisted learning.

Hesser, Lois Ann; Kontos, George (1995).  Technology and Graduate Education: Applications in a Masters and Doctoral Program. 

Almost half of the students at Nova Southeastern University (Florida) are enrolled in field-based programs taught through distance education. Technology of one kind or another has been the backbone for delivering masters and doctoral level education for students at a distance from the Fischler Center for the Advancement of Education at Nova Southeastern University since its inception in 1964. Two programs that rely heavily on technological delivery are the Graduate Teacher Education Program leading to a Master of Science degree and the Child and Youth Studies program leading to a Doctor of Education degree. Facilitated classes using a combination of audio teleconferencing discussions, individual phone calls, and a local facilitator are a recent approach for the master's program. The computer-assisted format of the doctoral program uses a combination of national cluster sessions twice a year with electronically delivered interaction through various means in the intervals. A survey of 25 students in two clusters suggested that e-mail was the most popular student communication choice. Student satisfaction with delivery systems was generally high, even though many had entered the program with minimal or no computer experience. An appendix presents the student survey. | [FULL TEXT]

Hesser, Lois Ann; Kontos, George (1997).  Distance Education: Applications in a Masters and Doctoral Program.  Journal of Educational Technology Systems, 25, 3. 

Examines masters and doctoral programs at Nova Southeastern University (FL) that rely on technological delivery systems: autobridge, videotapes, electronic mail, compressed video, electronic library access, bulletin boards, and a virtual classroom. A survey of doctoral students indicated that the students received instruction which enabled them to perform positively. Also includes the National Cluster Telecommunications Survey instrument.

Haaf, Robert; Duncan, Brent; Skarakis-Doyle, Elizabeth; Carew, Maria; Kapitan, Paula (1999).  Computer-Based Language Assessment Software: The Effects of Presentation and Response Format.  Language. 

A study involving 72 children (ages 4-8) investigated the effects of computerized presentation of the Peabody Picture Vocabulary Test-Revised Form M that used two computer-based response formats. Results found no difference in performance when students responded using standard presentation--direct pointing, computer presentation--trackball, or computer presentation--automated scanning.

Hsu, Sam; Marques, Oge; Hamza, M. Khalid; Alhalabi, Bassem (1999).  How To Design a Virtual Classroom: 10 Easy Steps To Follow! 

Despite the ever-increasing number of higher education institutions offering online courses, there are still a lot of controversial debates and a strong sense of confusion about how well the concept of Web-based distance learning is being implemented. This paper summarizes the 10 primary steps toward the assessment, planning, design, implementation, and maintenance of a successful virtual classroom. Benefits and drawbacks of a Web-based classroom are first outlined, followed by these 10 steps: (1) Assess the needs and the necessary conditions to satisfy them; (2) Estimate the development cost, effort, and implications; (3) Plan the virtual classroom; (4) Design the virtual classroom; (5) Prepare and distribute contents; (6) Enable communication; (7) Implement online student assessment methods; (8) Implement class management procedures; (9) Set up the system; and (10) Maintain and update the virtual classroom. | [FULL TEXT]

Heflich, David (1998).  Organizational Culture and the Classroom Integration of Computer-Mediated Communications. 

This study examined the relationship between computer-mediated communication (CMC) and school culture, in order to provide a better understanding of what will be needed if the promise of technology in educational reform is to be realized. Online interviews conducted as a series of electronic mail exchanges were the primary means of investigation. The sample consisted of 25 educators representing schools in 16 states and six countries. Analysis of the interviews led to the construction of themes that represent the ideas, beliefs and practices of the study participants. These include access, a concern for the availability of technology, and its ease of use. Themes concerned with school culture are climate, the atmosphere in which the use of CMC transpires, the role of the school administration, and the effect that the implementation of CMC in the school has upon its subsequent use. It was concluded that aspects of a positive school culture include trust and collaboration among the professional staff, a commitment to professional development, and a respect for students as individual learners and administrative encouragement and support. Together, these factors help make the difficult transition to CMC easier. Contains 18 references. | [FULL TEXT]

Hefzallah, Ibrahim Michail (1999).  The New Educational Technologies and Learning: Empowering Teachers To Teach and Students To Learn in the Information Age. 

This book examines new learning and telecommunications technologies and their potential applications to enrich the learning process, to ensure educational equality for all students and to help cultivate the "Educated Person," one who is capable of maintaining a high quality of life, and of contributing to the betterment of the community and the world as a whole. The book is divided into four sections: (1) Education in the Information Age, (2) The Learning Environment, (3) The New Learning and Telecommunications Technologies, and (4) Effective Utilization of the New Learning and Telecommunications Technologies. The first section examines the need for educational reform, the goal of that reform, and the role of technology in realizing that goal. The second section addresses the significance of the learning environment and the necessary conditions for providing teachers and students with access to models of excellence in human resources and in learning materials. The third section presents the new learning and telecommunications technologies, emphasizing their potential applications in education, and the fourth section focuses on necessary conditions conducive to the empowerment of teachers to teach and students to learn in the Information Age. Includes an index.

Hlynka, Denis (1997).  The Shifting Discourses of "Opening Speech": A Meander in the Mainstream of Educational Technology.  TechTrends, 43, 1. 

Describes a 1961 film produced in Canada called "Opening Speech" that explores the nature of technology utilization for the purposes of effective communication. Discusses the use of old films to explore the history and development of educational technology, and considers a Canadian discourse on technology.

Hlynka, Denis (1998).  "The Kettle Began It": A Postmodern Perspective Linking Cognition and Affect.  Educational Technology, 38, 6. 

Places a postmodern perspective on the issue of the affective domain by taking text from one line of a Charles Dickens novel, "The Cricket on the Hearth," and reinterpreting it in eight different ways to show different personal relevances, alternative motivations, and a non-linear system.

Hlynka, Denis; Mason, Ralph (1998).  PowerPoint in the Classroom: What Is the Point?  Educational Technology, 38, 5. 

Presents a postmodern view of educational technology, specifically PowerPoint, highlighting new frames: multiple voicing, breakup of the canon, supplementarity, nonlinearity, slippery signifieds, and ironic juxtaposition.

Hobbs, D. J.; Taylor, R. J. (1996).  The Impact on Education of the World Wide Web. 

This paper describes a project which created a set of World Wide Web (WWW) pages documenting the state of the art in educational multimedia design; a prototype WWW-based multimedia teaching tool--a podiatry test using HTML forms, 24-bit color images and MPEG video--was also designed, developed, and evaluated. The project was conducted between sites in the United Kingdom and Australia, using the WWW and other Internet functionality to exchange and share information, giving valuable first-hand experience of the benefits and frustrations of online cooperation. Topics discussed include new Internet functionality; the WWW for research and information seeking; the WWW as teaching tool; the WWW as examiner; the WWW as an educational forum; the WWW in collaborative education; the multimedia based-teaching and assessment tool; and a case study in distance learning and supervision.  | [FULL TEXT]

Hobbs, Vicki M.; Christianson, J. Scott (1997).  Virtual Classrooms: Educational Opportunity through Two-Way Interactive Television. 

This book describes in non-technical language how a small school can greatly expand its course offerings by forming a two-way interactive television (I-TV) network with surrounding school districts. I-TV is the linkage of 3 to 10 school districts over fiber optic, coaxial cable, or dedicated copper telephone lines which enables participating schools to share teachers and electronically combine students. The book provides insights into the process of teaching and learning in the I-TV classroom, useful checklists, and sample surveys. A cost-benefit model details how to assess the local economic impact on individual adopters, rather than relying on statistical averages. The book is divided into 11 chapters: (1) The Need for Distance Learning: An Introduction to Two-Way Interactive Television; (2) I-TV Technology Options; (3) Establishing a School-Based I-TV Network; (4) Network Organization and Administration; (5) I-TV Evaluation; (6) Technology Tools in the Virtual Classroom; (7) Teaching and Learning in the Virtual Classroom; (8) Issues in Human and Social Capital; (9) Conducting an I-TV Cost-Benefit Analysis; (10) Global Technology, Local Application: Economic and Community Development via I-TV; and (11) You Can't Get There From Here: Impediments to I-TV Adoption. A list of I-TV sites to visit and a list of I-TV resources are appended. A glossary is also included.

Hewitt, Marsha (1998).  Technology Meets Diversity.  TECHNOS, 7, 3. 

Describes the development of an electronic book that provides a forum on the history and culture of Native Americans in the Lakota Nation. Illustrates how such multimedia programs can help teachers with multicultural education. Discusses the importance of interactivity and random access in educational technology, collaboration, and the teacher role.

Hippisley, Jonathan; Douglas, Graham (1998).  The Reliability and Validity of an Interactive Arithmetic Test.  British Journal of Educational Technology, 29, 4. 

A study of 331 elementary school children tested the reliability of a computer resident interactive arithmetic test and found high levels of reliability, using single sitting and parallel forms methods. The study also tried to determine the validity of the interactive test by comparing it with arithmetic subtests of the Key Math Test

Hakkarainen, K.; Jarvela, S.; Lehtinen, E.; Lipponen, L. (1998).  Culture of Collaboration in Computer-Supported Learning: A Finnish Perspective.  Journal of Interactive Learning Research, 9, 3-4. 

Analyzes how the social interactional approach of computer-supported collaborative learning meshes with the Finnish school environment. Discusses what aspects of Finnish educational culture, and particularly communication culture, support or hinder the restructuring of educational practices according to cognitive principles of learning and technology-based learning environments.

Hohmann, Charles (1998).  A Medley of Preschool Packages.  Child Care Information Exchange. 

Reviews three software programs appropriate for preschool children. "Millie & Bailey Preschool" by Edmark covers early concepts in language and math. "Jumpstart Preschool" from Knowledge Adventure offers 20 activities, including songs, and it tracks each child's progress. "Reader Rabbit's Preschool" by The Learning Company introduces preschoolers to letters, numbers, shapes, and the fun of learning with computers.

Hackbarth, Steve (1997).  Integrating Web-Based Learning Activities into School Curriculums.  Educational Technology, 37, 3. 

Describes how to integrate Web-based learning activities into school curriculums. Provides an overview of instructional materials development and defines related terms; outlines the attributes of the World Wide Web and the design of Web-laced spiral curriculums; discusses types of Web-based learning activities, how to conduct them, and evaluating student work. (147 references)

Hackbarth, Steven (1996).  The Educational Technology Handbook: A Comprehensive Guide. Process and Products for Learning. 

The purpose of this book is to assist pre-service and in-service K-12 teachers in selecting instructional strategies and media that will ensure that students achieve desired learning objectives and to illustrate how teachers can develop more effective curriculums by engaging in applied research. The first five chapters comprise Part 1, an overview of educational technology as a systematic process. Chapter 1 explores the roots of educational technology in communications and engineering, its response to the challenge of constructivism, and its potential for the future. Chapters 2 and 3 provide explicit guidelines for the systematic development of instructional programs and for the systematic conduct of instruction. Chapter 4 presents models of large-scale instructional program development. In Chapter 5, school-wide integrated learning systems are described and evaluated. Chapters 6 to 11 in Part 2 survey and evaluate products of educational technology commonly used in schools, including still pictures, graphics, sound recordings, radio, film, television, video recording, and computer based learning. Chapter 12 focuses on interactive learning environments and Chapter 13 describes journeys along the information superhighway. Part 3 consists of a closing discussion, an educational technology checklist, a computer literacy assessment tool, a glossary, a list of computer acronyms, and selected sources.

Hacker, Roger; Sova, Brian (1998).  Initial Teacher Education: A Study of the Efficacy of Computer Mediated Courseware Delivery in a Partnership Context.  British Journal of Educational Technology, 29, 4. 

A study of 43 student teachers of science studying lesson planning found that students working in partnership with a supervising teacher achieved 12% higher gains than teachers working entirely at a university and that teachers using computer-mediated delivery achieved 15% higher gains than those using traditional delivery methods.

Hron, Aemilian (1998).  Metaphors as Didactic Means for Multimedia Learning Environments.  Innovations in Education and Training International, 35, 1. 

Explains why metaphors are important design elements in multimedia learning environments. Describes a model developed for levels of metaphor mapping which is oriented toward a cognitive engineering approach for describing aspects of user interfaces. Shows the extent that the didactic dimensions of width and depth of metaphors be taken into account in metaphor conceptions.

Homan, Willem J. (1998).  Design of Multimedia Situational Awareness Training for Pilots.  Educational Media International, 35, 1. 

A recent development in aviation is the personal computer aviation training device (PC-ATD). This article provides an overview of instructional multimedia for pilot training, specifically for enhancing situational awareness (SA), a state in which a pilot's perceptions match reality. Discusses how PC-based trainers can be used to familiarize pilots with eleven situational awareness clues.

Hemard, D. P. (1997).  Design Principles and Guidelines for Authoring Hypermedia Language Learning Applications.  System, 25, 1. 

Provides computer literate foreign language specialists in higher education with a manageable set of domain-specific design principles and guidelines for alleviating the complexity of design issues arising out of authoring hypermedia second language learning applications. Notes that the guidelines proposed result from a tailored selection process. (27 references)

Hemmer, Jeanie (1998).  Melissa's Year in Sixth Grade: A Technology Integration Vignette.  Learning and Leading with Technology, 25, 5. 

In 1995, rather than require seventh-grade computer literacy classes, Texas allowed school districts to integrate technology skills into curricula. This article, the first of three, describes technology integration for sixth grade. Includes unit ideas on nations; the Holocaust; Olympic diving; Christmas; probability; organisms; Antarctica; temperature, light, and motion; Amazon Trail; Mr. Popper's Penguins and Summer of the Swans.

Hemmer, Jeanie (1998).  Eduardo's Year in Seventh Grade: A Technology Integration Vignette: Part 2.  Learning and Leading with Technology, 25, 6. 

Examines a hypothetical curriculum development plan for Texas schools, focusing on the integration of technology skills into seventh-grade history, mathematics, language arts, and science, as well as teacher inservice training. A sidebar outlines technology integration activities for Texas history, the stock market, spreadsheets, creative and journal writing, living organisms, the environment, and the human body.

Hyjek, Phil; Gilbert, Allen; Graham, Christine; Marsters, David; Reposa, Judi; Romond, Bill; Soule, Chuck; Tuscany, Bonnie. (1998).  Technology in the Classroom: Computers and Instruction in Vermont's Schools. 

This guide on technology gives parents and community members an understanding of how information technology is an essential part of children's education in Vermont's schools. The first section provides an overview of technology, including: using technology to collect, share, and analyze information in ways that were impossible ten years ago: changes in teaching styles and the ability to accommodate a greater range of learning styles; broadening learning opportunities; the importance of technology skills for employability and citizenship; and using technology to interest children in learning. Areas for parents and community members to examine in order to become involved are suggested in the second section, including questions about technology planning. standards, use of software to promote creativity and problem-solving, access to technology, and Internet policy. Also included are: a glossary; examples of the use of technology for a weather watch activity, redrafting and simulations, music composition, and history instruction; a chart showing the "how" and "why" of several examples of the use of technology; and a list of print and World Wide Web resources. | [FULL TEXT]

Hoerner, John Martin, Jr. (1998).  Emerging Information Technologies, Psychological Type, and Learning Styles: Evaluating Competing Methodologies for Teaching Television Lighting. 

Finding the right match between a particular instructional technology and a learning style can be just as important for students as finding the right match between their instructors' teaching styles and their own learning styles. This study examines the effectiveness of three instructional methodologies for teaching television lighting methods when compared to individual learning styles. The methodologies included an illustrated text, an interactive CD-ROM, and a non-interactive, linear videotape. Learning styles were determined with the Myers-Briggs psychological type questionnaire. Results lend support for the choice of instructional materials appropriate to students' learning styles, based on Myers-Briggs psychological types, but they do not make very clear distinctions between the latest instructional methodology, the CD-ROM, and a more traditional one, the videotape, as to which is more appealing to a particular learning style. Six tables and figures present findings. | [FULL TEXT]

Hoang, Kiem, Ed.; Tran, Van Hao, Ed.; Luu, Tien Hiep, Ed.; Phan, Viet Hoang, Ed.; Owens, Thomas, Ed.; Nguyen, Son Thanh, Ed.; Vuong, Son Thanh, Ed.; Dong Thi, Bich Thuy, Ed.; Phan Thi, Tuoi, Ed. (1998).  Information Technology in Education and Training (IT@EDU98). Proceedings of a Conference (Ho Chi Minh City, Vietnam, January 15-16, 1998). 

This proceedings volume includes the following 29 papers: Session 1--(1) "Technology for Learning: The Present and Future in the United States" (Thomas Owens, Carolyn Cohen); (2) "Computer Systems Technology Programs at the British Columbia Institute of Technology (Canada). A Technology-Based Model for Information Technology" (Ken Takagaki); (3) "The University Level Training Program of the Information Technology" (Phan Dinh Dieu); (4) "Using the World Wide Web in Education and Training" (James Kow Kim Song); Session 2--(5) "Multimedia Education" (Tran Van Hao, Ngo Huy Hoang); (6) "Educational Multimedia in a Networked Technology" (Antony Bates); (7) "Production of Interactive Multimedia Packages" (Tran Minh Phuong); (8) "Digital Signal Processing Applied in Multimedia" (Tran Cong Toai, Tran Hoang Buu, Dang Xuan Hieu); Session 3--(9) "Courseware Engineering" (Nguyen Thanh Son, Ngo Ngoc Bao Tran, Quan Thanh Tho, Nguyen Hong Lam); (10) "Machine Discovery Theorems in Geometry: A Helpful Tool in Teaching Geometry" (Hoang Kiem, Vu Thien Can); (11) "Model of Problems in Analytic Geometry and Automatically Solving" (Do Van Nhon); (12) "Heuristic Based Scheduling in High School" (Nguyen Duc Thang); (13) "A Model of Knowledge of Analytic Geometry" (Do Van Nhon); Session 4--(14) "Impacts of Information Technology in Education and Training" (Vuong Thanh Son); (15) "Management Changes in the Information Age" (Pattrick Tantribeau); (16) "Restructuring the University for Technology Change" (Antony Bates); (17) "Interactive Multimedia Technology Contributing in Solving the Problem of National Education" (Tran Ha Nam); (18) "Information Technology Will Transform the University" (Wm. A. Wulf); Session 5--(19) "Distance Education at University of Hawaii" (David Lassner); (20) "An Approach to Distance Education by Using Network Technology" (Dam Quang Hong Hai); (21) "About the Ways To Solve Shortage of IP Address" (Phan Cong Vinh); (22) "Introduction to a Very Large Database" (Do Hoang Cuong); Session 6--(23) "Knowledge Based Approach for English Vietnamese Machine Translation" (Hoang Kiem, Dinh Dien); (24) "A Learning Algorithm for Feature Selection Based on Genetic Algorithms Approach" (Nguyen Dinh Thuc, Le Hoai Bac); (25) "Artificial Neural Network for Color Classification" (Tran Cong Toai); (26) "Synthesizing and Recognizing Vietnamese Speech" (Hoang Kiem, Nguyen Minh Triet, Vo Tuan Kiet, Luu Duc Hien, Bui Tien Leu); (27) "On-line Character Recognition" (Nguyen Thanh Phuong); (28) "Data Mining and Knowledge Acquisition from a Database" (Hoang Kiem, Do Phuc); and (29) "Genetic Algorithm for Initiative of Neural Networks" (Nguyen Dinh Thuc, Tan Quang Sang, Le Ha Thanh, Nguyen Thanh Son). | [FULL TEXT]

Hjetland, Terez (1995).  Technology and the Special Education Classroom. 

Experiences of a teacher using educational technology in the classroom are recounted. The teacher welcomed technology as it was being introduced over the two decades she spent first in the preschool and then in the middle-school special-education classroom, but she found adapting to technological advances slow going at first. Eventually she came to use technology in a number of instructional management tasks, including calculating grades, making lesson plans, communicating with parents, and modifying classroom work. Technology, through the camcorder, allows efficient and convenient student-parent-teacher conferences. Parents receive a tape of the student's recorded interview as an introduction to communication with the teacher. She also adopted technology for instruction, giving students the opportunity to complete assignments and express themselves. Teachers are advised to expect to spend time learning about new hardware and software and to be creative in their technology uses. They are also advised that students, who often understand some aspect of the technology better than the teacher does, can be valuable resources. Thirteen unnumbered attachments include examples of technology use for teachers, lessons plans, grade spreadsheets, modified assignments, student questions, and examples of student computer assisted products. | [FULL TEXT]

Hedberg, John G., Ed.; And Others (1996).  Learning Technologies: Prospects and Pathways. Selected papers from EdTech '96 Biennial Conference of the Australian Society for Educational Technology (Melbourne, Australia, July 7-10, 1996). 

This book presents a series of conference papers dealing with educational technology. The papers are: "The Role of Educational Technology in Upgrading Teacher Education in Pakistan" (M. Hashim Abbasi and Alex C. Millar); "Report on the Teaching and Learning on the Internet Project--RMIT TAFE" (Laurie Armstrong); "A Dissemination Strategy for Student Adoption of Internet Services" (Roger Atkinson and Geoff Rehn); "PC Based Video on Demand Trials" (Philip Branch and Jennifer Durran); "Getting the Job Done: Distance Learning in the RAAF" (J.R. Dolan); "Distance Teaching With Vision" (Roger Edmonds); "Profiling Computing Coordinators" (Sigrid Edwards and Allan Morton); "Exploring the Multimedia Landscape from a Training and Professional Development Perspective" (Rae Fankhauser and Helmut Lopaczuk); "An Implementation of Interactive Objects on the Web" (Paul Fritze); "EdMOO: One Approach to a Multimedia Collaborative Environment" (Bernard Holkner); "Appropriate Media Versus Multimedia" (G. Kistan (Chandru)); "Factors Affecting Teachers and Trainers in the Use of a Bulletin Board System" (Kar-Tin Lee); "Determining the Scope of Online Delivery at a Traditional Research-Based University" (Jon Mason); "A Combined Video and CAL Package on Advanced Level Library Skills for Open Learning Students" (Iain McAlpine); "A Qualitative Study of Leaning from CAL Programs in Two Tertiary Education Courses" (Iain McAlpine); "Telematics for Higher Order Learning: Challenges and Opportunities" (Catherine McLoughlin); "Establishing Distance Education Networks in New Zealand: Policy Parameters" (Tim McMahon); Establishing Distance Education Networks in New Zealand: Practicalities Past, Present and Future" (Carol Moffatt); "Factors Affecting the Integration of Computers in Western Sydney Secondary Schools" (Allan Morton); "Live Interactive Television" (Ron Oliver and Catherine McLoughlin); "Approaches to Research in a Digital Environment--Who Are the New Researchers?" (Michael Orr and Rae Fankhauser); "Events Management Education Through CD-ROM Simulation at Victoria University of Technology" (Marcia Perry and others); "The Instructional Design Transition from Distance to Flexible Delivery Materials" (Grahame Ramsay); "Designing CBE for Continuing Professional Education" (Keith Rees); "Electronic Classrooms and Lecture Theatres: Design and Use Factors in the Age of the Mass Lecture" (Geoffrey A. Roberts and Philip M. Dunn); "Reconceptualising Pedagogy: Students' Hypertext Stories with Pictures and Words" (Glenn Russell); "Automatization of Student Assessment Using Multimedia Technology" (David Taniar and Wenny Rahayu); and "Perspectives on the Place of Educational Theory in Multimedia" (Martyn Wild). | [FULL TEXT]

Hitz, Randy, Ed.; Chambers, Keith, Ed. (1995).  Public Education Policy Issues in Montana. 

This document contains articles that address six major issues affecting Montana public education. The issues were selected by an advisory group comprised of representatives from professional education organizations, state agencies, the legislature, and business. Each of the articles, written by members of the advisory group, contains an executive summary, an overview of the national picture, and a description of Montana's status in that area. Recommendations and implications for policymakers are also offered. The articles include: (1) "School Accreditation and Charter Schools: A Natural Bridge or an Unattainable Gulf?" (Claudette Morton); (2) "School-Linked Integrated Services" (Paula Butterfield and Billie Warford); (3) "Inclusion of Special Needs Students" (Kathy Kelker); (4)"School Facilities" (Jerry Lowe and Gary Griffith); (5) "Technology in Education" (Janis Bruwelheide); and (6) "School-to-Work Programs" (Jane Karas and John Baldridge). References accompany each article. | [FULL TEXT]

Hibbison, Eric (1997).  Multimedia Lessons: "If There's a Hard Way To Do Something...."  Inquiry, 1, 2. 

Discusses the creation of multimedia lessons on computer for three poetry units, and offers suggestions for developing such lessons. Describes purposes, methods, and conclusions from two years of working with an authoring software called Toolbook, and an ancillary software for doing multimedia lessons more economically than in the multimedia version of Toolbook.

Heuer, Bronwen; And Others (1997).  Leveraging Learning Through Mentoring Relationships.  Journal of Educational Technology Systems, 25, 2. 

To facilitate the integration of technology into the learning environment, the Office of Instructional Computing at the State University of New York at Stony Brook engages students as peer mentors and as technology mentors to faculty. Examines the two mentoring relationships, the design of the programs, and the pros and cons of such programs.

Hovenic, Ginger (1997).  Log on to the Future: One School's Success Story. 

This paper describes Clear View Elementary School's (California) successful experience with integrating technology into the curriculum. Since its inception seven years ago, the school has acquired 250 computers, networked them all on two central file servers, and computerized the library and trained all staff members to be proficient facilitators working with students as they investigate library resources and generate multimedia projects. Ten full days for two years were focused on technology teacher training with two-thirds of the staff development dollars directed to this effort. Since 1993, all students use computers and the upper grade students use the fiber optic connection as part of their daily electronic routine of learning reading, writing, science, and math. The scene in Clear View classrooms is engaging as teachers use the teaching learning centers model: 10 children engaged in lessons using the computers, another 10 receiving small-group instruction from the teacher, and the remaining students working at their desks using hands-on practice lessons. Student projects, elementary-university partnership in professional development activities, and four years of research and development are discussed.

Hurley, Noel; Mundy, Pamela (1997).  Technological Innovation: Teacher Preparation, Adaptability, and Effectiveness. 

This study examined elementary teachers' perceptions about their preparation for efficient, effective implementation of technology, the adaptability of technology to teaching style, and the effect on students of their technology use, investigating whether there was a correlation between those three variables. This work also examined the effects of the grade level in which the teacher taught on all three variables. Data came from a survey given to elementary teachers in a school that had recently introduced technology-based learning into a traditional school setting. The survey included 47 questions with a four-point response scale. The data were analyzed using descriptive statistics, correlation analysis, and one-way analysis of variance. Results indicated that teachers felt strongly that they had been efficiently and effectively prepared for implementing technology, that technology was adaptable to their teaching styles, and that the use of technology positively affected students. There was a positive correlation between the variables "preparation for technology" and "effect on students" and "preparation for technology" and "adaptability of technology to teaching style." Teachers were still at the developmental stage in implementation. The grade level in which teachers taught had no effect on the three variables.   | [FULL TEXT]

Hixson, Adalyn, Ed.; Gilroy, Marilyn, Ed. (1997).  The Hispanic Outlook in Higher Education, 1996-97. 

This document consists of all of Volume 7 (26 issues) of the journal, "The Hispanic Outlook in Higher Education," a biweekly journal that addresses issues in higher education for Hispanic Americans. Each issue presents several feature articles, a policy update called "Outlook on Washington," and a sample student success story. Major articles address the following topics: public relations, the Mexican American cultural mosaic, summer internships at the J. Paul Getty Trust, the high school drop-out rate for Hispanics, diversity as a key to college growth, research and Latinos, how culture affects behavior, student recruitment, internships and scholarships offered by Hispanic business organizations, Hispanics in the military academies, Latino voting power, Hispanics in science, the Mexican folk healing of curanderismo, Latino underrepresentation in government, community colleges, Latina women and American culture, summer institutes, recruiting Latinos into the field of statistics, outreach programs, faculty recruitment, service learning, rewards for teaching excellence, Hispanics in medical school, the Hispanic Policy Development Project, the Julian Samora Research Institute, the Center of Mexican American Affairs, recruitment of Puerto Rican youth, mentoring, Chicano art, advocacy, vocational education, a diverse healthcare workforce, ballroom dancing, women in higher education, the Latina dropout crisis, the Hopwood ruling, early lives of Hispanic American Ph.D.s, recruiting minority teachers, faculty relationships, the American Council on Education, K-12 education of Latino students, Black/Hispanic relations, Latino USA radio, the electronic university, the Internet, the Dominican Studies Institute, financial aid, community colleges and diversity, the best colleges for Hispanics, Latin American Studies programs, telecommuting students, immigration, media preference and cultural identity, nature-based medicinals, Inter-American University (Puerto Rico), bilingual/bicultural student relationships, mentoring in science, paying for college, College Board survey trends, futurism, California State University at Monterey Bay (CSUMB)-from military fort to visionary oasis, the Educational Testing Service, access to graduate study, the year 2000 census, sports, museum careers, the classroom environment, gifted minority students, bilingual teachers, and Hispanics in the Law. | [FULL TEXT]

Houghton, Mary (1997).  State Strategies for Incorporating Technology into Education. 

With strong backing from the federal government, states and school districts are in the midst of a major push to put technology in the hands of America's teachers and students. Their efforts seek to equip schools and classrooms with computers, educational software, school-based computer networks, and links to both statewide and global information networks. This report examines several major issues that state leaders may want to consider as they develop programs to promote the use of technology in public schools. Information for the report was gleaned from in-depth interviews with state officials who have been involved in formulating and implementing legislation and policies related to educational technology. The following key issues for education technology planners are discussed: providing teacher training; securing ongoing funding; dealing with obsolescence; ensuring equity; measuring the effectiveness of education technology; recognizing the role of the teacher in a technologically equipped classroom; and finding funds for technology. The report describes education technology initiatives in six states: Arkansas, Florida, Iowa, North Carolina, Utah, and West Virginia. With computers and advanced telecommunications technology revolutionizing nearly every aspect of life and work, the question is no longer whether states and local school districts should incorporate technology into teaching and learning, but how they should do so.