Educational Technology | I

Ikegulu, Nelson T. (1997).  Effectiveness of Mediated Instructional Strategies and Learning Styles in Multiculturally Linguistic Environments: Implications for Developmental Educators. 

This paper discusses the effectiveness of mediated instructional strategies in culturally and linguistically diverse learning environments, focusing on the use of computer-mediated instruction and its relationship to various learning styles. It examines learning style dimensions and reviews related literature on the relationship between computer-mediated instruction and cognitive style dimensions and academic outcomes for students. The paper discusses presentation strategy and academic achievement, presentation strategy and time on task, cognitive style and time on task, cognitive style and academic achievement, teaching in a linguistically diverse culture, instructional strategies and learning styles, learning styles and culture, ethnolinguistic instruction and learning, multicultural education, globalization of institutional curricula, and multicultural teaching strategies and learning styles. It concludes that culturally relevant curricula and instructional techniques should relate experientially and personally to the cognitive, academic, social, and linguistic abilities of students, and that learning traits and window presentation strategies should be considered in text reading, computer-mediated instructional development, instruction, and software design. | [FULL TEXT]

Ikegulu, Patricia R. (1998).  Effects of Screen Designs in CBI Environments. 

This article focuses on the effectiveness of computer-based instruction (CBI) screen designs, including their benefits and limitations, as well as human constraints in designing effective CBI. The paper begins with an overview of what comprises an effective CBI screen design, including characteristics of human factors, how information must be visually presented to stimulate and enhance human comprehension, how physical actions must flow to minimize the potential for fatigue and injury, and consideration of the capabilities and limitations of the hardware and software at the human computer interface. Benefits of a well-designed CBI screen are summarized, including effects on general academic performance and cognitive outcomes, as well as the advantages of graphic presentation of information. The following problems that may impact the usability and effectiveness of a CBI medium are discussed: constraints in design guidelines; human constraints; hardware constraints; application considerations; and design complexity and inconsistent terminology/techniques. It is concluded that different CBI screen design interfaces have different strengths and weaknesses. Some concepts and tasks are very difficult to convey symbolically and are not suited for a CBI screen design; other concepts and tasks may be well suited. Which tasks are best suited for which styles and systems still needs much study. | [FULL TEXT]

Imbimbo, Josephine; Silvernail, David (1999).  Prepared To Teach? Key Findings of the New York City Teacher Survey. Policy and Research Series. 

This publication presents key findings from the New York City Teacher Survey, which examined teachers' perceptions regarding their professional preparation, how their perceptions differed according to type of preparation they received, and whether perceptions differed from those of a national sample of teachers and from a sample of teachers who had graduated from exemplary teacher education programs. Results indicated that most teachers planned to continue teaching for as long as possible and believed they were making a difference in their students' lives. They felt the need for better preparation before entering the classroom, particularly in the areas of educational technology and working with new English language learners. Most teachers felt they were not well prepared to teach in ways that would help all students achieve high academic standards. Teachers' overall feelings of preparedness as they entered teaching most strongly related to: subject area knowledge and instructional strategies, proficiency in educational technology, and effective classroom management. Teachers valued opportunities for professional development. The topics and activities that received the highest ratings were classroom management, addressing the needs of individual learners, teaching methods, and in-depth study of a content area. | [FULL TEXT]

_____. (1995).  Informal Learning in Science. Final Program and Abstracts of the National Association for Research in Science Teaching Annual Meeting (68th, San Francisco, California, April 22-25, 1995). 

This document is divided into five parts: general information about the National Association for Research in Science Teaching (NARST), the 1995 NARST annual meeting program, abstracts of papers presented at this meeting, first authors' addresses, and a participant index. The 10 strands concerning science education are: (1) Learning: Students' Conceptions and Conceptual Change; (2) Learning: Classroom Contexts and Learner Characteristics; (3) Teaching; (4) Teacher Education; (5) Curriculum, Evaluation, and Assessment; (6) Cultural, Social and Gender Issues; (7) Educational Technology; (8) History, Philosophy and Epistemology; (9) Spanish Sessions (variety of types presented in Spanish); and (10) Other Informal Learning, Policy and Reform, Public Awareness, Research Methods, Teachers as Researchers, etc. | [FULL TEXT]

_____. (1998).  Information Technology in Education and Training (IT@EDU98). Proceedings, Session 1. 

The first session of IT@EDU98 consisted of four papers and was chaired by Dong Thi Bich Thuy (University of Natural Sciences, Ho Chi Minh City, Vietnam). "Technology for Learning: The Present and Future in the United States" (Thomas Owens, Carolyn Cohen) focuses on how technology is changing learning, looks at the most promising opportunities as well as concerns, and describes implications for the use of technology in improving educational outcomes. "Computer Systems Technology Programs at the British Columbia Institute of Technology (Canada). A Technology-Based Model for Information Technology" (Ken Takagaki) describes the underlying concepts of the diploma and technology program models, investigates how they result in distinct and viable job entry and career advancement credentials, and suggests how the programs should evolve to keep pace with rapid changes in technology in this high technology and software industry. "Using the World Wide Web in Education and Training" (James Kow Kim Song) looks at using the World Wide Web for distance education and describes "Informatics1" an Internet online service for learners that provides an interactive environment including video conferencing, automated online tests, mock exams, educational resources, chat rooms for group discussions and other technology. The text of the third paper, "The University Level Training Program of the Information Technology" (Phan Dinh Dieu) is not included. | [FULL TEXT]

_____. (1998).  Information and Communication Technology, Kindergarten to Grade 12: An Interim Program of Studies. 

This interim program of studies highlights technology learning outcomes for Kindergarten to Grade 12 students in Alberta (Canada). It forms the basis for the provincial program of studies to be released in June 2000. It identifies not only the outcomes that are already included in current programs of study, but also anticipates the knowledge, skills and attitudes that students will need to develop as technology continues to change rapidly. First, five underlying principles are outlined, followed by a curriculum overview identifying outcomes, categories of outcomes, and timelines. The body of the document details the outcome organization for the three categories, foundational operations, knowledge and concepts; processes for productivity; and communicating, inquiring, decision making and problem solving, and then lists student achievements in four divisions. Contains a glossary of terms. | [FULL TEXT]

_____. (1998).  Information Technology Vision: 2000, 2002. Revised. 

This document represents a major component of Nevada's Truckee Meadows Community College (TMCC) strategic planning activities and elaborates on the technology functions found in the college strategic plan. Information resources at TMCC are grouped into five areas: (1) administrative computing, the area of information processing that supports the operations of the college as a business; (2) instructional technology, which directly supports students, faculty, and staff in fulfilling the instructional mission of the college. The primary components of instructional technology at TMCC include computer labs, computer-assisted instruction, smart classroom technology, evaluation and group response systems, multimedia tools, and global and local information resources; (3) distance education, defined as a planned teaching/learning experience that uses a wide spectrum of electronic technologies to reach learners at a distance; (4) library services, which consist of a diverse and evolving collection of electronic and traditional resources that students, faculty and staff use to perform research and augment instruction; and (5) infrastructure--the intersection of the other four components, and the "support group" for all equipment and training. The document includes budget summaries for the years 2000 and 2002, as well as a budget detail. Appended are a list of acronyms and the TMCC strategic plan. | [FULL TEXT]

Iddings, Scott M.; Ortmann, Tammy L.; Pride, Buddy; Pride, Heidi L. (1999).  Improving Reading Comprehension and Vocabulary Development through Multiple Instructional Strategies and Technology. 

This report describes a program for enhancing reading comprehension and vocabulary development through the use of multiple instructional strategies and technology. The targeted elementary population exhibits both poor reading comprehension and poor vocabulary acquisition and understanding, which interfere with academic achievement. Evidence for the existence of the problem includes standardized test scores, teacher observation, anecdotal records, and school report cards. Analysis of probable cause data revealed a lack of parental involvement, student readiness, learning difficulties, curricular changes, differences in learning, student motivation, self-discipline, insufficient materials, and teacher training. In order to improve reading comprehension and vocabulary development a variety of strategies and educational software were implemented. Surveys were gathered from students' parents and students themselves. End of the year tests from the 1997-98 and 1998-99 school years were used to provide data for comparison. A review of solution strategies suggested by knowledgeable others combined with the analysis of the problem setting resulted in the selection of five major categories of intervention: vocabulary games, word wall, self-selected reading baskets, parent involvement, and technology. A comparison of data from surveys revealed that an average of 40% of the targeted population improved their attitude toward reading. An analysis of the at-home reading program demonstrated that 74% of the targeted population was reading 60-100 minutes per week at home by the completion of this project. An average of 6 out of 17 students of the targeted population increased at least one reading level, as defined by running records, within their grade range. Analysis of post-test results clearly indicated that the majority of the students were now more successful in reading comprehension and vocabulary development. Teacher researchers strongly recommend the use of multiple instructional strategies and technology when teaching reading and language arts to elementary students. Appendices include a parent reading survey, a Garfield reading survey for children, vocabulary and reading logs, a collection of reading literature, and numerous suggested activities and exercises to develop kids' reading and comprehensive skills.   | [FULL TEXT]

_____. (1995).  Innovation Network. SSTA Research in Brief. 

School systems face the challenge of meeting high expectations with limited resources. Reductions in operating grants and increasing expenditures have exaggerated the problem. The Innovation Network was established by the Saskatchewan School Trustees Association in 1995 to help boards of education make the best use of available resources. This document contains examples of innovative efforts initiated in several Saskatchewan school systems. Areas of innovation include teaching and learning, governance, administration, resource allocation, and partnerships. Project descriptions and the names of contact persons are included. Teaching-and-learning innovations include school schedules, instructional grouping, school-to-work transitions, standards and student assessment, differentiated staffing, professional development, and educational technology. Governance-related innovations involve parent and community participation, shared decision making, board reorganization, and school division consolidation. Administrative strategies address new roles and responsibilities, employer-management relationships, electronic tools, school policies, and strategic planning. Resource-allocation practices center on staffing, program budgeting, transportation, entrepreneurship, energy conservation, and facility use. Partnerships involve parents, communities, provinces, businesses, shared services, and private contractors. | [FULL TEXT]

_____. (1999).  Innovative Use of Information Technology by Colleges. 

The Council on Library and Information Resources' (CLIR's) College Libraries Committee began its study of the innovative uses of technology on college campuses in the spring of 1998. A letter was sent to heads of libraries of colleges and mid-sized universities in the United States encouraging librarians who felt their institutions had used technology in a way that significantly enhanced teaching and learning and who were willing to host a study team for a site visit to apply to the project. Nine campuses were selected out of the 41 applicants and site visits were conducted between September 1998 and January 1999. A two-day conference in March 1999 focused on the environment that is most conducive to organizational change. Representatives from each of the nine case study sites were present to discuss which features of the programs they studied had been most successful. Sites included: (1) California Institute of Technology, Sherman Fairchild Library - A New High-Tech Library; (2) Carnegie Mellon University - A New Electronic Archives; (3) Indiana University/Purdue University at Indianapolis - Librarian-Scholar Collaboration in Learning Communities; (4) Lafayette College - An Interdisciplinary Team Approach; (5) Point Park College and the Carnegie Library of Pittsburgh, Library Center - A Public-Private Library Partnership; (6) Southern Utah University, Gerald R. Sherratt Library - One Librarian Introduces EAD (Encoded Archival Description) Finding Aids; (7) Stevens Institute of Technology - Electronic Access, Not Subscriptions; (8) Wellesley College, Margaret Clapp Library - A New High-Tech Center; and (9) West Virginia Wesleyan College - Laptops for Every Student. Four speakers provided additional perspective on the case studies. William Haden opened the conference by noting that with rapid developments in information technology, colleges today face new pressures to remain relevant, competitive, and effective. This was followed by two presentations, by Susan Jurow and Barbara Hill, on making change in higher education. Brian Hawkins then prepared participants with observations on the transformation of higher education. The presentations are provided in part 1 of this report, as are summaries of the ensuing discussion and recommendations for follow-up activities. Case studies appear in part 2 of the report. The CLIR Belmont conference participant list is appended. | [FULL TEXT]

_____. (1998).  Integrating Technology into the Standard Curriculum.  [Research Connections in Special Education] 

This newsletter describes promising research in applying technology in the curriculum to improve learning opportunities for students with disabilities. Topics addressed include: (1) promoting access to early childhood curriculum; (2) considering assistive technology in the IEP; (3) using a web-based curriculum for elementary students with mild disabilities to enhance literacy learning, particularly writing; (4) improving access to the science curriculum using technology tools to help students develop understanding of scientific concepts and to ensure access to instructional activities; (5) improving concept development in mathematics; (6) supporting assistive technology at the state level; and (7) describing how technology supports Maine's state standards. Recommendations for integrating technology into the classroom are provided, including locating equipment where instruction and learning are taking place, selecting low tech applications whenever possible; integrating the use of technology into lessons in a purposeful and meaningful way, having the same equipment used in the classroom available in the child's home, offering training and technical support to classroom teachers initially, viewing the initial fiscal and human resources as an investment, and using the technology that is already in place when possible. | [FULL TEXT]

_____. (1998).  International Conference on Higher Education Report. A Teachers' Perspective (Paris, France, March 19-21, 1997). 

This report, based on a conference of international lecturers and academics and organized by Education International, notes that the number of college students has significantly increased over the last 2 decades while spending on almost every aspect of higher education has declined over the same time period. It warns that standards could plummet unless governments examine how to deliver high quality, rather than low cost, education. The conference included nine working groups that discussed: quality in education; distance learning and new technologies; the role of research; the management and governance of higher education institutions; the funding of higher education and research; the labor market and society institutional autonomy and accountability; the rights and freedom of teachers in higher education; and terms and conditions of employment. The conference sought to reaffirm the basic principles that should underpin education and to identify the kind of social partnership that can deliver efficient, effective, and creative teaching. Solutions fell into three areas: using information and communication technology; reducing labor costs, and seeking alternative funding sources. Two appendixes present the conference agenda and a list of participants. | [FULL TEXT]

_____. (1999).  Internet Access in Public and Private Schools. Indicator of the Month. 

This indicator highlights findings about Internet access in schools. From 1994-98, Internet access and the percentage of instructional rooms with Internet access in public schools increased. Public schools with a high student poverty level were less likely to have Internet access than schools with a low poverty level from 1994-97. In fall 1998, high poverty-level public schools were as likely to have Internet access as low poverty-level schools. In fall 1997, public schools with a high minority enrollment had a lower rate of Internet access and a smaller percentage of instructional rooms with Internet access than schools with a low minority enrollment. By fall 1998, this gap closed, but high minority enrollment schools were still less likely to have instructional rooms with Internet access. In both public and private schools with Internet access, teachers were more likely to have access to e-mail, news groups, resource location services, and the World Wide Web than students. Tables and graphs present data on: (1) percentage of public schools and instructional rooms with Internet access by school characteristics, 1994-98; (2) percentage of public schools and instructional rooms with Internet access, 1994-98; and (3) percentage of public schools and instructional rooms with Internet access by percentage of students eligible for free or reduced-price lunch, 1998. | [FULL TEXT]

_____. (1997).  Instructional Technology. [Concurrent Symposium Session at AHRD Annual Conference, 1997.] 

This document contains four papers from a symposium on instructional technology. "Netagogically Speaking, Is IBT (Internet-Based Training) Making the Grade? An Exploration into the Degree-Selected Internet Tutorials Measured Up to Four Design Criteria" (James J. Kirk, Harold Shoemaker) compares 78 information-based and skill-based Internet tutorials and makes recommendations for improvements. "Reliance on High-Technology: A Counterproductive Professional Role Construct Found in Medical Schools" (Joseph M. Merrill, Ronald J. Lorimor, Jack I. Thomby, Carlos Vallbona) finds that students who perceive high-tech medical practice as superior share traits and attitudes inimical to human resource development goals for medicine. "Distance Training System (DTS): A Conceptual Framework" (Maria Hruby Moore) describes DTS as a way of understanding how organizational inputs should be considered in developing efficient and effective training. "Interactive Multimedia Use for Training in Selected Oklahoma City Businesses: A Survey and Case Studies" (Bede Anyanwu, Catherine M. Sleezer) reveals that the greatest ongoing use of interactive multimedia involved CD-ROM, the technology with the lowest cost, expert trainer involvement, and learning curve.

_____. (1997).  Instructional Technology. IDRA Focus.  [IDRA Newsletter] 

This theme issue includes five articles that focus on implementing instructional technology in ways that benefit all students, including limited-English-proficient, minority, economically disadvantaged, and at-risk students. "Cruising the Web with English Language Learners" (Laura Chris Green) presents three scenarios using the World Wide Web in classrooms, and discusses the benefits and barriers to educational uses of the Web. "Schools in the Information Society: Make Children Central" (Felix Montes) presents strategies for embracing the technological revolution as a means to implement the educational changes needed to serve students more effectively. "China and the New Technology" (Jose A. Cardenas) is the story of a frustrated attempt to buy an English-Chinese electronic translator; it makes the point that schools are not properly training students to function in a high-tech society. "A Checklist for Successful Distance Learning" (Charles A. Cavazos) presents 11 tips for teaching distance students successfully based on the principals of knowledge, communication, and interaction. "Technology in Education: Time To Face the Monster" (Josue M. Gonzalez) warns that educators will have to reexamine some basic educative values in order to successfully integrate the technological revolution into education. Sidebars describe how to use the Internet to track federal and Texas state legislation from the proposal stage to policy enactment and provide Internet addresses of 43 Web sites concerned with bilingual education, multicultural education, English as a second language, and English language arts. | [FULL TEXT]

_____. (1999).  Instructional Technology. 

The first of the three papers in this symposium, "Performance- and Learning Support with On-line Help Systems: An Effectiveness Study" (Theo J. Bastiaens, Jan N. Streumer, Yvette Krul) is a study of a method to cut training expenditures for production, planning, engineering, and inventory employees by implementing an online help system for questions and training needs. After 3 months, the employees still were below needed competence because of lack of training in using the online help system, the unsuitability of such a system to answer all training needs, and the lack of integration of the system with general training. The second study, "Readiness of HRD [Human Resources Development] Instructors to Engage in On-line Instruction" (Chanidprapa Suriya, Tim L. Wentling), which investigated the readiness of two groups of HRD professionals to engage in online instruction and use computer-mediated communication, found that respondents seem to have a positive attitude regarding their use of computers and new technologies, although they are not certain about the effectiveness of computer-based training in comparison to a traditional classroom. In the third paper, "Motivating Community College Instructors to Teach On-line: An Exploration of Selected Motivators" (James J. Kirk, Harold Shoemaker), the investigation explored differences in motivators for teaching courses online as reported by 405 instructors at 38 community colleges. The study concluded that selected motivators (making courses more accessible to students, receiving extrinsic rewards, challenges, and interest in computers) may motivate instructors to teach a course online, but that the motivators vary with the personal characteristics and demographics of the instructors.

_____. (1997).  Investing in School Technology: Strategies To Meet the Funding Challenge. 

The U.S. Department of Education has produced a national educational technology plan, calling for the placement of high-quality computers--one for every student-- in U.S. schools by the year 2000. Strategies for meeting the plan's funding challenges are the focus of this document. The report provides state and local policy makers some tools and pointers for thinking about their educational technology plans and for developing comprehensive strategies for funding those plans. The first chapter explores the promises of educational technology, examines cost estimates for placing educational technology in all the nation's schools, and summarizes an investment strategy for financing educational technology. Chapter 2 details some investment paradigms, laying out for state and district policy makers a systematic method of thinking about the costs of educational technology. Different funding strategies are detailed in chapter 3--strategies that feature funding mechanisms familiar to those in the public sector. The report recommends that states consider taking responsibility for the initial financial outlays required to implement district educational technology plans, use long-term financing to support training costs, prioritize technology line items in district budgets, and incorporate a 5-year planning strategy. | [FULL TEXT]

Imel, Susan (1998).  Technology and Adult Learning: Current Perspectives. ERIC Digest No. 197. 

When considering the role of technology in adult learning, adult educators must determine how to respond to technology and exploit it without diminishing the learning experience. Four approaches to integrating technology into adult learning are currently being used: technology as curriculum (adults not only learn content through technology but also learn about technology itself); technology as a delivery mechanism (technology becomes the means for instructional delivery); technology as a complement to instruction (technology is used to complement instruction and extend learning); and technology as an instructional tool (technology is integrated into instructional activities). How technology can be structured to capitalize on the characteristics of adult learners must be considered as well. Like any other instructional tool, technology can either serve to perpetuate poor education practice or become a means for transforming learning. Although technology can enhance adult learning for many reasons, it does not promote learning in and of itself. Part of using technology effectively is understanding what adults want in the learning environment when technology is used. Adult educators can no longer afford to ignore the educational applications of technology; however, they must ensure that the focus remains on the learning and not the technology. | [FULL TEXT]

Imel, Susan (1998).  Distance Learning. Myths and Realities. 

This publication explores misconceptions associated with distance learning and distance education. Because distance learning is being shaped by new technologies, it is sometimes considered a new form of education. In reality, distance learning has existed for well over 100 years. Although the Internet and the World Wide Web have increased awareness of distance learning, live video instruction remains the most popular and fastest growing distance education delivery mode. Despite concerns that instruction via the Internet or Web may do little more than replicate traditional computer-based training systems based on behaviorist learning theories, the consensus is that the new technologies really do support the use of cognitive-based learning theories. Compared with learners in conventional classrooms, distance learners must be more focused, better time managers, and able to work both independently and as group members. One unresolved question is whether students really want to engage in distance learning. Although there is no doubt that new technologies have given new life to distance learning, many of the old questions and issues still remain. The challenge is to use any technology or medium in ways that enhance and support learning and that respond to learners' needs. | [FULL TEXT]

Imel, Susan (1999).  Using Technologies Effectively in Adult and Vocational Education. Practice Application Brief No. 2. 

The educational applications of technology are many and varied, including use as an educational delivery method and an instructional tool. However, technology is often introduced without much thought, and it changes rapidly. Technology can have the following effects: improve educational attainment and skill development; reduce educational inequities; improve the relationship between learning, assessment, and effectiveness; provide a relevant context for learning; and empower learners. When educational technologies are used appropriately, their advantages far outweigh their disadvantages. Some guidelines for using technology in adult and vocational education include the following: (1) let learning outcomes drive the process of technology choice; (2) strive to infuse or integrate technology into the instruction; (3) use technology to shift the emphasis in teaching and learning; (4) be prepared to modify the role of the instructor; and (5) use technology to move the focus away from low-level cognitive tasks to higher-order thinking skills. Used appropriately, technology can support many of the goals of adult and vocational education. | [FULL TEXT]

Imel, Susan; Wagner, Judy (1998).  The Internet as an Instructional Tool in Family Literacy Programs. 

This edited transcription of a presentation by Susan Imel and Judy Wagner, of the ERIC Clearinghouse on Adult, Career, and Vocational Education, discusses the use of the Internet in adult education and family literacy programs. Issues discussed include models of technology instruction, adult learning characteristics, and World Wide Web sites of potential interest for adult education. The paper concludes with two appendices--one listing family literacy/technology Web sites and electronic discussion lists and another giving responses to a survey posted to electronic discussion lists about the use of technology in family literacy programs. | [FULL TEXT]

Ip, Albert (1998).  Authoring Educational Courseware Using OXYGEN. 

Engaging learners on the World Wide Web is more than sending Web pages to the user. However, for many course delivery software programs, the smallest unit of delivery is a Web page. How content experts can create engaging Web pages has largely been ignored or taken for granted. This paper reports on an authoring model for creating pedagogically sound courseware components running on the Web server. The design is driven by: (1) the recognition of the team nature of multimedia production efforts; (2) the requirement of a scalable approach with an emphasis on educational quality; and (3) the need to reduce the requirement regarding the computing skills of the content author. The components reported here represent a wide scope of learning paradigms and are based on the author's OXYGEN (Object eXtensible analYsis and Generation of Education coNtent) engine as part of an open, component-based layered course delivery architecture. Current uses of OXYGEN at the University of Melbourne (Australia) are described. Three figures present the digital delivery architecture, conversion of a Web page into an OXYGEN template, and multiple views of data in the OXYGEN template.  | [FULL TEXT]

Ip, Albert; Fritze, Paul (1998).  Supporting Component-Based Courseware Development Using Virtual Apparatus Framework Script. 

This paper reports on the latest development of the Virtual Apparatus (VA) framework, a contribution to efforts at the University of Melbourne (Australia) to mainstream content and pedagogical functions of curricula. The integration of the educational content and pedagogical functions of learning components using an XML compatible script, VAScript, is discussed. This approach facilitates component re-usability and administration and is based on a database model matched with an authoring system that hides the technical details while preserving the contribution of content experts to the courseware development. Topics discussed include: the VA concept; typical use scenarios, including the Learning Engine object model, National Asian Languages and Studies in Australian Schools Taskforce model, flexibility in adding data-logging functions as needed, and adaptive content delivery using a back-end database server; and technical specification of VAScript, including syntax, compulsory parameters supported by version 1.1 VA, compulsory behaviors supported by version 1.1 VA, and browser script for version 1.1.  | [FULL TEXT]

Inoue, Yukiko (1998).  University Teachers' Perceived Usefulness of Computer-Assisted Instruction. 

Human resources and information technologies are two of the most important cornerstones in the government's development policy in Singapore. This study investigated the process by which university teachers arrived at the positive perception of computer-assisted instruction (CAI). The CAI survey was distributed to 118 randomly selected (education and business) teachers at one of two leading universities in Singapore; 63 teachers (53%) responded. This study revealed that the knowledge of CAI was a dominant factor influencing the perceived usefulness of CAI after all: the higher the CAI knowledge level is, the higher the positive perception of CAI will be. This finding may be an indication of the Singapore's favorable climate for instructional technology use for school and university teachers, yet the world's educational communities should take note of it. | [FULL TEXT]

Inoue, Yukiko (1999).  Educational Technology for Second Language Acquisition: A Review of Research. 

A review of literature on technology and second language (L2) instruction focused on the use of seven different technologies: television/videotapes/tape recordings; hand computers; computer conferencing; electronic mail (e-mail); multimedia and hypermedia; computer-assisted language learning; and machine translation. A secondary purpose of the review was to integrate the findings concerning each technology into a holistic framework. Seventeen articles reported here were found to provide a cross-section of technological tools applied to L2 learning. The findings of those articles are analyzed, with attention to both current realities and future promise, in three areas: summary of the major contributions of each technology to L2 learning; major issues or concerns related to implementation; and research methods used in the studies. Future research is proposed. In addition, the Internet and emerging technologies are considered briefly. Contains 50 references.

Inoue, Yukiko (1999).  ESL Undergraduate Students' Perceived Difficulties in American Classrooms. 

A study investigated the extent to which Asian undergraduate students of English as a second language (ESL) in American institutions had more learning difficulty than non-Asian students, and the relationship of length of time in the United States to the degree of this difficulty. Subjects were 20 randomly-selected ESL undergraduate students at one university, 10 Asian and 10 non-Asian. Data were drawn from a survey eliciting students' demographic data and perceptions of their classroom learning difficulty. Results indicate that the Asian students did feel more difficulty than non-Asian students felt, but found no association between length of stay and degree of perceived difficulty. Suggestions for further research are offered. The student questionnaire and a chart of results are appended. Contains 11 references. | [FULL TEXT]

Ivers, Karen S.; Barron, Ann E. (1998).  Multimedia Projects in Education: Designing, Producing, and Assessing. 

A practical step-by-step approach to teaching multimedia skills is offered in this book. A model called "Decide, Design, Develop, and Evaluate" (DDDE) is presented which can be used as a template for designing, producing, and assessing multimedia projects in the classroom. The books covers all issues an educator is likely to face with multimedia projects. Describing each phase of the DDDE model--from planning, classroom management, and computer scheduling options to assessment strategies and techniques, to the review of flowcharts, storyboards, and design issues. They also define the various media components that are available for multimedia projects and detail the basics of three development tools--HyperStudio, HTML, and PowerPoint. Activity chapters contain project ideas for authoring tools, Web pages, and presentation tools. Each begins with a scenario that illustrates the implementation of multimedia projects in an educational setting. The projects focus on several content areas and levels of research for a variety of grade levels. Detailed graphics, charts, and tables illustrate the text and blackline masters can be copied for educational purposes. Emphasis is on the management and development of multimedia projects and student learning outcomes. Useful for classroom instruction and in-service workshops, this book is also appropriate for educational technology courses at the undergraduate and graduate levels.

Ivers, Karen S.; Barron, Ann E. (1999).  The Presence and Purpose of Elementary School Web Pages.  Information Technology in Childhood Education Annual, 1999. 

Examined Web sites from randomly selected elementary schools registered on Web66 to determine trends in elementary schools' presence on the World Wide Web from 1996 to 1998. Found that most educators use the Web to display school information. Few use it to increase students' communication skills, motivation toward writing, organizing and synthesizing skills, cultural understanding, or authentic learning experiences.

_____. (1999).  Idaho Library Laws, 1999-2000. Full Edition. 

This new edition of the Idaho Library Laws contains changes through the 1998 legislative session and includes Idaho Code sections that legally affect city, school-community or district libraries, or the Idaho State Library. These sections include the basic library laws in Idaho Code Title 33, Chapters 25, 26, and 27, additional sections of the law referred to in the basic chapters, and other select code sections of general applicability to Idaho libraries. Highlights include: finance and revenue; tort claims against governmental entities; public writings; bribery and corruption; children and vulnerable adults; computer crime; indecency and obscenity; civil rights; school elections; school property; budget and tax levy; school funds; school bonds; state libraries; public libraries; Idaho educational technology initiative; management of institutional funds; elections; building facilities for physically handicapped; clean indoor air; powers; finance; conveyance of property; public depository law; sinking funds; prohibitions against contracts with officers; oath of office; ethics in government; contracts for printing--publication of notices; taxation; legislature; Administrative Procedure Act; and bingo and raffles. Appendices include: a table of additional Idaho Code sections containing the word "library" or "librarian"; a list of the 1999-2000 Idaho State Library Board and a select list of the Idaho State Library telephone numbers; and a subject index. | [FULL TEXT]

Italia, Nancy, Ed. (1999).  Innovator: A Tradition of Excellence through Innovation, 1998-1999. 

This document presents four Innovator newsletters from the League for Innovation in the Community College (California). Number one contains the following articles: "Focus on Globalization, Learning, and the Human Touch for 1998 Conference on Information Technology,""Internet-in-Education Project Exceeds Goals,""First 'Innovations' Conference Receives Raves,""League Recognized by Long-Term Partners,""Student Art Competition Winners Announced,""Literary Competition Winners Announced,""1998 Innovations of the Year,""1998-99 Kellogg Fellows Selected,""Learning Abstracts To Debut," and "'What Do CEOs Want To Know About...?' Survey Results." Newsletter number two contains the following articles: "League and Partners Receive $9.3 Million for Internet Project,""TLC Monograph Released,""Wheatley to Keynote Innovations 1999,""1998 CIT Highlights Learning, Globalization, Partnerships, Awards, and Research,""Microsoft Office User Specialist Certification a 'Hotbed' of Activity,""Pew Funds Planning Grant,""'What Do CEOs Want To Know about Learning Centered Colleges?' Survey Results," and "1999 Calendar." Newsletter number three contains: "'Innovations 1999' Featured Speakers,""Innovative Learning-Centered Features,""Preparations Underway for Chicago Technology Conference,""League Online Bookstore: Key Resources for Faculty, Staff, and Administrators,""Judges for Student Art and Literary Competitions Announced,""Report Profiles League Colleges,""ELD Program Finishes with Impressive Results,""Pew Awards League Planning Grant," and "'What Do CEOs Want To Know about Outsourcing?' Survey Results." Newsletter number four contains: "Terry O' Banion Announces Retirement,""'Innovations 1999' To Feature Learning Centers,""Information Technology Initiative Review,""1999 Executive Leadership Institute Participants Selected,""Two New Monographs To Be Released,""New League Staff Members," and "ACCI CEO Community Service Survey Results." | [FULL TEXT]

_____. (1999).  Initial State of the Sites Report: Applying Technology to Restructuring and Learning. 

This report provides baseline information from the six schools in Arkansas, Louisiana, New Mexico, Oklahoma, rural Texas, and urban Texas participating in the Applying Technology to Restructuring and Learning (ATRL) project, which seeks to create replicable models of constructivist learning environments supported by technology. The information in this report was collected in the spring and fall of 1998 from teacher surveys; state, district, and school reports; classroom observations; and field notes from initial on-site visits. The purposes of these data are to enable the project team to compare initial classroom conditions with the development of constructivist learning environments supported by technology and to examine how these environments change instructional practices and student learning. Findings for each site are organized under the following headings: The Community and Environs; State Support for Technology; District Overview; Description of School Site; Project Participants; Teacher Self-assessment in Technology; and Observations of Classroom Practices. Appendices include letters of understanding/intent, the technology skills self-assessment checklist, and the classroom observation form. | [FULL TEXT]

Inman, Elliot; Mayes, Larry (1998).  Educational Technology: A Survey of Faculty Use and Need.  Journal of Staff. 

Asserts that assisting faculty in acquiring the skills and knowledge to make use of educational technology will become a critical issue in faculty development. Reviews the results of a survey on technology needs-assessment administered to faculty in the fourteen-college University of Kentucky Community College System. Contains 14 references.

Inman, Julie E., Comp.; LaBouve, Robert, Comp. (1994).  The Impact of Education Reform: A Survey of State Activities. 

This paper offers a State-by-State listing of the impact of foreign language teaching reform in the United States. Information for each State includes enrollments; foreign language assistance program (FLAP); systemic reform; standards, testing and assessment; agency or department restructuring and reorganization; and effect on foreign languages, English as a Second Language, and disciplinary specialists. This 1994 edition of the Joint National Committee for Languages (JNCL) and National Council of State Supervisors of Foreign Languages (NCSSFL) originally received only 38 responses; diligent effort completed the report for all 50 states. It is noted that much of the change brought about by reform has been viewed as positive, yet concerns were expressed about additional job responsibilities, threatened current positions, and elimination of foreign language consultant positions. Funding and teacher shortages, improper use of educational technology, and competition with other disciplines are discussed. Staff change results are presented in actual numbers, charts, and graphs. | [FULL TEXT]

_____. (1994).  Implementation Guide for Educational Technology. 

This guide for the implementation of educational technology in the Troy (Ohio) City Schools begins with a discussion of the advantages of technology use in schools; the mission statement for the Troy schools; educational technology-related goals for the school district; the educational technology mission statement; and educational technology beliefs/guiding principles. The overall mission of the education technology program is given as providing students with an environment that fosters and promotes the use of technology as an essential skill for a productive life; some of the beliefs and guiding principles of the program include: teaching technological skills is a shared responsibility between teachers and media/technology staff members; technology facilitates student-directed learning and personal growth; and technology enhances four key elements of effective classroom learning--active, cooperative, interdisciplinary, and individualized learning. The handbook then presents ten district goals and six student goals. Each goal is followed by its corresponding implementation methods and activities, with activities for the student goals presented in separate lists for the elementary, junior high, and high school levels. Issues addressed by the district goals include staff development; planning, selection and implementation of technology; provision of current and appropriate resources; computer networking for information; and integration of technology into the curriculum. Issues addressed by student goals include educational and career related-computer applications, and the use of technology to gather information and for problem solving. Ethical conduct in technology use is a concern for both teachers and students. | [FULL TEXT]

_____. (1994).  Improving America's Schools Act, Conference Report (To Accompany H.R. 6). House of Representatives, 103D Congress, 2d Session. 

This report from the United States House of Representatives presents the complete amended version of the House bill to extend for 5 years the authorizations of appropriations for the programs under the Elementary and Secondary Education Act. The current reauthorization bill is known as the "Improving America's Schools Act." The first half of the report is divided into five parts. Title I--Amendments to the Elementary and Secondary Education Act (ESEA) of 1965, is the largest section. It covers 13 sections of the ESEA, which include provisions for: (1) helping disadvantaged children meet high standards; (2) professional development; (3) technology for education; (4) safe and drug-free schools and communities; (5) promoting equity; (6) bilingual education and language acquisition; (7) impact aid; (8) Native American Education; and (9) the School Facilities Infrastructure Improvement Act. Title II covers Amendments to the General Education Provision Act. Title III covers amendments to other Acts affecting education, which include the Individuals with Disabilities Education Act (also covering homeless children), and Goals 2000. Title IV covers provision for the National Education Statistics Act of 1994. Title V covers miscellaneous provisions. The remainder of the report provides a joint explanatory statement of the committee of conference as to the proposed changes to the original bill. | [FULL TEXT]

_____. (1995).  Impact of Technology on School Facility Design. 

Computers and other technological innovations are becoming a greater part of today's educational system requiring educational facility designers to plan for their use when designing or renovating new buildings. This booklet considers the building needs for accommodating new technology, particularly focusing on the impact of personal computers and their interconnectivity. It discusses space requirements for workstations and workstation layouts; the cooling and electrical requirements for personal computers; and the design considerations when building computer and keyboarding labs, media centers, head-end and file server rooms, special use rooms and vocational labs, and labs for distance learning and the information highway. Other uses of technology in schools are highlighted such as systems for food service, energy management, facility management, and network connections. The booklet's final section examines design considerations for network wiring and file server closets. | [FULL TEXT]

_____. (1997).  Implementation of the Individuals with Disabilities Education Act: Section 618. Nineteenth Annual Report to Congress. 

The 19th annual report to Congress on the implementation of the Individuals with Disabilities Education Act (IDEA) is organized around a model which views educational results as products of three sets of factors: the context and environment in which the education is provided, student characteristics, and school programs and services. Section 1, on context/environmental factors discusses five factors: (1) general education reform, (2) poverty among children: The impact on special education, (3) the cost of special education, (4) social problems such as drug abuse and violence in schools, and (5) the disproportionate representation of racial minority students in special education. Section 2, on student characteristics, focuses on four groups of students: infants and toddlers with disabilities served under IDEA, Part H; children served under the IDEA, Part B Preschool Grants Program; other students served under IDEA, Part B; and students with attention deficit/hyperactivity disorder. Section 3, on school programs and services has seven modules on: (1) the continuum of placements (from regular classes to residential facilities); (2) inclusion of students with disabilities in statewide assessments; (3) developing a partnership between families and professionals; (4) the continuum of options in dispute resolution; (5) monitoring compliance with IDEA; (6) advances in teaching and instructional design; and (7) advances in technology for special education. A fourth section, on student results, contains two modules, the first module highlights the Part H Longitudinal Study, and the second module reports on secondary completion rates for students served under IDEA. Extensive appendices provide data tables (child count, educational environments, personnel data, exiting data, population and enrollment data, financial data, and early intervention); summaries of state agency/federal evaluation studies; profiles of the program agenda; activities of the regional resource centers; and summaries of activities and results of the state transition grants. (Individual sections contain references.) | [FULL TEXT]

Izen, Stanley P. (1998).  Proof in Modern Geometry.  Mathematics Teacher, 91, 8. 

Discusses the vital place of proofs in geometry classes. Argues that, although inductive geometry with computer software certainly makes theorems come alive, proofs lead to insight and understanding that allow students to extend the concepts that they see in examples. Presents a theorem, its proof, and a computer exercise.

Inglis, Alistair (1998).  Video Email: A Method of Speeding Up Assignment Feedback for Visual Arts Subjects in Distance Education.  British Journal of Educational Technology, 29, 4. 

Reports on providing visual feedback to art students by sending compressed digital video clips as attachments to e-mail messages. Concludes that, although bandwidth constraints of dial-up links and the time taken for compression limit the amount of video that can be transmitted, the transmission of video by e-mail is technically feasible.

Ingram, Traci (1998).  Solving the Technology Support Dilemma: The Solution is Students.  Technology Connection, 5, 1. 

Describes the Computer Support Program (CSP) at Monett (Missouri) Schools where high school students operating from a "control room" assist students and teachers throughout the district in their use of technology. Benefits include increased teacher self-reliance and increased self-esteem in CSP students, and CSP student-created Internet scavenger hunts for nearly every grade level and subject area.

Iannone, Patrick V. (1998).  Just Beyond the Horizon: Writing-Centered Literacy Activities for Traditional and Electronic Contexts (Exploring Literacy on the Internet).  Reading Teacher, 51, 5. 

Presents and discusses a list of World Wide Web sites, and suggests possibilities for their use in creating writing-centered literacy experiences for students that promote both traditional and electronic literacy skills. Lists them in four major categories: teacher resources, student writing resources, interactive writing, and student publishing.

Ionvinelli, Robert (1998).  Using Spreadsheets To Analyze Historical Perspectives of Apportionment.  Mathematics Teacher, 91, 2. 

Presents activities to demonstrate the use of spreadsheets in mathematics classrooms. Emphasizes writing across the curriculum and interdisciplinary team teaching. Argues that spreadsheets allow students to make projections, comparisons, and contrasts.

Iglesias, Omar A.; Paniagua, Carmen N.; Pessacq, Raul A. (1997).  Evaluation of University Educational Software.  Computer Applications in Engineering Education, 5, 3. 

Illustrates a method for evaluating educational software which allows quantitative rating of questions in three main categories: teaching contents and methodology; software and design features; and users' reactions; and a fourth group encompassing general qualitative questions. The methodology proved effective in evaluating an advanced undergraduate engineering course program. Includes a form of 24 questions to test educational software.

Isman, Aytekin (1997).  Diffusion of Distance Education in Turkish Higher Education.  Educational Technology Research and Development, 45, 2. 

One of the most important initiatives of Turkish higher education is the Open Education Faculty (OEF), which uses telecommunication technologies to deliver distance education. Discusses Turkish distance education and limitations of the Turkish OEF: lack of up-to-date technology, perception that graduates of the OEF are not as qualified as those of traditional programs, and lack of program independence.

_____. (1997).  Ideas That Work in ABE Family Literacy. 

This guide provides a work-in-progress family literacy curriculum. The materials are intended to be adapted to fit the parents in the specific setting. Each of 14 sections contains a number of activities that support the following ideas: documenting parents as the first teachers of their children using family portfolios; parent support time; parents as disciplinarians; parents and children interacting together; developmentally appropriate activities for parents and children; parents and children discovering who they are; parents being in charge of their own self-esteem; parents as the first teachers of their children; health and nutrition; parents and children designing family rules that work; family literacy programs: a handbook sample; using technology tools; documenting parenting skills changes; and some tools used in Oregon, 1995-96. The first page in each section provides a list of competencies covered, materials needed, estimated class size, and description of activity. Attachments in each section contain the following: instructional materials; surveys; checklists; guidelines; handouts; transparency masters; worksheets; and booklets. | [FULL TEXT]