Educational Technology | J

Johanson, Roger P.; Norland, Deborah L.; Olson, Eric; Huth, Les; Bodensteiner, Roberta (1999).  Internet and List-Serves To Support the Student Teaching Semester. 

This project used Internet technology to build community and reduce isolation during student teaching, improve communication and enhance supervision of student teachers, and encourage reflection. The project supported student teachers by establishing Internet communication between them and their supervisors. This involved providing Internet addresses for everyone involved and establishing six listservs. Each student teacher had to subscribe to and participate in at least one listserv. The listservs were primary school, elementary school, and middle school; music, physical education, art; high school; and professionalism. Some of the student teachers gladly seized upon the listservs, engaging in meaningful discussion and reflection with their peers and supervisors. Research is beginning to accumulate on the use of e-mail in a variety of settings, including teacher education. The research suggests that there is still a need for face-to-face interaction, and depersonalization is a risk of using the Internet, but it also has many advantages (e.g., a convenient means of professional exchange for student teachers and their mentors). | [FULL TEXT]

Johns, Jerry L., Ed.; Elish-Piper, Laurie, Ed. (1997).  Balanced Reading Instruction: Teachers' Visions and Voices. 

The 18 articles in this collection represent a view from the classroom regarding balanced reading instruction in the early stages of what is likely to become a widespread movement. The articles are intended to stimulate educators to reduce, or perhaps boldly eliminate, one-way thinking about methods, skills, grouping, and assessment. Articles in the collection are: "In Search of Balance: Restructuring Our Literacy Programs" (Dorothy S. Strickland); "Attempting Takeoff: The Metamorphosis of a Reading Teacher" (Jeanne McCarthy); "Dodging the Educational Pendulum: A Journey toward a Balanced Language Curriculum" (Melisa J. Bower); "A Third-Grade Teacher's Vision of Balanced Reading Instruction" (Loria Thatcher); "The Reality of Balanced Literacy in a Primary Classroom" (Jenelle Gallagher-Mance); "A Balanced Reading Program in a First- and Second-Grade Classroom" (Cynthia Vandergriff); "Balanced Reading Instruction: One Teacher's Voice" (Suzie Lobdell); "Authentic Reading and Writing in a Skills-Based Basal Reading Program" (Christine Truckenmiller); "Maintaining Balance in a First-Grade Classroom" (Linda Mast); "Components of an Ever-Changing Language Arts Program" (Dawn Hinz); "Creating a Balanced Reading Program in First Grade" (Rhonda L. Waggoner); "The Balanced Equation: Elementary + Secondary = A District Reading Program" (Ann Kimpton); "The Challenge of Balanced Reading Instruction for In-Class Special Reading Programs" (Mary Kelly); "Balanced Reading: Notions, Emotions, and Potions" (Beth R. Cowman); "Balanced Assessment for Balanced Instruction" (Jocelyn Klotz); "The Challenge of Technology in Balanced Reading Instruction" (Janene Bowden); "Technology Bifocals" (Linda J. Conrad); and "From Student to Teacher" (Bryn Biesiadecki).

Johnson, Christine (1998).  The Affective Domain: What Can Instructional Designers Learn from Arts Education?  Educational Technology, 38, 6. 

Suggests that arts education can be used as a curriculum model for the integration of the cognitive and affective domains. Highlights include aesthetics, an interdisciplinary approach, instructional methods in art, transfer to other disciplines, and implications for instructional design.

Johnson, Clark; Rector, Jack (1997).  The Internet Ten.  Social Education, 61, 3. 

Identifies Internet sites and connects them to specific standards and performance expectations of the National Council for the Social Studies. Standards listed include Time, Continuity, and Change; People, Places and Environments; Individual Development and Identity; Global Connections; and Civic Ideals and Practices. Includes suggestions for implementation.

Johnson, David E.; Schroder, Simone I. (1998).  Annotated Bibliography on the Teaching of Psychology: 1997.  Teaching of Psychology, 25, 4. 

Includes materials on: (1) abnormal and clinical psychology, and personality; (2) career issues; (3) cognition and learning; (4) educational technology; (5) faculty evaluation; (6) graduate education; (7) high school instruction; (8) history of psychology; (9) introductory psychology; (10) perception, and physiological and comparative psychology; (11) research; (12) textbooks; and (13) undergraduate education.

Johnson, Denise (1997).  Extending the Educational Community: Using Electronic Dialoguing to Connect Theory and Practice in Preservice Teacher Education.  Journal of Technology and Teacher Education, 5, 2-3. 

Describes a project conducted in a reading methods course for preservice elementary education students to model how technology can be incorporated into the curriculum to facilitate learning. Preservice teachers collaborated with practicing teachers via electronic mail to gain a greater understanding of different philosophies of reading.

Johnson, Donald R. (1997).  Technology Trends: An Interview with Futurist Thomas F. Davis.  School Business Affairs, 63, 2. 

Contains an interview with the president of the Technology Applications Group, Thomas F. Davis, regarding the future of the technology field. Davis offers suggestions for school business officials who are responsible for purchasing future hardware, software, and technology, and describes trends in the technology industry. (Four references)

Johnson, Doug (1997).  The Indispensable Librarian: Surviving (and Thriving) in School Media Centers in the Information Age. Professional Growth Series. 

This book defines and clarifies the role of the school library media specialist in a technology enhanced school, and provides relevant examples and advice on such topics as budgeting, facilities design, planning, and public relations and staff development. Each chapter includes anecdotes, examples, and quotations from various sources. The book contains 10 chapters covering the following topics: (1) Mission--new roles for library media specialists; (2) Planning--critical elements of a media/technology plan, and sample program goals, mission statement, and beliefs; (3) Influence and Public Relations--checklist for administrators, print resources, Internet access, and sample articles for parents; (4) Technology--using the correct technologies, Intranets, and software selection; (5) Personnel--working with technicians, job descriptions for the 21st century library media specialist, district computer technician, computer coordinator, and network manager, and the importance of certification; (6) Curriculum--embracing ambiguity, electronic plagiarism, and information literacy; (7) Budget--tools that increase professional credibility, formula for a maintenance budget, competitive bid process to allocate resources, and sustainable technology; (8) Facilities--building or remodeling a media center, and video network requirements; (9) Policies--student access to the Internet, emerging technologies and concerns, World Wide Web page creation guidelines, and policy writing rules; and (10) Staff Development--learned helplessness, e-mail use, professional staff competencies, and basic beliefs about teachers and technology. Includes a bibliography of technology and change resources.

Johnson, Doug (1998).  The Less Simple Answer to Evaluating Technology's Impact.  School Administrator, 55 n4 p12-14, 16-18 Apr 1998. 

Recognizing educational technology's four major uses helps assess its value. Technology can improve administrative effectiveness through efficient communication, planning, and record keeping; provide learners with cost-effective access to current, accurate, and extensive information resources; provide teachers with enabling tools and resources; and facilitate student engagement in higher-order problem-solving.

Johnson, Henry C., Jr. (1999).  Full Screens and Empty Students: Questioning Technology as an Educational Medium.  Bulletin of Science. 

Argues that the widespread prescription of technologically mediated education for developing countries produces and shapes the rush to technology. Concludes that the constraints of technological mediation and its destructive impact on teaching show its inability to provide for adequate educational development, and recommends a critical, rather than a wholesale adoption of technology.

Johnson, Iris DeLoach (1997).  A Variation on "And the Winner is...".  Mathematics Teaching in the Middle School, 3, 2. 

Presents historical mathematics to students. Suggests allowing students to have two methods of problem solving with a graphing calculator to allow for a visual result. Indicates that students should have more than one opportunity to experience a solution to a problem, a variety of contexts for the problem, and an opportunity to communicate.

Johnson, Janet L.; Donley, Jan (1996).  Magnet Schools Assistance Program 1993-95. Evaluation Report. 

The federally funded Magnet Schools Assistance Program was funded to eight magnet schools in the Wake County (North Carolina) Public School System (WCPSS) to reduce minority group isolation and to strengthen academic offerings, by integrating technology into instruction as a key element. In 1993-94 and 1994-95 grant monies were provided to six elementary schools, one middle school, and one high school. This evaluation examined factors related to the goals and objectives of the program. Parent survey data, student achievement data, and enrollment and magnet school application data were used. The grant provided a full- or half-time instructional technology resource teacher for each school. A variety of technology program components were implemented at grant schools. Teacher attitudes toward technology improved in the grant period, and parent attitudes became more positive. There was moderate success in terms of improved racial balance at five of the schools. Baseline data had shown large differences between majority and minority achievement in these schools; the greatest successes in improving achievement were at the elementary level. The two schools with the full-time instructional technology resource teachers had the greatest success in reaching academic goals in both reading and mathematics. The grant program has demonstrated that technology can improve instruction and achievement if well implemented. Six attachments present overall evaluation results, a glossary, and supplemental materials about the program. | [FULL TEXT]

Johnson, Larry; O'Neill-Jones, Peggy (1999).  Innovative Mathematical Learning Environments: Using Multimedia To Solve Real-World Problems.  Educational Technology, 39, 5. 

Describes "Wyzt's Playground", a fourth grade math multimedia title that emulates and simulates the real-life scenario of building a playground and supports the instruction of mathematics and measures proficiency in five NCTM (National Council of Teachers of Mathematics) standards. Explains the multimedia production process and the mathematical model.

Johnson, Larry; Perez, Stella (1996).  Meeting the Challenge. Final Report of the Computer-Based Developmental Education Project. 

This document is a final report on a two-year study involving nine community colleges, four disciplines and two special programs, 49 faculty, and 2,381 students in an exploration of the relationship between developmental courses and computer-based instruction. The report begins with an introduction, a description of students needing developmental courses, the purpose of the study, a description of the actual participants, an identification of instructional models and student characteristics, the findings for successful instructional models (i.e. for reading, mathematics, writing, ESL, and other developmental programs) and for student characteristics, conclusion and recommendations, and references. The Invest Learning system, an integrated learning system, was the key instructional strategy implemented by all the programs in the study. The evidence clearly shows that the Invest system, when used properly, can be an effective instructional tool for developmental programs. Fourteen exemplary models emerged that illustrate a variety of successful applications. Students generally enjoyed working with computers, and student characteristics commonly considered to be obstacles to success in computer-based instruction, such as the comfort level with computers and typing, appear to have little impact on student success. | [FULL TEXT]

Johnson, Luella H. (1997).  A Look at Parabolas with a Graphing Calculator.  Mathematics Teacher, 90, 4. 

Describes an exploration involving parabolas that was prompted by a routine exercise undertaken in a graphing-calculator workshop with high school mathematics teachers. Appendices contain instructions for using the TI-85 SIMULT menu and matrices to solve the system.

Johnson, Mia (1997).  Orientations to Curriculum in Computer Art Education.  Art Education, 50, 3. 

Discusses five curriculum orientations for computer art curricula: (1) cognitive process approach; (2) curriculum as technology; (3) curriculum as self-actualization; (4) curriculum as social reconstruction or relevance; and (5) the academic rationalism approach. Briefly critiques and defines other curricular approaches and concludes with a series of guiding questions.

Johnson, Sonja; Teach, Beverly; Wittlich, Gary (1999).  Developing and Supporting Classroom Technologies at Indiana University Bloomington.  College& University Media Review, 5, 2. 

The Bloomington campus of Indiana University, faced with mounting needs for installed technology in classrooms, developed a cost model for classroom renovation and technology installation. The model is applied to existing conditions to develop a 10-year plan that will bring all general-purpose classrooms up-to-date. Five tables illustrate costs and expenditures.

Johnson, W. Lewis; Blake, Tyler; Shaw, Erin (1996).  Automated Management and Delivery of Distance Courseware. 

This paper describes a system called ANDES, designed for the management and delivery of distance education courses. ANDES enables students to study at home at their own pace, as well as interact with instructors and other students in virtual classrooms. It uses World Wide Web technology for transmission and delivery, with extensions relevant to distance education. It seamlessly integrates course materials on CD-ROM with materials that have been downloaded over the Internet. Student progress through the course is tracked automatically for evaluation purposes. A high-level authoring language supports rapid development of courseware materials. Custom interfaces for course instructors and administrators provide online views of student work and progress. Topics discussed include: (1) background on use of the Web for courseware delivery; (2) the structure of ANDES courses at the University of Southern California, based on principles of human factors design and applied learning theory--i.e., an emphasis on experiential learning, optional emphasis on mastery, promotion of a class identity through group communication, and variable control of course sequencing; (3) ANDES architecture, including the student mini-server, student workstation organization, and central server organization; (4) processing and communication details; (5) generating Web-based courseware materials; and (6) evaluation, including alpha test results.  | [FULL TEXT]

Johnstone, Sally M.; Tilson, Stephen (1997).  Implications of a Virtual University for Community Colleges.  New Directions for Community Colleges, 25, 3. 

Describes the development and function of Western Governors University, a virtual university, and its implications for the role of the community college. Recommends that community colleges continue to develop the capacity to provide electronic instruction. Suggests that partnerships between virtual universities and community colleges will be beneficial to both.

Jay, Catherine; Blackerby, Cliff, B. (1998).  Hope Is Not a Method: How Instructional Strategies and Technologies for the Learning Disabled Can Benefit Traditional Learners. 

Distance learning educators may utilize techniques formerly designed for students with learning disabilities (LD) to enrich the experience of distance education students. Both LD and distance learners suffer from "learned helplessness"--an inability to set realistic goals and a limited perception of the rewards of education. These problems, coupled with the transactional distance felt by learners in distance education, create a need for new teaching strategies that benefit both LD and distance learners. Faculty must become more aware of how to utilize technology to improve student learning experience and realistically plan courses that include more hands-on activities. Instructors should also create conditions where students have equal access to technology that is not too difficult to operate. In addition, multimedia resources must be integrated into the course and evaluated to address the needs of both LD and distance education students. Colleges should no longer assume that only students with learning disabilities benefit from adaptive technology applications. New technologies and teaching strategies initially designed for the learning disabled may also have a positive impact on the learning experience of both traditional and nontraditional students. Contains 23 references. | [FULL TEXT]

Jayasinghe, Mala Gopalakrishnan; Morrison, Gary R.; Ross, Steven M. (1997).  The Effect of Distance Learning Classroom Design on Student Perceptions.  Educational Technology Research and Development, 45, 4. 

Investigates the effect of camera angle and monitor placement in a distance learning environment where a videotape of a lecture was used. Results suggest that an eye-level camera and multiple monitors with groups of 4-5 students positively influence instructor credibility, immediacy, and interactions.

Jayne, Elaine; Vander Meer, Patricia (1997).  The Library's Role in Academic Instructional Use of the World Wide Web.  Research Strategies, 15, 3. 

Technological advances drive academic libraries to offer faculty instruction on using the World Wide Web as a teaching tool. This article describes the development of a library/computing center collaborative program, discusses the benefits of collaboration, offers advice on constructing instructional Web sites, and provides an annotated bibliography of Web sites that demonstrate instructional applications.

Jonassen, David H. (1997).  Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes.  Educational Technology Research and Development, 45, 1. 

Considers well-structured problems versus ill-structured problems and presents models for how learners solve them, as well as models for designing instruction to support problem-solving skill development. Information processing theories of learning, an emerging theory of ill-structured problem solving, constructivist learning, and situated cognition are discussed.(75 references)

Jonassen, David H.; And Others (1997).  Certainty, Determinism, and Predictability in Theories of Instructional Design: Lessons from Science.  Educational Technology, 37, 1. 

The strongly positivist beliefs on which traditional conceptions of instructional design (ID) are based derive from Aristotelian logic and oversimplify the world, reducing human learning and performance to a repertoire of manipulable behaviors. Reviews the cases against deterministic predictability and discusses hermeneutic, fuzzy logic, and chaos theory perspectives and their implications for ID.

Jonassen, David H.; Carr, Chad; Yueh, Hsiu-Ping (1998).  Computers as Mindtools for Engaging Learners in Critical Thinking.  TechTrends, 43, 2. 

Mindtools are computer applications that, when used by learners to represent what they know, engage them in critical thinking. This article discusses computers as semantic organization (databases and semantic networking), dynamic modeling (spreadsheets, expert systems, systems modeling, microworlds), information interpretation, knowledge construction, hypermedia, and conversation tools and presents rationales for using technology as Mindtools.

Jonassen, David H.; Henning, Philip (1999).  Mental Models: Knowledge in the Head and Knowledge in the World.  Educational Technology, 39, 3. 

Explores the utility of mental models as learning outcomes in using complex and situated learning environments. Describes two studies: one aimed at eliciting mental models in the heads of novice refrigeration technicians, and the other an ethnographic study eliciting knowledge and models within the community of experienced refrigeration technicians.

Jonassen, David H.; Rohrer-Murphy, Lucia (1999).  Activity Theory as a Framework For Designing Constructivist Learning Environments.  Educational Technology Research and Development, 47, 1. 

Defines activity theory as a socio-cultural and socio-historical lens through which the interaction of human activity and consciousness within its relevant environmental context can be analyzed. Describes how activity theory can be used as a framework for analyzing activities and settings for the purpose of designing constructivist learning environments.

Jones, Ann; Selby, Carolyn (1997).  The Use of Computers for Self-Expression and Communication.  Journal of Computing in Childhood Education, 8, 2/3. 

Uses case studies to assess extent to which the "Bubble Dialogue," an application supporting role-play within a comic strip environment, helps abused, adopted, and foster children express feelings, reflect, and debate pertinent issues. Study of the application with comparison group in primary school provides baseline data. Issues arising from studies include training adult participants, reflectiveness, context, and role-play.

Jones, Beau Fly (1998).  Learning with Technology: Integrating New Technologies into Classroom Instruction. 

After providing a snapshot of the state of technology and technology use in America's schools, this paper notes that a major obstacle to technology integration in schools is the lack of teacher training. The paper then goes on to describe "Learning with Technology," a sustained, six-session professional development experience with a goal of helping teachers develop effective, technology-supported instructional activities that enhance student learning and achievement. The concept and research basis of engaged learning is described, followed by an explanation of the "Learning with Technology" course design, resources, and guiding questions. The instructional phases of "Learning with Technology" course are outlined, and a synopsis is given that lists what participants will practice and achieve in each of the six, two-hour sessions. The evaluation component is then discussed, and the implementation status and early results of "Learning with Technology" are described. The paper concludes with a look toward the future. | [FULL TEXT]

Jones, Brett D. (1999).  Computer-Rated Essays in the English Composition Classroom.  Journal of Educational Computing Research, 20, 2. 

Surveys 117 English teachers to determine their current essay grading practices and their preferences for receiving and using computer ratings. Almost all of the teachers reported that they would use computer ratings to provide feedback to students. However, many reported that they would do less marking on student essays that are rated by computer than they do currently. Contains 32 references.

Jones, Colin; O'Brien, Teresa (1997).  The Long and Bumpy Road to Multi-Media: High-Tech Experiments in Teaching a Professional Genre at Distance.  System, 25, 2. 

Describes a writing project that was set up to improve the writing skills of selected categories of corporate employees. The article considers the interplay between the technical platform for distance training scenarios and the pedagogical strategies these made available to course writers and tutors. (10 references)

Jones, David R.; Pritchard, A. L. (1999).  Realizing the Virtual University.  Educational Technology, 39, 5. 

Describes the virtual university as a response to a growing demand for knowledge and skills in unconventional higher education. Discusses technology, cooperation and collaboration, traditional universities and the World Wide Web, content, pedagogy, delivery, digital technologies, and globalization.

Jones, David; Stewart, Sharonn (1999).  The Case for Patterns in Online Learning. 

This paper describes problems related to online learning at Central Queensland University (Australia) and suggests a process for the development and use of patterns in online learning as a possible step toward addressing these problems. The first section identifies the following problems with existing practice in online learning: the innovator/practitioner gap; the field gap; the newness of online learning; the relative unimportance of teaching; inflexible support systems; and limited quality. The second section lists requirements for a solution, including: reuse expertise and experience; provide training and raise awareness; encourage reflection and evaluation; and provide an adaptable, appropriate support system. The third section summarizes the history of patterns, and the fourth section defines the concept of patterns. The fifth section addresses writing a pattern. The sixth section discusses the mystical aspects of patterns, including generativity, piecemeal growth, and quality without a name (QWAN). The seventh section covers pattern languages, including theories, golden rules, and templates. The eighth section considers the possible demise of experts. The final section describes current work at CQU, including pattern mining, pattern workshops, pattern catalog, and constructive templates. | [FULL TEXT]

Jones, Glenn R. (1999).  The Accelerating Speed of Change and Its Impact on Education.  Higher Education in Europe, 24, 2. 

The solution to the spiraling cost of traditional higher education is the application of the new information and communication technologies to higher education through creative alliances and partnerships between higher education institutions and entrepreneurs working in the domain of information and communications. Humans accommodate themselves to change through education.

Jones, Graham A.; Day, Roger (1998).  Algebra, Data, and Probability Explorations for Middle School: A Graphics Calculator Approach. 

The National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards puts great stress on the mathematical processes of problem solving, communication, reasoning, and making connections. NCTM standards also emphasize new and emerging content areas for middle school students such as algebra, data analysis, and probability. This book explores three content areas using mathematical processes advocated by the NCTM standards. Another major thrust of the standards captured in this document is the application of appropriate technology to problem solving activities. This book contains three modules. "Module 1: Algebra" focuses on patterns and relationships as vehicles for developing algebraic reasoning. "Module 2: Data" emphasizes making sense of data through organizing, displaying, and interpreting it in various ways. "Module 3: Probability" incorporates simulations and analyses to determine both experimental and theoretical probabilities associated with real-world problems.

Jones, Ithel (1998).  The Effect of Computer-Generated Spoken Feedback on Kindergarten Students' Written Narratives.  Journal of Computing in Childhood Education, 9, 1. 

Examined the extent to which kindergartners used computer speech during narrative writing and the relationship between this use and the linguistic properties of their written products. Found that length of text, grammatical cohesion, and lexical density were strongly associated with use of computer-generated spoken feedback. Narrative types and number of revisions were more weakly associated with feedback use.

Jones, Margie; Liu, Min (1997).  Introducing Interactive Multimedia to Young Children: A Case Study of How Two-Year-Olds Interact with the Technology.  Journal of Computing in Childhood Education, 8, 4. 

Studied how toddlers respond to interactive multimedia. Found that 2- to 3-year olds can engage in computer interactions, but that purposeful and meaningful interactions may not begin until children are about two-and-a-half years old. Prior knowledge plays a strong role in toddlers' computer experience. Human interaction is vital to help youngsters understand computer environments. The keyboard is the most appropriate input device.

Jones, Mark; Kear, Karen; Reilly, Andy (1998).  The Design, Development and Use of a CD-ROM Resource Library for an Open University Course.  British Journal of Educational Technology, 29, 3. 

Describes a CD-ROM containing a resource library for students in an information science/technology course at the Open University (United Kingdom). Development gave rise to several issues: adaptation of print-based content to the electronic medium; development of quality-control methods; and adaptation of staff roles. Feedback from students shows that the CD-ROM was well received.

Jones, Marshall G. (1998).  Creating Electronic Learning Environments: Games, Flow, and the User Interface. 

A difficult task in creating rich, exploratory interactive learning environments is building an environment that is truly engaging. Engagement can be defined as the nexus of intrinsic knowledge and/or interest and external stimuli that promote the initial interest in, and continued use of a computer-based learning environment. Complete and total involvement in a given task is described by Csikszentmihalyi's Flow Theory. Flow Theory defines the difference between enjoyment and pleasure; an optimal experience is more of a manifestation of the former. The following elements of flow are manifested in computer games and learning environments: (1) task that can be completed; (2) ability to concentrate on task; (3) task has clear goals; (4) task provides immediate feedback; (5) deep but effortless involvement; (6) exercising a sense of control over actions; (7) concern for self disappears during flow, but sense of self is stronger after flow activity; and (8) sense of duration of time is altered. The quality of multimedia assets such as images, sounds, and animations, are a key factor in interesting users in a computer game; this is an important issue in the design and development of educational software. A table shows the relationships among flow, games, and design of computer-based learning environments. Contains 14 references. | [FULL TEXT]

Jones, Marshall G.; Surry, Daniel W.; Harmon, Stephen W.; Land, Susan; Farquhar, John D. (1998).  What We Know about Research in Instructional Technology: Interviews with Research Leaders. 

Instructional Research Online (InTRO) was established in 1994 as a repository of research papers, media, and other artifacts related to research in instructional technology. The World Wide Web site (http://intro.base.org) includes sections on reviews of books and media, original research, links to resources in instructional technology, and interviews with research leaders. This paper identifies and reports on an analysis of the published interviews. This analysis represents what was said during the course of the interviews; it is a synthesis of comments, suggestions, and other important points made by the interviewees. Highlights include: (1) how to identify a research problem or question, including gaining confidence, reviewing the literature, and finding questions in real world environments; (2) the relationship between research and development, including blurring boundaries between work interests and research interests, connecting research and practice, and finding interesting projects; (3) choosing a mentor, including the role of the mentor and apprentice; (4) research methodology, including qualitative versus quantitative research, research traditions, and mixed methods; and (5) disseminating research, including the research agenda, writing research, conferences, and journals. | [FULL TEXT]

Jones, Michael R. (1994).  Erasmus and Telematics. Networks for Courses: Distance No Object. 

This paper outlines a range of projects developed with funding from the European Community for a computer communication and research network and the electronic means employed to realize the network, from the point of view of the Director of Languages Resource Unit, University of Ulster, who must coordinate language training on six distant campuses just within Ireland. This network from the Department of European Studies and Modern Languages at the University of Ulster combines 21, 3rd level institutions from 5 countries. The development of the network and videoconferencing system was begun due to the administrative uniting of two physically distant institutions of higher education in Northern Ireland. The computer network reduces commuting time, expense, and personal aggravation. The system is linked to mainland European institutions for research as well as translation and language teaching exchange. Although quite successful, the system is now in jeopardy as European Community funding is being cut. | [FULL TEXT]

Jones, Steven P.; Smart, Karla J. (1998).  Humanness Under Assault: An Essay Questioning Technology in the Classroom.  Bulletin of Science. 

Argues that new educational technologies change the meaning of words common to teacher vocabulary, especially words such as "classroom community,""knowing," and "coming to know." Points out that human senses used in learning are nullified if not assaulted by educational technologies.

Jones, Trevor H.; Paolucci, Rocco (1998).  The Learning Effectiveness of Educational Technology: A Call for Further Research.  Educational Technology Review. 

Presents the results of an analysis of more than 800 articles associated with technology to determine whether valid research results exist to support the growing use of technology in education. Argues that the support given to technology in education is largely based on unfounded and anecdotal evidence.

Jongekrijg, Terri; Russell, James D. (1999).  Alternative Techniques for Providing Feedback to Students and Trainees: A Literature Review with Guidelines.  Educational Technology, 39, 6. 

Explores five common types of instructional feedback--written, conferences, audio, video, and computer. Provides a description drawn from the literature, and offers several guidelines for using each format in education and training.

Jennings, Michael A. (1999).  Strategic Plan for Information Resources, 1999-2003. 

This information resources (IR) planning document for Stephen F. Austin State University (Texas) is divided into three main sections corresponding to the organization of IR among three departments. The University Information Systems section contains: an executive summary; introduction/IR vision; external/internal assessment of planning factors and assumptions related to the impact of federal/state statutes/regulations, user awareness of computer technology, supporting technologies, impact of anticipated technological advances, World Wide Web technology, students/budget, and proliferation of desktop computers; IR strategic planning goals and objectives; and the IR environment, including organization/personnel, personnel resources, IR policies/practices, agency databases, and agency applications. The Office of Instructional Technology section contains: an executive summary; introduction/IR vision; external/internal assessment; strategic planning goals and objectives; and the IR environment, including organization/personnel. The section for the University Library contains: an executive summary; introduction/IR vision; external/internal assessment planning factors and assumptions related to levels of service, strategic planning mechanism, human resources, adaptive equipment, East Texas Consortium of Libraries membership, Integrated Library System (ILS) clients, ILS staffing, campus access to IR, TexShare program development, multimedia resources, Campus Wide Information System, imaging technology, university enrollment, state funding, dependence on outside entities, library hardware/software/infrastructure; strategic planning goals and objectives; and IR environment, including organization/personnel, policies/practices, methodology for IR planning, agency platforms/systems/telecommunications, agency databases, and agency applications. | [FULL TEXT]

Jenny, Frederick J. (1998).  The Information Technology Initiative at Grove City College: Four Years Later. 

In 1997, 558 Compaq Armada 1510 notebook computers and Canon color bubble-jet printers were distributed to incoming freshman at Grove City College (Pennsylvania) as a part its Information Technology Initiative (ITI). Objectives of the ITI were: (1) to prepare students for excellence in their chosen profession by providing the necessary technological tools and instruction; (2) to recognize, in a tangible manner, the fact that state-of-the-art computing is moving away from centralized computing and rapidly toward distributed computing facilities following the concept of anytime/anywhere learning; (3) to increase the technological resources available to students on campus while reducing the total cost of technology ownership to the college; and (4) to centralize all support activities, including the computer help desk, training and repair shop staff. This paper reviews the ITI plan, including reasons for choosing laptops, benefits of the one-computer-per-student model, and the campus computer help desk and repair shop. The evolution of ITI hardware and software from 1994 to the present is outlined. Other highlights include formation of a Campus Technology Task Force, expansion of the campus network, increases in staffing, and growth in use of Internet and intranet services for class-related activities. | [FULL TEXT]

Jensema, Carl (1997).  Presentation Rate and Readability of Closed Captioned Television. Final Report. 

This report discusses the outcomes of a federally funded project that investigated the characteristics of the captions on captioned television programs. A sample of 183 captioned programs stratified by program type was selected and recorded. In addition, 22 captioned music videos were analyzed. Both roll-up and pop-on captions were analyzed. In the first part of the study, captions were edited to remove commercials and then processed by computer to get caption speed data. Caption rates among program types varied considerably, with sports and music specials having the slowest caption rates. The second part of the study determined the amount of editing being done to program scripts. Ten-minute segments from two different shows in each of 13 program categories were analyzed by comparing the caption script to the program audio. The percentage of script edited out ranged from 0 percent to 19 percent. In the third part of the study, commonly used words in captioning and their frequency of appearance were analyzed. All words from all the programs in the study were combined into one large computer file. This file, which contained 834,726 words, was sorted and found to contain 16,102 unique words. The following reports are appended: Presentation Speed and Vocabulary in Closed Caption Television; Closed-Caption Television Presentation Speed and Vocabulary (American Annals of the Deaf, October 1996, Vol. 141); and Viewer Reaction to Different Captioned Television Speeds. | [FULL TEXT]

Jensen, Dennis (1998).  Applications of Technology in Rural School Facilities. 

Rural schools often have difficulty in developing and implementing a 21st century, K-12 technology plan. This report describes one rural school district's (Wayne, Nebraska) successful efforts at technology integration. It discusses the efforts of installing 25 networked computers in the local high school, linking buildings with fiber-optic cables, automating the middle school library, and creating a distance education program by upgrading software and hardware to link the schools to the community via the Internet. The report reveals that rural schools can succeed in integrating technology into the curriculum, but it takes a united effort combined with the rural districts' willingness to seek help from regional and state agencies. | [FULL TEXT]

Jensen, Jens F. (1999).  3D Inhabited Virtual Worlds: Interactivity and Interaction between Avatars, Autonomous Agents, and Users. 

This paper addresses some of the central questions currently related to 3-Dimensional Inhabited Virtual Worlds (3D-IVWs), their virtual interactions, and communication, drawing from the theory and methodology of sociology, interaction analysis, interpersonal communication, semiotics, cultural studies, and media studies. First, 3D-IVWs--seen as a new and unique form of multimedia--are introduced and the social construction of the 3D-IVW technology is briefly discussed. Second, a selection of the basic concepts and identifiable entities in 3D-IVWs is defined and commented upon; these include representation, virtual worlds, objects, actors, bots or autonomous agents, avatars, and human actors. Third, some of the strange digital creatures that currently inhabit 3D-IVWs in the form of cyber-hybrids are outlined, including Alife/digital Biota, characters using genetic algorithms, game characters, mask characters, virtual humans, and avatar/agents. Fourth, modes of interactivity and virtual interactions between human actors, designers-in-avatars, user-in-avatars, bots, and objects in the new Virtual Worlds are briefly presented and typologized. Finally, the changing Internet and the virtual futures of 3D-IVWs are reflected upon. | [FULL TEXT]

Jankowski, Leo (1998).  Educational Computing: Why Use a Computer for Writing?  Learning and Leading with Technology, 25, 6. 

Discusses using word processing programs with beginning writers, including story illustration and keyboarding. An approach to student writing with computers is outlined, highlighting planning, goals definition, and teacher and student aims. Sample student assignments and a sample writing task card are provided.

Januszewski, Alan (1996).  James D. Finn and the Process of Educational Technology.  Educational Media and Technology Yearbook, 21. 

Analyzes James Finn's contributions to the development of the process view of educational technology in light of his desire to upgrade the status of the audiovisual education movement to a professional field of study. Discusses the concepts of automation versus technology.

Januszewski, Alan (1996).  History in Educational Technology. 

This paper reports on some of the theories and methods that could characterize historical study in the field of educational technology. After a discussion of the importance of historical study, it provides background about the problems facing the uses of different historical methods in the study of educational technology. Difficulties arise when large numbers of members of the field believe that only certain factual content is the limit of the study of educational technology. This paper proposes the use of two specific methodologies in the study of the history of educational technology--the history of culture and the history of ideas. | [FULL TEXT]

Januszewski, Alan (1997).  Considerations for Studies in Intellectual History in the Field of Educational Communications and Technology. 

This paper reports on some of the important considerations that characterize historical study in the field of educational technology. Intellectual history is the history of thought or some specific aspect of thought, and is divided into three primary areas of study: (1) biography--studies focusing on the thoughts, work, and lives of single individual; (2) the history of ideas--often a cross-disciplinary endeavor, seeking out important or "great works", illustrating the efforts of exceptional individuals; and (3) the history of culture--emphasis on the "collective mentalities or thought collectives" that exist within given societies at different points in time, focusing on the development of the consciousness of a group and the many topics or influences that help to shape the thought processes of a group. The paper also discusses the relationship of theory and method in historical studies, and provides hints about using conflict as a way to study the history of the academic field of educational technology. Contains a list of 62 references and suggested readings.  | [FULL TEXT]

Januszewski, Alan (1997).  I Teach Concepts. 

This paper describes the author's views on and approach to teaching about educational technology. The author teaches concepts, with an emphasis on "teaching about" rather than "teaching how". The author's educational background and experiences, and their influence on his current views are described. While the definitions of educational technology have changed fairly frequently in the past 30 years, the concepts that make up those definitions have not changed. As a result, it is important to teach primary concepts of educational technology, because those concepts have been around a long time and are at the root of most of what goes on in the field. The paper also describes an in-class activity in which students learn about educational technology concepts by identifying the five stages in the instructional development process--analysis, design, production/prototype/development, implementation, and evaluation--and discussing the different concepts, tasks, procedures, and ideas that can occur during the different stages. | [FULL TEXT]

Januszewski, Alan (1999).  Forerunners to Educational Technology.  Educational Media and Technology Yearbook, 24. 

Examines the history and concepts that are essential to educational technology as a process, focusing on the ways in which engineering, the use of science in education, and the rise of the audiovisual-education movement helped to shape the assumptions and goals of modern educational technology. Contains 39 references.

Januszewski, Alan; Koetting, J. Randall (1997).  Debunking the Conspiracy Theory: Understanding Ideology in Explanations in Historical Studies of Educational Technology.  TechTrends, 43, 1. 

Discusses the relationship of theory and methodology in the field of educational technology research. Topics include critical analysis, the difference between conspiracy theory and the intentional explanation of social science, interpretation, historical analysis, causality, and new theoretical frameworks and paradigms.

Januszewski, Alan; Pearson, Robert (1999).  Problem-Based Learning: A Historical Analysis. 

This paper examines, through historical analysis, the values and beliefs underpinning the early theories and applications of problem-based learning and contrasts these with current theory and practice. This study focuses on the first three decades of the twentieth century, because, during this time period, the use of projects in education became popular, and because this was a period of time when ideas from business and industry began to be used in educational contexts. This analysis puts current practice in a more meaningful context and suggests new options and interpretations for the future application of problem-based learning and teaching strategies. Topics addressed include: (1) the historical backdrop to the use of projects in education, focusing on the work of E.L. Thorndike and John Dewey; (2) what a project is not; (3) early project use in education; (4) various definitions of the project in education, including two basic categories (a manual activity aimed at a pre-specified result, or the basis to establish the entire curriculum); (5) agreements on definition; and (6) current examples of problem-based learning. | [FULL TEXT]

Julian, Marti F.; Larsen, Valerie A.; Kinzie, Mable B. (1999).  Compelling Case Experiences: Challenges for Emerging Instructional Designers. 

Instructional design (ID) case studies that pose authentic ill-defined design problems in realistic environments can help instructional design students bridge the gap between novice and expert practice. Over the past 3 years, the authors have explored aspects of this educational approach through the development of World Wide Web-based instructional design at the Curry School of Education, University of Virginia. This paper begins with a look at case study methods and how they are used to help students gain experience in ID practice. The design and development of the Web-based ID Case Competition, the 1998 IT (Instructional Technology) Case Event, is described, followed with a report on the competition involving seven universities. Officials and students felt that the case experience was valuable for developing ID expertise and preparing students for professional practice. These advantages and the opportunity for team collaboration were noted as motivators for participation. Most of the students were enthusiastic about the inclusion of emergent ID issues in the case and felt the experience expanded their knowledge of ID practice and application. The paper closes with a discussion of implications for the preparation of instructional designers and recommendations for future development activities. Survey and interview questions answered by participants are included.  | [FULL TEXT]

Juliano, Benjoe A. (1997).  Power Pedagogy: Integrating Technology in the Classroom. 

Connectivity on the Internet through the use of World Wide Web browsers is becoming commonplace in the classroom, at home, and in the office. The term, "power pedagogy" refers to any set of instructional methods designed to increase faculty productivity and to accommodate more students with existing facilities. This paper examines the use of the Web to supplement traditional instruction, focusing on use of the Web as an intranet teaching tool that establishes an extension of the regular classroom. At Coastal Carolina University (CCU) in South Carolina, new forms of technology-based curriculum delivery and student learning are being considered. Individuals with University computing accounts can access Usenet newsgroups through a public news server. Faculty can set up e-mail mailing lists to broadcast messages to all students registered in specific classes, majors, departments, or academic organizations. E-mail is also used for the submission and critique of assignments and similar work. Course-specific Web pages are used to facilitate posting of grades, distribution of announcements and class notes/handouts, course policies and course syllabi, and other similar material. Internet-based lab work is conducted by students and faculty in some departments of the School of Science. Advantages and disadvantages of technology-based instruction are discussed. | [FULL TEXT]

Joyce, Beverly; Farenga, Stephen (1997).  Global Assessment of Technology in Education Scale (GATE, 1997). 

This survey is designed to collect information regarding current use of technology and future plans to integrate technology into the curriculum. Sixteen questions ask respondents to indicate: their current position and school or district affiliation; current and predicted use of hardware and software; confidence and interest levels for selected software and telecommunications skills; type of computer used at home and school; relative importance of technology at elementary, middle and secondary grade levels; importance of professional development activities; three most important priorities regarding technology use in school; means used to connect to the Internet at home or school; district availability of funding and training for new technologies; percentage (of total money budgeted for new technologies) of funds received in federal, state and private dollars; percentage (of the total amount of money spent on new technologies) of funding for equipment/hardware, software and professional development; current total district enrollment; current total expenditures per enrolled pupil; specific actions New York State could take to support initiatives for integrating technology in the district/school; and specific actions the higher education community could take to help support initiatives for integrating technology in the district/school. | [FULL TEXT]

Jin, Seung H.; Willis, Jerry (1998).  A Web-based Instructional Resource for Teacher Education: Constructivist Approach. 

The work reported in this paper focused on the creation of an Internet-based resource for preservice and inservice teachers. A World Wide Web-based instructional resource was developed by a participatory team comprised of subject area and instructional design experts as well as potential users including preservice and inservice teachers. The Constructivist Educator's Page is a Web page which includes three general types of material: a database of information and resources, an area for discussion, and a collaborative project area. The design model used was based on three guiding concepts: participatory design, recursive or iterative design, and reflection. The definition focus included front-end analysis that investigated whether there is a need for the type of alternative instructional material, the creation of a participatory team that includes both experts and potential users, and establishment of a progressive problem-solution focus. The design and development processes were combined into one focus. Preparation tasks included selection of a development environment, selection of instructional media, and selection of the format and instructional strategies. The creation tasks category includes the procedures for developing the product. Based on the comments of experts and end users, the Constructivist Educator's Page appears to have several advantages over traditional instructional models. | [FULL TEXT]

Jin, Seung; Abate, Ronald J. (1999).  Teachers and Technological Tools in the Middle School. 

This paper provides an overview of a pilot study conducted in Northeast Ohio. A survey was distributed to ten middle school principals representing urban and suburban school districts; each principal was asked to select two teachers to participate in the survey. The study considered two questions: Are the technologies available in schools supportive of the classroom goals of teachers and students? and, What resources influence the use of technologies in their learning activities? This study examines what learning activities are applied across a variety of subject areas, how technology assists students' learning activities, and why technology is/isn't used in the typical learning activities. The study documented the typical learning activities and potential role for technology within the classroom learning environment of the effective middle school teacher. Learning activities such as data collection, data analysis, visual/written communications, and design were employed as core categories for analysis of technology use, non-use, and potential.  | [FULL TEXT]

Jackson, David F. (1997).  Case Studies of Microcomputer and Interactive Video Simulations in Middle School Earth Science Teaching.  Journal of Science Education and Technology, 6, 2. 

Synthesizes the results of three case studies of middle school classrooms in which computer and video materials were used to teach topics in earth and space sciences through interactive simulations. Describes specific instances in which common current practice is problematic. Makes suggestions regarding improved design principles for such materials. Contains 25 references.

Jackson, Jannett N. (1996).  Multimedia, It's Soup! 

In 1996, Fresno City College (California) introduced a multimedia presentations class to increase learning efficiency and teach students the skills they need to compete in a technologically advancing society. The course, entitled "Classroom of the Future," was presented to the Dean of Instruction for approval in 1993. Funding was generated from various programs and grants, and the curriculum was developed in adherence to the Secretary's Commission on Achieving Necessary Skills (SCANS) guidelines. The class required students to complete assigned tasks, work together in teams, acquire and evaluate data, and understand and actively participate in the computer system. At its conclusion, students presented a group multimedia project. An expanded course content involving work groups, multimedia application design, and multimedia tools offered further opportunity for skills development. Feedback indicates that multimedia is a valuable and cost-effective tool for learning, the use of which may inspire a kind of technological reform in education. Document addendums list class hardware and software. | [FULL TEXT]

Jackson, Terresa; Lorenc, Daniel; Iorizzo, Luciano, Jr. (1997).  Interactive Distance Learning Over the Internet: A Hybrid Solution.  Journal of Instruction Delivery Systems, 11, 3. 

Outlines the development of a hybrid Internet course (Armor Officer Advanced Course) for the Army, highlighting front-end analysis validating training objectives, descriptions of course domain and traditional course (military decision-making process); description and implementation of a hybrid course using automated instruction and distance-learning technology; performance requirements, and evaluation.

Jacobs, Gabriel (1998).  Evaluating Courseware: Some Critical Questions.  Innovations in Education and Training International, 35, 1. 

Identifies critical questions with respect to the evaluation process in the design, development and use of courseware. Argues that certain fundamental difficulties in quantifying and judging effectiveness and learning outcomes might lead one to abandon formal evaluation; awareness of those difficulties is important for developers and teachers deciding on the caliber of a piece of educational software.

Jacobs, Gabriel; Rodgers, Catherine (1997).  Remote Teaching with Digital Video: A Trans-National Experience.  British Journal of Educational Technology, 28, 4. 

Analyzes the psychological, technical, administrative, organizational, institutional, and general pedagogical problems in phase one of a distance learning project. Using ISDN videoconferencing for remote interactive tutorials to provide practice for United Kingdom students at the University of Wales Swansea studying business French and HEC Liege (Belgium) students studying business English. Suggests solutions to problems encountered.

Jacobs, Geralyn M. (1997).  Using Technology To Enhance Early Childhood Teacher Preparation. 

Technology can be a tremendous asset in preparing professionals to work with young children and a number of technological applications can serve to enhance early childhood teacher preparation. Among these applications are: slide show presentations; use of the internet; introduction of students to software to assist in the development of child-centered curriculums; and practicum opportunities to provide students with experience in working with young children on computers. Teacher educators need to continue to strive to find increasingly effective ways to help their students become more comfortable and proficient in working with technology in early childhood classrooms, from preschool through the primary grades. (Includes a table of website addresses of use to early childhood professionals.) | [FULL TEXT]

Jacobsen, D. Michele (1998).  Adoption Patterns of Faculty Who Integrate Computer Technology for Teaching and Learning in Higher Education. 

This paper reports on research that builds and extends a diffusion of innovations framework and adopter categories in order to accurately reflect and describe faculty innovativeness with technology for teaching and learning. A World Wide Web-based survey was used to collect information from 76 faculty members from across disciplines at two major North American universities regarding technology use patterns, computer experience, use of technology for teaching, general self-efficacy, changes to teaching and learning, incentives, and barriers. Data were analyzed for the differences between early adopters and mainstream faculty, the rate of adoption of educational technology by faculty, resulting changes to the teaching and learning environment, the incentives and barriers to integrating technology, preferred methods for learning about technology, and methods for evaluating the outcomes of integration. One figure presents the continuum of innovativeness; tables present data on changes to teaching and learning, and rates of agreement with statements about changes to postsecondary teaching and leaning, incentives, and barriers to integration. Contains 27 references.  | [FULL TEXT]

Jacobsen, D. Michele; Clark, W. Bruce (1999).  New Meets New: Fitting Technology to an Inquiry-Based Teacher Education Program. 

The method by which student teachers at the University of Calgary are prepared to meet technology requirements for teacher certification has been made obsolete by the introduction of a new inquiry-based teacher education program. Combined with a new school curriculum, which requires the seamless integration of technology into core subject areas, this has prompted the need to rethink the technology aspect of the teacher education program. A needs assessment based on the new Alberta curriculum was conducted to generate a technology profile of student teachers entering this new two-year Master of Teaching program, and to facilitate selecting appropriate means to integrate technology within it. In contrast to the previous teacher education program that concentrated on foundational technology knowledge and productivity skills with computers, it appears that efforts in the Master of Teaching program should be concentrated on more sophisticated technical skills and on the integration, communication, decision making, and problem solving aspects of educational technology.  | [FULL TEXT]

Jacobsen, D. Michele; Mueller, John H. (1998).  Creating a Collaborative Electronic Community of Education Scholars. 

This paper discusses the design and outcomes of an undergraduate education course that used current communication technology. A collaborative, electronic community was developed by pre-service teachers studying educational technology in order to publish, exchange and consider emerging ideas about the use of computers for teaching and learning. In response to research and theoretical readings, as well as commentary and discussions about the use of computers in education and by society, students posted their coursework on individual World Wide Web pages in order to increase the audience for their ideas and to generate response. Described in this document are the course of study, course participants, and coursework assigned including electronic portfolio, laboratory work, and examinations. Also covered are the technology integration plan, student feedback, benefits and drawbacks of the program, effects on writing, instructions on building Web pages, and finally, future teaching careers. The course instructors believe this teaching method, especially the electronic portfolio assignment, contributed to the development of highly marketable educational technology skills among participating students. | [FULL TEXT]

Jacobsen, Michele (1997).  Bridging the Gap between Early Adopters' and Mainstream Faculty's Use of Instructional Technology. 

This paper examines characteristics of early and later adopters of educational technology among college faculty and suggests models for encouraging wider diffusion of technology for teaching and learning. Using Rogers' (1995) theory of diffusion of innovations, the paper examines: (1) the characteristics which distinguish early adopters from others; (2) the implications of developing a long-term plan for campus-wide activities based on the characteristics of early adopters; and (3) the alternatives to such a plan. The paper finds different characteristics and roles for each of the five categories of adopters under Rogers' diffusion theory. Especially noted is the "chasm" between early adopters, who are interested in the technology itself, and later adopters, who are concerned primarily with teaching and learning and view ease of technology use as critical and want proven applications with low failure risk. Such studies suggest that case study research of individuals who are both early adopters of instructional technology and excellent teachers are needed. The paper concludes that to achieve adoption by mainstream faculty, campus-wide planning and investment in the human infrastructure is needed, including training and support which capitalizes on the opinion leadership and persuasive qualities of early adopters. | [FULL TEXT]

Jacobsen, Michele (1997).  Instructional Quality, Student Satisfaction, Student Success, and Student Evaluations of Faculty: What Are the Issues in Higher Education? 

This paper reviews issues in student satisfaction and evaluation of faculty as factors in determining instructional quality. It is based on a recent controversy at the University of Calgary (Alberta) which centered around the proposed publication of the results of student evaluations of faculty (SEFs) and was intended to help students, as consumers, make course choices. The paper then addresses seven topics related to the use of SEFs to assess instructional quality at the higher education level. These are: (1) the goals and values of higher education; (2) the educated person; (3) teaching effectiveness; (4) student satisfaction and student success; (5) the consumer model of higher education; (6) research on SEFs; and (7) technology and teaching. The paper notes that research indicates that student satisfaction can be influenced by such variables as teacher expressiveness, gender, rank of professor, expected grade in course, and possibly the integration of technology into instruction. The paper concludes that student satisfaction and student success cannot be separated from an assessment of instructional quality, but that a consumer model is detrimental to the goals of higher education. | [FULL TEXT]

Jacobson, Michael J.; Jacobson, Phoebe Chen (1998).  Lessons Learned and Lessons To Be Learned: An Overview of Innovative Network Learning Environments. 

This paper provides an overview of five innovative projects involving network learning technologies in the United States: (1) the MicroObservatory Internet Telescope is a collection of small, high-quality, and low-maintenance telescopes operated by the Harvard-Smithsonian Center for Astrophysics (Massachusetts), which may be used remotely via the World Wide Web; (2) the Teaching Teleapprenticeships Project at the University of Illinois is exploring frameworks for learning that use electronic networks to create apprenticeship-like, asynchronous or synchronous learning environments for teacher education; (3) the Learning Through Collaborative Visualization (CoVis) Project at Northwestern University (Illinois) utilizes advanced technologies and innovative pedagogical approaches to help make the teaching and learning of science more like the practices of scientists; (4) the Knowledge Integration Environment (KIE) Project at the University of California at Berkeley has developed a model to foster Web-mediated learning; and (5) the Global Learning and Observation to Benefit the Environment (GLOBE) program is a major Internet-based international science education program aimed to enhance students' understanding of earth systems and to promote science and mathematics learning and environmental awareness. After a brief overview of each project, features common to these projects are discussed, followed by a consideration of challenges to be faced as innovative pedagogies and network technologies are used to support educational improvement and reform. Contains 10 references.  | [FULL TEXT]

Jacso, Peter (1997).  The Hardware Helper II: Finding the Right System for Accessing the Web.  School Library Journal, 43, 1. 

Examines the primary considerations in choosing a computer for Web access in a school setting: (1) Internet connection; (2) operating system; (3) processor and memory; (4) video subsystem; (5) audio; and (6) hard disk. Suggests having both a budget and a high-end personal computer.

Jarrett, Denise (1998).  Integrating Technology into Middle School Mathematics: It's Just Good Teaching. 

Many believe that technology offers the most benefit to students and teachers when it is integrated into the core curriculum rather than being taught as a separate discipline. This publication is intended to assist teachers in incorporating technology into learning activities in mathematics and science. Chapters emphasize issues concerning mathematics and science education standards, teaching and learning with technology, ensuring equity, common instructional technology, succeeding with minimal resources, and changing classroom roles. Included is a list of resources, web sites, and organizations. | [FULL TEXT]

Jarvela, Sanna (1998).  Socioemotional Aspects of Students' Learning in a Cognitive-Apprenticeship Environment.  Instructional Science, 26, 6. 

Analyses of students' social and motivational interpretations of interaction during classroom teaching and learning are reported. The interactive learning was organized according to the principles of a cognitive apprenticeship and applied to a technology-based learning environment. The purpose as to promote the mediation of modern technological thinking and problem-solving skills for 7th-grade students in a LegoTClogo environment.

Jurema, Ana Christina L. A.; Lima, Maria Edite Costa; Dalmau, Mary C.; Filho, Merval Jurema (1997).  Towards a Pedagogy of Informatics: Preparing Educators To Face the Challenge. 

This paper explores the challenges facing educators to incorporate "informatics"--computer education in the broad context of information technology--into the curriculum for K-12 students, and "capacitation" for teachers, the continuing professional education which enables and empowers teachers to face these demands. The computer education program based on this pedagogy of informatics has been used in more than 20 elementary and middle schools in Brazil for 3 years. The program objectives are to: provide students with access to systematic knowledge about computers and information technology; use computers and information technology as an educational resource for students and school; and assist teachers to become users and teachers of informatics through understanding the philosophy, ideas, and skills on which the program is based. The program, "Introductory Informatics Course for Children and Adolescents," was designed around three themes: (1) foundations of informatics (history, functioning, and use of computers); (2) informatics and society (social impact and vocational and work market analysis); and (3) interest centers (workshops on many topics, including, but not limited to, arts, games, literature, mathematics, pedagogical support, library). The program includes textbooks for students and teachers, family activities, Learning Activity Books for Teachers (methodological orientation and educational programs), and educational software. The ongoing teacher capacitation program includes coursework, monthly teachers meetings, and end of semester workshops. | [FULL TEXT]

Jurema, Ana Cristina L. A. (1996).  Computers in Schools: Are They Really Making a Difference? A Brazilian Glance in American Schools. 

This research employs an ethnographic approach in the examination of the effects that computers in schools have on student learning in the United States. It is argued that emphasis on technology, science, and mathematics is not enough to meet educational needs in America. The enthusiasm fostered by technological innovation often overshadows certain crucial questions with regard to how computers are used, the role that technology plays in solving problems, the role that computers play in educating a future workforce, and the long-term effects of technology in schools. Data is comprised of field notes and interviews that were recorded and transcribed. Findings indicate that a high volume of computer equipment does not guarantee competent students and that computers work best as tools of instruction. | [FULL TEXT]

Jurema, Ana Cristinia L. A.; Lima, Maria Edite Costa; Filho, Merval Jurema (1996).  Using Computers in K-12 Schools: A Project Presentation and Evaluation. 

The challenge facing educators today is not just to use computers at school but to use computer education and "Informatics" (information plus automatics, placing computer education in the broader context of information and technology) to mediate improved social and learning relations in schools. In order to introduce computers into schools, a multidisciplinary and cooperative approach was used to develop a program using a working team of professionals in the areas of Informatics, cognitive psychology, education, visual programming (graphics), history, and a specialist in the production of didactic materials. The course was designed around three themes: (1) foundations of Informatics (history, function and uses of computers); (2) Informatics and Society (social impact and vocational and work market analysis); and (3) Interest Centers (workshops on many topics including art, games, literature, mathematics, pedagogical support, and library). This project is being applied to 20,000 students in 17 schools in Brazil. A package of teacher and student materials form the basis of a course to introduce Informatics to K-12 students. The project is evaluated according to its main characteristics: schedule, teachers, hardware, software, and didactic material. Feedback from the schools concerning the project has been favorable. | [FULL TEXT]

Junco, Carol; Cook, Gillian (1998).  Community Connections: The Madonna Center Project.  Primary Voices K-6, 6, 1. 

Explores benefits derived from the "Gardendale Family" (a vertically aligned team of K-6 classrooms in which students remain throughout their elementary school careers). Highlights a community-based research project which served as a vehicle for fostering cross-age learning opportunities, connecting students' learning to their community, and integrating technology into instruction in a purposeful and meaningful manner.

Jung, Insung; Leem, Junghoon (1999).  Design Strategies for Developing Web-based Training Courses in a Korean Corporate Context.  International Journal of Educational Technology, 1, 1. 

Describes the Network-Based Instructional Systems Development model for developing Web-based virtual training courses that incorporate social interaction and collaborative learning strategies in a self-directed learning environment within a Korean corporate context. Topics include problem-based learning; constructivism; resource-based learning; reflective thinking; and course evaluation. 

Junion-Metz, Gail (1997).  K-12 Resources on the Internet: An Instructional Guide. 2nd Edition, Revised and Expanded. Internet Workshop Series Number 5. 

This book, designed as both a teaching and a learning tool, provides guidelines on how to use Internet tools (World Wide Web, e-mail, Gopher, and others) to find K-12 projects, reference sources, school assignments, fun activities, current information, pen-pals worldwide, team projects with other students around the world, special-education resources, story hour sites, and more. In addition, the book explains the Internet vocabulary; offers a variety of instructional strategies; provides information on finding updated Internet resources; and assists with administrative and policy issues. The book is divided into three modules. Module 1 gives the basic information needed for starting to use and explore the Internet. The exercises are intended to provide practice in using each tool and can be customized to meet training needs. Module 2 offers ideas about how to teach about the Internet and ways to use it in classrooms and libraries. This module provides annotated lists of useful projects and discusses advantages and disadvantages of Internet tools. Module 3 presents information and resources on the planning for Internet implementation, including the special roles of teachers and librarians. Appendices include a table comparing Gopher and the World Wide Web, and copies of acceptable use policies. This second edition contains updated sources and references, expanded information about Acceptable Use Policies and blocking software, and a new section on the differences among Web searching tools and how to use them.

Jervis, Alan; Steeg, Torben (1999).  Internet-Based Resources--Really Useful?  Teaching Mathematics and Its Applications, 18, 3. 

Summarizes recent research into patterns of Internet use in schools providing detailed pictures which suggest that in the majority of schools, the use of the Internet is at a very early and restricted level of use. Reflects on the communication aspects of the Internet and web-based resources. 

Jervis, Charles K. (1998).  Using Postman and de Bono as Guiding Principles in an Interdisciplinary Standards Based Approach to Technology Analysis for Secondary School Students. 

This paper describes a technology assessment curriculum developed at Auburn High School (Virginia). The program was used in Honors Biology and General Chemistry classes and is based on Neil Postman's ten principles of interaction between technology and society and Edward de Bono's "Six Thinking Hats," a system of approaching a problem that provides a formalized framework to focus thinking. Objectives of the programs were for students to: analyze local and recent technological, economic, scientific, and cultural interactions; address these technologies from the points of view of de Bono's and Postman's frameworks; and produce a portfolio of products according to principles of authentic assessment that document an understanding of Postman's principles and the technologies investigated. Topics discussed include: (1) rationale for the project and an introduction to de Bono's and Postman's techniques; (2) standards and technology education, including Virginia and national standards/frameworks; (3) the importance of technology assessment to contemporary society; (4) the amount of technical knowledge needed to make intelligent decisions about technology; and (5) basic skills necessary in order to be comfortable with investigations into technology/science/society issues, including understanding of the foundations of scientific reasoning, and science, humanities, and social sciences problem solving skills. Sample student handouts and assignments are included. | [FULL TEXT]

Jordan, R. R. (1997).  English for Academic Purposes. A Guide and Resource Book for Teachers. 

This guide is designed to provide teachers of English for academic purposes (EAP) with background information and tools to design and conduct courses for students who are either native speakers or non-native speakers of English. Chapter topics include: definition and scope of EAP and related study skills; assessment of student needs, by case study or survey; EAP syllabus and course design; evaluation of students and courses; learning styles and cultural awareness; methodology and instructional materials; evaluation of materials; academic reading; vocabulary development; academic writing; lectures and note-taking; speaking for academic purposes; reference and research skills; examination skills; and English for specific academic purposes (academic discourse and style, subject-specific language, instructional materials design and production, concerns and research). Appended materials include an extensive list of recommended books and journals, notes on use of educational technology, a description of the British Association of Lecturers in English for Academic Purposes and its activities, and a list of EAP exams and examining bodies. Contains 554 references.

Jorgensen, Marcus E. (1999).  Why Go to a Trainer for Non-Training Solutions? Eight Reasons Why Trainers Make Good Performance Technologists.  Performance Improvement, 38, 1. 

Provides eight reasons why a trainer with an instructional technology background and an employee-centered focus on performance improvement should be involved in solving human performance problems. Abilities highlighted include: systematic thinker; systemic thinker; analytical; team player; excellent interpersonal and communication skills; knowing the employees and their work; and background in performance technology skills.

Joo, Jae-Eun (1999).  Cultural Issues of the Internet in Classrooms.  British Journal of Educational Technology, 30, 3. 

Investigates cultural issues that the Internet has introduced into classrooms, with illustrations of good practice to stimulate critical discussions among educators on ethical and cultural aspects of Internet use, including equality of access and participation for all people, and mutual respect for, and promotion of, underrepresented languages and cultures.

Javid, Mahnaz A. (1998).  Creating a Resource Center for Homeschoolers: The Impact of Technology.  Educational Technology, 38, 6. 

Summarizes the findings of a two-month case study of Edmonds Cyberschool (Washington), a resource center for homeschoolers. The study focused on the impact of technology on students' learning as indicated in three areas: attitude toward technology, the use of technology, and value of technology versus other available resources.

Jalongo, Mary Renck (1998).  On Behalf of Children: "Overselling Technology, Underestimating Thinking." Editorial.  Early Childhood Education Journal, 25, 4. 

Discusses ten ways that technology is being oversold and the implications for educators at all levels. Argues that while technology is considered a useful tool, sales tactics that stir fears of being antiquated and promise instant access to information, group participation, worldwide contacts, and time and money savings are misleading.

Judd, Gary; Tanski, Laura (1997).  A Pioneer in High-Tech Instruction.  Planning for Higher Education, 25, 3. 

Describes the process by which Rensselaer Polytechnic Institute (New York), beginning in the 1980s, became a leader in computer applications in college instruction. Focus is on the leadership provided by the administration and the process of reengineering institutional operations in many instructional and administrative areas. Outlines three phases for such organizational change and lessons learned.

Judge, Sharon Lesar; Parette, Howard P., Jr. (1998).  Family-Centered Assistive Technology Decision Making.  Infant-Toddler Intervention: The Transdisciplinary Journal, 8, 2. 

Discusses a family-centered assessment and intervention approach that empowers and enables families in the selection and use of assistive technology by young children with disabilities. It considers key characteristics of parent/professional partnerships; child, family, technology, and service-system domains; and the use of culturally sensitive practices in making decisions about assistive-technology devices and services.

Jewett, Frank (1998).  The WESTNET Program--SUNY Brockport and the SUNY Campuses in Western New York State: A Case Study in the Benefits and Costs of an Interactive Television Network. 

This case study describes a collaborative effort among 10 campuses of the State University of New York (SUNY) to establish a shared distance learning network in western New York state. Participating campuses, led by SUNY Brockport, made a proposal to the SUNY system Office of Educational Technology to form WESTNET, a distance learning network that would provide two-way compressed video connections and related classroom equipment at each of the member institutions. The proposal was funded, the network established, and courses were first offered in the spring 1997 term. This study discusses the background and context of WESTNET implementation; WESTNET cost estimates, including comparisons to a traditional lecture-based course; and benefits of WESTNET in terms of student learning outcomes (in grades and attitudes), institutional renewal and growth, course sharing, and faculty development opportunities. An appendix includes a table showing mean responses of the student attitude survey. | [FULL TEXT]

Jewett, Frank (1998).  Course Restructuring and the Instructional Development Initiative at Virginia Polytechnic Institute and State University: A Benefit Cost Study. 

This report documents benefits and costs of restructuring two undergraduate courses at Virginia Polytechnic Institute and State University to better utilize instructional technology. Professors of the two courses, one in philosophy and one in microbiology, participated in workshops designed to help faculty explore the potential of electronic instructional technology and then restructured their courses to incorporate this technology. Learning outcomes from courses held in the spring of 1997 were evaluated. Students in the Web-based philosophy course section scored somewhat better than, or as well as, students in the traditional lecture section on 15 of 16 essay-scoring criteria. Learning outcomes from the microbiology course suggest no effect on grades of students taking the course, either before or after its redesign. Students in both restructured courses mentioned such advantages as better access to course materials. Institutional renewal through the instructional development initiative was also found. Analysis of costs (including the workshops, course conversions, and workstations for faculty and students) suggests that if 25 percent of a student's entire degree program were taken in these restructured courses, the cost per student would increase by $331 to $465. | [FULL TEXT]

Jaffee, David (1997).  Asynchronous Learning: Technology and Pedagogical Strategy in a Distance Learning Course.  Teaching Sociology, 25, 4. 

Observes that the development of new instructional technologies has produced a proliferation of distance learning courses and programs. Examines one mode of distance learning, known as asynchronous learning networks, and discusses some pedagogical principles and practices that can guide this delivery mode. Points to some positive aspects of online asynchronous learning.

Justiz, Manuel J. (1997).  Collaborating for Success: Case History of a School-College Partnership.  Educational Record, 78, 2. 

The College of Education at the University of Texas at Austin is collaborating with the Austin Independent School District to improve teacher education through restructuring of the preservice curriculum, infusion of technology into teacher preparation, a research-based internship program, new teacher mentoring, and administrator development. One program result is greater mutual support and respect between faculty and teachers.