Educational Technology | K

Kudva, Pramila (1999).  Relevance of a Knowledge Base for a Teacher as a Professional. 

Education provides the opportunity to face social change, and a teacher's role in this process is significant. Until recently, teacher expertise was defined only in terms of knowledge of the subject taught, and teaching itself was not considered a professional activity. This paper describes the entailment of a teacher's profession, examining the difference between professionalism and amateurism. After discussing the importance of integrity in teaching and the relationship of integrity to professionalism, the paper explains the need to have a strong knowledge base in order to move forward and improve. If teachers do not equip themselves with the necessary knowledge and attitudes about change, they will be left behind as change occurs. Teachers are the key to quality education and must be familiar with current educational technology (e.g., tele-access and virtual publishing). Knowledge can be categorized into two series of distinctions: (1) public knowledge, which is necessarily explicit, and personal knowledge, which can be explicit or tacit; and (2) and propositional knowledge, which is "knowing that"; procedural knowledge, which is "knowing how"; and images and impressions, which are held in memory but not represented in propositional form. There are four kinds of processes which contribute to professional performance: processes for acquiring and interpreting information, skilled behavior, deliberate processes, and meta processes. | [FULL TEXT]

Kacer, Barbara A.; Craig, James R. (1999).  Evaluation of Educational Technology in Kentucky Middle Schools. 

The Kentucky Institute for Educational Research has created six different Innovation Configuration Component (ICC) maps that describe the implementation of educational reforms in Kentucky in the context of the Kentucky Educational Reform Act. As part of a general study of progress toward educational goals in Kentucky, an investigation was conducted of the use of the ICC map to describe educational technology used in middle schools in Kentucky and, if the map could be used, the nature of the relationship between the level of implementation of educational technology and Kentucky's high-stakes assessment of academic achievement. Ten middle schools representing 5 levels of performance were followed longitudinally, and data from the ICC technology map compared with the results were of teacher interviews. In the sample of schools studied, there was a positive relationship between the degree of implementation of education technology in a school and achievement gains posted by the school's students, but it could not be determined whether the gains were a function of the implementation of the technology. The implementation of educational technology may be a marker of a school's willingness to implement reforms. Findings also suggest that another iteration of the ICC Map of Educational Technology would be appropriate to reflect the actual situation in the schools more accurately. | [FULL TEXT]

Kincaid, Tanna M.; Horner, Erin R. (1997).  Designing, Developing, and Implementing Diversity Training: Guidelines for Practitioners.  Educational Technology, 37, 2. 

Discusses diversity in the workplace and offers guidelines for practitioners in designing, developing, and implementing diversity training. Highlights include linking the diversity initiative to the organization's mission, cultural climate assessments, reviewing policies and procedures, needs assessment, learner analysis, establishing objectives, using the nine events of instruction, and formative evaluation.

King, Franklin L.; And Others (1995).  The Technology Scholarship Program for Alabama Teachers at Jacksonville State University. 

The Alabama Commission on Higher Education (ACHE) recently established the "Technology Scholarship Program for Alabama Teachers" (TSPAT). Jacksonville State University (JSU) is one of the state institutions participating in the program, which was funded by Act 93-636 of the Alabama Legislature. The program addresses technological literacy, multimedia computer-based instructional technologies (both current and emerging), popular instructional software, distance learning, and communication "superhighways." The targeted audience includes graduate level, employed teachers from Alabama public schools who are currently enrolled in a participating institution of higher education. Emphasis is on equipping teachers with diverse technologies that can be used effectively to stimulate creative thought in children. TSPAT has been in effect since 1994, and early indications have been favorable. This article familiarizes other educators with this unique teacher education program, and suggests ways to benefit the larger academic community and the public schools in particular. The article is divided according to: (a) teacher selection criteria, (b) specialized technology courses, (c) implications for the academic community, and (d) future goals. | [FULL TEXT]

King, Frederick B.; Harnar, Michael A.; Mayall, Hayley J. (1999).  Implications of Using Asynchronous Video in Distance Learning. 

The purpose of this study was to determine whether asynchrony between audio and visual presentation in distance education classes had an impact on student perceptions of distance learning and student achievement. Six distance education courses, all in different disciplines, were taught from six different locations to a minimum of one satellite location. Over 115 students from these classes filled out a 42-item post-course questionnaire. In addition to demographic data, two constructs emerged from the questionnaire. One construct was labeled "metacognition." The second construct, "technology," is the focus of this paper. This construct was found to have predictive value in: (1) determining whether students would enroll in future distance education courses; (2) determining whether they would recommend such courses to other students; and (3) predicting their final grade. Questions dealing specifically with asynchronous audio/video presentation of distance education classes revealed that there was no measurable impact of the asynchrony on student perception of performance, nor their willingness to register for future distance education courses. Further quantitative statistical analyses were conducted to explore other areas which might prove helpful in formulating future distance education classes. The Factor Loadings pattern matrix is appended. Contains 11 references.  | [FULL TEXT]

King, Jeff (1999).  The Missing Component in Distance Education: "Wetware" Development.  International Journal of Innovative Higher Education, 13. 

Urges distance educators to pay more attention to planning proper student interactions with "wetware," the internal processing/storage/retrieval systems and strategies used by the distance education learner. Notes that while hardware and software have developed, there has been little research into the differing learning styles of distance learners. Suggests that technological capabilities allow accommodation to various learning styles.

King, Kathleen P. (1999).  Unleashing Technology in the Classroom: What Adult Basic Education Teachers and Organizations Need To Know.  Adult Basic Education, 9, 3. 

Interviews, surveys, and journal entries were used to examine 41 teachers' and 6 teacher trainees' experiences with educational technology. About 91% experienced perspective transformation, most frequently through hands-on experience, discussion, and reflection. The most significant outcome was the way confidence in technology use empowered them to engage in academic exchange and learning.

King, Kenneth P. (1999).  The Motion Picture in Science Education: "One Hundred Percent Efficiency."  Journal of Science Education and Technology, 8, 3. 

Provides an historical overview of the development of the motion picture as a tool within the context of science education. Examines the use of technology as a teaching tool in terms of scientific literacy and the means by which the motion picture helped to accomplish scientific literacy goals.

King, Marjorie; Witney, Lois W. (1998).  Evaluation of Engaged Learning Activities Used in an Interactive Television Course. 

Using adult learning theory, this quasi-experimental study, involving a convenience sample of senior student nurses (n=13) enrolled in an Interactive Television (ITV) Course at East Tennessee State University, evaluated the perceived importance of engaged learning activities used. Subjects completed pre-test, post-test, and reflective papers. Analysis focused on the students' evaluation of the following factors: learner choice in selecting assignments and choosing tasks, small group activities, interaction with other students at other sites, classroom tasks linked to real world applications, and reflective paper exercises. Findings indicated that students enjoyed small group activities, as well as opportunities to select assignments and choose tasks. However, students did not feel that being in an ITV course enhanced their understanding of the course material.   | [FULL TEXT]

King, Maxwell C. (1995).  Distance Learning and Technology Plan. 

Brevard Community College (BCC), in Florida, undertook a review of enrollment, social and workplace trends, and institutional capabilities to determine opportunities, barriers, and implications for the institution in implementing distance education (DE) and instructional technology. Trends analyzed included enrollment shifts toward older students, economic needs for increased workforce retraining, and technological innovations in the workplace. To help determine opportunities for DE created by these trends, two national studies of college practices were reviewed, finding an increasing number of connections to the Internet, widespread offering of DE courses, and predicted increases in courses using electronic materials and distance technologies. Barriers identified included resistance to change among the culture that defines education as a classroom process rather than a learning-centered process and the need to increase the emphasis on customer service and value-added benefits. Based on these analyses, BCC developed recommended strategies and goals for implementing DE and technological innovation and developed a Distance Learning and Technology Plan. The Plan addresses institutional strategies related to technological innovations, including television systems, satellite service, computer-assisted instruction, and the Internet; curricular strategies; and learner support strategies. The Plan also addresses inter-institutional strategies for the 54 Florida community college campuses related to telecommunications infrastructure, hardware and facilities, and technology-based and DE courseware development, as well as strategies for forming DE partnerships. Diagrams of three computer system configurations are appended. | [FULL TEXT]

King, Maxwell C.; Crouse, Tace T. (1997).  Opening the Bottleneck: Using Computer-Mediated Learning to Increase Success and Productivity in Developmental Algebra.  Community College Journal, 68, 1. 

Describes the necessity in college developmental algebra classes for an individualized learning approach that caters to remedial students' different needs. The Mediated Learning Model, used at Brevard Community College, integrates the core elements of traditional instruction with interactive multimedia.

King, Nancy; Wood, Susan Andrus (1998).  Publishing on the Web: Opening the Doors of Community College Classrooms. 

This paper discusses the teaching benefits of World Wide Web publishing by individual instructors. Community colleges are actively involved in the national push towards distance learning. Many faculty members at community colleges publish course materials on the Web as part of both distance and traditional courses. As a result, a new rhetorical situation has occurred with respect to course material. In traditional settings, course materials were designed to accompany verbal context. But Web-published materials must have explanatory information embedded, in order to ensure their usefulness to students. The public act of publishing on the Web requires the instructor to think more critically about pedagogy. Prior to distance learning, the primary inter-institutional exchange of ideas came at conferences. Web publishing has allowed for much greater exchange of ideas between instructors, and in much greater detail, than is generally offered at a conference. This exchange of ideas can be viewed as a professional cooperative work group similar to student learning groups in traditional classrooms. Another benefit of Web publishing for instructors is the ability to create a readily accessible professional portfolio or curriculum vitae. The paper concludes with the assertion that the trend of Web publishing will continue to grow among community college instructors and offer new contributions to the teaching profession. | [FULL TEXT]

King, Paul E.; Behnke, Ralph R. (1999).  Technology-Based Instructional Feedback Intervention.  Educational Technology, 39, 5. 

Discusses the value of feedback in performance improvement and reviews an emerging theoretical perspective called feedback intervention theory as well as emerging technologies and practices related to feedback delivery in instruction. Topics include theories of learning; electronically mediated communication; and immediate feedback. Contains 53 references.

King, Tom, Ed. (1997).  Technology in the Classroom: A Collection of Articles. 

This collection of articles address three themes: the growing research supporting the belief that technology in education makes a difference for student learning; innovative ways to use technology in teaching; and firsthand accounts of schools that have successfully implemented technology in their classrooms. Through effective use, educators can implement technology in ways that transform classroom learning activities, enhance idea development and individual expression, promote peer collaboration and problem solving, and foster students' unique learning styles. The collection includes the following articles: "Achieving Technological Equity and Equal Access to the Learning Tools of the 21st Century" (Curman L. Gaines, Willie Johnson, and D. Thomas King); "Linking Students to the Infosphere" (Boris Berenfeld); "Technologies as Tools for Transforming Learning Environments" (Michael Hopkins); "Can Integrated Instructional Technology Transform the Classroom?" (Lani M. Van Dusen and Blaine R. Worthen); "Communication through Multimedia in an Elementary Classroom" (Elizabeth M. Riddle); "Virtual Reality and Multiple Intelligences: Potentials for Higher Education" (Hilary McLellan); "Crossroads to the World" (Dawn L. Morden); "Engaging Students in a Knowledge Society" (Marlene Scardamalia and Carl Bereiter); "The Saturn School of Tomorrow" (David A. Bennett and D. Thomas King); and "It's Elementary! Internet in a K-5 School" (Susan W. Hixson). Contains an index.

Kinginger, Celeste (1999).  Videoconferencing as Access to Spoken French.  Canadian Modern Language Review, 55, 4. 

A study analyzed classroom interaction between language learners in the United States and France using international videoconferencing, focusing on the American learners' Zone of Proximal Development and the differences between learners' capabilities and native speakers' language use. A videotape of the teleconference was found useful in providing enhanced access to the language corpus.

Kinzel, Margaret Tatem (1999).  Understanding Algebraic Notation from the Students' Perspective.  Mathematics Teacher, 92, 5. 

Explores how students interpret algebraic notation and what teachers can do to support appropriate interpretations. Presents two research-based strategies and concludes that in the face of reform and technological advances, finding a definition for symbol sense takes on added significance. Contains 22 references.

Kinzer, Charles; Leu, Donald J., Jr. (1997).  The Challenge of Change: Exploring Literacy and Learning in Electronic Environments.  Language Arts, 74, 2. 

Describes the potential of multimedia and hypermedia technologies and explains how they can facilitate literacy teaching and learning. Discusses various software projects, showing how multimedia and hypermedia technologies are changing traditional definitions of literacy and learning. Describes new challenges for teachers to consider as access to the Internet and the World Wide Web becomes more widely available.

Kinzie, Mable B.; Hrabe, M. Elizabeth; Larsen, Valerie A. (1998).  An Instructional Design Case Event: Exploring Issues in Professional Practice.  Educational Technology Research and Development, 46, 1. 

Defines case methods, a potentially valuable instructional tool for encouraging authentic, active learning. Describes an approach to the design and use of instructional design (ID) cases, and reports on the design and use of a Web-based ID case in a team case competition involving six universities. Team collaboration and competition were noted as motivating factors for students.

Kapitzke, Cushla (1999).  Cyber Pedagogy as Critical Social Practice in a Teacher Education Program. 

The policies and practices of higher education are influenced by social, economic, and technological changes currently occurring in postindustrial information societies. Competition in the globalized marketplace of mass tertiary education is transforming traditional curricula and their pedagogies. New communications and information technologies are central to these changes and to the philosophical and pedagogical shifts occurring in university classrooms. Using a case study, this paper investigates the use of online technologies in preservice teacher education. For the purpose of the study, cyber technologies and their associated pedagogical activities are conceptualized not only as tools but also as social practices. This enables a focus on learning and teaching as transformative practices. The instructional design of the course includes the posting of lecture notes on the Web and virtual tutorials through group e-mail discussions. All five criterion-referenced assessment pieces are required to be submitted at the semester's end on a four-member student Web page that is constructed as part of an assignment. The assignments, two of which are a review of Queensland Web sites and an evaluation of two search engines replete with a log of the search journey, illustrate the new forms of cyber- and techno-literacies. (Information Technology Skills Survey is appended.) | [FULL TEXT]

Kaplan, Harriet; And Others (1993).  Research Synthesis on Design of Effective Media, Materials and Technology for Deaf and Hard-of-Hearing Students. Executive Summary. Technical Report No. 2. 

This executive summary of a research synthesis on media, materials, and technology (MMT) which provide access to education for deaf and hard of hearing children from early childhood through eighth grade summarizes findings concerning: (1) assistive technology for education, including listening, visually based, and computer systems; (2) receptive skill development (audition and speech reading); (3) English language development and refinement; (4) media, materials, and technology for the development of American Sign Language; and (5) speech production teaching. | [FULL TEXT]

Kaplan, Marsha A. (1997).  Learning to Converse in a Foreign Language: The RECEPTION GAME.  Simulation & Gaming, 28, 2. 

The RECEPTION GAME teaches conversation skills to adult foreign language learners with positions in international business and diplomacy. The design combines elements of simulation and experiential learning and takes into account conversation's rapport-building function, turn-taking mechanisms, open-ended structure, listening demands for following topic shifts, and ways to display understanding and involvement.

Kaplowitz, Joan; Contini, Janice (1998).  Computer-Assisted Instruction: Is It an Option for Bibliographic Instruction in Large Undergraduate Survey Classes?  College & Research Libraries, 59, 1. 

Summative evaluation of library instruction at UCLA found no difference between undergraduate biology students in a lecture group and those in a computer-assisted instruction (CAI) group and prompted the elimination of the lecture method. This article discusses the conceptual framework for the CAI and includes the follow-up survey results.

Kennedy, Cathleen A. (1998).  Conflicting Purposes of Education: Will Improving Access to Higher Education Undermine Quality? 

This paper ties technologies used in education to purposes of education by correlating technologies with structures and structures with purposes. The paper begins with an exploration of the history of higher education structures, showing how technological innovation is a key component of major improvements in access to education. Next, the debate between advocates and critics of online education is considered against the backdrop of the three purposes of education: creating of an educated citizenry; resolving social inequities; and making educational systems more efficient. Finally, a vision of using online technology as a unifying influence is presented, bringing the three purposes of education into accord to support individual learners. Highlights include individualization of instruction and guidance, interactions among students and teachers, improvements in pedagogy, issues of equity, and a new model, called "Education for One," that includes five components: expanding access to education; the realization that one-size-fits-all curricula limit the effectiveness of education; the individualized nature of instruction; time and place independence of students and teachers; and cultivation of an academic community that is parallel to and integrated with the parent institution. Contains 17 references. | [FULL TEXT]

Kennedy, Cathleen A. (1999).  Reinventing Online Education from a Social Context. 

This paper presents a new educational paradigm for online education from the perspective of a faculty member who has taught these classes. It also addresses the value of the social context of the audience when looking into the differences between traditional and distance learners. The article cites one study that found that, as compared with traditional students, telecourse students are more intelligent, more emotionally stable, more trusting, and more conforming. They also tend to be more self-sufficient and expedient. The paper challenges assumptions about distance learning students in the online environment, asking if students who take courses online are already motivated, capable, and familiar with the technologies. If online education is viewed as an extension of what has been done before, there is a risk of building in certain assumptions about the teacher-student model and student learning strategies. How can online education be reinvented from a social context? What needs to be done? First, identify the educational purpose, asking who the institution seeks to serve and to what end. Once an audience is chosen, a community of learners who have reason to study a particular discipline online can be developed. The needs of the community must precede the pedagogy. Finally, the requirements of technology must be considered in terms of how to meet these objectives. | [FULL TEXT]

Kennedy, Dan (1999).  Assessing True Academic Success: The Next Frontier of Reform.  Mathematics Teacher, 92, 6. 

Discusses more effective uses of assessment techniques in mathematics classrooms. Presents some examples of powerful assessment techniques.

Kennedy, Teresa (1999).  GLOBE Integrates Mathematics, Science, Social Studies, and Technology into the Foreign Language Classroom.  Learning Languages, 4, 3. 

Describes the Global Learning and Observations to Benefit the Environment (GLOBE) program. GLOBE is a worldwide network of teachers and students representing over 6,500 schools in more than 75 countries. It is an excellent vehicle for learning a foreign language while exploring science, mathematics, social studies, and technology, providing a foundation for interdisciplinary and content-based study.

Kennett, Joyce A. (1996).  Faculty/Administration Relations in Community Colleges. 

The community college professoriate is characterized by a large reliance on part-time faculty, faculty unionization, a drive for educational technology, and the tendency to become part of a practitioner's culture and undervalue intellectual exchange. College administrators and governing boards, for their part, may see themselves as making important decisions for the colleges, but, in fact, deal only with operational and procedural matters. The leadership paradigm chosen to execute these tasks can mean success or failure for college administrators. The hierarchical approach, with a strong and decisive president, may work well in a corporate structure, but can be disastrous in an academic setting. Since colleges are essentially democratic and decentralized institutions, faculty often inherently distrust anyone who seems eager to govern them. An informal poll of seven administrators at Ocean County College pointed to the importance of faculty and administrators sharing information and sharing the same institutional mission, while the general perception was that campuses functioned best when the people who inhabited them were involved in the decisions that affected their circumstances and were able to operate in free, open, and communicative climates. Contains 27 references. The questions used in the administrator poll are appended. | [FULL TEXT]

Kenny, Richard F.; MacDonald, Colla J.; Desjardins, Francois J. (1997).  Integrating Information Technologies To Facilitate Learning: Redesigning the Teacher Education Curriculum.  Canadian Journal of Educational Communication, 26, 2. 

Describes a project developed at the University of Ottawa to integrate learning technologies across the teacher education curriculum. Highlights include student teacher needs; a needs analysis; the change process; student and faculty attitudes; and preliminary results of an evaluation that show problems to be addressed in future courses.

Kent, Todd W.; McNergney, Robert F. (1999).  Will Technology Really Change Education? From Blackboard to Web. 

This book examines what the current push for classroom computers means for teacher educators, focusing on what we know about the current use of technology in education, how the current push for computer technology compares with the histories of previous technologies in educational reform, how we can use knowledge of teaching to guide our use of technology, and what role technology might play in the future of teacher education. Chapter 1 provides teacher educators with a set of questions to guide their thinking about technology and its use in classrooms. Chapter 2 examines current practice and thinking regarding technology, discussing how technology is being applied in schools and technology's role in teacher education. Chapter 3 discusses the successes and failures of previous attempts to integrate technologies into schools, looking at the poor reception of high technologies (film, radio, and television) and the success of modest low technologies (notebooks, the chalkboard, and overhead projectors). Chapter 4 describes how technology can complement and supplement models of instruction, exploring the potential of technology to enhance the components common to any instructional model. Chapter 5 foreshadows what the future might hold for teacher education. | [FULL TEXT]

Krueger, Susanne; Schmitt, Rita (1999).  Reading Ability and the New Technology--Developments in Germany. 

This paper begins by examining various aspects of children's and young people's reading ability and the new media, including children's media use and ownership, as well as multicultural aspects. The way public libraries see their role in the teaching of media skills is then considered, including well-developed reading ability as a prerequisite of media skills competence, providing media access and teaching media skills, and library policy positions; the statistics on the library provision of new media with special reference to service for children and young people are also discussed. The following principles of media education activity in children's libraries are summarized: a play-centered approach; an activity-centered approach with emphasis on the child's own actions; the integration of all media forms; and the presentation of the library's media range. It is noted that the variety of media skills teaching activities in children's libraries far outshines actual media provision, and several practical examples are provided, including the creation of special links lists for children in the Internet, creative activities for getting to know new media forms, and creative activities for new media production. | [FULL TEXT]

Krup, Carol; Mayton, Thomas (1998).  California History-Social Science Technology Academy.  Social Studies Review, 37, 2. 

Profiles a teacher workshop sponsored by the School of California On-line Resources in Education (SCORE). The teachers developed units of instruction using problem-based learning (a constructivist approach where students discover techniques and information to solve problems) and combining them with Web-based information and tools. Briefly describes some of the units.

Kim, Jae-Woong (1999).  Present Problems and Future Challenges of the Korea National Open University. ZIFF Papiere 113. 

Korea National Open University (KNOU) opened in 1972 as a correspondence college designed to improve adult learners' preparation for Korea's college examination. KNOU has been redefined as "an institution for adults who are deprived, by various reasons, of higher education opportunities and is now playing a major role in developing lifelong learning in Korea. Although KNOU's enrollment increased from 12,000 in 1972 to 314,438 in 1998, it is struggling with a high dropout rate. Among the immediate challenges facing KNOU are to do the following: (1) develop a new curriculum and more flexible delivery system that will meet the unique needs of its changing student body (which is increasing in age and including increasing numbers of transfers from conventional universities or junior colleges); (2) improve its student assessment system; (3) learn to use technology more cost-effectively; (4) give professors more time for research; (5) improve its tutor and learner support systems; (6) give students more choices in selecting courses; and (7) obtain more funds (either by obtaining more government funding or increasing its student fees). KNOU is continuing to build a foundation for open and lifelong learning through implementation of the Cyber University Trial Project, establishment of the Center for Lifelong Education, and institution of a quality assurance system. (MN) | [FULL TEXT]

Kim, Jaehyun; Song, Young Soo (1997).  Instructional Design Guidelines for Virtual Reality in Classroom Applications. 

Instructional designers need to be able to understand and apply virtual reality to enrich learners' experiences. This paper examines the nature of virtual reality, how it applies to education, and rationales for using virtual reality in the classroom. The following instructional design guidelines for helping instructional designers to create a new learning environment are outlined: (1) provide divergent learning outcomes; (2) focus on learner-centered control; (3) provide a high level of user interaction; (4) follow the principles of instructional design; and (5) consider constructivist learning principles. | [FULL TEXT]

Kim, Min Kyeong (1999).  Women's Past, Present, and Future in Digital Technology.  International Journal of Educational Technology, 1, 1. 

Discussion of new digital information technologies highlights issues of concern for women. Topics include the non-neutrality of digital technology; social and cultural effects of digital technology; gender and technology; barriers to women's performance in mathematics, science, and technology; and computer-mediated communication.

Kim, Young Hwan (1999).  Prescriptions for Formative Research Methodology To Improve the Procedural Instructional Design Theory.  International Journal of Educational Technology, 1, 1. 

Describes formative research methodology and how it can be used for procedural instructional design theory. Compares formative research with formative evaluation for instructional products and discusses objectivity, trustworthiness, construct validity, and the need for greater use of formative research methodology. 

Kim, Youngsoo; Lee, Jong Yeon (1999).  Present and Future of Cyber Education in Korea: Suggestion for Its Promising Future Based on Representative Practices.  International Journal of Educational Technology, 1, 1. 

Provides an overview of cyber education in Korea that is meeting the educational needs of corporations as well as universities. Topics include Web pages; plans for performance evaluation; system architecture; and future possibilities, including service providers, information infrastructure, and rules and regulations.

Kimball, Chip; Sibely, Peter H. R. (1998).  Am I On the Mark? Technology Planning for the E-Rate.  Learning and Leading with Technology, 25, 4. 

Discusses technology use plans (TUPs) that schools need for E-rate discounts that are available through the Federal Telecommunications Act. A Technology Plan Analysis Rubric is included that is used to evaluate whether a TUP has the elements considered essential as described in educational research and confirmed by practicing technology coordinators.

Kimble, Carol (1999).  The Impact of Technology on Learning: Making Sense of the Research. Policy Brief. 

Research reports and articles on the effectiveness of technology in the student learning environment reflect a variety of opinions and conclusions. Educators who are making decisions about the use of technology will want to examine research results with the following questions in mind: Do research results and expert opinions support the continued integration of technology into schools and classrooms? If so, what is known from research and best practices about how to integrate technology into classrooms to achieve improved student learning? and What professional development is needed for integration of technology? This policy brief examines information supporting the variety of views--both negative and positive--and attempts to interpret that information in a meaningful way. Six steps for designing quality professional development are recommended, and guidelines for technology implementation are highlighted. | [FULL TEXT]

Kimczak, Aimee K.; Wedman, John F. (1997).  Instructional Design Project Success Factors: An Empirical Basis.  Educational Technology Research and Development, 45, 2. 

A study of four stakeholder groups identified 23 instructional design and development (ID) project success factors and grouped them into four categories: tangible resources, curriculum development, training strategies, and implementation support. Data analysis revealed differences in the importance attached to the factors by the stakeholder groups and in the importance of success factor categories to ID project success.

Kimmel, Howard; Muldrow, Diana; O'Shea, Mark; Deek, Fadi (1998).  Project Smart-Science and Math Access: Resources & Technology. 

This paper describes Project SMART (Science and Math Access: Resources & Technology), a multi-year professional development effort that includes components for all adults who regularly have contact with children with disabilities. The common goal of each of the components is the development of both efficacy and capacity to inspire children with disabilities to overcome challenges in the pursuit of excellence in math and science education. While the emphasis of the program has been on inservice teacher education, components have been developed for the following groups that support the efforts of children: general education teachers, special education teachers, parents of children with disabilities, and guidance counselors. The model program is intended to promote positive and permanent changes in the academic climate of classrooms and to provide teachers and other service providers with access to appropriate instructional materials, educational technologies, and hands-on experiences to insure full participation in science and mathematics by students with differing abilities. The teacher component focuses on collaborative teaching, upgrading knowledge of math and science subject matter, and identifying and practicing alternative approaches for teaching science and math. The technology training program is described, along with the program for parents and guidance counselors. | [FULL TEXT]

Kirby, Elizabeth (1999).  Building Interaction in Online and Distance Education Courses. 

Studies have shown that the single greatest factor affecting student satisfaction in distance education courses is the amount of interaction that occurs between teacher and students. New technologies have expanded the potential for interaction between students and instructors, but meaningful interaction that contributes to student growth and learning requires careful planning on the part of the instructor. Two sections of a graduate level instructional technology course delivered via video teleconferencing and online instruction were examined for instructional strategies that were used to build interaction. In addition, the effectiveness of the strategies and student responses to the interaction were explored. Meaningful interaction was achieved in the categories of learner-content, learner-learner, and learner-instructor. This was achieved through the instructor's careful planning of collaborative course activities that were specifically designed to support course objectives. Students were taught to use the interactive technologies (e-mail, bulletin board, chat) before they were required to use them, and these skills were reinforced and refined as the course progressed and the students became more proficient in using the technologies. The greatest problem appeared to be the delayed and limited feedback the instructor was able to provide regarding assignments.  | [FULL TEXT]

Kirby, Elizabeth; Driscoll, Marcy (1997).  Facilitator and Student Roles and Performance in a High School Distance Education Course. 

This study focused on the roles facilitators and students play in high school distance education classes, how these roles affect student performance, and other factors (such as school organization) which affect facilitator and student performance. Three classrooms from three different high schools, each taking the same nationally-offered distance education physics course during the 1994-95 school year, participated. The course was delivered live, twice a day, via satellite, with telephones and a computer keypad system connecting the students with the remote teacher. The research methodology included classroom observation, interviews with classroom facilitators and students, and review and analysis of student work, extant documents, and resources used in the course. Results supported the position of theorists who contend that distance education does not constitute a distinct educational process. The same factors that affect student learning in a traditional classroom (learner skills, knowledge, beliefs, and attitudes, and course and lesson design) also affect student learning in a distance education class. The study also suggests that responsibility for the quality and outcome of distance education courses is shared among all components of the distance education system. Specifically, the course provider, instructor, and designers are responsible for providing effective, efficient instruction that maximizes student achievement. The responsibilities of the local school include ensuring that students possess pre-requisite entry skills and supporting utilization of the course as designed. In addition to course design and school factors, facilitator roles and performance requirements are defined by the needs of the students themselves. | [FULL TEXT]

Kirby, Elizabeth; Schick, Jo-Anne (1998).  Developing Instructional Technology Curricula for Pre-Service Teachers: A Longitudinal Assessment of Entry Skills. 

This study examined recent (1995-1998) education students' exposure to a variety of instructional technologies prior to taking a required instructional technology course. The purpose was to identify how frequently students had used various technologies before entering the required course and to identify longitudinal changes and/or trends in experience levels. Participants were preservice and inservice teachers attending a mid-sized, public, southern state university. Between 1995-1998, during the first class meeting, 606 undergraduate and graduate students enrolled in different sections of required introductory instructional technology courses completed surveys indicating how frequently they had utilized various instructional technologies prior to beginning the course. Data analysis indicated that students had more experience with word processing than any other technology upon entry, and they seldom or never used spreadsheets and databases. Experience with information tools (e.g., e-mail, CD-ROM, and the Internet) ranged from seldom to often. By 1998, students reported having more prior experience with e-mail, CD-ROM, and the Internet than they did in 1995. Degree of prior experience varied significantly between groups over time and did not always move in a positive direction. | [FULL TEXT]

Kirkland, C. Eric; And Others (1995).  The Effectiveness of Television Captioning on Comprehension and Preference. 

The educational and motivational benefits of captioning have been established for people who are deaf or hard-of-hearing as well as for students who have a learning disability or who have limited English proficiency. The primary goal of this study was to determine whether technological enhancements to captioning would benefit children with learning disabilities and the general population of students. An evaluation was conducted of the effects of the speed of captioning on comprehension and the secondary effects of advance organizers on comprehension and preference. Middle school students with learning disabilities were the focus of this study; 317 eighth grade students, 68 with learning disabilities or special education needs, were examined. Half of the classes were asked questions that served as advance organizers for videos on a science topic; the other half viewed videos without advance organizers. All classes were assigned three captioning levels: standard, edited, or highlighted. The use of videos enhanced by captioning and the use of advance organizers was shown to positively affect students' comprehension and attitudes. Irrespective of advance organizers and group identification (general or special education), students' comprehension dropped when captioning was withdrawn. Interest ratings did not correlate significantly to comprehension scores. | [FULL TEXT]

Kirkpatrick, Heather; Cuban, Larry (1998).  Should We Be Worried? What the Research Says about Gender Differences in Access, Use, Attitudes, and Achievement with Computers.  Educational Technology, 38, 4. 

Provides a synthesis of the research findings on gender differences in the field of computers. Examines several popular theories of why the differences exist and what to do about them.

Kirman, Joseph M. (1997).  A Teacher's Introduction to Remote Sensing.  Journal of Geography, 96, 3. 

Defines remote sensing as the examination of something without touching it. Generally, this refers to satellite and aerial photographic images. Discusses how this technology and resulting knowledge can be integrated into geography classes. Includes a sample unit using images.

Kirmayer, Paul, Ed.; Michaelson, Serena T., Ed. (1998).  Adult Education in Israel IV. 

This fourth journal edition, oriented towards the topic of adult education and the community in Israel, focuses on these two major themes: the different approaches to analyzing and understanding the community, its populations, and its connection to adult education; and educational institutions and cultural entities within the community. Seventeen papers are included, organized in five parts. Part I, New Directions in Adult Education, includes "New Directions in Continuing Education: Towards the 21st Century" (Peter Jarvis) and "Judaism as a model for the Creation of a Learning Society" (Jonathan Mirvis). Part II, Adult Education and the Community: Approaches and Populations, contains the following five papers: "An Andragogic-Developmental Model in Community Work" (Rachel Tokatli); "Schools for Community Activists: A Report of the First Decade's Experience" (Alan S. York and Hank Havassy); "The Contribution of Adult Education in the Family in the Community" (Rina Cohen); "Basic Education for Immigrant Adults Hagoshrim Project" (Yaffa Schuster); and "Returning from the Dark" (Graciella Spector). These six papers make up Part III, Educational Institutions and Cultural Creativity within the Community: "The Community School--Education via Partnerships" (Yardena Harpaz); "The Popular University--The Classic Model vs. the Community Model" (Paul Kirmayer); "'Tehila' in the Community" (Ora Grabelsky); "Nine Principles in Creating a Community Play" (Yossi Alfi); "The Community Is on Both Sides of the Lens" (Ze' ev Zahavi); and "Regional Radio" (Yossi Alfi). Part IV, Happenings, includes these three papers: "Hamburg Statement: Adult Education in Israel" (Meir Peretz); "From Hamburg to Israel: What Must Be Done and What Can Be Done in Adult Education" (Eitan Israeli); and "Learning to Live Together--Middle East Educators' Meetings" (Magi Koren). Part V, Publications, lists 13 publications produced by the Israeli Ministry of Publications, Culture, and Sport in 1997-98. | [FULL TEXT]

Kirmayer, Paul, Ed.; Pinnes, Noy, Ed. (1997).  Adult Education in Israel, II-III. 

This is the second booklet in English that deals with adult education in Israel. The following papers are included: "Editors' Notes" (Paul Kirmayer, Noy Pinnes); "Introduction" (Meir Peretz); "Defining 'Adult Education'" (Yehezkel Cohen); "Planning Study Programs for Adults" (Rachel Tokatli); "The Role of Adult Education: Changing the Individual or Changing the Society?" (Maggie Koren); "Adult Education and Lifelong Education" (Paul Kirmayer); "Heretical Reflections Regarding Adults' Motives for 'Being Educated'" (Dov Friedlander); "The 'Unfinished Business' of Training Adult Educators" (Eitan Israeli); "Teaching Peace to Adults: Dare We Practice What We Preach?" (Benyamin Chetkow-Yanoov); "Adult Education in Israel: Policy and Objectives" (Meir Peretz); "Adult Education Comes of Age: Some New Directions" (David Harman); "Creating the Space for the First Word" (Graciela Spector); "'Distance Education'--Looking Forward to the 2000's" (Ora Grebelsky); "Distance Education by Telecommunication in Order to Provide Higher Education to the Periphery" (Zvia Ortner); "The Influence of Mass Media on the Family--An Exploratory Model" (Rina Cohen); "Watching Current Events Programs in the Ulpan: An Introduction to Israeli Society and Culture" (Dalia Hoffshteter); "Poorly Educated Women as Consumers of Television: A Different Point of View" (Yehudit Orensztajn); "International Contacts with Institutions and Organizations" (Paul Kirmayer, Noy Pinnes); "Summary of a Visit to an Adult Education Center in Turkey" (Shoshana Broner); "International Seminars on Adult Education in Israel" (Moshe Adorian); "A Seminar for Middle East Educators--Summer, 1995" (Haim Itkis); and "Publications: The Cream of the Crop (2)" (Yehudit Orensztajn). | [FULL TEXT]

Kirova-Petrova, Anna; Bhargava, Ambika; McNair, Shannan (1999).  Moving towards the 21st Century: Eliminating Gender Biases in Young Children's Use of Computers. 

This paper focuses on the discrepancy in the access and use of computers by girls and boys in early childhood classrooms. It is argued that this difference can be attributed to gender biased classroom practices, lack of female role models, and the unavailability of bias-free software programs. The paper: discusses existing forms of gender bias; emphasizes the importance of providing boys and girls equal opportunities in computer use; suggests ways to increase teachers' awareness of the sex role stereotyping and gender-biased use of computers, and recommends strategies to deal with those biases; and provides criteria in the selection of bias-free software programs. Contains 30 references. | [FULL TEXT]

Kajander, Ann E. (1999).  Creating Opportunities for Children to Think Mathematically.  Teaching Children Mathematics, 5, 8. 

Describes an after-school mathematics enrichment program in which children can freely experiment and play with mathematics and presents research observations. Offers some recommendations to teachers for implementing the program ideas in their classrooms. Contains 18 references.

Kajs, Lawrence T.; Sanders, Raymond, L.; Willman, Edward; Alaniz, Ramon; Brott, Pamelia E.; Gomez, Diana M. (1999).  Technology Education That School Principals Want. 

School principals are called to be lifelong learners. The advancements of technology require school leaders to participate in ongoing education to remain skilled in and informed about technology usage. This article first provides a literature review, discussing the need for continuing education in technology for school administrators as lifelong learners. Secondly, it discusses the types of technology education principals want, based on data generated from 100 elementary, middle, and secondary school principals from 23 school districts in Texas. Thirdly, it describes the types of software (i.e., word processing, presentation, spreadsheet, database, Internet, and e-mail) available to meet technology needs of school leaders. Lastly, the article discusses the implications of this study in establishing professional development programs in technology education for school leaders.   | [FULL TEXT]

Kuchinke, K. Peter, Ed. (1999).  Academy of Human Resource Development (AHRD) Conference Proceedings (Arlington, Virginia, March 3-7, 1999). 

This document contains papers from 39 symposia as well as two town forum presentations and a poster session at the 1999 Academy of Human Resource Development (AHRD) conference. The town forum papers address certification in the human resource development (HRD) field. Symposium topics are as follows: (1) adult learning in the workplace; (2) advances in distance learning; (3) learning and working in groups; (4) workplace diversity issues; (5) learning organization issues; (6) managers and learning; (7) linking HRD theory and practice; (8) work force issues facing HRD; (9) enhancing employee skills; (10) instructional technology; (11) international HRD perspectives; (12) informal workplace learning; (13) organization structure and strategy; (14) university HRD programs; (15) HRD issues in Asia; (16) knowledge management; (17) facilitating organizational change; (18) evaluation in HRD; (19) new perspectives in HRD; development; (20) integrating learning and performance; (21) individual learning issues; (22) evaluating the impact of HRD; (23) HRD in the United Kingdom; (24) HRD professional development; (25) changing workplace; (26) measurement and research tools; (27) work force development; (28) individual differences in learning; (29) linking HRD practice and research; (30) contextual learning issues; (31) career issues in HRD; (32) assessing employee performance; (33) core directions in HRD; (34) cultural issues in organizations; (35) workplace learning issues; (36) transfer of learning; (37) change processes in organizations; (38) qualitative studies in HRD; and (39) interpersonal dynamics in the workplace. The poster session topic is new models and metaphors for human resource development.

Korbel, Linda A. (1998).  New Expeditions: Charting the Future of Global Education in Community Colleges. Testimony and Reflections on Global Education. 

Posing the question, "If you could build a community college for 2010, what would it look like and whom would it serve?" the New Expeditions initiative takes up where the decade-old report by the Commission on the Future of Community Colleges, "Building Communities," left off. The initiative, which sought to remedy the latter report's limited attention to global education in community colleges, consisted of three phases. In the first phase, the nearly 200 member institutions of the American Council on International Intercultural Education and Community Colleges for International Development were surveyed in Fall 1998 about perceived obstacles and solutions concerning globalization efforts in community colleges. In the second phase, a hearing was held to report the survey results and to provide a forum for testimony from, and discussion among, community college presidents, federal agents and NGO personnel. In the third phase, fifteen community college leaders met at Airlie Center to discuss the impact of global education on access and equity, the faculty role, finances, governance, leadership development, market forces, student needs, technology, teaching and learning, and the civic role. They synthesized the survey results, earlier discussions, and their own vision into this report, which emphasizes that community and technical colleges will serve as the vanguard for global education into the next century. The survey instrument and transcripts of the testimony given by 12 individuals are appended. | [FULL TEXT]

Krishnayya, J. G. (1998).  Message from India: Reporting on New Trends in Education Technology.  Educom Review, 33 n4 p28, 30 Jul-Aug 1998. 

Highlights trends in educational technology usage in India. Discussion includes software exports; available jobs and salaries; the establishment by IBM of a research center; doctoral programs; the state of education; CD-ROM prices; and future plans for multimedia centers.

Kriss, Jack (1997).  Digitized Photography: What You Can Do with It.  Media & Methods, 34 n1 p20, 22 Sep-Oct 1997. 

Discusses benefits of digital cameras which allow users to take a picture, store it on a digital disk, and manipulate/export these photos to a print document, Web page, or multimedia presentation. Details features of digital cameras and discusses educational uses. A sidebar presents prices and other information for 12 digital cameras.

Kristovich, Sharon; Hertzog, Nancy B.; Klein, Marjorie (1998).  Connecting Families through Innovative Technology in an Early Childhood Gifted Program. 

University Primary School (UPS) is an early childhood gifted program affiliated with the University of Illinois at Urbana-Champaign. This paper highlights three innovative uses of technology at UPS: Knowledge Web pages, photo portfolios, and Chickscope. The Knowledge Web pages are a collection of Web pages that serve as a virtual bulletin board for the students' project work. This virtual bulletin board extends the classroom to the home where parents can view their child's work. Photography, including the use of a digital camera, has enhanced the ability of the teachers to document the learning that occurs in a project-based curriculum. Photo portfolios document areas of growth that are not easily captured by traditional measures of assessment. Chickscope enabled students in a K-1 classroom to control an MRI scanner at the National Center for Supercomputing Applications (NCSA) to study developing chicken embryos. This paper also describes ways in which children integrate the Internet into many aspects of their ongoing work. These examples of how UPS uses the latest in technology provide a starting point for many educators who are planning to integrate technology into their curriculum, program goals, and everyday activities. The paper's appendix lists computer resources needed to create the Knowledge Web pages. | [FULL TEXT]

Komoski, Ken (1998).  Families, Equity, and Technology: "The 81 Percent Solution" Revisited. 

Because students spend only 19% of their time each year in school, families and schools need to focus jointly on "the 81% solution" to improve learning beyond the school day and year. This paper discusses examples of the 81% solution that are being implemented in a variety of communities by the LINCT (Learning and Information Networking for Community via Telecomputing) Coalition, a nationwide coalition of socially concerned, nonprofit organizations working together to help communities to achieve universal access to electronic information and learning via community networks and the Internet. The goal of LINCT is the achievement of electronic equity at the community level by enabling even the poorest members of a community to "learn and earn" home computers via "electronic sweat equity." Communities are finding that this process is helping to strengthen in-school and at-home learning for students and job-ready computer skills for adults. | [FULL TEXT]

Kraack, Paul F. (1998).  Raising the Investment Quotient.  TECHNOS, 7, 4. 

Describes efforts in suburban Atlanta's Clayton County to improve existing schools, build new ones, and retire old debts through the passage of a special local-option sales tax. Discusses increases in student achievement, improved technology training and implementation, and relations with the community.

Kramarski, Bracha (1999).  The Study of Graphs by Computers: Is Easier Better?  Educational Media International, 36, 3. 

Identifies conceptions that students have with regard to the construction of graphs representing everyday situations in a computer learning environment using a GRAPHIC plotter, and examines the resistance of alternative conceptions to formal instruction. Following instruction, no significant improvement in students' performance was observed. Discusses theoretical and practical implications.

Kramsch, Claire; Andersen, Roger W. (1999).  Teaching Text and Context Through Multimedia.  Language Learning & Technology, 2, 2. 

Analyzes the interaction of text and context in a multimedia Quechua-language program and makes suggestions for teaching foreign languages through multimedia technology.

Kraus, Kathleen McGrath (1998).  Administrator and Faculty Responses to Distance Education: The EASTNET Initiative. 

This study traced "EASTNET: Distance Learning for SUNY in Eastern New York," a collaborative distance education initiative involving three units of the State University of New York from conception through proposal to implementation. The case study traces how such innovations are introduced and how the means of introduction affect the success of implementation and the potential for sustainability. Nine research questions framed the study, focusing on the decision to implement EASTNET and the communication involved in its implementation. Data sources included related printed materials and interviews with key informants from the State University of New York System Administration, the University at Albany, and the College at Oswego. Decision makers, proposal authors, and faculty were contacted and asked to participate in the study. Data were analyzed to see if patterns emerged that indicated similarities or dissimilarities in the responses between administrators and faculty or between institutions. Findings suggest that distance education may be the most rapidly growing form of postsecondary education. A culture change may be required as higher education reaches out to students at different times and places, and changes in how teachers teach and how students learn may be required as interactions between teacher and students and among students may be redefined. Colleges and universities cannot deny the existence and potential of distance education and the expanding educational market. Appendixes contain interview questions and a letter to key informants. | [FULL TEXT]

Krawchuk, Cheryl (1998).  Meeting Software Needs of Public and Higher Education: A Collaborative Model. 

This paper discusses the ongoing prototype of the Software Collaboration Model designed to meet the needs of both public and higher education. The model is based on instructional design principles and proposes that both public and higher education institutions can benefit through the collaboration of senior software design students and inservice public school teachers. Topics discussed include the rationale behind the project, participants, the precautionary measures taken to prevent either collaborating party's needs from being ignored, and the phases of the Software Collaborative Model (interest, equipment, program design, development, testing/training, and implementation). Findings from the initial prototype indicate that the model needs to be modified, giving more attention to communication between all involved parties, instructional design, and allowing for revisions of each step of the process; such modifications have been made, and a revised model is suggested. Two figures illustrating the initial prototype and the revised model are included. | [FULL TEXT]

Kozeracki, Carol (1998).  Managing Organizational Change in the Community College. ERIC Digest. 

This digest discusses two recurrent themes presented in the New Directions for Community Colleges volume titled "Organizational Change in the Community College: Ripple or Sea Change?" First, change in the external environment is accelerating, and colleges must respond to these changes to thrive. External environmental influences include differences in the economy, government relations, the demographics of student populations (more immigrants, high school dropouts, returning and displaced workers, welfare participants, and workers in need of skill upgrading), and the development of new technologies. All of these factors require responses from the community college. The second theme is that organizational change can either be internally initiated or externally imposed. California Legislation AB 1725 and case studies from Minnesota and Arizona State colleges and universities are cited to illustrate this position. The digest concludes with the observation that a lack of institutional cooperation hinders the implementation of legislatively mandated changes and that state lawmakers should solicit the input and support of the higher education community before passing legislation that dramatically affects those institutions. | [FULL TEXT]

Klein, David (1999).  Big Business, Race, and Gender in Mathematics Reform. 

This essay is divided into three sections that explain the history of mathematics reform and its conflicts focusing on the controversial California mathematics standards, discussing assumptions about ethnicity and gender in the mathematics reform movement, and describing the incorporation of technology into the mathematics curriculum.

Klein, Davina C. D.; O'Neil, Harold F., Jr.; Dennis, Robert A.; Baker, Eva L. (1997).  The Five Families of Cognitive Learning: A Context in Which To Conduct Cognitive Demands Analyses of Innovative Technologies. 

A cognitive demands analysis of a learning technology, a term that includes the hardware and the computer software products that form learning environments, attempts to describe the types of cognitive learning expected of the individual by the technology. This paper explores the context of cognitive learning, suggesting five families of cognitive learning. These families are: (1) content understanding; (2) collaboration; (3) communication; (4) problem solving; and (5) metacognition. Three technologies are analyzed with reference to these types of learning. The first technology, Algebra Tutor, is an intelligent tutoring system to help students learn algebra skills. "Hands-On Universe" is an astronomical research environment for high school students. "Function Machines" is an application for a visual programming language designed for mathematics and science education. Analyses of the types of learning expected for each of these technologies have resulted in the development of a suite of performance tasks (an integrated simulation) that includes individual and collaborative concept mapping tasks, a problem-solving search task, an explanation task, and a metacognitive questionnaire. This assessment environment is integrated across grade levels and within content areas to blend real-world tasks with a project-based scenario that captures many types of cognitive learning. | [FULL TEXT]

Klein, Hans E., Ed. (1999).  Interactive Teaching and the Multi Media Revolution: Case Method & Other Techniques. Selected Papers of the International Conference on Case Method Research & Application (15th, Marseille, France, July 9-13, 1998). 

This volume contains conference papers in which representatives from case method-oriented organizations present ideas on interactive, interdisciplinary, intercultural, and international teaching and learning. Eight chapters include: (1) "Case Method Research and Evaluation" (e.g., cross-cultural case research and writing and teaching research by distance education and computer technology); (2) "Adult Learning across Disciplines around the World" (e.g., modeling team learning and preparing teachers for urban settings); (3) "Case Teaching across Disciplines around the World" (e.g., case writing and role playing exercises for teaching legal processes); (4) "Educational Leadership and Case Method Application" (e.g., role plays to teach marketing cases and grading case courses to foster collaborative learning); (5) "Interactive Simulations and Distance Education" (e.g., interactive multimedia simulations in management and computer simulation in symbolic logic classrooms); (6) "The Case Method and the Internet" (e.g., tools to train student teachers for diversity and teaching human rights online); (7) "Case Studies and Writing in Various International Settings" (e.g., collaboration in researching, writing, and publishing cases and a case writers' workshop); and (8) "Applications in the Disciplines" (e.g., meeting marketing challenges of nations in transition and a case approach to improve educational mission impact). | [FULL TEXT]

Klein, James D. (1997).  ETR&D-Development: An Analysis of Content and Survey of Future Direction.  Educational Technology Research and Development, 45, 3. 

Reports on a study conducted to provide information on the direction of the development section of "Educational Technology Research and Development" (ETR&D). Results of an article analysis and a survey of consulting editors will guide the development editor in soliciting and selecting articles for publication.

Klein, James D.; Doran, Martha S. (1999).  Implementing Individual and Small Group Learning Structures with a Computer Simulation.  Educational Technology Research and Development, 47, 1. 

Investigates the effects of implementing individual and small-group learning structures with a computer simulation in college accounting. Results indicate students working alone expressed significantly more continuing motivation for their learning structure than did partnered students; students using extensive small-group structure exhibited significantly more discussion and provided more answers to partners' questions than did students using the occasional-group structure.

Klein, Reinhard; Hanisch, Frank (1998).  Using a Modular Construction Kit for the Realization of an Interactive Computer Graphics Course. 

Recently, platform independent software components, like JavaBeans, have appeared that allow writing reusable components and composing them in a visual builder tool into new applications. This paper describes the use of such models to transform an existing course into a modular construction kit consisting of components of teaching text and program classes. The program classes consist of JavaBeans which can be composed together into an application using a visual builder tool. Although the components are used for the generation of a computer graphics course, they are much more general and might also be used for the generation of other extendable and interactive World Wide Web-based courses. Topics discussed include: (1) the course, including content, structure, text and applets, programming exercises, and summary; (2) challenges of extending and modifying the course, including connection between course text and Java applets, generating new applets, and programming exercises; and (3) the construction kit, including the hypertext, applets, JavaBeans, examples, and design problems. Two figures illustrate the interconnected course text, applet, documentation, and interface, and building a simple applet and composing beans. Contains 17 references.  | [FULL TEXT]

Kleinsmith, Stephen L. (1997).  Technology in the Schools, So What?  School Administrator, 54, 4. 

A director of secondary education in Omaha, Nebraska, summarizes common concerns about schools' use of educational technology. It is suggested that administrators should decide how technology fits into already busy schedules, train staff adequately, secure funding, keep up with innovations, encourage appropriate classroom use, gain community support, view technology as a great equalizer, and overcome skeptics' resistance.

Klemm, W. R. (1998).  New Ways To Teach Neuroscience: Integrating Two Teaching Styles with Two Instructional Technologies.  Medical Teacher, 20, 4. 

Describes a program in neuroscience education that integrates innovative teaching styles and technologies. Two-way digitally compressed televideo is used for lecture and discussion simultaneously with on-site and remote students. Asynchronous computer conferencing complements class periods with student interactions and teacher feedback. Instruction methods include team learning in the conferencing environment. Assignments are given to both individuals and learning teams.

Klemm, W. R. (1998).  Eight Ways To Get Students More Engaged in Online Conferences.  T.H.E. Journal, 26, 1. 

Examines barriers to student participation in online conferences, including psychological/social forces and software limitations. Proposes the following ways to encourage student input: require participation; form learning teams; make activities interesting; don't settle just for opinions; structure activities; require hand-in assignments; know what you're looking for and involve yourself; and institute peer evaluation.

Kosakowski, John (1998).  The Benefits of Information Technology. ERIC Digest. 

To be effective, technology cannot exist in a vacuum, but must become part of the whole educational environment. New measures of evaluation are under development which would help to better define the role of technology in its wider context. This ERIC digest summarizes the observed benefits of technology implementation and addresses the importance of evaluating the effects of technology on learning. Discussion includes: applications of technology to basic and advanced skills; effects of technology on student attitudes; online technologies; use of technology by teachers and administrators; factors that help technology succeed; and evaluation of the impact on technology. Contains 16 references. | [FULL TEXT]

Koschmann, Timothy; Roschelle, Jeremy; Nardi, Bonnie A. (1998).  Activity Theory.  Journal of the Learning Sciences, 7, 2. 

Includes three articles that discuss activity theory, based on "Context and Consciousness." Topics include human-computer interaction; computer interfaces; hierarchical structuring; mediation; contradictions and development; failure analysis; and designing educational technology.

Kostopoulos, George K. (1998).  Global Delivery of Education via the Internet.  Internet Research, 8, 3. 

Examines academic, technical (network access, server capabilities, browser compatibility), administrative, instructional (technical support, student evaluation), and behavioral considerations of Internet-delivered education; discusses challenges to implementation (technology mastering, faculty training, course restructuring); and presents a course delivery prototype designed to serve as a shell for developing full-length courses.

Kovalchick, Ann (1997).  Technology Portfolios as Instructional Strategy: Designing a Reflexive Approach to Preservice Technology Training.  TechTrends, 42, 4. 

Describes a reflexive approach to technology training for preservice teachers blending elements from competency-based and integrative models so that students use technology as learner and teacher. Discusses technology portfolios as an instructional strategy, metacognitive strategies for self-understanding, and modeling and peer tutoring.

Kovalchick, Ann; Milman, Natalie B.; Elizabeth, M. (1998).  Instructional Strategies for Integrating Technology: Electronic Journals and Technology Portfolios as Facilitators for Self-Efficacy and Reflection in Preservice Teachers. 

This paper describes the use of electronic journals (e-journals) and technology portfolios as an instructional strategy in preservice teacher education technology courses. Introduction to Media and Computers in Teaching is an introductory level, two-credit, preservice teacher education course offered at the University of Virginia. In this course, the instructors use e-journals as a way to examine the students' learning throughout the semester and to model a strategy they can later utilize in their own classrooms. After each class, students create an entry in their e-journals using a word processing program. Whereas e-journals demonstrate learning in its developmental phases, portfolios represent the culmination of a student's work over a period of time; in this course, students collect examples of their work over the course of the semester for inclusion in their technology portfolios. The use of technology portfolios and e-journals places an explicit focus on the relationship between technology applications and instructional methods. This reflexive approach to training encourages students to consider technology as both a user/learner and a user/teacher. | [FULL TEXT]

Kovalik, Cindy L.; Dalton, David W. (1999).  The Process/Outcome Evaluation Model: A Conceptual Framework for Assessment.  Journal of Educational Technology Systems, 27, 3. 

The Process/Outcome Evaluation Model (POEM) is proposed to guide in the development of more holistic evaluations of both the learning process and the resultant outcomes of that process. POEM consists of four major components that employ multiple evaluation techniques and strategies resulting in a composite assessment of the totality of a learning experience.

Kovel-Jarboe, Patricia (1997).  From the Margin to the Mainstream: State-Level Policy and Planning for Distance Education.  New Directions for Community Colleges, 25, 3. 

Analyzes the results of a survey on the future of education given to approximately 250 faculty, staff, administrators, and students in Minnesota's public and private postsecondary institutions. Highlights five key policy areas likely to affect distance education: quality, student and academic support services, decision-making structures, mission, infrastructure and financial aid. (17 citations)

Kaganoff, Tessa (1998).  Collaboration, Technology, and Outsourcing Initiatives in Higher Education: A Literature Review. 

This report presents a sector-wide review of three types of cost-containment initiatives. The first, collaboration, allows for the sharing of resources, facilitates joint purchasing agreements, reduces duplication of services, and expands personal and professional contacts, but requires time to develop institutional relationships. The second, technology, introduces a range of equipment for automation, data processing, and communications; gives access to instruction and information through distance education and online systems; speeds up procedures; and customizes instruction for students. However, start-up costs are a major obstacle for this type of initiative, nor is it readily apparent to some how technology fits into institutional reward structures or the traditional view of student/teacher interaction. The third, outsourcing, involves contracting with an outside vendor to provide a service, allows institutions to bring in new expertise, technology, and services without hiring staff. It may also improve other, nonoutsourced services by introducing competition. However, outsourcing may require staff and expertise to manage the contracts and can also lower morale on campus if it results in layoffs. Following an introduction and descriptions of the methodology used, the report examines each type of initiative, listing benefits and limitations, provides descriptions of several programs, and makes some recommendations.

Kuntz, Patricia S. (1998).  Distance Education Technology--Foreign Language Instruction in the Central States. 

A study of distance education opportunities for second language learning in the Central States region, especially in the less commonly taught languages (LCTLs), investigated the need for such instruction, available technologies, and instructional course design. The first section examines the implications of distance language instruction for the region and the nature of involvement within major language education groups. The second section, which concerns instructional technologies, details the role and limitations of technology in second language instruction (including instructional materials, equipment, funding, and training issues), types of available technologies, functions of transmission networks, and the advantages and disadvantages of distance education in language instruction. The third section outlines issues in distance education course design in the areas of analysis (needs assessment, analysis of learner characteristics, task/content analysis, and instructional objectives), course design and development (preparation, presentation, participation, practice with feedback, and performance assessment), implementation (logistics and learner support), and evaluation (components, data collection and analysis). Contains 45 references. Substantial supporting materials are appended. | [FULL TEXT]

Kuntz, Patricia S. (1999).  Distance Education Technology: Foreign Language Instruction in Wisconsin. 

A discussion of distance-delivered foreign language instruction in Wisconsin focuses on the selection of appropriate technology for instructional delivery and on the design of distance instruction. Issues relating to both secondary and postsecondary instruction are examined. The first section examines some of the considerations in selecting technology and instructional materials for language instruction, then outlines the various technologies used for distance learning. These include print, one-way audio, electronic writing, audio-conferencing, and video-audio conferencing. The second section looks at aspects of course design, including needs assessment and task/content analysis, the design and development process, and concerns in implementation (logistics, learner support, evaluation). Appended materials include a list of Higher Education Act Title VI language/area centers in Wisconsin, related professional papers and presentations, members of the American Council on the Teaching of Foreign Languages distance learning special interest group, statewide membership of the cooperative language program, professional language organizations and language programs, a distance education survey form, site coordination checklist, and an instructional design timetable. | [FULL TEXT]

Kiefer, Robyn Dickinson (1997).  The Changing Role of Community College Faculty. 

Designed for use by community college practitioners in planning for changes related to the advent of the Information Age, this paper provides an overview of the literature addressing the changing role of college faculty. The first section provides a context for the changes, focusing on forces acting upon the colleges, such as the economic requirements of the Information Age and changing student demographics, and the effect of these pressures on organizational structures and delivery mechanisms. The next section addresses changes in the management of student learning, describing the recent paradigm shift from teaching to learning and the changes that will be required in college structures and functions to adopt the learning paradigm. The following section describes the increasing use of part-time faculty in community colleges, part-time faculty characteristics, and concerns and solutions related to their use. The next section focuses on managing technology, exploring the benefits of networking technology in making instruction accessible and its effects on the traditional one-way model of delivery. The final section provides a summary of issues and outlines changes in faculty roles from workers in the old paradigm to managers in the new learning paradigm, as well as organizational decentralization that will accompany these changes. Contains 70 references. | [FULL TEXT]

Kienzl, Gregory; Li, Yong (1997).  Computer Technology at Community Colleges. AACC Research Brief. 

A survey conducted in the fall of 1996 shows that a majority of community colleges have the following technological amenities: campus computer labs, Internet connectivity, campus computer networks, increased funding for instructional technology, and separate instructional systems departments. The Community College Computer Survey was sent to nearly 1,300 community colleges, and consisted of 7 sections covering network and Internet connectivity, networks and mainframes, computer access and lab usage, computing services, software availability, personnel in instructional technology offices, and funding/institutional planning for computer services. Graphs and charts illustrate responses to the survey, as well as student-to-computer ratios, computer distribution, accessibility, and operation hours for different community colleges. | [FULL TEXT]

Kahn, Jessica (1996).  NCATE Standards for Educational Technology: One College Meets the Challenge. 

The teacher education unit at Chestnut Hill College (Pennsylvania) worked to incorporate National Council for the Accreditation of Teacher Education (NCATE) standards for technology education into its courses. Chestnut Hill intended to educate current students in technology use and planned to establish communication between the applied technology and education faculties and to bring applied technology faculty into the education department. Strategies have included placing two students who were both candidates for master's degrees in applied technology and certification in elementary education as student teachers in classrooms where teachers had integrated technology into their existing curricula. In addition, a member of the applied technology faculty has assisted students who chose to demonstrate software to their education classes at the college. Also, a member of the applied technology faculty and a member of the mathematics faculty collaborated to create a software folder for the Mathematics Teachers course. Students in that course were then required to work with that software and evaluate each piece. In addition, a member of the applied technology faculty taught the equivalent of one course as a guest lecturer in various undergraduate and graduate education courses to inform students of software and technology types and to model incorporating technology into education courses. The paper concludes by describing seven projects planned for the future. | [FULL TEXT]

Kahn, Jessica (1997).  Technology-Rich Teacher Education: Meeting the NCATE Challenge.  Journal of Computing in Teacher Education, 13, 2. 

The National Council for Accreditation of Teacher Education with the assistance of the International Society for Technology in Education has written standards for educating teachers. This article describes strategies used by Chestnut Hill College (Pennsylvania) for meeting the standards (guest lecturing by applied technology faculty, workshops by graduate students, and software resources management in the computer center).

Kahn, Jessica (1998).  Ideas and Strategies for the One-Computer Classroom. 

This publication is intended to provide teachers with ideas and strategies for using one computer in the classroom. The focus is on elementary school classes, but some activities can be used with older students. Recurring themes are: scaffolding learning, "crap" detection or critical thinking, and knowledge organizing. Chapter 1: "Classroom Management" addresses issues related to handling classroom management decisions, using a computer for record keeping, choosing hardware and software, and dealing with technical issues; Chapter 2: "Ideas for Using Integrated Packages" describes word processing, database, and spreadsheet activities possible with only one computer; Chapter 3: "Knowledge Organizers" covers software that helps teachers and students make sense of isolated information; and Chapter 4: "Teaching With One Computer in the Content Areas" examines software formats and packages for teaching specific content. Five appendixes provide: a sample keyboard diagram, a worksheet for creating a ClarisWorks database, basic information on useful software packages, contact information for software publishers and other resources, and contact information for national educational software distributors. (Includes index.) | [FULL TEXT]

Koehler, Anne (1998).  Special Feature: A New Paradigm for Teaching with Technology.  Journal of Developmental Education, 22, 1. 

Depicts technology (both computers and television) as a new presence in the classroom. Calls for not simply replacing older teaching methods, but designing a new paradigm that utilizes computer assisted instruction as the basis for an "interactive multiplicity" of learning techniques.

Koeppe, Al (1997).  Testimony before the New Jersey Board of Public Utilities on Behalf of the New Jersey Commission on Higher Education Regarding Universal Service. 

This document provides a written account of a testimony of Al Koeppe, on behalf of the New Jersey Commission on Higher Education, to the New Jersey Board of Public Utilities. He describes the Commission on Higher Education and its role in the state as coordinating higher education within the state, planning, policy development, and advocacy. He then elaborates on the system of higher education in New Jersey. In the area of telecommunication services, he explains that information technology is increasingly critical to education at all levels of the system and that the state's overall well being depend on higher education system's ability to access various forms of technology. He continues to explain how the state has previously recognized the significance of telecommunications for higher education, despite a lack of financial support. He then stresses the need for universal service across the entire educational system and possible ways both K-12 and higher education institutions would benefit. He concludes with specific recommendations to the Board of Public Utilities. The Board is urged to adopt a statewide universal service fund with a separate component to provide discounted rates to higher education institutions for telecommunication services and the necessary connections to access services. An estimate of the proposal costs is included. | [FULL TEXT]

Kester, Don; Plakos, John; Santos, Will (1997).  Project RESPECT. Third Year Program Evaluation Report. 

In January 1995, John Marshall High School (Los Angeles, California) implemented a 3-year bilingual special alternative instructional program, Redesign of Educational Services Providing Enhanced Computer Technology (Project RESPECT). The federally funded program was to prepare limited-English-proficient (LEP) high school students for higher education, job training, or work. Specific objectives were for interdisciplinary teams to create instructional units while delivering structured English language instruction to this population, design a multimedia instructional program, offer parent training to foster partnerships with parents, and develop a peer support network of advanced LEP students to help newly-enrolled students gain access to available resources. The third-year evaluation of the project, presented here, measures levels of attainment of seven specific objectives and the success of project procedures, focusing on the goal of full English competence for participating students to meet grade promotion requirements and maximize school and community participation. All objectives were met except for two whose measurement was found to be impossible. Substantial appended materials include three samples of language production by participating students. | [FULL TEXT]

Kusimo, Patricia S.; Carter, Carolyn; Keyes, Marian (1998).  Internet: Act 1--Scenes from Tennessee Classrooms. 

In 1996, the Tennessee Department of Education collaborated with Appalachia Educational Laboratory to conduct research on the use of the Internet as a tool for instruction in Tennessee K-12 schools, focusing on ways in which experienced teachers use the Internet to enhance students' intellectual development. This study explored the following questions: Can the Internet become a part of meaningful instruction? What sorts of professional development activities support use of the Internet as a part of meaningful instruction? and, under what conditions may the Internet be an effective tool for improving student achievement? The methodology was organized around three integrated phases--planning, site-based observations and interviews, and analysis. Participants consisted of eight elementary school teachers in different geographical regions of Tennessee. Findings were analyzed related to three dimensions of Internet use: (1) resource acquisition, including accessing timely information and facilitating authentic learning tasks; (2) social interaction, including making connections with the world, learning through extended information networks, and interacting with local communities; and (3) intellectual inquiry, including improving student language/writing skills, energizing student learning, encouraging exploration, and promoting active learning. Teacher needs for effective Internet-based instruction were also examined, including improved Internet access, professional development, and appropriate assessment of engaged learning. The survey materials are appended. | [FULL TEXT]

Kettle, Kevin C., Ed. (1997).  Engineering and Technology Education for the 21st Century. A Report from the Regional Colloquium on Engineering and Technology Education for the 21st Century (Nakhon Ratchasima, Thailand, February 11-14, 1997). 

This colloquium was held with the purposes of promoting cooperation and collaboration among engineering education institutions in the Mekong subregion and establishing the linkage with engineering institutions in France; to promote university-industry collaboration in the field of engineering and technology education; to establish a network of engineering and technology education in the region; and to plan for further cooperation between France and SEAMEO RIHED (Southeast Asian Ministers of Education Organization and Regional Center for Higher Education and Development) in the future. This report serves as a source of information not only for engineering and technology institutions and the educators who work there, but for the private sector as well. The report is divided into four sections: (1) Introduction and Opening Speeches; (2) Papers (from France and Canada); (3) Country Reports (Cambodia, China [Yunnan], Lao PDR, Malaysia, Singapore, Thailand, Vietnam); and (4) Recommendations. The Keynote Address, by Professor Roger G. H. Downer, provides insight into the problems and issues involved in the provision of quality engineering education in the region, and suggests remedies to be pursued. The papers are as follows: "Pan-European Training: the Case of Cesi" (Monique Le May); "Trends in Engineering Education" (Jean Francois Mela); "How To Become a Qualified Engineer by Apprenticeship" (Christian Rumelhard); "The Challenges of Cooperative Engineering Education" (G. E. Schneider); "Thai-Canadian Collaboration in Human Resource Development" (S. A. Boctor);"Quality Assurance in Engineering Education: Engineering Accreditation in Canada" (F. Hamdullahpur); and "University-Industry Linkages in Environmental Engineering" (L. Otten.) Two annexes contain a program and a list of participants. | [FULL TEXT]

Kearns, Peter (1999).  Lifelong Learning: Implications for VET. A Discussion Paper. 

Lifelong learning should be seen as both an educational and a social practice in which learning occurs throughout individuals' lives and throughout society in a wide range of contexts (including the workplace), involves both formal and informal learning, and is facilitated by an extensive range of partnerships and networks. Vocational education and training (VET) must acquire a new humanism with a focus on people as a way of investing in human intellect, imagination, and creativity. Five key dimensions for achieving lifelong learning that can serve as a coherent and integrated template for thinking about how lifelong learning might be achieved are as follows: (1) establish the foundations for lifelong learning; (2) strengthen and develop pathways, bridges, and transitions; (3) foster learning organizations and institutions; (4) extend the role of information and learning technologies; and (5) develop lifelong learning communities. In Australia and elsewhere, a convergence of VET and general education would potentially address the needs of a knowledge-based economy, lead to a more integrated system with stronger linkages to other sectors, and build on current VET reforms.

Kearns, Peter; McDonald, Rod; Candy, Philip; Knights, Susan; Papadopoulos, George (1999).  VET in the Learning Age: The Challenge of Lifelong Learning for All. Volume 1. 

This study examined the implications of lifelong learning for vocational education and training (VET) in Australia. Data were collected from the following activities: literature review; consultations across Australia with stakeholders; case studies in five locations (Albury-Wodonga, Devonport, Ballarat, Newcastle, Canberra); investigations into developments in other Organization for Economic Cooperation and Development countries; and preparation of an interim report and discussion of that report at a national seminar in Sydney in November 1998. The study established that major changes in VET's socioeconomic environment have made it essential that the sector develop and implement coherent policies and strategies (such as the Learning City) to advance lifelong learning opportunities for all Australians. Specific actions to promote lifelong learning and help transform Australia into a learning society were recommended for the following entities: Ministerial Council on Employment, Education, Training and Youth Affairs; national and state/territorial governments; Australian National Training Authority; Department of Education, Training and Youth Affairs; National Centre for Vocational Education Research; industry associations; and VET institutions.

Kearsley, Greg (1998).  Educational Technology: A Critique.  Educational Technology, 38, 2. 

Argues that the amount of attention and resources devoted to the use of technology in education and training distracts from important problems and issues that need to be addressed for effective teaching and learning. Discusses instructional television, computer-based instruction, adaptive technology, distance learning, teacher education, and the flawed logic of educational technology.

Kearsley, Greg; Shneiderman, Ben (1998).  Engagement Theory: A Framework for Technology-Based Teaching and Learning.  Educational Technology, 38, 5. 

Discusses engagement theory (students meaningfully engaged in learning activities through interaction with others and worthwhile tasks) and the three components, collaboration, project orientation, and authentic focus, and outlines research questions to establish its efficacy.

Knapczyk, Dennis; Rodes, Paul; Chung, Haejin; Chapman, Carrie (1999).  Collaborative Teacher Education in Off-Campus Rural Communities.  Rural Special Education Quarterly, 18, 3-4. 

A successful Indiana distance education program that provides special education courses to rural teachers uses technologies available in target communities, collaborates with host schools on practicum experiences, focuses on inclusive settings, uses team teaching to increase student engagement, and uses teacher-participants as on-site coordinators to familiarize them with the technologies and increase program ownership.

_____. (1994).  KERA Updates: Watch for... 

This document provides updates on programs instigated by the Kentucky Education Reform Act of 1990. Individual sections present information on the following areas of educational improvement in the state: student performance assessment and accountability, early childhood programs, extended school services, primary school, professional development, school-based decision making, Family Resource/Youth Services Centers, the Educational Professional Standards Board, technology and education, governance, secondary vocational education, Support Education Excellence in Kentucky (SEEK), provisions for minority and at-risk students, and high school restructuring. Each section describes the basics of the law, developments for 1994-95, expected developments for the next several years, and what citizens and parents can do to help. Contact sources are provided. | [FULL TEXT]

_____. (1996).  Kern Community College District Information Technology Plan. 

The Information Technology Plan as set forth in this document provides the organizational structure, assignment of duties, infrastructure, and philosophic environment that should permit the Kern Community College District to proceed in an orderly manner in developing information technology to enhance student learning, serve the faculty, and provide effective administrative services. This information technology plan contains the following sections: (1) Introduction; (2) Executive Summary; (3) Mission Statement; (4) Guiding Principles; (5) Surveys, Students and Staff; (6) Organizational Structure, which includes the following subsections: (a) Introduction, (b) Tables of Organization and Committee Memberships, (c) Instructional Technology Committee, (d) Instructional Technology Director, (e) Administrative Technology Committee, (f) Administrative Technology Director, and (g) Communication; (7) Infrastructure, which contains: (a) Introduction, (b) Schematics, and (c) Standards; (8) Computer Use Procedures; (9) Distance Education; (10) Video Conferencing; (11) Financing; (12) Evaluation; and (13) Summary of Recommendations, including: (a) information technology must be developed on a district-wide basis with full participation of the three colleges; and (b) the principle of sharing facilities and personnel with respect to information technology must be implemented. Appended in the report are four sections, which include: (A) Planning Suggestions, (B) Retreat Purposes, (C) Information Technology Task Force (ITTF) Membership and Charge, and (D) Survey Instruments. | [FULL TEXT]

Kersh, Perri Helms (1999).  Tech Matters: How Computers Impact Head Start Children, Teachers, and Parents.  Children and Families, 18 n3 p24-26, 28 Sum 1999. 

Identifies benefits of technology access in Head Start classrooms for children, teachers, and parents, and presents guidelines for using computers in the classroom. Maintains that technology simplifies teachers' jobs, giving them more time to devote to children. Argues that quality training is the key to teachers' and parents' comfort with technology and successful introduction of computers with children.

Kershaw, Adrian (1999).  If Geography Is History, What Happens to Community Colleges?  Community College Journal of Research and Practice, 23, 8. 

States that with the approach of ubiquitous access to distributed learning resources, the old regional basis for community colleges is rapidly evaporating. Asserts that institutions must rethink their nature and purpose and develop new services for students. Discusses new instructional support services, new or redefined course delivery systems, and new approaches to learning and teaching.

Kershaw, Adrian; Safford, Susan (1998).  From Order to Chaos: The Impact of Educational Telecommunications on Post-Secondary Education.  Higher Education, 35, 3. 

Convergence of digital communications technology is changing the nature of relationships between postsecondary institutions, students, and private sector. The current predictable, ordered world of interinstitutional relationships is being replaced by one of perpetual change. Contemporary relationships can be modeled using central place theory, but chaos theory must be consulted to understand how institutions operate in a complex, fluctuating environment.

Kanes, Clive, Ed.; Goos, Merrilyn, Ed.; Warren, Elizabeth, Ed. (1998).  Teaching Mathematics in New Times, Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Incorporated, Volume 2. (21st, Gold Coast, Australia, July 5-8, 1998). 

The second volume of this proceedings contains the papers presented at the 21st annual meeting of the Mathematics Education Research Group of Australasia. Full papers include: (1) "Teachers Interpreting Algebra: Teachers' Views about the Nature of Algebra" (Brenda Menzel and David Clarke); (2) "Long Odds: Longitudinal Development of Students' Understanding of Odds" (Jonathan Moritz); (3) "An Arithmetic Game with Strategic Components--Playing Procedures of Primary School Children" (Doris Mosel-Gobel); (4) "Ability Grouping: Some Implications for Building Mathematical Understanding" (Judith Mousley); (5) "Ethnographic Research in Mathematics Education: Using Different Types of Visual Data Refined from Videotapes" (Judith Mousley); (6) "A Research-Based Framework for Assessing Early Multiplication and Division Strategies" (Joanne Mulligan); (7) "The Use of Mathematical Function Plotters in Teaching Introductory Calculus" (Bruce Nevill); (8) "Children's Matching of Melodies and Line Graphs" (Steven Nisbet and John Bain); (9) "Identifying Separate and Connected Knowing in Mathematics Education" (Jude Ocean); (10) "Developing the Angle Concept through Investigations" (Kay Owens); (11) "Is There a Need for a Mathematics Intervention Program in Grades 3 and 4?" (Cath Pearn); (12) "Year 3 Students' Place-Value Misconceptions: Another Look At MAB" (Peter Price); (13) "Teaching Mathematically Gifted Students in Primary School" (Ian Putt); (14) "Orchestrating Different Voices in Student Talk about Infinity: Theoretical and Empirical Analyses" (Peter Renshaw and Raymond Brown); (15) "Measuring Attitudes towards Mathematics in Early Childhood and Primary Teacher Education" (Carolyn Roberts, Patricia Cretchley, and Chris Harman); (16) "A Survey of Graphics Calculator Use in Victorian Secondary Schools" (Alla Routitsky and Patrick Tobin); (17) "The Search for Pattern: Student Understanding of the Table of Values Representation for Function" (Julie Ryan and Julian Williams); (18) "Parent Newsletters Supporting Mathematics in the Junior Primary School" (Jan Savell); (19) "Challenging Beliefs about Mathematics Learning and Teaching Using an Electronic Learning Community" (Sandra Schuck and Gerry Foley); (20) "Mathematics Textbooks: Messages to Students and Teachers" (Mal Shield); (21) "Problem Solving through Problem Posing: The Experience of Two Teacher Education Students" (Beth Southwell); (22) "Teachers Building Number Sense Amid the Challenges of Change: Some Case Studies" (Len Sparrow and Alistair Mcintosh); (23) "The Invisible Wall Project on Problem Solving Processes: Concepts and Methods of Interpretive Work with High Resolution Data" (Martin Stein); (24) "The Incidence of Misconceptions of Decimal Notation amongst Students Grades 5 to 10" (Vicki Steinle and Kaye Stacey); (25) "Kindergarten Students' Progress in the Count Me In Too Project" (Rita Stewart, Bob Wright, and Peter Gould); (26) "Task Context and Applications at the Senior Secondary Level" (Gloria Stillman); (27) "Different Forms of Mathematical Questions for Different Purposes: Comparing Student Responses to Similar Closed and Open-Ended Questions" (Peter Sullivan, Elizabeth Warren, Paul White, and Stephanus Suwarsano); (28) "Student Choice of Computation Methods" (Paul Swan and Jack Bana); (29) "Mathematical Misconceptions--We Have An Effective Method for Reducing Their Incidence but Will the Improvement Persist?" (Philip Swedosh and John Clarke); (30) "Dynamic Scaffolding and Reflective Discourse: Successful Teaching Styles Observed within a Project To Teach Mathematical Thinking Skills" (Howard Tanner and Sonia Jones); (31) "A Computer Environment To Encourage Versatile Understanding of Algebraic Equations" (Mike Thomas and Diane Hall); (32) "Teacher Beliefs about the Learning and Teaching of Mathematics: Some Comparisons" (Danielle Tracey, Bob Perry, and Peter Howard); (33) "Exploring the Impact of CAS in Early Algebra" (David Tynan and Gary Asp); (34) "Computers Are Taking Mathematics into the Next Century: Gender Differences in the Attitudes of Secondary Mathematics Students to the Use of Computers" (Colleen Vale); (35) The Mathematics, Technology and Science Interface: Implementation in the Middle School" (Grady Venville, John Malone, John Wallace, and Leonie Rennie); (36) "Progressing through the van Hiele Levels with Cabri-geometre" (Jill Vincent); (37) "What Is 'Meaning' in Gender Research?" (Margaret Walshaw); (38) "Students' Understanding of the Concept of the Variable" (Elizabeth Warren); (39) "Numeracy Benchmarks for Years 3 and 5: What about Chance and Data?" (Jane Watson); (40) "'This Is a Funny Game--You Can't Say Who's Going To Win!': Three Case Studies of Children's Probabilistic Thinking" (Jenni Way); (41)"Beliefs about the Use of Calculators in an Upper Primary Mathematics Classroom: A Partial Application of the Theory of Planned Behaviour" (Allan White); (42) "Metacognition within Mathematics: A New and Practical Multi-Method Approach" (Jeni Wilson); (43) "An Overview of a Research-Based Framework for Assessing and Teaching Early Number" (Bob Wright); (44) "Language, Mathematics and Social Disadvantage: A Bourdieuian Analysis of Cultural Capital in Mathematics Education" (Robyn Zevenbergen); (45) "Mathematical Saturation within Workplace Contexts" (Robyn Zevenbergen).

Kanfer, Alaina G.; Thakker, Umesh; Moore, Jonathan A.; Michaels, Josh (1999).  Alliance Prototype Distributed Learning Environment: Emerging Technologies for Science, Education, and Business.  International Journal of Educational Technology, 1, 2. 

Discussion of the development of advanced distributed learning environments focuses on a prototype graduate Web-supported course on emerging technologies developed by the National Computational Science Alliance partnership. Describes course materials; student assignments; student evaluations of the course; and future plans.

Kang, Inae (1999).  Sociomoral Development in PBL Environments: A Case Study of an Elementary School.  International Journal of Educational Technology, 1, 1. 

Discusses problem-based learning (PBL) and its effects on the development of sociomorality, based on a case study of first graders in a Korean elementary school. Discusses constructivism and the four principles of PBL environments, including experiential learning, collaborative learning, authentic learning, and the role of the teacher.

Kang, Li (1998).  On Characteristics of Educational Technology in China.  International Journal of Instructional Media, 25, 3. 

Discusses Chinese educational technology (ET) and its specific characteristics; their causes--historical, state of education, and social need--and the theoretical framework of ET in China--essence, development, function, process, media, method, and administration.

Kang, Sook-Hi (1997).  The Effects of Using an Advance Organizer on Students' Learning in a Computer Simulation Environment.  Journal of Educational Technology Systems, 25, 1. 

Describes a study that investigated whether an advance organizer could facilitate learning in a computer simulation environment using HyperCard. It examined the differential effectiveness of an advance organizer across three different grade levels--fifth, sixth, and seventh. Analyses of data showed significant differences between the organizer and nonorganizer groups.

Kantowski, Mary Grace (1998).  Reflections on the TIMSS Report.  Basic Education, 42, 8. 

Discusses the results of the Third International Mathematics and Science Study (TIMSS). Compares the results and the nature of the study with those of the Second International Mathematics and Science Study (SIMSS). Provides some recommendations for improving mathematics education.

Kwon, Sung-Ho (1999).  The Systematic Design and Production of Course Materials for a Virtual University in Korea.  International Journal of Educational Technology, 1, 1. 

Provides a background to the establishment of virtual universities in Korea and presents a framework for course development. Highlights include the use of distance, or open education; reasons for rapid changes in higher education; course objectives; team building; and future possibilities.

Kellenberger, David (1997).  Predicting Preservice Teacher Perceived Computer Use under Differential Access to Resources.  Journal of Educational Computing Research, 16, 1. 

A survey of 222 K-6 preservice teachers investigated the effectiveness of experience and value factors in predicting perceived computer use in class. The study determined that the value of computers for preservice teachers' career, own needs, and future students were the best predictors. No experience-related factors or value of computers for spouse, children, or society were significant.

Keller, Brian A. (1998).  Shedding Light on the Subject.  Mathematics Teacher, 91 n9 p756-62, 767-71 Dec 1998. 

Presents an activity in which students use mathematical ideas to understand how the intensity of light changes as light passes through water or similar partial barriers, by using a calculator-based laboratory device to record light intensity. Continues with a structured series of questions involving the use of difference equations with which students determine an exponential-decay model for the intensity data.

Keller, Brian A.; Russell, Chris A. (1997).  Effects of the TI-92 on Calculus Students Solving Symbolic Problems.  International Journal of Computer Algebra in Mathematics Education, 4, 1. 

Provides evidence of differences in students' ability to solve problems with and without a computer algebra system. Indicates that almost without exception, the TI-92 students were more successful at symbolically solving problems than comparison students. Observes improved performance on all three levels of problems: (1) directive computational; (2) intermediate computational; and (3) complex symbolic problems. 

Keller, John M. (1999).  Motivation in Cyber Learning Environments.  International Journal of Educational Technology, 1, 1. 

Addresses issues associated with motivating students to learn in cyber learning environments; reviews the ARCS model as a basis for systematic motivational design; describes a simplified motivational design; and discusses motivationally-adaptive computer assisted instruction, applications in distance education, and applications in Web-based instruction. 

Kellner, Douglas (1998).  Multiple Literacies and Critical Pedagogy in a Multicultural Society.  Educational Theory, 48, 1. 

Multiple literacies are needed to meet the challenges of today's new technologies and multicultural society. Media literacy is necessary because media culture strongly influences people's world view. Education must foster various literacies to empower students and to make education relevant to society. Critical pedagogy can promote multicultural education and sensitivity to cultural differences.

Kelly, Mavis E.; Ha, Tak Shing (1998).  Borderless Education and Teaching and Learning Cultures: The Case of Hong Kong.  Australian Universities' Review, 41, 1. 

Research on teaching and learning in the Hong Kong higher education context is the basis for exploration of how on-campus teachers and students view their educational experience. Contrary to stereotypes, teachers reveal themselves as highly student-centered, helping and guiding their students while carefully orchestrating the learning experience of all students; these qualities are extended to distance education.

Kelly, Paul R. (1998).  Transfer of Learning from a Computer Simulation as Compared to a Laboratory Activity.  Journal of Educational Technology Systems, 26, 4. 

Discusses computer simulations in science education and presents the results of a study of 39 ninth-grade earth-science students to determine the effects of computer-simulated mineral identification activities on test performance. Results indicated no difference in test scores between the group using real minerals and the group using a computer simulation.

Kelm, Orlando (1998).  Exiting Use of Technology in Teaching Business Spanish.  Journal of Language for International Business, 9, 2. 

Provides brief descriptions of what some of the Centers for International Business Education and Research (CIBERs) and several non-CIBERs are currently doing to incorporate technology into their curriculum for Business Spanish. The list also provides the name and e-mail address of a contact person at each institution who works with Business Spanish.

Kissane, Barry (1997).  ROAD TEST. The Sharp EL-9600: Learning with Technology.  Australian Senior Mathematics Journal, 11, 2. 

Introduces the Sharp EL-9600 graphing calculator and its capabilities, and discusses its possible uses in mathematics classrooms.

Kissane, Barry; Kemp, Marian (1999).  Graphics Calculators and Lower Secondary Mathematics.  Australian Mathematics Teacher, 55, 1. 

Discusses the appropriateness of lower secondary school students using graphics calculators instead of scientific calculators.

Krockover, Gerald H.; Lehman, James D.; Buchanan, Margaret; Rush, Michael J.; Bloede, Mark O. (1997).  The Institute for Science and Technology: Integrating Science and Technology in the Classroom.  Contemporary Education, 68, 3. 

Describes Project INSITE (Institute for Science and Technology), a partnership of Indiana school districts, scientists, Purdue University, and other organizations that collaborate to improve K-12 science education using emerging technologies. INSITE includes a summer institute, internships/mentorships, master science teacher in residence, and preservice education. Evaluations indicate that participants are positive about project activities.

Kroeger, Marianne; Blaser, Stephanie (1999).  How Reading Engages Children.  NCREL's Learning Point, 1, 2. 

Summarizes the latest issues and research on reading that are of particular interest to classroom teachers. Discusses phonics versus whole language, meeting individual student needs, matching teaching strategies to grade levels, the reading-writing link, and using technology to support instruction.

Kuiper, J.; Wilkinson, W. (1998).  Teachers' Professional Development Through Technology Education.  South African Journal of Higher Education, 12, 1. 

Argues that a social constructivist perspective can inform the design of professional development programs for teachers, using as an example a South African training program in technology use for science teachers. The report includes the comments of teachers in the program.

Kuitunen, Jorma (1999).  Towards an Innovative University in the South? Institutionalizing Euro-Mediterranean Co-operation in Research, Technology, and Higher Education.  Mediterranean Journal of Educational Studies, 4, 2. 

Discusses strategies for institutionalizing research, technological, and educational (RTE) cooperation in the context of recent Euro- Mediterranean relations. Examines social contexts that determine the process of creating a new Euro-Mediterranean cooperation policy. Describes the 1995 ministerial conference which examined RTE policies, recommending involvement of participants from many sectors of society in order to broaden the conceptual basis of cooperation.

Klassen, Johanna; Milton, Philip (1999).  Enhancing English Language Skills Using Multimedia: Tried and Tested.  Computer Assisted Language Learning, 12, 4. 

Evaluated the effectiveness of a multimedia-based English language learning program at a Hong Kong university. Pretesting and posttesting of students who did and did not take a required course in a multimedia enhanced mode indicated that intervention students had significantly improved listening skills. Results demonstrated positive attitudinal changes for the multimedia enhanced mode of learning.

Kumar, David; Bristor, Valerie J. (1998).  Technology-Based Macrocontexts for Teaching Integrated Science and Language Arts. 

Technology can be utilized as a tool for creating macrocontexts for teaching integrated science and language arts. Teachers can use several criteria for deciding what kind of technology-based resources to use; the teacher's level of confidence in science and language arts content and knowledge of technology-based resources is vital to making such innovative curriculum decisions. The following steps can guide teachers: (1) the context chosen for integration must be available on videodisc, videotape, compact disc (CD), or the World Wide Web; (2) the context must be appropriate for student viewing at the elementary levels; (3) the context must be rich in information needed to gain the attention and interest of students; (4) the context must contain explicit information in a language of communication familiar to students; (5) the science and language arts represented in the context must fall within a topic of inquiry in the school science and language curricula; (6) the teacher should be able to clearly identify the science concepts and language skills to be taught embedded in the context; and (7) the topic must be appropriate to the level of the students. Examples of useful videotapes, videodiscs, CDs, and Web sites are included. | [FULL TEXT]

Kumar, David; Bristor, Valerie J. (1999).  Integrating Science and Language Arts through Technology-based Macrocontexts.  Educational Review, 51, 1. 

Videos, virtual reality, and the World Wide Web create effective macrocontexts for integrating science and language arts. Contexts must be readily available, appropriate for the level, and interesting to students. Teachers should be able to identify scientific concepts and language skills embedded in them. Alternative assessment methods are more appropriate.

Kumar, David; Wilson, Cynthia L. (1997).  Computer Technology, Science Education, and Students with Learning Disabilities.  Journal of Science Education and Technology, 6, 2. 

Explores ways in which computer technology could be used to teach science to students with learning disabilities. Discusses the role of computer technology in individualizing the mode of delivery, developing expert tutors, anchoring instruction, integrating science with other subjects, reducing cognitive load on working memory, and motivating students to stay on task. Contains 37 references.

Kumar, Vinay; Bedell, Julia Yang; Seed, Allen H. (1999).  Technology: Catalyst for Enhancing Chemical Education for Pre-service Teachers.  Journal of Chemical Education, 76, 5. 

Describes a course created for preservice elementary teachers entitled "Discovering Chemistry with Lab" which covers basic principles of chemistry and their applications in daily life. The course promotes reasoning and problem-solving skills by utilizing computer-based technologies and hands-on, discovery/guided-inquiry and cooperative-learning approaches.

Kumpulainen, Kristiina; Mutanen, Mika (1998).  Collaborative Practice of Science Construction in a Computer-Based Multimedia Environment.  Computers & Education, 30, 1-2. 

Examines the ways in which the collaborative use of a multimedia-based CD-ROM encyclopedia in a sixth-grade Finnish classroom fosters science learning. Results show that students' activities during task-processing were highly procedural and product-oriented. Students had inefficient skills in accessing and retrieving information from the multimedia software.

Kashihara, Akihiro; Uji'i, Hiroshi; Toyoda, Jun'ichi (1999).  Reflection Support for Learning in Hyperspace.  Educational Technology, 39, 5. 

Describes hypermedia-based learning resources, especially those on the World Wide Web, and suggests providing learners with reflection support to guide them to successful knowledge construction during exploration in hyperspace. Discusses knowledge-structure visualization, which models the exploration process.

Kassen, Margaret Ann (1998).  The Multiple Challenges of Multimedia: Development, Implementation, and Evaluation.  [Texas Papers in Foreign Language Education] 

This article presents an overview of an ongoing initiative to develop, integrate, and evaluate multimedia lessons to enhance listening comprehension in Spanish language classes at the Catholic University of America (District of Columbia). Focusing on the process involved, the two phases of the project that have been completed are examined, including the rationale, selection of the Libra authoring system, the building of the authoring team, design and revision of the lessons, and their integration into the curriculum. Findings from the evaluation components are explored, with particular emphasis on evidence pointing to the need to understand better how learners actually interact with multimedia. Based on the lessons learned from this project, guidelines are suggested for those who may be interested in a similar undertaking. A student survey form is appended. Contains 21 references. | [FULL TEXT]

Kubarek, Diane (1999).  Introducing and Supporting a Web Course Management Tool.  Syllabus, 12, 10. 

Explores Cornell's use of CourseInfo, one of the new course-management tools that provides the support infrastructure to help faculty create and maintain course Web sites. Discusses reasons for selecting CourseInfo; faculty training and orientation; the support site; communications; staffing issues; and assessing benefits and planning for change.

Kreischer, Robert (1999).  An Educational Odyssey.  Independent School, 53, 2. 

All 50 exemplary private and public schools the author visited incorporated "best" educational practices: showing students how to learn; creating self-directed, independent learners; providing authentic learning experiences; increasing curriculum integration; using technology appropriately; equipping students with needed skills; and stressing lifelong learning.

Kreminski, Rick (1999).  Estimating Logarithms with College Algebra Students.  International Journal of Mathematical Education in Science and Technology, 30, 2. 

Presents ways to improve the accuracy of approximations of logarithms in a college-algebra course.

Kryder, LeeAnne G. (1999).  Integrating Computer Literacy: Why and What Can Be Done.  Business Communication Quarterly, 62, 2. 

Describes how, with only a basic level of computer competence, the author managed to successfully integrate computer usage into her business communication course, despite the administration's inability to provide support. Discusses what she did, why, and how.

Kur, Sally (1999).  From Tablets to Keyboards: The "New" Library.  Community College Journal, 70, 1. 

Discusses the changing face of libraries as a result of the penetration of technology into the home, school, and workplace. Charts the evolution of libraries from the perspectives of strategic planning, role, service delivery, organization and staffing, the librarian's role, budgeting and finance, assessment and accountability, and alliances.

Kwielford, Merrilee Andersen; Goodfriend, Carole (1999).  Using the T.E.A.M. Approach for Successful Distance Learning in Secondary Education.  Book Report, 17 n5 p16, 18 Mar-Apr 1999. 

Presents the T.E.A.M. (Together Everyone Achieves More) approach for implementing distance-learning technology in a secondary-school setting. The roles of the T.E.A.M. members (i.e., broadcasting teacher, technician, librarian, classroom teacher, administrator, and teacher-trainer) are described, and advantages of this approach are summarized.

Kitao, S. Kathleen; Kitao, Kenji (1999).  Fundamentals of English Language Teaching. 

English is not the most widely spoken language in the world, but it is the most widely used by non-native speakers, making the teaching of English as a Second Language a very important endeavor. This book provides an overview of English language teaching, giving the reader a general background on the issues related to language teaching--particularly language acquisition. Topics covered include the following: reasons why people study English; the history of language teaching methodology; fundamentals of language learning and acquisition for both first and second languages; the relationship between language and other skills; the importance of instructor teaching plans; teaching of the four skills (speaking, listening, reading, writing); teaching vocabulary; teaching about English-speaking cultures; and the role of evaluation in teaching (techniques for doing it effectively and how to use such information). The book also includes chapters on using technology in the classroom; how to find and use the resources available from teacher professional organizations; professional development; and a guide to information available via the Internet. There is also an appendix about the Web resource offered by the authors, "On-Line Resources and Journals Related to ELT, Linguistics, and Communication."

Kitchen, David; McDougall, Douglas (1999).  Collaborative Learning on the Internet.  Journal of Educational Technology Systems, 27, 3. 

Examines graduate students' perceptions of the educational value of their collaborative learning when using the Internet for course delivery. Respondents indicated that, although they enjoyed the convenience and opportunity for collaboration, a number of unsatisfactory elements were apparent with the instructional strategy and the delivery medium. Recommendations are documented for improving future courses.

Kitley, Philip (1997).  Hey, Rockie! Watch Me Pull a Wizard Out of My Pocket!  Babel: Australia, 32, 2. 

Focuses on the uses of the Wiz Electronic Translator, a plastic linguistic gadget that promised more than it was capable of delivering.

Knott, Ron (1999).  What Does the WWW Offer Mathematics Students and Teachers?  Teaching Mathematics and Its Applications, 18, 1. 

Presents a brief history of the World Wide Web and explains what a WWW browser is and what it can do for math teachers and students. Compares information on the Web with book-based information and gives examples of useful Web sites for mathematics teaching and learning.

Kook, Joong-Kak (1997).  Computers and Communication Networks in Educational Settings in the Twenty-First Century: Preparation for Educators' New Roles.  Educational Technology, 37, 2. 

Discussion of changes in classrooms as a result of communication networks focuses on teachers' roles in future educational settings. Topics include teachers as information consultants, as team collaborators, as facilitators, as course developers, and as academic advisors; and the computer and communication skills needed by teachers.

Koolstra, Cees M.; Beentjes, Johannes W. J. (1999).  Children's Vocabulary Acquisition in a Foreign Language through Watching Subtitled Television Programs at Home.  Educational Technology Research and Development, 47, 1. 

Investigates the effect of subtitled television programs on Dutch elementary school children's foreign-language acquisition. Findings indicate that of three experimental conditions--English television program with and without subtitles, and a Dutch television program (control)--vocabulary acquisition and English word recognition were highest in the subtitled condition.

Knupfer, Nancy Nelson (1997).  Gendered by Design.  Educational Technology, 37, 2. 

Examines the relationship between gender equity and instructional design. Topics include stereotypes of men's and women's roles, perpetuating old assumptions and practices, inequities from instructional design, differing expectations, gender bias, and how instructional designers can help by being sensitive to these issues.

Knupfer, Nancy Nelson (1998).  Gender DiVisions Across Technology Advertisements and the WWW: Implications for Educational Equity.  Theory into Practice, 37, 1. 

Examines images and patterns of gender stereotypes within mediated and electronic advertisements that reach students online or when viewing computer software and educational television and questions decisions made in the construction of these images. The paper explains the importance of teachers, parents, and the community working together to promote gender equity in online advertising.

Knupfer, Nancy Nelson (1999).  Gender, Technology, and Instructional Design: Balancing the Picture.  Educational Media and Technology Yearbook, 24. 

Examines the pervasive messages of gender stereotypes and their influence on instructional design, schooling, and society. Topics discussed include: society and gender-role construction; gender stereotypes; culture, groups, and schooling; images of males and females; and increasing equity through good instructional design. Contains 41 references.

Knupfer, Nancy Nelson; And Others (1997).  Participant Analysis of a Multi-Class, Multi-State, On-Line, Discussion List. 

As interest in distance education increases, many university instructors are experimenting with listserv discussion within their courses. Six educational technology professors at four universities initiated a listserv discussion group within their various classes for 52 graduate students. Discussion topics were four general themes within educational technology and distance education: regulatory issues, instructional design, sociopolitical issues, and technologies. Student participation was required and graded. Instructors provided guidelines for participation. This paper provides student analysis of listserv activity, reaction to the discussion list, and content of the discussion. Students evaluated content, form, style, and tone of the list traffic, looking for patterns of communication. Student analysis included: factors influencing message frequency; problems with listserv message content; problems with message identification and referencing to related messages; and recommendations for future listserv use and analysis. | [FULL TEXT]

Kalkanis, G.; Sarris, M. M. (1999).  An Educational MONTE CARLO Simulation/Animation Program for the Cosmic Rays Muons and a Prototype Computer-Driven Hardware Display.  Journal of Computers in Mathematics and Science Teaching, 18, 1. 

Describes an educational software program for the study of and detection methods for the cosmic ray muons passing through several light transparent materials (i.e., water, air, etc.). Simulates muons and Cherenkov photons' paths and interactions and visualizes/animates them on the computer screen using Monte Carlo methods/techniques which employ random numbers following certain distributions. Contains 29 references.

Koppi, A. J.; Chaloupka, M. J.; Llewellyn, R. (1999).  Computer Mediated Courseware Development and the Academic Culture. 

While working collegially, academics usually maintain an objective distance from the work of their peers. Higher education institutions also tend to differentiate themselves from other institutions and define their own special niche in the marketplace. These attitudes are concerned with establishing uniqueness and they contribute to an academic culture that pervades the education system from the individual academic to the institution level. This culture rewards teachers for designing unique courses. In Australia in particular, this personal course development is accepted practice to the extent that cross-institutional formal evaluation and comparison of courses does not generally occur. An academic will not normally adopt another academic's course without personalizing it. Individual academics (or small groups) put together courses and computer-aided learning packages. Consistent with the cultural practices, few other academics in the same discipline at other institutions adopted these inflexible courses. The conclusion is that the uptake of learning programs by teachers and institutions will only occur if the programs are consistent with the academic culture and are customizable. A recent development in Australia, the National Teaching and Learning Database (NTLD) project is designed to provide access to educational resources. Course developers submit a URL of the location of those learning materials, but ownership is retained by the institution that developed the original material. The NTLD is a distributed database that provides access teaching and learning materials to be customized, assembled, and utilized in a manner that suits the individual academic or institution style. | [FULL TEXT]

Koki, Stan (1995).  Hopwood: A Pearl of a Junior High School in the Pacific.  [Educational Innovations in the Pacific] 

This brief describes some of the innovative programs and features at Hopwood Junior High School, the only intermediate school on the island of Saipan in the Commonwealth of Northern Mariana Islands. The Opportunity Learning Center (OLC), an "in school" suspension program, provides students with a closely supervised learning environment, ideally one-on-one. The Model Classroom trains students in the use of educational technology for the study of science. Other unique features of the school include school-day and school-week extensions, a multitrack year-round schedule, incentives for teachers and students, a parent escort program, and a feeling of united purpose. In 1993, one of Hopwood's faculty members received the CNMI Teacher of the Year Award. The school is also changing to a middle school grade configuration, from grades 7 and 8 to grades 6-8. | [FULL TEXT]

Kokol-Voljc, Vlasta (1999).  Exam Questions When Using CAS for School Mathematics Teaching. 

This paper argues that using Computer Algebra Systems (CAS) to teach 12- to 18-year-old students is going to change teaching methods, the content of what has been taught, and exams. Traditional exam questions are analyzed and categorized according to their usefulness in a CAS environment. The goal is to give teachers new perspectives with which to analyze existing exam questions in a new CAS-supported learning environment. | [FULL TEXT]

Koufman-Frederick, Ann; Lillie, Martha; Pattison-Gordon, Laurie; Watt, Daniel Lynn; Carter, Richard (1999).  Electronic Collaboration: A Practical Guide for Educators. 

This practical guide for educators discusses the concept of electronic collaboration and how educators can begin to utilize this emerging tool. The guide reports on what electronic collaboration is--a process that connects individuals electronically via the Internet to work together on an intellectual, academic, or practical endeavor--and explains why educators should participate in the use of this powerful tool that brings teachers together out of isolation, provides time for reflection, and provides other coincidental benefits. This guide is designed for teachers, school leaders, curriculum experts, technical specialists, and anyone else interested in this emerging technology. One can be involved in electronic collaboration in many ways, from participating, to setting up a collaborative environment, to moderating a discussion. This guide tells those interested in the technology about: ways to collaborate electronically (chapter 2), designing and implementing a collaborative project, and becoming an effective online moderator (chapter 3), and choosing appropriate tools to support a collaboration (chapter 4). A list of resources to help educators explore the possibilities of electronic collaboration on their own and to assist them in getting the latest information about tools and collaborative projects is included (chapter 5). The book provides information about many forms of electronic collaboration, but focuses on discussion groups, as they are the most common online activity. Contains an index. | [FULL TEXT]

Koutoumanos, Anastasios; Papaspyrou, Nikolaos; Retalis, Simeon; Maurer, Hermann; Skordalakis, Emmanuel (1996).  Towards a Novel Networked Learning Environment. 

This paper presents a novel Networked Learning Environment (Nov-NLE); system components include Hyper-G (a networked hypermedia system) and the Internet. The first section discusses problems with the conventional university teaching model and technology-based solutions to these problems. The requirements and design of Nov-NLE are covered in the second section, including accessibility of course information and information distributed on the Internet, communication channels, and facilitation of administrative tasks. The administration/management, communication/presentation, and educational resources subsystems are described. The third section presents a prototype of Nov-NLE with the following characteristics: (1) is a distributed system in which links are stored in a separate database; (2) allows objects to be added to the system piecemeal; (3) utilizes access rights for every hypermedia collection; (4) includes sophisticated search mechanisms; (5) allows any user can annotate any document; (6) is interoperable with other first generation hypermedia systems; and (7) is multilingual. The concluding section discusses plans for the future of the project. Contains 17 references. | [FULL TEXT]

Keegan, Desmond (1994).  Distance Training in the European Union. ZIFF Papiere 96. 

A study examined distance training in the European Union (EU) countries. First, recent literature on the following topics was reviewed: technology-supported learning, flexible and distance learning, development of open distance learning, and teleconferencing and distance learning. Next, enrollments and trends in distance learning in the EU as a whole and in each of the 12 EU countries were examined. The study found that France, Spain, and the Netherlands led the EU countries in distance training enrollments. Provision of distance training was also extensive in Belgium, Denmark, Germany, and the United Kingdom. Participation in distance training was not extensive in Ireland, Italy, or Portugal, where fewer than 5,000 individuals enroll in distance training annually. Greece was developing a new distance training system. As of 1993, the average level of student fees for distance training in the EU was 100-1,000 European currency units (Ecus). Only the government program in Wallonia was tuition free. Distance training has proved to be a massive EU resource, with nearly 2.25 million EU citizens involved in it annually. It was estimated that the global fee income paid by EU citizens to government or private distance training institutions annually is more than 1.417 million European currency units. | [FULL TEXT]

Keegan, Desmond (1995).  Distance Education Technology for the New Millennium Compressed Video Teaching. ZIFF Papiere 101. 

This monograph combines an examination of theoretical issues raised by the introduction of two-way video and similar systems into distance education (DE) with practical advice on using compressed video systems in DE programs. Presented in the first half of the monograph are the following: analysis of the intrinsic links between DE and technology and overview of the new technologies available to distance educators; description of three generations of educational technology (correspondence, teleconferencing, and computer-based technology) and discussion of their applications in conventional education and DE; and outline of the history of virtual systems and their implications For creating virtual classrooms and teaching face to face at a distance. The second half of the guide, which is directed toward individuals interested in compressed video teaching, contains the following: terminology related to video communication and teaching; factors responsible for the rapid growth of videoconferencing; list of challenges to DE research; examples of successful experiences with compressed video teaching in Australia, the United States, the United Kingdom, and Norway; technological considerations in preparing for compressed video teaching; and 31 didactic strategies for compressed video teaching. Contains 18 references. | [FULL TEXT]

Keeves, John, Ed.; Majoribanks, Kevin, Ed. (1999).  Australian Education: Review of Research. 1965-1998. 

The collection of articles in this volume provides a review of research and scholarly work in the field of education that has been undertaken in Australia during the past 30 years. Part 1, "Background Perspectives," includes (1) "Social Context of Education" (Kevin Majoribanks); (2) "Politics of Education" (Grant Harman); (3) "Cognition and Instruction" (Helga A.H. Rowe), and (4) "Educational Administration" (Gabriele Lakomski). Part 2, "Curriculum Research," includes, (5) "Research into Curriculum Change" (John P. Keeves); (6) "Research into Language and Literacy" (Peter Freebody and Pam Gilbert); (7) "Research into Science Education" (Leonie J. Rennie, Barry J. Fraser, and David F. Treagust); (8) "Research into Mathematics Education" (John P. Keeves and Kaye Stacey); and (9)"Research into Social Learning" (Brian Crittenden). Part 3, "Special Domains," includes (10) "Research into Educational Measurement" (Geofferey Masters); (11) "Research into Work and Training" (William C. Hall); and (12) "Responses to Technological Change" (Jonathan Anderson).

Kontos, G.; And Others (1995).  Technology in the Schools: Overcoming Obstacles. 

Distance education and related technologies make possible the sharing of information and techniques between countries to improve teaching and learning for all students, including those with special needs. Distance education delivery tools include computers, phones, and, more recently, compressed video. These tools have been used in the United States and in other countries, including Costa Rica. In that country, online communications techniques and computers are utilized to develop creativity, logical thinking, and a new attitude of preschool and elementary level students towards technology. Students with special needs are especially helped by the technology. Some of the current and future applications of distance education technologies for this category of students are described. | [FULL TEXT]

Kontos, George; And Others (1995).  Employing the Power of Technology to Change the Concept of the Classroom. 

Nova Southeastern University (NSU) is constantly striving to expand the concept of the classroom and fulfill the mission of the university, which includes serving the educational needs of employed professionals, regardless of their schedules and distance from the central campus. "Distant learners" include those whose job demands, family responsibilities, and other constraints make traditional educational access unavailable. This paper reviews the various highlights of the history of distance education technologies at NSU, from low to high technology. Distance education at NSU began in 1972 with the use of the telephone and airplanes. In 1983, graduate education programs were offered through interactive electronic telecommunications. Facilitated classrooms, using a combination of audio teleconferencing discussions (including computer augmentation of the audiobridge, such as subgrouping and polling), individual phone calls, and a local facilitator provided a new instructional mode at NSU beginning in 1991. Distance education programs at NSU, operating online on Unix, use regional symposia, campus seminars and institutes, personal computers for online electronic communications, and computer conferencing. The electronic classroom (ECR) program simulates a traditional classroom; the computer screen is split into an instructor's ("blackboard") and a student's window. In 1994, NSU began offering compressed video, an alternative to interactive television (ITV) systems that offers equivalent educational effectiveness at a lower cost, as another mode of interactive, online instruction.  | [FULL TEXT]

Kontos, George; Mizell, Al P. (1997).  Global Village Classroom: The Changing Roles of Teachers and Students through Technology.  TechTrends, 42, 5. 

Describes two projects that illustrate students' helping teachers use technology. In the Teacher Resources Under Student Tutors (TRUST) project, middle- and high-school students collaborate with teachers on a specific lesson. In the global videoconferencing SAXophone (Students All over the world eXchaning over the phone) project, middle and high schools around the world focus on building multicultural relationships.

Kemis, Mari; Moran, Kelly Jo Kerry (1996).  National K-12 Foreign Language Resource Center Evaluation Report. 

The report describes and evaluates the activities of the National K-12 Foreign Language Resource Center, established at Iowa State University as one of six nationally to support K-12 foreign language education. These activities include: the Teacher Educator Partnership Institute, a professional development program for methods professors in higher education institutions; the Culture and Children's Literature Institute for French and Spanish teachers, teaching effective strategies for development and teaching of thematic culture- and literature-based instructional units; the Curriculum Institute, a summer workshop for foreign language teachers and supervisors; an Assessment guidelines and Strategies Workshop, in which teachers and researchers collaborated to draft assessment strategies that link the national student standards for foreign language learning to sample objectives, instructional activities, and subsequent assessment; the New Technologies Institute, to introduce educators to the benefits for foreign language instruction of newly developed technologies; academic-year goal-setting activities; and ongoing support through communication with institute leaders and participants. Overall, the activities of the second 16 months at the center were found positive and successful, meeting stated goals. The executive summary is included. | [FULL TEXT]

Kaufman, Cathy C. (1997).  Using Technology To Upgrade the Principal's Role as Instructional Leader.  NASSP Bulletin, 81, 587. 

Demonstrates how principals can connect technological approaches with educational needs by examining four case examples of candidates in Indiana University of Pennsylvania's Performance-Based Principal's Program. Candidates developed a K-12 Internet project, forwarded ERIC research information to teachers via e-mail, introduced computers to mentally challenged kids, and electronically reorganized an ongoing community heritage project.

Kaufman, Roger, Ed. (1998).  The Internet as the Ultimate Technology and Panacea.  Educational Technology, 38, 1. 

Discusses the development of various technologies up through the Internet, and notes that the means have been confused with the ends. Argues that educators and users should first focus on the learning material's content and on performance design that delivers useful results, before selecting the means of delivery (the Internet).

Kaufmann, Marta; Sepe, Thomas D. (1998).  College Uses Virtual Business to Prepare Students for Global Economy.  Community College Journal, 69, 2. 

Describes a new concept for business education at Mercer County Community College called the International Business Practice Firm (IBPF), developed in response to employer calls for a more global approach in teaching American business students. Outlines the IBPF learning process, which teaches students business, technology, and "soft" skills in a virtual business environment.

Kamil, Michael L.; Intrator, Sam M. (1998).  Quantitative Trends in Publication of Research on Technology and Reading, Writing, and Literacy.  National Reading Conference Yearbook, 47. 

Undertakes a comprehensive review of research in technology and literacy from 1986 to 1996, examining trends in the amount of research as well as in salient patterns and foci of the research. Discusses findings in terms of number of pages, literacy type, technology type, subject population, special population characteristics, problem, platform, methodology, and types of problems studied.

Kaminer, Noam (1997).  Scholars and the Use of the Internet.  Library & Information Science Research, 19, 4. 

A survey of university Ph.D. faculty (biologists and social scientists) investigated the relationship between Internet use and computer use (experience and perceived expertise), experience with Internet use, perceived expertise of Internet use, and perceived utility of the Internet. Survey showed that skilled computer users were more likely to appreciate the Internet's potential and to use it more intensively.

Kamp, Sue (1998).  How Does "Fair Use" Apply to Software Being Used in Schools?  Technology Connection, 5, 1. 

Discusses the Copyright Act, four factors that courts must consider in determining permission by the "fair use" doctrine, and the educational exemption for using copyrighted software. Suggests that the best strategy in determining fair use is to contact the publisher, as well as requesting guidelines from the United States Copyright Office.

Kafai, Y. B.; Franke, M. L.; Shih, J. C.; Ching, C. C. (1998).  Game Design as an Interactive Learning Environment for Fostering Students' and Teachers' Mathematical Inquiry.  International Journal of Computers for Mathematical Learning, 3, 2. 

Proposes and analyzes game design as a learning environment for students and teachers to build upon and challenge their existing understandings of mathematics,to engage in relevant and meaningful learning contexts, and to develop connections among mathematical ideas and real-world contexts. Contains 55 references.

Kaiser, Harvey H.; Klein, Eva (1998).  Space Standards: Some Recent Lessons.  Facilities Manager, 14, 6. 

Incorporates data, findings, and conclusions developed by a University of North Carolina study concerning school space planning and utilization standards along with some recent experiences in higher education. Discusses the common aspects of space standards and presents a summary of assignable-square-feet ranges and means for selected Higher Education General Information Survey room codes.

Karsten, Rex; Kaparthi, Shashidhar (1998).  Using Dynamic Explanations To Enhance Novice Programmer Instruction via the WWW.  Computers & Education, 30, 3-4. 

Describes how World Wide Web delivered visual explanations of programming constructs have been used to supplement conventional instructional methods and materials traditionally employed introductory programming courses. Explanations are constructed using inexpensive commercial software that supports the use of animation, graphics, color, and narrative to help students visualize a range of concepts and relationships.

Khan, Abdul W.; McWilliams, Patricia (1998).  Application of Interactive Technologies in Open and Distance Learning: An Overview.  Indian Journal of Open Learning, 7, 1. 

Examines why technology and media are critical to distance education, what attributes may contribute to distance education, and factors that must be taken into account when adopting and integrating media into distance education, including changing roles and responsibilities. Looks at barriers to expanded use of media in distance education and the consequences of not eliminating these barriers.

Khan, Badrul H. (1998).  Web-Based Instruction (WBI): An Introduction.  Educational Media International, 35, 2. 

Advances in information technology, coupled with changes in society, are creating new paradigms for education. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed resources. A table of features and components associated with Web-based instruction learning environments is provided.

Khan, M. B. (1998).  Changing Computer Skills of Incoming Undergraduate Business Majors.  Journal of Educational Technology Systems, 26, 1. 

Examines the extent of changes in basic computer literacy of incoming undergraduate business students in 1996 and determines whether these changes are statistically significant compared to skills in 1990. Results support the notion that computer skills are being acquired by students at early ages; the rate of change will be faster with time.

Klingenstein, Kenneth J. (1998).  The Technical Realities of Virtual Learning: An Overview for the Non-Technologist.  CAUSE/EFFECT, 21 n1 p24-27, 32-34. 

Technology issues that underpin further development of virtual learning and distance education are explored, including such issues as the challenges of living with advancing technology, types of technology infrastructure (delivery systems, middleware, creationware, and administrative support), determining the right level of investment in technology, and specific steps that campuses can take to prepare for change.

Khoo, Guan-Seng; Koh, Thiam-Seng (1998).  Using Visualization and Simulation Tools in Tertiary Science Education.  Journal of Computers in Mathematics and Science Teaching, 17, 1. 

Describes a study conducted in undergraduate science classes in Singapore using computer modeling and simulation. Reports that the use of computer models and simulations proved to be valuable in explaining many aspects of science. Students reported that three-dimensional images helped them in their understanding. Contains 22 references.

Kolloff, Mary Ann; Dickey, JoAnna; Long, Shirley; Reehm, Sue P.; Thomas, Joyce Harris (1998).  Integrated Technologies and Teacher Portfolios. 

The Kentucky Department of Education and the National Council for Accreditation in Teacher Education guidelines direct institutions of higher education to plan a continuous assessment component in their preservice and inservice teacher education programs. To meet these guidelines, Eastern Kentucky University (EKU) has created a portfolio requirement to be used in its undergraduate and graduate teacher education programs. The portfolio requirement incorporates a system that students use to document the achievement of meeting the New Teacher Standards for Preparation and Certification (NTS) and the Experienced Teacher Standards for Preparation and Certification (ETS) from the Kentucky Department of Education and the guidelines from learned societies. The NTS measure the performance of preservice and intern teachers. The ETS measure the performance of teachers who are participating in an inservice development program. The use of integrated technologies will play a major role in the development of a program candidate's portfolio. Portfolio entries may be in any physical format such as print, video and sound recordings, transparencies, slides, CD-ROMs, and disks. What is essential is that there be integration of all technologies, used as tools or displayed as products. The purpose of this paper is to explain how integrated technologies will be incorporated into the portfolio process.  | [FULL TEXT]

Kolodner, Janet L. (1997).  Educational Implications of Analogy: A View from Case-Based Reasoning.  American Psychologist, 52, 1. 

Case-based reasoning (CBR) focuses on analogy in the context of solving real-world problems. Its research methodology of computational modeling is aimed at deriving hypotheses about cognition. As a plausible educational model, CBR can help refine education philosophy and practice and contribute to the design of educational software.

Kolpas, Sid (1998).  A Classroom Note on Monte Carlo Integration.  Mathematics and Computer Education, 32, 1. 

The Monte Carlo method provides approximate solutions to a variety of mathematical problems by performing random sampling simulations with a computer. Presents a program written in Quick BASIC simulating the steps of the Monte Carlo method.

_____. (1998).  K-12 Foreign Language Education. The ERIC Review. 

The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme. This issue focuses on foreign language education in grades K-12. Articles include: "Second Language Learning: Everyone Can Benefit" (Kathleen M. Marcos); "Foreign Language Education in the United States: Trends and Challenges" (Renate A. Schulz); "Many Ways to Learn: Elementary School Foreign Language Program Models" (Lucinda Branaman and Jeanne Rennie); "National Standards: Preparing for the Future" (Vickie Lewelling and Jeanne Rennie); "Current Trends in Foreign Language Assessment" (Jeanne Rennie); "Professional Development for Foreign Language Teachers" (Joy Kreeft Peyton); "Less Commonly Taught Languages" (Dora Johnson); "Heritage Language Students: a Valuable Language Resource" (Russell Campbell and Joy Kreeft Peyton); "ASL [American Sign Language] as a Foreign Language" (Joy Kreeft Peyton); "Federal Support for Foreign Language Education" (Carol Boston); "State Initiatives for Foreign Language Instruction" (Vickie Lewelling and Jeanne Rennie); "Foreign Language Resource Organizations" (Laurel Winston and Lynn Fischer); "Books [an annotated bibliography]" (Laurel Winston and Craig Packard); "Journals and Newsletters [an annotated bibliography]" (Craig Packard and Lynn Fischer); "Tips for Searching the ERIC Database on Foreign Language Topics" (Vickie Lewelling and Jeanne Rennie); "Using the Internet for Foreign Language Learning" (Jean W. LeLoup and Robert Ponterio); "More than Just the Internet: Other Technology for Language Teaching" (Samantha Earp); "Sources for Videos, CD-ROMs and Multimedia" (Craig Packard); "Web Sites/Electronic Resources" (Craig Packard and Lynn Fischer); "Foreign Languages and Job Opportunities (Lucinda Branaman); and "Putting it All Together: Fostering a Language-Proficient Society" (Kathleen M. Marcos and Joy Kreeft Peyton). | [FULL TEXT]

Kilian, Crawford (1997).  Why Teach Online.  Educom Review, 32, 4. 

Lists seven characteristics of online instruction, and discusses related questions. Topics include costs, increased usage of educational technology, access to information/communication for isolated groups, the present text-based system and technological change, the pattern of hypertext, effectiveness of online instruction, and the student/teacher relationship.

Keyvan, Shahla A.; Pickard, Rodney; Song, Xiaolong (1997).  Enhancement of Teaching and Learning of the Fundamentals of Nuclear Engineering Using Multimedia Courseware.  Computer Applications in Engineering Education, 5, 4. 

Computer-aided instruction incorporating interactive multimedia and network technologies can boost teaching effectiveness and student learning. This article describes the development and implementation of network server-based interactive multimedia courseware for a fundamental course in nuclear engineering. A student survey determined that 80% of the students found the courseware to be useful.

Kwajewski, Ken (1997).  Technology as a Core Value.  Learning and Leading with Technology, 24, 5. 

Suggests how schools can truly use technology to improve their educational processes by considering technology a core value. Topics include how to coordinate and integrate technology; defining core outcomes for technology; and setting benchmarks for measurement at various grade levels.