Educational Technology | N

_____. (1993).  National Education Association Communications Survey. Report of Findings. 

A national telephone survey of 1,206 regular education teachers was conducted on behalf of the National Education Association to determine the incidence of school-provided educational technology and to assess teacher perceptions of their effects on the education process. Some forms of technology, such as photocopiers, television, and videocassette recorders, were found to be almost universally available. Roughly 9 in 10 teachers have access to computers, but other electronic hardware has not become standard. Less than half of the teachers have access to a modem at school, and less than one-third have access to a fax machine. Most teachers lack easy access to a telephone during the school day. Schools are slow to replace outmoded technologies, such as mimeographs and dittos. A high technology environment is more likely for affluent and suburban schools. Large city schools are more backward technologically than schools in small town and rural America. In elementary school grades, computers tend to be distributed in individual classrooms, but in higher grades they are likely to be concentrated in laboratories. Sizable proportions of teachers lack access to technologies they believe to be essential resources, with the most serious obstacle being budgetary limitations. Twenty-four tables present study findings. Two versions of the questionnaire are included, and a technical appendix describes the study methodology.

_____. (1997).  National Council of Teachers of Mathematics 1997-98 Handbook: NCTM Goals, Leaders, and Position Statements. 

For more than 75 years, the National Council of Teachers of Mathematics (NCTM) has been dedicated to improving the teaching and learning of mathematics. NCTM provides professional development opportunities through annual, regional, and leadership conferences and publishes journals, books, videos, and software. This handbook offers information about NCTM, the "NCTM Standards," NCTM goals, leaders, position statements, officers, conference dates, phone numbers and e-mail addresses for contacting the organization.

_____. (1998).  National Educational Technology. Standards for Students. 

The primary goals of the National Educational Technology Standards (NETS) project is to enable stakeholders in PreK-12 education to develop national standards for the educational uses of technology that will facilitate school improvement in the United States. The NETS Project will develop standards to guide educational leaders in recognizing and addressing the essential conditions for effective use of technology to support PreK-12 education. The Technology Foundation Standards for Students contained in this document are the first step in the NETS Project. The standards are divided into six broad categories: (1) basic operations and concepts; (2) social, ethical, and human issues; (3) technology productivity tools; (4) technology communications tools; (5) technology research tools; and (6) technology problem-solving and decision-making tools. These categories provide a framework for linking performance indicators found within the Profiles for Technology Literate Students, described for the following grade ranges: PreK-12, 3-5, 6-8, and 9-12. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills. Also included are a list of the NETS partner organizations, the NETS Standards Development Team, and an order form. | [FULL TEXT]

_____. (1998).  National Strategies and Regional Co-Operation for the 21st Century. Proceedings of the Regional Conference on Higher Education (Tokyo, Japan, 8-10 July 1997). 

This collection of papers begins with a preface by Victor Ordenez, followed by opening speeches by Federico Mayor, Tetsuo Misumi, Heitor Gurgulino de Souze, and Wichit Srisa-an, and a keynote address by Takashi Kosugi. Three working papers include: "The University of the Future" (Edgardo J. Angara); "Institutional Challenges, Responses and Strategies" (Grant Harman); and "Educational Imperatives for a New Era" (Charles J. Ping). The four papers in the presentation section include: "Status of Multi-media and Education in Japan" (Shiro Matsuo); "Higher Education Over the Internet: Dawn of the Virtual University" (Ng. S.T. Chong); "Macro Issues and Microworlds: A Conceptual Framework for the Virtual University" (Ted Tschang); and "Internet Videoconference on the Future of Higher Education and Learning" (Ken Tsutsumibayashi). Closing speeches were presented by: George Haddad, Marco Antonio Rodrigues Dias, Edward Van Roy, S.A. Chowdhury, Mona D. Valisno, M.K. Tadjudin, Donald R. Gerth, Kastuhiko Nonaka, Ziaul Haque Zia, Yasuo Konishi, and Anuwar Ali. The final section is a "Declaration about Higher Education in Asia and the Pacific, and Plan of Action." A "Summary Report of the Conference" and "Schedule of Work" are appended.

Natal, Dottie (1997).  The Use of Cooperative Group Management Software for Hands-On Science Activities To Improve Communication between Students with Disabilities and Their Peers. 

This report describes the development of an educational software program to assist youth with disabilities in participating in discourse in regular school settings. The software was designed to manage cooperative groups as students engaged in hands-on science activities and was specifically developed for teaching the subject of batteries and bulbs. Ten classrooms in which special education students were enrolled with regular education students were observed, and the types and quantities of verbal interactions between disabled students and peers were reported. Eight groups of four or five students (each group containing one special education student) were then pulled from these classrooms and the software was tested with these students. Evaluation indicated that the cooperative learning activities and the software provided the structure needed to include students with disabilities and increased communication between disabled students and their peers. Evaluation also indicated non-disabled peers were able to help keep students with disabilities on task and that there was a high level of engagement in the learning activities. Appendices include the texts for sample lessons at different reading levels, a technical specifications document, parent permission forms, sample student workbook pages, and sample teacher manual pages. | [FULL TEXT]

Natal, Dottie (1998).  On-Line Assessment: What, Why, How. 

Recent increases in the speed and accessibility of computers and networks have made it possible to administer tests on-line. On-line assessment can be conducted in a controlled setting, such as a testing center, or distributed over local area networks or the Internet to libraries and student homes, allowing students the flexibility to complete tests as their schedules permit. While on-line tests can contain virtually any type of question, the easiest test to develop are true/false, fill-in-the-blank, and multiple choice formats. Advantages of on-line tests include time savings for instructors and students, as well as increased learning opportunities for students in that the tests offer immediate feedback and do not take up class time. There are disadvantages to on-line testing for students, however, including the problem of procrastination, the lack of universal computer access and skills, and less flexibility in test-taking strategies. Disadvantages also exist for teachers, including problems with security and computer hardware, and issues related to "debugging" testing programs to ensure correct feedback and scoring. Tools for developing on-line tests include basic Hypertext Markup Language (HTML) with hyperlinked answers; HTML forms with Perl, CGI, or Personal Home Page (PHP) scripts to send feedback to students and commercial test development software. Sample HTML and PHP source code and test screen shots are included. | [FULL TEXT]

Nellermoe, Donald A.; Weirich, Thomas R.; Reinstein, Alan (1999).  Using Practitioners' Viewpoints To Improve Accounting Students' Communications Skills.  Business Communication Quarterly, 62, 2. 

Notes that innovations in technology have greatly enhanced educators' abilities to incorporate instruction in written and oral communication skills in the accounting curriculum. Finds that practitioners agree with the new writing requirements of the CPA (Certified Public Account) exam, and endorse the use of information technology in preparing documents based on specific models and prescribed criteria.

Nelson, Garet (1998).  Internet/Web-Based Instruction and Multiple Intelligences.  Educational Media International, 35, 2. 

Education utilizing the Internet is developing in a major way, but there are problems using these new facilities. Gardner's theory of individual differences which consider these problems are examined in detail. Various tools offered by the Internet and the Web are discussed, as are activities associated with all forms of their usage.

Nelson, Kristen (1999).  Make it a Lesson They'll Never Forget!  Mailbox Teacher, 27, 4. 

Suggestions for creating memorable lessons that keep students' attention include the following: relate what is being taught to students' lives and interests, give students choices, show students that you enjoy teaching, include human emotion and human interest stories, reduce students' negative emotions, make lessons interesting and active, vary your voice, add technology, encourage students to share their feelings, and laugh.

Nelson, Lin M. (1999).  Increasing Retention of Adult Learners in Telecourses through the Incorporation of Learning-Centered Instructional Strategies and the Use of Multiple Modalities for Content Delivery and Interaction. 

A project was undertaken to increase retention in a health education telecourse by incorporating a competency-based orientation to distance learning and learner-centered instructional strategies into the telecourse, and by using multiple media for content delivery and interaction. A general orientation to distance learning was developed that addressed seven competencies: transition to technology-mediated instruction; use of technology tools; effective communication; problem solving; collaboration; research techniques; and reflection. The telecourse was delivered via four media (cable television, print, on-campus meetings, and a course World Wide Web page), and all assignments were designed to reinforce development of the seven competencies. Student retention data and responses to participant surveys established that the new retention strategies achieved the following results: (1) withdrawal of more students earlier in the semester (following the general orientation to distance learning) and a higher retention rate for telecourse students using the Internet for course support; (2) increased student satisfaction with instructor preparedness, quality of interaction, instructor feedback, and self-responsibility for learner-centered instruction; and (3) higher collective grade-point average for the course (from 2.45 to 3.19). Appended are the following five items: original and revised telecourse readiness questionnaires; telecourse evaluation; rubric of competency standards; orientation objectives; and memorandum containing frequently asked questions. | [FULL TEXT]

Nelson, Lin M. (1999).  Theory to Practice: Utilization of Instructional Systems Design, Constructivist Pedagogy, and Distance Learning Strategies in Preservice Teacher Preparation. 

This paper identifies possible causes of the disjuncture between theory and practice in teacher preparation and recommends strategies for incorporating instructional technology, as defined by the Association for Educational Communication and Technology in 1994, and distance education into teacher preparation programs. Causes of the theory-practice gap include the strong relationship between how novice teachers teach and how they were taught; novice teachers' needs to encounter authentic, real-world problems in order to find relevance; and classroom teachers' needs for action-guiding knowledge to make timely decisions, rather than the more general abstract knowledge presented in teacher education. Preventive solutions include: teaching instructional systems design (ISD) planning processes and practices; modeling constructivist principles when designing instruction (focusing on knowledge construction, authentic learning contexts and collaboration among learners and with the teacher); and adapting instructional practices of distance education to the on-campus environment (using ISD models and processes to meet the diverse needs of all learners, maximize interaction, and ensure timely feedback). | [FULL TEXT]

Nunez Esquer, Gustavo; Sheremetov, Leonid (1999).  Virtual Learning Spaces in the Web: An Agent-Based Architecture of Personalized Collaborative Learning Environment. 

This paper reports on the results and future research work within the paradigm of Configurable Collaborative Distance Learning, called Espacios Virtuales de Apredizaje (EVA). The paper focuses on: (1) description of the main concepts, including virtual learning spaces for knowledge, collaboration, consulting, and experimentation, a "multi-book" (i.e., a personalized electronic book), and use of agent-based tools; (2) agents in EVA, including the multi-agent environment of personal education (e.g., Internet and filtering, collaboration, personal advisor, evaluator, and group monitor agents), multi-agent planning, and agents for virtual laboratories; (3) a unifying framework for agents in EVA, including the Agent Communication Channel Router, Agent Management System, and Directory Facilitator; and (5) the LAN/ATM (Local Area Network/Asynchronous Transfer Mode) hardware platform developed for the EVA environment. | [FULL TEXT]

Nunn, Jacqueline A.; McPherson, Sarah; Rust, William D., IV (1998).  Preparing Teachers for School-Based Technology Leadership. 

This paper describes a partnership developed between the Baltimore County Public Schools and Johns Hopkins University. The purpose of the partnership was to train teachers to become school-based leaders in technology through a 36-credit graduate program in Technology for Educators. The paper is divided into the following sections: (1) the partner institutions; (2) the development of a collaborative cohort; (3) competencies; (4) key elements of the partnership, including selection of candidates, role of principals and school improvement teams, and applied projects; (4) implementation strategies that worked; and (5) challenges to anticipate. A table lists core competencies for school-based technology leadership in three areas: technology planning, instructional leadership, and change and program evaluation. | [FULL TEXT]

_____. (1999).  NVCC: Student Use of Personal Computers and Internet. 

This report presents the findings from a personal computer (PC) and Internet Survey administered to Northern Virginia Community College (NVCC) students in spring 1999. The survey measured students' access to and knowledge of personal computers, e-mail, and the Internet--both at home and at work. There was a 65% response rate, with 353 of 540 students replying to the survey. Overall, NVCC students had a high rate of access to and usage of computers at home. Over 95% used a computer at least one hour a week and approximately 86% had access to e-mail and the Internet from home, with the majority (61%) using the Internet between one and nine times per week. At work, 61% of the respondents also had access to a computer. Of these, 62% used e-mail, 58% used the Internet, and the majority (70%) used a work computer between one and nine times per week. The NVCC respondents had a very high rate of computer access compared with national statistics. Sections of the report include: (1) Personal Computer and Internet Usage at Home; (2) Personal Computer and Internet Usage at Work; (3) Personal Computer and Internet Usage at Home--Campus Analysis; and (4) Personal Computer and Internet Usage at Work--Campus Analysis. The report contains 50 tables. Appended is a copy of the survey instrument. | [FULL TEXT]

Nous, Albert P. (1997).  Imaging and Visualization in Science Education. 

Imaging and visualization tools have assisted Earth scientists in answering age old questions by changing their orientation while reshaping the questions they ask. Imaging and visualization are powerful instructional tools still in the early phases of curricular infusion in the science education setting. This paper calls for a collaboration between imaging and visualization and presents information on involved organizations and technology related to imaging and visualization in science. Educational implications from imaging and visualization at NASA and retrofitting the curriculum to match scientific technology advances are discussed. | [FULL TEXT]

_____. (1996).  North Carolina Instructional Technology Plan Guide: Technological Recommendations and Standards. [Revised]. 

The purpose of this guide is to present the essential technical considerations for implementing the North Carolina Instructional Technology Plan (NCITP). It addresses three main areas fundamental to the development and execution of long-range technology plans: collaboration, connectivity, and hardware/software configurations. The first section recommends that collaborative undertakings be considered for the following areas: purchasing, evaluation, support, maintenance, training, license management. The second section outlines the following issues that impact connectivity decisions: security, support, resource availability, wiring, electronics, LAN, WAN. The third section is divided into four subsections on determining requirements, model hardware/software and network configurations, comparison of model configurations, and other considerations. A final section provides a table that references all of the documents available to support the technological infrastructure needed for the instructional initiatives. | [FULL TEXT]

_____. (1999).  North Carolina Community College System Information Resources and Technology Plan. 

The North Carolina Community College System engaged in a strategic planning process in 1998 that was the basis for the information resources and technology plans for the entire System. A focus of the planning was technology, and a technology environmental scanning team developed a set of planning assumptions, which led to the creation of 15 goals and related objectives for the 1999-2001 biennium. The technology-related planning assumptions included: (1) increasing the use of technology to redefine delivery systems; (2) using technology to better serve business and agency partners; (3) providing more technology training; (4) developing a communication infrastructure to support distance learning and remote access to resources; (5) redefining the funding model for technology and technical staff; (6) using technology to reach underserved customers; and (7) reducing administrative, regulatory, and accrediting barriers to the effective use of technology at the colleges. Technology-related goals arising from these assumptions include: (1) acquiring and maintaining the resources to support the educational objectives of the System; (2) creating an integrated, systemwide virtual learning environment; and (3) providing and supporting state-of-the-art administrative systems to integrate the colleges electronically. This document discusses the implementation of these goals and the costs involved. Appendices contain a steering committee strategic directions report, a library automation system request for proposals, and equipment plans. | [FULL TEXT]

_____. (1999).  North Dakota State Education Technology Plan, 1998-1999. 

Enhanced student learning is the primary objective of integrating technology into classrooms. In order to realize this objective, several critical success factors must be addressed: Access to Technology, Administrative Services, Professional Development, and Curriculum Integration. In this Technology Plan, recommendations are made for action at the state and local levels, for each of the four critical success factors. Equity, hardware and software acquisition, connectivity, technical and instructional support, and funding are specifically addressed under the first factor, Access to Technology. For Administrative Services, recommendations are given for electronic sharing of data, management of human and financial resources, student information systems, and community information systems. | [FULL TEXT]

Norman, Michele M. (1999).  Beyond Hardware.  American School Board Journal, 186, 7. 

The Department of Education recommends that schools allocate at least 30% of technology funding to professional development. Programs generally begin with strategic planning and a realistic budget, are designed to improve student achievement, emphasize people over technology, and have widespread stakeholder support. Core components are discussed.

Norris, Cathleen; Smolka, Jennifer; Soloway, Elliot (1999).  Convergent Analysis: A Method for Extracting the Value from Research Studies on Technology in Education. 

The objective of this paper is to present a method for extracting value from the research literature that should benefit educational practitioners. This method, called Convergent Analysis (CA), comprises the following steps. First, this focused question must be posed whose answer can benefit educational practitioners: under what conditions do computers lead to increased student achievement? Second, the empirical studies in the literature need to be reviewed and put into a standardized format. Third, all the studies in that standardized format should be looked at in order to compare and contrast the issues in each study. This paper highlights the steps of the CA process and provides examples of the "nuggets of wisdom" extracted from the literature on writing education and technology using the CA method. Issues and tools needing future research and development are then identified. Finally, curricular, instructional, and infrastructural issues are identified. | [FULL TEXT]

Norris, Donald M.; Olson, Mark A. (1999).  Future E-Business Applications in Education.  Business Officer, 33, 1. 

Some of the opportunities created by e-business, or electronic commerce, for college teaching and administration are explored, including distributed learning, new forms of payment, new learning materials, academic support tools, administrative support, and new forms of publishing. E-business initiatives for colleges and universities are suggested.

Norris, Marcia; Vasquez, Laurie (1998).  Creating Structured Collaboration in Implementing Assistive Technologies in a Community College Setting: Library Access, A Case Study. 

This paper discusses the role of libraries as the hub of information literacy in college and the need for professional collaboration to ensure library access for students with disabilities at California community college campuses. A working plan for developing assistive technology (AT) capabilities is provided which includes the following steps: (1) develop a formal awareness inventory of who, what, how, and where technology decisions are made on campus; (2) use key people discovered in the process to develop a campus-wide computing plan which includes distribution of AT throughout campus computer labs; (3) develop a policy for incorporating access technology into new purchases; (4) allocate a portion of the entire institutional computing budget for access technology: (5) determine who is responsible for making decision for upgrades or new computers; (6) decide what committees should address integration and implementation at the instructional level; (7) discover how to initiate and plan strategies with other campus labs; (8) estimate how much technical support will be needed; (9) decide how to plan for technical support; (10) determine what expertise with access technology it is reasonable to expect from librarians and mainstream computer support staff; and (11) provide training for staff receiving assistive software. | [FULL TEXT]

Northrup, Pamela Taylor (1997).  Instructional Technology Benchmarks for Teacher Preparation Programs and K-12 School Districts. 

The purpose of this study was to establish guidelines for the instructional technology elements of preservice and inservice teacher preparation programs as well as standard technological competencies for their K-12 students. To establish benchmarks reflecting preservice and inservice training needs, four analysis approaches were conducted, and data were triangulated using a qualitative pattern-matching approach. Analyses included: (1) a critical review of prominent guidelines (both national and for the state of Florida); (2) key informant meetings conducted with educators from surrounding school districts; (3) an instructional technology teacher preparation survey; and (4) a review of instructional technology literature to establish current trends in instructional technology uses in public education. The analysis revealed that the following areas were critical for preparing preservice and inservice teachers to become leaders in instructional technology: state-of-the-art laboratories; preservice teacher preparation; graduate-level preparation; higher education faculty or teacher peers as models; and inservice and outreach. Benchmarks were established for all five areas and are currently being used at the University of West Florida in: preservice teacher training, a graduate program in instructional technology, faculty development, outreach, and upgrading equipment for the laboratories. Effecting change in preservice teacher preparation and in K-12 education requires a set of clearly defined systemic benchmarks as provided through this study. | [FULL TEXT]

Norton, Donna E.; Norton, Saundra E. (1999).  Language Arts Activities for Children. Fourth Edition. 

This activities book illustrates how teachers can use teaching methods and strategies to build children's language arts skills as well as create a stimulating, enriched environment. The activities in the book include many opportunities for the integration of the language arts across the curriculum. Because of the growing demand for literature-based instruction, most of the activities include selections of children's literature that may be used to focus the lesson and to expand interest in and knowledge of children's literature. All activities in the book are developed in a lesson plan format and all have been tested in school environments. A new section in this edition develops literacy activities around technology and computers. Sections of the book are: Creative Language Activities; Oral Language and Cognitive Development Activities; Listening Activities; Writing Activities; Activities for the Mechanics of Language; Activities for Literature; Media Activities; Multicultural Activities; and Technology and the Language Arts.

Norton, Priscilla; Sprague, Debra (1998).  Teachers Teaching Teachers: The Belen Goals 2000 Professional Development Project. 

Belen Public Schools (New Mexico) received a Goals 2000 grant for teacher education and technology integration. The Belen Goals 2000 professional development project established two three-day teachers-teaching-teachers workshops. The first focused on using an integrated software package and the second focused on using e-mail and the Internet. Workshops de-emphasized the mechanics of technology and concentrated on integrating technology within the curriculum. They were structured to engage attendees in model lessons, with attendees becoming content-area learners while also learning about technology integration. In order to assess the level of teacher concerns related to the integration of technology as a change or innovation, the Stages of Concern About the Innovation Questionnaire (SoCQ) was administered to participants. The instrument was based on a seven stage developmental model: awareness, information, personal, management, consequence, collaboration, and refocusing. Findings indicated that the workshops changed teachers in subtle and emerging ways; yet this data points only in the direction of change, not toward substantial or deep changes in educational practices. | [FULL TEXT]

Norton, Priscilla; Sprague, Debra (1999).  Timber Lane Tales: Problem-Centered Learning and Technology Integration. 

This exploratory study examined a field-based project in which preservice teacher candidates and faculty collaborated to implement a problem-centered, technology integrated curriculum for a multiage (4th, 5th, and 6th grade) intersession at Timber Lane Elementary School. Content included detective skills such as fingerprinting and handwriting analysis, advertisements, and literature-based mystery stories. Educational goals focused on developing problem-solving skills, literacy abilities, and working as a community. Activities included solving mysteries, analyzing clues, writing mystery stories, creating advertisements, and investigating crimes. Tools used throughout the two-week curriculum included paper and pencil assignments, word processors, video, simulations, books, print graphic programs, computer-based interactive fiction, and databases. Preservice candidates' reflections on their experience were compared with reflections of candidates who completed a less structured field experience regarding what they learned about themselves, teaching, young learners and the learning/thinking process, and technology in educational settings. The reflections of those who participated in the technology-integrated project suggest that their experiences in actively using technology as a part of the teaching/learning process assisted them in developing an image of how technology can be used and provided them with a vision of how their coursework (theory) can translate to the design of learning opportunities (practice). | [FULL TEXT]

Norton, Robert (1998).  Corporate Largesse or Glad Hand?  TECHNOS, 7, 1. 

Gives a background on early educational sponsorship programs initiated by corporations. Discusses skepticism by consumers; Channel One and direct advertising to students; the need for schools to carefully manage relationships with corporations providing technology; and the necessity of corporate support for the future of technology in schools.

Norum, Karen (1997).  Lights, Camera, Action! The Trials and Triumphs of Using Technology in the Classroom.  Journal of Technology and Teacher Education, 5, 1. 

Discussion of the use of technology in classrooms focuses on the use of television for foreign language distance education in elementary, middle, and secondary schools. The experiences of two teachers are shared to show how teachers adopt and integrate technology in the classroom.

Ninno, Anton (1998).  Explore the World with a Radio!  Technology Connection, 5, 2. 

Describes using AM-FM, shortwave, and scanner radios in the classroom; suggests class activities integrating the curriculum, including radio logs, geography, social studies, letter writing, and career exploration; and lists related Internet resources and ERIC articles. A sidebar highlights the "Shortwave Classroom" newsletter.

Ninno, Anton (1999).  Radios in the Classroom: Curriculum Integration and Communication Skills. ERIC Digest. 

Teachers have explored the use of radio in the classroom almost since radio technology entered into the mainstream of society, yet radio remains a relatively unused mode of instruction. This Digest describes several radio applications and summarizes various radio activities to assist teachers in integrating technology into the curriculum. Discussion includes teaching the history of communications; hands-on geography and language arts activities using AM-FM radio; international shortwave radio broadcasts; National Oceanic and Atmospheric Administration (NOAA) weather service broadcasts; scanner radios; practicing communications skills with amateur radio. A bibliography and list of Web site resources is included. | [FULL TEXT]

Nekovei, Deanna L. (1997).  Assessment of Beginner Teacher Performance Utilizing Video Technology. 

A study was conducted to investigate the feasibility of using video as a method of beginning teacher observation. In addition, the study investigated whether or not trained observers (raters) could score beginner teacher performance videotapes reliably using a 4-point holistic scoring scale. To this end, the researcher collected 24 beginning teacher performance videotapes and had 12 elementary school teachers, the raters, score each videotape using a four-point holistic scoring scale that was developed for the study. In sum, it appears that videotape performance assessment that uses a holistic scoring scale is a viable and cost effective method of teacher evaluation. It was also learned that camera condition is not a significant factor in terms of obtaining consistent scores on the performance videotapes. A 20-to-30 minute tape appears to provide ample teacher performance information for obtaining consistent judgments by raters. 

_____. (1998).  NECC '98: National Educational Computing Conference Proceedings (19th, San Diego, CA, June 22-24, 1998). 

Topics of NECC '98 (National Educational Computing Conference) papers presented at this conference on technology in education include: digital portfolios; technology-integrated multidisciplinary curriculum design; a virtual Web site; a computer literacy course; Internet projects for various subjects; staff development; music videos; interaction of presentation mode and learning style; home/school connections; professional development; schoolwide reform; statewide technology-based cooperative programs; World Wide Web graduate educational technology courses; teacher training with CD-ROM and World Wide Web; Web site development; videoconferencing; virtual reality; HyperStudio animation; multimedia educational resources; classrooms as international learning communities; collaborative learning in graduate study; online teacher education communities; digital camera in the classroom; constructivist classrooms; gender equity; collaborative activities; enhancing literacy; troubleshooting; knowledge networks; materials for students with disabilities; virtual schools; educational improvement; standards-based curriculum; support staff; policy issues in open learning; quality assessment; computer labs; benchmarks; laptop schools; distance learning; parental involvement; wireless infrastructure in education; simulation design; intranets; instructional strategies; AskERIC; GEM; empowerment; spreadsheets; search strategies; mentor programs; and evaluating technology. | [FULL TEXT]

_____. (1995).  New Horizons in Education: Journal of Education, Hong Kong Teachers' Association, 1995. 

The bilingual (Chinese/English) journal published annually for Hong Kong educators contains articles in a wide range of areas and at all levels of education. Articles include: "Micropolitics in Managing Bi-Sessional Primary Schools: A Case Study of the Interactions between Partner School Heads" (Cheung Wing-ming); "On Features of Implementation of the Whole School Approach to Guidance" (Xiaodong Yue); "Quality Distance Education--The OLI Model" (James Y. W. Tong); "Team Development: A Multidimensional Approach" (Allan Walker, Kenneth Stott); "The Investigation of the Management Technique and Leadership Strategy a Primary Headteacher Should Possess Through Historical Events of the Ancient China During the Second Century" (in Chinese) (Chan Ling Hay); "Change in Education and Social Involvement--Hong Kong Experience" (in Chinese) (Au Yeung Chi); "Managing Tutors in Distance Education: Further Issues for Consideration" (Kenneth Chee-kwong Chao); "Review of Cycle Timetabling System" (in Chinese) (Ho Kwok Keung; Wong Wai Keung); "Students' Misconceptions in Solving Mechanics Problems" (Lo Lam Fat and Au Yeung Po See); "Environmental Education in Hong Kong Secondary School: State of the Art" (John Chi-kin Lee); "Promoting Teachers Use of Instructional Technology in Hong Kong" (Sabrina Su-fen Chin); "Chinese Language Teachers' Self Evaluation on Their Professional Knowledge" (in Chinese) (Ho Man-koon); "Fieldwork in Geography: A Review of Purpose and Practice" (Philip Stimpson); "Preparing 'Small' Environmentalists Through Activity-based and Interdisciplinary Environmental Teaching" (Tammy Kwan); "Common Errors of Using Chinese Words Among Junior Secondary Students" (in Chinese) (Tse-Shek Kam; and others). | [FULL TEXT]

_____. (1995).  New Technologies of Training for Technical and Vocational Education. International Expert Group Meeting. (Manila, Philippines, July 3-7, 1995). Final Report. 

This report describes a meeting of 31 experts who deliberated on the various aspects of new technologies of training (NTT) and their applications in education and training with reference to Asia-Pacific contexts. Chapter 1 describes the rationale, objectives, inaugural session, meeting agenda, and closing session. Chapter 2 summarizes the country presentations. Chapter 3 highlights global trends. Chapter 4 focuses on industries' perspective on NTT. Chapter 5 presents the two working groups' project proposals for a recommendation on how technical and vocational education and training in Asia-Pacific countries could be strengthened with the support of NTT. Guidelines for the introduction and implementation of NTT are also provided. Appendixes include the following: schedule;"Welcome Remarks" (C. K. Basu); "Opening Remarks" (M. A. Qureshi); "Message" (Richard Szal); "Inaugural Address" (William G. Padolina); "Closing Remarks" (M. A. Qureshi); "Closing Remarks" (Franco Campagna); and "Valedictory Address" (Erlinda Pefianco). The following presentations are also appended: "VOCTECH's [Regional Centre for Vocational and Technical Education] Policy on Vocational and Technical Education Development in SEAMEO [Southeast Asian Ministers of Education Organisation] Member Countries" (Bernardo F. Adiviso); "The Directions of New Technology of Training in the UP (University of the Philippines) Open University" (Celia T. Adriano); "The Thai Educational System and the Ministry of Education (MOE)" (Sa-nguan Boonpiyathud); "NTT for Technical and Vocational Education: Trends and Needs" (Priscilla Cabanatan); "Expert Meeting on New Technologies in Technical and Vocational Education" (Franco Campagnal); "The Selection and Use of New Technologies for Technical and Vocational Training in Developing Countries" (L. F. Pau); "Issues in Assessing the Comparative Advantages of NTT in Terms of Cost-Effective Training and Vocational Education" (Betty Collis); "Telecommunication Supporting Distance Learning" (Anna Stahmer); "Trends in Training Technologies" (Albert Herremans); "NTT: Definitions and Current Experiences" (Paolo Cellini); "Training Technology and Telematics Round Tables (T3-RT)" and "CD-I [Compact Disk-Interactive] as Educational Tool for Developing Countries" (Willem Bulthuis); "NTT in Temasek Polytechnic" (Lim Kin Chew); "Advanced Systems in Education for Vocational and Technical Training,""World Leader in Educational Technology," and "Advanced Technological Systems in Education for a Market-Oriented Vocational and Technical Training" (Alessandro Gava); "Education Reform in Papua New Guinea" (Stewart Hall); "NTT for Technical and Vocational Education in Japan" (Akemi Kawafuchi); "Use of New Technologies for Technical and Vocational Education in Korea" (Byong-Sun Kwak); "Education: Catching Up on Technology" (Jose D. Lacson); "Trends in Computer Assisted Learning" (M. Radhakrishna); "New Training Technology for Technical Vocational Education" (Brian Stanford); "Status of Technical Vocational Education and Use of NTT in Pakistan" (S. Irshad Hussain Tirmazi); "Excellence in Technology Training through Partnership" (Chris Wong); and"Vocational Education and Training for the 21st Century: 'Strengthening the Knowledge and Information Base of VOCTECH'" and "Needs of International Cooperation for Developing T/LRs [Teaching/Learning Resources] Using Computer" (Jiro Yoshio). A "Directory of Experts" and "Profile of Sponsors" concludes the Appendices. | [FULL TEXT]

_____. (1996).  New Directions in Education. Chancellor's Annual Report, 1995-96. 

This report details achievements and progress of the Alabama State College System for the 1995-96 academic year. Included are introductory remarks from the Chancellor, and a report on state board's new partnership with the Association of Community College Trustees (ACCT). State board achievements in the areas of management and accountability are detailed, including establishment of operating procedures for board business meetings, development of temporary fiscal conservation guidelines, revision of auditing guidelines for two-year institutions, approval of an increase in out-of-state tuition charges, and development of an improved physical property inventory system. Also included is an overview of topics discussed at the Statewide Education Summit. The summit, convened in November 1995, brought together individuals from all levels of education, government, and the public and private sectors to discuss how to work together to improve education. Topics included competition in a global economy, academic standards, governance and accountability, funding, technology, teacher quality and competence, leadership, and citizen involvement. Appendices include profiles of Board members, listings of the counties and colleges served in each district, a map of the various districts, and contact information for each of the 33 colleges. | [FULL TEXT]

_____. (1997).  New Tools: Classrooms in Transformation. [Videotape]. 

This 24-minute videotape explores learning and teaching in classrooms where technology has provided an opportunity for change. In the videotape, actual classroom scenes show new roles and relationships for both students and teachers. Educators reflect on the rewards and challenges of a process that has led to fundamental shifts in classroom practice and structure. Designed to extend awareness of the impact of technology, this videotape can be used to catalyze discussion among board members, parents, and community groups.

_____. (1998).  New Learning Technologies and Media in Quebec: Profile and Positioning of the Main Stakeholders = Portrait et positionnement des intervenants en nouvelles technologies et nouveaux medias d'apprentissage au Quebec. 

This document is the product of a study that was conducted to identify the target audience of Canada's Office of Learning Technologies (OLT), determine which stakeholders should be involved in developing the OLT's action program; and recommend specific actions for the OLT to take. Chapter 1 provides an overview of the study methodology, which entailed the following activities: collecting qualitative and quantitative data on adult training within and outside the workplace; developing a profile of Quebec's major stakeholders in information technology (IT) and learning media and determining their "georeferential" positioning; developing approximately 40 fact sheets on companies and organizations active in new learning technologies and media in Quebec; interviewing 6 specific stakeholders in IT and learning media; examining selected recent studies and Internet sites devoted to learning technologies; and developing five reference tables detailing the interrelationships between various learning technologies. Chapters 2 and 3 detail the study findings. Appendixes constituting approximately 90% of the document contain the following: study methodology; fact sheets; interview reports; reference tables; excerpts from four published studies; "Developing an Educational CD-ROM for Quebec: Hang on! Selling to Quebec Schools: Nothing Is Less Easy" (Marie-Andree Amiot); and "Observatory on Multimedia Training" (Pierre-Julien Guay). English and French versions of the report are included. | [FULL TEXT]

_____. (1999).  New Information Technologies: A Key for Adult Learning? Adult Learning, Media and Culture. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). 

This booklet examines new learning technologies' place in providing opportunities for the democratization of education, for enhancing learner-centered flexibility, and for reaching out to unserved communities. It also raises questions as to who controls technology, and why, how, and for whom the technologies are being used. The booklet concludes that the main problem in the development of new technologies is not whether they can be used but how to ensure wide access to information. Recommendations made by workshop participants include the following: (1) governments should not reduce their support for social and cultural public services; (2) all countries should be not merely consumers but also producers of software; (3) software and courses should reflect national and local identities as well as cultural requirements; (4) new technologies and conventional ones should be integrated; and (5) the dissemination and use of information technology should be open to public debate. | [FULL TEXT]

_____. (1999).  New Teachers and Technology: Examining Perceptions, Habits, and Professional Development Experiences. 

This study examined the technology-related perceptions, habits, and training/professional development experiences of first- and second-year teachers. The goal was to provide objective, research-based information on the preparedness of "new" teachers (as compared to "experienced" teachers) to implement various forms of technology to support classroom instruction. The purpose was to determine how prepared new teachers thought they were to implement technology in the classroom when they first started, as well as how they have progressed due to hands-on experience, inservice training, outside courses, and home computer use. An analysis of results is provided in terms of: response rates and demographics of survey sample; new teacher preparation for technology in the classroom; teachers' use of computers at home; teachers' use of computers at school; new teachers' comfort level with e-mail; technology-related inservice training experiences of new teachers; the role of the school in providing adequate training and support; new teachers' preferred sources of information; and educational publications, associations, and conferences. Following a concluding section, 116 tables are appended.

Newberry, Pam B. (1999).  The Untapped Power of Technology: Its Role in Mathematics, Science, Technology, and Engineering Education.  NASSP Bulletin, 83, 608. 

Using technology can empower students, but most U.S. schools fall short of this goal. The power of technology as related to other school subjects and problem solving is well documented in projects promoting integration of technology education with mathematics and science. National Science Education Standards are summarized. (26 references)

Newby, Michael; Fisher, Darrell (1997).  An Instrument for Assessing the Learning Environment of a Computer Laboratory.  Journal of Educational Computing Research, 16, 2. 

Describes two instruments: one designed to assess students' perceptions of various aspects of their computer laboratory environments and the other to measure attitudes toward computers and computing courses. These instruments were used to determine association between laboratory environment and student attitude. Findings indicate a close association between "Technology Adequacy" and "Lack of Anxiety."

Newcomb, Andrew F.; Berkebile, Nicole M.; Parker, Susan W.; Newman, Julie E. (1998).  Student Projects Embracing New Computer Technologies: Opportunities for Student Scholarship on the World Wide Web.  Teaching of Psychology, 25, 1. 

Explores implementation of electronic term papers (ETP), objectives of these assignments, educational benefits of the ETP, an exemplar ETP, grading of ETPs, copyright issues, and student evaluations of the approach. Includes a schematic diagram of a sample electronic term paper and a list of Web resources for developing ETPs.

Newell, Margaret E. (1997).  Subterranean Electronic Blues; or, How a Former Technophobe Learned to Stop Worrying and Love Multimedia.  Journal of American History, 83, 4. 

Discusses the significance of the proliferation of new media for academic historians and their teaching. Describes the researcher's personal experiences incorporating multimedia technology into courses. Addresses points to consider before adopting multimedia as an individual or institution, including cost, standardization, and possible student responses.

Newell, Peter R. (1994).  Teaching with Technology: A Proposal for Using Amateur Radio in the Classroom. 

Amateur radio is a technology and activity that offers great potential when integrated into academic or vocational curricula. Programs with electrical, electronics, and electromechanical content can benefit from the use of amateur radio, and can also enhance language and communications skills. The biggest value of amateur radio may lie in its ability to enhance a student's motivation and self-esteem. In addition to its specific vocational and technical applications, amateur radio can assist in teaching basic skills and in reducing the isolation of students and teachers as it promotes interdisciplinary education and cultural awareness. Amateur radio is distinctly different from citizens band, as it is a noncommercial service. Ham operators do not need an electronics background, although technical knowledge and skills are helpful. Several examples of the educational use of amateur radio illustrate its potential for academic and vocational education. | [FULL TEXT]

Newman, Delia (1997).  AASL/AECT's New Guidelines for School Library Media Programs: A Roadmap to the Future.  Florida Media Quarterly, 22, 4. 

Discusses new guidelines for the library media profession developed by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT). Highlights include the standards and behavior indicators at the core of the guidelines; Web page accessibility; and benefits for library media specialists.

Newman, Frank (1998).  The Academy in Transition: Lead or Be Led.  Liberal Education, 84, 2. 

Society is gaining in its ability to produce, but struggling to use the fruits of that productivity wisely. For higher education to play its best and appropriate roles, the capacity for innovation needs to be regenerated and encouraged. Technology will play a significant role in creating opportunities for fundamentally different ways of providing higher education.

Newsmith, Ann; Buchdahl, David (1999).  Community College of Vermont: Making College Accessible to Rural Vermonters.  Community College Journal of Research and Practice, 23, 3. 

Outlines the Community College of Vermont's (CCV) mission as dedicating itself to accessibility, flexibility, and affordability through its decentralized organization. Describes CCV's "virtual campus," an integrated voice/data wide-area network that fosters schoolwide communication. Notes that transfer agreements with four-year institutions and strong partnerships with state agencies and businesses help encourage lifelong learning.

Newson, Janice (1999).  Techno-Pedagogy and Disappearing Context.  Academe, 85, 5. 

Pressure is mounting on college faculty to embrace computer-mediated instructional technologies, and some have become enthusiastic promoters. However, knowledgeable educators understand that technology both liberates and limits teaching and learning. Technology is only one of many tools available for shaping education.

Newton, Len (1999).  Practical Work, Computers and the Changing Role of the Teacher.  Science Education International, 10, 2. 

Describes some aspects of practical work in science education which can be supported by information and communications technology (ICT). Presents issues to consider when planning ICT-based practical work.

Newton, Leonard R. (1997).  Information Technology in Biology Teaching: Challenges and Opportunities.  Journal of Biological Education, 31, 4. 

Considers the place of information technology in biological education and addresses some of the obstacles to its greater use as well as potential benefits. Offers a rationale which asserts the role of the teacher as the architect of learning experiences. Contains 25 references.

Newton, Robert; Marcella, Rita; Middleton, Iain (1998).  NetLearning: Creation of an Online Directory of Internet Learning Resources.  British Journal of Educational Technology, 29, 2. 

NetLearning, an online directory of Internet-based resources that would be useful in teaching Internet skills, includes over 200 annotated resources organized in four sections: general resources, educators' resources, a list of other lists, and specialist resources. Use of the directory was monitored by e-mail survey and automatic counter.

Newton, Robert; Marcella, Rita; Middleton, Iain; McConnell, Michael (1998).  Developing a WWW Resource Centre for Acquiring and Accessing Open Learning Materials on Research Methods (ReMOTE). 

This paper reports on ReMOTE (Research Methods Online Teaching Environment), a Robert Gordon University (Scotland) project focusing on the development of a World Wide Web (WWW) site devoted to the teaching of research methods. The aim of ReMOTE is to provide an infrastructure that allows direct links to specialist sources in order to enable the use of existing materials as "plug ins" when developing research methods courses. It will also allow interactive computer-assisted learning packages to be downloaded and used in teaching or self-study. The approach is consistent with the broader goals of making use of the Internet in order to enhance the quality of learning, educational opportunities, profit, student numbers, and staff productivity. The following topics related to the development of the WWW site are described in detail: (1) requests for WWW links to add to the collection; (2) locating additional resources by searching on the WWW; (3) design, including user and institutional goals, the hierarchical structure of the site, and graphic design identity and functionality; and (4) content, including directory entries, materials hosted on the server, and courses. Relevant web sites are noted, and three figures illustrate the structure of the site, the ReMOTE opening screen, and categories in the directory of WWW sites. | [FULL TEXT]

Naumer, Jan, Ed. (1998).  Intercom: Newsletter of the Learning Resources Association of the California Community Colleges, 1997-1998. 

The three issues of this newsletter provide information on the state of learning resources centers and libraries in California community colleges. The September 1997 issue reports on LRACCC's Learning Resources Conference and includes the conference program. It also provides the annual report for 1996-97, discussing the association's membership, publications, budget, national conference, elections, legislative activities, and board meetings. This issue includes newsbriefs from eight community colleges describing events and changes at the colleges, and an excerpt from the new LRACCC publication, Electronic Learning and Resource Centers, entitled "Books and Building Plans: Future Scanning." The February 1998 issue presents "Looking at CCC Library/LRC Web Pages," offering tips for successful Web pages, and examples of various community colleges' Web page designs. It also includes newsbriefs on five colleges. The May 1998 issue lists newly appointed LRACCC officers, including the newsletter editor. It also describes, and outlines floor plans, for the new Sacramento City College Learning Resources Center that opens in the fall. This issue contains distance education revisions passed by the Board of Governors in March, newsbriefs on eight colleges, and recent LRACCC publications. Each issue includes lists of members and corporate partners, a calendar of events, and announcements. | [FULL TEXT]

Neubarth, Michael, Ed. (1995).  The Internet in Education.  [Internet World] 

This special theme issue of "Internet World" contains 10 articles on the role of the Internet in education. The articles are: "Internet Cum Laude" (Eric C. Richardson)--technological developments in college and university services; "Campus Connections" (Michael A. Arnzen)--guidelines for taking full advantage of on-campus access; "Major Links" (Tona Henderson)--information sources for six different college majors; "Electric Texts" (Steve O'Keefe)--hypertextbooks for interactive learning on various subjects; "Wired U." (Robert Moskowitz) earning a college degree through a virtual university; "The Great Facilitator" (Jeff Ubois) an interview with the Vice President of Educom on politics; "A Wired Education" (Robert Sanchez)--developments and effects of technology on K-12 and higher education; "Curriculum Counselor" (Robert Doty)--K-12 lesson plans and instructional materials on the Internet; "CU on the Net" (John R. Vacca)--the Global Schoolhouse, a project connecting schools nationally and internationally using the Internet; and "Picture Power" (Richard Seltzer)--the use of the World Wide Web to celebrate talent and honor achievement. A feature article "Visiting Museums Virtually" (David R. Noack) and 10 columns are also features.

Neumann, Gaby; Ziems, Dietrich; Hopner, Christian (1998).  It's Easy To Be Wise after the Event: Concepts for Redesigning an Educational System on Logistics Derived from Reflecting Its Development and Use. 

This paper introduces a multimedia-based educational system on logistics developed at the University of Magdeburg (Germany), reports on development and implementation of the prototype, and discusses ideas for redesign. The system was tested, used, and evaluated at the university and within a European network of 24 universities, colleges, and training centers from 13 countries. Students were interviewed and completed questionnaires regarding opinions, criticisms, and wishes in relation to the system. The development process, including guidelines, story board, navigation, calculation exercises, layout, integrated notepads, language-independent components, and language-specific components, is discussed. Ideas for expansion and modification of the educational system include: increasing user-friendliness by reorganizing and reworking the interface; supporting more flexible teaching and learning processes by providing learner-specific interaction and feedback; and expanding use by integrating the module into distance courses, adapting to student needs, and facilitating alternate forms of communication. Possibilities for more effective authors' support focus on: expanding and explaining conventions for structuring and designing the system and its elements; putting further knowledge of facts and methods into modular form according to content and formal aspects and documenting them in a way that is easily searchable; and supporting the collection, management, and finding of resources by a resource pool with a comfortable management system. | [FULL TEXT]

Nakabayashi, Kiyoshi; Hoshide, Takahide; Seshimo, Hitoshi; Fukuhara, Yoshimi (1998).  An Object-Oriented Architecture for a Web-Based CAI System. 

This paper describes the design and implementation of an object-oriented World Wide Web-based CAI (Computer-Assisted Instruction) system. The goal of the design is to provide a flexible CAI/ITS (Intelligent Tutoring System) framework with full extendibility and reusability, as well as to exploit Web-based software technologies such as JAVA, ASP (a server-side script), or various plug-ins for customizing the behavior and appearance of the material. Courseware objects are defined to implement ITS courseware consisting of tree-structured material objects and learning target objects associated to the material objects. The page object--the leaf level object of the material tree--is associated with a link to either the normal multimedia data or the exercise script. The page object communicates with the exercise script to dynamically generate the interactive exercise. An example of courseware consisting of an interactive simulation is implemented by making use of the exercise script. The proposed object-oriented design has the potential to be extended for constructing the framework of distributed courseware objects. Topics discussed include: project background and goals; design issues; implementation, including courseware objects, exercise objects and exercise script, and event-driven kernel and message passing between objects; and the courseware example. Four figures illustrate courseware objects, exercise object and exercise script, message passing between objects, and the courseware example.  | [FULL TEXT]

Nakabayashi, Kiyoshi; Maruyama, Mina; Koike, Yoshimasa; Fukuhara, Yoshimi; Nakamura, Yukihiro (1996).  An Intelligent Tutoring System on the WWW Supporting Interactive Simulation Environment with a Multimedia Viewer Control Mechanism. 

This paper describes the features of the 1996 version of an intelligent tutoring system (ITS) called CALAT. The architecture of CALAT is an extension of conventional World Wide Web systems, consisting of an ITS kernel on the server side and a multimedia viewer on the client side. The viewer control system is designed to achieve both educationally effective multimedia presentation and quick system response time even over a low speed network. As an application of the viewer control mechanism, an interactive simulation environment is implemented. This environment lets the student interact with a simulated target system presented by the multimedia viewer under the control of a state transition machine (STM) running on the CALAT server. These new features make it possible to build an interactive ITS environment available over the network with powerful and effective data presentation capability. The paper highlights design and implementation of the viewer control mechanism and interactive simulation. Three figures present the viewer control mechanism, the pipeline data transfer, and an example of the interactive simulation.  | [FULL TEXT]

Nakayama, Shuichi, Ed.; Griek, Lyckle, Ed. (1998).  Teacher Education for the Effective Use of New Information Media in Schools. Innovation and Reform in Teacher Education for the 21st Century in the Asia-Pacific Region. 1997 Report. 

The International Seminar on Teacher Education for the 21st Century in Hiroshima explores innovative strategies to enhance the quality of teacher education in the Asia-Pacific Region. The goal of the seminar is to identify problems and issues related to teacher competencies at rural as well as urban schools in the region; the focus of the 1997 seminar is on the similarities and differences in the region concerning issues and problems of teacher competencies, especially in the context of educational media literacy. Four parts make up this report. In the first part, Dr. Rupert Maclean, Chief of Asian Pacific Centre of Educational Innovation and Development, describes the current activities and aims of the Asian Pacific Program for Educational Innovation and Development and the Center that is in charge of running the program. The second part consists of "Country Reports." The third part contains the "Action Plans" that each participant was asked to draw up; this part also includes synthesized Action Plans for Japan, to point out what role Japan might be able to play in terms of Overseas Development Assistance and international cooperation. The final part of the report summarizes the results of the follow-up meeting held in January, 1998. Experts give their assessment of the "Country Reports" and "Action Plans." | [FULL TEXT]

Niederhauser, Dale S.; Salmen, Donna J.; Fields, Matt (1998).  Learning about Learning in an Introductory Educational Computing Course. 

The introductory technology course for preservice teachers provides a forum for them to develop technological competency as they reflect on their own learning processes, develop a deeper understanding of learning theory, examine the relationship between theory and practice, critique the nature of school-based learning experiences, and analyze assumptions underlying instructional methods. To accomplish these goals, two instructional activities were designed to provide preservice teachers with a common learning experience that exemplified contrasting approaches to instruction. One activity was a highly structured, teacher-directed lesson based on a didactic instructional model. This activity involved developing a home page using HyperText Markup Language (HTML). Students completed the activity by working individually at a computer with little peer interaction. The second activity required students to assume primary responsibility for planning and implementing the project as they worked cooperatively to support each other as a community of learners. This activity involved creating a home page through a more active constructivist approach; students were encouraged to be creative and to share their work and expertise with their classmates. Most students reported increased motivation and a better understanding of material learned through constructivist methods, although some failed to see the relevance of connecting theory to | [FULL TEXT]

Niemeyer, Chris (1997).  Authorware for Computer-Assisted Instruction.  Library Hi Tech, 15, 1-2. 

Iowa State University has used Authorware extensively for its mandatory library skills class. This article focuses on Authorware features, skills and methods for learning it, and describes a process for creating a tutorial using this computer application.

Nies, Jim; Hougsted, Steve (1997).  Z-Shaped Classroom Supports Technology, Enhances Learning.  School Planning and Management, 36, 10. 

Examines the benefits of the Z-shaped science lab classroom configuration as a means of learning enhancement. Each section of the classroom is illustrated and described. Also discusses construction and cost considerations.

Nay, Fred W.; Malm, Loren D.; Malone, Bobby G.; Oliver, Brad E.; Saunders, Nancy G.; Thompson, Jay C., Jr. (1997).  "Future Proofing" Faculty: The Struggle To Create Technical Lifelong Learners. 

College faculty can avoid investing valuable time and resources in inappropriate technologies by staying in step with technological progress. A "future proof" approach to technology recognizes and welcomes small failures, considering them part of the ongoing process of absorbing technology into the learning process. Future proofing attempts to understand the factors that influence technology, and hence, the impact of technology on learners. The factors that comprise future proofing include: (1) market dominance solutions based on a strong market presence often prove to be the single greatest factor in decision making; (2) ease of use users of technology will usually prefer simplicity over functionality; (3) the best-practice approach since technology is just a delivery medium, proven successful teaching and learning practices are likely to work when technology is added; (4) technical nonreliance--users should avoid relying too heavily on the expertise of technical gurus; (5) least cost--free software should be rigorously reviewed and users should plan on receiving limited or no technical support, since software freely available may disappear or fall victim to programmer neglect; and (6) best guess-roulette creative and effective solutions evolve from combinations of technologies only possible from experimentation. | [FULL TEXT]

Nicaise, Molly; Crane, Michael (1999).  Knowledge Constructing through HyperMedia Authoring.  Educational Technology Research and Development, 47, 1. 

Examines how educational theory translates into classroom practice. Students in a graduate course learned about educational theory by creating a hypermedia chapter for a Web-based book. Findings indicated: most students were highly satisfied with the course; some transferred learning; and students developed skills and knowledge with instructional design, educational theory, and technology.

Nichols, Randall G. (1997).  A Critical Approach To Teaching Educational Technology. 

In this paper, an educational technologist describes his critical approach to using computers in instruction. He discusses his development from high school English teacher to educational technology instructor in a university setting, focusing on people, literature, and films that have shaped his view of technology as well as on his disappointment at how the technological culture has bred repressive attitudes in many of his colleagues. The importance of helping learners understand why they are in school is at the heart of the author's critical theory. This helping students to understand the importance of their education means allowing for student responsibility for self and curriculum; for example, "action projects" that take students beyond the classroom make learning more experiential and authentic. One subject of future research the author advocates is full-scale tracking of disappointments and dangers associated with educational technology: classism, racism, ecological destruction, and changes in beliefs about the goodness of technology in people's lives. Lists of books, video and films and articles used in helping students become technologically literate are included. The syllabus for the author's "Educational Technology: Critical Perspectives" course is included. | [FULL TEXT]

Nicholson, David W.; Zadra, Shelli Smith (1998).  Much Ado about Muffins: A Practical Approach to the Use of Video in Classroom Presentations.  International Journal of Instructional Media, 25, 3. 

Describes a graduate curriculum course class assignment, based on the work of E. D. Hirsch Jr., in which students developed video presentations featuring film and television excerpts. Discusses video as a presentation medium, its inductive nature, the concept of simultaneity, practical implications for classroom learning and identifies cultural references. Video presentation playbill "Much Ado About Muffins" is appended.

Nicholson, Julie; Gelpi, Adrienne; Sulzby, Elizabeth; Young, Shannon (1998).  Influences of Gender and Open-Ended Software on First Graders' Collaborative Composing Activities on Computers.  Journal of Computing in Childhood Education, 9, 1. 

Used ethnographic methods to examine, over six months, the relationship between gender and open-ended computer software use to compose stories for 36 first graders. Found that females in mixed-gender groups were more likely to have their competence or work laughed at or criticized than when working alone or in all-female groups. Females used inclusive language more than males.

Nicoll, Joanne M.; Laudato, Nicholas C. (1999).  Assessing the Impact on Students of Online Materials in University Courses. 

Many universities currently encourage the use of online materials to enhance on-campus courses. Assessment of the impact of these technology-enhanced course initiatives is necessary to give insight into the best practices--those that faculty should be encouraged to use based on student need. Assessment studies of this type will enrich the literature of distributed learning in higher education. In the fall term 1998, the University of Pittsburgh (Pennsylvania) conducted a pilot project to study the instructional impact and support needs for a Web-based instructional management system. The system centered on the "CourseInfo" software package acquired from Blackboard, Inc. The pilot was the result of a nine-month campus-wide software selection process, and a four-month effort to design and develop training and support systems. This paper describes the project, explains the assessment strategies designed for the pilot, and summarizes the results of formative and summative evaluation measures. The assessment includes data collected from students and faculty members in 20 courses (22 sections) with 1,850 students. The paper includes 11 tables. | [FULL TEXT]

Noh, Taehee; Cha, Jeongho; Kim, Changmin (1999).  The Effect of Computer-Assisted Instruction Using Molecular-Level Animation and Worksheet in High School Chemistry Class.  Journal of the Korean Association for Research in Science Education, 19, 1. 

Investigates the effects of computer-assisted instruction (CAI) using molecular-level animation and worksheets upon student achievement, conceptual understanding, and learning motivation. Administers the Patterns of Adaptive Learning Survey (PALS) as a covariate in the study. 

Nisheva-Pavolva, Maria (1999).  An Intelligent Computer Algebra System and Its Applicability in Mathematics Education.  International Journal of Computer Algebra in Mathematics Education, 6, 1. 

Describes the experimental intelligent computer algebra system STRAMS which can solve problems using a set of methods and techniques traditionally taught, learn new mathematical problem solving methods, and generate different kinds of explanations. Analyzes these features of STRAMS to give reasons for its potential applicability in building intelligent tutoring systems in various domains of mathematics. 

Nissenbaum, Helen; Walker, Decker (1998).  A Grounded Approach to Social and Ethical Concerns about Technology and Education.  Journal of Educational Computing Research, 19, 4. 

Shows how educators concerned about issues related to technology and education could examine their concern and reach a responsible, informed judgment about its validity and seriousness. The method used to examine concerns combines the conceptual-analysis characteristic of analytic philosophy with the review and interpretation of social science research on important ethical questions (referred to as a grounded approach). Contains 30 references.

Ndahi, Hassan B. (1999).  Utilization of Distance Learning Technology among Industrial and Technical Teacher Education Faculty.  Journal of Industrial Teacher Education, 36, 4. 

Responses from 84 of 179 industrial and technical teacher educators indicated that 63% used distance-learning technologies; 84.8% had equipment problems; 88.6% lacked information on technology uses; 96% thought poor teaching skills were an obstacle to effective use. Institutional lack of support or recognition of distance teaching was also a barrier.

_____. (1997).  Networking Issues in K-12 Schools. [CD-ROM]. 

This CD-ROM provides a way to become aware of and understand the many issues involved in planning, implementing, and using networks in K-12 schools. It is designed to serve both as a basic resource and as a pointer to other resources, and is useful for school board members, superintendents, administrators, teachers, technology coordinators, students, and community members. The material assumes little technical knowledge about networks. In addition to help screens and navigation tips, the CD-ROM contains the following five sections: "Tours"; "Impact on Schools"; "Planning a Network"; "Resources"; and "Building a Network." Tours are provided using tour guides or self-directed tours, and are given from four different perspectives--school board member, technology coordinator, teacher, and administrator. The "Impact on Schools" section looks at how networks impact learning, teaching, and administration. "Planning a Network" provides both an overview of topics and the ability to delve deeply into specific areas of interest. The "Resources" section consists of a portion of the Northwest Educational Technology Consortium (NETC) web site--with information about technology in education; and a collection of 16 full-text, printable documents supplementing information throughout the CD-ROM. "Building a Network" is an interactive introduction to networking basics, designed primarily for novices. The accompanying brochure contains installation and troubleshooting information, and a product overview.

_____. (1998).  Network Technology Based Application. 

The fifth session of IT@EDU98 consisted of four papers and was chaired by Nguyen Thanh Son (University of Technology, Ho Chi Minh City, Vietnam). "Distance Education at University of Hawaii" (David Lassner) investigates the technologies in use at the University of Hawaii, including: SkyBridge; HITS (Hawaii Interactive Television System); I-Net (Institutional Network); compressed digital video; and satellite. "An Approach to Distance Education by Using Network Technology" (Dam Quang Hong Hai) presents one method for creating a distance course by using network technology that can be implemented with the telecommunications network in Vietnam. "About the Ways To Solve the Shortage of IP Addresses" (Phan Cong Vinh) suggests ways for network managers to handle the high demand and short supply of IP addresses. "Introduction to Very Large Databases" (Do Hoang Cuong) defines a very large database, looks at maintenance issues, and provides guidelines for implementing solutions. | [FULL TEXT]

Netterfield, Ted (1999).  The Building of a Virtual Lecture Hall: Netcasting at the University of South Florida.  CAUSE/EFFECT, 22, 2. 

The University of South Florida has successfully delivered its Symposium Series through the Internet to the desktops of individuals unable to attend the lectures, using streaming audio and video and IP multicast technologies. What began as a proof-of-concept prototype to test technological capabilities has become a valued service at the university. Technologies and accompanying policies and problems are discussed.

Neal, Ed (1999).  Distance Education: Prospects and Problems.  National Forum, 79, 1. 

Distance education is not a new concept; it first appeared in the 19th century in the United States and Europe as correspondence courses. Despite the wide publicity and apparent demand for current technology-driven, Internet-based distance education, it has limitations. Higher education should be aware of these and use it appropriately.

November, Alan (1997).  Magic Links--Changing the Focus of Technology Planning.  Learning and Leading with Technology, 24, 8. 

Examines schools' current methods of technology planning and suggests that rather than making shopping lists of equipment, they should focus on long-range developing plans for using technology. Highlights include moving away from computer labs and embedding technology into the curriculum, and focusing on information and communication rather than technology.

November, Alan C. (1998).  The School of the Future.  Principal, 78 n1 p18, 20. 

Describes how a student collaborates with other seventh-grade research and learning teammates on a dinosaur project, using electronic mail, the Pathways Intranet, meetings with her teacher at a video-conferencing center, and an interview with an anthropology graduate student. Similar scenarios for teachers, administrators, parents, and board members will occur, if schools change teaching and learning approaches.

November, Alan C. (1999).  Are You Asking the Right Questions?  School Business Affairs, 65, 2. 

When focusing school planning efforts around technology, educators may create costly "technocentric" plans that will not necessarily improve learning or increase school-community communication. Internet access is wasted unless students are taught critical-thinking/information-validation skills. Students do not need $2,000 pencils to write five-paragraph essays.

Novodvorsky, Ingrid (1998).  Derivatives Project.  Mathematics Teacher, 91, 4. 

Offers information on a project to improve students' understanding of derivatives. Students use the software package "Cactusplot" which allows them to calculate the slope at various points, and "Graphical Analysis III" software to graph the data and modify the graphs if necessary.

Nanlohy, Phil, Ed.; van Vliet, Ron, Ed. (1999).  "Get Smart in 99." NSWCEG Annual Conference Program and Proceedings. 

The following papers are included in these proceedings from the New South Wales Computer Education Group (NSWCEG) conference: "The Origins of a Global Learning" (Al Rogers); "Moving Beyond 'Know How' to 'Know Why': CLICK! Computers and Learning in Classrooms: K-6" (Dianne P. Chambers); "Technology Planning: A Strategic Learning Technologies Plan" (John Dance-Wilson); "Adventure Games and the Problem Solving Process" (John Dance-Wilson); "Develop Innovated Texts Using ClarisWorks" (John Dance-Wilson); "Fast and Free: Creating a Web Class with 'Nicenet'" (Jenny Evans); "Professional Development through the Adoption of Multimedia Authoring in a State Primary School" (Lindsay Freeman); "Planning and Designing an Award-Winning School Website" (Daphene Gonzalvez); "Multimedia Authoring for School Students--Inventing New Possibilities for Demonstrating Student Learning" (Phil Nanlohy); "Multimedia Authoring for School Students: An Introduction to Hyperstudio" (Phil Nanlohy); "Lost Lake Lessons: The Making of a Democratic Learning Environment" (Phil Nanlohy); "Working as a Team across the Internet" (Wayne Richmond and David Heggie); "Leadership in Technology: A Luddite's Metamorphosis" (Peter Scully); "Think Globally...Act Locally: Creating an Online Community Using eGroups--A Hosted Email List Provider" (Nicole Sprainger); "The Laptop Programme at Central Coast Grammar School" (Keith Vallis); and "21st Century Bedrooms" (Joanne Webster). | [FULL TEXT]

Nantz, Karen S.; Lundgren, Terry D. (1998).  Lecturing with Technology.  College Teaching, 46, 2. 

A survey of one college's faculty (n=101) concerning classroom use of technology reveals limited exploitation of its potential, and suggests a different approach to faculty development in technology that provides a more substantial infrastructure, rewards, and a variety of techniques to keep both faculty and students interested.

Noor Al-Deen, Hana S. (1994).  Education Moves into High Gear on the Information Highway. 

The utilization of teleconferencing as part of the information highway, mainly among schools in North Carolina, is examined. The National Information Infrastructure, outlined by Vice President Gore in January 1994, is the official name of the information system. The U.S. Congress issued four pieces of legislation in support of high-tech development. A number of states have initiated their own branch of the information highway. Two of the most ambitious projects are underway in North Carolina and California. North Carolina has employed a "Push" strategy whereby it emphasizes the public sector; California uses a "Pull" strategy that emphasizes commercial interests. North Carolina has adopted a statewide fiber-optic network called the North Carolina Information Highway (NCIH) and in 1994 began construction on a $160 million statewide Asynchronous Transfer Mode (ATM) network that will link state agencies, schools and universities, courts, doctors and hospitals, local governments, and private companies. A partial list of the offerings of the NCIH in schools includes distance learning, video field trips, video teleconferences, collaborative projects, teacher training, online research, electronic mail, and home/school communication. While the cost curve of incorporating the technology in schools continues to decline, the expense of joining NCIH is still considerable. Advantages of using the information highway for education include reducing the constraints of time and place, the ability to playback lessons, distance learning for senior citizens, and outreach programs to the handicapped. Opposition to the technology focuses on issues of performance failure, inability to translate crucial empiricism in science classes or nonverbal elements of language classes, and expense. Teleconferencing, in the future, may decrease or replace the traditional classroom; it may achieve equilibrium in schools, or put poorer counties at a great disadvantage. | [FULL TEXT]

Noss, Richard (1998).  New Numeracies for a Technological Culture [1].  For the Learning of Mathematics, 18, 2. 

Discusses the view of numeracy as the culture of utility in mathematics education in more technological society. Provides examples from different cultures of the workplace and computer uses in mathematics classrooms. Contains 30 references.

Nadkami, Sanjay M. (1998).  IT: An Effective Pedagogic Tool in the Teaching of Quantitative Methods in Management.  Educational Media International, 35, 4. 

Examines the possibility of supplementing conventional pedagogic methods with information technology-based teaching aids in the instruction of quantitative methods to undergraduate students. Considers the case for a problem-based learning approach, and discusses the role of information technology.

Nkambou, R.; Frasson, C.; Gauthier, G. (1998).  A New Approach to "ITS-Curriculum" and Course Authoring: The Authoring Environment.  Computers & Education, 31, 1. 

Presents an authoring environment dedicated to the development of curriculum and course material that can be handled by an Intelligent Tutoring System (ITS). The adopted curriculum model is Curriculum Representation and Acquisition Model (CREAM) which represents subject-matter content from the domain, the pedagogical, and the didactic points of view.

Nixon, Mary Anne; Leftwich, Beth Rodgers (1998).  Leading the Transition from the Traditional Classroom to a Distance Learning Environment.  T.H.E. Journal, 26, 1. 

Describes steps followed by Western Carolina University's College of Business (North Carolina) in changing a traditional on-campus graduate program to a distance-learning environment: evaluating current mission, customer needs, and program to determine goals; forming a cross-disciplinary team; developing a program structure, including administrative, technical support, and curriculum components; and implementing continuous-improvement techniques.

Nti, Naana O.; Bowen, Blannie E. (1998).  The Potential of Using Educational Technologies to Meet the Needs of Agriculture Graduates.  Journal of Applied Communications, 82, 4. 

A survey to assess the demand for courses delivered by distance education and skills and experiences in using distance education technologies received responses from 360 agricultural science graduates. Most were interested in taking distance education courses and were familiar with the technologies, but few were experienced in using them.

Noble, David F. (1998).  Selling Academe to the Technology Industry.  Thought & Action, 14, 1. 

Confusion over the role to be played by technology in college instruction is common, with administration sometimes in opposition to faculty over transformation of courses into courseware and the action of teaching into commercially viable property. The major proponents of such a transformation include vendors of network hardware, software, and content; corporate training advocates; and university administrators.

Noble, David; Shneiderman, Ben; Herman, Richard; Agre, Phil; Denning, Peter J. (1998).  Technology in Education: The Fight for the Future.  Educom Review, 33 n3 p22-30, 32-34 May-Jun 1998. 

Summarizes an article arguing that higher education's high-tech transformation is being implemented from the top down by university administrators and their commercial partners without student and faculty involvement and without compelling evidence of pedagogical value or economic advantage. Provides four rebuttals supporting the use of information technology in higher education.

Neff, Kathryn J. (1998).  Technology as a Catalyst for Reinventing an Institution.  New Directions for Community Colleges, 26, 1. 

Describes how Sinclair Community College (Dayton, Ohio) has used technological advances in computing and telecommunications to enhance its initiatives in distance learning, curriculum development, applied research in instructional delivery, and professional development.

Nikolova, Iliana; Collis, Betty (1998).  Flexible Learning and Design of Instruction.  British Journal of Educational Technology, 29, 1. 

Presents a method for flexible instructional development which aims at assisting the educational designers in the development of modules that are easily adaptable to different learners' needs and allow learners' choices and different delivery platforms, including distance education.

Nummi, Tomi; Ronka, Aarno; Sariola, Janne (1998).  Virtuality and Digital Nomadism: An Introduction to the LIVE Project (1997-2000). Media Education Publication 6. 

This volume focuses on the LIVE (Learning in Virtual Environments) project, a three-year project focusing on developing distance education and open and distance learning skills in teacher education. The pilot stage, reported in this volume, was conducted in the spring of 1997 at the Department of Teacher Education of the University of Helsinki (Finland). The purpose of this volume is to reflect on various questions raised by previous research and the experiences of teacher educators. Papers in this volume include: "The Poor Relation of the Education System? Aspects of Distance Education and Open and Distance Learning" (Seppo Tella); "The Planning of an Open Learning Environment and Didactic Media Choice in Teacher Education" (Janne Sariola); "Variations of Co-Operative Learning: An Analysis of Four Different Approaches" (Anne Vahapassi); "What the LIVE Project Tells Us about the Nature of the School" (Heikki Kynaslahti); "An Overview of Modern Information and Communication Technologies (MICT) in Teacher Education at the Helsinki University Department of Teacher Education" (Aarno Ronka); "Findings from the Pilot Stage of the LIVE Project" (Riikka Ristola & Aarno Ronka); "The LIVE Project: Learning in a Virtual School Program" (Tomi Nummi, Aarno Ronka, & Janne Sariola); and "The Technical Infrastructure of the LIVE Project" (Tomi Nummi). | [FULL TEXT]

_____. (1998).  NCTM Member, 1998-99 Handbook. NCTM Goals, Leaders, and Position Statements. 

This handbook presents position statements from the National Council of Teachers of Mathematics (NCTM) in detail. Topic areas for which position statements are provided include Calculators and the Education of Youth, Early Childhood Mathematics Education, Evaluation of Teacher Performance, Guiding Students' Attitudes and Decisions Regarding Their Mathematics Education, The Mathematics Education of Underrepresented Groups, the Mathematics for Second-Language Learners, Mathematics Leaders in Elementary/Middle Schools, Mathematics Leaders in Secondary Schools, Metrication, Professional Development of Teachers of Mathematics, Research in Mathematics Education, Teaching Mathematics in the Middle Grades, and The Use of Technology in the Learning and Teaching of Mathematics. A general description of NCTM, a discussion of the organization's mission and goals, and a list of officers, directors, committes, and representatives are included.

Neill, Judy (1998).  Practice Makes Learning. 

This paper focuses on how people learn to help educators design curriculum that will enable students to successfully complete a distance learning class. Up-front organization, clear communication about performance expectations, outcome driven assessment, and imaginative learning strategies are critical to successful distance learning. Differentiating between media and methods is the first step toward ensuring that learning and distance are not contradictory. Most learners learn better when they are actively engaged in the learning process; in distance learning it is even more important to abandon a "telling as teaching" mode for learning methods that support the human thinking and learning process. Our brains have three memory systems that deal with information processing and storage--sensory memory, working (short-term) memory, and long-term memory. Five main processes control the flow of information through the memory system--attention, encoding, rehearsal (practice), retrieval, and metacognition. The following five strategies will help to ensure that distance teaching also means distance learning: (1) provide learning plans; (2) design with a bias for learner-centered methods; (3) insert frequent practice; (4) support all stages of the learning cycle; and (5) vary the format of learning activities. | [FULL TEXT]

Nguyen-Xuan, A.; Nicaud, Jean-Francois; Gelis, Jean-Michel (1997).  Effect of Feedback on Learning To Match Algebraic Rules To Expressions with an Intelligent Learning Environment.  Journal of Computers in Mathematics and Science Teaching, 16, 2-3. 

Presents a comparative study of the effects of feedback on students who learned to solve algebraic factorization problems in an intelligent learning environment. Concludes that when the same error comments were used in both experiments, similarities were observed in the learning paths of the respective student groups. Contains 41 references.

Ng, G. S. (1997).  Teaching Effectively with Visual Effect in an Image-Processing Class.  Computer Applications in Engineering Education, 5, 2. 

Describes a course teaching the use of computers in emulating human visual capability and image processing and proposes an interactive presentation using multimedia technology to capture and sustain student attention. Describes the three phase presentation: introduction of image processing equipment, presentation of lecture material, and demonstration of image processing using an "edge detection and thinning" algorithm.