Educational Technology | O

O'Rourke, Jeannette (1999).  Non-Traditional Instruction. 

The focus of this paper is to present non-traditional or alternate instructional methods in remedial mathematics education at the community college level. However, these methods will apply to credit math courses as well as courses from other disciplines. With the large number of students needing remediation and the United States traditionally scoring low on international tests, educators at the community college level face the challenge of rethinking the curriculum and methods of instruction. Many students entering the community college are at a lower level academically because of lack of motivation, self-esteem, and maturity. The paper argues that community college instructors can make some differences in the classroom by altering their teaching methods to accommodate different learning styles. It introduces Ice Breakers as an essential instructional technique in the classroom because they create a relaxed atmosphere and diminish the feeling of inherent isolation in commuting students. This is a useful exercise because students find other students with similar interests, and it is also very revealing because often what is voiced in the remedial class is the fear of mathematics and the fear of failing. The article describes cooperative learning and gives an example of a totally cooperative classroom. The paper also discusses small versus large class learning styles and instructional methods, and the role of technology, computers, and the Internet. | [FULL TEXT]

O'Rourke, Jennifer; Schachter, Linda (1997).  The Janus Project. New Learning Technologies: Promises and Prospects for Women. A Discussion Paper. 

This discussion paper explores the extent to which new learning technologies can help make learning more available, accessible, and compatible with women's needs and goals. The following topics are discussed: the paper's framework and data sources (discussions with individuals from all regions of Canada whose experience encompasses a range of formal and nonformal education and training, a review of literature on women and new learning technologies, and a review of public policy documents related to technology and learning); expectations and educator provision of access for women and the four levels of access (infrastructure and community, institutional, and individual access); costs and use of resources (values and cost, payment for education and training in Canada, and comparative costs of "old" and "new" technologies); quality and equality of learning (perspectives on learning, different learning tasks, instructor perspectives, keeping a holistic approach in the forefront, the economic rationale); opportunities for learning (nonformal learning and information sharing, formal learning, good examples, the global picture); and tools and strategies (finding and sharing information, evaluating programs, discovering real options, exploring underlying values, conveying concerns to decision makers). A 21-item annotated bibliography and 99-item bibliography are included.

O'Shea, Marius Paul (1999).  Recognizing the Challenges of the New Millennium: The Changing Face of Art Education in Singapore. 

With the recent recognition by the Singapore government that the country's education system must change radically to meet the challenges of the new millennium, all levels of education, from primary to tertiary, in all areas, have been undergoing close scrutiny and restructuring. Three educational initiatives recently have been launched, emphasizing creative thinking, the use of information technology, and national education in all subjects. This paper looks at the incoming changes in the area of secondary and tertiary art education and examines the various, and often complex, factors for and against their successful implementation.   | [FULL TEXT]

Omoregie, Mike (1997).  Distance Learning: An Effective Educational Delivery System. 

This paper describes the findings of various researchers on the role of faculty, learners, administrators, and technology in the effectiveness of distance learners. New technology and learners' characteristics have contributed to the effectiveness of distance education. The planning and organizing of instructional materials for distance education have increased the effectiveness of the delivery process. Improved modern technology tools and software applications play a significant role in the effectiveness of distance education. Research suggests that there are no significant differences between distance and traditionally delivered instruction. Research also suggests that faculty development and variables such as student demographics, motivation, attrition, cognitive style, gender, and achievement play a significant role in distance learning. Distance education preparation should include faculty in-service training, course loads, staff support, and administrators. Distance learning can be an effective instructional academic delivery system for adult learners in schools and industries if all the key players are involved in the process.  | [FULL TEXT]

Omoregie, Mike; Coleman, Betty (1997).  Technology Infusion: The Impact of Technology Infusion in Creating Quality Instructional Materials. 

In 1996, teacher educators at the Jackson State University School of Education (Mississippi) implemented the Technology Infusion Project (TIP) for core academic subjects. The project consisted of a comprehensive multimedia computer training program to enlighten participating preservice teachers on how to deliver instruction in English, the arts, geography, and history by utilizing technological tools. Tools included networked multimedia computers, digital cameras, scanners, printers, video projectors, overhead projectors, compact disc recorders, television sets, and personal video conferencing systems. The project provided 2 weeks of technological training during the summer for 20 preservice teachers. After completing training, participants developed multimedia projects to represent their areas of specialty. Participants completed an evaluation instrument that examined whether they felt technology infusion played a significant role in (1) developing quality instructional materials, (2) students' academic performance, and (3) preservice teacher preparation. Data on school district students' academic performance were also analyzed. Results indicated that most participants believed technology infusion played a significant role in developing quality instructional materials and was important for preservice teacher education. The academic performance of preservice teachers and students increased by 75 percent in core academic subjects. | [FULL TEXT]

Ozgun-Koca, S. Asli (1998).  Students' Use of Representations in Mathematics Education. 

The use of multiple representations with or without technology is one of the major topics in mathematics education that has gained importance in recent decades. The use of multiple representations is advocated by many mathematics educators and supported by the National Council of Teachers of Mathematics (NCTM) Standards. In this paper, multiple representations are defined as external mathematical embodiments of ideas and concepts to provide the same information in more than one form. It is suggested that multiple representations provide an environment for students to abstract and understand major mathematical concepts. Thus, it is necessary to understand how students see and use these representations. The questions addressed in this study included: (1) what are students' attitudes towards multiple representations?; (2) what affects students' choice of representation to solve a mathematics problem?; and (3) how does the computer setting affect students' choice of representations? After observing a remedial college freshman mathematics class, interviewing the instructor, and having one computer lab hour with the class, a Likert scale questionnaire based on the data collected in the interview and observations, was administered in order to obtain the students' attitudes toward mathematics and multiple representations, their strategies and preferences related to the use of representations, and influences of technology on this issue. Findings indicate that previous knowledge and experience and personal preferences were the main themes in choosing a mathematical representation.   | [FULL TEXT]

Ozgun-Koca, S. Asli (1998).  Technology in Mathematics Education: Internet Resources. ERIC Digest. 

In this age of digital technology, calculators, computers, and educational software, calculator-based laboratories have become important elements in the learning and teaching of mathematics. This digest provides an annotated listing of World Wide Web resources and contact information for organizations pertaining to technology use in mathematics education. Though not an exhaustive list of everything that is available, the information provided here represents a range of resources as starting points in the quest for information. The list is organized by the following categories: (1) General Technology Sites; (2) Calculators; (3) Calculator-Based Laboratories; and (4) Educational Software. | [FULL TEXT]

Ommerborn, Rainer (1998).  Distance Study for the Disabled. National and International Experience and Perspectives. 

This report examines distance study for disabled individuals in Germany, the European Union, and elsewhere. The following topics are covered: current research on distance study; historical development of distance study and distance teaching universities; needs and experiences of physically, visually, and aurally disabled students at distance teaching universities; media available to help disabled students in their distance study; possible ways of structuring the personal elements in the distance study system; and practical proposals for developing the teaching-learning system so that it can enable disabled students to do independent academic work. The study concludes that, although distance education has the potential of becoming an expedient and successful means of giving individual disabled persons access to education, distance education institutions must acquire more extensive organizational and content-related competence for planning distance study for disabled students. Four levels of adapting distance study programs to the study- and learning-related needs of disabled students are identified: adapt to the individual case without systematically addressing the needs of the disabled; adapt to the individual case with systematically addressing the needs of the disabled; target group-specific, systematic development and implementation of organizational measures and aids; and target group-specific study contents. | [FULL TEXT]

_____. (1998).  @ONE Summary Report: Faculty Instructional Technology Needs Assessment and Survey Results. 

This report presents the findings and recommendations from a survey conducted by the @ONE project, which is funded by the California Community Colleges' Chancellor's Office to enhance instruction and services through expanded uses of technology in the colleges. In order for California Community Colleges to be successful in instituting change regarding instructional technology, there must be a receptive faculty attitude, appropriate skills and knowledge, and sufficient institutional support that address obstacles to the effectiveness of these technologies. The @ONE Instructional Technology Survey findings indicate that faculty have positive attitudes regarding the potential for technology to improve instruction and that they are interested in learning how to use technology to reach instructional goals that benefit students. Findings support an investment in new training methods, utilizing existing structures such as flex days for training, and a need for discipline specific technology mentors. Findings also indicate that there are support issues within the colleges that must be addressed in order for an investment in faculty training and development to pay off. Recommends changes to the state budget so that colleges can provide ongoing technical and pedagogical support for integrating technology into instruction and services; improvement of student and faculty access to technology; continuous evaluation of the effectiveness of TMI to increase student access, learning, and achievement of desired outcomes in a cost-effective manner; and strategies for shared development through collaborative teams of faculty from colleges in the system, with resulting products made available to the system. Includes survey instrument in appendices. | [FULL TEXT]

O'Neil, Harold F., Jr.; Klein, Davina C. D. (1997).  Feasibility of Machine Scoring of Concept Maps. 

This report documents progress at the Center for Research on Evaluation, Standards, and Student Testing (CRESST) on the feasibility of scoring concept maps using technology. CRESST, in its integrated simulation approach to assessment, has assembled a suite of performance assessment tasks (the integrated simulation) onto which they have mapped the types of learning expected of students. One element of the integrated simulation is an online concept mapping construction and scoring system. A concept map is a graphical representation of information consisting of nodes and labeled lines. The nodes correspond to concepts in a subject area or domain, and lines indicate a relationship between pairs of concepts. Concept mapping software has been developed to permit students to construct concept maps and to provide real-time scoring and feedback to students based on an expert's map. An expert criterion map is used to score students' concept maps. CRESST has also studied the viability of using collaborative concept mapping in a networked computer environment as an assessment tool. Ongoing research suggests that both types of concept map use are promising. A feasible solution for schools without extensive computer resources is suggested through computerized scoring of paper-and-pencil administered concept maps. Several technologies for this purpose that CRESST has explored are described. | [FULL TEXT]

O'Neill, Patrick H., Jr. (1995).  Student/Teacher Satisfaction with Interactive Instructional Technologies. 

Southeastern Regional Vocational-Technical High School located in South Easton, Massachusetts, and which serves approximately 1,300 students from multicultural backgrounds and various socioeconomic communities, is currently using several types of interactive instructional technologies. The school's graphic communication program is a laboratory with state-of-the-art tooling, and its computerized office technology program uses IBM computers that are networked through the Novell system, allowing students to work dependently and independently in three settings: medical, legal, and general. Students in the school's health services programs use CD-ROM to learn medical technology; robot dolls with interchangeable HyperCards allow for simulations of illness and irritability. The school's science laboratories use laser discs and a video lab system that provides instructors with Flexcam cameras and microscope adapters for interactive television laboratory applications. Teachers at Southeastern have access to several graphics workstations that help them prepare/present stimulating arrays of interactive lessons. The students and teachers who use the new interactive instructional technologies are excited by its prospects and are learning the immediacy of interactive technology. The teachers have become facilitators, and the students have become fine-tuned apprentices ready to accept the challenges posed by a rapidly changing society. | [FULL TEXT]

Okamoto, Toshio (1999).  The Introduction and Its Meanings of New Curriculum for Information Technology-Education from Primary to Senior High School in Japan.  International Journal of Educational Technology, 1, 1. 

Describes the comprehensive curriculum and school infrastructure of information technology education in elementary and secondary schools in Japan. Compares Japan's educational computing with the United States and considers the future of educational information technology in a networked environment.

Okamoto, Toshio; Nakagawa, Masaki (1998).  A Case Base Reasoning System on the Internet for Reference of Information Technology Education for Teachers. 

This paper describes the development of a case-based system for information technology (IT) education, to be used in high schools across Japan, so that teachers can share a common knowledge about IT education. The first section covers the study purpose and describes the case-based system, including registration of cases, searching cases, and adjusting search results. The use of case-based reasoning (CBR) theory in the construction of educational systems is described in the second section. The third section outlines the following components of the system architecture: use of the World Wide Web; the case base, including profile, contents, and address descriptors; the interface; case registration; and case search, including approximate cases and the similarity function. The final section explains the process of CBR learning in more detail, including case modification, case diagnosis, and case repair. Three tables present possible values for profile, contents, and address descriptors. | [FULL TEXT]

Ogata, Hiroaki; Yano, Yoneo (1998).  Supporting Awareness for Augmenting Participation in Collaborative Learning. 

This paper describes Coconuts (Concurrent Collaborative Learning Environment Supported by Awareness), a proposed module of Sharlok (Sharing, Linking and Looking-for Knowledge), an open-ended and collaborative learning environment that integrates a knowledge building tool with a collaborative interface tool. Coconuts was developed in order to support knowledge awareness (KA) during collaborative learning with Sharlok. Topics discussed include: collaborative learning in an open group, including an open-ended collaborative learning environment, the time dimension of open-ended collaborative learning, and the taxonomy of participation; an overview of Sharlok as a personal and collaborative learning environment; an overview of KA; and an overview of Coconuts, including features, system configuration, and the user interface. Results of an evaluation of Coconuts, in which nine master course students used Sharlok for 4 hours--2 hours unsupported by Coconuts and 2 hours supported by Coconuts--are presented. It is concluded that provision of awareness facilitates participation in multiple and concurrent collaboration and reduces wasteful formal participation, and that informal communication activates collaboration. A table categorizes collaborative learning in a closed versus open group, and five figures present a diagram of open-ended collaboration, the participation form of concurrent collaboration, the system configuration, screens of Coconuts in Sharlok, and frequency of participation results. Contains 12 references. | [FULL TEXT]

Ottaviani, Barbara Fields (1997).  What about TV? A Journal Expands the Awareness of Technology's Role in the Classroom.  Educational Horizons, 75, 2. 

Elementary educators kept journals of television viewing, recording awareness of programs and commercials; taking the perspectives of children, children with disabilities, parents, and teachers; and noting media attributes that influence the messages. The assignment expanded their awareness of stereotypes, the meaning of media literacy, and ways to teach critical viewing.

Ottmann, Thomas, Ed.; Tomek, Ivan, Ed. (1998).  ED-MEDIA/ED-TELECOM 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (10th, Freiburg, Germany, June 20-25, 1998). 

This collection presents papers pertaining to the wide area of educational multimedia/hypermedia and telecommunications. The conference serves as a forum for the dissemination of information on the research, development, and applications in all areas of multimedia/hypermedia and telecommunications in education across all disciplines and levels. The papers cover a range of topics, including: instructional design; distance education; authoring; media in education; interactive learning environments; pedagogical issues; hypermedia systems; hypermedia applications; small dedicated applications; networked environments; courseware; educational media design; and computer supported cooperative work. This collection is a guide to what is happening in educational multimedia and hypermedia, now and in the future. This proceedings contains 485 short and full papers, reports of 6 panels, 23 tutorials and workshops, and 130 posters and demos. | [FULL TEXT]

_____. (1995).  Oregon Trail II CD (Macintosh/Windows CD Version 1.0) Manual. 

This educational simulation is designed to develop planning, decision-making, problem-solving, and writing skills to teach students about U.S. history and geography as they travel the Oregon, California, and Mormon trails as emigrants. The manual is divided into two parts. Part 1, "Product Instructions," contains: (1) "The Product at a Glance"; and (2) "Getting Started." Part 2, "Classroom Resources," includes: (1) "Classroom Ideas"; (2) "Student Activity Sheets"; (3) "Background Information"; (4) "Notes on the Simulation and Its Underlying Models"; and (5) "Bibliography." Of particular interest to teachers is the Classroom Ideas section containing 16 activities, including: (1) "Mapping the Western Trails"; (2) "The Prairie Schooner"; (3) "Who Should Go West with Me?"; (4)"Planning for the Trip West"; (5) "Supplies To Take with Me"; (6) "Journal of the Westward Journey"; (7) "Diversity of People on the Western Trails"; (8) "Native American Nations along the Western Trails"; (9) "Historical Figures"; (10) "Strategies for Success"; (11) "At the End of the Trail"; (12) "Write about Someone You Met on the Trail"; (13) "Role-play for an Oral or Written Report"; (14) "An 1800s Newspaper"; (15) "The United States in 1850"; and (16) "Follow-up Session." Contains a selected bibliography of 56 items. | [FULL TEXT]

_____. (1997).  Oregon Educational Technology Plan. 

The 1997 Oregon Technology Plan sets a course for Oregon and its Department of Education in using technology to improve student learning, manage resources, and increase accountability. It supports the integration of instructional and administrative technology to help achieve the goals of Oregon's school improvement plan. The Goals of the Technology Plan correspond directly to the four national technology goals intended to improve education by addressing issues of equipment, connectivity, instruction and professional development. After an overview of the Plan, each of the following goals is outlined in terms of progress and action plans: (1) All Oregon students and teachers will have access to appropriate technology including modern computers; (2) Every school and classroom in Oregon will be connected to the Internet; (3) Effective software and online learning resources will be an integral tool to support the school curriculum in Oregon; and (4) All Oregon K-12 teachers, administrators and staff will have the immediate and specific education and support they need to help students learn through technology including computers and the Internet. The remaining sections focus on: monitoring, evaluation, and reporting; oversight, staffing, and future directions; the budget; and guidance for Oregon local districts in preparing a technology plan. Three tables outline the phases of a model plan, and present a sample worksheet and sample table of contents for a district educational technology plan. Appendices include: (1) Oregon Senate Bill 994-Information Technology Policy; (2) Oregon Benchmarks; (3) ORS Chapter 329; (4) Oregon Common Curriculum Goals, Content Standards, and Performance Standards; (5) 1992 Technology Plan; (6) 1994 Goals Technology Plan; (7) Open System Description and Technology Sub-Committee Report; (8) OITC Description; (9) Action Plan in Technology/Distance Education; (10) Fast Packet Contract; (11) Implementation of Telecommunications Act in Oregon; (12) Innovative Engine Competition; and (13) TigerNet Model. | [FULL TEXT]

Oliva, Maurizio (1999).  Developing an Open System for the Assessment of Technology in Education: The Data Gathering Agent.  CALICO Journal, 16, 4. 

Outlines design of an open computer system that relies on distributed computing for collection and storage of data from very large samples. Purpose of the system is to provide a base of reliable data for assessing impact of technology on delivery of educational materials. The system consists of an open instrument that generates student forms, an e-mail filtering agent, a client/server database, and Web interface.

Oliver, James (1997).  Ten "Must Ask" Questions When Developing a Technology Plan.  School Administrator, 54, 4. 

A consultant lists 10 essential questions (concerning stakeholder input, ownership, training, and followup actions) to address when developing a district-level technology plan. It is suggested the plan be cooperatively developed, have a clear mission statement, be grounded in reality, address learning objectives, incorporate school infrastructure, cover faculty training, and specify funding sources and implementation responsibility.

Oliver, Kevin M. (1996).  Realizing the Potential of Scaffolded Instruction in Situated Learning Environments: Lessons from a Formative Evaluation. 

One higher education institution initiated a context based, situated learning environment to guide an introductory freshman engineering course that was designed to overcome many problems in traditional engineering education. Instructors used situated environment to facilitate: student acquisition of intellectual curiosity, appropriate framing and resolving of ill-defined problems, and effective communication skills. Students developed solutions to ill-defined problems in astronautical, civil, electrical, and mechanical engineering. The course promoted positive student change, but formative evaluation (faculty interviews, questionnaires, and observations) uncovered problems with scaffolding that detracted from overall course success. These problems included: (1) disregard of its value by some professors at the expense of students lacking prerequisite skills; (2) student confusion regarding inherently vague concepts like reflective judgment and confusing problem-solving tasks; and (3) differing approaches to scaffolding taken by several instructors within the course. Suggestions for solving the problems included: incorporating technology supports into the course; direct instruction on reflective judgment and problem solving strategies rather than repetitive mentioning of catch words; and exposure of instructors to standards of scaffolding as a point of reference upon which to base performance. . | [FULL TEXT]

Oliver, Kevin M. (1997).  Getting Online with K-12 Internet Projects.  TechTrends, 42, 6. 

An analysis of 79 K-12 Internet projects revealed seven common activities: pre-project activities; gathering information; sharing and communicating; data integration; constructing products; evaluating products; and demonstrating/teaching. Discussion includes learning models scaffolded and project difficulties/successes.

Olivier, Alwyn, Ed.; Newstead, Karen, Ed. (1998).  Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (22nd, Stellenbosch, South Africa, July 12-17, 1998.) Volume 4. 

The fourth volume of this proceedings contains 29 full research reports continuing on from Volume 3, 84 short oral communications (abstracts only) and 34 poster presentations (abstracts only). The full papers include: (1) "Beliefs, Teacher Education and the History of Mathematics" (George N. Philippou and Constantinos Christou); (2) "Working Class Students and the Culture of Mathematics Classrooms in the UK" (Hilary Povey and Mark Boylan); (3) "The Co-ordination of Meanings for Randomness" (Dave Pratt and Richard Noss); (4) "Learning Obstacles in Differential Equations" (Chris L. Rasmussen); (5) "Images and Definitions for the Concept of Increasing/Decreasing Function" (Shakre Rasslan and Shlomo Vinner); (6) "Why Is Proof by Contradiction Difficult?" (David A. Reid and Joann Dobbin); (7) "Self-Efficacy Beliefs as Mediators in Math Learning: A Structural Model" (Martin Risnes); (8) "Teachers' Pedagogical Content Knowledge of Geometry" (Lynn Rossouw and Eddie Smith); (9) "Conviction, Explanation and Generic Examples" (Tim Rowland); (10) "Children's Multiplicative Problem-Solving Strategies in Real-World Situations" (Silke Ruwisch); (11) "National Tests: Educating Teachers about Their Children's Mathematical Thinking" (J.T. Ryan, J.S. Williams, and B.A. Doig); (12) "Patterns of Mathematical Misunderstanding Exhibited by Calculus Students in a Problem Solving Course" (Manuel Santos-Trigo); (13) "The Evolution of Mathematical Practices: How One First-Grade Classroom learned to measure." (Michelle Stephan and Paul Cobb); (14) "Conceptualizing Mathematics Teaching: The Role of Autonomy in Stimulating Teacher Reflection" (Peter Sullivan and Judith Mousley); (15) "Learning through Reflection with Mature, Low Attaining Students" (Malcolm Swan); (16) "Using Research into Children's Understanding of the Symmetry of Dice in Order to Develop a Model of How They Perceive the Concept of a Random ZGenerator" (John M. Truran); (17) "Students' Solutions of Inequalities" (Pessia Tsamir, Nava Almog, and Dina Tirosh); (18) "Do Equilateral Polygons Have Equal Angles?" (Pessia Tsamir, Dina Tirosh, and Ruth Stavy); (19) "Meaningfully Assembling Mathematical Pieces: An Account of a Teacher in Transition" (Ron Tzur, Martin A. Simon, Karen Heinz, and Margaret Kinzel); (20) "Research Methods of the 'North' Revisited from the 'South'" (Paola Valero and Renuka Vithal); (21) "An Experiment in Developing Proof through Pattern" (Sue Waring, Anthony Orton, and Tom Roper); (22) "What Makes a Mathematical Performance Noteworthy in Informal Teacher Assessment?" (Anne Watson); (23) "Participating in Learning Mathematics through Shared Local Practices" (Peter Winbourne and Anne Watson); (24) "Intuitive Counting Strategies of 5-6 year old Children within a Transformational Arithmetic Framework" (David Womack and Julian Williams); (25) "Differences in Teaching for Conceptual Understanding of Mathematics" (Terry Wood); (26) "Children's Beginning Knowledge of Numerals and Its Relationship to Their Knowledge of Number Words: An Exploratory, Observational Study" (Bob Wright); (27) "A Study of Argumentation in a Second-Grade Mathematics Classroom" (Erna Yackel); (28)"Teacher Perceptions, Learned Helplessness and Mathematics Achievement" (Shirley M. Yates); (29) "Students' Understandings of the Role of Counter-Examples" (Orit Zaslavsky and Gila Ron). | [FULL TEXT]

Ochse, Roger, Ed. (1998).  Research and Scholarly Work Symposium, 1996-1997. 

This collection of papers for both the 1996 and 1997 Research and Scholarly Work Symposium includes: "Tip-of-the-Tongue Phenomenon in Older Adults" (Cheryl Anagnopoulos and Robert Johnson); "Beyond Being a Tool: Using Computer Technology in Secondary Schools to Create Meaning via Nonlinear Forms of Communication" (Mary-Ann Pomerleau); "Personal Values and Environmental Attitudes Effect on Pleasure Trip Preferences" (Claudia Jurowski and Gordon Walker) "Class Letters and the Pedagogy of Disclosure" (Roger Ochse); "Geographical Education: A Curriculum Analysis" (Roger P. Miller); "Using Hypercard to Create Classroom Management Case" (Roger Wolff and Perry Passaro); "Effects of an Explicit Reflective Writing Strategy on Students' Concept Development and Attitudes Toward Science" (Derrick R. Lavoie); "Sports in Australia: A Reflection of Culture" (Roger Miller); "2+2=5: Using Critical Thinking to Transform Individual Term Papers into Collaborative Research Projects" (Roger Ochse); "From Plato to Cyberspace: An Introductory Interdisciplinary Internet Course" (William J. Bogard); and "Middle Level Teacher Beliefs and Middle Level Reform" (Sandee Schamber). (All papers contain references.) | [FULL TEXT]

Offer, Marcus; Watts, Tony (1997).  The Internet and Careers Work. NICEC Briefing. 

This briefing reviews the state of the art in the application of the Internet in career guidance and counseling. It describes how the Internet works and the main services offered: electronic mail, newsgroups, the World Wide Web, file transfer, and intranets. A glossary is provided. The following current and potential uses are discussed: access to information; direct access to computer-assisted guidance systems; individual guidance at a distance; new forms of group work through e-mail and newsgroups; access and outreach; electronic recruitment, placement, and job search; careers education; marketing of guidance services; and professional networking and support. A range of issues relating to the use of the Internet in the career field are identified: how to ensure equitable access to the resources of the Internet; whether the Internet is to remain largely free-access or will become more commercialized as business use increases; as the number of Internet users increases, the choice between expensive upgrading to Integrated Services Digital Network lines and ever faster modems or increasingly slow access times; control of the quality of information; security and confidentiality of personal information; and targeting the training needs of guidance workers to enable them to take a proactive role in the development of the Internet as a guidance tool. Two sources for further information are provided. | [FULL TEXT]

Ohl, Todd Michael; Cates, Ward Mitchell (1997).  Applying Metaphorical Interface Design Principles to the World Wide Web.  Educational Technology, 37, 6. 

Classifies sites on the World Wide Web according to purpose. Examines what metaphorical design has to offer Web site designers and details how principles of metaphorical design were applied to create a university Web site. Discusses technological limitations that influence design decisions and when metaphorical design might not suit a Web site.

Ohler, Jason (1998).  The Promise of MIDI Technology: A Reflection on Musical Intelligence.  Learning and Leading with Technology, 25, 6. 

Describes MIDI (Musical Instrument Digital Interface) technology and music education; provides information on conducting a MIDI workshop for all ages; and offers guidelines for creating a MIDI workstation for the classroom. Hardware and software vendor contact information is provided.

Ohler, Jason (1999).  A Primer on Taming the Beast.  TECHNOS, 8, 3. 

Discusses a book, "Taming the Beast: Choice and Control in the Electronic Jungle" that explores 27 key issues about technology in order to understand its impact on ourselves, social structures, and the environment. Highlights include the effective use of technology in schools; anxiety concerning technology; technological literacy; and education reform.

Oldknow, Adrian (1999).  Micromaths: Learning To Teach with Technology from a CD-ROM?  Teaching Mathematics and Its Applications, 18, 3. 

Presents a program in the United Kingdom that trains every serving teacher and trainee teacher how to use Information and Communication Technology (ICT) to teach their subjects more effectively. Discusses mathematics education related to this part of the program.

Oh, Paul (1999).  Tech Notebook. Curriculum Support.  Instructor, 108, 8. 

Presents electronic activities and strategies from teachers for teachers, including creating field-trip slide shows via a digital camera, going online to find resources for teaching units on the ocean, and using an online video library to find videos to support specific curricula.

Oh, Paul (1999).  E-Classroom. Add a Little Spice...  Instructor, 108, 8. 

Presents multimedia tools to enhance language arts and social studies lessons. These include stories on video; a computer program for increasing reading speed; and Educast, a free online service that gives teachers access to up-to-the-minute news along with extension activities and Internet-based, cross-curricular lesson plans.

Olsen, Florence (1999).  "Virtual" Institutions Challenge Accreditors To Devise New Ways of Measuring Quality.  Chronicle of Higher Education, 45, 48. 

Technology-intensive changes in higher education have convinced some administrators and accreditors that new models for college and university accreditation are needed. The first-ever accreditation of a "virtual" institution, Jones International University, is seen by some as evidence that accrediting agencies have moved away from reliable standards and are more willing to approve "experiments" in higher education.

(1999).  Organizations and Associations in North America.  Educational Media and Technology Yearbook, 24. 

Lists annotated entries for associations and organizations headquartered in the United States and Canada whose interests are in some manner significant to the fields of instructional technology and educational media. The U.S. section includes a classified list to facilitate location of organizations by their specialized interests or services.

Odem, Margaret; Griffin, Richard A. (1999).  Embracing Technology is Reaping Rewards.  School Business Affairs, 65, 2. 

Reviews several studies focusing on technology-related student achievement gains and profiles programs that successfully use technology in teaching. Two benchmark studies by Houston's American Productivity and Quality Center document the effectiveness of total-immersion approaches, a focus on teaching and learning issues, and sufficient planning time.

Osorio, J.; Rubio-Royo, E.; Ocon, A. (1999).  Virtual Classroom for Business Planning Formulation. 

One of the most promising possibilities of the World Wide Web resides in its potential to support distance education. In 1996, the University of Las Palmas de Gran Canaria developed the "INNOVA Project" in order to promote Web-based training and learning. As a result, the Virtual Classroom Interface (IVA) was created. Several software tools for developing Web-based training were analyzed, and WebCT (World Wide Web Course Tools, University of British Columbia) was chosen as the main development tool. IVA is a WebCT-based common interface that works as a rapid online course development tool. It provides an organized set of educational and administrative tools to make it easier for faculty to implement online courses. One supporting computer application developed on this platform is called SISTRAT. SISTRAT methodology aims at formally supporting the strategic planning process, aiding students in the business administration curriculum in simulating strategic analysis and guiding the students on a continuous basis through the different stages that conform to a strategic plan. The SISTRAT course is organized around one main homepage that is the entry point of the course. The SISTRAT course incorporates not only the general IVA features, but also a set of specific items pertaining to strategic planning. IVA educational tools included in the SISTRAT course include: course bulletin board; electronic mail; chat tool; student self-evaluation; glossary; page references; and progress tracking tool. | [FULL TEXT]

_____. (1999).  Only the Best: The Annual Guide to the Highest-Rated Educational Software and Multimedia. ASCD 1999-2000. 

"Only the Best" is an Association for Supervision and Curriculum Development (ASCD) annual reference containing information on software programs and multimedia applications that have met stringent criteria for excellence. The purpose of this reference is to provide a quick and easy way for curriculum directors, technology coordinators, librarians, teachers, school administrators, students, and parents to find the highest-rated materials available. The book uses a two-column format. The left column contains information such as subject area and grade levels served, cost, and hardware requirements. The right column holds an in-depth description of the program as well as helpful tips from evaluators. Programs that cater to special needs students are highlighted in the right column. An Interdisciplinary Index is provided that allows users to locate programs appropriate for a specified subject area or across the curriculum. A software publisher directory and title index are also provided. This year's edition features 93 programs new to "Only the Best" as well as 16 "Classics." New to the 1999-2000 edition is the listing of Multiple Intelligences as a feature in each of the program descriptions, as well as the introduction of a "Multidisciplinary" category. The body of the reference consists of full-length program descriptions listed alphabetically by subject. A section on the evaluation process, list of highest-rated programs for 1999-2000, and "Only the Best" Classics are included.

Orkwis, Ray; DeCarme, Judi; Glover, Jeanne (1999).  Discretionary Projects Supported by the Office of Special Education Programs under the Individuals with Disabilities Education Act, Fiscal Year 1999: Technology and Media Services. 

This directory is one of five which together describe almost 1200 discretionary grants and contracts currently supported by the Research to Practice Division of the Office of Special Education Programs under the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA). This document covers grants and contracts in the program area of Technology and Media Services. The program descriptions are grouped by the 17 competitions under which they were funded, such as Closed-Captioned Sports Programs, Video Description, Steppingstones of Technology Innovation for Students with Disabilities, Closed-Captioned Television Programs--Local News and Public Information, and Cultural Experiences for Deaf or Hard of Hearing Individuals. Provided for each project description is the following information: grant number; project title; name of project director; contact information (organization, address, phone number, Fax number, e-mail address); the project's purpose; the methodology; and proposed products. There are four indexes: a project director index, an organization index, a state index, and a subject index. | [FULL TEXT]

_____. (1995).  Ohio SchoolNet. Schools on the Move. 

SchoolNet is a state-funded partnership that will facilitate the installation of computer and communications networking technology in public schools and classrooms across Ohio and coordinate its use. SchoolNet seeks to provide Ohio students with expanded course offerings; more individualized educational opportunities; interactive learning opportunities; linkages with libraries, universities, and other classrooms across the state and nation; access to world-wide databases and information resources; and information exchanges among teachers and students down the hall and around the world. This booklet describes 14 prototype projects in one or more Ohio schools within a single district, several school districts, or selected schools within several districts. Each description provides an explanation of the major components of the program. Prototype schools receive wiring, professional development for educators, and charter membership in the SchoolNet state newtork. | [FULL TEXT]

_____. (1996).  Ohio SchoolNet Initiatives: School Readiness for Computers and Networks. 

This report is the second in a series of Legislative Office of Education Oversight (LOEO) reports focusing on the SchoolNet initiatives. It examines the readiness of Ohio's schools to use the computers and network wiring provided by SchoolNet and SchoolNet Plus. The document is divided into five sections: (1) Introduction; (2) School Readiness for Computers and Networks; (3) Challenges Schools Face as They Prepare To Use Computers and Networks; (4) Strengths of Schools as They Prepare for Computers and Networks; and (5) Conclusions and LOEO Commentary. The LOEO used national literature and data collected during 40 telephone interviews and 12 school visits to identify the strengths schools have, as well as the challenges they face, in preparing for technology. LOEO mailed a questionnaire to a teacher or principal in 500 randomly selected schools. Approximately half (48 percent) of the schools in this sample are ready to use computers and networks and approximately half (52 percent) are not ready. In general, 36 percent of city schools, 44 percent of rural schools, and 65 percent of suburban schools are prepared to use computers and networks. Findings include: approximately 90 percent of the schools not meeting the LOEO criteria for readiness need increased electrical service; for 27 percent of the schools no one is available to repair computer hardware, software, or network equipment; only 7 percent have someone serving their school fulltime; approximately 93 percent of the survey respondents report that teachers want computers for student use; 98 percent of respondents report principals strongly support computers for student use; and 96 percent report strong support by district-level administration. Community support is slightly less--80 percent report a high level of community support. Appendixes include: LOEO telephone interview questions; LOEO criteria for determining readiness; Ohio Department of Education socioeconomic comparison groups; and a sample LOEO questionnaire. | [FULL TEXT]

_____. (1996).  Ohio SchoolNet Initiatives: The Role of the Ohio Education Computer Network. 

Ohio's Legislative Office of Education Oversight (LOEO) evaluates education-related activities funded wholly or in part by that state. SchoolNet initiatives seek to increase Ohio K-12 schools' access to computers, networks, and other technology, with a particular emphasis on low-wealth districts. This report addresses the gap between the expectations of SchoolNet and what actually can be achieved, given current technology and the amount of district and state funding available for this initiative. The report also examines the advantages and disadvantages of using the existing Ohio Education Computer Network (OECN) to provide public schools with access to the Internet and other online information resources once the network wiring purchased with SchoolNet funds is installed. An explanation of the technology of computer networks and distance learning and their associated costs is also provided. Conclusions and recommendations are presented. Appendices include: a selected bibliography of print and online resources; agencies that participated on the 1991 Technology Committee; local phone companies serving each school district; LOEO school district questionnaire; comparison of resolution and motion handling for distance learning equipment; equipment and costs for four distance learning systems; and existing state-funded distance learning projects. | [FULL TEXT]

Ouimet, Judith A.; Hanson, Gary R. (1997).  Research Methodology in the Information Age: A Comparison of Two Survey Techniques. 

Historically, data have been collected from survey participants through a paper-and-pencil questionnaire or through interviews in person or on the telephone. This study compares the use of a new approach, interactive telephone data collection (ITDCT) to traditional paper-and-pencil collection. ITDCT administers survey items through a digitized human voice using a computer software program. Respondents enter their responses by pushing telephone keypad numbers. From an initial sample of 5,908 students, data about the community and campus environment were collected from 867 undergraduates though a questionnaire and from 666 through ITDCT. The overall response rate was relatively low because of the timing (last week of the semester) and some problems with the ITDCT system. Although there were significant differences between the two survey types, when the data were inspected by plotting the means and standard deviation, one could see the statistical differences as a result of the large sample size and the power of the tests--small degrees of freedom in the numerator with large degrees of freedom in the denominator. No patterns suggested that social context effects played a role in item responses by survey type. Findings were not sufficient to demonstrate whether ITDCT is really a good substitute for a paper-and-pencil questionnaire, but they do suggest the usefulness of the technique for a short questionnaire. | [FULL TEXT]

O'Bannon, Blanche (1997).  CD-ROM Integration Peaks Student Interest in Inquiry.  Computers in the Schools, 13, 2-3. 

Discussion of learning processes examines past educational practices and considers how CD-ROM technology can impact teaching and learning. A lesson plan for elementary school science that uses a CD-ROM encyclopedia is presented that includes instructional goals, performance objectives, teaching and learning activities, and assessment methods.

O'Bannon, Blanche; Matthew, Kathryn I.; Thomas, Lajeane (1998).  Faculty Development: Key to the Integration of Technology in Teacher Preparation.  Journal of Computing in Teacher Education, 14, 4. 

Most preservice programs do not adequately prepare students for using technology in instruction. University faculty must model technology use and integrate it throughout the program. This requires significant change in many teachers' instructional strategies. Continued quality faculty development can facilitate this change. The paper discusses the research-based planning and implementation of such a model at Louisiana Tech University.

Orfinger, Becky (1998).  Virtual Science Museums as Learning Environments: Interaction for Education.  Informal Learning Review, 8-13 Nov-Dec 1998. 

Explores the use of Web virtual science museums in the classroom. Discusses the educational advantages of using virtual museums for both students and teacher. Qualitative research shows that virtual museum visits can have comparable educational value to actual science-museum field trips. Lists and examines sites which support classroom instruction.

Oblinger, Diana G. (1997).  High Tech Takes the High Road: New Players in Higher Education.  Educational Record, 78, 1. 

Colleges and universities can capitalize on advancing information technology to provide new options and opportunities for students and bring profit to the institution. Commercial opportunities include: educational production, certification, and delivery services; courseware development; creation of subscription services for access to information technology; processing of massive amounts of information about students and performance (data "mining"); and other information services.

Oblinger, Diana G. (1998).  Technology and Change: Impossible to Resist.  NCA Quarterly, 72, 4. 

Describes numerous changes in the educational environment brought about by technology. Asserts a need for students, faculty, and staff to engage in continuous learning through collaboration; improved access to digital resources; a change in the way information technology is used; and a connection among the community of scholars. (24 citations)

Oblinger, Diana G., Ed.; Rush, Sean C., Ed. (1998).  The Future Compatible Campus. Planning, Designing, and Implementing Information Technology in the Academy. 

This collection of 16 monographs centers around the theme the "future compatible campus," which is based on the premise that higher education will become a "connected campus" in a technology-enabled environment consisting of three components: connected learning, connected service to the community; and connected management. In Part 1, titled "The Rationale for the Future Compatible Campus," Kristine A. Hafner and Diana G. Oblinger write on "Transforming the Academy." Part 2, "Planning for the Future," includes the following selections: "A Strategy for I/T Investments" (William H. Graves); "Strategic Information Technology Planning in Higher Education (Charles R. Moran); "Staging for the Launch: An Implementation Planning Framework" (Thomas C. Wunderle); and "Student Services for the 21st Century: Creating the Student-Centered Environment" (Martha A. Beede and Darlene J. Burnett). Part 3, "Moving Toward the Future in Teaching and Learning" includes the following: "Student Mobile Computing" (Diana G. Oblinger, Mark Resmer, and James R. Mingle); "Wake Forest University's Strategic Plan for Technology;" (David G. Brown); "Collaborative Learning" (Edwin J. Pinheiro); "Instructional Technology and the Mainstream: The Risks of Success" (William H. Geoghegan); and "Making Ends Meet: A Faculty Perspective on Computing and Scholarship" (James S. Noblitt). Selections in Part 4, "Developing the Infrastructure," include: "The Importance of the Campus Network Infrastructure" (Richard Nichols); "Planning for Success: Are You Ready for Client/Server?" (David L. Bellamy and Danuta C. McCall); "Designing Classrooms for the 21st Century" (Kathryn L. Conway); "Prepare Today for the Digital Library of Tomorrow" (Richard P. Hulser); and "Managing Innovation: Project Implementation in Higher Education" (D. Lawrence Bivins). In Part 5, "Measuring Success" is examined by James W. Cortada in "Knowing How It Is All Working: The Role of Performance Measurements." (Most articles contain references.)

Osborne, Jacquie (1998).  Internet Basics for Early Childhood Educators.  Dimensions of Early Childhood, 26, 1. 

Provides basic information for using the Internet, and discusses benefits of e-mail, World Wide Web, Internet search engines, Web sites, and listservs for early childhood educators. Notes how the Internet can facilitate research and communication with colleagues and parents and can be a teaching tool as well. Includes lists of early childhood Web sites and starting points for classroom information.

Owen, Trevor, Ed. (1997).  Telecommunications in Education (T.I.E.) News. 1996-1997.  [T.I.E. News] 

This document consists of one volume year (four quarterly issues) of the journal "Telecommunications in Education News." Each issue contains a call for articles and three regular columns: "Editor's Message" (Trevor Owen), "President's Message" (Chuck Lynd), and "NewsBits" (Gleason Sackman, Ed.). Article topics include: online activity plan contest winners; teaching Medieval Icelandic literature and mythology using the World Wide Web; using the World Wide Web as an instructional tool; women on the World Wide Web; implementation of a World Wide Web course on the use of Internet applications in the classroom; motivating learning using the World Wide Web and HTML; graduate student research--"Music, Technology, and Textual Presence"; a teleconferencing project in the English classroom; wireless networks in the educational environment; impact of World Wide Web access on the instructional process; a keynote speaker's view of Tel-Ed '96; online teacher training; role of technology in helping educators network, research, and complete their doctorates; helping students plan and design World Wide Web sites; and book reviews. Author and subject indexes to "T.I.E. News" volumes 1-7 are provided in issue number 3.

Owens, Charlotte; Eaton, Virginia; Magoun, Dale; Smith, Elizabeth (1998).  Northeast Louisiana University Teacher Enhancement Program. 

It is the goal of the Northeast Louisiana University (NLU) Teacher Enhancement Program to prepare teachers to use the Internet with sufficient skill to effectively integrate resources of the Internet with state-mandated curriculum guides, translate the technology into daily activities in mathematics and science courses, and train their colleagues. To evaluate the effectiveness of this program, 27 participants divided into 3 groups (categorized by the level of their participation in the program) were given a survey that included both objective and open-ended questions. Participants were asked what major changes have been made in the way that they conducted classes before using computer activities; this document is a summary of their responses. Overall, participation in the program was viewed as beneficial to the teachers' schools. | [FULL TEXT]

Owens, Emiel W.; Waxman, Hersholt C. (1998).  Sex-and Ethnic-Related Differences among High School Students' Technology Use in Science and Mathematics.  International Journal of Instructional Media, 25, 1. 

This study examined sex- and ethnic-related differences in technology use in secondary school science and mathematics classrooms. Female students reported that they were less likely to use computers than males but more likely to use calculators. African American students were found to use computers more than Hispanic and white students, whereas white students reported using calculators more often.

Ouellett, Mathew L.; Stanley, Christine A. (1998).  Instructional Technology and Diversity: Parallel Challenges For Our Institutions.  Journal of Staff, Program & Organizational Development, v15 n1 p5-10 1997-1998. 

Discusses how to incorporate instructional technology and diversity initiatives simultaneously in faculty-development programs. Indicates that issues such as vision, resources, institutional commitment, equity/access and faculty and student development are themes common to both initiatives.

Olmstead, Eugene A. (1998).  Exploring the Locus Definitions of the Conic Sections.  Mathematics Teacher, 91, 5. 

Presents an activity using dynamic-geometry system software to create an environment in which all students can explore and extend the locus definition of conics.

Overbaugh, Richard C. (1998).  The Effects of Three Different Foci in Graduate Introductory Computer Courses on Educators' Stages of Concern.  Journal of Computing in Teacher Education, 14, 2. 

Compared beginning educational computer user's beliefs about classroom computing before and after completing one of three types of introductory computer courses. Stages of Concern survey data indicated that each course had the desired effect on teachers' attitudes. All three groups became aware of educational computing and were not concerned with how to integrate technology.

Oppong, Nicholas K.; Russell, Alan (1998).  Using Combinations of Software To Enhance Pre-Service Teachers' Critical Thinking Skills.  Mathematics and Computer Education, 32, 1. 

Utilizes the study of quadratic equations to illustrate the use of combinations of software to enhance critical thinking in preservice mathematics teachers. Concludes that the use of multiple software enriches students' learning experiences and improves their critical-thinking skills.

O'Callaghan, Brian R. (1998).  Computer-Intensive Algebra and Students' Conceptual Knowledge of Functions.  Journal for Research in Mathematics Education, 29, 1. 

Describes a research project that examined the effects of the Computer-Intensive Algebra (CIA) and traditional algebra curricula on students' (N=802) understanding of the function concept. Results indicate that CIA students achieved a better understanding of functions and were better at the components of modeling, interpreting, and translating. Concludes that the CIA students showed significant improvements in their attitudes towards mathematics. Contains 38 references.

_____. (1998).  On the Promotion System of the Utilization and Application of Educational Media in Regions Responding to the Changing Society. AVE in Japan No. 36. 

This booklet contains the report of the Educational Media Sub-Committee (Japan) on a new way of distributing a media-based learning system in regional communities. Highlights of the report include: (1) new movements in the utilization of educational media, including basic tendencies in the establishment of educational media, trends of educational media, and the appearance of multimedia; (2) the role and functions of audiovisual institutions as a training and learning center, educational materials center, and information and research center; (3) the improvement of audiovisual institutions; and (4) propelling the system for educational media in local areas, including the roles of boards of education, prefectures and municipalities, and the national government. Also included is "A View of the Application of Audiovisual Education in the Lifelong Learning Society" (Yasuo Takakuwa). This article addresses the new concept of audiovisual institutions, as well as related functions, problems, and issues. (Includes a Japanese version of both reports.) | [FULL TEXT]

O'Malley, Michael; Rosenzweig, Roy (1997).  Brave New World or Blind Alley? American History on the World Wide Web.  Journal of American History, 84, 1. 

Offers a preliminary assessment of the possibilities and limitations, allures, and dangers, of the World Wide Web for those interested in presenting, teaching, and learning United States history. Reviews Internet search tools, online libraries and archives, and museums and commercial sites. Discusses how to create an online archive.

Ollerenshaw, Alison; Aidman, Eugene; Kidd, Garry (1997).  Is an Illustration Always Worth Ten Thousand Words? Effects of Prior Knowledge, Learning Style and Multimedia Illustrations on Text Comprehension.  International Journal of Instructional Media, 24, 3. 

This study examined comprehension in four groups of undergraduates under text only, multimedia, and two diagram conditions of text supplementation. Results indicated that effects of text supplementation are mediated by prior knowledge and learning style: multimedia appears more beneficial to surface learners with little prior knowledge and makes little or no difference for knowledgeable achievers or deep learners.

Owston, Ronald D.; Wideman, Herbert H. (1997).  Word Processors and Children's Writing in a High-Computer-Access Setting.  Journal of Research on Computing in Education, 30, 2. 

A three-year study (grades 3-5) of two groups of elementary school students determined that writing quality improved in a high-computer-access school, as indicated by holistic measures of writing message (meaning and content quality) and medium (quality of the form and surface features). In-class observation supported the contention that word processors contributed to the improvement.

(1997).  Open and Distance Learning in Teacher Education. An Annotated Bibliography.  European Journal of Teacher Education, 20, 1. 

This annotated bibliography includes 140 entries with information on open and distance learning in teacher education worldwide. Listings range from well-known international journals to smaller, more localized newsletters. The bibliography provides a keyword index and a listing of relevant journals and newsletters.

_____. (1994).  Operation Link-Up (Instructional Delivery through Technology). Final Report. 

A project was conducted to provide access to computer-based instructional programs, student database files, and CD-ROM technology to satellite classes of the Tri-County Opportunities Industrialization Center in central Pennsylvania. During the project, computer needs at satellite locations were identified, instructional and reference materials were reviewed and evaluated, a host computer bulletin board access network was designed and installed, a user's manual was published, and staff and student training was provided. Constant refinements were made in the instructional technology during the course of the project. Success of the project was contingent on the project leaders' familiarity with computers and computer bulletin boards. The project resulted in a cost-effective way to offer alternative instructional delivery to satellite classes and equal access to information to learners at distant sites. Starting an in-house computer bulletin board service proved an inexpensive way to reach more learners and to share available resources. | [FULL TEXT]

Okpala, Amon O.; Okpala, Comfort O. (1997).  Faculty Adoption of Educational Technologies in Higher Learning.  Journal of Instructional Psychology, 24, 4. 

Analysis of a survey of 216 faculty members of historically black colleges and universities (HBCU) determined that more instructors had experience using e-mail and word processing whereas fewer had experience with software presentation, multimedia, and distance education. The findings indicate a need for faculty development since distance learning and multimedia provide inexpensive access for students and teachers.

Olcott, Don, Jr. (1997).  Transforming University Outreach: Integrated Technology Systems Design for the Twenty-First Century.  Journal of Public Service & Outreach, 2, 3. 

Outlines a framework for integrated technology systems design that provides a competitive strategy that colleges and universities can use to harness and blend varied technological tools for expanding distance education. Looks at factors to consider in choosing among video-based, audio/video, and computer-based systems, and at applications of the framework at both program and course levels.

Ostendorf, Virginia A. (1997).  Teaching by Television.  New Directions for Teaching and Learning. 

Live television is the fastest-growing distance learning delivery mode. Instructors must understand how distance learning differs from both the traditional classroom and commercial television, how the basic technology operates, the role played by the teacher in delivering instruction, how to design courses according to system capabilities, and how to master teaching tools and unique facilitation skills.

Ozar, Mirac; Askar, Petek (1997).  Present and Future Prospects of the Use of Information Technology in Schools in Turkey.  Educational Technology Research and Development, 45, 2. 

To identify opinions of key policymakers about present and future uses of information technology (IT), 15 interviews were conducted in the Ministry of National Education in Turkey. Most expressed the view that the Turkish education system is not ready to incorporate IT, the biggest obstacle being the lack of teacher preparation.

_____. (1997).  Ownership of New Works at the University: Unbundling of Rights and the Pursuit of Higher Learning. Discussion Series. 

This booklet offers a framework for present and future discussions of issues surrounding the ownership of intellectual property, with a focus on issues of copyright. It addresses three concepts that are important for education and the creation and use of information. The first is that the initial ownership of newly created intellectual property in traditional university settings and the subsequent disposition of the associated property rights often has been unguided. The second concept is that the effectiveness of higher education requires a better understanding of how ownership rights associated with new intellectual property promote the mutual benefit of faculty, staff, students, and their learning communities. The third is that new models for the allocation of intellectual rights must be considered and designed to anticipate the influence of new technologies on teaching, learning, research, and creative activity in U.S. universities. Of particular interest will be issues associated with distance education and forms of educational technology. Central to the recommendations for the future is unbundling rights associated with new works to make them most appropriately available for teaching, learning, and research. Other recommendations call for standard policies and practices to remove confusion over the ownership and use of materials. | [FULL TEXT]

O'Sullivan, Mary F. (1995).  Literacy Connection: A Study of Women and Computer Technology in a Two-Year College. 

Accepting the image of computer technology as incompatible with women reinforces the long history of women's disassociation from technology. In terms of both literacy and computer technology, women's stories are not being told. How female re-entry students in a two-year college experience computer literacy and technology and what their expectations are concerning literacy and computer literacy are examined through case studies of three women in their first semesters at a technical college in Wisconsin. Data came from interviews and conferences with the subjects, oral narratives they constructed, observations, and documents (including writing samples). The experiences of the three participants indicated that there was a relationship between the accepted institutional literacy discourse and computer literacy. The literacies stressed by the college were also shown in the types of computer literacy emphasized, but the subjects were ambiguous about these literacies and saw them as very separate from the rest of their lives. These women perceived a necessity to be computer literate, but had no very clear idea of what constituted computer literacy, although they seemed to define it as literacy on functional or occupational levels. They usually saw themselves as less skilled than they actually were. | [FULL TEXT]