Educational Technology | Q

Qi, Jie (1998).  The Reasoning of Teaching and Schooling in Japan: Using Foucault To Explicate Discourse. 

This paper investigates how various technologies have constructed the reasoning of teaching and schooling in contemporary Japan. The paper contends that (1) the construction of the teacher and the student in Japan involves a complexity of power relations; (2) schooling is not simply controlled by the government through its sovereign power, but is shaped by multiple technologies; and (3) a variety of self-surveillance and self-disciplining techniques are a part of the schooling mode. The primary archives of this study are the most recent teacher guidelines issued by the Ministry of Education of Japan which include "Gakusyushidoyoryo" (the "Course of Study"), together with some other statements of guidance. The theoretical orientation of the study is Michel Foucault's conception of power. Foucault's notion of power is that a multiplicity of actions engenders power, and power operates through discourse associated with the constructions of knowledge. Moreover, Foucault's conception of "governmentality" allows the rethinking of relationships among self, other, and institutional discourse. This study concludes by pointing out the importance of being skeptical about educational reform regarding autonomy and freedom. Providing new space for teachers and students may only create new technologies that construct teachers and students according to new disciplinary modes.  | [FULL TEXT]

Quick, Don; Davies, Timothy Gray (1999).  Community College Faculty Development: Bringing Technology into Instruction.  Community College Journal of Research and Practice, 23, 7. 

Employs personal in-depth interviews as a first step in helping faculty to develop quality curricula by allowing them to articulate their instructional needs. Reveals three general themes: preliminary course-design considerations, instructional delivery methods, and faculty instructional needs. Discusses implications for expanding teaching technologies.

Quinlan, Laurie A. (1997).  Creating a Classroom Kaleidoscope with the World Wide Web.  Educational Technology, 37, 3. 

Discusses the elements of classroom Web presentations: planning; construction, including design tips; classroom use; and assessment. Lists 14 World Wide Web resources for K-12 teachers; Internet search tools (directories, search engines and meta-search engines); a Web glossary; and an example of HTML for a simple Web page.

Quinley, John (1996).  Iowa Workforce Training Study. Executive Summary. 

A study examined the perceived training and retraining needs of Iowa business/organizations and employer views regarding how the continuing education divisions of Iowa's community colleges can best meet those needs. Of the 1,069 Iowa employers contacted, 608 (56.9%) responded. According to the respondents, Iowa's system of community college continuing education divisions is indeed responding to business/industry needs for work force training and retraining. The work force training being provided was considered to be of high quality and flexible and was seen as having a significant impact in meeting the economic and educational needs of Iowa's citizens and businesses. Nearly all respondents reported that substantial proportions of their current work forces need additional training and considered technological change to be an important factor increasing the need for work force training. Of the respondents, 28.5% were very familiar with Iowa work force training programs and 61.5% were only somewhat familiar with them. It was recommended that Iowa's community colleges review and augment their marketing programs and that the state increase funding levels of existing and emerging work force training programs. | [FULL TEXT]

Quinn, Robert J. (1997).  Effects of Mathematics Methods Courses on the Mathematical Attitudes and Content Knowledge of Preservice Teachers.  Journal of Educational Research, 91, 2. 

Investigated the effects of mathematics methods courses that used manipulatives, technology, and cooperative learning on preservice mathematics teachers' meaningful mathematical content knowledge and attitudes toward mathematics. Pre- and postintervention student teacher surveys indicated that there were significant increases in content knowledge and improvements in attitudes for preservice elementary teachers and insignificant increases for secondary teachers.

Quinones, Sherri; Kirshstein, Rita; Loy, Nancy (1998).  An Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms. 

This guide is designed to help educators and administrators evaluate educational technology programs. Primarily geared to educators or administrators with little or no research experience, it is intended for use at the district or school level. As more and more states, districts, and schools develop technology plans to ensure that technology will be used effectively to benefit student learning and achievement, the need to understand technology's impact on improving student achievement will become even greater. This guide is organized in sections by typical questions one might ask in going through the evaluation process. Within each section, tips and "tricks of the trade" are provided along with worksheets and ideas for additional resources. The following questions are addressed:"Why am I evaluating?"; "What is an evaluation anyway?"; "Where do I start?"; "What questions should I ask?"; "What information do I need to collect?"; "What's the best way to collect my information?"; "What are my conclusions?"; "How do I communicate my results?"; and "Where do I go from here?" Appendices include additional sources, worksheets, and examples of technology surveys. | [FULL TEXT]

Quisenberry, Nancy L., Ed.; McIntyre, D. John, Ed. (1999).  Educators Healing Racism. 

This book presents a collection of essays on racism and the role of teachers in healing racism. There are three sections with nine papers. After an "Introduction" (D. John McIntyre), Section 1, "Historical Perspectives," includes: (1) "Racism in Education" (Gwendolyn Duhon Boudreaux, Rose Duhon-Sells, Alice Duhon-Ross, and Halloway C. Sells); and (2) "History of Racism: Social, Political, and Psychological Perspectives on Modernity" (H. Prentice Baptiste, Jr., James B. Boyer, Socorro Herrera, and Kevin Murry). Section 2, "Instructional Perspectives," includes (3) "Healing the Wounds of Instructional Racism" (Patricia Larke, Gwendolyn Webb-Johnson, Ronald Rochon, and Mary Anderson); (4) "Family Involvement: Empowering Families To Heal Racism" (Phyllis Y. Hammonds and Cathy Gutierrez-Gomez); (5) "Dealing with Issues of Racism in the Classroom: Preservice and Beginning Teachers" (Norvella P. Carter, Anne Gayles-Felton, Robert Hilliard, and Larry A. Vold); (6) "Issues in Healing Racism in Teaching and Teacher Education: A Case Studies Approach" (Fredda D. Carroll, Carol Felder, and Phyllis Y. Hammonds); and (7) "Beyond Instructional Racism: The Integrative Curriculum of Brown Barge Middle School" (Porter Lee Troutman, Jr., Richard Powell, Elaine Jarchow, Linda Fussell, and Donna Imatt). Section 3, "Social Perspectives," includes (8) "Can Technology Deliver on its Promise of Being the Great Equalizer? Some Reflections on the Participation of Disadvantaged Students in Technology" (P. Rudy Mattai, Robert L. Perry, and Walter S. Polka) and (9) "Who Shall Have the Moral Courage To Heal Racism in America? ATE Keynote Address, February 27, 1996" (G. Pritchy Smith). (All papers contain references.) | [FULL TEXT]

Queitzsch, Mary (1997).  A Planning Process for Creating Collaboration among Deans. Program Report. 

This document traces the activities and timelines that led to two Deans' Forums on integrating technology into preservice teacher education programs. These forums were organized by the Northwest Educational Technology Consortium, which is comprised of state education agencies in Alaska, Idaho, Montana, Oregon, Washington, and Wyoming, as well as related agencies such as the Northwest Regional Laboratory. The process moved from the creation of a planning council to the establishment of an Internet site to the convening of the two forums, the first of which was titled "Integrating Technology into Preservice Teacher Education," and the second, "The Federal Role and the Assessment of Educational Technology in Preservice Teacher Education." Building on these events, the document sets out several proposed research projects to identify teams of faculty experts, to increase collaboration between higher education and elementary schools on the issue of technology, and to examine the preservice teacher education curriculum. Appendixes include a chart of timelines, activities, and outcomes; a Forum invitation letter; a preregistration survey form, agendas for the two forums, keynote speaker information, and an evaluation form for the second forum. | [FULL TEXT]

Quellmalz, Edys (1999).  The Role of Technology in Advancing Performance Standards in Science and Mathematics Learning. 

Technology permeates the lives of most Americans: voice mail, personal computers, and the ever-blinking VCR clock have become commonplace. In schools, it is creating educational opportunities at a dizzying pace and, within and beyond the classroom, it is providing unprecedented access to a universe of ideas and resources. As a next step, the education community can harness the same power technology has to enrich what and how people learn to support the development and dissemination of expectations for students' learning in science and mathematics. By capitalizing on the burgeoning opportunities for students to explore the stimulating environments afforded by innovative technologies, the processes by which students acquire, apply, and extend their scientific and mathematical powers can be more fully examined. This paper describes some of the ways in which technology can: (1) support the ongoing dialogue to decide what performance standards should and can be established; (2) support understanding of established standards; (3) provide models and guidelines for developing and using standards; and (4) offer an ever-expanding repertoire of capabilities that will enlarge the conception of challenging performance standards for science and mathematics. Supporting dialogue about performance standards is discussed by focusing on computer networks and virtual environments. Supporting an understanding of performance standards, providing models and guidelines for developing and using performance standards, and enlarging the conception of challenging performance standards are also discussed. | [FULL TEXT]

Quesada, Antonio R. (1997).  Recent Improvements To the Sieve of Eratosthenes.  Mathematics Teacher, 90, 4. 

Presents recently developed generalizations to the sieve of Eratosthenes, showing the principles underlying these improvements, which increase its efficiency without changing too much of its simplicity. Offers several possibilities to propose good investigations for students to explore, find patterns, and make generalizations.