Educational Technology | R

Riley, Richard W. (1998).  Technology and Education: An Investment in Equity and Excellence. Remarks as Prepared for Delivery by U.S. Secretary of Education Richard W. Riley (Washington, DC, July 29, 1998). 

This paper contains the transcript of the speech of United States Secretary of Education Richard W. Riley delivered at the National Press Club, Washington, D.C. on July 29, 1998. The focus of the speech was the promise and possibilities of technology in education. Discussion includes the following: the "digital divide" in technology use between those who have access to computers and the Internet and those who do not; the ability of technology to be an equalizer of educational opportunity; outlook for jobs requiring computer skills; examples of technology-based classroom instruction; benefits of technology for teachers, students, and overall academic achievement and motivation; use of computers for at-risk students; the E-Rate, or Education Rate, the Clinton Administration's initiative to provide affordable telecommunications access to all schools; the Telecommunications Act of 1996; the Universal Service program and increased telephone service charges; opposition to the E-Rate; resources on the Department of Education's Web site; and the need for teachers to be technologically literate. | [FULL TEXT]

Riley, Tracy L.; Brown, Mark E. (1998).  The Magic of Multimedia: Creating Leaders of Yesterday, Today, and Tomorrow.  Gifted Child Today Magazine, 21 n5 p20-22, 24-26 Sep-Oct 1998. 

Describes the rationale and layout of a "Magic of Multimedia" workshop, a program designed for gifted children (ages 9-12), and housed at Massey University, New Zealand. The multimedia workshop allows gifted children to use HyperStudio to investigate and communicate research findings in creative ways, and encourages social interaction.

Riley, Tracy; Brown, Mark (1997).  Computing for Clever Kids: Creating the Future.  Gifted Child Today Magazine, 20, 5. 

Describes a New Zealand workshop for 10 gifted children (ages 10-11) that used computers to foster innovative ideas and provide opportunities for creativity and problem solving through independent and group learning experiences. The children brainstormed about the future and designed an original "MicroWorld" using the theme "future."

Rochowicz, John A. (1998).  Some Personal Experiences and Reflections on Technology Use in Applied Mathematics. 

College courses that are taught without any technology are part of the past. With software that can do almost any mathematics including calculus, traditional teaching, with the instructor as all-knowing, is obsolete. In this paper, a comparison is made between business mathematics courses and general physics courses taught at a small private liberal arts college in Pennsylvania. Students in both kinds of courses realize the need for technology use in doing and interacting with mathematics. The value of knowing how to do mathematics with and without technology is fundamental to a fuller understanding of mathematical concepts. For schools that have limited budgets, small mathematics departments, or both, spreadsheets are favorable technological tools. Spreadsheets can be used for many of the mathematical concepts taught in business mathematics and general physics courses. A number of activities and learning outcomes that result from the use of spreadsheets are described. | [FULL TEXT]

Rochowicz, John A., Jr. (1998).  Sequences, Series, and Spreadsheets: A Mathematical Excursion. 

The use of technology allows students to look at mathematical concepts in many different ways. With a variety of perspectives, studying ideas that were at one time difficult to understand are possible. Mathematics learning focuses more on concepts and less on computations. Various sequences including arithmetic, geometric, and partial sum can be studied in explicitly defined and recursive forms. This paper describes spreadsheet macros for automating computations and graphing relationships for these sequences. Learning mathematics with technology enables the student to develop intuition for correct results and to do meaningful mathematics. Classroom examples illustrate the relevance of the mathematics concepts studied. As technology continues to be part of many facets of society, studying mathematics with technology is also becoming increasingly necessary. | [FULL TEXT]

Rogers, Curtis R. (1997).  Implementing Technology at Springdale Elementary School: A Case Study. 

In 1995, the Lexington County, South Carolina School District 2 began implementing their "Technology Task Force Position Statement" for effectively incorporating technology into the curriculum. This transformed Springdale Elementary School's computer ownership from a few Apple II-E computers for the entire school to one with as many as four Pentium (TM) multimedia personal computers equipped with Internet access and color ink jet printer per class. Implementation began with the philosophy: (1) technology should support district educational goals, (2) technology should provide a platform for student access and advancement in curricular areas, (3) students, faculty members and staff should communicate effectively with each other and enhance information accessibility, (4) the appropriate use of technology should become an integral part of the curriculum, (5) schools should prepare students for the 'world of work' that is driven by technology, and (6) minimum technology standards should be developed for all district schools. This paper describes the roles of managing and implementing this technology change as played by principal, vice principal, media specialist, teachers and students. Also outlines how parents and the community can benefit from the implementation and integration of technology. Basic objectives and principles for effective technology implementation are listed in the conclusion. | [FULL TEXT]

Rogers, Curtis R. (1998).  A Theoretical Look at Electronic Community's Conversation and Curriculum. 

This paper examines the importance of the electronic community and its conversation for educators. Highlights include: (1) connections in electronic communities, including listservs, World Wide Web-based discussion groups, and the "conversational web"; (2) cyber-collaborative learning, including virtual classrooms, developing student writing skills, and collaboration among educators; (3) social development within the electronic community, including virtuality and postmodernism; (4) electronic community and hypertext conversation, including the chaos of non-linear asynchronous communication; (5) the individual and the community, including advantages of non-linearity for advancing critical thinking skills and allowing greater flexibility in understanding curriculum; and (6) conversational nuance and beyond, including conveying emotion and miscommunication/misunderstanding. | [FULL TEXT]

Rogers, Curtis R. (1998).  Creating an Electronic Community of Teacher Educators in Richland County (SC) School District One To Support the Instructional Technology Teacher Education Curriculum. 

This paper describes the development of an electronic community to support teachers educators in their instructional technology (IT) curriculum. Teacher educators were enthusiastic about the project, since the most important facet of IT teacher education was to integrate technology into the classroom. IT teacher educators understood the importance of e-mail communication in creating an electronic community so they could communicate regularly with each other and share course information. The teacher educators were given identical laptop computer systems to use in preparing for classes, presentations, and communicating with one another. The IT services division had a home page on the World Wide Web that gave an overview of the division and the various technology documents that supported the IT teacher education curriculum. The home page could serve as a single location for a clearinghouse of accepted activities for trainers to supplement the IT curriculum; an idea forum for IT teacher educators; individual module and course electronic community web-based discussion groups; and scheduled online meetings. This paper lists a series of goals, objectives, and activities that training coordinators could utilize to promote use of and centrally organize the electronic community. | [FULL TEXT]

Rogers, Jackie L. (1997).  Advanced Telecommunications and Computer Technologies in Georgia Public Elementary School Library Media Centers. 

The purpose of this study was to determine what recent progress had been made in Georgia public elementary school library media centers regarding access to advanced telecommunications and computer technologies as a result of special funding. A questionnaire addressed the following areas: automation and networking of the school library media center and use of video distribution systems, telecommunications and satellite access, faculty development, short-term technology planning, and funding sources for technology. Of the 298 survey questionnaires mailed to elementary library media specialists, a total of 214 usable surveys were returned. Results are reported in tables showing percentages and frequency of responses. Almost 40% of public elementary schools had automated the library media center and 61% had implemented a video distribution system prior to 1993-94, which was before the state began using lottery funds for education. Lottery appropriations funded implementation of automated library systems in 51% of Georgia's elementary SLMCs, installation of video distribution systems in almost 29% and satellite dish installations for distance learning capabilities in 92% of the elementary schools. Internet service was available in 63% of the elementary schools, and the remaining 37% were waiting to receive access by 1998. Networked resources were available in the library media centers in 87% of the elementary schools, in student labs in 56% of the schools, and in at least some classrooms in 70% of the schools. Since 1993, this special education funding from the Georgia lottery has enabled schools to implement some technologies, such as satellite dish installation, distance learning capabilities, and networked resources, sooner than would have been possible without such appropriations. The study also indicates the critical importance of maintaining adequate and dependable educational funding from local and state government sources for the continued use of advanced telecommunications and computer technologies in classroom instruction. A map of Georgia counties and the survey are appended. | [FULL TEXT]

Rogers, Jim (1998).  The Internet: Emerging Technologies in Two West African Countries.  Educational Technology Research and Development, 46, 3. 

Explores issues regarding the Internet, especially its role in education, in two West African countries, Burkina Faso and Ghana. These developing countries share a common border, but their technology reality is very different. Existing differences highlight some of the issues Africa is dealing with concerning the Internet.

Rogers, Patricia L. (1999).  Barriers to Adopting Emerging Technologies in Education. 

This article examines barriers to technology adoption based on the literature and data from two studies. A five-step hierarchical model (familiarization, utilization, integration, reorientation, evolution) of adoption of technology in the classroom is presented, and internal and external barriers to technology adoption are examined. The two studies are then described. In the K-12 study, 1,000 art teachers were surveyed to: ascertain current levels of technology adoption; characterize teaching strategies used for learning in computer-based art classrooms; identify barriers to technology adoption; and propose an instructional model. In the second study, information on the impact of a large-scale initiative, the Electronic Academy, implemented at two- and four-year institutions in a Midwestern state postsecondary system, was collected from instructional technology coordinators. A product of this examination is a visual representation of the interactions and interdependence of elements that contribute to the construction of barriers to technology adoption. The model is intended to clarify internal and external obstacles and to serve as an aid to pre-service and in-service teacher education curriculum designers and developers as they plan for the successful infusion of newer technologies in the curriculum. Three tables contain a summary of research on barriers to technology adoption and data on barriers to technology adoption at the elementary, secondary, and postsecondary levels. | [FULL TEXT]

Rubin, Andee (1996).  Caution: Educational Technology Challenges Ahead.  Hands On!, 19 n1 p2, 20 Spr 1996. 

Discusses how the government can encourage integrative projects to use educational technology wisely: (1) fund projects that connect technology, software, teacher development, and community development; (2) support experiments with an emphasis on long-term integration; (3) alleviate the assessment time lag; and (4) stabilize the school computer market.

Rubin, Andee (1999).  Technology Meets Math Education: Envisioning a Practical Future Forum on the Future of Technology in Education. 

This paper looks at computers from the perspective of mathematics education instead of looking at mathematics education from the perspective of the computer. Several categories of technology use are discussed, noting the present situation and future possibilities. Five powerful uses of technology in mathematics education are listed, and factors that are necessary to fulfill the potential of technology are considered. Some concerns about the integration of technology into mathematics education are also included as well as a brief closing restatement of the dilemma. | [FULL TEXT]

Rubovits, Donald F.; Mulberry, Jay F. (1998).  Comprehensive Monitoring of a Student's Activities. 

Individualized instruction and the associated accountability mean more documentation for teachers. How can teacher productivity be increased to handle the heavier workload? The solution for the Jacqueline Vaughn Occupational High School, a special education school in Chicago, was a networked local school computer linked to each teacher's personal computer. The networked computer stored the shared, character-based documents covering most aspects of each student's education. This paper discusses: (1) fundamental problems with paper-based systems for monitoring a student's education; (2) how a project to provide a solution was launched; (3) computer-based methods for creating student documentation, including Individual Education Plans (IEPs), Multi-Disciplinary Conferences (MDCs), Transition Planning Guides (TPGs), class/service/activity enrollments, job descriptions, anecdotal notes, and behavior referrals; (4) teacher communication tools, including electronic mail, school and personal calendars, announcements, and correspondence with parents; (5) assessment of the solution's impact during 2 years of experience at one school; and (6) considerations for other school districts, including funding priorities, teacher culture, computer system integration, cost justification, goal individualization, and special education issues. The paper concludes by noting that the "comprehensive monitoring" technology is here and that the technology helps both staff and parents manage a student's education, and that if schools are willing to deal with the consequences of more individualized instruction and greater accountability, they should pursue this type of program. | [FULL TEXT]

Rakes, Glenda C.; Flowers, Beverly F.; Casey, Holly B.; Santana, Ronnie (1999).  An Analysis of Instructional Technology Use and Constructivist Behaviors in K-12 Teachers.  International Journal of Educational Technology, 1, 2. 

Examines the relationship between teacher perceptions of their constructivist behaviors and use of technology in their classrooms. Results indicate that integrated technology use and strong technology skills may be factors that encourage constructivist practices. Implications for school reform and technology training for elementary and secondary school teachers are discussed. 

Rakow, Steven J. (1999).  Forum on Technology in K-12 Education: Envisioning a New Future Science. 

This paper examines the impacts of instructional technologies on K-12 science instruction. The first section addresses the question, "What is technology?" The dimensions of technology identified by the International Technology Education Association are summarized, and definitions of technology from the American Association for the Advancement of Science, National Research Council, and National Science Teachers Association are presented. The second section discusses the current impact of instructional technologies on K-12 education, including statistics on current rates of Internet access and ratio of students to computers. The third section considers the potential impact of instructional technologies on K-12 science, focusing on two general types of applications of technology, i.e., the global classroom and the technologically enhanced classroom. World Wide Web sites for more information are listedand 12 bibliographic references are provided. | [FULL TEXT]

Rusk, Michael David (1999).  Internet Workstation in the LRC.  Community & Junior College Libraries, 8, 2. 

Describes Internet implementation at several progressive community college libraries. Notes that innovative librarians have developed a number of creative strategies for delivering information services via the Internet. Reminds librarians that if they do not assume the role of expert intermediary between the general user and the available information, that role will be taken by other groups.

Russell, David; Lucas, Keith B.; McRobbie, Campbell J. (1999).  Microprocessor Based Laboratory Activities as Catalysts for Student Construction of Understanding in Physics. 

From the theoretical reference frame of constructivism, much of the rhetoric and positive research findings in support of microprocessor based laboratory (MBL) activities facilitating science learning can be interpreted in terms of the increased opportunities for student-student interactions and peer group discussions about familiar and discrepant events in relation to ready-to-hand data. However, the rhetoric is not widely matched by practice. It is possible that teachers' failure to utilize MBL activities more widely is a result of not recognizing their capacity to transform the nature of laboratory activities to be more consistent with contemporary constructivist theories of learning. This research aimed to increase understanding of how MBL activities specifically designed to be consistent with a constructivist theory of learning support or constrain student construction of understanding. It was conducted in a Year 11 physics class, comprising 14 boys and 3 girls, taught by the first author. Seven activities relating to kinematics were prepared in predict-observe-explain format. Students worked in pairs in laboratory sessions that were part of the normal class program. Data sources included video and audio recordings of students and teacher during each laboratory session, computer records of all data sets recorded by students, students' written notes and reports, semi-structured interviews with selected students, and the teacher's reflections on each session. Analysis of students' discourse and actions revealed many instances where students' initial understanding of concepts of displacement, velocity and acceleration were challenged by the data presented on the computer screen, and their negotiation of new understanding was mediated in multiple and subtle ways by the computer display. Students invented numerous techniques for manipulating data in the service of their emerging understanding. Recommendations are made for development of appropriate pedagogical strategies incorporating MBL activities, which will likely catalyze student construction of understanding. | [FULL TEXT]

Russell, James D.; Butcher, Cheryl (1999).  Using Portfolios in Educational Technology Courses.  Journal of Technology and Teacher Education, 7, 4. 

Describes the evolution of student evaluations and discusses the current trend of encouraging students to compile portfolios of their work organized around major themes. Explores the nature of portfolios, including their advantages and limitations, and describes the use of portfolios in two different university educational technology courses.

Russell, James D.; Reiser, Robert A.; Hruskocy, Carole; Ruckdeschel, Clare (1999).  Strategies for Teaching Project-Based Courses.  Educational Technology, 39, 2. 

Describes instructional strategies used in project-based introductory instructional design courses taught at Purdue and Florida State Universities. Discusses use of reflective summaries instead of quizzes, in-class demonstration of sample student projects, project-based application assignments, "mastery approach" (students revise and resubmit assignments for regrading), and role of the teaching assistant.

Russell, Mary (1999).  Online Learning Communities: Implications for Adult Learning.  Adult Learning, 10, 4. 

Online communities are structures that can meet the learning needs of members while simultaneously providing companionship, support, and recognition of the value of adults' experiences. SeniorNet is a nonprofit system of community-based learning centers and online services targeted to those over 55.

Russell, Mary; Ginsburg, Lynda (1999).  Learning Online: Extending the Meaning of Community. A Review of Three Programs from the Southeastern United States. 

This report describes the general features of "online learning communities," community organizations that have constructed learning delivery systems that effectively combine elements of the distance learning and traditional models of instruction. It discusses the online learning community framework and explains the four features of these communities: learning environment, vision of adult learning and development, instructional model, and social construct. Three communities are highlighted that demonstrate general features of online learning communities and represent different stages of the process of online community building: "SeniorNet" is well established online, "Neighborhood Networks" is exploring connections beyond its initial purpose of providing training for employment, and "Bridging the Gap of Isolation/Powering Up" is at the beginning of using technology to create an online community for rural communities it serves. Each case study focuses on two major elements most important to adult education: effectiveness of each community in mediating between its members and technology to provide access to tools for learning and capability of each community to provide learning experiences that are transformative, rewarding, accommodating of learning differences, and inclusive of life experiences. The report concludes that early indications suggest the movement's goals and outcomes are complementary to those of adult education in general and adult literacy in particular. | [FULL TEXT]

Russell, Susan H.; And Others (1995).  Study of Communications Technology in Higher Education, 1994. Final Report [and] Executive Summary. 

The 1994 Study of Communications Technology in Higher Education was a nation-wide survey of colleges and universities about instructional uses of microcomputers and audiovisual and multimedia technologies. Eight questionnaires were developed: six for institutional-level spokespersons at 1,000 randomly selected institutions in the United States; one for 2,000 faculty in a random subset of 100 institutions; and one for 1,005 full- and part-time college and university students. The survey found pervasive use of computers in higher education. A sizable percentage of schools offered distance education programs but the percentage of faculty who taught these courses and overall student enrollment in distance education was low. Cable appeared to be used more than public television as the dominant telecourse medium. Slightly over half of faculty used video instructional materials in a class during the academic term, about a third used audio instructional materials, and about one seventh used multimedia materials. Almost all teacher education programs offered training in instructional uses of computers. Respondents had very positive views about the benefits derived from computers and other instructional technologies. Networking was seen as the area of least perceived accomplishments. Insufficient funds was the most significant barrier to increased use of technologies. The eight surveys are appended. | [FULL TEXT]

Russin, Irene (1995).  A Comparison of the Effect of Teacher-Directed Instruction (and Textbook Use) and Interactive Computer Software Instruction on the Development of Touch-Keyboarding Skills in Two Sixth-Grade Classes. 

This is a study of two sixth-grade classes at Bayshore Middle School (Middletown, New Jersey) who were enrolled in a 7-week keyboarding class. The first class met from October 31 through December 23, 1994; the second class met from January 3 through March 1, 1995. The instruction of the first group was teacher directed, and the students typed from a keyboarding textbook. After an introduction to keyboarding from the instructor, students in the second group received instruction from computer software (which was the same material as in the textbook). Both groups were pretested and posttested on their one-minute typing speeds measured in gross words per minute and on their knowledge of the location of the letters and punctuation in the first three rows of the keyboard. The hypothesis that students who are taught the touch method of keyboarding with teacher-directed instruction in conjunction with the use of a keyboarding textbook will not perform more effectively than students who are taught the touch method of keyboarding using an interactive computer software program proved to be correct. The students made similar measurable gains in their progress regardless of the method of instruction. A section of related literature on teaching keyboarding is included, and appendices provide test scores.   | [FULL TEXT]

Rudy, Dennis W. (1999).  Extend the Learning: Achieving High Academic Standards (AHAs) Project. Annual Report of Findings. 

The Illinois State Board of Education partnered with two outside groups, the National Computational Science Alliance (NCSA) and the North Central Regional Technology in Education Center (NCRTEC), to provide staff development, along with technological software, hardware, and support, to improve 6th graders' performance in the areas of mathematics, science, and reading. The project involved teachers, administrators, and support staff from diverse public and private schools that contained students of low socioeconomic status, had high transfer rates, and large percentages of students receiving special education. Participants received 5 days of training in the engaged model of learning and in the use of specific modeling software. Participant communication was enhanced through e-mail and other web-based technologies. Teachers planned, implemented, and evaluated action research projects at their schools that involved students in collecting data and highlighted a real problem. Performance assessment measures were utilized to gauge project merit. Feedback from participants was used to improve future efforts at local school sites in achieving state and local standards related to data collection, representation, and interpretation. Evaluation activities produced confirming evidence for each of the three major goals (helping students achieve high academic standards, providing staff development opportunities for teachers, and establishing community collaboration among participating 6th graders). An executive summary is appended. | [FULL TEXT]

Rhoades, Gary (1998).  Managed Professionals: Unionized Faculty and Restructuring Academic Labor. SUNY Series: Frontiers in Education. 

This volume is intended as a sourcebook on the negotiated terms of faculty work and as a sociological analysis of the restructuring of faculty as a professional workforce. Two overarching issues are addressed: the balance between faculty self-government and managerial flexibility in contracts, and the internal divisions between faculty that are built into their contracts. Based on a sample of 45 percent of the more than 470 negotiated faculty agreements nationwide (which cover 242,000 faculty), the volume offers examples and analyses of contractual provisions on: salary structures, retrenchment, use and working conditions of part-time faculty, use of educational technology in distance education, outside employment, and intellectual property rights. Chapters include: (1)"Academics as an Organizationally Managed, Stratified Professional Work Force"; (2) "Restructuring Professional Rewards: The Structure, Stratification, and Centrality of Faculty Salaries"; (3) "Retrenchment and Reorganization: Managing Academic Work(ers) for Productivity"; (4) "Reorganizing the Faculty Work Force for Flexibility: Part-Time Professional Labor"; (5) "The Production Politics of Teaching and Technology: Deskilling, Enskilling, and Managerial Extension"; (6) "Managerial Domain and Academic Employees: Outside Employment, Intellectual Property, and Faculty's Own Time"; and (7) "Unionized Faculty: Managing the Restructuring of Professionals and Production Work in Colleges and Universities."

Rhodes, Lewis A. (1997).  Building Leadership Technology: The Missing Link between a Superintendent's Vision and the School District's Actions.  School Administrator, 54, 4. 

Notes that in choosing between providing direct services for children or building a school system's continuing capacity to provide these services, infrastructure reinforcement expenditures too frequently lose out. Suggests training is a necessary, value-added component that would enable technology to be integrated into the school organization's comprehensive plans and that superintendents are the jugglers responsible for bridging gaps among purpose, space, and time.

Rhodes, Lewis A.; Houston, Paul D. (1997).  Connecting Leadership and Learning.  School Administrator, 54, 4. 

Summarizes a position paper examining six paradoxes surrounding systemic change, leadership incompetence, school reform failures, and technology's limited strategic and productivity-enhancement roles in schools. Notes a new core of research about human learning is challenging the assumptions on which school systems have operated. A national Center for Connected Learning will focus on the need for systemic leadership and support strategies.

Rath, Alex (1997).  Increasing the Level of Instructional Demand on Students Using Web Browsers in Schools.  Educational Technology, 37, 5. 

Discusses problems with two common Web-browsing instructional activities and suggests ways that teachers can improve lessons to develop students' critical thinking skills. Focuses on search-and-print and Web page design activities.

Rath, Alex (1999).  Educational Computing R&D: An Introduction.  Journal of Research on Computing in Education, 32, 2. 

Discussion of research and development (R&D) in education focuses on educational computing R&D, which translates theory and research into practice and the creative design and development of new products. Suggests that as educational technology, accountability, and systemic reform change educational practice, the need for effective R&D will increase.

Rath, Alex; Rieck, William A.; Wadsworth, Donna (1998).  Educators' Approaches to Multimedia CD-ROM Development: Programming Processes and Curricular Concepts.  Journal of Technology and Teacher Education, 6, 2-3. 

Observations, interviews, and a survey were used to study the staff of an educational-technology center which has been producing educational software (CDs) for about five years. Results showed that educators generally approached electronic curriculum development in terms of either programming processes or curricular concepts. Differences between traditional curriculum development and multimedia CD development are highlighted.

Rathbun, Gail A. (1999).  Portraying the Work of Instructional Designing: An Activity-Oriented Analysis. 

This study tested the usefulness of an activity-oriented approach in describing and explaining the work of designing an international distance education course in business entrepreneurship at Indiana University. The course was team taught with an instructor at the City University of Hong Kong; video conferencing and Internet-based technologies were used to facilitate collaboration. Data were collected through observation, interviews, and document review. Multi-faceted views of the object/outcomes of work emerged, which led to both breakdowns in the processes of the work activity and to innovation and modification. The sets of assumptions embraced by the communities of practice to which participants belonged strongly influenced what each individual considered correct and appropriate behavior. Concrete, empathetic ways of doing, guided by an ethic of care, emerged as the more influential forces in gaining knowledge and guiding action in this case. The researcher suggests that accepting these forces as the set of assumptions underlying design practice creates new potential for re-shaping and renewing the practice of instructional design, its research agendas, and design education. Major topics covered include: four activity systems and their underlying contradictions; analysis from a historical perspective; and implications for practice, research, and design education. | [FULL TEXT]

Ricchiuti, Linda (1998).  Hanging in the Louvre: Virtual Museums in the Classroom.  Social Studies Review, 38, 1. 

Argues that the power of technology is its ability to transform instruction by breaking down geographical and logistical barriers; while not replacing actual museums, virtual museums contribute by bringing their collections to students. Outlines a project in which students create their own virtual museum. Includes Web addresses for virtual museums.

Rice, Margaret L.; Wilson, Elizabeth K. (1999).  How Technology Aids Constructivism in the Social Studies Classroom.  Social Studies, 90, 1. 

States that by using the constructivist model for learning, schools can create a culture that values collaboration, promotes self-reliance, and prepares students with critical-handling skills. Summarizes activities teachers can utilize to promote constructivist learning by incorporating the use of technology. Considers different types of technology tools.

Rice, Myrtle W. (1993).  Assessment and Instruction at the Classroom Level: Current and Recent ETS Projects. Revised. 

This review attempts to describe the current state of Educational Testing Service (ETS) activity in innovative instruction and assessment at the classroom level. Project reports are preceded by summaries of conclusions drawn from recent research and current issues under examination. Research now supports much that was previously hypothesized, confirming that students can adapt to new expectations and new ways of learning and assessment. Research also suggests that naturalistic assessment methods are appropriate for the primary level and that curriculum materials from "real life" are effective in promoting learning. Educational technology can play an important role in instruction, and research is supporting its use in various media. Current issues focus on: (1) assessment methodology; (2) psychometric concerns; (3) cognitive issues; (4) equitable performance tasks for all students; and (5) teacher preparation and development. One table summarizes ongoing projects. Individual project summaries are given for 40 ETS projects. | [FULL TEXT]

Rich, Michelle N. (1998).  Somebody Help...Techno-Stress is Here!  Technology Connection, 5, 3. 

Discusses how to combat techno-stress, based on experiences of Archbishop Wood High School, Philadelphia, Pennsylvania. Addresses faculty training; selecting and purchasing technology; students as sources of technology maintenance; and senior citizen volunteers as lab supervisors.

Richards, Rhonda Taylor (1998).  Linking Standards and Technology with Students Who Experience Reading Difficulties.  Reading Improvement, 35, 4. 

Describes how standards-based technology was incorporated into the reading program of one disenchanted reader. Describes how the components from IRA-NCTE (International Reading Association/National Council of Teachers of English) Standard 8 (regarding technological and informational resources) were used in the construction and implementation of an interactive multimedia lesson.

Richards, Rhonda Taylor (1999).  Lessons Learned from Teaching with Technology: A Critical Perspective.  TechTrends, 43, 4. 

Offers recommendations about the appropriate role of technology in higher education: too much technology in your class can be negative; technology can intimidate if students have not been uniformly prepared before its use; students can be unforgiving if technology fails; technology-assisted process can be more important than the product developed; technology can affect teaching style; and be willing to share what you have learned.

Richardson, David (1993).  Changing the Organizational Structure of Nonacademic Departments for Institutional Effectiveness. 

At Virginia Highlands Community College (VHCC), institutional assessment activities were used to evaluate the effectiveness of the Academic and Instructional Support Services (AISS) division, a non-academic unit which includes the Library for archival/retrieval purposes, the Learning Lab for the testing and learning center, and Instructional Support Services which provides resources related to information technology. Sources of information for the assessment included the AISS advisory committee, surveys of student use and opinions, the academic computing committee, and an external evaluation. In institutional effectiveness efforts at VHCC, non-academic departments are not held accountable for student "failure" or "success," but only for having a process in place for stating objectives, measuring accomplishments, and using results to improve programming. To maintain quality services, the AISS division adheres to the following objectives: (1) establish a clearly defined purpose; (2) formulate educational goals consistent with the institution's purpose; (3) develop qualitative and quantitative procedures for evaluating the extent to which these goals are being achieved; and (4) use the results of these evaluations to improve services and operations. The assessment identified several problem areas, including a lack of central planning for academic computing; too many workers reporting directly to one supervisor; an overlap of similar tasks; and instructors uncertain of the services available at different areas of the AISS. A description of the stages in the development of AISS's new academic computing policy, a flexible design methodology called Educational Information Architecture, is provided. | [FULL TEXT]

Richardson, John G. (1995).  An Assessment of Clientele Preferences for Receiving Extension Information. 

A research project was conducted to determine the methods of information delivery preferred by targeted clientele of extension offices in North Carolina, and what methods clients might prefer in the future. Eleven North Carolina Cooperative Extension agents representing all areas of the state cooperated in the study. The agents developed educational programs with objectives from the four major subject areas of agriculture, home economics, youth (4-H) organizations, and community development. They randomly selected a sample of 77 clients from their potential audience of 994 people. The 77 clients were interviewed using a questionnaire developed for the project. Interviewees mostly had agricultural interests; they included community leaders, environmentalists, urban home owners, school teachers, day care providers, and production agriculture workers. The study found that, even though great diversity existed in the interests of the targeted audiences, their preferences of delivery methods were remarkably similar. Personal visits, meetings, newsletters, demonstrations, and workshops were preferred methods. Computer instruction, faxes, and videotapes were expected to become more important in the future, although these methods were the most unfamiliar to the clients. Regardless of the delivery methods, clients strongly preferred information that was customized for them. | [FULL TEXT]

Richardson, Judith (1996).  Department of Community/Adult and Continuing Education, Program Evaluation. No. 96-378. 

The community/adult and continuing education programs and services provided by the Des Moines Department of Community/Adult and Continuing Education were subjected to context, input, process, and program evaluations. The following were among the findings: (1) for the 1996-97 school year, the department had a budget of $1.2 million and an average of 300 part-time teachers and others responsible for delivering courses/programs; (2) all staff participated in technology staff development, program administrators participate in state/national community education conferences and professional development opportunities, and new part-time instructors received inservice training; (3) in the past year, 17,676 students of all ages attended classes, seminars, workshops, and recreational programs offered by the department at school and community locations; (4) participants in the department's adult education classes expressed high levels of satisfaction with their courses and instructors; and (5) the department provided career education programs for women and inmates of correctional institutions, a parent education program for parents of destructive adolescents, and summer radio programming for children. (Appended are the following: summer enrollment table; class offerings for fall 1996; 5-year enrollment trend; attendance year enrollment tables; survey results; sample facility usage; and list of parent project facilitators.) | [FULL TEXT]

Richardson, Laura A. (1999).  Optimizing a Middle School's Network Capabilities for Accessing Information, Improving School Communications and Interacting with the Global Community through Network Training. 

The problem addressed in this practicum was that most teachers at the author's middle school were not fully using the school's network resources in their day-to-day classroom activities, in spite of district technology initiatives. The goal of the practicum was to empower a cadre of representative mentor teachers to fully utilize the school network capabilities to engage in and help others engage in non-traditional classroom learning activities using a variety of new technology resources. Based upon the results of a faculty questionnaire and of a review of the research literature, this problem was addressed by offering a network training graduate course, combining face-to-face sessions with distance education sessions, to a group of teachers at the school. These teachers would in turn be expected to share their training with fellow teachers. All 15 participants in the course made measurable progress with their networking skills and met the course goals in broad terms, but not all anticipated outcomes of the practicum were completely met. The researcher determined that this was due to the fact that some teachers in the class did not have the intended entry level skills, as well as to an organizational systems problem. Appendices include two general faculty questionnaires, the course syllabus, grading template, handouts, and the course evaluation questionnaire.   | [FULL TEXT]

Richart, Victoria Munoz (1998).  Virtual Center of Community College Transformation: A Resource Web Site and Central Depository of Transformational Initiatives. 

This study describes the creation of a Web-based resource guide entitled "Virtual Center of Community College Transformation" that identifies the basic elements needed to help community colleges respond to changing economic conditions, escalating demands for education from an increasingly diverse population, differing student learning styles, and emerging technologies. The Web site guides college practitioners through five gateways: (1) "Considerations for Community College Change," which explores key shift areas, effective means of reform, and the use of information systems to enhance change; (2) "An Annotated Bibliography of Contemporary Tranformation Research," where more than 300 references are listed; (3) Educational Web Resources," listing more than 200 Web sites; (4) "Case Studies" of transformational best practices in community colleges; and (5) "Virtual Center for Global Dialogue," an open forum where users can discuss issues of organizational change. Several gateways enable visitors to post their own materials, keeping the resource guide current. This Web-based resource is a practical tool to assist community college leaders to engage in organizational change by identifying and applying the strategies that may work for their institutions and by creating a global support network of transformational practitioners. Appendices, comprising more than half of the document, include a Web survey instrument, interview/field test protocols and questionnaires, recommendations for the design of the Web site, and Web site contents. Contains more than 100 references. | [FULL TEXT]

Richey, Rita C. (1995).  Expanding Instructional Technology's Foundation of Conceptual Theory. 

Sound practice requires sound theory, and if instructional technology is to mature either as a field or a profession, theory that not only speaks to those problems unique to the field, but is also conceptually sound is required. Instructional technology, though having a practical focus, must build conceptual theory bases rather than relying primarily upon the use of procedural models. This position implies: (1) expanding our knowledge base by addressing processes, variables, and outcomes previously not studied in a systematic fashion; (2) constructing theory in many formats in addition to that of a procedural model; and (3) establishing an empirical foundation for and validation of those procedural models that currently serve as theory. The discussion includes an introduction to the nature of conceptual theory; techniques for the expansion of conceptual theory base in information technology; and validation of the field's existing procedural models. | [FULL TEXT]

Richey, Rita C. (1997).  Agenda-Building and Its Implications for Theory Construction in Instructional Technology.  Educational Technology, 37, 1. 

The identification and acceptance of discipline-specific research problems and subsequent related theory is not a random process dependent only on the interests of individual theorists. Discusses the nature of agenda building--background and definitions and agenda building processes; and application of principles in instructional technology--research and theory, identifying and defining problems, finding solutions, and generating choices.

Richey, Rita C. (1997).  Research on Instructional Development.  Educational Technology Research and Development, 45, 3. 

Discussion of the appropriate direction of research in the field of instructional technology, and the relationship between research and practice, highlights two categories of developmental research. The promise of developmental research as a vehicle for creating sound methods for linking research and practice is discussed.

Richey, Rita C. (1998).  The Pursuit of Useable Knowledge in Instructional Technology.  Educational Technology Research and Development, 46, 4. 

Explores dimensions of relevance with respect to research in instructional technology and suggests ways the research community can accommodate the needs and interests of practicing professionals. Topics include values; perceived credibility; perceptions of utility; expanding research topics and methodology; and the role of practitioners as educated consumers of research.

Rickard, Wendy (1999).  Technology, Education, and the Changing Nature of Resistance.  Educom Review, 34, 1. 

Discusses information technology in higher education. Includes comments from Educom Medal Awards winners honored for contributions made to improving undergraduate education through information technology: Paul Velleman, Cornell; Diana Eck, Harvard; Richard Larson, Stony Brook; David Fulker, University Corporation; and Stephen Ressler, Military Academy. Highlights include nature of resistance to technology/change, questions regarding benefits of information technology, and future possibilities.

Rickard, Wendy (1999).  Framing the Issues: What's Next on the NLII's Agenda?  Educom Review, 34, 4. 

Discusses these four issues identified by EDUCAUSE's National Learning Infrastructure Initiative (NLII) as being key to its mission to create new collegiate learning environments that harness the power of information technology: (1) intellectual property rights; (2) institutional readiness to enhance academic productivity; (3) faculty support and engagement; (4) collaboration between advanced information-technology (IT) initiatives.

Rowand, Cassandra (1999).  How Old Are America's Public Schools?  Education Statistics Quarterly, 1, 1. 

Presents information about the average age of school buildings, date of last major building renovation, and the relationship of building condition to Internet access.

Rowand, Cassandra (1999).  Internet Access in Public Schools and Classrooms: 1994-98. Issue Brief. 

In 1994, the National Center for Education Statistics (NCES) began surveying approximately 1,000 public schools each year about their access to the Internet, access in classrooms, and since 1996, their type of Internet connections. Based on these findings, this "Issue Brief" discusses the progress public schools have made toward meeting the goal of connecting every school to the Internet by the year 2000, the proportion of classrooms that are connected, and how schools are connecting. Results indicate that differences among public schools with Internet access have decreased in 1998; however, schools with the highest proportion of minority enrollments and schools with the highest proportion of students eligible for free or reduced-price school lunch continue to have fewer instructional rooms with Internet access. While the ratio of students per instructional computer is approaching the ratio recommended by the President's Committee of Advisors on Science and Technology, the ratio of students to computer with Internet access is nearly double the recommended student to computer ratio. Public schools have shown a commitment toward securing more efficient means of connecting to the Internet; more schools are connecting to the Internet using dedicated lines than in previous years. Three figures chart the statistics. | [FULL TEXT]

Rowe, A. Allen (1997).  The Asheel-Terrapin Interviews.  CALICO Journal, 14, 2-4. 

Two fictitious interviews are presented, one describing the second-language learning experience as a desert across which one has to pass to attain an elusive language proficiency, and the other considering, in tongue-in-cheek style, the role of technology in second-language teaching and learning.

Rowe, Drew (1999).  Teaching with Technology: A Faculty Development Approach.  Community College Journal, 70, 2. 

Describes Forsyth Technical Community College's (North Carolina) implementation of a four-week "Teaching with Technology" workshop to train its faculty to better understand how technology affects teaching and students' learning. After providing an introduction to the available technologies, the course allowed each instructor to prepare materials for a specific course they would be teaching the following semester.

Rowedder, Larry; Pinger, Debra C. (1997).  A High-Tech Academy for Teachers: Partnership with Schools and Business.  TECHNOS, 6, 3. 

Since 1993, all principals and 80% of the teachers in the Cincinnati Public Schools (Ohio) have taken inservice courses at the Mayerson Academy for Human Resource Development. Provides an overview of the academy, a nonprofit organization founded to give results-oriented instruction to educators. Examines the role of technology, distance learning, and the Internet.

Rowley, Daniel James; Lujan, Herman D.; Dolence, Michael G. (1998).  Strategic Choices for the Academy: How Demand for Lifelong Learning Will Re-Create Higher Education. The Jossey-Bass Higher and Adult Education Series. 

This book examines concepts of strategic planning and management for a future in which institutions of higher education must meet the needs of the information age lifelong learner. It attempts to identify the strategic options that academic and administrative leaders need to consider. The book is organized into three parts. Part 1 looks at bases of change and how they affect the academy in four chapters on: pressures on higher education in the information age, strategic change in the wake of controversy, cultivating internal readiness for change, and analyzing global responses to new learning needs. Part 2 examines existing trends and emerging models. The four chapters discuss: serving the lifelong learner, creating a flexible concept of academic organization, achieving strategic fit between strengths and opportunities, and expanding channels for instructional delivery. Part 3 attempts to sketch the future as it can be re-created through strategic choices. The five chapters consider: the new learning infrastructure; the faculty, facilities, and administration of the future; partnerships to produce and transfer knowledge; scenarios and models of the academy of the future; and achieving strategic transformation.

_____. (1997).  Report to the President on the Use of Technology To Strengthen K-12 Education in the United States. 

While a number of different approaches have been suggested for the improvement of K-12 education in the United States, one common element of many plans is the more extensive and more effective utilization of computer, networking, and other technologies in support of a broad program of systemic and curricular reform. The Panel on Educational Technology was organized in April 1995 to provide independent advice to the President on matters related to the application of various technologies--in particular, interactive computer- and network-based technologies--to K-12 education in the United States. This report presents its findings and recommendations, which are based on a (on-exhaustive) review of the research literature and on written submissions and private White House briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. The Panel's major recommendations include: focus on learning with technology, not about technology; emphasize content and pedagogy, not just hardware; give special attention to professional development; engage in realistic budgeting; ensure equitable, universal access; and initiate a major program of experimental research. The report contains an executive summary and ten sections: (1) Introduction; (2) Potential Significance; (3) Hardware and Infrastructure; (4) Software, Content and Pedagogy; (5) Teachers and Technology; (6) Economic Considerations; (7) Equitable Access; (8) Research and Evaluation; (9) Programs and Policy; and (10) Summary of Findings and Recommendations. | [FULL TEXT]

_____. (1997).  Report on Higher Education Technology. 

Recognizing the rapid development of telecommunications and networking technologies and their growing importance to higher education and New Jersey's overall economic competitiveness, New Jersey's Plan for Higher Education called for the Commission on Higher Education and the Presidents' Council to appoint a Higher Education Technology Task Force to make recommendations regarding technology and institutional infrastructure. The appointed task force articulated a vision for higher education technology in New Jersey and made recommendations regarding the proposed Higher Education Technology Infrastructure Fund, distance learning, and related infrastructure efforts. The report also recommends that a subgroup of the task force make additional recommendations by January 1998 regarding interconnectivity among institutions and how to fund recurring capital expenditures for technology at New Jersey's colleges and universities. Key recommendations are: (1) the commission should consider various criteria for reviewing institutions' proposed use of bond funds under the technology infrastructure fund act; (2) all institutions offering credit-bearing distance learning courses or programs should be subject to general licensure and degree approval regulations; (3) a subgroup of members investigate how other states fund recurring capital expenditures; and (4) to seek the inclusion of higher education in statewide technology infrastructure planning. Appendices include a summary of survey responses and an overview, as well as a detailed account, of existing institutional information technology among all degree granting institutions in New Jersey. | [FULL TEXT]

_____. (1999).  Report on Distance Education and AB606 Funding Prepared for the 70th Nevada Legislature (in Accordance with AB 606, 1997 Session). 

In 1997 the Nevada State Legislature approved Assembly Bill 606 (AB606), which appropriated funds to the University and Community College System of Nevada (UCCSN) for the purchase of computer hardware and software, and communication services. In July of that year, the K-16 Partnership for Distance Learning adopted three priorities that have guided the development of plans for the use of AB606 funds: (1) To increase access of public elementary and secondary students to Internet resources and educational experiences available through technology; (2) To increase access to needed educational experiences for Nevada's K-12 teachers; (3) To continue enhancement of UCCSN's Statewide Electronic Network and other needed technological and programming advancements. This report briefly outlines the background of the bill, the allocation process, the vision and the goals of distance education, and an explanation of differences that distinguish distance education. Most of the report is devoted to the accomplishments achieved between July 1997 and December 1998, including the number of students and teachers involved in distance education activities, enrollment figures, infrastructure enhancements, partnerships formed, and quality improvements made. The report concludes with a financial section and future steps to be taken. Contains 14 tables. Principles of good practice are appended. | [FULL TEXT]

_____. (1999).  Report of Student Performance, North Carolina Tests of Computer Skills. Reporting on the Classes of 2001-2002 for the State and 117 Public School Systems and 35 Charter Schools. 

The North Carolina State Board of Education, as part of the Quality Assurance Program established a computer proficiency requirement for diplomas issued to the high school classes of 2001 and beyond. The North Carolina Tests of Computer Skills (multiple-choice and performance) must be administered at the end of grade eight with subsequent opportunities during high school, as needed. The multiple choice test assesses: word processing; keyboarding; database use; spreadsheet use; telecomputing skills; societal issues; ethics; terms, operation, and care of computers; and use of computers in various curricular areas. The performance test consists of four parts: keyboarding techniques; word processing/editing; database use; and spreadsheet use. This document reports the performance of students in the class of 2001 as ninth graders and the class of 2002 as eighth graders on the computer skills test. Findings are highlighted in the following categories: 1997-98 student performance; student performance by ethnicity; comparison of 8th and 9th grade performance; student performance by gender; student performance by student characteristics; performance of limited English proficient students; performance of exceptional students; modifications for students with disabilities; and modifications for students with limited English proficiency. Thirty-two figures and tables make up the body of the report. Sample questions for the Tests are included, and a list of charter schools is appended. | [FULL TEXT]

Reppert, James E. (1995).  Critical Evaluations and Instructional Potential of Authoring and Titled Program Software. 

This paper describes and evaluates the instructional uses of the Claris Works and Ultimedia Tools Series authoring programs and the following titled software programs: CNN Time Capsule: 100 Defining Moments of 1993; Windows Magazine: 1994; Ultimate Digital Studio; Data Trek Manager Series; and Cinemania '95. | [FULL TEXT]

Reppert, James E. (1995).  Implementation and Utilization of Educational Technology. 

This paper examines the various uses of video, microcomputer and related media technologies as effective instructional design tools. Highlights include descriptions of: the Telecommunications Department at Indiana University; an evaluation of telecourses through student questionnaires and identification of those students who might have problems with telecourses; tutoring for new telecourse faculty; ways that media affect student performance in the higher education classroom; the role of technological advancements in higher education instructional design models; and benefits of educational technology for students and teachers. | [FULL TEXT]

Rooney, Michael (1998).  Technology, Distance Learning, Student Affairs: All in the Same Breath? 

To examine the impact of technological innovation on student involvement in college, six community colleges were visited to interview faculty, staff, administrators, and students. The visits and interviews focused on current applications of technology, future plans, implications for professional development and staffing, implications for student involvement, and plans for addressing the costs of technology. Based on the visits the following seven themes emerged: (1) does the institution know what the big picture is?; (2) little thought appeared to have been given to the role of technology in connecting students with the institution and each other; (3) support from faculty leaders was crucial in successfully implementing programs; (4) student services were often on the leading edge of technological innovation at the colleges visited; (5) support from college management was another key element for program success; (6) staff tended to support technology initiatives when they were involved with and informed about them; and (7) the issue of access, training, and support for technology is critical to ensure that everyone can take advantage of new programs. A checklist for gauging an institution's effectiveness in addressing the seven themes is appended.

Root, Mark; Carlson, Robert; Dexter, David; Karinch, Samantha; Kaplan, Heather (1999).  Squashing the Millennium Bug: A Year 2000 Compliance Guide for Elementary/Secondary Schools and School Districts. 

This guide was developed to assist the nation's elementary and secondary schools and school districts address their Year 2000 (Y2K) problem. The guide is divided into three sections: Squashing the Millennium Bug Step-by-Step; Remediating Specific Types of Systems; and Appendix. The first chapter presents the following steps for tackling the Year 2000 problem in the school or school district: (1) Becoming Familiar with the Year 2000 Problem; (2) Establishing a Y2K Action Team; (3) Assessment: Determining the extent of your problem; (4) Awareness: Making your problem known; (5) Planning: Figuring out how you're going to proceed; (6) Remediation: Making your fixes; (7) Testing: Making sure everything works; and (8) Implementation: Using your compliant systems. At the beginning of each step is a timeline indicating a progression point (the guide aims for Year 2000 compliance by September 9, 1999). Each step identifies time on task, reason for that particular step, issues to address, and pertinent information for accomplishing the step. Appendices provide additional/more detailed information on: key dates to consider; embedded devices; managing the Y2K compliance of suppliers; sample letter to vendors; contract and procurement language; contingency planning; remediation in urban school districts; and resources and links. Throughout the guide are two special designations (see page 1 for symbols) indicating that supplementary material is available at a particular appendix or a web site. | [FULL TEXT]

Robbins, Christopher M. (1998).  Re-Inventing the Telecourse.  Distance Education Report, 2 n5 p1, 4 May 1998. 

Surveys at Darton College (Albany, Georgia) revealed that faculty felt little personal connection to existing pre-produced telecourses and that students felt isolated from the on-campus community. Describes the implementation, success, and subsequent expansion of a system allowing the transmission of courses to home-based students as they are taught on campus.

Roberts, Dana L.; Stephens, Larry J. (1999).  The Effect of the Frequency of Usage of Computer Software in High School Geometry.  Journal of Computers in Mathematics and Science Teaching, 18, 1. 

Compares students of average ability in three high school geometry classes that utilized computer software in varying amounts. Reports that using computer software may not be beneficial when teaching certain topics in geometry and that using computer software did improve student interest and participation. Contains 13 references.

Roberts, Geoff (1999).  Lessons from Sisyphus in a Technological Age.  Educational Leadership, 56, 5. 

Schools should anticipate unavoidable problems when implementing a technology plan, project, or program. Technology programs should be built around curricular needs, not gurus. Programs are costly, software remains problematic, and (large) size matters. Blending laptops and desktops is feasible. Faculty consensus helps, and upgrades are inevitable.

Roberts, Geoffrey A.; Dunn, Phillip M. (1996).  Electronic Classrooms and Lecture Theatres: Design and Use Factors in the Age of the Mass Lecture. 

Despite great development in computer technologies being used for open learning enrollments, it is still likely that the majority of student-academic staff contact at Australian universities takes place in a lecture theater or classroom. The students' contact with any form of educational technology is more likely to be with technology in a lecture theater than it is in a computer laboratory. It is important that those in the educational technology field do not lose sight of the importance of providing a technologically rich environment in which academic staff and students will continue to have lectures, tutorials and seminars on campus. The 1990s have seen a rapid development of various communication technologies, a great rise in undergraduate student numbers with a consequent rise in the size of undergraduate classes and a less than proportionate rise in general staff numbers. This paper outlines how Queensland University of Technology (QUT) has established electronic classrooms and presents data on how staff and students use the technology that is being installed in the media equipped lecture theaters (MELTs) at QUT. A survey of staff use of the technology over an 18-month period showed that younger staff seemed to adapt their teaching strategies to make use of the new technology, while many of the older staff (more than 10 years teaching experience) remained resistant to change, despite being faced with considerably larger classes. Much more attention must be given to staff training in the effective use of the technology for large group teaching, since it does not appear that staff will automatically adopt new teaching strategies that make use of the available technology. | [FULL TEXT]

Roberts, Linda G. (1998).  Reaching the President's Technology Literacy Challenge: What's Next? 

This presentation by Linda Roberts, the U.S. Department of Education's Director of Educational Technology, introduces the Families, Technology, and Education conference by discussing the Clinton Administration's policies and goals for technology use in schools. Issues discussed include equipment and accessibility, teacher training and professional development, and integrating computers into the curriculum. The government's Technology Fund, competitive grants, the education rate, and equity and quality concerns are also briefly discussed. | [FULL TEXT]

Roberts, Paul A. (1997).  What Administrators Need To Know about Technology.  Principal, 76, 3. 

An array of desktop technologies, including integrated word processing software, presentation software, database software, electronic mail, and Internet search engines, can make a principal's life easier and more challenging. Administrators should devote sufficient time and commitment to honing their skills, sharing their knowledge via hands-on demonstrations, and exploring options for new technological uses.

Robertson, Anne S., Ed. (1998).  Proceedings of the Families, Technology, & Education Conference (Chicago, IL, October 30-November 1, 1997). 

The Families, Technology, and Education Conference was held in late 1997, when computer technology and the Internet were raising concerns as well as presenting new opportunities for parents. The conference papers in this collection are organized into six sections. Papers in the General Sessions section are: (1) "Reading the President's Technology Literacy Challenge: What's Next?" (Roberts); (2) "Equity and Young Children as Learners" (Bowman); (3) "Families, Education, and the Technological Age" (Somerville); and (4) "People Make Dreams Come True, and Technology Expands the Possibilities: An Educational Journal across the United States" (Blondin family). Some of the papers in the Applications section include: (1) "'Learn & Live': A Documentary Film from The George Lucas Education Foundation" (Patty Burness); (2) "Making the MOST of Out-of-School Time: Technology's Role in Collaboration" (Coltin and McGuire); (3) "Child Care Consumer Education on the Internet" (Goldstein); and (4) "Military Teens on the Move: An Internet Resource for Military Youth Facing Relocation" (Wright and others). Some of the papers in the Equity section include: (1) "Dual-Use Technology: A Total Community Resource" (Degnan and Jacobs); (2) "Families, Equity, and Technology: 'The 81 Percent Solution' Revisited" (Komoski); (3) "NeighborhoodLink: A Community Network for Cleveland's Inner City" (M.E. Simon); and (4) "Buying into the Computer Age: A Look at Hispanic Families" (Wilhelm). Some of the papers in the Exceptionality section include: (1) "College Planning for Gifted Students" (Berger); and (2) "Comprehensive Monitoring of a Student's Activities" (Rubovits and Mulberry). Papers in the Internet section include: (1) "Early Adolescent Social Networks and Computer Use" (Orleans & Laney); (2) "Using Internet Resources to Strengthen Community Programs and Collaborations for Children, Youth, and Families at Risk" (Swanson and others); and (3) "Moral Development in the Information Age" (Willard). Some of the papers in the Links section include: (1) "Applications of Technology to Linking Schools, Families, and Students" (Bauch); (2) "The Family-School Connection and Technology" (Blanchard); (3) "Using Technology To Link Families and Schools to Research-Based Information" (Osher and Snow); and (5) "Using Technology to Develop Programs of School, Family, and Community Partnerships" (B.S. Simon and others). | [FULL TEXT]

Robertson, S.; And Others (1997).  The Use and Effectiveness of Palmtop Computers in Education.  British Journal of Educational Technology, 28, 3. 

Discussion of how palmtop computers were used in an English secondary school over the course of a year focuses on the perceived effectiveness of such computers in an educational setting and on how teachers' and students' knowledge and use of content-free applications increased over time.

Robin, Bernard R.; Harris, Judith B. (1998).  Correlates among Computer-Using Teacher Educators' Beliefs, Teaching and Learning Preferences, and Demographics.  Journal of Educational Computing Research, 18, 1. 

A survey of 167 instructors at teacher preparation institutions revealed correlations between technology use and teaching style. Technology users who preferred learner-centered teaching had higher levels of formal schooling, were mostly females, preferred learning by concrete experience, and were more social constructionist in their world views. Found no correlations with age, experience, or computer use.

Robinson, Carole S.; Brewer, Sally; Erickson, David (1999).  Restructuring Preservice Teacher Instructional Media Courses. 

This paper describes the University of Montana's efforts in migrating an undergraduate instructional media course from a traditional stand-and-deliver model to a World Wide Web-based electronic classroom. The rationale is presented, including the background for the decision making move and a description of similarities and differences of both delivery methods. The transformative approach, which focuses on user-centered design, placing preservice teachers in the center of their own learning, is described. Instructional technologies are presented within the framework of cognitive learning, and reflective thinking is highlighted. The discussion examines the challenges of creating a student-centered learning environment for a majority of students and faculty embedded in traditional teaching methodology. This model features assignment modifications, physical delivery revisions, electronic communication components, time commitment, and educational materials. A dialogue is provided concerning the obstacles and victories experienced by faculty and preservice teachers while moving a course of this nature to the Web. The paper concludes with summations and recommendations for similar undertakings.   | [FULL TEXT]

Robinson, George H. (1998).  The $19.95 Solution to Large Group Telephone Interviews with Special Speakers.  Technology Connection, 5, 2. 

Describes an inexpensive solution for holding large-group telephone interviews, listing the equipment needed (record control, telephone, phone line with modular jack, portable amplifier with microphone-level input jack, audio cable with jack and plug compatible with the microphone input jack on the amplifier) and providing directions for setup.

Robinson, Maynard; Daigle, Stephen (1999).  Important Lessons from CSU's Failed Strategic Partnership.  Planning for Higher Education, 28, 2. 

Examines factors underlying the California Educational Technology Initiative (CETI), a failed public-private partnership intended to develop the technology infrastructure of the 23 California State University campuses. Analysis focuses on the necessity for commitment to change by all partners in advance of initiating the partnership venture. Offers a planning matrix for actions concerning vision, commitment, culture, risk, power, and adaptability.

Robinson, Rhonda S. (1997).  Stories of Our Teaching: Educational Technology in Context [and] You Have a T-Rex Here? 

This document contains an introduction to a group of papers in which the authors/professors who have designed and taught graduate or undergraduate courses in educational technology engage readers in the ideas of narrative as a part of teaching. The instructors also encourage readers to consider alternate approaches to teaching and learning that accompany the course content, background, and methods presented. The author describes her development from technology-illiterate middle school English teacher to a scholar of educational communications. Discussion includes her education and qualitative research conducted during her study of research methods and statistics with an educational anthropologist and sociologists. The author then describes one of her courses at Northern Illinois University, a doctoral seminar that focuses on research problems in the field of educational communications technology. It allows students to develop a literature review and a preliminary proposal on their chosen topic. By the end of the class, students begin to understand the field's more critical questions regarding ethical effects, and the qualitative questions of how technology works in the world of education. | [FULL TEXT]

Robinson, Terry L.; Stoneman, Marcia L. (1994).  Multimedia Curriculum Presentations: A New Twist on Recruiting. 

Blue Ridge Community College (BRCC) in North Carolina has developed a multimedia recruitment program using Asymetrix ToolBook software. Combining text, graphics, and pictures, the program provides curriculum and admissions information to prospective students. By taking an interactive multimedia tour, prospective students can become immediately acquainted with programs that interest them. The product can be used in-house, at high schools, mall exhibits, and industry visits. Topics outlined in the program include application procedures, tuition costs, financial aid, placement tests, counseling and advising, and registration day. Curriculum topics include course and program descriptions, job opportunities, and faculty biographies. This program can be used to present information about BRCC's curriculums to advisory committees or local civic organizations using an overhead projector with an LCD projection panel. The program helps create a high-tech image for the institution. Over 200 working hours have been invested in developing the program. While the current focus of the program is on curriculum and admissions, it will be expanded to include a personnel directory and a section explaining various functions of the personnel in the Student Services area. Other possible sections include continuing education, small business center, and industry training partnerships. Format samples, technical specifications, and costs for implementing the program are included. | [FULL TEXT]

Robinson, William; Davis, James E. (1999).  Technology, the Economics Profession, and Pre-College Economic Education.  Journal of Education, 181, 3. 

Technology has profoundly altered the economics profession. The use of statistical models and simulations has changed economics curricula and teaching methods in higher education, and these changes are moving into pre-college economics curricula. Recommends a different kind of economics instruction for pre-college economics teachers, including the content to be addressed and the technology to be applied.

Roblyer, M. D. (1998).  Visual Literacy: Seeing a New Rationale for Teaching with Technology.  Learning and Leading with Technology, 26, 2. 

Discusses visual literacy and its impact on school performance. Topics include rising scores on intelligence tests; the importance of visual literacy skills for university students; and implications for school practices related to technology, including teaching methods, teacher training, and equity issues.

Raina, V. K.; Maheshwari, A. N. (1998).  Inservice Training of Primary Teachers through Interactive Video Technology: An Indian Experience.  International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, 44, 1. 

Discusses India's Special Orientation Programme for Primary School Teachers (SOPT), a new technology used to train large numbers of teachers so that the losses in transmission inherent in the "cascade model" are avoided. Responses from teachers and trainers show there is considerable potential for the exploitation of this technology. Contains 20 references.

Rainey, Larry; Miller, Roxanne Greitz (1997).  Integrated Science.  Science Scope, 20, 6. 

Describes the Integrated Science program that integrates biology, earth/space science, chemistry, and physics over a three-year, spiraling sequence arranged around broad themes such as cycles, changes, patterns, and waves. Includes weekly telecasts via public television and satellite, teacher manuals, student handbooks, e-mail connections, staff development training, and ongoing support.

Rainey, Larry; Mitrook, Kim (1996).  The University of Alabama's Integrated Science Program. 

This program, supported by the Center for Communication and Educational Technology at the University of Alabama, incorporates the perspectives of biology, earth/space science, chemistry, and physics into an innovative science curriculum for the middle grades. Students are engaged for 20 minutes 3 times a week by an on-air instructor who is doing fieldwork, talking with special guests, or using technology to introduce science concepts. These telecasts are delivered via satellite and can be seen on public television networks. Correlated curriculum materials are used by classroom teachers to conduct demonstrations, and lead their classes in hands-on activities and discussions that extend the understanding of the concepts presented in the telecasts. Prior to using this curriculum, teachers participate in a week of training and become part of an electronic mail network that allows them to share information, evaluations, and questions with one another and with the project staff. Information sheets, program description information, and a videotape accompany the student handbook. Contains 24 references. | [FULL TEXT]

Randall, Cindy H. (1998).  A National Study Assessing Computer Technology Master Plans To Meet Needs of College Students & Faculty. 

The primary purpose of this study was to gather information concerning programs that are in place to address increasing academic computing needs in order to: provide information concerning strategies that universities and schools of business are using to meet demand for computer hardware, software, and printing; identify master plans and programs being pursued to satisfy anticipated future needs; and address programs in place that coordinate the migration and/or retirement of existing computers. A survey instrument was sent to deans of 792 AACSB (American Assembly of Collegiate Schools of Business) member schools. A total of 135 surveys were returned; over half of the schools that responded have plans in place that allow them to meet technology demands in the future and that address the migration and/or retirement of existing computers. Findings are summarized related to issues addressed in the master plans, time frames for hardware replacement, and differences between universities with master plans and other universities. Three tables present data on funding of new equipment purchases, tests of significance of master plans for meeting future needs, and tests of significance for master plans for equipment retirement. A copy of the questionnaire with tabulated responses is appended. | [FULL TEXT]

Raney, Mardell, Ed. (1995).  Workplace Civics & Government. Prospectus for a Multimedia Curriculum. 

This guide is designed to help students understand civics and government as well as the social, organizational, and technological systems that effect citizenship. It proposes use of a multimedia curriculum intended to combine the skills, knowledge, and content of civics with the workplace. The guide provides a rationale for an interdisciplinary curriculum focusing on the workplace and on civics; an outline of topics, goals, and characteristics of the project; possible instructional techniques; course and lesson organization; student materials; and ideas about teacher training and support. The guide also includes operational suggestions useful in implementing the program such as state enrollment fees, focus questions, standards, essential concepts, and proposed illustrations. | [FULL TEXT]

Rankin, Walter (1997).  The Cyberjournal: Developing Writing, Researching, and Editing Skills through E-Mail and the World Wide Web.  Educational Technology, 37, 4. 

The "cyberjournal" is a bridge between handwritten journals and word-processed essays that can be integrated into college courses to help students improve writing skills and maintain classwide discourse and multivoicedness through the Internet. Discusses the advantages of cyberjournals (class-centered, public, task-focused, interdisciplinary, and collaborative) and how to implement one.

Reid, Robert D.; Sykes, Wylmarie (1999).  Virtual Reality in Schools: The Ultimate Educational Technology.  T.H.E. Journal, 26, 7. 

Discusses the use of virtual reality as an educational tool. Highlights include examples of virtual reality in public schools that lead to a more active learning process, simulated environments, integrating virtual reality into any curriculum, benefits to teachers and students, and overcoming barriers to implementation.

Reigeluth, Charles M. (1999).  Visioning Public Education in America.  Educational Technology, 39, 5. 

Discusses a process in which stakeholders in a community can engage to advance their thinking about beliefs regarding education and ideal visions of education, as a first step toward educational reform. Also presents some beliefs about education that include the roles of students, teachers, parents, administration, and the community.

Reigeluth, Charles M., Ed. (1997).  Instructional Theory, Practitioner Needs, and New Directions: Some Reflections.  Educational Technology, 37, 1. 

Examines issues related to theory and instructional systems design: the utility of theory; differences between descriptive (scientific) and design (goal-oriented) theories; the value of multiple theoretical perspectives; the inadequacy of current instructional design theories; and new directions needed in instructional theory, emphasizing the effects of a shift from industry to information.

Reigeluth, Charles M.; Avers, Dale (1997).  Educational Technologists, Chameleons, and Systemic Thinking.  Educational Media and Technology Yearbook, 22. 

Discusses systemic thinking and how it can help educational technologists better cope with change. Highlights include major societal paradigm shifts, differences between the industrial age and the information age that affect education, features of an information-age educational system, and changing uses of media and technology.

Reigeluth, Charles M.; Squire, Kurt (1998).  Emerging Work on the New Paradigm of Instructional Theories.  Educational Technology, 38, 4. 

Elaborates on the nature of the new paradigm of instructional theories (May-June 1996 issue) by summarizing 21 theories that are described in "Instructional-Design Theories and Models: A New Paradigm of Instructional Theory." Divides theories into seven broad categories: understanding, problem-based learning, community of learners, high-order thinking skills, diversity of others, psychomotor domain, and affective domain.

Reilly, Rob (1999).  The Technology Coordinator: Curriculum Leader or Electronic Janitor?  MultiMedia Schools, 6, 3. 

Discusses the role of technology coordinator in school districts. Topics include setting compatible goals; personal perspectives that reflect a vision and a leadership persona; staffing needs, including student help; developing and conducting professional-development programs; technology integration into the curriculum; district-wide planning; and appropriate salary and benefits.

Reilly, Rob (1999).  Policy Schmolicy: It's the Architecture!  MultiMedia Schools, 6, 5. 

Examines how educational technology's architecture preempts policy decisions, discussing filtering, copyright, and password protection. Outlines four aspects of technology that must be understood before crafting policy: (1) identify critical issues; (2) anticipate vicarious results; (3) explore the range of policies; (4) consider stakeholders' views.

Reinhardt, Linda (1999).  Confessions of a "Techno-Teacher."  College Teaching, 47, 2. 

A college psychology teacher enamored of instructional technology examines what techniques and applications have worked, which ones have not worked well, and what might work with some modification. Topics include various audiovisual aids, strategies for designing instructional materials, and creation of new forms for computer-enhanced classroom presentation.

Reinhart, Julie; Schneider, Paul (1998).  Foundations for Creating Effective Two-Way Audio/Video Distance Education Environments. 

This study examined the relationship between students' perceptions of the two-way audio/video classroom and their anxiety, as well as their satisfaction with their distance learning experience. Students (n=222) in 12 two-way audio/video distance classes at two major midwestern universities and two midwestern community colleges completed inventories that measured their anxiety in the distance situation, satisfaction with learning in the distance environment, and perception of key elements in the two-way audio/video learning environment. Environmental variables were subdivided into perceptions of the physical environment, the physical layout, and the management of the distance learning environment. The data collected for each measure were correlated, and step-wise regression analyses were run. The findings indicate that there is a positive relationship between students' anxiety in the distance situation, their satisfaction with learning in the distance environment, and their perception of key elements in the two-way audio/video learning environment. In addition, key elements of the environment explain a significant portion of the variances of student anxiety in the environment and student satisfaction with the learning experience. Results of data analysis are presented in table form, and recommendations for further research are included. | [FULL TEXT]

Reiser, Robert A.; Butzin, Sarah M. (1998).  Project TEAMS: Integrating Technology into Middle School Instruction.  TechTrends, 43, 2. 

The Technology Enhancing Achievement in Middle School (TEAMS) instructional model is an instructional approach in which technology plays an integral part in the curriculum. This article describes why TEAMS was developed, how instructional units are organized, presents key elements of the model, and first year results. Includes a sample sixth grade interdisciplinary station rotation chart.

Reiser, Robert A.; Ely, Donald P. (1997).  The Field of Educational Technology as Reflected through Its Definitions.  Educational Technology Research and Development, 45, 3. 

Examines how, over time, the major definitions of the field of educational technology have reflected changes in the field itself. Major definitions from the early 1900s through 1994 are reviewed and compared; major changes in the field are identified; and thoughts regarding future definitions are presented.

Reissman, Rose (1998).  Great Aunt Sophie's American Journey: Using Modern Technology To Celebrate Our Ordinary Heroes.  Learning and Leading with Technology, 25, 8. 

Describes how one teacher taught her students to celebrate their elder relatives and other ordinary heroes by creating trading cards giving each ordinary hero's vital statistics and then sharing them with each other.

Reissman, Rose (1998).  Technology-Transformed Dictionary Compilation: Drudgery into Desired Desktop Lexicographer Enchantment.  Learning and Leading with Technology, 26, 3. 

Describes how grade 3-8 inner-city students created multimedia, multicultural dictionaries. Highlights student reflections on the project using Kid Pix software, and their ideas for future uses for the dictionaries. Argues that technology-driven lexicography can serve as a catalyst for engaging students.

Rava, Susan; Rossbacher, Brigitte (1999).  Teaching and Technology: A New Course for TA Development.  ADFL Bulletin, 30, 3. 

Discusses a graduate course at Washington University on teaching foreign languages with technology. Although there was some skepticism by students at the beginning of the course, by the end most believed that the integration of technology was useful for developing language acquisition and for introducing students to authentic materials of culture.

Ravenaugh, Mickey (1999).  All About the E-Rate.  Educational Leadership, 56, 5. 

The Universal Service Fund for Schools and Libraries, or "E-Rate," is a cooperative business/government program allowing needy public schools and libraries a 20 to 90% discount on new telecommunications technologies. Schools must have technology plans, complete various forms, and contact participating vendors to determine appropriate discount rates.

Ravitz, Jason (1997).  Ethics in Scholarly Communications: Intellectual Property and New Technologies. 

This paper discusses professional ethical concerns for individuals conducting research in electronic collaborative environments. Existing professional codes of ethics were reviewed, and respected figures in the field of educational technology were engaged in conversations about ethics, professional communication, and new technologies. When professional ethics codes dealt with scholarly communications directly, it usually was with regard to ensuring professional competence, protecting the client, and protecting the profession. Each of these relate to electronic communications because new channels are available for interaction via the Internet that open up possibilities for representing and misrepresenting individual and organizational characteristics. The Code of Ethics for the Association for Educational Communications and Technology (AECT) offers some guidance in at least three areas relevant to the Internet: to protect privacy and personal integrity, to distinguish between personal and organizational views, and to give credit where credit is due. While organizations may have once controlled the proliferation of information, in the electronic age, each individual becomes an emissary, potentially influencing the views of others toward an organization. Another issue involves protecting the client and the profession against misrepresentation by individuals of their professional competence or organizational affiliation. Perhaps the most important finding is that there is an inherent conflict between giving credit, and protecting privacy; it is sometimes impossible to do both at the same time. Organizations must develop their own policies, and ask if existing ethical codes address the use of new "interactive" technologies. | [FULL TEXT]

Ravitz, Jason (1998).  Conditions that Facilitate Teachers' Internet Use in Schools with High Internet Connectivity: Preliminary Findings. 

This study examined the presence of Ely's conditions that facilitate innovation, as reported by Internet-using teachers in leading-edge schools. The conditions that make up the framework are: (1) dissatisfaction with the status quo; (2) existence of knowledge and skills; (3) availability of resources; (4) availability of time; (5) existence of rewards or incentives; (6) expectation and encouragement of participation; (7) commitment by those who are involved; and (8) evidence of leadership. Data were collected from a national survey of teachers (n=238) in approximately half of the 250 schools registered in the National School Network. Preliminary findings are discussed for each of the eight conditions. Tables and graphs present data related to Internet use, including: perception that students would benefit; reasons for use; Internet skills; classroom skills; presence of resource-related conditions; access-related resources; number of simultaneous connections; time available for teacher planning; extrinsic rewards/incentives; extent to which teacher input is sought by decision makers; teacher involvement in other related activities; commitment to planning; level of support; percent of teachers/administrators who use the Internet; leadership; and extraordinary efforts. | [FULL TEXT]

_____. (1998).  Returning to Our Roots Student Access. Second Report. 

This report by 27 college and university presidents stresses the primacy of efforts to provide full and equal access to institutions of higher education, especially land grant institutions, and to the full range of programs and services they provide. Three challenges are identified in increasing access. First, price, although public university tuition remains affordable for most families, prices have been increasing and are at a level where they represent a hurdle to access. Second, diversity growth rates for minority populations are large and these groups must have access to higher education. Third is technology which can provide educators and students unprecedented access to powerful networks and increased learning. Seven recommendations are offered: (1) transform land-grant and public universities to meet the needs of traditional and nontraditional learners; (2) build new partnerships with public schools to increase student access and improve teacher education; (3) validate admissions requirements; (4) encourage diversity in student admissions; (5) clarify course-credit transfer and articulation agreements; (6) renew efforts to contain costs and increase aid; and (7) focus on what students need to succeed. Two appendices provide acknowledgments and a listing of meetings of the Kellogg Commission. | [FULL TEXT]

Rethemeyer, R. Karl (1995).  Joining the On-Line Community. An Introduction for Adult Literacy. Practice Guide. 

This technology guide is intended to introduce adult literacy providers to the concepts,hardware, and procedures of online communication. The six-part guide explains the following: (1) what electronic networks are; (2) why adult literacy practitioners may want to join the Internet; (3) how adult literacy practitioners are already using the Internet to improve and enhance practice; (4) what equipment one needs to connect to the Internet; (5) how to set up a computer and modem to access the Internet; (6) how to make the first connection to the Internet through a commercial online service; (7) what basic tools are used on the Internet and how to use them; and (8) what is being done to develop the next generation of the Internet, the National Information Infrastructure. Eight appendixes include the following: equipment checklists for Apple Macintosh and IBM-compatible computers; information on using terminal emulation software; commercial online service providers; country codes; determining one's Internet address; subscribing to literacy and literacy-related Listservs; finding and using low-cost computer software using Gopher and FTP; and finding adult literacy information servers on the Internet. The guide contains 13 references. | [FULL TEXT]

Rodd, Jillian; Coombs, Steven (1998).  Distance Learning with a Difference: Using the Internet To Deliver Higher Education. 

This paper reviews the development and delivery of a higher education module as part of the University of Plymouth's (England) Integrated Masters Programme (IMP) through the Rural Area Training and Information Opportunities (RATIO) telematic centers. The aim of the project was to provide computer-supported solutions that could assist remote learners living in the southwest of England to access higher education as part of a technology-assisted distance education program. The module represented a shift from traditional educational delivery systems with the use of World Wide Web pages, e-mail, and videoconferencing. Out of the 16 participants who enrolled in the Masters module, four completed the learning sessions and two submitted final assignments. The mainly positive experiences of the remote tutor and the students in such an initiative and the implications for the use of the Internet for distance education are discussed. Sections of the paper cover: project aims; project implementation, including recruitment of participants, delivery of the module, and evaluation of the student and tutor experience; findings related to student attrition, a survey of students' previous experience with information technology, qualitative analysis of e-mail correspondence, and the personal reflective journal of the tutor; outcomes and discussion; and difficulties encountered.  | [FULL TEXT]

Rodrigues, Susan (1997).  Fitness for Purpose: A Glimpse at When, Why and How To Use Information Technology in Science Lessons.  Australian Science Teachers Journal, 43, 2. 

This table illustrates when, why, and how computer-based information technology best lends itself to learning in science classrooms. It aims to illustrate the potential of this technology and some of the thinking and planning that is necessary for successful, effective classroom use. Application types include data collecting devices, spreadsheets, simulations, the Internet, robotics, integrated learning systems, and information stores.

Rodrigues, Susan (1999).  An Evaluation of an Online Masters Course in Science Teacher Education.  Journal of Education for Teaching, 25, 3. 

Describes an online distance learning component within an Australian Master's-level science education course which included a weekly online forum and in-person sessions, analyzing students' contributions to the forum, course evaluation forms, and post-course group interviews. Students valued the online component, but many were unskilled in technology and had to learn as they went, which was time consuming.

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo (1998).  CLEW: A Cooperative Learning Environment for the Web. 

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure. The workflow system allows the execution and coordination of the course activities. The VRML establishes the presentation format of the courses' virtual worlds. Finally, the educational concepts influence the way the didactic material is published. Topics discussed include: the educational background that guides the environment; the environment components, including the participants, regions, and objects; the six layers of the system architecture--presentation, application, management and control, adaptation, external services, and data; the course development, including structuring a course, and the participant's perspective; and future plans. A diagram of the system architecture is included. Contains 20 references.  | [FULL TEXT]

_____. (1996).  Restructuring Colleges and Universities: The Challenges and Consequences. Policy Papers on Higher Education. 

This report summarizes a panel discussion among five college administrators who have initiated or taken part in restructuring efforts in their states: Herman Blake, vice chancellor for undergraduate education at Indiana University-Purdue University; Ronald Carrier, president of James Madison University (Virginia); Gordon Davies, director of the State Council of Higher Education for Virginia; Judith Ramaley, president of Portland State University (Oregon); and Charles Reed, chancellor of the State University System in Florida. Following statements by each panel member, their responses to questions from the audience are provided. Topics covered include the following: meaning of "restructuring," the implementation process and its resulting consequences, financial constraints and societal needs and expectations. cultural change, course elimination, implementation of new technologies, school stability, funding needs, the reward structure, transforming the undergraduate student culture from one of credit acquisition to one of learning, resource allocation and curriculum change, accountability and production figures, faculty and administrator roles, and cutting rules and regulations. | [FULL TEXT]

_____. (1997).  Resource Guide to Federal Funding for Technology in Education. 

This guide provides information about funding resources available from the Federal government for programs involving educational technology. Funding programs are included for the following government agencies: U.S. Department of Education; Department of Commerce; National Science Foundation (NSF); Department of Energy (DOE); National Aeronautics and Space Administration (NASA); U.S. Department of Defense--Advanced Research Projects Agency; U.S. Department of Agriculture (USDA); and the National Endowment for the Humanities (NEH). Program descriptions, funding allocation, contact, and application information are provided for each grant listed. A brief description and ordering information are provided for other funding guide sources: "The USDLA Funding Source Book for Distance Learning and Educational Technology,""Directory of Building and Equipment Grants," and "Federal Register." | [FULL TEXT]

_____. (1999).  Research in the Schools, 1999. 

This journal publishes articles that focus on the results of applied educational research, scholarly reviews of research, descriptions of classroom techniques, studies of assessments, and other topics of interest to educational researchers. Issue number 1 of Volume 6 contains these articles: (1) "'More than Having a Vision': The Emergence of Teacher Leadership in a PDS" (Lisa DeMeulle); (2) "Preparing Leaders for Tomorrow's Schools: The Practitioners' Perspectives" (Frances K. Kochan and William A. Spencer); (3) "Schools without Principals: Do Both Management and Leadership Exist?" (Theodore B. Creighton); (4) "Theoretical Perspectives of Instructional Supervision in Contemporary Textbooks: A Content Analysis" (Barbara L. White and Larry G. Daniel); (5) "University Teachers' Perceived Usefulness of Computer-Assisted Instruction" (Yukiko Inoue); (6) "Math and Reading Tests: Dissimilar Scores Provided by Similar Tests for African-American Students" (Kevin Wickes and John R. Slate); (7) "Screening for Behavior Problems in Preschool: A Comparison of the Social Skills Rating System (SSRS) and a Structured Teacher Interview" (Ronald K. Bramblett, Kim B. Dielmann, and Maleah Smithson); and (8) "A Structural Model of Student Career Aspiration and Science Education" (Jianjun Wang). Issue 2 contains: (1) "Examining Professional Development of Principals as Adult Learners" (Diane Ricciardi); (2) "'Drafted into the Front Lines": Teacher Efficacy during School Desegregation in Columbus, Georgia, 1968-1975" (Virginia E. Causey); (3) "The Role of Technology Specialists: Case Studies of Change Agents" (Kenneth M. Proctor and Martha J. Livingston); (4) "Transforming Graduate Teacher Education Classes: Lessons from Educational Psychology" (Carol VanZile-Tamsen); (5) "Breaking the Rote Memorization Mindset of Preservice Teachers Standards-Based Instruction: An Integrated Preservice Teacher Education Model" (Regina Halpin); (6) "Evaluation of Teacher Preparation Graduates by NCATE Accredited Institutions: Techniques Used and Barriers" (J. Jackson Barnette and Keith Gorham); (7) "Person-Fit and the Rasch Model: How Seriously Model Fit Is Affected by Appropriateness Measurements in the Rasch Model" (Necati Engec); and (8) "An Introductory Primer on the Appropriate Use of Exploratory and Confirmatory Factor Analysis" (Kevin M. Kieffer). | [FULL TEXT]

Resmer, Mark; And Others (1995).  Computers for All Students: A Strategy for Universal Access to Information Resources. 

This report proposes a strategy of putting networked computing devices into the hands of all students at institutions of higher education. It outlines the rationale for such a strategy, the options for financing, the required institutional support structure needed, and various implementation approaches. The report concludes that the resultant optimal environment is a laptop computer for every student with sufficient network access points, on and off campus. The rationale for this environment looks at changes in models of education, the need for improved communication, rapid technology change, and the changing nature of students. Financing options suggested include redirection of existing funds and generating new income through student fees, bonding, faculty work reengineering, and product sales. Challenges and prerequisites to a universal student-access policy are addressed including changing the existing teaching/learning culture, involving faculty and students, and integrating technology with curricular change. Principles derived from institutions already implementing such a policy are identified noting different phasing schedules and various models such as straight purchase of computers by students, department-oriented requirements, and single vendor/machine sourcing. Needed infrastructure changes are also outlined, and policy issues concerning such issues as theft, insurance, replacement, repair, and part-time students are addressed. | [FULL TEXT]

Resnick, Mitchel (1998).  Technologies for Lifelong Kindergarten.  Educational Technology Research and Development, 46, 4. 

Discussion of the use of manipulative materials in kindergartens focuses on a new generation of computationally enhanced manipulative materials, called digital manipulatives, designed to allow all students to explore mathematical and scientific concepts through direct manipulation of physical objects rather than more abstract methods of learning.

Resta, Paul (1998).  Collaborative Technologies as a Catalyst for Changing Teacher Practices. 

Project CIRCLE, a project conducted by the University of Texas Learning Technology Center in collaboration with the Austin Independent School District and the Eanes Independent School District, explored the use of network-based tools to help change teacher practices toward more student-directed and constructivist approaches to learning. Through the use of groupware, the project developed collaborative knowledge-building communities within two high schools. The project demonstrated the efficacy of the tools to help foster collaboration within and between classrooms and the use of high school students as technology mentors for teachers. Topics discussed include: (1) project focus and specific goals--to establish a collaborative knowledge-building community of teachers and students in the school, to develop the CIRCLE model training program, and to develop a self-sustaining program of training and technology infusion in the schools; (2) the approach and tools for collaborative learning--FirstClass, Daedalus, and TeamFocus; (3) project evaluation methods, including both quantitative and qualitative components; and (4) findings related to the Project CIRCLE Training Model, developing collaborative learning communities, developing a self-sustaining program, teacher utilization and perceptions of student mentors, the role of student mentors, and effects of the CIRCLE Learning Model on students' learning, performance, behavior, and attitudes.  | [FULL TEXT]

Resta, Virginia K. (1998).  Professional Development Schools as a Catalyst for Reform. Restructuring Texas Teacher Education Series 2. 

This report examines the first generation of professional development schools (PDSs) sponsored by the Centers for Professional Development of Teachers (CPDT) in Texas, noting challenges faced, issues raised, and lessons learned. Section 1 offers an introduction and overview. Section 2 presents the background of the PDS. Section 3, Texas CPDT and the Development of PDSs, discusses cultural differences between universities and schools, planning of PDSs, and stages of development. Section 4, An Evolving PDS: McCallum High School, describes service learning projects, professional development opportunities, and opportunities for scholarly inquiry. Section 5 discusses the PDS as a Catalyst for Restructuring Teacher Preparation. Section 6, the PDS as a Catalyst for Restructuring Schools, examines professional development and the PDS as a learning community. Section 7, the PDS as a Catalyst for Generating Knowledge, discusses PDS research strategies. Section 8, The Role of Technology in the PDS, examines technological resources of PDSs, technology as a catalyst for change in PDSs, the effect of PDS technology on school students' performance, and sustaining the technology infusion. Section 9, Benefits of Joint Ownership, discusses school-university collaboration, changes in school-university perceptions and roles, increased mutual understanding, and strengthening of collaboration. Section 10 presents Challenges to PDSs. Section 11, Need for Continuing Support, discusses university, school district, and state support. | [FULL TEXT]

Reed, W. Michael; Ayersman, David J. (1999).  From the Incoming Editors.  Journal of Research on Computing in Education, 32, 1. 

This note from the new editors of the "Journal of Research on Computing in Education" (JRCE) outlines their plans for JRCE during the next three years. Discussion includes the following: review board and associate editors, book reviews, early review, format templates on the JRCE Web site, and special topics and thematic issues.

Reed, W. Michael; Ayersman, David J.; Kraus, Lee A. (1997).  The Effects of Learning Style and Task Type on Hypermedia-Based Mental Models.  Journal of Educational Multimedia and Hypermedia, 6, 3-4. 

Investigates the effects of context-weak versus context-strong tasks and learning style on the citation-frequencies and citation-percentages of four mental models (semantic networks, concept maps, frames/scripts, and schemata) students perceived to be inherent in a hypermedia learning environment.

Reed, W. Michael; Wells, John G. (1997).  Merging the Internet and Hypermedia in the English Language Arts.  Computers in the Schools, 13, 3-4. 

Discussion of hypermedia and computer-mediated communication focuses on a project that merges a language arts Internet resource with a hypermedia-based knowledge construction approach to learning. Highlights include constructing a HyperCard-based program on Shakespeare's "Hamlet," gophers and search engines, downloading, collaborative learning, and teacher versus student tasks.

Reese, Elizabeth B. (1997).  Mind Mapping Texas Landscapes: Postmodern Pedagogy with or without Computers.  Art Education, 50, 6. 

Provides four lesson plans using discipline-based art education techniques to examine the content and technique of a series of art works portraying Texas. The lesson plans use "mind mapping" (nonlinear visualization of a concept or idea easily linked to others). Includes background information on artists Bruno Andrade, Dennis Blagg, Betty Mobley, and Kermit Oliver.

Reesink, Carole J., Ed. (1998).  Teacher-Made Aids for Elementary School Mathematics, Volume 3. Readings from "Arithmetic Teacher" and "Teaching Children Mathematics." 

A collection of articles from the journals "Arithmetic Teacher" and "Teaching Children Mathematics" provide ideas for the instruction and use of teacher-made instructional aids. Guidelines used to select articles for this collection called for the articles to have a clear purpose and be related to a contemporary topic in the elementary school mathematics curriculum, to provide sufficient information and specifications to enable teachers to construct the aid, and to include activities using manipulative materials. The articles are grouped into categories as follows: (1) Computational Skills, which includes sets and number relationships, place value, computation-whole numbers, and rational numbers; (2) Geometry; (3) Measurement, which addresses metrics and English, money, time, angle; (4) Graphs and Charts; (5) Probability and Statistics; (6) Problem Solving; (7) Everyday Applications; (8) Estimation and Approximation; (9) Calculators and Computers, and (10) Multipurpose Aids.

Reeves, Thomas C. (1997).  An Evaluator Looks at Cultural Diversity.  Educational Technology, 37, 2. 

Considers cultural diversity in the evaluation of instructional programs and products. Suggests strategies for culturally sensitive evaluation, gives examples of cultural insensitivity and cultural bias, and provides a rating scale for multicultural sensitivity in instructional products.

Reeves, Thomas C. (1997).  Introducing the Scope and Standards of the "Journal of Interactive Learning Research."  Educational Technology Review. 

Describes the "Journal of Interactive Learning Research." Topics include the future of refereed journals in light of electronic journals; interactivity; conceptions of learning; types of research methodologies; standards; and types of submission to the journal.

Reeves, Thomas C. (1998).  "Future Schlock,""The Computer Delusion," and "The End of Education": Responding to Critics of Educational Technology.  Educational Technology, 38, 5. 

Responds to doubts expressed by critics of media and technology in education, specifically contentions that no data supports the conclusion that technology causes gains in achievement, that school districts cut programs to make room for computers with no evidence they improve teaching and learning, and that computers are tools to learn from rather than to learn with.

Reeves, Thomas C. (1998).  Answering Critics of Media and Technology in Education. 

This paper provides a response to serious critics of media and technology in education. It concludes: (1) media and technology are best used as cognitive tools to learn rather than as surrogate teachers; (2) media and technology are only vehicles for the content and pedagogy that educators design into them; and (3) future efforts to integrate media and technology into education must be guided by stronger research and evaluation. Following an introduction that summarizes federal government support for media and technology in education, the author responds to the doubts expressed in the following publications by three vocal critics of media and technology in education: "Future Schlock: Using Fabricated Data and Politically Correct Platitudes in the Name of Education Reform" (Lawrence Baines, 1997); "The Computer Delusion" (Todd Oppenheimer, 1997); and "The End of Education: Redefining the Value of School" (Neil Postman, 1995). Contains 17 references.  | [FULL TEXT]

Rebelsky, Samuel A. (1998).  In-Class Use of Course Webs. 

This paper reports on a study undertaken to examine student usage of course webs (i.e., course materials and resources on the World Wide Web) in classroom situations in which computers are readily available and students are comfortable using hypertext systems. The author prepared course webs for two computer science courses at Grinnell College (Iowa). Each course web contained: links to the remainder of the Web and appropriate external resources; standard handouts, such as syllabi, rules/regulations, and assignments; outlines for each class period; a short news document providing updates to the Web; online quizzes; and appropriate reference materials, including readings and external links. The courses were taught in a computer-equipped classroom, and students were allowed to use the computers as they deemed fit during class periods. Data were gathered using two student surveys on Web usage and Web server log analysis. A significant but not uniform use of Web-based course supplements during class periods was evident. In addition, students reported benefits from their self-directed in-class use of the online materials. Three tables present data on students' self-reported use of class outlines, overall Web usage in the first 7 weeks, and page access by category in the first seven weeks of each course. Contains 13 references. | [FULL TEXT]

Ryan, Cathy; Lane, James (1998).  Education Initiatives Inside Business Today.  Business Communication Quarterly, 61, 4. 

Looks at some emerging trends in the education marketplace, noting diverse partnerships between schools and companies, and learning moving from the campus into and beyond the workplace through electronic instructional delivery. Offers the business practitioner's perspective, describing education initiatives and knowledge tools generated by employees to educate the company's consultant workforce.

Ryan, Francis J.; Sweeder, John J.; Bednar, Maryanne R. (1998).  Technology and the Moral Sense: Re-Wiring Moral Education. 

This paper presents a brief synopsis of recent trends in moral education and suggests ways in which a blending of idea and product technologies can promote the development of four specific moral sentiments: sympathy, duty, fairness, and self-control. Four integrated strategies that teacher educators can use to help preservice and inservice teachers "plug into" these moral sentiments are described: (1) virtual gatherings--a form of telecommunication activity meant to bring together participants from different geographic locations and time zones; (2) social action projects--real world contexts for humanitarian, action-oriented telecommunications activities; (3) careful selection and re-purposing of computer courseware; and (4) video production projects. | [FULL TEXT]

Ryan, Francis; Bednar, Maryanne; Sweeder, John (1999).  Technology, Narcissism, and the Moral Sense: Implications for Instruction.  British Journal of Educational Technology, 30, 2. 

Discusses narcissism, child-rearing practices that lead to child-centeredness, and social insensitivity and their implications for instruction. Considers moral education and the moral sense; cultivating the moral sense through technology; and idea and product technologies. Also includes a commentary on the article by Jonathan Ross and a response by the authors.

Ryan, Walter F. (1998).  Seventh Grade Geometry Unit: New Albany-Floyd County School Corporation TI-92 Supplementary Activities. Teacher Edition. 

This book is designed to supplement The University of Chicago School Mathematics Project's (UCSMP) Transition Mathematics textbook. The content and questions in this book have been sequenced to specific geometry lessons in the Transition Mathematics text. All geometry explorations are done with the TI-92 calculator. This book is organized around 15 lessons that can be completed in a 60-minute mathematics class. Problems assigned at the end of the lessons are similar to the problems in the parent textbook. | [FULL TEXT]

Ryan, Yoni (1998).  Time and Tide: Teaching and Learning Online.  Australian Universities' Review, 41, 1. 

Discussion of trends in World Wide Web-based delivery of higher education in Australia looks at issues in the pedagogy of online teaching and learning, its costs, and some philosophical concerns of access and equity. All are examined in the context of a recent Australian report (the West Report) on technology in higher education.

Riding, Richard; Grimley, Michael (1999).  Cognitive Style, Gender and Learning from Multi-Media Materials in 11-Year-Old Children.  British Journal of Educational Technology, 30, 1. 

Describes a study that assessed cognitive style of 11-year-old pupils from a British primary school through use of the Cognitive Styles Analysis using CD-ROM multimedia packages. Style and aspects of learning performance are considered; gender differences and style are discussed; and further research is suggested.

Ridley, Dennis R. (1996).  Assessment Plan for CNU Online (1996 Revision). 

This assessment plan is being developed to provide evidence of the effectiveness of the implementation of CNU Online, the online course delivery system of Christopher Newport University (Virginia). The evaluation of the program is designed to satisfy appropriate standards for methodological rigor and scholarly integrity. There are three focuses to the assessment: (1) student outcomes; (2) course-based comparisons of online and classroom courses; and (3) program outcomes. Student outcomes, the traditional subject of evaluation, are the basis for the assessment, and were generally defined as the courses were established. Course-based comparisons will usually be in terms of the student outcomes, with special attention to the knowledge and skills taught in the course. The practical arrangements for comparisons will depend on circumstances, particularly in situations where the same course is taught online and in the classroom by the same professor or by different professors. In considering program outcomes, it is necessary to look at the program of online instruction as well as the specific degree program pursued. At present, only one degree program is offered online. As the evaluation progresses, development of an appropriate reporting mechanism is needed. An appendix contains the instructional evaluation survey for the assessment. | [FULL TEXT]

Ridley, Dennis R.; Bailey, Brenda L.; Davies, Evan S.; Hash, Stanley G.; Varner, Donna A. (1997).  Evaluating the Impact of On-line Course Enrollments on FTEs at an Urban University. AIR 1997 Annual Forum Paper. 

An alternative system of course delivery, wholly online computer-managed instruction, was evaluated to estimate its contribution to total full-time-equivalent (FTE) students two years after its implementation at Christopher Newport University (Virginia). CNU ONLINE offers eight online courses and one online degree program. In Spring 1997, nearly 500 students were pursuing studies in 34 offerings through CNU ONLINE. Online students completed a survey eliciting their reasons for online enrollment and whether those reasons precluded taking the classroom equivalent. Most frequent student reasons for taking online course work included a preference for online media; interaction with online colleagues; development of online skills; reduced travel expenses; and reduced travel time. Other analyses examined the campus-wide relationship between course load and commuting distance from campus, comparing pre- and post-implementation semesters. Results supported the hypothesis of a net FTE gain, as opposed to FTE redistribution. The results suggest the potential of online instruction to reduce negative effects of distance and scheduling. The survey is appended. | [FULL TEXT]

Rosas, Ricardo; Nussbaum, Miquel; Strasser, Katherine; Csaszar, Felipe (1997).  Computer Assisted Mediation for Blind Children.  Computers & Education, 28, 4. 

Intelligent tutoring systems (ITS) are educational software based on expert systems that store educational knowledge. This article describes a model for computer-assisted mediation and its application in a prototype multimedia ITS for teaching blind children the recognition and reproduction of Braille signs. This system differs from previous work by giving teachers a major role.

Rose, Ellen (1998).  Talking Turing: How the Imitation Game Plays Out in the Classroom.  Educational Technology, 38, 3. 

Explores the role Turing's imitation game has played in shaping notions of humanity and technology, specifically the use of digital technology in education. Discusses the potency of culturally and historically embedded discourse within a field which views practice as disengaged, through the force of technological "revolution," from social and historical contexts.

Rose, Ellen (1999).  Deconstructing Interactivity in Educational Computing.  Educational Technology, 39, 1. 

Examines the term interactivity as it is used in educational computing, and suggests that by applying deconstructive criticism new perspectives may be gained. Discusses learner control, non-linearity, and flexibility, and concludes that interactivity is not a conceptual unity.

Rose, Howard (1995).  Assessing Learning in VR: Towards Developing a Paradigm. Virtual Reality Roving Vehicles (VRRV) Project. 

Preliminary research on virtual reality (VR) suggests that this technology could be a powerful tool for education based on its immersive and dynamic attributes. The Virtual Reality Roving Vehicles (VRRV) Project at the University of Washington is exploring these possibilities by taking VR equipment into elementary and secondary schools for students and teachers to experience and use in building virtual worlds. The question of how to assess VR is particularly significant because of the theoretical conflict between traditional and constructivist learning approaches. This report presents an example of how the VRRV Project is using VR in schools and identifies significant factors for assessment. Junior high school students (n=120) integrated the building of virtual worlds into a curriculum on wetland ecology. With regard to this project and other VR uses, the issue of test reliability versus validity is addressed in terms of general education and using VR. The underlying psychological theories of information processing and constructivism are discussed in terms of developing a comprehensive paradigm to guide the application and research of VR. This discussion is followed by an overview of specific approaches for measuring learning in VR, along with hints and cautions about conducting educational assessment.   | [FULL TEXT]

Rose, Janet (1999).  Signing across the Miles: Two-way Video Comes to School.  Perspectives in Education and Deafness, 17, 3. 

Describes use of two-way video with deaf middle and high school students at the Colorado School for the Deaf and the Blind to communicate with other students using sign language. Provides information on structuring the interactions, the technical set-up, and useful technology.

Rose, Rodney (1997).  Stimulating Change Through Recombinant Facilities.  Planning for Higher Education, 25, 3. 

Describes an innovative approach to college and university facility improvement--creation of learning environments that integrate the advantages of a "virtual" learning environment with traditional campus-based instruction. Offers examples from a number of colleges and universities in which telecommunications technology, multimedia technology, and a flexible approach to space utilization have been combined to create "recombinant" facilities on campus.

Rose, Stephen A.; Fernlund, Phyllis Maxey (1997).  Using Technology for Powerful Social Studies Learning.  Social Education, 61, 3. 

Identifies and outlines key considerations that should influence the selection of instructional technology. Provides specific questions to ask about hardware, multimedia use, computer assisted instruction, and the Internet. Considers specific applications (and limitations) of these technologies with regard to specific social studies standards and objectives.

Rosen, David J. (1996).  How Easy Is It for Adult Educators To Use the Information Superhighway? 

In November 1995, an online survey was conducted of 113 adult literacy practitioners who were actively using the Internet. Respondents reported the following difficulties encountered in learning to use the Internet: purchasing and learning to use hardware or software; getting access to a telephone line; getting an Internet account; learning account commands; accessing the Internet provider server; and learning to use various Internet features. They reported the following kinds of supports and training as helpful in overcoming these difficulties: hands-on experience; a friend or colleague; manuals, guides, or printed instruction; training workshop(s); technical assistance by telephone; online technical assistance by electronic mail, a message forum, or in real time; a"techno-buddy" assigned to help by telephone or in person; and course(s). These Internet features were used, in order of priority: electronic mail, listservs, World Wide Web, gopher, uploading/downloading files, newsgroups, and file transfer protocol. The Internet was used for adult education activities such as: electronic mail exchange with colleagues; using listservs or message forums/newsgroups to get and share information about practice or policy; searching databases for information; research; work on projects with colleagues; reading online magazines or journals; reviewing teacher-made curricula or lesson plans; helping students; looking for paid or volunteer work opportunities; and searching online news databases for adult education-related information. | [FULL TEXT]

Rosenblatt, Susan (1999).  Information Technology Investments in Research Libraries.  Educom Review, 34 n4 p28-32, 44-46 Jul-Aug 1999. 

Examines investments that will ensure that library information technology (IT) meets future academic needs. Looks back on the introduction of IT to research libraries. Assesses outcomes of IT investments in terms of cost and service benefits, and then focuses on developing new service models.

Rosenfeld, Dina (1998).  Spotlight on Schools. AMAL Aleph Arts and Sciences Technological High School, Petach Tikva.  English Teachers' Journal (Israel), 52. 

Israel's AMAL Aleph High School combines advanced technology with regular high school academic studies. This article describes how one English-as-a-Second-Language teacher joined a project to develop an online English student magazine for the Center for Educational Technology Internet site, then used to the project to improve students' English reading and writing skills and increase student motivation.

Rosenstein, Joseph G., Ed.; Franzblau, Deborah S., Ed.; Roberts, Fred S., Ed. (1997).  Discrete Mathematics in the Schools. DIMACS Series in Discrete Mathematics and Theoretical Computer Science, Volume 36. 

This book is a collection of articles by experienced educators and explains why and how discrete mathematics should be taught in K-12 classrooms. It includes evidence for "why" and practical guidance for "how" and also discusses how discrete mathematics can be used as a vehicle for achieving the broader goals of the major effort now underway to improve mathematics education. This volume was developed from a conference that took place at Rutgers University entitled "Discrete Mathematics in the Schools: How Do We Make an Impact?". Chapters include: (1) "Discrete Mathematics in the Schools: An Opportunity To Revitalize School Mathematics" (Joseph G. Rosenstein); (2) "The Impact of Discrete Mathematics in My Classroom" (Patrick Carney); (3) "Three for the Money: An Hour in the Classroom (Nancy Casey); (4) "Fibonacci Reflections--It's Elementary!" (Janice C. Kowalczyk); (5) "Using Discrete Mathematics To Give Remedial Students a Second Chance" (Susan H. Picker); (6) "What We've Got Here Is a Failure To Cooperate" (Reuben J. Settergren); (7) "Implementing the Standards: Let's Focus on the First Four" (Nancy Casey and Michael R. Fellows); (8) "Discrete Mathematics: A Vehicle for Problem Solving and Excitement" (Margaret B. Cozzens); (9) "Logic and Discrete Mathematics in the Schools" (Susanna S. Epp); (10) "Writing Discrete(ly)" (Rochelle Leibowitz); (11) "Discrete Mathematics and Public Perceptions of Mathematics" (Joseph Malkevitch); (12) "Mathematical Modeling and Discrete Mathematics" (Henry O. Pollak); (13) "The Role of Applications in Teaching Discrete Mathematics" (Fred S. Roberts); (14) "What Is Discrete Mathematics? The Many Answers" (Stephen B. Maurer); (15) "A Comprehensive View of Discrete Mathematics: Chapter 14 of the New Jersey Mathematics Curriculum Framework" (Joseph G. Rosenstein); (16) "Discrete Mathematics in K-2 Classrooms" (Valerie A. DeBellis); (17) "Rhythm and Pattern: Discrete Mathematics with an Artistic Connection for Elementary School Teachers" (Robert E. Jamison); (18) "Discrete Mathematics Activities for Middle School" (Evan Maletsky); (19) "Putting Chaos into Calculus Courses" (Robert L. Devaney); (20) "Making a Difference with Difference Equations" (John A. Dossey); (21) "Discrete Mathematical Modeling in the Secondary Curriculum: Rationale and Examples from the Core-Plus Mathematics Project" (Eric W. Hart); (22) "A Discrete Mathematics Experience with General Mathematics Students" (Bret Hoyer); (23) "Algorithms, Algebra, and the Computer Lab" (Philip G. Lewis); (24) "Discrete Mathematics Is Already in the Classroom--But It's Hiding" (Joan Reinthaler); (25) "Integrating Discrete Mathematics into the Curriculum: An Example" (James T. Sandefur); (26) "The Status of Discrete Mathematics in the High Schools" (Harold F. Bailey); (27) "Discrete Mathematics: A Fresh Start for Secondary Students" (L. Charles Biehl); (28) "A Discrete Mathematics Textbook for High Schools" (Nancy Crisler, Patience Fisher, and Gary Froelich); (29) "Computer Science, Problem Solving, and Discrete Mathematics" (Peter B. Henderson); (30) "The Role of Computer Science and Discrete Mathematics in the High School Curriculum" (Viera K. Proulx); (32) "Discrete Mathematics Software for K-12 Education" (Nathaniel Dean and Yanxi Liu); (33) "Recommended Resources for Teaching Discrete Mathematics" (Deborah S. Franzblau and Janice C. Kowalczyk); (34) "The Leadership Program in Discrete Mathematics" (Joseph G. Rosenstein and Valerie A. DeBellis); and (35) "Computer Software for the Teaching of Discrete Mathematics in the Schools" (Mario Vassallo and Anthony Ralston).

Rosenthal, Ilene G. (1999).  New Teachers and Technology: Are They Prepared?  Technology & Learning, 19 n8 p22-24, 26-28 Apr 1999. 

Examines the state of teacher education and new initiatives for preparing technology-proficient teachers. Three sidebars present new teachers' words on the role of technology in teacher training; a description of three colleges of education that are leading the way; and results of "Technology & Learning" survey of schools of teacher education.

Ross, John A.; Hogaboam-Gray, Anne; Hannay, Lynne (1999).  Predictors of Teachers' Confidence in Their Ability To Implement Computer-based Instruction.  Journal of Educational Computing Research, 21, 1. 

Investigates the effect of selected personal, school, and district factors on K-3 teachers' confidence in their ability to implement computer-based instruction before and after an infusion of Information Technology (IT). Increased IT resources changed the strength and structure of teachers' confidence. The strongest predictors of confidence were teacher cognitions. 

Ross, Jonathan; Schulz, Robert (1999).  Can Computer-Aided Instruction Accommodate All Learners Equally?  British Journal of Educational Technology, 30, 1. 

This exploratory study investigated the impact of learning styles on human-computer interaction with undergraduate students. Measures used, including the Gregorc Style Delineator, are described, and results indicate that computer-aided instruction may not be the most appropriate method of learning for all students.

Ross, Kathryn R. (1998).  Blending Authentic Work Projects and Instructional Assignments: An Adaptation Process.  Educational Technology Research and Development, 46, 3. 

Examines the implementation of a situated-learning approach used in a nontraditional setting for an instructional technology course. Students were corporate employees taking the course at their workplace and using authentic work projects for learning. Research questions focused on blending business and academic goals and requirements, kinds of problems that occurred, how they were solved, and outcomes of situated learning in this context.

Ross, Tweed W. (1995).  LISTSERVs as a Method To Enhance Instruction: Our First Year Experience. 

This paper describes practical issues involved in using LISTSERVs as a means of enhancing graduate-student education. During the spring semester of 1995, two classes in the Educational Administration and Educational Technology Departments of the College of Education, Kansas State University, utilized LISTSERVs as a means to continue class discussions. One class, the "proficient" class, was composed primarily of doctoral students majoring in educational technology. The other class, the "novice" class, was a staff-development class comprised largely of practicing school administrators. The novice class was hampered by their unfamiliarity with computers and access problems. The more proficient class communicated more frequently, at greater length, and with greater ease than did the novice class, using LISTSERV to continue discussion about issues brought up in class. Recommendations for effectively using LISTSERVs in collegiate instruction include: (1) address technical factors to ensure easy connection; (2) either require computer experience as a prerequisite or integrate training into the course content--do not address technical issues in an ad hoc fashion; (3) make arrangements for setting up student accounts and LISTSERV with the university well in advance of the course; and (4) carefully frame discussions on the LISTSERV within clear expectations. Appendices contain demographic data on students in the two classes. | [FULL TEXT]

Ross, Tweed W. (1996).  Preparing Administrators for Connected Schools. 

New technology, in the form of electronic connectivity, has opened up vast new arenas for educational development. Many administrators, however, have not been prepared for the sudden change brought about by such technology. The problem for school administrators is how to lead effectively without being overcome by the new information technologies. This paper provides guidelines for administrators and administrator educators for organizing activities that will allow the effective integration of digital communication technology into school settings. It discusses the five important program elements of hardware, software, curriculum, staff development, and control over access. | [FULL TEXT]

Rossner-Merrill, Vivian (1997).  Why Universities Should Not Bend to Market-Driven Economy Demands.  Journal of Public Service & Outreach, 2, 3. 

Although universities must restructure to incorporate new interactive technologies to expand outreach efforts, a key issue is whether to undertake these changes quickly, in response to immediate market-driven demand, or more cautiously. Such change must take place from within the institution, in a process determined by the university community, not externally.

Rieber, Lloyd P.; And Others (1997).  The ITForum Perspective on the Internet and Publishing: Changing the Way Researchers Communicate. 

ITForum is an electronic listserv that discusses theories, research, new paradigms, and practices in the field of instructional technology. ITForum is a unique and thriving electronic community of instructional technology scholars and professionals. By offering a schedule of papers and the opportunity to discuss them with the author, ITForum makes a valuable contribution to the professional community. Students, faculty members, and IT professionals alike have an equal opportunity to ask questions and make observations. The authors of papers receive immediate feedback from a large pool of interested and knowledgeable professionals from around the world. Consequently, listservs like ITForum offer the opportunity for scholarly work to become a much more interactive process between authors and readers than is currently the case in traditional publications. ITForum and other listservs like it bring the professional community into a global perspective. Colleagues from different countries can share ideas and experiences as if they worked on the same floor. This paper addresses the issues of: dealing with an iterative mission and purpose; publishing as a process rather than a product; access to people with different backgrounds, perspectives, and cultures; developing a research community; potential pitfalls of computer mediated communication (CMC); "netiquette" and standards of use; achieving critical mass; conflicting viewpoints; providing access to past discussions; and copyright and intellectual property.  | [FULL TEXT]

Rieber, Lloyd P.; Smith, Lola; Noah, David (1998).  The Value of Serious Play.  Educational Technology, 38, 6. 

Discussion of the affective domain, learning, and motivation focuses on serious play as a suitable goal for situations requiring learners, both children and adults, to engage in creative higher-order thinking coupled with intense personal commitment and involvement. Suggests that interactive computer games offer opportunities to support serious play for learning. Contains 59 references.

Rieber, Lloyd P.; Wilkinson, Gene L.; Bennett, Lisa T.; Al-Ghafry, Saada (1998).  ITForum: An Alternative Approach to Academic Publishing.  Educational Media and Technology Yearbook, 23. 

Examines issues involved in academic publishing on the Internet in the context of experiences with the listserv ITForum, which deals with theories, research, new models, and practices in the field of instructional technology. Discusses subscribers and opportunities for authors; developing a research community; and potentials and pitfalls of computer-mediated communication, including "netiquette," access to past discussions, and copyrights.

Riedl, Richard; Smith, Tracy; Ware, Anita; Wark, Alan; Yount, Peter (1998).  Leadership for a Technology-Rich Educational Environment. 

This paper emphasizes the importance of exploring the attitudes, skills, and knowledge that will enable individuals in educational leadership positions to function effectively and to provide support to create and maintain technology-rich educational systems. The discussion is guided by the following five elements, the understanding of which are essential to the meaningful integration of technology into the teaching and learning environment: (1) vision, including the importance of developing a vision of the role of technology in learning that can give direction to decisions about the purchase, deployment, support, and use of the technology; (2) access, including a comprehensive definition of access that includes the capabilities of the hardware in the school, the physical arrangement of technology in the building, the existing systems of support related to the integration of technology, and intended uses of the technology as articulated in the vision; (3) time, particularly the lack of time teachers have to sit down at a computer to try out the things they learn in workshops; (4) support, including professional, instructional, and technical dimensions of support; and (5) assessment, including understanding the role of assessment, matching goals and objectives to assessment measures, and possible models and approaches. | [FULL TEXT]

Riedling, Ann M. (1999).  Distance Education: The Technology--What You Need To Know To Succeed, An Overview.  Educational Technology Review. 

Explores distance-education evolution and research concerning distance-learning formats. Outlines nine mechanisms (electronic-mail, discussion lists/limited conferencing, telnet, FTP/Gopher, WWW, SLIP/PPP, advanced conferencing software, proprietary software vs. open standards, virtual reality) of the Internet which provide for fundamental changes in learning. Summarizes advantages of computer networking, keys to effective distance learning, overviews of compressed video, and computer technology in instruction.

Riel, Margaret (1995).  The Internet and the Humanities: The Human Side of Networking. The Future of Networking Technologies for Learning. 

This paper focuses on the human side of networking in education, emphasizing that people working together can create new solutions to old problems. Discussion includes increased links to information through the Internet and new resources entering the classroom; team-teaching, cooperative learning, and learner-centered instruction; and distance education. The report also describes ways for students to reach out to the community, in problem-solving, involement in city planning, and developing apprenticeships with local organizations. In addition, reservations about technological solutions and problems are examined. | [FULL TEXT]

Rada, Roy; Wang, Weigang (1998).  Computer-Supported Collaborative Writing Phases.  Journal of Educational Technology Systems, 26, 2. 

This research examined whether collaborative hypermedia systems could improve upon results achieved in traditional collaborative and individual learning environments without a computer. The students did not feel positively disposed to sharing their ideas and work with their peers; the group experience did not improve the quality of individual writing.

Rader, Dennis R.; Rader, Jan (1998).  The Three Little Pigs in a Postmodern World. 

Postmodernism is a concept that is still emerging into the cultural dialogue and slowly contributing to the changing notions about educational processes. Through an original interpretation and multimedia presentation of a classic children's story, "The Three Little Pigs (Revisited)," three such developing notions--learner-initiated learning, the construction of narrative beds (narrative learning), and the power of metaphors--are illustrated and investigated. How instructional technologies fit into the emerging postmodern theory of curriculum is also addressed. | [FULL TEXT]

Radhakrishnan, Senthil; Bailey, James E. (1997).  Web-based Educational Media: Issues and Empirical Test of Learning. 

This paper addresses issues and cost benefits of World Wide Web-based education systems. It presents the results of an effort to identify problems that arise when considering this media and suggests conceptual solutions to some of these problems. To evaluate these solutions, a prototype system was built and tested in an engineering classroom; the system was used to test the knowledge transfer and attitude of students as compared to the traditional classroom system. The primary conclusion was that the Web-based system resulted in significantly better learning as measured by an average of 10 more points on a 75-point quiz. Students working with the Web-based system spent more time studying the subject, which did affect their performance; however, a regression analysis showed that students using the traditional method improved their grade more per hours of study than did students using the Web method. Three figures illustrate the course assignment/team-communication page, course homepage, and course presentation page. | [FULL TEXT]

Radice, Gary P. (1997).  Computer-Assisted Microscopy in Science Teaching and Research.  Journal of College Science Teaching, 26, 4. 

Describes a technological approach to teaching the relationships between biological form and function. Computer-assisted image analysis was integrated into a microanatomy course. Students spend less time memorizing and more time observing, measuring, and interpreting, building technical and analytical skills. Appendices list hardware and software appropriate for an imaging workstation, as well as sources for biological imaging software and hardware.

Radlick, Michael (1994).  Technology Expenditures in New York State Schools. An Analysis of Expenditure Data from 717 School Districts. 

For technology to make a difference in transforming teaching and learning in schools, it must be accessible to students and teachers. This access is predicated on the expenditure of funds to initiate and support the technology investment. This article summarizes the analysis of the 1992-93 financial data reported to the New York State Education Department by all public school districts in the state. The data and fund groups from the ST-3 Annual Financial Report used in this analysis are: (1) grand total expenditures; (2) general fund expenditures for school library and audiovisual, educational television, and instructional technology/computer assisted instruction; (3) special fund expenditures for school library and audiovisual, educational television, and instructional technology/computer assisted instruction; and (4) management information systems/central data processing expenditures. Data indicates that public education in New York cost over $21 billion in 1992-93, and schools spent over $360 million (2.2%) on technology functions. Statewide, districts spent an average of 11.5% of their total technology expenditures on BOCES (Boards of Cooperative Educational Services) services. The average statewide expenditure for instructional computing (CAI) represents 0.5% of the total expenditure in schools. Hardware represents an average of 10.3% of the instructional computing expenditures. Overall, there is a substantial variability in the amount of funding committed to technology. Five tables include overall expenditures; BOCES related technology expenditures; technology expenditures as a percent of overall expenditures; instructional computing expenditures; and components of CAI expenditure. | [FULL TEXT]

Radlick, Michael (1995).  Where Are We? A Status Report on Technology in New York State Public Schools. 1994-1995 School Year. 

Technology tools are critical to the restructuring of teaching and learning. This report describes the level of access and degree of use of technology in New York State public schools, and is based on the most current information available. It provides a point of reference for New York relative to the information presented in the Office of Technology Assessment's national report. The number of microcomputers in schools has steadily increased over the past 10 years, and comparisons are made on the number of "old" and "new" computers. The 1994-95 school year ratio of students to microcomputers of 10.3 to 1 reflects a significant change from the 1985-86 ratio of 24 to 1, and a slight decrease from the 1993-94 ratio of 11.1 to 1. Data indicates that student computer use has increased slightly, but that teacher use of both computers and televisions for classroom instruction has decreased. Of the total 1992-93 school expenditures of more than $21 billion across 717 public school districts, $360 million was spent on technology. Three tables present New York state's ranking relative to the other 49 states and the District of Columbia in terms of the level of access or availability of different computer and video technology resources: computers; CD-ROMs; LANs (Local Area Networks); modems; video disk players; VCRs; video tapes; cable TV; and satellite. | [FULL TEXT]

Raskind, Marshall H.; Higgins, Eleanor L.; Slaff, Nora B.; Shaw, Tobey K. (1998).  Assistive Technology in the Homes of Children with Learning Disabilities: An Exploratory Study.  Learning Disabilities: A Multidisciplinary Journal, 9, 2. 

A study investigated the effects of integrating assistive technology into the homes of 13 children with learning disabilities (ages 9-16). All placements were judged to have had positive effects on children and/or their families. Eight placements were judged successful in all three categories of technology performance and child and family variables.

Rasmussen, Chris L. (1998).  Reform in Differential Equations: A Case Study of Students' Understandings and Difficulties. 

This study investigated six students' understandings of and difficulties with qualitative and numerical methods for analyzing differential equations. From an individual cognitive perspective, the obstacles found to influence the development of students' understandings included the function dilemma, the tendency to overgeneralize, interference from informal or intuitive notions, and the complexity involved with graphical interpretations. From a sociocultural perspective, students' understandings were constrained by the use of technology that was disconnected from the learning process, instruction that did not seek out students' explanations, and classroom interactions that implicitly established procedure-based mathematical justifications. Contains 32 references.  | [FULL TEXT]

Rasmussen, Karen L.; Norman, Sue (1998).  Training Teachers for Success: Pre-Service Teachers and Technology Integration.  Canadian Journal of Educational Communication, 27, 1. 

Presents a model curriculum for preservice teachers developed at the University of West Florida to prepare them for technology integration. Explains the combination of classroom experiences and field experiences and the use of the Lesson Architect, a tool in an electronic performance support system that teachers can use for instructional planning.

Rajasingham, Lalita (1997).  The Research Path to the Virtual Class. ZIFF Papiere 105. 

This paper describes a project conducted in 1991-92, based on research conducted in 1986-87 that demonstrated the need for a telecommunications system with the capacity of integrated services digital networks (ISDN) that would allow for sound, vision, and integrated computer services. Called the Tri-Centre Project, it set out to explore, from the point of view of the Telecom Corporation of New Zealand and three educational institutions, how an educational ISDN can be set up in New Zealand and the critical issues that need to be addressed to implement educational ISDN to advance the educational system of New Zealand. The project generated great interest, forming the basis for the Network College of Communication in the Pacific which was initiated with the University of Hawaii and the East-West Centre. This paper describes the project and the various types of technology used to conduct a "virtual class." It also discusses learning theory and predicts the future of educational technology use. It contains 31 references.  | [FULL TEXT]

Ruppert, Sandra S. (1997).  Going the Distance. State Legislative Leaders Talk about Higher Education and Technology. 

The purpose of this study was: (1) to examine state legislature agendas for providing access to use of technology for educational purposes; (2) to review legislative policy concerns and priorities related to the role of technology in postsecondary education; and (3) to examine the effect of legislative views and actions regarding technology on state higher education policy and funding. The study conducted telephone interviews with 21 current state legislators between December 1996 and January 1997 in 11 states: Ohio, Washington, Iowa, Georgia, Utah, Minnesota, Arizona, Georgia, North Carolina, Colorado, Texas, and Florida. The report is organized in five sections: Part 1 describes the technological, higher education, and policy environments in which legislative actions operate. Part 2 offers brief overviews of current legislative policy and funding priorities for supporting technology use in higher education. Part 3 examines legislative perspectives on goals for the use of technology in higher education and the implications for planning. Part 4 focuses on other aspects of state higher education policy and funding and in Part 5 state legislative visions for the future and the barriers to implementing them are described. Appendixes include: a list of the state legislators interviewed; a review of the research methodology; and a copy of the interview protocol.

Ruppert, Sandra S. (1998).  Legislative Views on Higher Education Technology Use.  Thought & Action, 14, 1. 

Interviews with 21 state legislators, leading technology activists in their states, reveal that policymakers are feeling pressured to ensure that all education sectors have access to the best in educational technology and are attempting to reconcile the costs of such innovation with the educational benefits. Findings of the study, including excerpts from the interviews, illustrate the issues under consideration.

Rups, Pamela (1999).  Training Instructors in New Technologies.  T.H.E. Journal, 26, 8. 

Describes a program developed at Western Michigan University to train faculty in the use of instructional technology. Acquaints faculty with the support staff and computer facilities available on campus and helps them begin their own projects, usually creating their own Web pages.

Ryer, Mary Ann; Nebeker, Birte (1999).  Implementing an "Ask a Librarian" Electronic Reference Service.  Community & Junior College Libraries, 9, 1. 

Describes the thinking and research involved in implementing an electronic reference service to Raritan Valley Community College's Library Web Page. Discusses implementation of a jargon-free "Ask a Librarian" service with well-defined procedures and a plan for advertising the service. Ideas incorporated in the procedures and plans are based on the literature on four-year colleges and the experience of other community colleges offering similar service.

Romeu, Jorge Luis; Alemzadeh, Jalal (1999).  A Statistical Assessment of an Experiment To Compare Traditional vs. Laboratory Approach in Teaching Introductory Computer Programming.  Journal of Educational Technology Systems, 27, 4. 

Describes the development of a statistical experiment to assess and compare the effects of traditional lecture and laboratory technology methods of teaching introductory computer programming concepts. Discusses the use of performance measures including tests, quizzes, homework, and projects to assess students' learning, retention, and success rates.

Reynolds, Eric; Plucker, Jonathan (1999).  Panning for Gold (Creatively) on the New Frontier: Locating and Evaluating Educational Resources on the Internet.  NASSP Bulletin, 83, 607. 

Given technology's potentially negative effects on creativity, educators must examine the Internet's capabilities and best uses in the main office, school, and classroom. To locate superior Web sites, teachers should identify sponsors' affiliations, examine content, scrutinize ratings and awards, check listed references, and gather multiple resources.

Reynolds, Mary Ruth; Milner, Sharon (1998).  Preschoolers on Camera: Using Video To Explore Emergent Literacy.  Dimensions of Early Childhood, 26, 1. 

Discusses the use of a video camera to record and extend young children's early literacy development through their dramatic play. Suggests that teachers and families can use the camera to capture child-constructed stories and then follow through with discussion; the video can also be used over time, like a portfolio, to evaluate children's development.

Reynolds, Peter (1998).  The North Star Approach to Technology Planning.  Meridian, 1, 2. 

Describes the North Star Approach to educational technology which challenges students to master the foundation skills: reading, writing, problem solving, communication, and citizenship. Outlines the six categories of computer tools (creativity/expression, drafting/building, exploration, communication, problem solving/innovation, and publishing/sharing) and the four categories which are cornerstones of a learner's North Star Personal Curriculum (interests, history, impact, and future thinking).

Reynolds, Richard J.; Cambre, Marjorie A. (1997).  In Search of a Convivial Education: Does the Internet Measure Up?  Bulletin of Science. 

According to Ivan Illich, education is a commodity and schooling the tool, but schooling has set the agenda and become the end. Investigates three themes from Illich's writings on schools, institutions, and convivial society and applies them to current education. Explores implications of deschooling, redefines convivial education, and critiques the Internet as the ultimate convivial learning tool.

Reys, Barbara J.; Reys, Robert E. (1998).  Computation in the Elementary Curriculum: Shifting the Emphasis.  Teaching Children Mathematics, 5, 4. 

The amount and placement of instructional time devoted to various types of computation are crucial. Reviews messages regarding what and how computation should be developed in elementary school mathematics and offers a proposal for a K-8 computation curriculum.

Roach, Ronald (1997).  Technology: A Considerable Investment Expected to Pay Big Dividends.  Black Issues in Higher Education, 14, 7. 

Tracks the trend toward heavy college and university investment in information technology and encouragement of its use for teaching and administration, but notes that the technology's full potential has not been reached. Illustrates the trends with experiences of Voorhees College (South Carolina), a small, historically black liberal arts college, Rensselaer Polytechnic Institute (New York), and George Mason University

Roach, Ronald (1997).  The Virtual Classroom.  Black Issues in Higher Education, 14, 18. 

Increasingly, college teachers and instructional designers are exploring use of the technology of virtual reality to enhance student learning in math, science, and the social sciences. It is found particularly useful for teaching psychomotor skills and may have potential to make scientific concepts and abstract subjects more accessible to students.

Roach, Ronald (1998).  Cyber Diversity.  Black Issues in Higher Education, 15, 21. 

A Central Michigan University course in African-American literature, attended mostly by whites, is joined by black students and their professor at the University of Arkansas, Pine Bluff, for lectures and discussions by teleconference. Technology is the tool used for increasing diversity in the teaching/learning experience. But, team teaching requires more preparation time, and classroom management is more complex.

Roach, Ronald (1999).  The Higher Education Technology Revolution.  Black Issues in Higher Education, 16, 13. 

Fifteen developments in technology that have laid the foundation for the current information-technology environment on college and university campuses are listed. They include both specific technological innovations and broader trends that make use of several technologies.

(1997).  Reaching Distance Students with Computer Network Technology (Part II).  Distance Education Report, 1, 3. 

This article is the second in a series on the typology of technology used in distance education courses at the Center for Distance Learning at the State University of New York's Empire State College. Discusses computer technology as the main delivery vehicle of the course guide, discussion, information resources, and assignments. Outlines learning characteristic of delivery media.

_____. (1999).  Reaching for the Sky: Policy To Support the Achievement of Students with Disabilities. 

This guide aims to support state boards of education in influencing the creation of policies that encourage local school districts to use technology effectively as a tool for improving the learning of children with disabilities. It is based on the latest findings from research by the Office of Special Education Programs and the understanding of policy of the National Association of State Boards of Education (NASBE). The guide contains research-based information on types of technology, ways technology can be used to enhance children's learning, funding policies, guidelines for assessing existing technology plans, and resources for more information. An introductory section focuses on technology and the 1997 amendments to the Individuals with Disabilities Education Act (IDEA). The guide is divided into three main sections. Part 1 provides background information on the types of technology available for children with disabilities. Part 2 describes how state policymakers can effectively incorporate technology for children with disabilities in statewide and local planning efforts. Part 3 identifies funding sources for technology and suggests how to use them effectively. Appended are NASBE's Resolution on Technology and a list of major sources of federal support for accessing technology. An annotated list of Internet resources is attached. | [FULL TEXT]

Rea, Alan I., Jr.; Hoger, Beth; Rooney, Pam (1999).  Communication and Technology: Building Bridges across the Chasm.  Business Communication Quarterly, 62, 2. 

Advocates creating a business-communication course that combines writing instruction with computer instruction. Discusses contemporary students (their abilities, attitudes, and approaches to learning), pedagogy, course content, and institutional support systems.

Read, K. L. Q.; Shihab, L. H. (1998).  Two-way ANOVA Problems with Simple Numbers.  International Journal of Mathematical Education in Science and Technology, 29, 2. 

Describes how to construct simple numerical examples in two-way ANOVAs, specifically randomized blocks, balanced two-way layouts, and Latin squares. Indicates that working through simple numerical problems is helpful to students meeting a technique for the first time and should be followed by computer-based analysis of larger, real datasets when the basic mechanics of the method are understood.

Roever, Carol (1999).  Arguments for Focusing on Our Core Business.  Business Communication Quarterly, 62, 2. 

Presents four reasons why business communication teachers should stick to their "core" business rather than teach computer technologies. Discusses teachers' role vis-a-vis computer technology.

Ralston, Anthony (1999).  Let's Abolish Pencil-and-Paper Arithmetic.  Journal of Computers in Mathematics and Science Teaching, 18, 2. 

Analyzes and refutes the arguments made by "back-to-basics" proponents against the use of calculators and for traditional instruction in the algorithms of pencil-and-paper arithmetic. Argues for the value of mental arithmetic in achieving all the aims and more of the traditional curriculum.

Rueter, John G.; Perrin, Nancy A. (1999).  Using a Simulation To Teach Food Web Dynamics.  American Biology Teacher, 61, 2. 

Reports on research that tested the effect of using a computer simulation to teach the concept of a food web to nonbiology majors in a large introductory course. Concludes that the use of the simulation resulted in significantly better performance on an open-ended essay question for those students who used the software, particularly for average students.

Rivero, Victor (1999).  Connections for Life in Rural Northern California.  Converge, 2 n5 p20-22, 24 May 1999. 

Describes the North Coast Rural Challenge Network (NCRCN), a collaborative of four rural school districts in Northern California that works with businesses and communities to create project-based learning experiences for students. Discusses the use of technology including videoconferencing, Internet connections, Web sites, and e-mail, and gives examples of NCRCN projects.

Rizvi, Teri (1999).  Technology: Taking It to the Streets.  College Planning & Management, 2 n5 p45-46, 48 May 1999. 

Explains how one university extended the electronic reach of its students without sacrificing the university's nearly 150-year-old mission of personalized education. The five-year partnership between the school and a communications company and other cooperative arrangements with suppliers, service, and software manufacturers in transforming the campus electronic learning village are discussed.

Recesso, Arthur; Carll, Jacquelyn (1999).  Integrating Technology into the K-12 Educational Setting.  Educational Media and Technology Yearbook, 24. 

Provides an overview of the technology-integration process for K-12 schools. Discusses the practical implications for implementing technology, and the importance of focusing the planning process and providing staff development. Presents software and hardware issues, and reviews studies related to the implementation and use of technology.

Recker, Mimi (1997).  Appropriate Use of Educational Technologies: A Layered Approach.  Educational Technology Review. 

Examines assumptions underlying claims regarding educational technology, and as an alternative presents a framework which integrates a bottom-up view of information technology usage and a top-down view of education. Delivery of educational materials, media, computational activities including simulations and computer games, interactivity, communication modes, and learning phase are discussed.

Recker, Mimi (1998).  The Virtual University: A Smart Card Approach to Education?  Educational Technology Review. 

Argues that the emergence of digital marketplaces for learning has broad implications for the standardization and commercialization of education. Defines the concept of the virtual university and discusses how traditional institutions could be reconceived by adopting an alternative model.

Ritchie, Donn; Baylor, Amy (1997).  Teaching with Technology: Finding a Workable Strategy.  TechTrends, 42, 4. 

Examines efforts at San Diego State University to develop preservice education courses in teaching with technology. Discusses failures and successes of particular courses, and describes the educational theory underlying those efforts. Suggests that a combination of learning strategies based on a combination of behaviorist, cognitivist, and constructivist theory is the most successful approach.

Ritchie, Donn; Boyle, Karen (1998).  Finding the Bucks for Technology.  Learning and Leading with Technology, 26, 2. 

Discusses the importance of integrating technology into elementary and secondary school classrooms and considers funding sources. Highlights include costs for technology integration, including hardware, software, professional development, and infrastructure; characteristics of schools that obtain grants; and ideas for cutting costs to reduce the need for funding.

Ritchie, Donn; Earnest, John (1999).  The Future of Instructional Design: Results of a Delphi Study.  Educational Technology, 39, 1. 

Discusses results of a Delphi study of academic professors and practitioners that identified trends that may influence the field of instructional design in the near future. Trends identified include diverse cultural perspectives, growth of online access to information, distance training and information networks, and customized instructional materials for users.

Rittschof, Kent A.; Kulhavy, Raymond W. (1998).  Learning and Remembering from Thematic Maps of Familiar Regions.  Educational Technology Research and Development, 46, 1. 

To examine how four methods of symbolizing data affect learning from thematic maps of familiar regions, two experiments were conducted with college students. In both experiments, map-related text information was recalled more than map-unrelated text information. Choropleth maps and proportional symbol maps were associated with higher reported use of metacognitive strategies.

_____. (1997).  Regional Technology Planning Workshop. Resource Manual, 1997. 

This Technology & Innovations in Education (TIE) workshop was presented on April 24 and 25, 1997, in Denver, CO, to help participants gain a big picture perspective of technology planning and related issues, understand a model for sound, practical technology planning, build capacity for leading a local planning effort, engage in the steps of the planning process, and network and collaborate with colleagues regarding related issues. The manual contains the following sections: (1) Outcomes and Agenda; (2) Planning Model Overview -- includes information gathering and gleaning, descriptive vision development, discrepancy analysis, action plan development, and issues and challenges to reaching the vision; (3) Workshop Activities -- four worksheets based upon the components of the planning model, and questions to enhance story writing for action plan development; (4) Evaluation Form; (5) Resources A: Systems & Resources -- seven items relating to strategic planning of technology programs; (6) Resources B: Technical Infrastructure -- 10 items pertaining to hardware, software, network building, and Internet resources; (7) Resources C: People Infrastructure -- four items pertaining to technology and professional development; and (8) Resources D: Teaching & Learning -- nine articles on the instructional use of technology. Thumbnail sketches of slides used in the workshop are also included. | [FULL TEXT]

Reggiori, Alberto; Best, Clive; Loekkemyhr, Per; van Gulik, Dirk-Willem (1999).  A Telematics Learning Environment on the European Parliament: The ParlEuNet System. 

The ParlEuNet (European Parliament Network) under development at the Joint Research Center of the European Communities is a Web-based information system that will provide a multimedia educational platform for 10 secondary schools across Europe. Schools, teachers and pupils will use the system to teach, learn about, and prepare collaborative projects on the European Parliament. State of the art Internet technology together with a set of pedagogical models will be employed to give live access to a highly dynamic multimedia database and promote a student-centered problem based learning. Web servers, browsers, digital certification, Java/JavaScript, URN and metadata technologies will allow an easy and transparent access to a set of resources. The pilot experiment under development will have to provide a validation platform to propose useful, transferable models on learning in a telematics environment for generalization in a maximum number of European schools. The purpose of this paper is to give a general idea of the ParlEuNet system, showing its component parts, discussing its possible uses and describing the basic techniques that will be used to implement it.   | [FULL TEXT]

_____. (1996).  Remarks by the President at the National Governors Association Education Summit. White House Press Release. 

In this speech, President Clinton asserts that educational enterprise is now more important than ever and that a candid assessment of it is needed. The American educational system faces unique challenges--a more diverse student population in terms of income, race, ethnicity, and background; fractured authority and financing; schools burdened by social problems; and a widespread attitude that the primary determinant of success and learning is either IQ or family circumstances instead of effort. Despite positive accomplishments in education, such as the governors' involvement and the Goals 2000 initiative, there are still significant barriers to meeting higher standards. The President made the following recommendations: (1) Standards should be accompanied by accountability--an assessment system with consequences; (2) the system should reward and demand higher standards of teachers; (3) schools should be held accountable for results; (4) the business community can help school districts reinvent their budgets; (5) the states should provide more options for parents, for example, more charter schools; (6) school safety must be a priority; (7) schools should be open longer; and (8) the business community can help make educational technology available to all classrooms. | [FULL TEXT]

Ringsted, Mette (1998).  Open Learning in Primary and Secondary Schools--Towards the School of Tomorrow in the Information Society.  Educational Media International, 35, 4. 

Examines the implications of information technology and networking for schools in the future. Highlights include qualitative and quantitative challenges; demographic changes; lifelong learning; strategic alliances between schools and other organizations; and teachers' roles and skills, including continuing education.

Rintala, Jan (1998).  Computer Technology in Higher Education: An Experiment, Not a Solution.  Quest, 50, 4. 

Discusses whether computer technology should be incorporated into higher education, noting that it is often incorporated without asking whether it is appropriate and under what conditions and for what purposes it should be incorporated. The paper highlights issues surrounding social responsibility, community, and alienation and suggests that technology be treated as an experiment rather than a solution.

Rehmel, Sally (1998).  "That's a Good Quote--What's the Source?": Integrating Media Technology Research and Presentation Skills in a High School Social Studies Class.  Social Studies, 89, 5. 

Describes a project at Athens Academy (Georgia) to integrate media technology into a non-computer course on Middle Eastern studies. Class organization, materials, lessons, instructional methods, and activities are outlined. Analyses problems encountered during the course and reports on an evaluation of the course by outside observers.

Roy, Loriene (1998).  Four Directions: An Indigenous Educational Model.  WICAZO SA Review, 13, 2. 

A partnership of reservation schools, communities, universities, corporations, and agencies develops culturally appropriate curricula for Native Americans through technology. Nineteen member schools in 10 states set their own goals based on local needs and access to technology. Summer institutes provide teacher technology workshops and project development. Online mentors, an electronic library, and a virtual museum foster an electronic learning environment.

Roy, Loriene, Comp. (1997).  Pathfinders for Four Directions: An Indigenous Educational Model. 

The Four Directions Project, administered by the Pueblo of Laguna Department of Education, is a 5-year federally-funded technology innovation grant that aims to help Native people and their educators develop culturally relevant curricula through technology. This report includes the full text of 45 "pathfinders" designed by students in the Graduate School of Library and Information Science at the University of Texas at Austin. Developed in response to specific client requests, the pathfinders provide Four Directions partners (educators, students, and community members at 19 reservation schools) with a process for locating information sources, particularly on the Internet, that would be useful in accomplishing local curricular goals. The 45 pathfinders are categorized in 5 topical sections: career counseling resources, Internet technology resources, curricular and instructional technology resources, cultural themes, and Native American cultural groups. Each pathfinder includes an introduction that describes the nature of the topic, the scope of the pathfinder, and the steps taken in identifying and evaluating relevant resources; an annotated bibliography of 15-25 resources, including print references, indexes, journal titles, electronic resources, and organizations; and the pathfinder proper, a guide to locating resources on the topic. The introduction to this report provides background on the Four Directions Project and on the construction of the pathfinders. | [FULL TEXT]

Raymond, Patricia M.; Raymond, Jacques; Pilon, Daniel (1998).  Improving Interactions in the Large Language Class.  Canadian Modern Language Review, 55, 1. 

Describes a prototypical microcomputer system that improves the interactions between teacher and large language classes in a traditional language classroom setting. This system achieves dynamic interactions through multiple student/professor interventions, immediate and delayed feedback, and individual teacher/student conferences. The system uses a classroom LAN (local area network) and inexpensive projection equipment to create an electronic chalkboard.(MSE)

Renie, Delphine (1998).  Apprentissage du francais langue seconde avec le videodisque "Vi-Conte": quelques analyses dans une approche mixte (French Second Language Learning with the Videodisc "Vi-Conte": Some Analyses with a Mixed Approach).  Canadian Modern Language Review, 55, 1. 

Evaluation of French second-language learning among college and adult students with videodisk "Vi-Conte" found: beginners adopted less linear paths than adults or more advanced students; lexical acquisition varied by proficiency level; frequency, salience, mode of presentation of lexical items in a multimedia environment affected acquisition; metacognitive strategies played an important role in this learning context.

Rucker, Teri (1998).  Accrediting Virtual Classes is Key to Remaining Competitive.  Community College Journal, 69, 1. 

Discusses the advantages and consequences of accrediting online distance education programs. Lists 12 key issues to consider for online accreditation.

Rukeyser, William L.; Kuersten, Joan (1998).  Technology in Our Schools.  Our Children, 23, 9. 

Parents must be well-informed about computer technology in order to make appropriate decisions for their schools. The paper discusses pro's and con's of computers in the schools, the importance of dispelling myths about education and technology, and parents' roles in making decisions.

Risinger, C. Frederick (1997).  Citizenship Education and the World Wide Web.  Social Education, 61, 4. 

Presents an introduction and overview concerning integrating use of the Internet with citizenship education. Briefly reviews Web sites useful for citizenship education. These include Thomas, which provides summaries of bills currently going through Congress, and the Electronic Policy Network.

Risser, Joseph (1998).  Telemedicine: The Up Side, and . . .  Distance Education Report, 2, 2. 

Explores universities involved with training in telemedicine and medical care provided through technology (International Telemedicine Center Inc. www.int-telemedicine.com/univ.html). Discusses the market for telemedicine, companies and university medical centers involved in its development, costs and savings to health care system, barriers to the practice of telemedicine, and future developments such as government-funded Internet2.

Rampp, Lary C.; Guffey, J. Stephen (1998).  The Role of Continuing Education at Land-Grant and Public Universities in the 21st Century. 

Critical influences that will affect continuing education at land-grant and public universities in the early decades of the twenty-first century were identified by a panel of 17 experts. Using a Delphi Technique, the panel first identified 147 critical influences, and then reduced that number to the 34 deemed to be very likely to occur in continuing education at land-grant universities in the next century. Of most importance were the categories "technology,""demographics,""society," and "curriculum." The findings suggest the following will occur in the next century for continuing education programs at land-grant universities: increasing use of educational telecommunications; sensitivity to evolving shifts in student demographics; increased concern about how social problems such as crime, drugs, illiteracy and retraining relate to learning; and increased concern over programming content and outcomes and greater involvement to create curricula that are more tailored to the specific program needs of continuing education. Based on the findings and a literature review, 15 recommendations, are offered regarding continuing education at land-grant and public universities. Five tables categorize the data collected. | [FULL TEXT]

Rampp, Lary C.; Guffey, J. Stephen (1998).  Technology Effect: The Promise of Enhanced Academic Achievement. 

The purpose of this paper is to examine the literature in regard to technology and its effect on learner academic achievement. It explores early assumptions and current academic practices, examines several seminal studies on technology effect, and looks at possible future directions for technology and learning research. The paper offers the following conclusions: technology is a design science, not a natural science; if there is no relationship between technology and learning, it is because one has not yet been made. The near term future will integrate all of these separate technologies into one delivery mode, and if educators do not see, use or understand the links between technology and learning, they may find themselves on the "sidelines of their own game." Learning consists of active, constructive, cognitive, physical and social processes. To understand a relationship between technology and learning, the relationship between cognitive processes and the environment must be seen. No matter what medium is used to teach, it is still up to the teacher to inspire the student to want to learn. If technology is not appropriately used to enhance learning, students will become numb instead of enlightened. | [FULL TEXT]

Ramsoomair, Jon Franklin (1997).  The Internet in the Context of Cross-Cultural Management.  Internet Research, 7, 3. 

The Internet offers inexpensive contact with other cultures. This article describes the development of a cross-cultural management course for university seniors in business and economics and MBA students that made extensive use of the Internet to establish relationships with counterparts and mentors in other countries. Outlines course objectives, content, and structure.

Roueche, Suanne D., Ed. (1997).  Innovation Abstracts, Volume XIX, 1997. 

The 52 abstracts in these 29 serial issues describe innovative approaches to teaching and learning in the community college. Sample topics include a checklist for conference presenters, plan to retain students, faculty home page, improvements in writing instruction, cooperative learning, support for high risk students, competitive colleges and the community college student, computerized student orientation, final exams, developmental writing software, community involvement, basic composition, a team approach to orientation, an innovative speech course, encouragement for proofreading, undergraduate student research, computers as scientific instruments, a theatrical approach to English as a Second Language (ESL), women's support services, motivational development, student empowerment, English as a Second Language, literacy development, grading methods, empowering the re-entry student, making tests more user-friendly, math meets, building connections, student telecounselors, e-mail, educational technology, humor's role in preparing future leaders, community interaction, connecting curriculum, leadership, using student-initiated questions in instruction, connection of curriculum, faculty partnership with library staff, and facilitating classroom discussion. | [FULL TEXT]

Roueche, Suanne D., Ed. (1998).  Linkages, Volume 21, Numbers 1-4, 1997-98. 

This document contains the four issues of volume 21 of the newsletter, "Linkages." The first issue discusses business partnerships, collaboration, community outreach, grants and contributions at the following community colleges: Salt Lake (UT), Monroe (NY), Niagara County (NY), Elgin (IL), Westmoreland (PA), Wayne (NC), Redlands (OK), Burlington (NJ), Del Mar (TX), and Santa Monica (CA). Issue 2 celebrates 20 years of service to community colleges, with highlights on what's "new for '98," conference features, program strands, business partnerships and community outreach at the following community colleges: Monroe (NY), Allan Hancock (CA), Colorado Mountain, Skagit Valley (WA) and Ivy Tech State (IA). The third issue covers grants, collaboration and community outreach at Long Beach City College (CA), Forsyth Technical Community College (NC), Santa Monica College (CA), Baltimore City Community College (MD), Cambrian College (Canada), Schoolcraft College (MI), Cossatot Technical College (AR), Anson College (NC) and Westmoreland College (PA). Finally, issue 4 discusses grants, business partnerships, technology, collaboration, and community outreach at the following community colleges: Salt Lake (UT), Garden City (KS), Burlington (NJ) Kirkwood (IA), Redlands (OK), Washtenaw (MI), DuPage (IL), Mountain View (TX) and Metropolitan (KS). | [FULL TEXT]

Roueche, Suanne D., Ed. (1998).  Innovation Abstracts, Volume XX, 1998. 

The 52 abstracts in these 29 serial issues describe innovative approaches to teaching and learning in the community college. Sample topics include reading motivation, barriers to academic success, the learning environment, writing skills, leadership in the criminal justice profession, role-playing strategies, cooperative education, distance education through compressed video, team teaching, study abroad programs, community development, programs for at-risk students, a checklist for hiring community college faculty, on-line testing, violence on campus, improving student performance, teaching logical fallacies, teacher education, workshop development, acquiring Internet skills, nursing, quilting as a learning supplement, basic grammar instruction, ESL instruction, self-assessment in public speaking, comics in the classroom, student-created course reviews, alternatives to traditional testing, collaborative journalism, and interdisciplinary technology. | [FULL TEXT]

Razza, Betsy L. (1998).  Utilization of Satellite Dish Technology and its Application in Taping PeachStar Programming: A Survey of Library Media Specialists. 

Through lottery funding, all public schools in Georgia received satellite dish equipment. This study is an assessment of the use of the satellite dish equipment by library media specialists in the DeKalb County School System for taping PeachStar (the satellite channel of Georgia Public Broadcasting) programming. The purpose was four-fold: (1) to determine the frequency of use and the tasks involved; (2) to ascertain what factors facilitated or impeded utilization; (3) to learn which programs were being taped; and (4) to determine if demographic factors influenced use. The 138 library media specialists of the DeKalb County Public Schools, DeKalb County, Georgia served as the population for this study. A six-page survey instrument was designed and distributed asking library media specialists to rate their proficiency at using the satellite dish technology, the frequency of taping, the tasks involved, the series taped, and the factors that facilitated or impeded utilization of PeachStar programming. Results indicated that most DeKalb library media specialists were using the satellite technology provided by the state to tape PeachStar programming. Usage was higher in the elementary schools than the secondary schools in terms of the frequency of taping and number of series taped. | [FULL TEXT]

Raggatt, Peter (1992).  Serving Individual Needs: The New Challenge for Distance Education. 

This paper briefly identifies a number of contemporary pressures for change which condition the way universities will behave and which provide both opportunities and threats for the future; it then goes on to consider the implications for distance education universities. Pressures on universities include such factors as the growth of other organizations that create and deal in knowledge, increasing access to higher education, and the new "vocationalism." In the discussion of the implications of these pressures, the role of distance education in enabling students to combine work with progress to higher level qualifications, the importance of technology, and the limitations of current models are considered. A final section looks at individualized learning as the major new challenge to distance education despite the fact that it is expensive and difficult to deliver in a distance education setting. Particular attention is given to two initiatives which are exploring a more individualized system of student learning in distance education. One is concerned with the award of credit for the knowledge and abilities that students have developed but which are not recognized through formal qualifications. The other initiative, a course called "Personal and Career Development," is directed towards helping students to clarify their educational, personal and career goals and develop an action plan to facilitate their achievement of these goals. | [FULL TEXT]

Ragsdale, Ronald G. (1997).  Surprised by Technology: Unanticipated Outcomes of Technology Implementation. 

Because the disadvantages of technology implementation are not foreseen, they are often referred to as "unanticipated outcomes." Identifying side-effects is important because their negative effects are amplified when they arise without warning. This paper communicates the importance of unanticipated outcomes in educational technology settings, through a variety of examples collected over a decade of technology implementation evaluation in elementary and secondary educational settings. The Concerns Based Adoption Model (CBAM) indicates that teachers implementing an innovation are initially most concerned about their own interaction with the innovation and only later do they shift more of their concern to the students; this can result in many of the "teachable moments" being lost because the teacher was not part of the interaction. Because the teachers were often distanced from the computers while the students used them, their estimation of students' skills was often inaccurate, usually too high. Teachers who were distanced from their students' computer use were usually not aware of the amount of time the students spent on any one program. As a result, many students would switch computer programs as one might switch TV channels. Sometimes software features can be the source of negative side-effects, when students ignore the task at hand or the instructional material. | [FULL TEXT]

Ruthven, Kenneth; Chaplin, Di (1997).  The Calculator as a Cognitive Tool: Upper-Primary Pupils Tackling a Realistic Number Problem.  International Journal of Computers for Mathematical Learning, 2. 

Examines the idea that the arithmetic calculator can act as a cognitive tool, supporting the amplification or reorganization of systems of thought. Examples were found in which use of the calculator helped pupils work with unusual problem representations and adapt solution strategies in which they focused on planning and monitoring computations executed by machine. Contains 12 references.

Raubal, Martin; Gaupmann, Bernhard; Kuhn, Werner (1997).  Teaching Raster GIS Operations with Spreadsheets.  Journal of Geography, 96, 5. 

Defines raster technology in its relationship to geographic information systems and notes that it is typically used with the application of remote sensing techniques and scanning devices. Discusses the role of spreadsheets in a raster model, and describes a general approach based on spreadsheets. Includes six computer-generated illustrations.

Raughton, Jim L. (1997).  Colorado Community College and Occupational Education System: A Culture Structured for Innovation.  Community College Journal of Research and Practice, 21, 2. 

Describes the development of an organizational culture that helped create a climate for innovation and led to the emergence of Colorado's Community College and Occupational Education System. Argues that culture and leadership are interrelated. Discusses future prospects in telecommunications, continuing and vocational education, disabled student access, and funding. (10 citations)

Rautama, Erkki; Sutinen, Erkki; Tarhio, Jorma (1997).  Supporting Learning Process with Concept Map Scripts.  Journal of Interactive Learning Research, 8, 3-4. 

Describes a framework for computer-aided concept mapping that provides the means to easily trace the learning process. Presents the construction of a concept map as a script which consists of elementary operations. This approach can be applied in presentation tools, in evaluating the learning process, and in computer-aided learning.

Rycik, Jim (1997).  Teachers, Technology, and the Marketplace of Ideas: Reflections from IRA, 1997.  Ohio Reading Teacher, 31, 4. 

Reflects on issues raised by the 1997 meeting of the International Reading Association--the current status of classroom teachers and technology's role in future classrooms. Notes the dedication to students exhibited by teachers attending the convention. Suggests that the convention is like the field of reading itself, a sort of "bazaar that can verge on the bizarre."

Revercomb, Betty (1997).  Jacob's Tale Given a New Twist: Community and Purpose.  TECHNOS, 6, 3. 

Describes Schools for Thought (SFT), a model developed at Vanderbilt University using three educational programs (Fostering Communities of Learners, Computer Supported Intentional Learning Environment, The Adventures of Jasper Woodbury) to promote literacy, attitudes toward school, and mathematical and scientific problem solving. Examines the success of SFT in Nashville (TN), classroom collaboration, and technology.

Rapple, Brendan A. (1997).  The Librarian as Teacher in the Networked Environment.  College Teaching, 45, 3. 

With the advent of the electronic library, librarians must teach not only home resources but also access to the vast array of global material. Not only will librarians help faculty and students do research, they will also help faculty develop new pedagogical methods, becoming more active in curriculum design, devising and evaluating assignments, team teaching, and teaching credit courses.

Raeder, Aggi (1997).  Web Sites for Students, Teachers, and Parents.  Searcher, 5, 5. 

Discusses the present state of networked technology in K-12 education and gives examples of Internet use in student research and projects. Lists and describes educational meta-sites on the World Wide Web, including school directories; distance learning directories; company-sponsored sets of links; sites for children, parents, and teachers; virtual field trips and projects; and research aids.

_____. (1997).  Re-designing Management Development in the New Europe, 1998. Report of the Torino Group. 

This book, which was written by the Torino Group, a team of authors representing the views and experiences of users and providers of management development services in Europe, describes current management development practices across Europe and examines key issues in redesigning management development services. The following topics are discussed in the book's eight chapters: history and current state of the management development sector and recent economic and social trends affecting it; current learning concepts and techniques and the rationale for helping managers learn rather than teaching them; management development in European companies; changing roles of business schools and other external providers of management development services; state of the art information, communication, and other technologies that are likely to enhance learning, and recent innovations in management education; recent developments in partnerships, networking, cooperation, and learning across various boundaries; why management development must add value to client organizations, and how that value can be measured and enhanced; and ways various stakeholders can promote management development, improve its quality, and enhance its practical impact. Twenty-three tables/figures are included. Appended are a list of 32 recommended readings and a summary of major trends and issues in European management development. | [FULL TEXT]

Rumble, Greville (1997).  The Costs and Economies of Open and Distance Learning. 

This book is designed to give planners of open and distance learning programs the technical information needed to determine the cost of programs and analyze the behavior of costs. The following are among the topics discussed: budgets; classification of resources (human resources, premises and accommodation, and equipment and furniture); a basic framework for analyzing revenue costs (cost; direct costs, indirect costs, and overheads; fixed, variable, and semivariable costs; cost drivers; variable costs, linearity, and economies of scale; and committed and managed costs); volume and its relationship with fixed and variable costs; treatment of capital costs (depreciation, social discount rate, annualization factor, and investment in course materials); overheads (direct and indirect costs and their relationship to products and services, traditional management accounting, activity-based costing, and identification of cost objects); attribution of costs to joint products; the activity of costing; course design (production rates and reduction of labor costs); media; student support; cost-efficiency (technical issues in drawing comparisons, development of a common methodology for economic studies of distance education, and cost-efficiency of mixed-mode systems); cost-effectiveness (measurement and evidence of cost-effectiveness); cost-benefit analysis (private and social rates of return from distance and open learning); and costs, prices, demand, and funding (prices, demand, and what students can afford). The bibliography contains 188 references.

Riggsby, Dutchie (1997).  Supporting Student Teachers with Laptop Computers: A Project of the School of Education at Columbus State University. 

This paper describes a project at Columbus State University (Columbus, Georgia) to have students in the School of Education develop an electronic resume. A grant proposal was written which requested laptops for the development of electronic portfolios, and funding was received. Student participants were selected and were provided with Macintosh laptops. The rules for use of the laptop stress the responsibility of the student to take advantage of the portable nature of the machine and to provide security for the unit. The new user is provided with e-mail and Internet access in conjunction with a session on how to access the campus LAN system. As the participant was introduced to the classroom, in the course of student teaching, the importance of the variety of activities were stressed as those which might be used as examples of skills and achievement to be included in the portfolio. The student is encouraged to be creative in the development of the portfolio in an effort to reflect individuality. During lab sessions, each participant is encouraged to use the laptop as a means to facilitate the mastery of new skills in the use of applicable software packages. Digital cameras with appropriate software are used to capture such things as classroom activities, bulletin boards and other display items. As the quarter progresses, the participants work on incorporating the selected samples into the electronic portfolio and at the same time, increasing their skills in the use of the software application of choice. At the conclusion of the quarter, participants present their finished product to the group. | [FULL TEXT]

Rzonca, Chet, Ed. (1993).  Health Occupations Education. Biennial National Health Occupations Research Conference Proceedings. (5th, Nashville, Tennessee, December 1, 1993). 

These proceedings include the agenda of the conference, a list of its cosponsors, and the texts of the following six papers presented at the conference: "Hepatitis Vaccine: Are Health Occupations Education Students Protected?" (Cynthia Chappelka); "Integrated Academics: An HOE Model" (Karen E. Gable, Beverly Ransdell); "The Ability of Work Related Rewards to Predict the Organizational Commitment of Marketing Education and Health Occupations Education Teachers" (Beverly Richards, Terrance O'Brien, Duane Akroyd); "Bridging the Gap between Training, Testing, and Employment" (Fred W. Reneau, Jacquelyn King); "Assessment of Computer Use by Health Occupations Teachers in Florida" (Janice R. Sandiford); and "Effectiveness of Satellite Programs for Technical Updating of Vocational Education Teachers" (Larry Hudson et al.). Several papers include substantial bibliographies. | [FULL TEXT]