Educational Technology | U

Usrey, Michael W. (1998).  Enabling Technologies for Adult Distance Learners. 

Adult education and distance education are two of the fastest growing segments of the education market. Technological and procedural improvements need to be focused concurrently on three domains: course delivery technologies, course/program administration and course content. Delivery technologies, such as satellite, CATV, CD and World Wide Web, are perhaps the most visible area of change. Administrative procedures can benefit from both process re-engineering and emerging technologies such as the World Wide Web, touch-tone, speech recognition and facsimile (fax). Improvements in course content have the potential to benefit both traditional and non-traditional students. The Lockheed Martin Engineering Management Program at the University of Colorado, which has grown over the span of a decade to serve on-campus, live video and videotape students across the country and around the world, serves as an example of both progress that is possible in these areas and of the improvement opportunities yet to exist. Contains 14 references.  | [FULL TEXT]

Usrey, Michael W. (1999).  Preferences of Asynchronous Adult Distance Learners. 

This paper present a model of factors influencing the teaching-learning exchange in adult distance education, focusing on five factors that have primary influence on the teaching-learning exchange: the teacher, the student, the content, the environment, and the learning community. Several techniques are proposed to overcome the limitations of distance education, including a course Web site, a threaded discussion forum (HyperNews), Web-based dynamic feedback forms, visualization, and interactive lecture outlines. Examples are provided of how these techniques were applied in a graduate course for the management of research and development. Measurement of asynchronous adult student preferences regarding these techniques is presented. | [FULL TEXT]

Usrey, Michael W. (1999).  Assessment of Alternate Delivery Mechanisms for Asynchronous Adult Distance Learners. 

Within a course at the University of Colorado addressing the management of research and development, a comparison of alternate asynchronous delivery media was conducted. For the course session on the management of intellectual property, asynchronous students were given access to the VHS tapes traditionally utilized, plus World Wide Web-based and CD-based (digital) lecture alternatives. The objectives of the comparison were: to determine student preferences; to ascertain the penetration of the computer technology necessary to utilize the alternative digital delivery methods; and to understand the usage patterns for the current videotapes to improve the design of future delivery systems. Students had two opportunities to express their preferences--a mailed survey administered immediately after the session and a less comprehensive follow-up assessment via the university's Faculty Course Questionnaire. With the mailed survey, students were asked for feedback in three categories: usage factors for VHS videotapes; preferences with respect to the digital delivery alternatives; and equipment barriers to utilizing the digital alternatives. Based on the survey results, approximately 50% of the students lacked convenient access to sufficient computer resources to take advantage of these alternate delivery mechanisms. | [FULL TEXT]

_____. (1998).  U.S. Department of Education FY 1999 Annual Plan. Volume 1: Objective Performance Plans and Data Quality. 

The Government Performance and Results Act of 1993 called for the U.S. Department of Education to prepare an Annual Performance Plan which links the Department's budget request with its Strategic Plan. To meet that directive, Volume 1 of the Department's Strategic Plan for 1999 is presented here. It includes objective performance plans and shows how the Department's budget request aligns budgetary and other programmatic and management resources so as to help reach Strategic Plan goals and objectives. The Plan includes 4 goals and 22 objectives. The primary goals are: (1) help all students achieve high academic standards; (2) build a solid foundation for learning; (3) ensure access to postsecondary education and lifelong learning; and (4) make the Department a high-performance organization by focusing on results, service quality, and customer satisfaction. To reach these goals some key management reforms are included in the Plan, such as improved customer service, partner flexibility, an up-to-date knowledge base, skill improvement, highly skilled employees, student educational objectives, responsive management, and financial integrity. The volume also details how performance data will be verified and validated and how the Plan will be coordinated with other federal agencies. | [FULL TEXT]

Ullrich, Martha (1998).  Making the Move to On-Line Learning. 

Change is a reality in today's workforce. With every new invention and growth in technology, businesses are forced to change. One of the changes businesses are making is the adoption of Web-based technology. This has greatly impacted the business of training. One of the biggest challenges the training industry is facing today is making the transition to Web-based and on-line learning. With this change in direction for training and education, the roles of the instructor and the student are also changing. Roles and responsibilities are becoming more ambiguous. This can lead to resistance. It is well documented that individuals and organizations resist change. In search of stability, it is natural for people to attempt to establish and maintain control over their environment. In this paper, the impact of role ambiguity, specifically that of instructor and student, on the change from instructor-led classroom training to on-line learning is explored. Contains 12 references. | [FULL TEXT]

Uhran, John J., Jr.; Beery, Peter; Wilkerson, Melissa (1998).  The Internet and Its Importance for Those with Disabilities: An Example. 

This paper presents a generalized solution to the problems that people with disabilities face regarding accessing the Internet. Of particular interest is the way in which the authors' paradigm allows for enhanced interaction with information resources, including distance learning and education in general. A basic overview is provided of the authors' approach to serving the World Wide Web accessibility needs of the disabled community. The focus of the project consisted of developing an Internet site that functions as a central location for computer resources targeted at the disabled. In addition to the Web site, a number of specific interface modules have been developed, including several virtual keyboards, a voice controlled mouse, an acoustic output mouse, a joystick-based mouse, and other acoustic navigation tools. An example of the of the unique features of the disability resource Web site is presented--a customizable lightweight voice recognition/PC control module for speech impaired users. Four figures illustrate: using the Web to provide access to the world; discrete non-verbal utterance recognition process flow-chart; a typical "D" sound; and the frequency power spectrum of the "D" sound. A table contains a sample identification of the female vocalization of "D."  | [FULL TEXT]

Umbach, Kenneth W. (1998).  Teachers and a New Educational Technology: A Fable of Sorts (Without Talking Animals). 

This paper is a fable for the role of teachers and educational technology. The subject of the fable is a new set of educational techniques called CBT (Cereal Box Technique, or Technology). The story discuses the introduction, implementation, attitudes toward, development of, and teacher uses of CBT under the following headings: Introduction of a new idea; Expanding horizons; Another interesting development; The paradigm takes off; An emerging infrastructure; Increasing sophistication brings increasing complications; Equity; Ambiguous results and difficulty of replication; Outlook for the future; and the moral of the story. | [FULL TEXT]

Umbach, Kenneth W. (1998).  Computer Technology in California K-12 Schools: Uses, Best Practices, and Policy Implications. 

Computers and Internet access are becoming increasingly frequent tools and resources in California's K-12 schools. Discussions with teachers and other education personnel and a review of published documents and other sources show the range of uses found in California classrooms, suggest what are the best practices with respect to computer technology, and lead to some policy issues for consideration. While not all uses of computer technology found in the schools are necessarily frequent, many different uses have found a place in at least some schools. Some "best practices" are coming to be recognized with respect to computer technology in the schools. Some of these practices are fundamental--planning, staff development, curriculum integration, use of library media centers, professional communications, and use of a "train the trainers" model, among others. Some other practices, such as creation of school Web sites and use of multimedia presentations, are useful tools that are facilitated by the more fundamental practices. Policy implications of computer use are wide-ranging. They include the importance of encouraging planning, the role of funding for the long term, the importance of accounting for staffing needs, and the need to fully address staff development. This paper outlines each of these topics--uses, best practices, and policy implementation--and supplements the discussion with related statistics, a list of selected educational Web sites, a brief description of the important concept of information literacy, and a list of sources and further reading. | [FULL TEXT]

_____. (1997).  Using Technology in the Classroom. 

Five conference papers on use of technology in the second language classroom are presented, including: "Concept-Acquisition: Tapping the Internet for Ideas" (Jack Kimball), which offers suggestions for locating and using appropriate Internet materials; "Making Reading More Manageable--The Choice Offered by On-Line Newspapers and Magazines" (Anthony Robins), on finding online sources for reading materials; "Computerized Test and Material Production" (John Bauman), on use of spreadsheet programs for entering and manipulating instructional materials and tests; "Designing Genre-Based Materials To Use with Videos" (Damian Lucantonio), a description of a teacher workshop on instructional material development; and "Content Video in the EFL Classroom" (Michael Furmanovsky), on selecting and customizing content-area videotape recordings of different types for English-as-a-second-language classroom use. Individual papers contain references. | [FULL TEXT]

Useem, Andrea (1999).  Wiring African Universities Proves a Formidable Challenge.  Chronicle of Higher Education, 45, 30. 

Lack of funds and competition for scarce resources have made it impossible for many African universities to gain access to technology. Internet use is extremely limited, and the infrastructure is inadequate to support rapid expansion. Information technology, when available, is seen as a way for African academics to overcome isolation by once again making academic journals affordable.

_____. (1996).  University of Florida's Institute of Food and Agricultural Sciences' Distance Education Task Force. Final Report. 

The Institute of Food and Agricultural Sciences (IFAS) at the University of Florida formed a task force in mid-1995 to develop a comprehensive plan for using distance education in the next century. A questionnaire was sent to department chairs and research center directors at the university (59 responses) requesting information on how they would use distance education in administration, extension, research, and teaching. The respondents selected full-credit courses and extension workshops as the most likely uses for distance education. They also suggested that they would need assistance in using technology. The task force recommended focus on the following areas: (1) forming a distance education committee; (2) prioritizing a course and program offerings; (3) developing a support structure; (4) designing methods for faculty incentives to develop distance education programming; (5) developing distance learning materials; (6) maintaining and developing technological and personnel infrastructure; (7) developing a training program; (8) establishing a marketing plan; and (9) developing distance education linkages with other colleges at the University of Florida, state and federal agencies, and businesses. (Four appendixes describe available distance education technologies, list IFAS programs delivered via satellite and videotape, and include the task force questionnaire and tables of results. The report includes 20 references.) | [FULL TEXT]

_____. (1997).  University Instruction in HRD. [Concurrent Symposium Session at AHRD Annual Conference, 1997.] 

This document contains four papers from a symposium on university instruction in human resource development (HRD). "Comparison of Student Reactions in Traditional and Videoconferencing Courses in Training and Development " (Julie A. Furst-Bowe) finds few differences in student attitudes about the two types of courses. "The Development of Common Core Learning Outcomes for HRD Professionals which Have Currency across National Boundaries: A European Case Study" (John S. Walton) describes a 3-year study that examined syllabi from HRD training programs at European universities and developed a set of learning outcomes reflecting the range of HRD practices in which professionals operating in a European context should be able to demonstrate competence. A study of evaluation research on graduate-level classes in HRD at Northern Illinois University is reported in "The Video-Teleconference Distance Education Human Resource Development Graduate Classroom: Quantitative Evaluation Research Directed toward Effective Practice" (John A. Niemi, Kevin Owens, Barbara J. Ehrhard). "Relationships among Training, Performance, and Personal Characteristics of Graduates of Three Dietetic Training Programs" (Sally Erickson-Weerts) discusses a study that measured the characteristics of the academic and supervised practice performance and self-efficacy perception of a random sample of entry-level dieticians who graduated from three dietetic training programs.

_____. (1995).  Understanding Our Changing Planet: NASA's Mission to Planet Earth, 1995 Catalog of Education Programs and Resources. 

Mission to Planet Earth (MTPE) is an integrated, sustainable environmental education program that focuses on the concept of Earth system science which integrates fields like meteorology, oceanography, atmospheric science, geology, and biology. The program has the following objectives: training the next generation of scientists to use an interdisciplinary approach, continuing to educate educators as research evolves and capabilities change, raising the awareness of policymakers and citizens to enable informed decision making, improving science and math literacy, and improving the linkage between scientists and educators. This publication provides information about agency-wide MTPE education resources and programs conducted at pre-college through postdoctoral levels. The catalog is divided into the following sections: Introduction, Student Programs, Teacher Enhancement and Curriculum Support, Educational Technology, and Resources. The Resources section contains listings of MPTE education materials and general National Aeronautics and Space Administration (NASA) resources, including Internet sources, for teachers and students. | [FULL TEXT]

_____. (1996).  Understanding Information Technology in Kindergarten through Grade 12, 1994-1995. Report to Respondents. 

This report is the third annual edition of a syndicated study which focuses on developing an understanding of the major issues and events which give shape to computing and information technology across K-12 education in the United States. This report builds on trendline data from the 1992-93 and 1993-94 studies. The survey results presented in this report are based on the responses of school districts representing about 10.5% of the entire U.S. K-12 public school enrollment. Three topical sections comprise this report: management, installed base, and technology's impact on instruction. The first section focuses on site-based management and ability to purchase information technology, as well as funding sources for information technology. The second section describes instruction and administration installed bases of personal computers; installed base changes since 1994; the proportion of districts with "mostly" one genre of computer; and perspectives of CD-ROM drive growth. In terms of technology's impact on instruction, the third section discusses personal computer locations and connectivity; technology integration into the curriculum; student-to-personal computer ratios; ownership of personal computers; home use of instructional software; district plans to integrate home software into the curriculum; family involvement; and distance learning. Seventeen charts present information related to the three major topics. | [FULL TEXT]

Uekawa, Kazuaki; Lange, Rense (1998).  An International Perspective on Eighth Grade Mathematics Performance in Rural, Urban, and Suburban Schools: The United States vs. Korea. 

This paper examines the results of the Third International Mathematics and Science Study (TIMSS) for the United States and South Korea. Eighth-grade mathematics scores for the two countries were studied as a function of school level variables and student level variables using Hierarchical Linear Modeling. Urban settings were found to be advantageous for Korean students, whereas U.S. students from suburban settings had higher mathematics scores. The urban-rural distinction was more significant in Korea. School level variables had little effect on Korean outcomes but accounted for over one-third of the variance in U.S. data, which was consistent with the hypothesis that highly centralized education systems leave little room for the effects of social capital variables. Educational technology shortages as perceived by school principals played no apparent role in the scores for either nation. Korean culture plays an important role in preventing the urban decline which has apparently affected urban education in the United States. Contains 25 references. | [FULL TEXT]

Utterstrom, Jan (1997).  Cost Effective Skill Training Module Development Dramatically Leveraging Knowledge and Skills Learned on the Job.  Journal of Instruction Delivery Systems, 11, 3. 

Multimedia authoring packages and low cost delivery systems make it possible to produce and deliver inexpensive skill training modules. This article examines computer-based training (CBT) in the workplace; features of skill training modules; steps in their development; and delivery alternatives (CD-ROM, batch download, CD-ROM jukebox or tower, Intranet and/or Internet, and hybrid systems).

Utay, Carol; Utay, Joe (1997).  Peer-Assisted Learning: The Effects of Cooperative Learning and Cross-Age Peer Tutoring with Word Processing on Writing Skills of Students with Learning Disabilities.  Journal of Computing in Childhood Education, 8, 2/3. 

Examined effects of combining cross-age tutoring, peer tutoring, cooperative learning, and computer-mediated writing in a peer-assisted learning package on writing skills of second through sixth graders with learning disabilities. Found that the treatment group enjoyed working with partners, asked each other for help, had friendships extending outside the treatment setting, and had improved attitudes toward writing.