Educational Technology | V

Van Belle, Guy c. Jules; Soetaert, Ronald (1998).  Breakdown into the Virtual: User-Involved Design, and Learning. 

This paper poses several questions as an introduction to examining educational technology and development. These include: "How Hard Is the Science?"; "How Human Are the Arts?"; "How Literate Are Martians?"; "From Data to Wisdom, Will the Real Hologram Stand Up?"; "From Wisdom to Creativity, Can I Have Another Piece of Teacher?"; "Panic Design and Positive Breakdown"; and "Open That Can of Software, Waiter." It then goes on to discuss the concept of user-involved design, a set of cooperative and participation techniques for coping with current field problems in education, from the organizational, technological, and socio-cultural point of view. The paper concludes by describing three projects being carried out in Flanders: (1) the development of a CD-ROM about multicultural childcare; (2) participation in the development of a virtual center on the World Wide Web for a European project called T3 (Telematics for Teacher Training); and (3) the creation of a Web-based course on cultural literacy at the University of Ghent. | [FULL TEXT]

Van Dam, Jan (1999).  Total Cost of Ownership: A Business Idea That's Ready for School.  Technology & Learning, 20, 3. 

Discusses Total Cost of Ownership (TCO), a method through which technology administrators may understand and manage all costs of technology-related purchases. Describes six categories of costs to consider during the planning process: professional development; support; software; replacement costs; retrofitting; and connectivity.

Van den Branden, Jef; Lambert, Jose (1999).  Cultural Issues Related to Transnational Open and Distance Learning in Universities: A European Problem?  British Journal of Educational Technology, 30, 3. 

Focuses on Open and Distance Learning (ODL) as an educational technology-based environment that creates new communities, or ODL cultures. Examines whether there is a problem with ODL in Europe, while analyzing the cultural and institutional conditions in structural terms. Considers the influence of culture on ODL and vice versa, using the experience of several projects.

Van den Branden, Jef; Van der Perre, Georges (1997).  EuroPACE 2000.  European Journal of Education, 32, 4. 

Describes the Professional and Academic Channel for Europe (EuroPACE) 2000, a network of 44 traditional universities, 1 open university, and 15 partners in industry and society that supports telematics-based education and training. Looks at the network's organization, model of learning, and how it approaches virtual classrooms/campuses and on-demand learning.

van der Molen, Juliette H. Walma; van der Voort, Tom H. A. (1998).  Children's Recall of the News: TV News Stories Compared with Three Print Versions.  Educational Technology Research and Development, 46, 1. 

A sample of 144 fourth and sixth graders was presented with five children's news stories, in television form or in one of three print versions. Results indicated that children who watched news on television remembered the stories better than children who read one of the three print versions, regardless of their level of reading proficiency.

Van Dusen, Gerald C. (1998).  Technology: Higher Education's Magic Bullet.  Thought & Action, 14, 1. 

Attaining the goals that higher-education reformers target (making the academy more accessible, affordable, and effective) via technology is likely to require a significant overhaul of postsecondary institutions, including the use of time, resource allocation, roles of faculty/staff, and institutional mission. Closer examination of how technology affects these variables gives insight into the nature and value of change.

Van Epps, Sharyn (1999).  Vision to Reality: Transforming the School Library into the Information Technology Hub of the School.  MultiMedia Schools, 6, 2. 

Discusses the technology plan of the Department of Defense Dependents Schools (DoDDS). Highlights include articulating the role of the information specialist; defining the competencies of the information specialist as teacher, instructional partner, and program administrator; establishing an instructional-technology support team; and making the transition from vision to reality.

Van Gorp, Mark J. (1998).  Computer-Mediated Communication in Preservice Teacher Education: Surveying Research, Identifying Problems, and Considering Needs.  Journal of Computing in Teacher Education, 14, 2. 

Examines computer-mediated communication (CMC) in preservice teacher education, documenting emerging problems and arising needs. After describing CMC and categorizing its utilization in preservice teacher education, the paper calls for creation of new CMC technologies that nurture preservice teachers' learning and discusses a Web-based classroom management tool that is a potential support tool.

Van Horn, Royal (1998).  Keeping Children Safe.  Phi Delta Kappan, 79, 8. 

Technology can be used to keep children safe from sexual predators and other externalized violence, via coded intercom messages, e-mail warnings to teachers, and closed-circuit television broadcasts. Unfortunately, many schools with portables lack these services or telephones. Distant physical education teachers are at some disadvantage. Day-care center connections and bus-stop safety must also be considered.

Van Horn, Royal (1999).  Guerilla Technology.  Phi Delta Kappan, 80, 6. 

Staff at disadvantaged schools lacking sufficient technology must take matters into their own hands. Guerilla technology tactics include finding all the hidden technology on campus, scanning the school budget carefully, helping others spend their technology money, and scrounging free computers at universities and local businesses.

van Rennes, Linda; Collis, Betty (1998).  User Interface Design for WWW-Based Courses: Building upon Student Evaluations. 

This paper describes how student reactions shaped the design of a WWW (World Wide Web)-based course environment at the University of Twente (Netherlands), using the example of a first year course. The first section discusses the importance of user interface (re)design for WWW-based courses. The University's focus on student evaluations of WWW-based course environments is explained in the second section, specifically the student evaluations of the user interface of the 1996-97 ISM-1 (Instrumentation Technology 1) course. Approximately 85 students were asked on four separate occasions to respond to a course-site evaluation form, offered via a CGI (Common Gateway Interface) form. The next section covers the redesign of the user interface for the 1997-98 course environment, including navigation, layout, icons, tables, text clarity, and text readability. The student evaluation of the redesign, in which 38 out of 60 students responded to an optional survey during the fifth week of class, is described in the fourth section. The last section presents conclusions. Two figures illustrate the interface design of the ISM-1 course site from 1996-97 and 1997-98. A table presents a sample of items from student evaluation of the redesigned user interface of the 1997-98 course site. Contains 12 references. | [FULL TEXT]

Van Rensburg, Susan; Ankiewicz, Piet; Myburgh, Chris (1999).  Assessing South Africa Learners' Attitudes Towards Technology by Using the PATT (Pupils' Attitudes towards Technology) Questionnaire.  International Journal of Technology and Design Education, 9, 2. 

The PATT (Pupils' Attitude Towards Technology) questionnaire, as validated for the United States, was used to assess and analyze attitudes of 500 girls and 510 boys from the Gauteng Province in South Africa. Findings are compared for both genders. Four tables present results. Contains 43 references.

Van Schie, Joop (1997).  A World-Wide-Web Survey on the Use of Information and Communication Technology (ICT) in Education.  European Journal of Teacher Education, 20, 1. 

The Dutch government conducted a project to promote information and communication technology (ICT) use in education. To systematically gather data on ICT use in other countries, the government began a continuous survey of best practice ICT use in education via printed and electronic resources and site visits. The final report is available on the Internet in Dutch.

van Someren, Maarten W., Ed.; Reimann, Peter, Ed.; Boshuizen, Henny P. A., Ed.; de Jong, Ton, Ed. (1998).  Learning with Multiple Representations. Advances in Learning and Instruction Series. 

This book addresses questions of multiple representations in human reasoning and learning. Computational approaches to learning with multiple representations are introduced, and the role of multiple representations in teaching is discussed. The following chapters are included in Part I: Multiple Representations in Learning Concepts form Physics and Mathematics: (1) "Introduction" (Maarten W. van Someren, Henny P. A. Boshuizen, Ton de Jong and Peter Reimann) (2) "Acquiring Knowledge in Science and Mathematics: The Use of Multiple Representations in Technology-Based Learning Environments" (Ton De Jong, Shaaron Ainsworth, Mike Dobson, Anja van der Hulst, Jarmo Levonen, Peter Reimann, Julie-Ann Sime, Maarten W. van Someren, Hans Spada and Janine Swaak); (3) "Reasoning with Multiple Representations When Acquiring the Particulate Model of Matter" (Michael Rohr and Peter Reimann); (4) "How Beginning Students Use Graphs of Motion" (Eileen Scanlon); (5) "Toward Decision Support for Multiple Representations in Teaching Early Logic" (Mike Dobson); (6) "The Role of Prior Qualitative Knowledge in Inductive Learning" (Maarten W. van Someren and Huib Tabbers); (7) "Analysing the Costs and Benefits of Multi-Representational Learning Environments" (Shaaron E. Ainsworth, Peter A. Bibby and David J. Wood); Part II: Problem Solving and Learning with Multiple Representations: (8) "Problem Solving with Multiple Representations by Multiple and Single Agents: An Analysis of the Issues Involved" (Henny P. A. Boshuizen and Hermina J. M. (Tabachneck-)Schijf); (9) "Accidentology: An Example of Problem Solving by Multiple Agents with Multiple Representations" (Laurence Alpay, Alain Giboin and Rose Dieng); (10) "Perspective-Taking between Medical Doctors and Nurses: A Study on Multiple Representations of Different Experts with Common Tasks" (Rainer Bromme and Matthias Nuckles); (11) "One Person, Multiple Representations: An Analysis of a Simple, Realistic Multiple Representation Learning Task" (Hermina J. M. (Tabachneck-)Schijf and Herbert A. Simon); (12) "Using Multiple Representations in Medicine: How Students Struggle with Them" (Henny P. A. Boshuizen and Margaretha W. J. van de Wiel); (13) "Competence-Related Differences in Problem Representation: A Study in Physics Problem Solving" (Elwin R. Savelsbergh, Ton de Jong and Monica G. M. Ferguson-Hessler); (14) "A Utility-Based Approach to Speedup Learning with Multiple Representations" (Maarten W. van Someren, Pietro Torasso and Jerzy Surma); Part III: General Issues and Implications for Education: (15) "Multiple Representations and Their Implications for Learning" (Alan Lesgold); and (16) "Representation and Conceptualisation in Educational Communication" (Keith Stenning).

Vanbuel, Mathy (1998).  Blueprint for the Interactive Classroom.  Educational Media International, 35, 1. 

Presents an overview and discusses the objectives of the "Blueprint for the Interactive Classroom" (BIC), a project, developed by the Audiovisuele (AV) Dienst of them Katholieke Universiteit (KU) of Leuven (Belgium), that will provide operational blueprints for installing and using tele-teaching classrooms and learning environments.

Vannatta, Rachel A.; Reinhart, Paul M. (1999).  Integrating, Infusing, Modeling: Preparing Technology Using Educators. 

This paper presents the results of a 1997-98 Goals 2000 Preservice Teacher Education Grant that created a partnership between the State University of New York at Oswego and two local elementary schools. The program was designed to provide preservice teachers in elementary education and special education methods classes the opportunity to observe expert teachers integrate technology in the elementary classroom through a video conferencing system and to experience the infusion of technology in their education courses. Grant activities were implemented during the 1997-98 academic year. Evaluation of these grant activities was conducted through pre- and posttest surveys, observation, and focus group interviews. Results summarize the impact of grant activities on faculty (n=20) technology proficiency and integration and preservice teachers' (n=61) technology proficiency and understanding of technology integration. Recommendations address program improvement, as well as methods that any department of education could utilize when attempting to prepare technology-using educators.  | [FULL TEXT]

Vahey, Phil (1997).  Toward an Understanding of Productive Student Conceptions of Probability: The Probability Inquiry Environment. 

The Probability Inquiry Environment (PIE) is being designed as a computer-mediated collaborative inquiry environment to aid middle school students in learning elementary probability. This paper reports on a study in which seventh grade students engaged in probabilistic reasoning while interacting with a preliminary version of PIE. By analyzing the reasoning used by students, it was found that the findings from the standard "misconceptions" literature do not do justice to the wide range of viewpoints voiced by the students. In particular, the students did not consistently invoke such well-documented misconceptions as representativeness and the law of small numbers. Instead, the students invoked a great variety of intuitions, some of which approach normative reasoning in probability, and others which interfere with normative reasoning. The paper then discusses how probability instruction can be improved by introducing students to a progression of inquiry activities that build from the students' existing intuitions. Contains 28 references.  | [FULL TEXT]

Verdejo, M. F.; Barros, B.; Abad, M. T. (1998).  Supporting Distance Learners for Collaborative Problem Solving. 

This paper describes a computer-supported environment designed to facilitate distance learning through collaborative problem-solving. The goal is to encourage distance learning students to work together, in order to promote both learning of collaboration and learning through collaboration. Collaboration is defined as working together on a common problem, communicating, and coordinating activities towards a shared goal. A system is proposed embedding three models: an activity model, a domain model, and a conversational model. The system can support asynchronous collaboration in a number of dimensions: giving structure to activities and communication to articulate the problem-solving task; supplying a share space to build jointly common knowledge; providing relevant know-how by case and techniques libraries; and facilitating further reflection on the whole learning process. Preliminary results indicate that this approach is promising regarding establishing collaborative distance frameworks to enhance students' learning processes. Topics discussed include: features of the distance learning scenario, including institutional framework, kind of scenario, learners, settings, and facilities; the modeling approach used; and developing an application, including the activity model, dialogue model, domain model, and learner interface. A table presents the definition of specification as a complex activity; and a figure illustrates the learner interface.  | [FULL TEXT]

Verona, Mary Ellen (1999).  Maryland Virtual High School--Integrating Technology and Teacher Professionalism with Science Education Reform.  Journal of Education, 181, 2. 

Reviews the development of the Maryland Virtual High School (MVHS) of Science and Mathematics, which provides science resources, mentoring, and support for Internet collaboration by teachers and students. Describes how MVHS teams organize teachers and schools statewide. Discusses lessons learned from the MVHS, highlighting the MVHS CoreModels Project, which helps schools use computer modeling to support new state standards.

Verzoni, Kathryn A. (1997).  Turning Students into Problem Solvers.  Mathematics Teaching in the Middle School, 3, 2. 

Focuses on the development of a middle school's meaningful problem-based computer and technology education program. Discusses constructing the bridge between in-school and out-of-school learning by preparing real-life situations in the classroom. Highlights the use of technology, especially computers, by focusing on problem posing and problem solving.

Vojtek, Bob; Vojtek, Rosie O'Brien (1999).  Flung into Motion.  Journal of Staff Development, 20, 1. 

Teachers must know how to integrate technology into the classroom to improve learning; use technology to help students master content and performance standards; and know when technology is appropriate to help learning. Two sets of recently released technology standards can help school leaders develop comprehensive staff-development plans: the National Educational Technology Standards and the American Library Association Standards.

(1997).  Videoconferencing: An Overview.  Distance Education Report. 

This introduction to a Distance Education special report on videoconferencing discusses the development of videoconferencing; its application in television, education, business, military, and law enforcement; and recent low-cost desk-top videoconferencing and videoconferencing via the Internet. Outlines the report's focus: videoconferencing systems, academic applications, videoconferencing capabilities, and instructional design considerations.

_____. (1997).  Video Instructional Development and Educational Opportunity (VIDEO) Program: Program Summary 1996. 

The Video Instructional Development and Educational Opportunity (VIDEO) Program encourages all public educational institutions in Missouri to supplement educational opportunities through the use of telecommunications technology, including instructional television programming and satellite broadcast instruction. Three subprograms within the VIDEO program are: (1) grants to public school districts, public institutions of higher education, and public broadcast television stations for equipment and instruction; (2) development of instructional programs to be transmitted through the airways or by cable television, available free of charge to the public; and (3) development of instructional programs to be made available on a subscription basis. An institution or organization may access VIDEO funds in five ways: initial access grants, extension grants, broadcast grants, program development grants, and discretionary grants. When the VIDEO program first awarded grants in 1989-90, 458 local education agencies, 21 institutions of higher education, and 5 public broadcasting stations applied for and received approximately $4,500,000 in initial access and broadcast grants. In the 1995-96 school year, nearly $3.7 million dollars was allocated to local education agencies, institutions of higher education, public broadcasting stations, program development/distribution, and the VIDEO/Technology Conference. The program summary also lists members of the VIDEO committee for 1995-96 and their term expiration dates. | [FULL TEXT]

Vincent, Jill; McCrae, Barry (1999).  How Do You Draw an Isosceles Triangle?  Australian Mathematics Teacher, 55, 2. 

Illustrates attempts by three students to construct an isosceles triangle in Cabri and the construction of a capital A by a fourth student. Discusses Cabri's potential for encouraging students to focus on geometric properties and develop correct geometric language.

von Prummer, Christine (1998).  Evaluation of Media and Technology at the German FernUniversitat.  Open Learning, 13, 3. 

Presents examples of the evaluation of media and technologies used at the FernUniversitat (Germany) for distance education. Topics include course evaluation; system or institutional evaluation; information and communication technologies; communication preferences and practice; computer access; multimedia via CD-ROMs and the Internet; video conferences; and use of the World Wide Web.

Vonder Embse, Charles (1997).  Using a Graphing Utility as a Catalyst for Connections.  Mathematics Teacher, 90, 1. 

Describes computer or calculator-graphing technology to develop parametric representations which help students connect mathematical topics from algebra and trigonometry through algebraic, graphical, and numerical representations. Computer or calculator graphing utilities instantly transform algebraic expressions into visual and numerical displays for verification, exploration, and experimentation. Explores ellipse and hyperbola graphed as pairs of functions, a family of graphs, and rotations.

Vondracek, Mark (1999).  The Realities of Implementing a Technology Plan in High School: A Personal Account.  Staff and Educational Development International, 3, 1. 

Discusses the potential of technology in classrooms, along with the problems that occur with implementing curricular changes throughout an entire school. Addresses considerations such as staff development, parent acceptance and involvement, student vandalism and overall hardware and software security, and the inclusion of technology in standards-based curricula in an innercity environment.

Victor, David (1999).  Electronic Classrooms and Virtual Publishing: A Look Beyond the Writing Requirement.  Business Communication Quarterly, 62, 1. 

Argues that the new information technologies are opening a doorway to a new form of institution for higher education. Describes the author's own activities in nonprint publishing (online and CD-ROM), which would arguably not have aided in achieving tenure. Argues that academic institutions have important choices to make toward technologically extended learning and nonprint publication.

Valdez, Gilbert; McNabb, Mary; Foertsch, Mary; Anderson, Mary; Hawkes, Mark; Raack, Lenaya (1999).  Computer-Based Technology and Learning: Evolving Uses and Expectations. 

To understand the value and impact of technology, one must recognize that there have been three distinct phases in technology uses and expectations: Print Automation, Expansion of Learning Opportunities, and Data-Driven Virtual Learning. This report takes an in-depth look at these three phases and, for each, addresses two important and highly interrelated questions facing educators as they try to determine the best use of technology in K-12 settings: (1) What evidence is there that the use of computer-based technology in each phase has a positive effect on learning? and (2) What significance do the findings from each phase have for educators today as they try to make technology-related decisions that have an impact on student learning? The conclusions of this report provide cumulative findings over the three phases, which are intended to help informed educators, policymakers, school administrators, school technical coordinators, and researchers make research-based decisions regarding the most beneficial approaches to technology use in K-12 education. | [FULL TEXT]

Valenza, Joyce Kasman (1998).  Electronic Reference Roundup: A Game of Tetris.  MultiMedia Schools, 5, 4. 

Examines decisions schools are faced with in terms of electronic reference materials selection. Discusses CD-ROM versus online technology; choosing the "suite" of software; blending equipment creatively; and costs. A chart highlighting prices, scope/coverage, and strengths for various vendors' databases is included.

Valovich, Diane E. (1996).  Strategic Planning for the Successful Integration of Technology in a Private School. 

This practicum provides solutions to private schools interested in creating a strategic plan for the integration of technology into all areas of the school program. In includes teacher participation and involvement in developing short and long term goals, ideas for developing continuing technology training for teachers, and a process for the evaluation of software. Through the formation of three committees: Technology Planning, Staff Development, and Software Evaluation, a venue was created for teacher participation in the technology planning process. Teachers worked together in creating a vision for the future that includes integrating technology into all areas of the curriculum. As a result of this planning process, teachers began to take a greater interest in technology. Many teachers served on committees, participated in inservice training programs, and developed more positive attitudes toward using technology in their classroom. Three figures present the technology integration summary; technology planning pre-test results; and technology planning posttest results. Appendices contain: the teacher survey (September 1995); technology planning survey (June 1996); teacher planbook insert; technology planning committee survey; staff development survey; technology audit form; CD-ROM evaluation form; software evaluation form; and sample committee journal.  | [FULL TEXT]

Villee, Pat A. Gallo, Ed.; Curran, Michael G., Ed. (1999).  The 21st Century: Meeting the Challenges to Business Education. National Business Education Association Yearbook, No. 37. 

This yearbook examines six themes representative of the challenges to future business educators. "The Future We Create" (Arthur McEntee) discusses them: a thinking curriculum, opportunities for real-world learning, matching teaching and learning styles, teachers as knowledge facilitators, technology as a learning tool, and global thinking for a global society. "Teaching and Learning Styles" (Wanda L. Stitt-Gohdes) describes them. "Promoting the Work Ethic among Generation X and N-Gen Students" (Carol A. Johnson, Claudia L. Orr) discusses how experience with the world of work offers students an early opportunity to observe, interpret, and apply the work ethic. "Internationalizing Business Communication Instruction" (James Calvert Scott) looks at business's "messaging" function."Curriculum Integration" (Jim Mansfield, Lonnie Echternacht) explores the change of the teacher's role from knowledge dispenser to facilitator. "Promise of Technology" (Rodney G. Jurist) addresses implications for business teachers of technology advances. "Building Blocks of Multimedia Authoring" (Carole A. Holden) includes a development model that illustrates the process to follow when producing computer-based training materials. "Business Education Integration" (William R. Johnson, Linda I. Howard) looks at a program that integrates business education and English into an interactive video broadcast media course. "Distance Education" (Jack E. Johnson) defines terms, examines model programs, and explores strategies. "Organizational Leadership in the 21st Century" (Kenneth L. Gorman) suggests activities to foster leadership ability. "Workplace Privacy, Confidentiality, and Surveillance" (Ann M. Remp) shows how business educators can contribute to society by fostering attitudes of hope and optimism. "Fostering a Diverse Workforce for Today's Global Marketplace" (Carol Larson Jones) examines how to educate students for a diverse and global society. "Partnership Building and Ideas for Applied Learning Projects" (Cynthia Redmond, Byrdeen Warwood) offers examples of successful partnerships. "Corporate Relationships with Business Education Programs" (Terry D. Roach) discusses formats partnerships can take. "Educating for Business" (J. William Murphy) discusses how business educators must adjust content and teaching strategies and more closely align themselves with current business practices. "Strategies for Success" (Patricia Arneson) shares guidelines for shaping student experiences that lead to competent, effective, future business teachers.

Villeneuve, Phyllis, Ed. (1997).  Long Distance Learning.  [FACTC Focus] 

This report, from the Faculty Association of Community and Technical Colleges (FACTC) in Washington, focuses on various distance learning courses offered by the state's two-year colleges. The report contains 16 articles from faculty members and students, including: (1) "The Emperor's New Tutor: A Confession" (Sydney Wallace Stegall); (2) "Distance Learning: Nightmare and Dream" (Tom Pierce); (3) "An Art History Telecourse" (Vicki Atimovich); (4) "Grays Harbor in Cyberspace" (Mark Scholz); (5) "Telecourses as an Approach to Teaching," (Dale R. Croes); (6) "Television Stardom: My Distance Education Experience" (Jeffrey Waybright); (7) "A Virtual Reality," (Ed Reynolds); (8) "Telecampus Courses and the Idea of a 'ValuJet' College" (David Muga and Lynne Fouquette); (9) "How I Spent My Summer Vacation" (Barbara Guilland); (10) "Distance Learners and Libraries: What's the Connection?" (Jennifer L. Wu); (11) "Ten Big Myths about Copyright Explained" (Brad Templeton); (12) "Developing Interactive Classrooms" (Denise Yokum); (13) "Distance Education, Technology, and the Faculty" (Ron Gilster and Ann Suter); (14) "The Next Step" (Chuck Weedin); (15) "At the Washington Center Technology Conference" (Barbara Guilland, Leslie Michael, Ann Swanson, and Phyllis Villeneuve); (16) "Reflections from the Quality Principles in Distance Learning Retreat" (Bill Moore). The document concludes with a list of 1996-97 FACTC officers and representatives. | [FULL TEXT]

Vassileva, Julita; Deters, Ralph (1998).  Dynamic Courseware Generation on the WWW.  British Journal of Educational Technology, 29, 1. 

The Dynamic Courseware Generator (DCG), which runs on a Web server, was developed for the authoring of adaptive computer-assisted learning courses. It generates an individual course according to the learner's goals and previous knowledge, and dynamically adapts the course according to the learner's success in knowledge acquisition. The tool may be used also for collaborative authoring/learning.

Vasu, Ellen Storey; Tyler, Doris Kennedy (1997).  A Comparison of the Critical Thinking Skills and Spatial Ability of Fifth Grade Children Using Simulation Software or Logo.  Journal of Computing in Childhood Education, 8, 4. 

Examined the effects of using Logo or problem-solving oriented simulation software on the spatial and critical thinking skills of fifth graders. Found that the Logo group had a significant pretest-posttest change in spatial scores, and the Simulation group had a significant pretest-posttest change in critical thinking scores. No significant change was found for the comparison group.

Venables, John A. (1998).  Graduate Education on the Internet.  Physics Education, 33, 3. 

A physics professor ponders the advantages and possibilities of the Internet in graduate education and shares his own experiences delivering graduate courses and individual lectures online. Discusses accreditation and costing between institutions, the nature and extent of copyright problems, and the most useful forms of student interaction.

Viali, Lori (1998).  Hypermedia System To Teach Statistics. 

This paper provides a background of the development of hypermedia technology and describes a hypermedia system that could be used to teach probability and statistics through a web-based interface.   | [FULL TEXT]

_____. (1998).  Vocational Education and Training--The European Research Field. Background Report. Volume II. First Edition. 

This document contains 10 papers on vocational education and training and related research that were developed for a 1998 European research report titled "Training for a Changing Society." The following papers are included: "Research on Transition" (B. Clasquin, F. Gerardin, V. Toresse); "Objectives, Realisation and Organisation of Continuing Vocational Education and Training" (Dieter Munk, Antonius Lipsmeier); "Training and Employment Opportunities for Disadvantaged Persons" (Ides Nicaise, Joost Bollens); "Curriculum Development, New Learning Environments and Transfer of Innovations in Europe" (Pekka Kamarainen, Jan Streumer); "New Learning Formats and Venues in the Context of Information and Communication Technologies" (Gerald A. Straka, Markus Stockl); "Validation and Recognition of Non-Formal Learning: The Question of Validity, Reliability and Legitimacy" (Jens Bjornavold); "Theory and Methodology of International Comparisons" (Uwe Lauterbach, Wolfgang Mitter); "Transnational Mobility in the Context of Vocational Education and Training in Europe" (Soren Kristensen); "Migrants in the European Union: Some Empirical Findings" (Pascaline Descy, Manfred Tessaring); and "Recognition of Certificates and Transparency of Skills in the European Union" (Burkart Sellin). | [FULL TEXT]

Vopal, James R. (1997).  A Study of the Correlation between In-House Computer Training and Middle School Teachers' Use of Computers in the Classroom. 

Much has been studied and written in the last several years about computer technology in the classroom, teacher training in computer applications, and teacher use of the computer in the classroom. An evaluation was conducted of a school-based computer course on classroom applications with an emphasis on science material above elementary level. The course was designed to provide teachers with a preliminary knowledge of the Macintosh computer, available software, and applications. A pre-test, post-test, and computer course evaluation was given to 19 middle school teachers in a suburban New Jersey school to determine whether a correlation exists between in-house computer training and teachers' computer use in the classroom. The findings indicate that a correlation exists and that the participants liked taking the course and now have a better understanding of how to use the computer as a teaching tool. Appendices include a request for permission from the instructor of the in-house computer class; teachers' computer assessment questionnaire, computer course assessment, and evaluation of instructor and course; and e-mail requests and responses for permission to use other scholars' related papers.   | [FULL TEXT]