Educational Technology | W

Whitaker, Todd; Hays, Cheryl (1998).  Parent/Student Computer Clubs: Teaming with Technology.  Schools in the Middle, 7, 3. 

Suggests that parent/student computer clubs are an effective use of technology to bring parents into the middle school and promote family time. Describes how sixth through eighth graders and their parents/guardian attend monthly evening meetings in which they are introduced to computers, word processing, databases, spreadsheets, graphics, multimedia applications, and the Internet. Presents suggestions for developing a similar program.

White, Arthur L., Ed.; And Others (1997).  Making a Difference: Building a Coherent Theory of Learning. Final Program and Abstracts of NARST Annual Meeting (Oak Brook, Illinois, March 21-24, 1997). 

This document contains the final program and abstracts for the 1997 annual meeting of the National Association for Research in Science Teaching (NARST). Strands of the meeting included "Learning: Students' Conceptions and Conceptual Change"; "Learning: Classroom Contexts and Learner Characteristics"; "Teaching"; "Teacher Education"; "Curriculum, Evaluation, and Assessment"; "Cultural, Social, and Gender Issues"; "Educational Technology"; "History, Philosophy, and Epistemology"; and "Informal Learning". This program also contains general information about NARST including NARST Outstanding Paper Award submissions, an explanation of program session formats, the strand key, publishers' exhibits, information about the 1998 NARST annual meeting, strand coordinators, program proposal assessors, award winners, and the names of various committees and representatives. | [FULL TEXT]

White, Cameron (1998).  Technology, CD-ROM Atlases, and Social Studies.  Southern Social Studies Journal, 23, 2. 

Proposes new ways to get students involved in the classroom by using new information technology such as CD-ROM atlases. Maintains that using technology in the classroom allows students to learn at different rates, promotes critical thinking and problem solving, and encourages global awareness. Includes an evaluation of several CD-ROM atlases.

White, Cameron; Walker, Trenia (1999).  Technology, Teacher Education, and the Postmodern: Encouraging the Discourse.  Action in Teacher Education, 21, 3. 

Current discourse in education regarding modernism and postmodernism requires the inclusion of technology and teacher education. Such a shift in thinking could create a deconstructing of the purposes of education to cope with the multiple perspectives. Suggestions are provided regarding technology and teacher education in order to meet the needs of teachers and students in a postmodern world.

White, Charles S. (1997).  Information Technology in U.S. Social Studies Classrooms: Potentials and Realities. 

This paper discusses the role of information technology in American social studies classrooms. Three main topics are addressed including: (1) the potentially-powerful applications of technology in social studies, based on current trends in social studies education; (2) the current status of technology use in social studies education and factors that have facilitated the rise of technology use; and (3) a description of a number of factors that limit the achievement of technology's potential for social studies. Among the limiting factors to technology usage in education are the availability of the up-to-date technology in the classroom, the cost of expansion of technology, and the move toward national and state curriculum standards that could limit innovative uses of technology. A number of ways that technology can help achieve social studies goals is | [FULL TEXT]

White, Charles S.; Cowan, Gene (1997).  Internet Q and A.  Social Education, 61, 3. 

Presents a brief introduction and overview to the World Wide Web. Includes Charles S. White's, "Where on the Web? Some Useful Sites for Social Studies Disciplines," Gene Cowan's, "How the Internet Works"( a colorful two-page poster), and "Internet Q and A" (four frequently asked questions).

White, Jacci Wozniak; Norwich, Vicki Howard (1997).  Computer Activities for College Algebra and Precalculus. 

Mathematics software can be a great aid in understanding difficult mathematics concepts at all levels. This paper presents nine exercises on calculus concepts by using different software used in mathematics education. Each exercise includes instruction on how to use software in order to highlight a specific concept in mathematics. This paper also presents a technology review by the comparison of ISETL, Derive, Geometer's Sketchpad, TI-82, TI-83, TI-85, TI-86, TI-92 and CBL along with discussing the advantages and disadvantages of each system. The mathematical concepts and software used in this paper include: (1) vertices of a triangle, midpoint formula, median of a side, equation of a line, and slope using the software "The Geometer's Sketchpad"; (2) writing the equation of a line using slope-intercept form and point-slope form and writing equations of parallel and perpendicular lines to a given line and passing through a given point using the software "The Geometer's Sketchpad"; (3) visualizing trigonometric identities for sine, cosine, and tangent functions using the software "The Geometer's Sketchpad"; (4) using equations and graphs to identify families of functions including linear, quadratic, and exponential using the software "Derive"; (5) functions, vertical line test and domain, using the software "Power Point"; (6) Pascal's triangle, binomial expansion, and pattern recognition using the software "Power Point"; (7) graphing factored polynomials of degree n>1 and solving higher degree inequalities by factoring and graphing using the software "Microsoft PowerPoint"; (8) review of quadratic functions and application problems using quadratic functions using the software "Microsoft PowerPoint and Microsoft Excel"; and (9) shifting graphs including horizontal, vertical, and combination graph shifts using the software "Derive". | [FULL TEXT]

White, Thomas G. (1996).  Evaluation of Pyramid Technology Training. Final Report. 

The purpose of the Pyramid Technology Training (PTT) program was to improve teaching, learning, and school staff productivity in the Fairfax County Public Schools (Virginia). Each of 23 technology training specialists served a school pyramid and other schools in an administrative area, providing technology training, technical support, advice,and referral to other technology resources, with an emphasis on training. During the 1995-1996 school year, the Office of Program Evaluation assessed the implementation and effectiveness of PTT. The report concluded that PTT has functioned effectively over the past two years as a comprehensive and adaptive, in-school technology training and technical support program. Data demonstrate that the program has met the diverse needs of school staff, and produced practical benefits for teachers, increasing their use of technology. In addition, the data suggest that students may have increased the frequency or effectiveness of their use of technology as a result of teacher training or in-class modeling by a specialist. Two recommendations are supported by the results of the evaluation. Administrators should seek ways of: (1) increasing the availability of teachers for training and their participation in training, especially at the secondary level; and (2) reducing schools' use of the specialists to provide non-training services--technical support, advising and referral. Supporting documents are appended. | [FULL TEXT]

Whitehead, Jack (1998).  Creating Living Educational Theories through Paradigmatic and Post-paradigmatic Possibilities. 

Some reflections on the future of educational research are offered as responses to questions derived from an article by Ian Stronach ("Research Intelligence," n61 p3 1997). The first is the question of what the future holds for the philosophy and methodology of educational inquiry. A response to this question must recognize the importance of the politics of educational knowledge. There will be inevitable disagreements between educational researchers, but it should be possible to integrate educational activism within educational research. Another question is whether new relations between the local and the global, if such are implied by the conditions of postmodernity, imply new rationales. It is suggested that new rationales between the local and the global can be created from the ground of educational relationships between teachers and their students and from educational inquiries about how to improve practice. It is necessary to hearing how living teachers, students, and researchers are creating their own living educational theories as they work at living their values more fully in their practice. Another question is whether new technologies imply the possibility of recasting the focus, tempo, or interactivity of research approaches. The new technologies are already transforming the conduct and presentation of educational research and its interactivity. Collaboration among researchers has been facilitated by e-mail and the Internet. A final question is whether political changes in the ways in which we are governed open up or close down new possibilities for educational research. This question is discussed in the context of: (1) funding; (2) university power relations, creative tension, and original research; and (3) the influences of journal editors and research committees. Individuals who are creating their own living theories are postparadigmatic in the sense that they are creating theories of their singularities in their social contexts. They are often doing this within contexts that support paradigmatic views of educational knowledge. | [FULL TEXT]

Whitenack, Joy M.; Knipping, Nancy; Novinger, Sue; Coutts, Linda; Reys, Barbara (1998).  Using Technology To Foster Teachers' Reflections about Children's Arithmetical Thinking.  Teaching Children Mathematics, 4, 8. 

Presents information on a project to promote young students' mathematical thinking in which teachers attempt to explore ways to foster students' mathematical development by watching a CD-ROM containing student interviews. Discusses the role that technology might play as a catalyst for teachers to reflect upon their teaching experiences against the backdrop of students' arithmetical problem solving.

Whiting, John T.; Graham, Charles D. (1997).  Decision Making Based on Standards: A Model for Computerizing Public Education.  T.H.E. Journal, 25, 4. 

Illustrates how networking standards are critical to the connectivity success of public education. Highlights the partnership of one district in Pennsylvania's statewide Link-to-Learn Project with a computer solutions firm. Discusses obstacles and prescription for the network upgrade. Includes suggestions for school districts contemplating computerization.

Whitman, Nancy C. (1999).  The Japanese Middle Schools: A Reflection on Practices, Issues and Trends. 

This paper discusses practices, issues, and trends in Japanese middle school education that have bearing on U.S. education, grouping them into four categories. Section 1, "School Reform," discusses central control of education, opportunities for student creativity, improved teacher education, and the examination system. Section 2, "Centralization," observes Japan's move toward decentralization while the United States concurrently moves away from decentralization. Section 3, "School Organization and the Use of Time," describes middle school grade levels, block scheduling, the school year, team teaching, teacher collaboration, looping, and student uniforms. Section 4, "Curriculum," discusses how the Japanese school curricula differs from U.S. curricula. Some of the differences are that in Japan, the academic curriculum is determined by the Ministry of Japan, while in the U.S., it is determined by local boards of education. In Japan, unlike the U.S., there are academic requirements for music, art, and moral education. Japan has less focus on teamwork and cooperative learning. In recent years, both countries have increased technology use in the schools. Section 5, "Equity Issues," explains that educational equity has different meanings in the two countries. In the U.S., the concept of individualism ties in with the concept of equal educational opportunity, with students grouped by their ability and taught curricula in keeping with an individual student's development. Equal opportunity in Japan means providing each student with the same contents to learn, equal financial support, and equal physical facilities. | [FULL TEXT]

Whittington, C. D.; Sclater, N. (1998).  A Virtual University Model. 

In developing any Virtual University it is important to clarify the differences between organizational structure, technical infrastructure, and content. This paper introduces a model for virtual universities that consists of three layers. The organizational layer defines the structure of the organization and addresses issues such as copyright and quality assurance. The infrastructure layer is concerned with the underlying technology necessary for the delivery of courses and assessments over a virtual university. The content layer defines the format of the learning materials themselves. Each layer of the model has associated with it a number of issues. Virtual Universities must address all of these issues if they are to prove effective. Other issues will emerge in each of the three layers as Virtual Universities develop. | [FULL TEXT]

Whitworth, Joan M. (1997).  Teachers' Personal Learning Theories: Seven Stories of Teachers Engaged in a Science Reform. 

This paper focuses on a middle school in a reform process which includes a curriculum developed jointly by teachers and university personnel. Descriptions of the funding sources, history of the reform project's development and implementation, and the philosophy supporting the reform at various levels are provided. Profiles of the teachers and their perspectives on reform at the classroom level are used to argue for systemic and institutional support for school reform. A number of recommendations are made and include increases in teacher planning time, technology development, better student assessment techniques, more provisions to ensure continuity of the program, and better strategies for bringing new teachers into the reform process. The author concludes that reform is difficult and always subject to constraints from a variety of levels. | [FULL TEXT]

Wenglinsky, Harold (1998).  Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics. 

This report presents findings from a national study of the relationship between different uses of educational technology and various educational outcomes. Data were drawn from the 1996 National Assessment of Educational Progress (NAEP) in mathematics, consisting of national samples of 6,227 fourth graders and 7,146 eighth graders. Data include information on the frequency of computer use for mathematics in school, access to computers at home and in school, professional development of mathematics teachers in computer use, and the kinds of instructional uses of computers in the schools. The study finds that the greatest inequities in computer use are not in how often they are used, but in the ways in which they are used. Poor, urban, and rural students are less likely to be exposed to higher order uses of computers than nonpoor and suburban students. For both fourth and eighth grades, teachers of urban and rural students are less likely to have had professional development in technology than suburban teachers. There were few differences in the frequency of school computer use in either grade, although black fourth graders reported more frequent use than white fourth graders. Yet for both grades, black students were less likely to have a computer at school. In essence, the study found that technology could matter, but that this depended on how it was used. The size of the relationship between the various positive uses of technology and academic achievement was negligible for fourth graders, but substantial for eighth graders. Taken together, findings indicate that computers are neither a cure-all for problems facing the schools nor mere fads without impact on student learning. When used properly, computers may serve as important tools for improving student proficiency in mathematics and the overall learning environment of the school. An appendix discusses how the study was conducted. | [FULL TEXT]

Wentworth, Nancy M. (1998).  Technology Inservice: A Powerful Change Force. 

This research project investigated a collaborative effort between a university teacher education program and a public junior high school in a program to integrate technology into the school curriculum. The university-public school partnership defined inquiry and professional development as two of its primary functions. Several lesson plans were created and implemented by the teachers. Transcribed interviews, journals, and logs were coded as to their connection to eight elements of educational change: (1) "you can't mandate what matters"; (2) change is a journey not a blueprint; (3) conflict is essential; (4) vision and strategic planning come later; (5) individualism and collectivism must have equal power; (6) neither centralization nor decentralization works; (7) connection with the wider environment is critical; and (8) every person is a change agent. By making technology a construction tool in curriculum development, teachers were able to see quick results and impact in their classrooms. Teachers worked on the same software and supported each other in the learning curve. Both students and teachers enjoyed experimenting with the technology. As the program progressed, conversations moved from the mechanics of designing and implementing technology in the classroom to issues of learning and teaching, school renewal, and professional development. | [FULL TEXT]

Warburton, Jeff; Higgitt, Martin (1997).  Improving the Preparation for Fieldwork with "IT": Two Examples from Physical Geography.  Journal of Geography in Higher Education, 21, 3. 

Investigates the potential roles of information technology in enhancing the preparation phase for fieldwork in geography. Examines the separate developments of; a geographical information system (GIS) to support local fieldwork activity and computer-based briefing tutorials to prepare students for residential field classes. Includes graphs, charts and descriptions of fieldwork modules.

Ward, Douglas R.; Tiessen, Esther L. (1997).  Adding Educational Value to the Web: Active Learning with AlivePages.  Educational Technology, 37, 5. 

Introduces an instructional approach referred to as collaborative project-based learning and describes a new Web-based technology, "ALiVE" designed to support this instructional approach. Discusses information resources management; scaffolding with templates; communication; collaboration; coordination; and technological overhead. Presents three examples of uses of ALiVE software in a French bilingual elementary school.

Ward, June (1997).  Indiana's High Tech School Project.  Indiana Media Journal, 20, 1-2. 

Describes Indiana's High Tech School project that focuses on using educational technology to improve teaching/learning in high schools. Highlights goals of the 15 schools which received the grant money, including staff development, equipment purchases, collaborations, and student-assisted community services.

Ward, Martha S. (1996).  Policies and Standards, Their Role and Revision: The Case of Ethics in Testing in North Carolina. 

High stakes testing has been in place in North Carolina since the late 1970s with highly visible, nationally norm-referenced tests administered to all students in several grades, as well as minimum competency testing as part of high school graduation requirements. A current back-to-basics movement has resulted in cuts to the testing program. A new plan for educational improvement will focus on schools rather than school systems, and will designate rewards for schools with solid performance and exemplary growth and interventions for schools that lag. The first code of ethics for North Carolina testing personnel was published in 1988 to help ensure the integrity of test results and a "level playing field" for all schools. In 1995 a committee was convened to begin to revise the"Testing Code of Ethics" to reflect new programs and new technological approaches to testing. Attachments include the current code of ethics, a model local school board policy statement, and a draft of the new code. | [FULL TEXT]

Ward, Nigel; Fankhauser, Rae; Turner, Margaret (1999).  Integration of Networked Learning Resources in Schools. 

In 1998, the EdNA/CESCEO Schools Advisory Group (SAG) formed the Networked Learning Resources Working Group to investigate issues surrounding the provision, optimum integration and management of Australian digital learning resources. The Working Group contracted DSTC Pty Ltd, in conjunction with the services of an independent specialist in schools information services, to conduct this consultancy and prepare this discussion paper. The aim of the discussion paper is to: (1) identify current and planned approaches to organizing, accessing, delivering and sharing networked learning resources within the education and cultural sectors; (2) identify opportunities for improving these systems; (3) describe implications of emerging initiatives and possible system improvements for the Schools Advisory Group stakeholders and the broader education community; and (4) make recommendations for common technical approaches amongst the SAG stakeholders in relation to information management techniques. The report first describes the methodology, scope, assumptions and limitations. It then analyzes the use of networked learning resources and makes recommendations for improving technologies and processes associated with accessing and producing networked learning resources in Australian schools. An overview is provided of important networked learning initiatives and technologies from the education, cultural, government, and information technology sectors. The appendices contain a glossary of terms and abbreviations, the survey document, a list of people and organizations consulted, a summary of response to the survey, and a list of current and planned Australian networked learning initiatives as identified by the survey.

Wardle, Francis (1999).  Foundations for Learning. How Children Learn: The Latest on Ways To Maximize Children's Learning and Development.  Children and Families, 18, 3. 

Asserts that the Head Start years are critical for establishing a foundation for later school and life success. Maintains that learning to use computers does not need to occur at this time. Advocates activities that: are hands-on; are enjoyable and fun for young children but increase in difficulty for older children; create important memories; and contribute to language development.

Wardlow, George W.; Johnson, Donald M. (1999).  Level of Teaching Skills and Interest in Teaching Improvement as Perceived by Faculty in a Land-Grant College of Agriculture.  Journal of Agricultural Education, 40, 4. 

According to responses from 113 agriculture faculty, they had high levels of skill and interest in traditional teaching methods, but little interest or skill in such nontraditional methods as case studies, discovery learning, and peer observation. They had a high level of interest in learning about educational technologies.

Warren, Adam; Brunner, David; Maier, Pat; Barnett, Liz (1998).  Technology in Teaching & Learning: An Introductory Guide. 

This book provides an illustrated introduction to a wide range of learning technologies from multimedia PCs to the Internet and the World Wide Web. The book covers choosing a computer, creating images for Web pages, making OHP slides, using desktop video conferencing. The book contains activities, case studies and notes, and provides advice on: getting material into and out of your computer; getting connected to the Internet; using Internet resources; communicating using computers; and using the World Wide Web.

Warren, Donald (1997).  Education in the Global Village: Lessons from Asia.  TECHNOS, 6, 1. 

Although reformers suggest otherwise, U.S. schools and universities are highly regarded in other nations. Listening to high-achieving Asian educators who admire U.S. education may help Americans clarify educational priorities and plot effective strategies. Discusses educational goals in Taiwan, Vietnam, Thailand, China, and Japan. Highlights the China-America Conference on Training and Educational Technology held in Beijing, China in 1996.

Warren-Sams, Barbara (1997).  Closing the Equity Gap in Technology Access and Use: A Practical Guide for K-12 Educators. 

This guide provides information on how to provide equitable technology education. The first section, "Identifying Inequities in Technology," presents inequities in access, in type of use and in the curriculum. The second section, "Finding Solutions," describes a planning process to help educators tap the commitment to equity of individuals in the school or district, discusses how to address equity in a school plan, and emphasizes the need to collect information on computer laboratory usage and course enrollments. It also includes strategies for addressing inequities based in the author's review of the literature. The following section "Using Additional Resources" includes information on adaptive technology, funding, assessment of materials and programs, mentors, online equity sites, and technology mini-grants. The guide concludes with a glossary of terms, a bibliography, and checklists and data collection forms for easy duplication. | [FULL TEXT]

Warriner, Alison; Montgomery, Nancy; Rinaldi, Jacqueline; Yatrakis, Pauline (1998).  Towards Excellence in Computing in Five Years at Sacred Heart University: Year One.  Computers and Composition, 15, 1. 

Details the difficulties and rewards of the directors of the Writing Program, the English-as-a-Second-Language Program, and the Learning Center when their university decided to require laptop computers for all incoming first-year students. Discusses training students and faculty, and coping with failures and successes. Offers advice to other universities contemplating such a move.

Warschauer, Mark (1998).  Researching Technology in TESOL: Determinist, Instrumental, and Critical Approaches.  TESOL Quarterly, 32, 4. 

Suggests that to understand the interrelationship between technology and language learning, researchers must investigate the broader ecological context that affects language learning and use in today's society, both inside and outside the classroom. This involves expanding research paradigms to engage in critical qualitative research attempts to take into account sociocultural factors, as well as questions of human agency, identity, and meaning.

Wolfe, Christopher R.; Crider, Linda; Mayer, Larry; McBride, Mark; Sherman, Richard; Vogel, Robert (1998).  Toward a Miami University Model for Internet-Intensive Higher Education.  Journal on Excellence in College Teaching, 9, 1. 

Describes principles underlying an emerging model for Internet-intensive undergraduate instruction at Miami University (Ohio) in which students learn by creating online materials themselves; faculty facilitate active learning; student intellectual exchanges are enriched; and the seminar sensibility is extended. Four applications are examined: a large-group environmental geology course; an economics course; a social psychology course; and a journalism course.

Wolff, Tracy L.; Bryant, Peter S. (1999).  Top Ten Trends in Enrollment Management. Synopsis: Higher Education Research Highlights. 

This national survey of college and university enrollment management practices examines how current technology is being used to make enrollment management more efficient and cost-effective. The report finds that more enrollment managers use advanced tracking, research, and analysis systems to determine the most effective outreach methods; they employ more sophisticated outreach techniques; and they determine recruiting and enrollment costs for specific sizes and types of class. Ten trends emerge from analysis of the survey: (1) yield rates are declining; at public institutions only 22 percent of inquiring freshmen actually apply; (2) planning for change has increased and institutions are developing innovative strategies to yield higher enrollment numbers; (3) internal reporting relationships are shifting, and more enrollment officers now report directly to the president; (4) enrollment budgets and salaries are larger; (5) tuition discount rates are increasing; the freshman discount rate stands at 5.4 percent for public institutions and 30.5 percent for private institutions; (6) more targeted outreach strategies are being used; (7) there is more strategic use of financial aid as a recruitment tool to attract the desired mix of students; (8) use of Web sites has increased; (9) use of direct mail has been expanded; and (10) telecounseling is being used to reach prospects. | [FULL TEXT]

Wolinsky, Art (1999).  What Works in Staff Development.  MultiMedia Schools, 6, 2. 

Describes staff-development programs for a secondary school district, focusing on technology training. Discusses the district setting; the importance of a district-wide vision; professional development courses focusing on alternative assessment techniques, student-centered curriculum, and technology use; technology as a transformational tool; and program evaluation. Notes related World Wide Web sites throughout.

Wolski, Stacy; Jackson, Sally (1999).  Technological Diffusion within Educational Institutions: Applying the Technology Acceptance Model. 

Expectancy models of behavior such as the Theory of Reasoned Action (TRA) and the Technology Acceptance Model (TAM) offer guidelines that aid efforts to facilitate use of new technology. These models remind us that both acceptance of and resistance to technology use are grounded in beliefs and norms regarding the technology. Although TAM is widely used to model user acceptance of technology, it is suggested that the model fails to capture all of the relevant components to technology acceptance in the context of educational organizations. This paper discusses the application of expectancy models to educational institutions and identifies relevant aspects of technology use that are accounted for by TRA. The introduction describes initiatives to support faculty in technology adoption at the University of Arizona. The next section presents TRA and TAM, as well as a survey designed to measure a broad set of potentially relevant beliefs in faculty acceptance of technology. Two pervasive faculty development strategies (i.e., incentives and training) are then considered, using TRA to illuminate the process by which these strategies might affect behavior and using the model to generate new strategies.  | [FULL TEXT]

_____. (1997).  Walking the Tightrope: The Balance between Innovation and Leadership. Proceedings of the Annual International Conference of the Chair Academy (6th, Reno, NV, February 12-15, 1997). 

The papers provided in this proceedings discuss the roles and responsibilities of chairs, deans, and other organizational leaders at community colleges, focusing on strategies for balancing innovative educational approaches with traditional leadership. Following background material on the Chair Academy, the following three keynote speeches are presented: "Learning Revolution," by Terry O'Banion; "What Will Community Colleges Do When Microsoft and Disney Deliver High-Quality, Accredited Higher Education and Training into Most American Homes and Businesses?" by Don Doucette; and "An Ongoing Challenge: Success in Education," by Guadalupe Quintanilla. Most of the 60 papers presented in concurrent sessions are provided (some papers were not submitted or were submitted in abstract form only). Topics covered in the papers include reforming the curriculum approval process; balancing innovation and tradition to create learning opportunities for all learners; designing a virtual classroom on the Internet for distance learning students; enhancing student learning through public deliberation; establishing innovative service learning programs; methods for faculty evaluation; internationalizing the curriculum; occupational program sharing; managing organizational change; implementing a successful mentoring program for new chairs and deans; team-building through technology; strategies to meet financial problems; the roles of chairs, faculty, and deans in student assessment; tech prep; and transformational leadership. Contains 58 references. | [FULL TEXT]

Walker, Carol H.; Yekovich, Frank R. (1999).  TRALEs to Literacy.  Educational Leadership, 57, 2. 

In an innovative urban literacy program, K-3 students create a working community, complete with a store, newspaper, post office, museum, and economic system. Using TRALE (Technology-Rich Authentic Learning Environments), teachers create meaningful instruction through authentic, problem-based learning activities using educational technology when important.

Walker, Rob (1998).  Experiments in Virtual Supervision. 

This paper examines the use of First Class conferencing software to create a virtual culture among research students and as a vehicle for supervision and advising. Topics discussed include: computer-mediated communication and research; entry to cyberculture, i.e., research students' induction into the research community; supervision and the Internet, including advantages of computer conferencing; the emergence of professional doctoral programs in Australian universities, specifically the creation of the Ed. D. program at Deakin University (Australia); computer-based supervision at Deakin University using First Class conferencing as the basis for establishing a virtual campus within which students and advisers can interact; conferencing as supervision and the shifts this implies for supervision; the virtual research community, including creating bridges between the local culture and the wider research community; and new directions for universities and changes in the nature of academic work. A figure presents the First Class interface. | [FULL TEXT]

Walker, Vicki K. (1998).  A Powerful Solution: PowerBooks for All.  MultiMedia Schools, 5, 2. 

Integrating computers into teachers' work can be achieved with laptops. This article describes how the Southwest Allen County (Fort Wayne, Indiana) Schools provided laptops for teachers, administrators, and students and increased teacher use of technology, improved student access to computers, and gave students a tool for research in the field. Includes sample teacher and administrator technology skills.

Wallace, Ivan, Ed. (1997).  Partnerships for Workforce Development in Business and Marketing Education. Annual Atlantic Coast Business & Marketing Education Conference Proceedings (14th, Greenville, North Carolina, February 21-22, 1997). Volume 8. 

This proceedings includes the following papers: "Multimedia Case Studies--Business Reality for Students" (Agneberg); "Interactive Development and Design--A Business Approach" (Agneberg); "Ethics Instruction for Workforce Development" (Arnold); "Career Development Focus in Lincoln County" (Beam); "Reengineering for Student Success: The Program Alignment and Semester Conversion Process of the North Carolina Community College System" (Beddard); "Surfing the 'Infobog' (Information Overload)" (Brantley); "Designing Dynamic 'PowerPoint' Presentations" (Broughton); "More Classroom Games That Increase Teaching Effectiveness" (Caudill, Lambert); "Preparing Students for the 21st Century--Employee Skills that Employers Seek" (Cauley); "Responsibilities of Leadership" (Cooper); "Ethics: Does Knowing Right from Wrong Make a Difference in What Students Do?" (Griffin, Anderson); "Fact Based Program Review: Making the Best Decisions" (Giovannini); "Snapshot View of Computer Use by North Carolina's Marketing Teachers" (Goins); "Virtual Reality in the Marketing Classroom" (Goins); "Multimedia and Web Design with ToolBook II and Java" (Hall); "Organizationally Sponsored Mentoring Program (Major Themes and Issues)" (Blue); "'Retooling' Your Vocational Middle School Program" (Mayo et al.); "Enhancing Awareness of Global Marketing Opportunities" (Hayes); "New 'Ice Breakers' for Your Interactive Business Classes" (Henson); "Experiential Education--A New Partner for Teacher Education Programs" (Holsey); "Impact of Block Scheduling on the Instructional Program and Vocational Student Organizations in Business Education" (Jewell); "What Should Be Included in Portfolios, and Can They Be Used by Professionals in Education?" (Jewell, Jewell); "Effectiveness of Work-Based Learning Strategies in North Carolina" (Jewell); "Taming the Dragon for Business and Marketing Education--A Partnership for Success! (Voice Recognition)" (Joyner); "Workforce Preparation: Critical Considerations" (McEwen); "Managing Your Classroom for the '90s and Beyond" (Moon); "WordPerfect 7.0 Templates" (Skelton, White); "ABCs of Applying TQM in the Classroom" (Swope); "Program Promotion via the World Wide Web" (Truell); "Motivation to Participate in Distance Education: An Analysis Based on Houle's Typology" (Truell, Turner); "Carteret/Craven/ECU [East Carolina University] Partnership" (Wallace, Parke); "KFC [Kentucky Fried Chicken] and Central High School: A Partnership at Work" (Wells); "Survival Skills for Business and Marketing Education" (White); and "Exploring the Internet" (Wilson). | [FULL TEXT]

Wallace, William (1998).  The Navigator in the Classroom.  Mathematics Teacher, 91, 5. 

Presents a mathematics problem on how a sailor decides the shortest distance between two points by using a calculator.

Walter, Virginia A. (1997).  Virtual Field Trips.  Book Links, 7, 2. 

Virtual field trips can provide experiences beyond the reach of average K-12 students. Describes multimedia products for school use: Africa Trail, Dinosaur Hunter, Louvre Museum, Magic School Bus Explores the Rainforest, and Up to the Himalayas: Kingdoms in the Clouds and provides book and Internet connections for additional learning, highlighting the Library of Congress.

Walters, Elizabeth; And Others (1994).  How To Get Started in Multimedia Instruction. 

This paper documents the need for new instructional methods to use with students who have disabilities, by citing results from a survey of 46 Oklahoma schools, which gathered data on the modifications used for mainstreamed students with disabilities. Next, the critical research on learning and on computer assisted instruction is summarized. A multimedia project called "Linkway for Oklahoma" is then described, from the initial writing of a grant proposal through various stages of decisions regarding equipment purchases and advantages and shortcomings of particular pieces of equipment. Contains 24 references. | [FULL TEXT]

Walters, Joseph M. (1997).  Working with Data in Network Science. 

Network Science projects are endeavors in which a number of classrooms conduct the same scientific experiment and pool their data using World Wide Web technology. This paper reviews selected findings from research on these projects and describes the recent Web applications that were developed in response to these findings. Findings indicated that many of the observed classes were engaged in genuine inquiry, innovation, and cooperative learning. The telecommunications technology also fostered a genuine sense of community among the participating schools. Findings also indicated a general absence of any analysis of the data these classrooms were collecting. Factors that contribute to the failure of classes to analyze and understand the data they collect are discussed including cognitive, curricular, pedagogical, and technological challenge. Suggestions for adapting the technology to respond to these challenges are presented including the use of Collaborative Learning Environments On-Line (CLEO), a Web space that makes it possible for anyone with an Internet browser to create a data-rich project. | [FULL TEXT]

Walz, Garry R.; Bleuer, Jeanne C. (1997).  Emerging Priorities and Emphases in School Counseling, Guidance, and Student Services. 

School counseling has evolved from a limited service into a schoolwide program focused on the developmental needs of all children. Five crucial components of school counseling programs are discussed: (1) delivery of guidance and counseling through a comprehensive K-12 developmental program; (2) involvement of parents and communities; (3) utilization of educational technology by both counselors and students; (4) targeting of new areas of student knowledge and skill; and (5) emphasis on student outcomes from counseling. Current efforts for change and improvement are focused on these components. Some undergirding principles for understanding school counseling programs are presented in the areas of behavioral objectives, students' responsibility for renewing life and career decisions, teaching self-improvement and coping skills, and understanding the context of interrelated systems from which the student operates. Comprehensive school guidance programs are committed to assisting students of all ages to become responsible for planning and managing their own lives. Improving guidance interactions and access to educational media through the use of computers is discussed; access to the Internet can provide access to a new world of knowledge. ERIC services are described. Counseling is increasingly being evaluated by the outcomes of students rather than the qualifications of counselors. | [FULL TEXT]

Wang, Deming D.; Lee, Richard C.; Chen, Chunju (1998).  The Role of Distance Education and Major Factors That Influence Minority Adults' Participation in Educational Programs. 

This paper describes a study partially supported by a grant from the Institute on Race and Ethnicity of the University of Wisconsin (UW) System. The study was designed to examine the major factors, including distance teaching and learning and relevant technological innovations, that affect adult education for ethnic minorities; for the purpose of this study, ethnic minorities include all African, Asian, Hispanic, and Native American adults. Data sets provided by the National Center for Education Statistics (NCES) were used to accomplish three objectives: (1) to investigate the extent and scope to which the minority groups are served by adult educational establishments, including the specific needs and existing barriers for minority adults to obtain distance education; (2) to examine the role and contributions of distance teaching and learning and relevant educational technologies in facilitating the access of adult education by ethnic minority groups; and (3) to stimulate further research interest and draw broader attention by sharing the initial results with scholars, policy-makers, and the general public, regarding issues about distance education, adult education, and minority education. Charts and graphics presenting research results are not included.  | [FULL TEXT]

Wang, Yu-mei (1999).  A Comparative Study of Student Teachers' Computer Use during the Practicum. 

This study compared student teachers' computer use in two universities--the University of Guam and a U.S. mainland university. Teacher education in the two universities took a different approach in providing computer training to preservice teachers. One offered a stand-alone computer training core course. The other integrated computer training into methods courses. The study focused on the manner and frequency of computer use by student teachers during the practicum, student teachers' perceptions of training adequacy, student teachers' attitudes towards the use of computers in teaching, and factors influencing student teachers' computer use. Results revealed that student teachers' computer use was limited in both universities. Implications of this finding and various ways of computer integration in teacher education programs are discussed.   | [FULL TEXT]

Wang, Yu-mei (1999).  Design for Transforming: Multimedia Projects in a Preservice Educational Computing Course. 

This paper reports on an experimental multimedia project in a preservice teacher education course at the University of Guam. The multimedia project was aligned with the critical pedagogy in cultivating transformative intellectuals. Participants of the project investigated critical issues in their communities and presented their projects by using a multimedia tool. By doing this project, students developed their awareness of critical issues in their communities and the role educators could play in changing the situation. It was found that technology sustained students' motivation and interest, enhanced the challenge of the project, and unleashed students' creativity. The paper argues that technology can be a powerful tool in support of the pursuit of transformative pedagogy.  | [FULL TEXT]

Wang, Yu-Mei; Holthaus, Patricia (1999).  Facing the World: Student Teachers' Computer Use During Practicum.  Journal of Educational Technology Systems, 27, 3. 

Investigates the computer use by student teachers during practicum: the manner and frequency of computer use, student teachers' perception of their training adequacy, their attitudes toward the role of the computer in teaching, and the factors that might be associated with higher percentage of computer use than those in previous studies.

_____. (1998).  Winning the Skills Race. 

This document reports on how key stakeholders in work force preparedness nationwide are responding to pressures of the skills race. Part 1 presents an overview of the skills challenge and the economic and social consequences of failing to meet the challenge. Part 2 examines the impact of the skills shortage on major stakeholders and explains how the build-up of pressure has pushed U.S. employers, workers, educators, trainers, community leaders, and government officials to join forces to strengthen the transition from school to work, pool their resources to improve training quality and reduce training costs, and respond to market demand for greater access to training and greater portability of skills. Part 3 details some of the more creative developments in work force development and distills eight winning principles for success in the field. An agenda for change is proposed that includes the following items: (1) build public awareness; (2) fill information gaps; (3) leverage technology; (4) focus on metrics (measurement of results); (5) tighten accountability; (6) share best practices; and (7) encourage personal initiative. Lists of the task force members, executive committee members, national affiliates, and 11 related publications conclude the document. | [FULL TEXT]

Windschitl, Mark (1999).  Using the WWW for Teaching and Learning in K-12 Classrooms: What Are the Interesting Research Questions? 

This paper proposes three criteria for developing research questions that have the potential to illuminate the understanding of Web-supported learning in K-12 classrooms: (1) questions should be situated in progressive instructional contexts; (2) questions should focus on what is happening in the Web-supported learning environment in addition to measuring outcomes; and (3) questions should emphasize unique capacities of the Web as a tool or medium. These criteria are offered as a starting point for dialogue among researchers about questions sensitive to progressive education goals. A description of the variety of ways that the Web is being used to influence learning in K-12 classrooms includes introducing an example from a case study that typifies how most teachers currently use the Web within the context of their existing curriculum. Also reviewed are some of the major collaborative efforts between researchers and teachers to integrate cognitive tools and structured learning opportunities into Web-supported classrooms. | [FULL TEXT]

Windsor, Neville J. (1998).  Simulating a Sampling Problem Using a TI-83 Graphics Calculator.  Australian Senior Mathematics Journal, 12, 2. 

One way to assist students in developing correct intuitive ideas about the effect of sample size is to allow students to simulate similar problems. Describes experiences with classes performing simulation using graphing calculators.

Winkler, Carol Ann K. (1998).  Exercising Trust to Power Technology.  Momentum, 29, 2. 

Recounts the Nerinx Hall High School New Frontiers team's apprehension in the 1992 New Frontiers for Catholic Schools workshop, convened to write technology plans for Catholic schools. Describes faculty and student success in incorporating new multimedia technology into the curriculum, after the team developed a plan for the school.

Winkler, John D.; Steinberg, Paul S. (1997).  Restructuring Military Education and Training. Lessons from RAND Research. 

This report examines research on initiatives intended to restructure military training with a focus on specialized skill training in military schools. Chapter 1 addresses the status of restructuring initiatives. Chapter 2 focuses on a methodology to examine the effects of restructuring and consolidation. It discusses in detail the elements included in the methodology that accomplish the following: match occupations to training approaches; develop alternative courses based on job requirements; assess costs and savings of alternative courses; and conduct clinical trials to confirm effectiveness. Chapter 3 discusses the research context, approach, and results of studies examining these restructuring and consolidation initiatives: distributed training programs; consolidated occupations with expanded on-the-job training; use of civilian resources to provide military training; expanded use of training aids, devices, simulators, and simulations more extensively to substitute for vehicles, equipment, and live-fire training; and consolidation of training institutions. Chapter 4 synthesizes those findings into a series of implications for effectively and efficiently employing restructuring initiatives. Key issues are categorized as consolidation, distribution, outsourcing, and training technology. Appendixes include a brief discussion of some military lessons learned that seem transferable to the civilian sector and 56-item selected bibliography.

Winn, William (1999).  Learning in Virtual Environments: A Theoretical Framework and Considerations for Design.  Educational Media International, 36, 4. 

Discusses the use of virtual environments (VEs) in teaching and learning. Examines the characteristics of effective VE in learning environments, looking at the added value produced by immersion, whereby students learn directly rather than through difficult symbol systems. Many apprehensions about VE are corrected, and the conclusions drawn are pertinent for use of VEs in teaching and training. 

Winn, William D. (1995).  Advantages of a Theory-Based Curriculum in Instructional Technology. 

The purpose of this paper is to prove that including a significant theoretical component in instructional technology curricula has numerous advantages. The discussion is confined to curricula offered at universities, typically at the graduate level. Three topics are discussed: (1) the current state of instructional technology programs; (2) why theory is needed and what that theory should be; and (3) the role of the university in preparing instructional technologists. It is argued that curricula in university programs that train instructional technologists tend to emphasize practice at the expense of understanding. Because there are other agencies better suited to train practicality, universities should devote their resources to making sure students have a good grounding in the theories which immediately support what they do. Theories describe the complete range of human learning and includes perceptual and human factors theory, cognitive theories of learning, and theories of how knowledge guides the way people interact with their environment. It is contended that mastery of this theory should be attained by every student in instructional technology, and its application as the graduate develops professional skill and status will improve the success of the profession. | [FULL TEXT]

Winn, William; Jackson, Randy (1999).  Fourteen Propositions about Educational Uses of Virtual Reality.  Educational Technology, 39, 4. 

Offers propositions about virtual reality in education, ranging from costs to the psychological affordances of virtual environments (VEs). Some of the propositions arise from empirical studies of performance and cognition in VEs; others come from behavioral, cognitive, and human-factors research. Much of the research is from the Human Interface Technology Laboratory (HITL) at the University of Washington in Seattle. Contains 52 references.(AEF)

Winner, Langdon (1997).  Look Out for the Luddite Label.  Technology Review, 100, 8. 

Reports of President Clinton's National Information Infrastructure Advisory Council stressed the unanimity of expert opinion approving the wiring of the nation's schools. Argues that labeling some approaches to technical practice as antitechnology or Luddism excludes important viewpoints from policy debates, allowing the juggernaut of ill-considered change to proceed unimpeded.

Winston, Gordon C. (1999).  For-Profit Higher Education: Godzilla or Chicken Little?  Change, 31, 1. 

The economics of the growing sector of for-profit higher education institutions are examined, comparing the cost-price-subsidy structure of traditional institutions with these nontraditional institutions. Implications for the schools least able to withstand competition with for-profit institutions, generally private colleges and universities, and for high-subsidy schools such as state and elite universities, are discussed.

_____. (1994).  Working Together for Excellence. The Annual Joint Report on Preschool through Graduate Education in Tennessee. 

This annual report is designed to assess the efforts of Tennessee's State Board of Education and Higher Education Commission, to provide an overview of the challenges and prospects for public education in Tennessee, and to present a statement on educational plans and goals for the future. The report outlines 15 improvement initiatives for elementary, secondary, higher education. It then reports on progress on 26 specific educational objectives, such as general educational development (GED) enrollment/completion, college enrollment, persistence-to-graduation, degrees awarded, African-American college enrollment, high school dropout rates, retention rates, standardized test scores, and adult literacy. Five goals are identified as central to continued progress in educational improvement: (1) adequate funding of elementary, secondary, and higher education; (2) the implementation of a statewide technology network; (3) increased use of state of-the-art technology; (4) increased levels of preschool education for at-risk children; and (5) increased levels of university research. Seven appendixes provide information on the report requirements, state high school graduation requirements, high school course requirements for college admission, the Master Plan for Tennessee Schools, performance goals and standards for school systems, Tennessee Challenge 2000 goals, and the Master Plan for Higher Education. | [FULL TEXT]

_____. (1995).  Workplace Literacy Publications. An Annotated Bibliography of Print Resources. Workforce Tools. 

This annotated bibliography is intended as a resource for service providers and small and midsized companies seeking assistance on all aspects of workplace literacy programs. It contains more than 320 entries dealing with the following workplace literacy-related topics: assessment and evaluation (research supporting different types of learner assessments, recommendations regarding conducting program evaluations, and case studies); curriculum and instruction (adult learning theory, curriculum development, sample curricula, and "best practices"); English as a Second Language (implications for workplace literacy programs and "best practices"); technology (guidelines for integrating technology into programs and effective uses of technology for instruction and program management); and work restructuring (implications for workplace literacy programs and the incidence of restructuring and its relationship to workplace literacy programs). The annotations are designed to help service providers/company personnel locate appropriate references for background information or support for proposal writing, public relations, and marketing, as well as for workplace literacy program development, implementation, and evaluation. The entries are listed alphabetically and indexed by subject category.

_____. (1998).  World Education Report 1998. Teachers and Teaching in a Changing World. 

This report, the fourth in UNESCO's series of World Education Reports, reviews recent trends and developments in education and educational policy affecting the world's 57 million teachers (1995). Chapter 1, "Introduction," reviews the issue. Chapter 2, "The Changing Status and Profile of Teachers," includes the Recommendations Concerning the Status of Teachers (which was adopted by a special intergovernmental Conference convened jointly by UNESCO and the International Labour Organization in Paris in 1966); the global pressures of student enrollments; the changing educational policy environment; and the emerging status and profile of teachers. Chapter 3, "Teaching Contexts and Pressures," discusses the concern for quality and relevance; trends toward monitoring and evaluation; the pressure on teachers; teaching and learning conditions; teacher education; and assessing teachers' effectiveness. Chapter 4, "Teachers, Teaching, and New Technologies," discusses hesitation toward the new technologies; key technological trends and developments; toward virtual learning environments; and implications for teachers and teaching. The four appendixes offer statistical notes, regional tables, world education indicators, and national reports and UNESCO reports, publications, and periodicals concerning education 1995-97.

_____. (1998).  Worker Retraining: Fifth Accountability Report for Worker Retraining Programs. (Formerly HB 1988). 

This report is the fifth review of the accomplishments of Washington's 32 two-year colleges under the provisions of the Worker Retraining program. The Worker Retraining program assures that jobless workers have immediate access to job retraining for a new career if they are not able to find work in their current field. It also builds the capacity of colleges to provide training in high-demand, high-wage fields. The program has served 33,387 unemployed and dislocated workers between 1993 and 1998 at the public colleges and 1,012 at 35 private career schools. Three major findings are reported: (1) the program is changing to reflect the changing face of job loss in Washington, that is, dislocated workers are less likely to come from manufacturing and more likely to be in service and retail trades; (2) workers who participate in programs are finding good jobs at high salary levels; 83% of those who left the college have gained employment, with an average salary of $10.83 per hour in 1997; and (3) colleges are providing training that is responsive to the growing need for technology workers, especially for smaller firms, where most of today's economic growth is found. Additional information is provided on the participants and recipients. Contains 14 tables. | [FULL TEXT]

Worsnop, Chris M. (1997).  You Can So Push on a Piece of String--or--The Role of the Teacher-Librarian in Promoting Media Education Across the Curriculum.  School Libraries in Canada, 17, 2. 

Outlines the four essential components of education: outcomes, curriculum/program, assessment, and reporting. Emphasizes how these must align with one another. Describes advantages of teacher-librarians coordinating a schoolwide initiative for students' media productions. Identifies the five traits of media work: ideas and content, organization, effective use of media language (rhetoric), audience/voice, and technical competence.

Wilcox, Bonita L.; Bauschard, Stefan; Osterhus, John (1998).  The Information Superhighway: How Much Fun Is It? (Professional Books).  Reading Teacher, 51, 8. 

Discusses four books that help teachers learn about technology and use it in their classrooms: "A Teacher's Guide to the Information Highway" (W. Wresch); "Teaching with the Internet: Lessons from the Classroom" (Donald Leu and Deborah Leu); Integrating Educational Technology into Teaching" (M. Roblyer, Jack Edwards, and Mary Ann Havriluk); "Computers in the Classroom: Mindtools for Critical Thinking" (D. Jonassen).

Wilcox, M. Jeanne; Norman-Murch, Trudi; Oberstein, Jill S.; Volkmann, Melody A.; Wagner, Deanna K.; Musselwhite, Caroline Ramsey; Malena, Edye (1999).  Assistive Technology and Early Childhood Education. 

Designed for early childhood educators working with children who have a wide variety of disabilities, this manual discusses the ways in which assistive technology can facilitate the child's active participation in developmentally appropriate activities and offers ideas for incorporating devices and strategies into daily school and home routines. Chapters 1-5 provide an opportunity to explore and review the foundations of assistive technology including relevance to real life tasks, legislative mandates which have created the framework for accessible technology, services to people with disabilities, and the importance of a team-based technology selection and service delivery process. Specific assistive technologies for positioning, access, communication, play, and computer use that are available to enhance a child's independence and skill development are introduced. Chapters 6, 7, and 8 focus on implementation issues: curricular issues that foster and support a "big picture" approach to assistive technology use in educational settings; the relationship between the Individualized Education Program process, technology implementation, and functional outcomes; and funding options. The final section offers guidelines and suggestions for training personnel to become effective assistive technology trainers. Appendices include instructions for creating many of the low cost and simple technology items mentioned throughout the manual. | [FULL TEXT]

Wilcox, M. Jeanne; Norman-Murch, Trudi; Oberstein, Jill S.; Volkmann, Melody A.; Wagner, Deanna K.; Musselwhite, Caroline Ramsey; Malena, Edye; Weber, Carolyn A. (1999).  Assistive Technology: Tips, Tools, and Techniques. A Parent Resource Manual. 

Designed for parents of children who have a wide variety of disabilities, this manual discusses the ways in which assistive technology can facilitate the child's active participation in developmentally appropriate activities and offers ideas for incorporating devices and strategies into daily school and home routines. The manual attempts to present information in a straightforward manner and includes numerous illustrations and mini-case examples. References and resources are provided for people who want to go beyond this introductory information. Chapter 1 introduces definitions and describes assistive technology. Chapter 2 offers a number of common questions relating to assistive technology that parents often have with attempted answers after each. Chapter 3 provides light tech strategies used in the home and the classrooms. Chapters 4 and 5 include information on High Tech strategies, including both augmentative and alternative communication and computers. Chapter 6 introduces the topic of adaptive play, including the adaptation of both toys and games. In chapter 7, the topic of emergent literacy is considered. Each chapter is covered with regard to students primarily in early childhood education and addresses how to make assistive technology functional and easy. | [FULL TEXT]

Wild, Martyn; Braid, Pat (1997).  A Model for Measuring Children's Interactions in Small Groups Using Computers.  Journal of Computing in Childhood Education, 8, 2/3. 

Examines a model for measuring children's verbal interactions in small heterogeneous or homogeneous cooperative groups using computers. Considers research design, type of task, and data collection and analysis. Concludes that a model incorporating cognitively oriented and socially oriented talk will expand understanding of the nature of children's verbal interactivity at the computer as a means of shaping learning.

Wild, Martyn; Quinn, Clark (1998).  Implications of Educational Theory for the Design of Instructional Multimedia.  British Journal of Educational Technology, 29, 1. 

Addresses educational theories in the design of interactive learning environments, and examines implications for effective instructional multimedia design. Argues for the use of dynamic modeling tools and suggests that systems thinking is a cognitive skill that technological developments, particularly in multimedia, have made more addressable.

Wilhelm, Anthony G. (1997).  Buying into the Computer Age: A Look at the Hispanic Middle Class. 

The Tomas Rivera Policy Institute conducted focus groups in the summer of 1997 to gain insight into why there is a gap in computer ownership between Hispanic middle-class families and non-Hispanic families of the same middle class income bracket (between 25 and 50 thousand dollars). Results from 6 focus groups of 15 to 20 heads of household each show that respondents believed strongly that Hispanics need computers to keep up with progress and felt that owning a computer was a priority in their household, at least in the abstract. While these respondents saw many advantages to owning a computer, the obstacles were formidable, including finding the right brand of computer, fear of it becoming immediately outdated, and anxiety over pornography on the Internet. Respondents were unanimous in suggesting that computers would help their children, but most heads of household who said they would purchase a computer in the coming year expressed the greatest interest in buying it for themselves. Many respondents expressed a strong trust in the print media and certain television personalities as sources of information and news, while at the same time demonstrating interest in the convenience and diversity of new media, such as the Internet. .

Wilhelm, Tony; Ladd, Michelle, Ed. (1997).  Out of Reach? Latinos, Education and Technology in California. 

The Tomas Rivera Policy Institute conducted research to clarify the state of technology development in schools in San Bernardino and Los Angeles counties, California and to determine whether meaningful technology access was out of reach for those school districts in which the enrollment was predominantly Hispanic. The empirical investigation, with surveys completed by 54 principals and 123 teachers and interviews with 12 administrators, and case study site visits show that instructional technology is currently beyond the grasp of many Hispanic youth enrolled in California's public K-12 schools. In the school districts studied, the student-to-computer ratio of 14 students for every 1 computer was not significantly different from the state as a whole. However, Hispanic districts were significantly less likely than non-Hispanic districts to receive assistance from school administrators when it came to supporting technology development, in part because the administrators in Hispanic districts perceived many issues to be more significant. Teachers in the Hispanic districts were also more concerned with security and more likely to reduce student access to computers. The research concludes that students lack the tools to compete in today's marketplace, since a working knowledge of information technology is necessary for the majority of new jobs. Aspects of technology development that must be considered in addition to the mere number of computers are professional development, administrative and staff support, and environmental factors in the schools. Public and private sectors in California need to unite to improve access to educational technology for all students. Appendixes present profiles of participating school districts, a list of sites visited, and a list of interview participants. An attachment discusses study methodology.

Wilkenfeld, Jonathan; Kaufman, Joyce; Starkey, Brigid (1995).  The International Negotiation Seminars Project. Project ICONS. 

This report of a study at the University of Maryland describes an international, interactive, and interdisciplinary project for first- and second-year students, which combines a large lecture format with small-group, seminar-type sessions organized around a computer-assisted simulation model, the International Communication and Negotiation Simulation (ICONS). Students learned about negotiation strategies through case studies and materials on cross-cultural communication. Strategies were tested in a customized "New Europe Simulation," which features participation from a variety of central and eastern European universities. In addition to focusing on international issues such as trade and the environment, the project involved group decision making as students acted as negotiators for nations other than their own. Students also learned to use technology, including Internet resources and real-time computer conferencing. The simulation experience and the active-learning model were disseminated to other U.S. campuses. Evaluation results indicate high student involvement and identification with simulation roles and international perspectives, and excellent learning from the small group and networking aspects of the project. A course syllabus and other course materials are appended, along with articles about the project, and a list of participating institutions. | [FULL TEXT]

Wilkerson, Joyce A. (1998).  Using Internet Resources to Create and Utilize Tutorials and Multimedia Presentations.  ATEA Journal, 25, 2. 

Internet-based tutorials and courseware can be modified to meet the particular needs of a specific course. The Internet allows a degree of cooperation and collaboration among colleagues that would have been impractical or impossible in the past.

Wilkinson, David; Mangino, Evangelina (1994).  Program Effectiveness in AISD 1992-93. 

The Office of Research and Evaluation (ORE) of the Austin Independent School District (AISD) (Texas) reviews the effectiveness of many of the school district's special programs. In 1992-93, ORE reviewed 60 programs or program components. Cost effectiveness was calculated for 31 programs, using an achievement effect measure for 10, a dropout prevention effect measure for 13, and a drug prevention effect measure for 8. An additional three dropout prevention programs were rated on effectiveness, although cost information could not be obtained. Three drug prevention programs were rated for cost, but not effectiveness, and another 23 programs were evaluated on effectiveness based on other evaluation information. Two-thirds of the programs were rated as effective, and 60% were considered cost-effective where calculation was possible. Three of four elementary school technology schools were the most cost-effective among achievement improvement programs. A parent-training program, Mega Skills, was the most cost-effective dropout prevention program, while Plays for Living and Drug Abuse Resistance Education (DARE) were the most cost-effective drug abuse prevention programs. Seventeen tables present evaluation findings. | [FULL TEXT]

Wilkinson, Gene L.; And Others (1997).  Evaluation Criteria and Indicators of Quality for Internet Resources.  Educational Technology, 37, 3. 

Most Web site rating systems overemphasize technological "bells and whistles." The University of Georgia's information quality criteria address site access and usability; resource identification and documentation; author identification; authority of author; information structure and design; relevance and scope, validity, and accuracy and balance of content; navigation within document; quality of links; and aesthetic and affective aspects.

Wilkinson, Lamar; Buboltz, Walter C., Jr. (1998).  E-Mail: Communication of the Future? 

This article addresses issues related to one particular type of electronic messaging, namely e-mail. E-mail appears to serve two primary purposes in the world and society. First, it is used as a form of communication that allows individuals, no matter where they are located, to communicate with each other on a regular basis at a low cost. Second, is the use of e-mail to advertise and sell goods and services to individuals. E-mail as an instructional aid may provide students with greater access to faculty and peers, with the Internet providing access to a wider array of educational resources for students and faculty. Additionally, faculty may provide notes and materials to students through e-mail, allowing students to access this information at any time. Although there are many advantages to using e-mail, several disadvantages are inherent in the use of this technology. Two popular views have been posited about communication and relationships that develop through the use of electronic media, especially e-mail. One view portrays relationships that develop through the use of electronic media as shallow, impersonal, and often hostile, with only an illusion of a sense of community. The other view posits that electronic-mediated communication reduces the obstacles of physical locality, creates new, but genuine, personal relationships and communities. Only through sound empirical investigations can conclusions be made about the impact and usefulness of technology. | [FULL TEXT]

Willett, James D.; Keefe, David D. (1998).  A Pilot Project in Augmentative Distance Learning... George Mason University Graduate Course in Biochemistry. 

This paper describes the use of distance learning capabilities to augment and amplify the learning opportunities for part-time graduate students at George Mason University. The students in the biochemistry course described meet periodically on campus for brief interactions with the instructor and peer classmates. Between these synchronous interactions, the class World Wide Web site supports: (1) ongoing asynchronous small group interactions with the professor, peer groups, and other scientists through online discussion groups, e-mail, and listserv facilities; (2) hypermedia presentations on key concepts, developed for and often by the class, and available online for review or correlation to lecture notes; and (3) imaging and audio interactions offering advanced representations of molecular structures, using tools that provide a dynamic and easily updated capability beyond material available in the text. Topics discussed include: the rapidly growing importance of biochemical knowledge; the course objective; the course background, including the nature of the students served, instructional advantages of the Internet format, and the metabolism visualization component of the course; and user viewing tools, including molecular imaging software (RasMol, Chime, MAGE) and database browsing and querying software. Two figures illustrate the class home page and Chime Image views of the tryptophan amino acid molecule. Contains 11 references.  | [FULL TEXT]

Williams, Carrie Wehmann; Hounshell, Paul B. (1998).  Enabling the Learning Disabled.  Science Teacher, 65, 1. 

Addresses the dearth of materials in science for the learning disabled student. Suggests some teaching strategies such as a student assignment journal, the usefulness of mnemonics, and incorporating technology such as computers as much as possible. Also discusses classroom organization, assessment strategies, and how to build confidence.

Williams, Douglas C.; Hemstreet, Susan; Liu, Min; Smith, Vickie Dunlevy (1998).  Examining How Middle School Students Use Problem-Based Learning Software. 

This study investigated the use of tools and design features as employed in a problem-based learning (PBL) environment and their effectiveness on seventh grade students' learning of science concepts. Specifically, the study examined: (1) the effect of the computer-supported PBL environment on the achievement of middle school students; (2) the effect of the computer-based PBL environment on middle school students' attitudes toward science; and (3) the relationship between students' math or reading ability and their achievement in the PBL environment. Dependent measures were achievement, degree and frequency of access to the tools/features, and attitude toward learning science. The treatment consisted of three groups: computer-supported PBL environment, paper-based PBL, and a control group. Results indicated that: both the groups that used the computer-supported and paper-based PBL significantly improved their achievement scores, while the increase for the control group was not significant; there was no significant difference between the computer-supported and paper groups; students' reading ability is a better predictor for students' achievement in a PBL environment than their math ability; and students' attitude toward learning science was not affected by the introduction of PBL. Two tables and a graph present data. Contains 14 references. | [FULL TEXT]

Williams, Helen Margaret (1996).  Curriculum Conceptions of Open Learning: Theory, Intention and Student Experience in the Australian Open Learning Initiative. 

This thesis seeks to clarify the meaning of the open learning concept by examining it in alternative ways--as an element of social theory, as an intended curriculum, and as a perceived student learning experience. The three curriculum conceptions of open learning are applied to the Australian Open Learning Iniative. Students' curriculum experiences are studied by means of a series of telephone interviews with a targeted sample of 44 students registered with Open Learning Australia in the first study period of 1993. The study identifies the learners' context as a significant but previously unacknowledged constraint on students' decisionmaking and learner control of curriculum. It notes the transfer of control over entering a program of study is not automatically conferred by an open admissions policy, but is, instead, dependent on providers meeting the information needs of students. Chapters include: (1) "Open Learning: A Coat of Many Colours"; (2) "A Conceptual Framework for the Analysis of Curriculum Control in Open Learning"; (3) "Philosophy and Method"; (4) "Theoretical Conceptions of Open Learning"; (5) "Intentions Shaping Curriculum Formation in the OLI (Open Learning Initiative)"; (6) "Learners' Experiences as Curriculum Decision Makers on Open Learning"; (7) "New Meaning for Open Learning"; and (8) "Making the Most of Open Learning." Appendixes include sources of personal communications, a letter to students, demographic profiles of student respondents and the interviewed sample, endnotes, and student interview themes. | [FULL TEXT]

Williams, Marcia L.; Paprock, Kenneth; Covington, Barbara (1999).  Distance Learning: The Essential Guide. 

Intended for individuals engaged in open and distance learning activities, this guide is designed with an applications focus that provides a "quick start" for immediate work needs. Built on an intuitive set of "How do I" questions, the book presents the foundation needed to teach from a distance. The format is a multimodel approach, combining reading case studies, tear-out worksheets, and checklists. Templates intended for duplication are provided. Chapter 1 presents the history and growth of open and distance education, giving insight into the way evolving technologies have been transitioned into existing distance learning formats. Chapter 2 takes a global perspective to see how people around the world view the concepts and components that make up an open or distance learning environment. Chapter 3 offers an overview of technical, network, equipment, usage, and cost considerations to apply when an open or distance learning network is set up. Chapter 4 discusses resistance to change and offers practical, step-by-step ideas to help teachers and trainers through this transitional change process. Chapter 5 addresses designing instruction for learning: organizing time and instruction, becoming aware of one's presentation style and personal image, and developing participative teaching methods and techniques. Chapter 6 focuses on turning verbal information into visual communications: ideas on working with space, text and fonts, color, line, and graphics. The book contains 46 references, a glossary, and an index.

Williams, Marium (1996).  The Egghead and the TV Eye. 

This paper describes the first venture of the author (a professor at Kentucky's Morehead State University) into the world of distance learning technology, specifically interactive television. Highlights include the one-way video classroom; multimedia development; compressed video classroom; and use of listservs. An informal evaluation of the semester yielded the following conclusions: (1) the support of the university has often lagged behind the needs of faculty and students; (2) the computers available in faculty offices do not have the capability to run Microsoft Power Point or multimedia clips that need sound cards; (3) there is no university-approved policy to equitably disseminate release time or stipends to distance learning faculty; and (4) the college's policy for fair use of copyrighted material is not yet in place because of the digitized nature of the compressed video system. There is also a list of practical tips for instructors who anticipate teaching telecourses, including: be prepared to visit sites at least once; sign up for 2-hour classes; work with the institutional bureaucracy to get release times and stipends; spend time playing with new software; and stop and give students time to share with each other their thoughts, feelings, and connections with material. | [FULL TEXT]

Williams, Tarrnie (1998).  All Roads Lead to ROM: The Role of CD-ROM in Emerging Education Delivery Systems.  Journal of Management Development, 17, 4. 

Comparison of CD-ROM and videodisk concludes that CDs have advantages of capacity, convenience, wider application, and use in integrated learning systems; they will not be supplanted by the Internet. Warns educators to get involved with technology as it decentralizes institutions of learning.

Williams-Green, Joyce; Holmes, Glen; Sherman, Thomas A. (1998).  Culture as a Decision Variable for Designing Computer Software.  Journal of Educational Technology Systems, 26, 1. 

Culture represents the complex of social, emotional, intellectual, physical, and personal factors that individuals use to create meaning. When these are missing from instructional materials, achievement may be imperiled. Examples of how cultural variables can be incorporated into instructional decisions are presented to illustrate the potential for enhancing computer software design.

Williamson, John; Cowley, Trudy (1995).  Windows on Successful Practice: Innovations in Science, Maths and Technology Education. 

This report is a snapshot of some of the educational innovations implemented in Tasmanian schools during 1994. Descriptions of 11 projects in primary, secondary, district high, and senior secondary schools and colleges in both urban and rural settings are included. Each description is a story of how the project began including details of the doubts, successes, and difficulties encountered by the people associated with the project. Together the stories provide insight into the factors assisting or hindering the implementation of educational innovation. This guide contains information on the project context; curriculum profiles; methodology details; case studies of projects in science, mathematics, and technology education; and a section highlighting common themes from the case studies. Contains 18 references. | [FULL TEXT]

Willis, Barry, Ed. (1998).  Effective Distance Education Planning: Lessons Learned.  Educational Technology, 38, 1. 

Presents guidelines for effective distance education planning that confront the issues of planning/organization, technology, and faculty development/academic policies. Concludes that understanding the unique characteristics and constraints of any particular program or target audience is the first step in selecting appropriate distance education practices.

Willis, David B. (1997).  An Outsider's View Inside: 21st Century Directions for Multicultural Education.  Multicultural Education, 5, 2. 

Draws on the work of James A. Banks and adds the perspective of a cultural outsider to consider the future of the discipline of multicultural education, considering politics, technology, educational context, cultural capital, and the nature of culture. Transformative knowledge that makes its values explicit is a necessity for the development of multicultural education.

Willis, Elizabeth (1998).  An Interdisciplinary, Problem-Centered Methods Model for Preservice Elementary Teacher Education. 

This paper describes "Methods of Integrating Technology in the Elementary Social Studies/Language Arts Classroom," a class at Northern Arizona State University with the purpose of assisting preservice teacher candidates in developing an understanding and appreciation of the many perspectives of the social studies, language acquisition in all its forms (reading, writing, listening), and a vision of the roles and impacts of technology on the social studies/language arts curriculum. Student narratives, reflections, and evaluations are presented. Historical background on technology in the curriculum, the transmission model, and the fragmented curriculum is then provided. Challenges and experiences in planning and implementing the course are discussed, and the syllabus for the first week is included. The importance of the integrated interdisciplinary model is considered, and it is concluded that--through their participation in this model--the preservice teachers became active, constructive learners who were confident in their ability to integrate technology into an interdisciplinary curriculum when presented with an appropriate model in a learning environment that made them responsible for their own learning. | [FULL TEXT]

Willis, Elizabeth M. (1997).  Technology: Integrated into, Not Added onto, the Curriculum Experiences in Pre-Service Teacher Education.  Computers in the Schools, 13, 1-2. 

Describes teacher education courses that can serve as models for integrating technology into preservice education. Stresses the importance of learning about technology with technology, an approach that has been integrated into preservice social studies methods classes at the University of New Mexico. Discusses computer discourse and classroom environments and strategies.

Willis, Jerry (1998).  Alternative Instructional Design Paradigms: What's Worth Discussing and What Isn't.  Educational Technology, 38, 3. 

Examines the paradigm debate over established (behavioral and cognitive) and alternative (constructivist) models of instructional design (ID). Discusses instructional strategies and principles, new terms versus new meaning, "straw man" and personalized arguments, expert-determined goals, research-based versus "brand-X" models, and "the end" of ID. Argues that the debate should be conducted at a higher, more conceptual level.

Willis, Jerry, Ed.; Price, Jerry D., Ed.; McNeil, Sara, Ed.; Robin, Bernard, Ed.; Willis, Dee Anna, Ed. (1997).  Technology and Teacher Education Annual, 1997. Proceedings of the International Conference of the Society for Information Technology and Teacher Education (SITE) (8th, Orlando, Florida, April 1-5, 1997). Volumes I and II. 

The 370 conference papers on information technology and teacher education are presented in two volumes. The 183 papers in the first volume include the following topics: use and evaluation of educational software; preservice and inservice training issues; multimedia portfolios; distance education; diversity and international perspectives; the educational computing course; educational leadership; faculty development; graduate and inservice education; instructional design; Mathematics; and new media. The 187 papers in the second volume address the following topics: preservice teacher education; reading, language arts and literacy; technology applications in research; science; computer simulations; social studies; technology-assisted instruction for special needs students; technology diffusion in elementary, secondary and postsecondary institutions; graduate, preservice, inservice and faculty use of telecommunications; telecommunications systems and services; educational theory; and technology use with young children. The papers are divided into sections according to topic, and an introduction to, and summary of papers is presented at the beginning of each section. An author index is also included in this volume. | [FULL TEXT]

Willis, Jerry; Thompson, Ann; Sadera, William (1999).  Research on Technology and Teacher Education: Current Status and Future Directions.  Educational Technology Research and Development, 47, 4. 

Discusses the emergence of information technology in teacher education (ITTE) as a discipline; describes paradigms for research and development work, including empiricism, critical theory, and interpretivism; examines literature reviews, policy issues, diffusion of innovation, and component studies; and considers future possibilities.

Wilson, Andrew (1994).  Instructional Multimedia in the Math Classroom and Beyond. 

This paper is based on the reflections of a distance education (DE) mathematics instructor at Pellissippi State Technical Community College in Knoxville, Tennesee. In this DE classroom, 30 students were present with the instructor at the main campus, 8 students at a remote campus in Blount County, and 6 students in Knoxville. The link between the classrooms was made by Instructional Television Fixed Service technology, which connected the classrooms via two-way audio, but only one-way video. The typical class period was divided into two parts: a lecture delivered via a multimedia program using Macromedia Director; and discussion of homework problems that were solved in class using an overhead camera. Problems encountered in the classrooms included: (1) the teacher had to attend to the needs of students he couldn't see; (2) multimedia delivery involved extensive planning; (3) students at remote campuses were unable to see and hear everything that occurred in the main campus classroom; (4) remote students very rarely interacted without being asked; (5) student-to-student interaction was non-existent; (6) questions asked in the main classroom had to be repeated by the teacher so the remote classrooms could hear; and (7) distance students needed to take more responsibility for their own learning and overcome their intimidation of using microphones to interact with the class. | [FULL TEXT]

Wilson, Brent (1997).  Thoughts on Theory in Educational Technology.  Educational Technology, 37, 1. 

Defines theory and the role of theory in envisioning new worlds, making things, and critiquing practice, and discusses theory and practice in information technology (IT). Highlights inappropriate uses of theory (superficiality, elitism, ivory tower syndrome, provincialism, muddled thinking, anti-intellectualism), and emphasizes superficiality and provincialism. Compares theory and theorizing about IT from scientific and postmodern viewpoints.

Wilson, Brent G. (1997).  Understanding the Design and Use of Learning Technologies. 

Technology adoption concerns are increasingly important to understanding constructivist learning environments and learning communities. As instruction begins to move toward more open, participatory models, "end users"--both teachers and learners--are asked to take more responsibility in the learning process. Issues such as the variable implementation of instructional design (ID) products, the functioning of open models of instruction, and the pros and cons of the Internet have direct impact on the lives of instructional designers. This paper relates adoption to design and covers: use concerns within the design process; role versus activities of design and use; learning resources; the blurring of the distinction between design and use in hypertext environments like the Internet; and the continued blurring of distinctions between designers and end users versus teachers and students. Implications for instructional design practice include: (1) ID is much more than materials- or message design, incorporating issues of utilization, market, and adoption; (2) consideration of context of use is more than adding steps to a design model; (3) end users always function as designers as they appropriate and use learning resources, even if they are not involved in the formal design of the resources; (4) teachers must appropriate and adapt instructional materials to their specific needs; (5) the same negotiated dynamics between designers and teachers exist between teachers and students; (6) designers must look for total effects of interventions on all participants; (7) end users need to think like designers as well as consumers; and (8) new frameworks for understanding adoption and change are needed.  | [FULL TEXT]

Wilson, Brent G. (1999).  Adoption of Learning Technologies: Toward New Frameworks for Understanding the Link between Design and Use.  Educational Technology, 39, 1. 

Discussion of the adoption of new learning technologies focuses on the need for new frameworks to understand instructional design and use. Highlights include learning resources; hypertext, the Internet and the World Wide Web; consideration of context of use; participatory design; and dynamics between designers and teachers and between teachers and students.

Wilson, Brent G. (1999).  Evolution of Learning Technologies: From Instructional Design to Performance Support to Network Systems.  Educational Technology, 39, 2. 

Discusses three evolving paradigms for supporting learning and work performance: instructional design, performance support, and network systems. Describes an overall trend toward greater flexibility and empowerment, and shows how each paradigm reflects the technologies available at the time of its initial development.

Wilson, Brent; Dobrovolny, Jackie; Lowry, May (1999).  A Critique of How Technology Adoption Models Are Utilized.  Performance Improvement, 38, 5. 

Discussion of adoption models for learning technologies focuses on how the use of models tends to channel and constrain thinking. Topics include the importance of practice over theory; needs assessment; committees or consultants; developing a framework; data collection, analysis, and interpretation; implementation; and evaluation and revision.

Wilson, Jodi; Brown, Roger (1998).  Using Motion Detectors in Junior Secondary Mathematics.  Australian Mathematics Teacher, 54, 3. 

Discusses the use of Calculator Based Ranger (CBR) in mathematics classrooms. Provides a classroom activity in which students graph walking in different directions and speeds. Presents student work and testing.

Wilson, Linda J. (1998).  Children as Software Reviewers.  Childhood Education, 74, 4. 

Discusses how children's descriptions and evaluations of computer software are important ways to learn about how computers can be used in the learning process; describes how these evaluations can be an informal way of "child-testing" educational software. Offers examples of children's comments and suggests three Web sites that feature children's software reviews.

Wilson, Melvin (Skip) (1999).  Student-Generated Multimedia Presentations: Tools To Help Build and Communicate Mathematical Understanding.  Journal of Computers in Mathematics and Science Teaching, 18, 2. 

Describes computer activities that offer middle school students opportunities to cooperatively explore problem situations and connect mathematical understandings to each other, to their experiences, and to other disciplines. Contains 19 references.

Wilson, Melvin Skip; Lloyd, Gwendolyn M. (1997).  Hypermedia Creation: Offering Prospective Secondary Teachers Opportunities To Build Flexible and Powerful Conceptions of Mathematics and Mathematics Teaching. 

This paper illustrates the themes of reflection and connection in teacher education by discussing the experiences and conceptions of one preservice teacher who was enrolled in a secondary mathematics methods course. Small groups of preservice teachers created hypermedia stacks to demonstrate their views on important issues in mathematics education. Stacks include hypertext links, video-taped segments of practice teaching, other video and audio components, and links to other applications. This paper elaborates on how hypermedia activity enables and encourages preservice teachers to reflect on and develop their beliefs, and to build explicit connections within their experiences in university and field settings. It illustrates the powerful ability of hypermedia activity to not only allow prospective teachers to personalize reform themes, but also provide a context for researchers to question and investigate prospective teachers' beliefs about mathematics teaching and learning. Contains 27 references. | [FULL TEXT]

Wilson, Roy (1998).  Computer Literacy, Technique, and Gender.  Bulletin of Science. 

Argues that a strong sense of technical necessity informs the design of the computer-literacy curriculum. As a result, instruction in this area is inadequate at best and dehumanizing at worst. Contains 32 references.

Wilson, Ted (1999).  Unequal Computer Access & the Achievement Gap.  Equity Coalition, 5. 

Despite widespread enthusiasm for installing computers in schools and wiring them into the Internet, there is almost no evidence that this will raise student achievement or narrow the achievement gap. Presents descriptive statistics to discuss lesser access to computers by minority students and sex differences in computer use.

Watkins, Karen E., Ed.; Gustafson, Kent L., Ed. (1998).  Return on Investment (ROI): An Idea Whose Time Has Come--Again?  Educational Technology, 38, 4. 

Defines return on investment (ROI); describes the individual articles included in this special section of the journal which focuses on the process of ROI in organizations. Together, this collection of articles displays a wide variety of views about the necessity for ROI and the quality and quantity of its use.

Watkins, Karen E.; Callahan, Mary Wilson (1998).  Return on Knowledge Assets: Rethinking Investments in Educational Technology.  Educational Technology, 38, 4. 

Presents various ways of understanding knowledge and intellectual capital and the assets they produce. Considers implications of assessing the return on educational technologies as organizational knowledge assets. Presents a case study to illustrate how an educational technology application might help capture the benefits of knowledge capital.

Watkins, Ryan; Leigh, Doug; Foshay, Rob; Kaufman, Roger (1998).  Kirkpatrick Plus: Evaluation and Continuous Improvement with a Community Focus.  Educational Technology Research and Development, 46, 4. 

Discusses Donald Kirkpatrick's framework for evaluation that has been used as a basic model for the identification and targeting of training-specific interventions in business, government, military, and industry. Identifies tools and concepts for being responsive to new organizational realities of value-added requirements.

Watson, Elizabeth F., Ed.; Jagannathan, Neela, Ed. (1997).  Library Services to Distance Learners in the Commonwealth: A Reader. 

The provision of good library services is a crucial factor in determining the quality of distance education. This collection of articles acquaints readers with distance librarianship as it is practiced in developed and developing countries throughout the British Commonwealth. The reader includes: "Introduction" (Michael Wooliscroft); "Distance Librarianship: A Perspective" (Elizabeth F. Watson); "The Distance Learner, the Librarian and the Course Development Team" (Janet Jenkins); "Reaching the Remote Student" (Margaret Appleton); "Library Services to Distance Learners: Research and Operational Developments in a U.K. and European Context" (Peter Brophy, Deborah Goodall, and Peter M. Wynne); "Distance Learners and Library Use in Western Canada: the Findings of an Inter-university Survey" (Alexander L. Slade); "Library Services for the University of the West Indies Distance Students" (Beverley A. Steele); "The University of South Africa's Library Services to Distance Learners" (S. H. Behrens and L. M. Grobler); "Serving Learners in a Technical-Vocational Distance Education Programme: Issues for CAST in Jamaica" (Terrence Bobb-Semple); "Library Services to Distance Learners at Massey University: Some Management Issues" (Celia Bockett, Lucy Marsden, and Joan Pitchforth); "A Library Service to Distance Learners: What Should the Library Provide?" (Anthony K. Cavanagh and Joan Tucker); "Initiating the First Steps: the Use of Technology To Provide Library Services to Distance Learners in the Commonwealth Caribbean" (Linda Claudia de Four); "Rendering Equitable Library Services to Distance Learners in India: Problems and Prospects" (Neela Jagannathan); "Library Support--the Missing Link in Support Services at the Secondary Level for the Distance Learner in English-Speaking Africa" (Magnus John); "Providing Support Services for External B.Ed. Distance Learners Programme at the University of Nairobi" (Judith W. Kamau); "Information Technology and Libraries in Distance Education: Present and Future Prospects for India" (Uma Kanjilal); "Overcoming the Tyranny of Distance" (David Meacham and Margaret H. Macpherson); "Library Services for the Open University of Tanzania: Experiences of the First Year" (Geoffrey R. V. Mmari); "Library and Information Science Through Distance Education: the IGNOU Experience" (R. Satyanarayana); "Library Services to Students at a Distance: A Case Study of the University of Otago Library, Dunedin, New Zealand" (Hayley Solomon); "Open Library Information for Off-Campus Students: The Australian Scenario" (Marie-Therese Van Dyk); and "Factors Affecting the Provision of Library Services to Distance Learners: the Commonwealth Caribbean Experience" (Elizabeth F. Watson).

Watson, James (1998).  Bye, Bye, Blackboard.  Science Scope, 21, 4. 

Details the use of computer technology for classroom presentations to students. Includes tips on software, hardware, and monitoring student opinion.

Watson, Jane M. (1997).  Chance and Data for Luddites.  Australian Mathematics Teacher, 53, 3. 

Describes a professional development project entitled Learning the Unlikely at Distance Delivered as an Information Technology Enterprise (LUDDITE). Explains three phases of the project with two central concerns: the provision of essential content for teachers of chance and data, and the evaluation of various technologies for delivering the content to teachers across Australia.

Watson, John B.; Rossett, Allison (1999).  Guiding the Independent Learner in Web-Based Training.  Educational Technology, 39, 3. 

Provides suggestions and examples for self-training on use of the Web. Focuses on three questions about guidance, motivation and Web training: (1) "Is this class right for me?"; (2) "Now that I'm here, what do I do?"; (3) "What motivates me now and keeps me coming back later?"

Watson, Robert T.; Suter, Emanuel; Romrell, Lynn J.; Harman, Eloise M.; Rooks, Larry G.; Neims, Allen H. (1998).  Moving a Graveyard: How One School Prepared the Way for Continuous Curriculum Renewal.  Academic Medicine, 73, 9. 

Describes the University of Florida medical school's curriculum-development efforts, including introduction of early clinical experience in primary-care settings, enhancement of small-group active learning, development of computer-based interactive materials, increased clinical teaching in ambulatory care, effective course and faculty evaluation, enhanced student performance evaluation, centralization of logistical and data support, faculty development, and mission-based budgeting.

Watson, Robert; Ayer, Catriona, Ed. (1996).  Connections: A Statewide Plan for Technology in Idaho Public Schools. 

This plan for the integration of technology into the curriculum of Idaho public schools presents eight goals for the state's public schools: (1) Integration--to improve the quality and effectiveness of classroom instruction and learning for all learners by integrating technology-based resources in conjunction with state curriculum guides; (2) Compatibility--to ensure the compatibility of technology-related equipment to facilitate a comprehensive statewide network system; (3) Collaboration with Colleges of Education--to facilitate collaboration in the preparation and training of inservice teachers for integration of technology into instructional practices; (4) Community Collaboration--to encourage the collaboration of schools, libraries, community members, state agencies, organizations, businesses, industries, and postsecondary institutions to meet the needs of all learners; (5) Technology Systems--to create secure technology systems that enhance the efficient operation of schools; (6) Evaluation--to plan, evaluate, and publicize the impact of technology on teaching, learning, resource utilization, and the efficient operation of schools; (7) Student Training--to train students in the installation, maintenance, and support of technology systems; and (8) Systems Support--to provide district- wide support structures for training and for the installation, maintenance, and support of technology systems. Each goal is followed by a vignette illustrating its application, a statement of the impetus for the goal, and objectives and methods to help achieve the goal. Appendices include: Legislative Charge (by Catriona Ayer); Info Tech '96 Recommendations; Idaho Council for Technology in Learning (ICTL) Guidelines; public meeting input graph; sample classroom configurations; legal issues in technology and acceptable use policy; information for creating and supporting networks; and a glossary of terms. | [FULL TEXT]

Watters, Carolyn; Conley, Marshall; Alexander, Cynthia (1998).  The Digital Agora: Interaction and Learning in Political Science. 

Acadia University is the first "laptop" university in Canada. The Acadia Advantage program has each incoming student and each faculty member equipped with a laptop computer. In addition, classrooms, library, residence rooms, and common areas are wired so that the network is accessible both in and out of classrooms. This initiative has been accompanied by a paradigm shift from teacher-centered to learner-centered instruction. This paper describes one example of the new class of learning support tools that are needed to take advantage of the reality of student-centered, mobile technology. The technology is used to integrate the student experience inside and outside the classroom, and perhaps more importantly, within the campus community and the world. The Digital Agora, which is now being used in three political science courses at Acadia (International Politics, Peace Studies, and Introductory Political Science) is an ambitious interdisciplinary project that provides pedagogical support for the understanding and analysis of complex issues in the social sciences, using the World Wide Web for connectivity both on and off campus. Contains 10 references.  | [FULL TEXT]

Watts, Noel (1997).  A Learner-Based Design Model for Interactive Multimedia Language Learning Packages.  System, 25, 1. 

Examines the design features of interactive multimedia packages for second language learning. Focuses on the possible components of a design model and highlights the implications for program design. Concludes that to realize the high potential for interactive language learning multimedia, designers must develop a more learner-based orientation. (21 references)

Wood, Victoria L.; Stevens, Ellen; McFarlane, Terry; Peterson, Kim; Richardson, Karen; Davis, Robert; LeJeune, Noel (1998).  Faculty Development Workshop: Critical Reflection in a Web-Based Environment. 

This paper describes the process of creating, redesigning, and piloting a World Wide Web-based faculty development workshop. The workshop, originally presented in a traditional setting, was created to foster reflective thought about teaching philosophies and practice. Moving the workshop from a traditional classroom-like setting to a Web-based environment was motivated by the desire to make it accessible to a larger population and to integrate the latest technology. The workshop was created through multiple iterations of conceptualizing workshop activities, implementing design decisions, and examining theories of learning, motivation, and instructional design. Two graduate instructional design classes (35 students) were invited to complete the workshop during their class time. Different methods for data collection included: students' responses to workshop activities, observation of students and faculty, individual interviews, focus groups, and the workshop survey. Findings suggest the Web-based environment is a powerful medium for workshop delivery and for the promotion of reflective thinking. An equally significant revelation is the importance of a good instructional design on the Web. Consideration of technological limitations and their implications for student learning and motivation are among a number of important issues to focus on in future research. | [FULL TEXT]

Woodell, Jim; Gray, James (1999).  Exploring the Real World Online.  TECHNOS, 8, 1. 

Real-life expeditions to several regions of the world, offered online by GlobaLearn, Inc., provide social and cultural connections, along with curricular materials that help teachers engage students in active inquiry. Through the eyes of real explorers making actual expeditions, students can discover and become familiar with people and places around the globe--from the classroom.

Woodruff, Ernest R.; Heeler, Phillip J. (1993).  Music Appreciation and Technology: An Evaluation of a Creativity-Based Approach Using a MIDI Environment. 

One component of a model of creativity, the application of an understanding of elements, was explored through a study of college students applying their understanding of such musical elements as harmony, melody, rhythm, timbre, and dynamics. The 24 subjects were students in a music appreciation class, and the project was implemented using a microcomputer workstation with MIDI capabilities. Students first developed familiarity with the sequencing software and then practiced musical concepts by producing a melody. The Band-in-a-Box software program was used to produce accompaniment for their melodies. All but one subject completed the activities, and most completed them within the expected 2-hour time frame. To determine the effectiveness of this approach in facilitating learning musical concepts, a follow-up test was given at the end of the project. The mean score of the experimental group was higher than that of the 33-student control group, but the difference was not statistically significant. It is suggested that the creativity-based approach also yielded results not measured by the follow-up test, such as improved student attitude. Attachments present four lessons in the application of the sequencer. One table illustrates the discussion. | [FULL TEXT]

Woods, Charles B. (1998).  Using a Function Generator to Produce Auditory and Visual Demonstrations.  Teaching of Psychology, 25, 2. 

Identifies a function generator as an instrument that produces time-varying electrical signals of frequency, wavelength, and amplitude. Sending these signals to a speaker or a light-emitting diode can demonstrate how specific characteristics of auditory or visual stimuli relate to perceptual experiences. Provides specific instructions for using this in classroom demonstrations.

Woods, Judy C. (1998).  EduMOOs: Virtual Learning Centers.  Technology Connection, 5, 2. 

Multi-user Object Oriented Internet activities (MOOs) permit real time interaction in a text-based virtual reality via the Internet. This article explains EduMOOs (educational MOOs) and provides brief descriptions, World Wide Web addresses, and telnet addresses for selected EduMOOs. Instructions for connecting to a MOO and a list of related Web sites are included.

Woodward, John; Rieth, Herbert (1997).  A Historical Review of Technology Research in Special Education.  Review of Educational Research, 67, 4. 

Research published since 1980 on the uses of technology in special education is reviewed, including observational and naturalistic studies. The diversity of research in special education stems from the multiple roles of the special education teacher, who has many responsibilities beyond instruction.

Woolley, Ginny (1998).  Connecting Technology and Learning.  Educational Leadership, 55, 5. 

Teacher training programs must go beyond "how-to" workshops to facilitate understanding about technology's relationship to learning. An International School of Bangkok training program transforms teachers into learners immersed in technology-rich environments. The process involves seven phases: getting ready, learning about technology, hands-on learning, reflecting on experiences, applying technology to instructional design, planning, and forging collegial connections.

Woolman, David C. (1996).  Curriculum Development for Activism in Environmental Education. 

This paper investigates the role of environmental education in promoting activism or social action on behalf of the environment. The connection between between environmental education and social studies in school curricula is weak. Fields within social studies such as civics, history, law-related education, government, and problems of democracy have great potential to enrich environmental education by exposing students to the ways and means by which problems are managed or resolved through political systems. Recent studies have revealed the ineffectiveness of existing environmental education as a stimulus for meaningful social action. School programs have emphasized environmental awareness but have not changed the behavior patterns that perpetuate ecological problems. Because most environmental problems originate from socioeconomic conditions, it is argued that effective environmental education requires a strong social problem-solving component. Some of the issues addressed in this paper include the lack of emphasis on urban minority environments, making environmental education a vehicle for social change, the need for values clarification to develop a personal environmental ethos, and student empowerment. Several programs are described that involve students in the community through environmental action. The role of technology in environmental education and activism is also discussed. Contains extensive references and notes. | [FULL TEXT]

Woolsey, Kristina; Bellamy, Rachel (1997).  Science Education and Technology: Opportunities to Enhance Student Learning.  Elementary School Journal, 97, 4. 

Describes how technological capabilities such as calculation, imaging, networking, and portability support a range of pedagogical approaches, such as inquiry-based science and dynamic modeling. Includes as examples software products created at Apple Computer and others available in the marketplace.

Wadden, Jerry M. (1996).  Foreign Language K-12. Program Evaluation, 1995-96. Revised. 

An evaluation of the foreign language programs of the Des Moines (Iowa) Public Schools is presented. It is divided into six ares: (1) Introduction; (2) Context Evaluation; (3) Input Evaluation; (4) Process Evaluation; (5) Product Evaluation; and (6) the Future. Sections include: a statement of program mission and philosophy; notes on the context of the evaluation (state policies, standards, and regulations, and national goals; program structure; enrollment highlights; status of a new two-way interactive audio and video system in the district; staffing needs and enrollment influences; reasons for which students should study languages; goals of foreign language study; program goals; and program development landmarks since 1985-86); program input (income, expenditures, instructional materials use and cycles, and equipment); process factors (work flow, inservice and staff development sessions, and professional meetings attended by language teachers); product factors (district French and Spanish test results; adherence to standards and regulations; awards and honors received in foreign languages; results of a high school senior survey; observations of the language arts supervisor; and program strengths and weaknesses); and plans for the future. Appended materials include data on foreign language enrollments and an equipment inventory. | [FULL TEXT]

Waddick, John (1997).  Physical Considerations in the Development of a Computer Learning Environment.  British Journal of Educational Technology, 28, 1. 

A group of 20 students studied chemistry with the same lecturer in three different physical environments: (1) computers on lab benches; (2) computers around the walls; and (3) computers in cluster groups of four. Students preferred the cluster groups, suggesting that physical features of learning environments should be considered in learning with computers.

Wulf, Steve; And Others (1997).  How To Save Our Schools. Special Report.  Time, 150 n17 p62-65, 68-69. 

Highlighting three exemplary schools, Steve Lacayo defines a good school as a visionary community of parents, teachers, and students. Afterschool programs, accessible technology, small classes, and improved teacher training are essential ingredients. Other articles discuss related issues: vouchers, standards, the phonics/whole-language debate, alternative schools, Baltimore schools' financial mismanagement, and government guarantees.

Wulf, Volker; Schinzel, Britta (1998).  Lecture and Tutorial via the Internet - Experiences from a Pilot Project Connecting Five Universities. 

This paper reports on a pilot project in which German universities in Freiburg, Constance, Mannheim, Stuttgart, and Ulm connected computer science departments via the Internet for a summer 1997 telelecture and teletutorial on computers and society. The first section provides background on telelearning and introduces the case study. The second section discusses the didactic approach (to give a conventional lecture and provide additional material via the World Wide Web), student participants, and the technological infrastructure that utilized a Mbone (Multicast Backbone) based videoconferencing toolset. The qualitative methods used to evaluate the pilot project are explained in the next section. The fourth section describes the experiences, difficulties, and lessons learned regarding the video conference toolset and the didactic approach. Findings indicate that: the videoconferencing tool provided insufficient quality of transmission and was deficient regarding its functionality and interface; the telelecture led to reduced attention of remote participants and a lower level of interactivity between lecturers and students; and telelearning requires new teaching and learning approaches to compensate for its constraints. Contains 13 references. | [FULL TEXT]

_____. (1997).  Westchester Community College Strategic Plan, 1997-2002. 

This document describes the 1997-2002 strategic plan for Westchester Community College (New York). The college's four focus goals are described in detail. The first goal is student retention, which includes the following actions: (1) identifying students' intent at the point of application; (2) centrally collecting data about students; (3) enhancing student services, especially for non-traditional students; and (4) engaging the faculty to develop innovative instructional means. Specific actions for developmental students are also discussed in this section. The second goal is academic technology. Here, the college plans to: (1) develop an institution-wide plan for educational uses of instructional technology; (2) prepare students for a society dependent on information technology; and (3) enhance the quality of teaching by supporting faculty efforts to incorporate appropriate educational technology. The third goal, revenue enhancement and restructuring, involves: (1) increasing public and private financial support for the college and its students; and (2) aligning tuition and fee/revenue growth with agreed-upon educational inflation criteria. Finally, the fourth goal, marketing and recruitment, includes actions such as: (1) improving communications among all parts of the college with current students; and (2) concentrating efforts to supply information to students regarding new calendar changes. | [FULL TEXT]

Wesley, Marion T., Jr.; Franks, Melvin Eugene (1996).  Advanced Adoption of Computer Technology in the Classroom and Teachers' Participation in Voluntary Innovation Adoption Activities. 

A case study was conducted to seek improved understanding of processes related to teachers' adoption of two classroom-based computer technologies--networked computer-assisted instruction (CAI) and desktop computer multimedia resources--at a selected magnet elementary school. A Stages of Concern Questionnaire was used to gather quantitative data, and interviews with four selected teachers provided qualitative data. The research focused on identifying and describing teachers' self-initiated or voluntary individual and collegial adoption-related activities and on understanding the part such activities played in promoting progression for the innovations through the Concerns Based Adoption Model (CBAM) stages of concern. Qualitative analysis identified two general categories of individual voluntary adoption activities related to several stages of concern including the informational, personal, management, and consequence stages: (1) voluntary investigation of new computer resources (software, devices) for students to use, and (2) voluntary experimentation with altered teaching methods, student work, and classroom physical and procedural arrangements to integrate technology into the learning process. The analysis also indicates increasing collegial interaction among adopting teachers over time related to information, personal, management, consequence, and collaboration concerns. The evolution of teachers' concerns and their voluntary adoption activities are interrelated with their advancing experience with increasingly complex and powerful computer resources over time. An appendix includes the interview script.   | [FULL TEXT]

West, Gail B. (1999).  Teaching and Technology in Higher Education: Changes and Challenges.  Adult Learning, 10, 4. 

Institutions of higher education have embraced distance education but have not addressed concerns such as intellectual property rights and university-based career paths. Because of their limited commitment to the integration of technology into instruction, universities may be left behind.

Westbrook, Kathleen C., Ed. (1998).  Technology and the Educational Workplace: Understanding Fiscal Impacts. Eighteenth Annual Yearbook of the American Education Finance Association. 

This yearbook focuses on technology, its power to improve education from within and without its boundaries, and its fiscal impacts. Eleven chapters are organized in three major sections that address: policy changes facing the global village (chapters 1-3); national and state issues (chapters 4-6); and curriculum, training, and local development (chapters 7-11). The chapters are as follows: (1) "The GINIE Project: Responsible Neighbors, Many Generations" (Maureen W. McClure); (2) "State Financing of International Higher Education Partnerships for Trade and Development" (Emily Vargas-Baron); (3) "Education, Technology, and the Social/Economic Order" (Srebren Dizdar & Cecilia Wandiga); (4) "Common "Mythstakes" in Technology Planning" (Karen Fullerton); (5) "The Coming Crisis in Student Access to Educational Technology: Revisioning the State and Federal Roles in Funding" (Faith E. Crampton); (6) "Teachers and Parents without School Buildings: How Teacher Unions Can Use Technology Creatively" (F. Howard Nelson); (7) "At a Distance: Using Technology in Distributed Learning in Higher Education" (Barbara Y. LaCost, Alan T. Seagren, & Sheldon L. Stick); (8) "Technology and Change in School Administrator Preparation" (Hank Bromley & Stephen L. Jacobson); (9) "Preparing Teachers To Teach with Technology: The Costs and Benefits of Developing an Electronic Community of Learners" (Michael L. Waugh & Marianne Handler); (10) "Images of the Future: Crystal Ball Gazing and Technology Policy Making" (James F. Angevine); and (11) "Bits 'n' Bytes: Epilogue and Prologue" (Kathleen C. Westerbrook). Background on the contributors, a list of the 1997-98 American Education Finance Association Board of Directors, and an index are included. Most chapters contain references.

Westera, Wim (1999).  Paradoxes in Open, Networked Learning Environments: Toward a Paradigm Shift.  Educational Technology, 39, 1. 

Discusses the lack of substantial changes in education in the past, and describes three factors that could allow for substantial innovations: distance learning, collaborative learning and the use of technology, and changing teacher/student relationships. Also discusses informal learning, individual learning, social behavior, assignment of task, and community culture.

Westera, Wim; Sloep, Peter B. (1998).  The Virtual Company: Toward a Self-Directed, Competence-Based Learning Environment in Distance Education.  Educational Technology, 38, 1. 

Discusses the concept of a Virtual Company--a collaborative, distributed learning environment built on the notions of competence-based, constructivist, open learning, and distance education. It features an authentic, role-playing game that is strongly modeled upon the functional structures of real-life companies. Outlines the set-up of a Virtual Company in the Netherlands, focusing on the underlying educational principles.

Westerman, Delores A.; Smith, Shirley A. (1993).  A Research-Based Model for the Clinical Supervision of Student Teachers. 

Results of a study which used a research-based model for clinical supervision of student teachers provide evidence that the model's methodology and use of technology foster reflective teaching and promote implementation of sound decision making strategies by student teachers. Research on the interrelated domains of teacher decision making and clinical supervision informed the model, which was tested with graduate students (N=4) enrolled in a Masters of Education certification program at Marymount University (Virginia). Clinical supervision is a process designed to improve teachers' classroom performance by collecting data from the classroom, analyzing the data, and developing strategies to improve student learning. Self-evaluation by student teachers is an essential element of this supervision model. Successful implementation of this model depends on development of a collegial relationship between the college-based supervisor and the student teacher. Data were collected at three stages during 6-week student teaching sessions: the preactive or planning stage, the interactive or teaching stage, and the postactive or reflective stage. The data indicate that the student teachers became more expert-like in their planning, teaching, and reflecting. The appendices contain the questionnaires used in the preactive and postactive interviews. Educational technology, videotaping and Hypercard, was also used to collect data. | [FULL TEXT]

Westhead, Martin D. (1996).  EPIC: Building a Structured Learning Environment. 

This paper outlines work in progress at the University of Edinburgh on the construction of a small World Wide Web-based interactive learning environment (EPIC) developed for the teaching of high performance computing. The paper begins by outlining work done in cognitive science on how people make use of structure in physical environments. Within this context, the EPIC system is presented as an illustration of how the principles can be applied to aid the learning process. User feedback and future plans are also discussed.  | [FULL TEXT]

Westhoff, Dirk; Unger, Claus (1998).  "Campus" - An Agent-Based Platform for Distance Education. 

This paper presents "Campus," an environment that allows University of Hagen (Germany) students to connect briefly to the Internet but remain represented by personalized, autonomous agents that can fulfill a variety of information, communication, planning, and cooperation tasks. A brief survey is presented of existing mobile agent system environments, all of which are based on a central architecture requiring one or more servers to be permanently active and reachable. The Agent Application Programming Interface (AAPI) package is introduced; AAPI is an extension of the Java Class Hierarchy that supports the design and implementation of systems of mobile, autonomous agents and is based upon decentralized control structures. Derived from the AAPI package, "Campus" offers a variety of "Campus Intercommunication Agents" that can perform the following functions on behalf of their owners: retrieve information from libraries, search machines, and faculty/registrar blackboards; exchange information with other agents; search for individual agents; cooperate with other agents in setting up individual working groups; enroll their owners into existing working groups; and arrange meetings between owners. A table presents properties of mobile agent systems. Four figures illustrate migration of an AAPI agent, reverse routing, the two-layered network of "Campus," and the agents' docking and route windows. | [FULL TEXT]

Weston, Norman; Ingram, John H. (1997).  Whole Language and Technology: Opposites, or Opposites in Harmony?  Educational Horizons, 75, 2. 

As an extension of Dewey's progressive philosophy, whole language is a model that can encompass the tensions between humanities and technology. Computers and whole language together can create new learning environments that will prepare students for life in the "knowledge society."

Westwood, Pete; Dobson, Lindsey (1999).  Implementing a Successful Laptop Programme.  International Schools Journal, 19, 1. 

Describes experiences in instituting a personal ownership laptop programme for 10 and 11 year-olds. Argues that learning with laptops captivates and empowers students, making them more self-motivated and task-oriented. There is increased risk-taking, as students work at their own pace, and in their own time. Furthermore, creativity is encouraged.

Wedekind, Joachim; Lechner, Martin; Tergan, Sigmar-Olaf (1998).  Teaching and Learning with Flexible Hypermedia Learning Environments. 

This paper presents an approach for developing flexible Hypermedia Learning Environments (HMLE) and applies this theoretical framework to the creation of a layered model of a hypermedia system, called HyperDisc, developed at the German Institute for Research on Distance Education. The first section introduces HMLE and suggests that existing hypermedia systems often suffer from theoretical, conceptual, and methodological shortcomings. The empirical background of hypermedia use and hypertext-based technologies are discussed in the second section. The next section deals with design features crucial for flexible HMLE, following a model for describing computer-based systems that comprises learner, subject matter, pedagogic-didactic, and information technology components. The fourth section presents the HyperDisc program as a prototype of HMLE intended to cope with design requirements outlined for fostering open and flexible learning; features discussed include expository learning activities, exploratory learning activities, expressive learning activities, and openness (i.e., the potential to integrate and create new contents). A figure illustrates the main screen of HyperDisc. Contains 14 references. | [FULL TEXT]

Wedman, John; Laffey, Jim; Andrews, Richard; Musser, Dale; Diggs, Laura; Diel, Lynn (1998).  Building Technology Infrastructure and Enterprises in a College of Education: Increasing Performance Capacity.  Educational Technology, 38, 5. 

Describes an initiative at the University of Missouri-Columbia to design and implement a technology infrastructure and associated enterprises in a college of education. Outlines technology priorities (improve teaching, develop new media, create learning environments, increase information exchange); presents technology, facility, organizational, and financial perspectives; and discusses strategies and lessons learned.

Wasser, Judith Davidson (1998).  Systemic Reform: Defining Education in the '90s.  Hands On!, 21, 1. 

Focuses on systemic reform with regard to standards and equity. Emphasizes the places of technology and curriculum in this reform. Concludes that bringing together different players in the educational system to help change practice and support new educational goals is a common goal of many reform efforts.

Wasser, Judith Davidson; McGillivray, Kevin; McNamara, Elizabeth T. (1998).  Diary of an Educational Technologist.  Hands On!, 21, 2. 

Provides information on Hanau Model Schools Partnership whose goal is for technology to become a firmly accepted part of daily school life. Draws from research sources and excerpts directly from a teacher's electronic logs to present a view of the complex support the educational technologist provides to the full school community.

Wasson, Barbara; Bourdeau, Jacqueline (1998).  Actor Interdependence in Collaborative Telelearning. 

This paper presents a model of collaborative telelearning and describes how coordination theory has provided a framework for the analysis of actor (inter)dependencies in this scenario. The model is intended to inform the instructional design of learning scenarios, the technological design of the telelearning environment, and the design of intelligent agents to mediate or to support the mediation of collaborative telelearning. The first section introduces the challenges of telelearning, focusing on the fluid mediation of collaborative learning activity. Computer supported collaborative learning (CSCL) and coordination theory are discussed in the second section. The third section presents the model and its use in distance learning in a strategic management course at Ecole des Hautes Etudes Commerciales in Montreal (Canada); the part of the course that the learning scenarios document utilizes Netstrat, an Internet-based strategic management simulation. Reading the model is explained in the next section. The fifth section discusses the analysis of dependencies between actors in distance learning scenarios and describes the concept of collaborative shared interdependence through a shared activity. A table presents dependencies between activities. Four figures illustrate: the Netstrat simulation game; features of the strategic management course and Netstrat; and the third year learning scenario model. | [FULL TEXT]

Werner, Evelyn C., Comp.; Harmon, Cheryl M., Comp. (1997).  Commonwealth of Pennsylvania Adult Education Section 353 Special Demonstration Projects. Project Abstracts for the Fiscal Year 1995-1996. 

This document presents abstracts for 30 projects that were conducted in Pennsylvania in fiscal year 1995-1996 with federal funds allotted to strengthen adult basic and literacy education through experimentation with new methods, programs, and techniques and professional development for personnel working in adult basic education programs. Among the types of projects profiled are the following: local high school diploma program for adults; action research for staff development; program to improve access to adult education; adult education-community partnership; program teaching basic skills through online services; citywide network for literacy providers; development of a model collaborative family literacy program; English-as-a-Second-Language online action research project; jail-to-job program; reading program for parents and preschoolers; development of the Pennsylvania Adult Literacy Practitioner Inquiry Network; research on guidelines for effective use of assessment; statewide staff development project; summer institute for correctional educators; development of a trainer-of-trainers model; tutor-assisted computerized reading instruction; and development of a plan for using technology in adult education. Each abstract contains some or all of the following: program title; identifying number; statement of purpose; procedures; summary of findings; comments; product(s); name and address of project director; and descriptors. Also included are an index of descriptors and index by agency. | [FULL TEXT]

Widmayer, Patricia (1999).  Statewide Consortia for the Use of Technology.  New Directions for Higher Education, 27, 2. 

The North Suburban Higher Education Consortium, a regional consortium in metropolitan Chicago (Illinois), illustrates how sharing technological resources can advance state educational technology initiatives. Begun as a modest effort to coordinate academic programs, the consortium has evolved into a complex system for the funding and use of technology at six institutions. Benefits, problems, and lessons learned are discussed.

Waugh, Michael; Levin, James; Buell, James (1999).  The Technology Competencies Database: Computer Support for Assessment, Teaching, and Portfolio Management.  Journal of Technology and Teacher Education, 7, 4. 

Describes the development of a Web-based software tool, the Technology Competencies Database, at the University of Illinois, Urbana-Champaign that will enable faculty to effectively collaborate in providing technology experiences to preservice teacher education students. Discusses the National Council on Accreditation of Teacher Education (NCATE) adopting standards for instructional technology developed by the International Society for Technology in Education

Weidner, K. David (1999).  Technology-Driven Decisions.  School Administrator, 56, 4. 

The American Association of School Administrators' partnership with Compaq, the world's second-largest computer manufacturer, aims to improve American school districts' efficiency and effectiveness. The program features a Promising Model Recognition program for pioneering districts, an "office of tomorrow" prototype, and a members-only Web site.

Weikart, Lynne A. (1997).  Two States Ahead of the Race Down the Digital Highway.  School Business Affairs, 63 n2 p4-6, 8-10 Feb 1997. 

Utah and Kentucky are among the states with the strongest public-private partnerships in technology policy for public schools. The key ingredients are strong executive leadership, a legislature that works with the governor, and agreements between the public and private sectors leading to affordable telecommunications linkages. One table is included. (Six references)

Weikart, Lynne A.; Marrapodi, Maryann (1999).  The Missing Link: The Technology Infrastructure.  Computers in the Schools, 15, 2. 

Focuses on the strategies and forces that facilitated or constrained one large urban school system's efforts to acquire all necessary elements of the technology infrastructure to achieve their educational goals. Provides recommendations on how any government--city or state--can use its resources to facilitate full and effective use of technology in its schools.

Weinburgh, Molly; Smith, Laura; Smith, Kathy (1997).  Preparing Preservice Teachers to Use Technology in Teaching Math and Science.  TechTrends, 42, 5. 

Describes how technology instruction is incorporated in preservice teacher instruction at Georgia State University. Discusses the network technology and computer software and hardware introduced; transferring technology into students' teaching; and assessment via e-mail discussion.

Weinstein, Norman (1997).  Socrates at the Terminal: Emotion's Neglected Role in High-Tech Education.  Educom Review, 32 n6 p52, 54-55 Nov-Dec 1997. 

The author argues that what many educators are failing to include in their high-tech plans is "emotionally charged, intellectually open-ended education." Describes technology-based courses (freshman composition, Internet-based learning groups, e-mail discussion groups, and "cyber-outward bound") that would satisfy intellect and emotion and discusses educational software with the capacity to frustrate conventional problem-solving mind-sets.

Weinstein, Norman (1999).  Learning during Downtime: Transforming Technological Breakdowns into Educational Opportunities.  Educom Review, 34 n5 p28-29, 32 Sep-Oct 1999. 

Suggests that to best appreciate technology, one should be able to leap between aesthetic and technological mindsets, between poetry and computers. Illustrates how the inevitable breakdowns in technologically-assisted learning can be used as opportunities to "flex one's creativity."

Weintraub, Tamara; Cater, Judy (1999).  Technology Partnerships on Community College Campuses: Something Old, Something New, and Something Borrowed from the Library/Learning Resource Center.  Community & Junior College Libraries, 9, 1. 

Describes the historical role that community and junior college (CJC) library/learning resources centers have played in their efforts to establish technology-based learning initiatives and resources on CJC campuses. Palomar College Library/Media Center's services illustrate this experience, which serves as a model for campus-wide technology-based initiatives and underscores the essential-yet-evolving role of the LLRC in the high-tech environment.

Wiebe, Eric N. (1999).  Integration of Electronic Mail into Schools.  Journal of Educational Computing Research, 21, 1. 

Examines the introduction of electronic mail into three elementary schools. A contingency model of technology adoption by organizations was used to develop the instruments and interpret results. Findings indicated that a majority of the contingency factors (expectations, influence of peers and administrators, training, technical support, and others) were correlated to e-mail usage, and helped explain differences in usage.

Wiedmer, Terry L. (1998).  Portfolios: A Means for Documenting Professional Development.  Journal of Staff. 

States that portfolios are increasingly being used as an approach to individual and institutional evaluation and hiring practices. Discusses the design, implementation, development, and evaluation of portfolios. Describes multimedia, CD-ROM portfolios in detail. Highlights the Indiana Electronic Portfolio Project, a statewide effort implementing state-of-the-art technology. Contains 30 references.

Wieland, Theodora A. (1996).  Evaluation of a Student Questionnaire Developed for Rowan College of New Jersey School of Education and Related Professional Studies. 

Results from an alumni survey for the School of Education and Related Professional Studies of Rowan College (New Jersey) were analyzed and evaluated. The survey had been developed as a result of a previous educational practicum. Research questions were how well the School had prepared its graduates, which program goals and objectives the graduates found most useful, and whether there were areas in which the School could prepare its students better. Data collected were first presented to the individual departments of the School, and were then interpreted for the entire School. The questionnaire was sent to 300 recent graduates. Of these, 134, or 45%, were returned. Alumni felt that they had received the proper training and necessary help to feel confidant in their present jobs. They did think that the School should investigate increased training in the newer technologies needed in teaching and nursing. It was interesting to note that 83.5% of the graduates were enrolled in some form of continuing education, suggesting that the School's goal of creating life-long learners was being achieved. Ways to use the survey data most effectively are discussed. Appendixes contain a description of evaluation committee members, a cover letter, the alumni survey, and questionnaire results by school department. | [FULL TEXT]

_____. (1996).  Where Are We Going with Educational Research? Abstracts of the National Educational Research and Development Centers, Regional Educational Laboratories and Regional Technology in Education Consortia. 

This publication summarizes the programs administered by the National Educational Research and Development Centers, the Regional Educational Laboratories, and the Regional Technology in Education Consortium. It is designed to generate discussion about the direction and content of the national educational research agenda and to help plan educational priorities for the investment of resources over the next 15 years. Each of the three organization's background, service area, and priorities for the next 5 years are described. Research centers and programs affiliated with the organization are highlighted, specifically, their missions, specialty areas, and recent accomplishments. Contact information for each program and research center is provided. | [FULL TEXT]

Wheeler, Steve (1999).  Convergent Technologies in Distance Learning Delivery.  TechTrends, 43, 5. 

Describes developments in British education in distance learning technologies. Highlights include networking the rural areas; communication, community, and paradigm shifts; digital compression techniques and telematics; Web-based material delivered over the Internet; system flexibility; social support; learning support; videoconferencing; and student assessment.

Whelan, Carol Scott; And Others (1997).  A Qualitative Evaluation of a Statewide Networking Infrastructure in Education Project.  Journal of Research on Computing in Education, 29, 4. 

Outlines the findings of a qualitative and primarily formative evaluation of Louisiana's Networking Infrastructures for Education pilot program to help develop a statewide educational technology network. This evaluation primarily focused on efforts to incorporate Internet applications for math and science curriculum in elementary and secondary school classrooms in five school districts.

Wellborn, Beatrice (1998).  Developing an Advisor's Web Page.  NACADA Journal, 18, 1. 

A Web page provides an indispensable resource for advisees. Advisors may include content unique to the needs of their specific advisee population, and the hyperactive linkages contained on a page can lead to other important academic and job-related resources. Suggestions are offered for starting Web site development and finding advising-related sites. Possible content is outlined.

Wellington, Jerry (1999).  Integrating Multimedia into Science Teaching: Barriers and Benefits.  School Science Review, 81, 295. 

Reports on the "Chemistry School" Project which explored the practicalities of using multimedia in secondary school science departments. Finds that although multimedia has many benefits for subject teachers, the problems of using it in everyday teaching are quite complex. Argues that simply training teachers to use information and communication technology will not be enough to bring it into subject teaching.

Welsh, Thomas M. (1999).  Implications of Distributed Learning for Instructional Designers: How Will the Future Affect the Practice?  Educational Technology, 39, 2. 

Defines a distributed course as one in which instructional events that have traditionally occurred in the classroom are made available to either distant or local learners. Discusses the challenges for distributed course designers and presents a taxonomy for distributed course design. Addresses design, development, and evaluation processes and related issues.

Wu, C. (1998).  Using Articulate Virtual Laboratories in Teaching Energy Conversion at the U.S. Naval Academy.  Journal of Educational Technology Systems, 26, 2. 

The Mechanical Engineering Department at the U.S. Naval Academy is currently evaluating a new teaching method which uses computer software. Utilizing the thermodynamic-based software CyclePad, Intelligent Computer Aided Instruction is incorporated in an advanced energy conversion course for Mechanical Engineering students. The CyclePad software enhances lectures and aids students in visualization and design.

Wu, Cheng-Chih; Lin, Janet Mei-Chuen; Lin, Kai-Yin (1999).  A Content Analysis of Programming Examples in High School Computer Textbooks in Taiwan.  Journal of Computers in Mathematics and Science Teaching, 18, 3. 

Examines 16 high school computer textbooks used in Taiwan with an attempt to analyze the nature and the presentation styles of programming examples in them. Concludes that presentation of programming examples in most of the analyzed textbooks lacked a detailed explanation of some of the problem-solving steps. 

Weaver, Jennifer L.; Quinn, Robert J. (1999).  Geometer's Sketchpad in Secondary Geometry.  Computers in the Schools, 15, 2. 

Illustrates the importance of helping students explore and discover topics in geometry and shows how students who use Geometer's Sketchpad, a powerful computer drawing program, develop a better understanding of geometry. Describes several activities that use the technology to help students discover a wide range of geometric relationships.

Weaver, Ruth; Chalkley, Brian (1997).  Introducing Objective Tests and OMR-Based Student Assessment: A Case Study.  Journal of Geography in Higher Education, 21, 1. 

Describes the process by which objective tests utilizing an optical mark reader (OMR) were introduced into a number of first-year geography courses at the University of Plymouth (England). Presents the results of various statistical tests including a comparison of student performance in the objective and the traditional essay examinations.

Wetsit, Deborah (1999).  Emphasizing the Human Being in Distance Education.  Tribal College, 10, 3. 

Contends that new distance-learning technology creates a danger of dehumanizing students and instructors. Discusses the need for teachers to focus on culture and relevancy, and build relationships with their students. Offers suggestions from the Montana Consortium, an organization of three tribal colleges, for sustaining the human aspect of education.

Wetzel, Keith (1999).  Getting in the Technology Game.  Learning and Leading with Technology, 27, 2. 

Discusses answers to four questions school districts should consider in assessing technology's contributions to education: How should students learn technology skills? Should technology-enhanced learning replace paper-and-pencil knowledge? Will appropriate student use of technology lead to higher test scores? How do we obtain or produce teachers who integrate technology in classroom instruction?

Wetzel, Keith; McLean, S. V. (1997).  Early Childhood Teacher Preparation: A Tale of Authors and Multimedia, A Model of Technology Integration Described.  Journal of Computing in Childhood Education, 8, 1. 

Describes collaboration of two teacher educators, one in early childhood language arts and one in computers in education. Discusses advantages and disadvantages and extensions of this model, including how a college-wide survey revealed that students in teamed courses are better prepared to teach and learn with technology.

Womble, Mark D. (1999).  Anatomy and Computers: A New Twist to Teaching the Oldest Medical Course.  Bioscene, 25, 2. 

Describes a human anatomy course centered around a computer software program for undergraduate students with no previous anatomical training.

Wager, Walter (1997).  Instructional Technology and the Teacher Educator.  Teacher Education and Special Education, 20, 4. 

Discusses four factors related to the use of technology by teacher educators: motivation, when and where to use technology, how to use technology, and factors that affect the integration of technology. Examples of the use of technology in both teacher education and in public-school education are provided.

Wager, Walter (1998).  Social Determinants of Affective Behavior and Learning.  Educational Technology, 38, 6. 

Discusses affective behaviors as complex sets of mental processes and actions that are affected by current context, past learning, and present need state. Highlights include motivation, emotion, and cognition; relationships between the affective and cognitive domain; and ways to achieve desired affective outcomes.

Waghid, Y. (1998).  Collegial Dialogue: A Procedure Towards Reconceptualizing an Inadequate Understanding of Resource-Based Learning (RBL) at Higher Education Institutions for Distance Learning in South Africa.  South African Journal of Higher Education, 12, 1. 

Discussion of resource-based learning (RBL) in South African distance education finds that problems associated with this approach are due to inadequate understanding of its principles. Offers collegial dialog as way to address RBL at the conceptual level, and suggests that incorporating greater creativity is essential to its success.

Wagner, Ellen D. (1997).  Interactivity: From Agents to Outcomes.  New Directions for Teaching and Learning. 

In distance education, interactivity refers to mutual influence of objects and actions, particularly with reference to the relationship of learner, instructor, content, and technology. Instructors should build interactivity into distance learning to increase participation, develop communication, receive feedback, enhance elaboration and retention, support learner self-regulation, increase motivation, negotiate understanding, build teams, discover, explore, clarify, and create closure.

Wagner, Ellen D.; Derryberry, Anne P. (1998).  Return on Investment (ROI) in Action: Techniques for "Selling" Interactive Technologies.  Educational Technology, 38, 4. 

Highlights of this article include revisiting competency expectations for IT practitioners; revisiting technology-selection criteria; using ROI to support interactive technology selection decisions; technology-oriented inputs to ROI determinations; and business cases of ROI in action.

Wagner, Norman; Thompson, Donald; Sutton, James (1997).  Teaching with Television: One University's Model.  International Journal of Instructional Media, 24, 3. 

Outlines the methods used by Troy State University (Alabama) to employ television technology to increase distance learning options for students and to increase the productivity and cost effectiveness of college faculty. Describes the television system and the four primary types of programming--public affairs, telecourses, intercampus course exchanges, and live-into-cable courses.

Wagner, Robert W. (1997).  The Teacher and Technology: The Bottom Line.  TechTrends, 43, 1. 

Discusses the history of the field of educational technology based on a series of motion pictures produced 30 years ago. Highlights include the role of the U.S. Office of Education (USOE) and the National Defense Education Act (NDEA), the transition from audiovisual education to instructional technology, and the effect of technology on teachers.

Wagner, Susan Preston (1999).  Robotics and Children: Science Achievement and Problem Solving.  Information Technology in Childhood Education Annual, 1999. 

Compared the impact of robotics (computer-powered manipulative) to a battery-powered manipulative (novelty control) and traditionally taught science class on science achievement and problem solving of fourth through sixth graders. Found that the robotics group had higher scores on programming logic-problem solving than did the novelty control group. Both experimental groups scored better than the traditionally taught class.

Wagschal, Peter H. (1998).  Distance Education Comes to the Academy: But Are We Asking the Right Questions?  Internet and Higher Education, 1, 2. 

Explores the depth of the impact which networked, digital technologies are having on the global information environment and calls for the development of new curricula appropriate to that new world. Raises questions regarding the kinds of knowledge that are required by students entering the 21st century to help educators avoid using new digital tools ineffectively.

_____. (1997).  What We Know about Reading Teaching and Learning: EdTalk. 

Summarizing what is known about reading teaching and learning, this booklet gives those people who must make decisions about reading instruction the most recent and reliable information available from research and practice. Sections of the booklet address such topics as what reading is and why it is important; the status of the "Great Debate" in reading instruction; the role of basal reading programs; how teachers can stimulate prior knowledge; how teachers help readers become thinkers; what strategic reading is and how it is taught; the role writing plays in good reading instruction; the relationship between reading and other language arts; the relationship between reading and other subject matter; the best ways to learn vocabulary; how to motivate students; what research says about grouping children by achievement; what schools can do to help students with special reading problems; how teachers can help students who are not proficient in English learn to read; how standardized tests affect reading teaching and learning; some promising methods of assessment; what professional development opportunities teachers need; the role of technology in effective reading instruction; how television viewing affects reading development; what schools can do to encourage parents to participate in their children's reading; how community resources can encourage reading; and how educators can move forward to improve reading teaching and learning. Contains 53 references. | [FULL TEXT]

Whatley, Janice; Staniford, Geof; Beer, Martin; Scown, Phil (1999).  Group Project Support Agents for Helping Students Work Online.  Educational Technology, 39, 5. 

Discusses group projects in distance learning, describes factors affecting the successful completion of group projects, and considers whether agent technology (self-contained, concurrently executing software processes that encapsulate the current state in terms of knowledge) is able to support students doing group projects.

Wehmeyer, Michael L. (1998).  National Survey of the Use of Assistive Technology by Adults with Mental Retardation.  Mental Retardation, 36, 1. 

A national survey (N=1,218) examining use of assistive technology by people with mental retardation found that, in four of five areas (mobility, hearing/vision, communication, home adaptation, environmental control), the percentage of individuals who used assistive devices was under 10%, although many more individuals would likely benefit from such devices.

Wehmeyer, Michael L. (1999).  Assistive Technology and Students with Mental Retardation: Utilization and Barriers.  Journal of Special Education Technology, 14, 1. 

A survey of 516 family members examined assistive-technology use by students with mental retardation. Findings indicate that the number of students who could benefit from devices but did not have access to them exceeded the number who actually had devices. Barriers to device utilization are discussed.

_____. (1998).  Wisconsin's Model Academic Standards for Information and Technology Literacy. Bulletin No. 90002. 

This publication defines academic standards and describes the development, adoption, and use of Wisconsin's Model Academic Standards, as well benefits of academic standards and application of the standards across the curriculum. The five categories that applications fall into include: (1) application of the basics; (2) ability to think; (3) skill in communication; (4) production of quality work; and (5) connections with community. The information and technology literacy standards are grouped into four categories or content standards specifying what a student should know and be able to do. The first two content standards focus on technology use and information processing skills; the latter two build upon these by adding performance standards that deal with attitudes, appreciation, independent learning, teamwork skills, and personal and social responsibility. The four content standards are: media and technology; information and inquiry; independent learning; and the learning community. Each content standard is followed by performance standards that tell how students will show that they are meeting the content standard. Each performance standard includes a number of indicators that detail how students will demonstrate proficiency in a particular area. | [FULL TEXT]

Wishart, Jocelyn; Blease, Derek (1999).  Theories Underlying Perceived Changes in Teaching and Learning after Installing a Computer Network in a Secondary School.  British Journal of Educational Technology, 30, 1. 

Discusses the theoretical links between motivation and learning and the use of information technology resulting from the installation of a new computer network in a secondary school. Results of evaluation by both teachers and pupils show improved teaching and learning and increased enjoyment of learning.

Wishnietsky, Dan H. (1997).  Internet Basics: An Educator's Guide to Traveling the Information Highway. 

Although most agree that well-planned uses of technology are an essential part of instruction, many teachers at all levels of schooling feel overwhelmed by the technology or left behind by its rapid advance. This brief guide is designed to help novices become literate in the use of basic Internet technologies. It is organized into five chapters. Chapter 1 provides a brief history of the Internet and how its resources may be used as a meaningful educational tool. Chapter 2 introduces the reader to the World Wide Web and how to access information at different Web sites. Chapter 3 lists the names and locations and gives a brief description of some of the more popular Web sites used by educators. Chapter 4 introduces additional Internet topics, such as telnet, file transfer, protocol newsgroups, and mailing lists. Chapter 5 discusses the use of Internet resources in the classroom and how to avoid content that may be considered inappropriate. A short glossary of terms is provided at the end of the guide. Terms that can be found in the glossary are italicized the first time they are used in the text.

Wurnig, Otto (1999).  Using TI-92 in the 9th-Grade of Austrian Grammar Schools--Hypotheses, Experiences, Results, Problems. 

This paper reports the results of student use of a TI-92 graphing calculator to solve algebra and analytic geometry problems in 9th grade Austrian classes. Students who had been trained in using the TI-92 were asked to compute x, given that a right-angled triangle had sides x, x+3, and x+6 in at least three ways, and to document their solution methods. An analysis of the frequency of a variety of methods including solving, graphing, using a table, and solving by hand is included. A similar analysis is carried out for a problem in analytic geometry. | [FULL TEXT]

Wikstrom, Katri (1999).  Network Education. 

The Institute for Extension Studies at the University of Tampere is coordinating a project called Network Education for Scientific Libraries, Archives and Museums. This three-year project is a part of the national program Finnish Information Society. The Ministry of Education is funding the professional further education of scientific libraries and archives through the project. The aim of the project is to develop training based on information networks and to promote the production of related distance learning material. The project also aims at improving knowledge of teleinformatics and information networks in libraries, archives and museums. So far, 14 courses of varying length have been organized with approximately 300 students from all over Finland participating. The project started in May 1996, and continues until the end of 1999 when the final report will be available. The project has so far been carried out according to the original plan, schedule and budget. This paper discusses the aims and organization; stages of the project; training; studying; and results of the project. | [FULL TEXT]

Wynar, Bohdan S., Ed. (1999).  Library and Information Science Annual, 1999, Volume 7. 

This comprehensive annual reviews new books and CD-ROMs for librarians. Part 1 contains four essays by prominent library and information professionals: (1) "Knowledge Management Opportunities for Libraries and Universities" (Martin Dillon); (2) "The Congress on Graduate Professional Education: Issues, Process, and Recommendations" (Ken Haycock); (3) "LIS Education: The New Dean's Perspective" (Ann E. Prentice); and (4) "Academic Libraries and Academic Computing: Recent Trends in a Changing Environment" (Paula Meise Strain and Ann E. Prentice). Part 2 presents 524 reviews of books and CD-ROMs in the following areas: general works; archives and manuscripts; automation in libraries; careers; cataloging and classification; children's and young adult literature; children's and young adult services; collection development and evaluation; college and research libraries; comparative and international librarianship; conservation and preservation; copyright and information policy; education for library and information science; educational technology; fundraising; history; indexing and abstracting; information science; information seeking and user needs; information systems and applications; intellectual freedom and censorship; Internet and telecommunications; libraries and librarians in society; library architecture, buildings, and facilities; library orientation and bibliographic instruction; literacy; management; nonbook materials; periodicals and serials; public libraries; public relations; publishing; reference services; resource sharing; school library media centers; services to special users; special libraries and collection; and technical services. Part 3 provides 34 reviews of periodicals, and Part 4 is a list of doctoral dissertations in library and information studies--identification, documentation, and analysis, 1997-98.

Wynn, Marjorie J. (1997).  Interactive Distance Learning in Teacher Education.  TechTrends, 42, 5. 

Provides insights into findings from the author's distance-learning courses at the University of South Florida, Lakeland Campus. Discusses sites and studio synergism; planning and preparation of materials; interactive instruction; preventing production problems; and promoting positive learning experiences.

Wright, Clayton R. (1997).  Educational Technology Consulting in Developing Countries.  TechTrends, 42, 1. 

Provides information for educational technologists who are considering work as consultants in developing countries. Discusses cultural, societal, and political differences; issues of personnel, funding, and power and telecommunications systems; and selecting media. Suggests guidelines for selecting instructional materials and designing distance education systems, and includes the code of conduct for international consultants.

Wright, David (1997).  The Quest for Space--CD-ROM and Capacity Constraints.  On-Call, 11, 2. 

Examines the current status of optical technology, in particular the CD-ROM and its projected obsolescence due to DVD technology. The article focuses on the recent COBUILD release, addressing the rationale for integrating the learning of prefabricated items and collocations into the language learning syllabus. A unifying theme of this article is the issue of storage capacity. (15 references)

Wright, Nigel; Whitehead, Maurice (1998).  Video-Conferencing and GCSE Oral Practice.  Language Learning Journal. 

Describes an experiment in the United Kingdom that brought together GCSE modern languages examination candidates and preservice language teachers via video conferencing, thus providing both groups with more practice in oral language. The article suggests that the use of video conferencing may be beneficial to all parties concerned, given the diminishing opportunities for oral language practice by traditional means.

Wright, Pat (1997).  Universal Service Fund Provides Impetus for Both Telecommunications and Technology Planning.  School Planning and Management, 36, 10. 

Describes how the Carrollton School District (Georgia) mapped out a strategy to ensure it would be able to acquire new classroom technology and successfully integrate it into the curriculum. It explains how proper planning for technology in the classroom reduced dropout rates and increased academic success among all its students, particularly economically disadvantaged students.

Wright, Vivian H.; Marsh, George E.; Miller, Michael T. (1999).  An Historical Analysis of Instructional Technology in Education. 

This paper summarizes the historical growth of technology and the research that has examined this evolution. Important stages of instructional technology are explored, including the development of computer-assisted instruction and the growing use of the Internet in learning. With this medium's growth will come new opportunities for research and use in educational settings through Web-based instruction for distance learning. Although technology development continues to move at a rapid rate, scholars will have consistent challenges in assessing issues related to productivity, effectiveness, performance outcomes, and assessment. Technology administrators must consistently match technological advances with evolving institutional, student, and faculty needs.   | [FULL TEXT]

Wujcik, Anne; Heller, Nelson B.; Oates, Rita (1995).  Schools and Education: On-Ramps to Opportunities on the Information Superhighway. 

This report provides information on the educational telecommunications market. Its articles cover a wide array of applications and issues, including online services, funding for the development of statewide telecommunications networks, education-related Internet projects and products. The trends detailed in the report, and the vendors and products described meet the growing demand for interactive educational content. The report's contents have been drawn from the last 18 months of the "Heller Report" newsletters--"Educational Technology Markets" and "Internet Strategies for Education Markets." The report is divided into four main chapters: (1) "Funding Initiatives"; (2) "Making Sense of the Buzz: 'Heller Report' Editorials," which consists of articles explaining the forces behind the growth of the Internet and how it impacts education and the education markets; (3) "How Big is the Market?: Hints from Research," in which ten articles review recent market research on educational use of online services, the Internet and other telecommunications products and services; and (4) "Case Studies: Vendor Approaches to the Market," in which 14 articles look at specific vendors' product and marketing strategies in K-12 applications of online services and the Internet. Another seven articles in this section cover online newspaper services, the Microsoft Network, Apple's World and other business ventures. The report's organization is chronological and the issue from which each article is drawn is clearly referenced.

Wepner, Shelley B. (1998).  Your Place or Mine? Navigating a Technology Collaborative.  Journal of Computing in Teacher Education, 14, 3. 

Describes the Teaching and Learning Collaborative (TLC) in Technology, which prepared preservice teachers to incorporate technology into lesson plans and supported inservice teachers' professional development with technology, offering a professional-development course, seminar sessions, and e-mail communication. Evaluation indicated that participants had increased proficiency levels with technology and enjoyed most of the TLC components.

Wepner, Shelley B.; Mobley, Martha M. (1998).  Reaping New Harvests: Collaboration and Communication through Field Experiences.  Action in Teacher Education, 20, 3. 

Describes a program involving two universities and a local urban school district in a year-long experience (practicum and student teaching). The program provided additional support to students through coursework, seminars, electronic discussions, and interactive small and whole-group meetings. Results suggest that students needed regular, frequent opportunities to gather and talk, and technology was a significant benefit.

Wegerif, R.; Mercer, N.; Dawes, L. (1998).  Software Design To Support Discussion in the Primary Curriculum.  Journal of Computer Assisted Learning, 14, 3. 

Presents a framework for integrating pedagogy and software design and evaluates the framework by designing two educational programs to be used in coaching exploratory talk in small group work in citizenship and science. Results show that combining software design with off-computer coaching of exploratory talk enhances computer interaction and that computers can stimulate collaborative learning.

Wegner, Scott B.; Holloway, Ken; Crader, Allan (1997).  Utilizing a Problem-Based Approach on the World Wide Web. 

In 1997, Southwest Missouri State University faculty tried delivering coursework via the Internet. The first step in the process was to assess the medical model of problem-based learning for its adaptability to use on the Internet. The faculty determined that problems could be developed, put on the Internet, and monitored without denigrating the educational process. The next step was to find the right type of course and develop appropriate mechanisms for inquiry. The choice was an upper level curriculum course dealing with administration, development, and evaluation of a school district's curriculum. The course was flexible, with process generally more important than content. The next step was problem development. Faculty generated research-based problems using expected student outcomes from the course syllabus. The next step was developing structures or embedded parameters and using them to give some direction to students without tarnishing the problem-based delivery model. The final component was monitoring student progress and providing Socratic questioning, often via e-mail, fax, teleconferencing, and telephone. Project evaluation included exit interviews, surveys, participant debriefing, and comparison of examination scores with scores from a control group. Results indicated that experimental group members' scores compared favorably with those of the control group. Participants had positive feelings about course methodology. | [FULL TEXT]

Wahl, Michael (1998).  An Information Technology Model.  Michigan Community College Journal: Research & Practice, 4, 1. 

Advocates the use of technology to create a virtual learning environment where self-motivated students direct their own learning, freely interacting with both instructor and other students.

Wodarz, Nan (1998).  Avoiding a Technology Disaster: The Dirty Dozen.  School Business Affairs, 64, 1. 

The 12 biggest pitfalls in technology administration are school officials' failure to plan, structure a decision-making process, define roles and responsibilities, understand technical requirements, acquire and maintain technology systems properly, provide adequate staff, consider alternative service delivery options, manage projects effectively, overcome fear of technology, communicate effectively, align technology with instruction, and evaluate technology's use.

Waits, Bert K.; Demana, Franklin (1998).  The Role of Graphing Calculators in Mathematics Reform. 

This essay describes the role of graphing calculators in mathematics reform. Among the topics discussed are the history of graphing calculators in mathematics education, recent technological innovations, and professional development opportunities. The case is made for a balanced approach between calculator use and paper-and-pencil techniques. | [FULL TEXT]

Withrow, Frank B. (1997).  Technology in Education and the Next Twenty-Five Years.  T.H.E. Journal, 24, 11. 

Discusses the introduction of different types of technology in education since the 18th century: print, photographs and illustrations, motion pictures, computers, computer-based learning, educational television programming, online courses, World Wide Web, and multimedia. Predicts that digital technologies will have an impact on 21st-century classrooms proportionate to that of writing and the printing press.

Waxman, Hersholt C.; Huang, Shwu-Yong L. (1997).  Differences by Level of Technology Use on Students' Motivation, Anxiety, and Classroom Learning Environment in Mathematics.  Journal of Educational Technology Systems, 25, 1. 

This study examined whether sixth- and eighth-grade students' motivation, anxiety, and classroom learning environment in mathematics differed significantly according to the degree of implementation of technology in the mathematics classroom. Self-concept, involvement, affiliation, satisfaction, and parent participation are discussed in relation to the research.

Webb, Patricia R. (1997).  Narratives of Self in Networked Communications.  Computers and Composition, 14, 1. 

Suggests that the revolutionary potentials of network technologies are not intrinsic to the technologies. Uses experiences of Daedalus Interchange in composition classrooms to argue for critical engagement with technologies. Suggests that unless writing teachers critically address students' perceptions of writing, they will replicate the same classroom structure the new technologies supposedly challenge.

Wyman, Bill (1997).  Networked Multimedia: Are We There Yet?  IALL Journal, 29, 2. 

Discusses the technological advances in electronic communication over the last 30 years. Touches on various real-time interactive multimedia communications, including video on demand, videocassettes, laser discs, CD-ROM, a history of networking, terminal/host and client/server networking, intraoperability and interoperability and multimedia networking.

Wiant, Sarah K. (1997).  Conference on Fair Use Generates Understanding, but Little Results.  Information Outlook, 1, 11. 

Discusses the outcomes of the United States Conference on Fair Use (CONFU) intended to bring together copyright owners and users to develop fair use guidelines. Describes efforts of the six CONFU working groups: digital images, distance learning, educational multimedia, library use of computer software, electronic reserve systems, and interlibrary loan/document delivery.

Wongse-Sanit, Naree (1997).  Inquiry-Based Teaching Using the World Wide Web.  Art Education, 50, 2. 

Provides an overview and introduction to using the Internet as an educational resource in art education classes. Specifically discusses a number of sites sponsored by the Getty Education Institute for the Arts including "ArtsEdNet" and the "Multicultural Art Print Series." Includes a list of art related Web sites.

Wu, Kamyin; Tsui, Amy B. M. (1997).  Teachers' Grammar on the Electronic Highway: Design Criteria for "Telegram."  System, 25, 2. 

Discusses the rationale and criteria for developing "Telegram," an electronic grammar database for English-as-a- Second-Language teachers in Hong Kong. Describes the importance of explicit grammatical knowledge in effective language teaching, and describes the design criteria for "Telegram," which aims to provide a body of content knowledge and pedagogic content knowledge relevant to English language teaching. (29 references)

(1997).  Who Uses the Internet and How Do They Use It?  Technology Connection, 4 n3 p27, 31 May-Jun 1997. 

Discusses the use of the Internet by teachers, students, and school librarians. Statistics reported include use at home and at school, use by students with librarians, use by students with teachers, use of research or reference materials, search engine use, specific Web sites used, supervision methods and filtering software, and commercial providers used.