Educational Technology | Y

_____. (1996).  Years of Promise: A Comprehensive Learning Strategy for America's Children. The Report of the Carnegie Task Force on Learning in the Primary Grades. 

In 1994 the Carnegie Corporation of New York convened the Carnegie Task Force on Learning in the Primary Grades to examine all the forces that contribute to children's learning and development during the age span from 3 to 10. The 33-member group of business and political leaders, scientists, educators, researchers, and practitioners conducted extensive reviews of research and programmatic experience, made site visits to 60 programs in 30 communities throughout the United States, and engaged in formal hearings and informal discussions with parents, teachers, administrators, and community leaders. There were four major findings: First, the majority of U.S. schoolchildren are achieving well below the levels they should be attaining. Second, it is entirely feasible to reverse the widespread pattern of educational underachievement among elementary school children. Third, enough is known about effective policies and practices in all the key learning institutions for each to take immediate steps to improve results for children toward the goal of upgrading education for all. Fourth, the frontline institutions must reach beyond their traditional isolation from each other and coordinate their efforts so that children's learning and healthy development are reinforced from every side. The Task Force recommended a five-point program as follows: (1) promote children's learning in families and communities; (2) expand high-quality early learning opportunities; (3) create effective elementary schools and school systems; (4) promote high-quality children's television and access to other electronic media; and (5) link the key learning institutions into a comprehensive, coordinated education system. Eight appendices contain information about consultants, papers, presenters, participants, public hearings, meetings, visitation sites, and task force members. The final section contains notes and references organized by chapter. | [FULL TEXT]

_____. (1998).  50 Years of Enhancing Learning with Technology, 1948-1998. 

Instructional Technology (IT), as a discipline, is young and still evolving. However, an IT program that reaches the age of 50 is considered by most to be old. The IT program at Wayne State University (Detroit, Michigan) has achieved this status. Its history reflects not only the history of the University and the College of Education, but even more so, it reflects the history of the field. This document discusses the origins of the Wayne State University program and the field of Instructional Technology and then focuses on two eras: The Era of Audiovisual Education, 1948-1963, and the Era of Instructional Technology, 1963-1998. For the first era, early program landmarks are identified, followed by descriptions of courses in the early audiovisual curriculum. Changes in the transition years are also highlighted. For the second era, the implications of the change to instructional technology are briefly examined, followed by descriptions of courses in the 1963 curriculum in IT, and early IT curriculum enhancements. The continuing curricular innovations and enhancements of the 1970s courses are identified, followed by a brief review of impressions of IT in the 1970s. Finally, the focus moves to recent years of IT at Wayne State University. Discussion includes re-grouping in the 1980s, rebuilding IT facilities and equipment in the 1990s, and the 1990s curriculum enhancements. Following course descriptions are brief discussions on the University outreach program, research and development, and showcasing student work and building alumni relations. | [FULL TEXT]

Yeaman, Andrew R. J. (1997).  The Discourse on Technology.  Educational Media and Technology Yearbook, 22. 

Examines technology as a current professional issue and suggests strategies of interpretation from anthropology, history, sociology, and the humanities that will promote understanding. Highlights include a review of education and technology over the last century; interactions between society and technology; and recommended reading on the discourse of technology. (56 references)

Yearman, Andrew R. J., Ed. (1997).  ITED Newsletter, 1991-1997. 

This document consists of 6 years of newsletters (eight issues) of the Industrial Training and Education Division (ITED) of the Association for Educational Communications and Technology (AECT). The ITED Newsletter maintains communication about professional matters within the Industrial Training and Education Division. This document contains newsletters for the following dates: Spring 1991, February 1992, March 1992, January 1993, March 1993, February 1994, January 1995, and January 1997. Topics covered include: awards to ITED interns; minutes of ITED board meetings; conference schedules; AECT issues; and articles on current topics relating to instructional design, distance education, information technology, focus groups, energy efficient computing, an addition to the AECT Code of Ethics, and the effect of computer use on eye health and vision. | [FULL TEXT]

Yearwood, Stephenie; Nichols, Paula (1998).  Distance Learning: The Educational Impact of an Evolving Technology. Restructuring Texas Teacher Education Series 5. 

This report focuses on distance learning projects conducted by the Centers for Professional Development of Teachers (CPDTs) in Texas, examining projects that closely interface with CPDTs, emphasizing the trends and issues that have emerged, and noting the effect these projects have had on education in general. The report begins by describing the technology of distance learning. This section explains that distance learning has the potential to revolutionize the American education system by offering ready access to formerly inaccessible educational services, connecting people who can learn from one another, and increasing the use of technology and pedagogies that promote student-centered instruction. Barriers to distance learning include cost, lack of cooperation among institutions of learning, and the need for training. The CPDTs have played an important role in purchasing and installing systems, modeling teaching methods, and exploring policies and procedures that best undergird distance learning. This report presents brief profiles of some of the CPDT projects to illustrate the degree of technical experimentation that has occurred and the impact of distance learning at various Texas teacher education institutions. A glossary of terms is provided. | [FULL TEXT]

Yekovich, Frank R.; Yekovich, Carol Walker; Nagy-Rado, Agnes (1999).  A Formative Evaluation of the TRALE (Technology-Rich Authentic Learning Environments) Project. 

The Technology-Rich Authentic Learning Environments (TRALE) project aims to improve young children's literacy skills through the creation of a community of technology enriched classroom environments. TRALE has been implemented in kindergarten through grade 3 classrooms in one urban elementary school in the District of Columbia, a school located in an area of high poverty, high crime, and much drug use. The school has been identified as one of the city's 20 lowest performing schools. The implementation of the TRALE program, with its emphasis on multimedia computing and an authentic learning environment characterized by a cognitive apprenticeship approach, was studied by determining student achievement, teacher perceptions, and the degree of program implementation by each teacher. TRALE increased student achievement even during its first year of operation. The eight TRALE teachers understood and appreciated the educational potentials of the technology. High-implementing teachers addressed the role of the community and their classroom roles while low-implementing teachers did not. Evaluation results clearly show that TRALE's effectiveness was related to the degree of implementation by the teacher. There was great growth in students' academic progress in highly implemented teachers' classes compared to low-implementing or non-project teachers' classes. These formative results show the promise of TRALE for educational improvement in urban schools. | [FULL TEXT]

_____. (1996).  You're Wired: Now What? [videotape] 

This videotape, a two-hour follow-up to the earlier "Get Wired: Designing Your School Network" teleconference, presents issues in implementing and maintaining a network. Program segments on network management, training and professional development, security and access, and growing the network are addressed by a panel of educators from the Northwestern school districts that work with networks.

Young, Andrea C. (1997).  Higher-Order Learning and Thinking: What Is It and How Is It Taught?  Educational Technology, 37, 4. 

Defines higher order learning and its component parts, and describes how it can be taught. Argues that effective strategy training interventions use multicomponent interventions, embed strategy training interventions, offer practice of higher-order skills within the context of existing curricula, explain the utility of different cognitive and metacognitive strategies; and reinforce components.

Young, Andrea C.; Reiser, Robert A.; Dick, Walter (1998).  Do "Superior" Teachers Employ Systematic Instructional Planning Procedures? A Descriptive Study.  Educational Technology Research and Development, 46, 2. 

Examines the extent to which a group of superior elementary and secondary school teachers employed systematic instructional-planning practices. The two approaches were found to be different in several important ways: teachers did not place much emphasis on specifying objectives, creating objectives-based tests, or making other instructional decisions in light of objectives.

Young, Jeffrey R. (1997).  Rethinking the Role of the Professor in an Age of High-Tech Tools.  Chronicle of Higher Education, 44, 6. 

Some faculty feel that, as tasks become "unbundled," technology may take over instructional duties that define professor's jobs, with courses designed outside the institution, lectures replaced by Web sites, tests created and administered by outside organizations. Others feel that computers foster more interactive and lively learning environments and that students benefit when teachers have time to do what they do best.

Young, Jeffrey R. (1998).  Microsoft Marketing Brings New Business and New Skeptics.  Chronicle of Higher Education, 44, 33. 

Recently, Microsoft Corporation has become more aggressive in its attempts to sell products on college and university campuses, promising new licensing deals for colleges, free Microsoft training for computing officials, and advice on structuring university information-technology budgets. Critics are concerned that the trend will reduce competition and institutional computing options.

Young, Jeffrey R. (1999).  Are Wireless Networks the Wave of the Future?  Chronicle of Higher Education, 45, 22. 

Some college administrators feel the next major trend in educational technology will be wireless networks that let students and professors connect to the Internet with radio waves rather than cumbersome cables. Several universities are already using the less expensive technology. However, some find the slower speed of available wireless services and difficulties in handling electronic traffic problematic.

Young, Jeffrey R. (1999).  Black Colleges Band Together To Get a Jump on Technology.  Chronicle of Higher Education, 45, 29. 

Many historically black colleges and universities have developed several projects to improve technology on campus and promote its use. Some see it as a key to institutional survival. Projects emphasize training students and faculty in computer use, making joint purchases, sharing on-line instructional experiences, and seeking grants to install state-of-the-art computer systems.

Young, Jeffrey R. (1999).  A Virtual Student Teaches Himself.  Chronicle of Higher Education, 45, 35. 

A 31-year-old student of Western Governors University (WGU) plans to earn a bachelor's degree (without attending a class), by using the Internet or otherwise by teaching himself. Aside from distance-learning opportunities, WGU offers the option of standardized tests and independent projects to fulfill degree requirements. The student in question is a consultant and community college teacher of computer skills.

Young, Jeffrey R.; Blumenstyk, Goldie (1998).  Apple Seeks To Regain Its Stature in World of Academic Computing.  Chronicle of Higher Education, 45, 17. 

Managers of Apple Computer, the company that pioneered campus personal computing and later lost most of its share of the market, are again focusing energies on academic buyers. Campus technology officials, even those fond of Apples, are greeting the company's efforts with caution. Some feel it may be too late for Apple to regain a significant presence on campus.

Young, Shwu-ching (1998).  A Qualitative Study of Learners' Use of an Instructional Multi/Hypermedia Program in an Educational Training Environment. 

The purpose of this study was to investigate how AC Project (a national service project funded by the U.S. government) members interacted with and perceived a CD-ROM-based instructional program on interactive writing integrated into their training context as a supplementary tool. The theory of constructivism was examined to frame the theoretical foundation of this study. A qualitative case study approach was employed and data were collected through video/audio tapes, questionnaires, follow-up interviews, and field notes. Six female AC members of diverse backgrounds were recruited on a voluntary basis. Major findings reveal that: participants felt they situated themselves in an authentic learning environment that engaged them in a meaningful learning situation; and the CD-ROM was perceived to be a very interesting, appropriate, useful, helpful, and good supplementary medium to adapt to heterogeneous learners' learning styles, needs, situations, expectations, and previous computer experiences. Discussions of findings concerning learning from constructivist viewpoints and human-machine interactions are presented. Contains 20 references.  | [FULL TEXT]

Yaverbaum, Gayle J.; Ocker, Rosalie J. (1998).  Problem Solving in the Virtual Classroom: A Study of Student Perceptions Related to Collaborative Learning Techniques. 

Collaborative learning is receiving increased attention within educational environments. With increasing use of technology to support collaborative techniques it is critical that existing research in this area is expanded. This study was initiated to examine and explore the perceptions of students relative to experiences within two types of problem solving teams--one with a technology supported collaborative environment and the other without such support. Rankings related to prior attitudes about collaborative work-related issues and post-perceptions related to quality of discussions, satisfaction with the group process, and satisfaction with outcome were collected using a survey instrument containing Likert-scale statements. The data was analyzed using correlations between prior attitudes and the post-perceptions. Results indicate that significant differences exist that relate to the process by which problems are solved. The evidence reveals that the difference in treatments is the overriding reason for the perceptions reported. Contains 20 references.  | [FULL TEXT]

Yao, Engui; Perry, John F.; Anderson, Larry S.; Brook, R. Dan; Hare, R. Dwight; Moore, Arnold J.; Xu, Xiaohe (1998).  ATM Technology Adoption in U.S. Campus Networking. 

This study examined the relationships between ATM (asynchronous transfer mode) adoption in universities and four organizational variables: university size, type, finances, and information processing maturity. Another purpose of the study was to identify the current status of ATM adoption in campus networking. Subjects were university domain LAN (local area network) administrators in the United States. A questionnaire was posted on the World Wide Web, and Internet e-mail was used to distribute the cover letter. A total of 199 usable responses were received. Logistic regression was used to study the relationship between the variables and ATM adoption, and nested models and an enrollment size model were designed for analyzing data. Results indicated that ATM adoption in campus networking is significantly related to the selected organizational variables. Tables present data on: frequencies for ATM adoption status; descriptive statistics for the predictor variables and categorical variables; and logistic regression coefficients and goodness-of-fit for the nested models and for the enrollment size model. | [FULL TEXT]

Yee, Dianne L. (1998).  Chalk, Chips, and Children.  Educational Leadership, 55, 7. 

In 1989, Swift Current Division in Saskatchewan, Canada, initiated the Chalk, Chips, and Children technology project. The project was funded by various corporate partners and developed by a broadly constituted advisory committee. The principal's role changed drastically as he reexamined leadership competencies and faculty developed their own technology integration ideas via in-school sabbaticals and miniconferences.

Yee, Jennifer Agnes (1998).  Forces Motivating Institutional Reform. ERIC Digest. 

This digest provides an overview of forces, both internal and external, driving change on community college campuses. External agents of change are: (1) societal needs and expectations, which are shifting toward multicultural diversity; (2) international competition, requiring that workers be highly skilled in adapting to international cultures; (3) educational competition, urging community colleges to contend with the private education sector in providing workforce training; (4) technological developments and the need for students to gain technological literacy; (5) legislative action that alters educational policies and practices; and (6) funding, with trimmed budgets and decreased public investment in education at the same level. forces include (1) changing academic values, with an emphasis on outcomes-based learning; (2) faculty, and the increasing importance of their relationships with students; and (3) a curricular reform that values multiculturalism. Though change is inevitable, providing accessible, quality education remains the unified goal of all community colleges. | [FULL TEXT]

Yerushalmy, Michal (1999).  Making Exploration Visible: On Software Design and School Algebra Curriculum.  International Journal of Computers for Mathematical Learning, 4, 2-3. 

While many technological capabilities are under development and may turn out to be an optimal future microworld, it is necessary to study the current widespread solution of supporting exploration and learning of school algebra with packages of mathematics software components. Describes and discusses software tools for school algebra. 

Yelland, Nicola (1999).  Reconceptualising Schooling with Technology for the 21st Century: Images and Reflections.  Information Technology in Childhood Education Annual, 1999. 

Discusses conditions under which computers may be used effectively in elementary schools and provides examples of how these conditions may be achieved. Includes advocating for integration of technology into curricula in environments characterized by active learning, inquiry, and problem-solving where higher-order thinking skills are promoted. Suggests that technology be used to present/represent ideas.

Yellen, Richard E. (1998).  Distant Learning Students: A Comparison with Traditional Studies.  Journal of Educational Technology Systems, 26, 3. 

Examines differences between undergraduate distance-learning students and traditional students in terms of their motivation, wants, and what they receive from their educational experience. The differences between the two groups was found to be small. The major difference was that distance-learning students are more satisfied with what they receive from the educational experience.

Yagelski, Robert P.; Grabill, Jeffrey T. (1998).  Computer-Mediated Communication in the Undergraduate Writing Classroom: A Study of the Relationship of Online Discourse and Online Discourse and Classroom Discourse in Two Writing Classes.  Computers and Composition, 15, 1. 

Finds that rates of student participation in online discourse and the nature of that participation related to the nature of in-class lecture and discussion, to the ways in which the instructor framed and managed the uses of computer-mediated communication (CMC) technologies, to the structure of the course, and to students' perceptions of the importance of CMC technologies.

Yehle, A. K.; Wambold, Clark (1998).  An ADHD Success Story: Strategies for Teachers and Students.  TEACHING Exceptional Children, 30, 6. 

Offers strategies and accommodations educators can use with students having attention deficit hyperactivity disorder (ADHD), including examples of their application with a 10th-grade student. Suggestions address the ADHD-friendly environment, student organization, following directions, large group instruction, maintaining attention to seatwork, transition times, work completion, homework, technology, and monitoring effects of medication.

Yang, Peter J. (1998).  Networked Multimedia and Foreign Language Education.  CALICO Journal, 15, 1-3. 

Presents information on the importance and the difficulties of setting up networked multimedia environments for language education, and discusses some possible solutions for the strategic transition to this new instructional format. Reasons for adopting multimedia networking, some applications, and specific answers to some technological problems are discussed.

Yang, Yong-Chil; Chin, Wee-Kyo (1997).  Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction.  Journal of Educational Technology Systems, 25, 1. 

This study analyzed motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational design. Sixth graders in Korea were randomly assigned to either learner or program control groups, and results showed that the group under program control performed better on posttests.

Yong, Yanyan (1998).  Learners' Perceptions on Learning through the Web.  Journal of Instruction Delivery Systems, 12, 1. 

Investigates students' perceptions on learning through Web technology. Results suggest that Web-based instruction permitted the students to control their own learning and empower individual learning activities; provided meaningful learning and flexible practice; and provided greater accessibility to learning materials. Concerns and suggestions by the students are discussed.

Yorke, Darryl; Gustafson, Kent; Childs, John (1998).  Leadership Profiles. Tribute to Castelle G. Gentry, Professor, Media and Technology, MSU.  Educational Media and Technology Yearbook, 23. 

This section profiles individuals who have made significant contributions to the field of educational media and technology. Offers a tribute to Castelle G. Gentry, Professor of Media and Technology at Michigan State University, describing his background, education, contributions to the field, and outstanding characteristics.

Yohe, Paula (1997).  Reading Motivation.  Emergency Librarian, 24, 5. 

"The Electronic Bookshelf," a computer-based reading motivation/management system, is described. The program verifies reading comprehension skills, keeps student records, provides a master list of titles for students to choose from, provides feedback and the opportunity to re-quiz, allows teachers and/or students to create quizzes, and includes a built-in incentive program.

Yoho, Judith (1997).  KCnet: A Rural Area Network Model.  Rural Libraries, 17, 2. 

Findings show that home and school cooperation improves student academic achievement; technology-enhanced communication between home and school receives little attention. This article examines the strategic planning behind the Keystone Central School District (Clinton County, PA) technology plan to improve home and school communication using the Internet. Discusses funding, network design, and distance education.

Yu, Fu-Yun (1997).  Competition or Noncompetition: Its Impact on Interpersonal Relationships in a Computer-Assisted Learning Environment.  Journal of Educational Technology Systems, 25, 1. 

Describes a study of fifth-grade students in Taiwan that explored the differential effects of intergroup competition on intragroup cooperation and interpersonal relationships within groups in a computer-assisted instruction (CAI) environment. Statistically significant differences were found between the two treatment conditions (with and without competition) in student perceptions toward dyads.

Yasar, Sefik (1997).  Expanding the Effective Use of Computers in Middle and High Schools in Turkey. Anadolu University Publications, No. 1007; Faculty of Education Publications, No. 48. 

Designing new models requires the educators to observe the educational settings in which computer assisted instruction (CAI) was implemented successfully. This paper proposes a CAI model for middle and high schools in Turkey based on the observations and interviews in K-12 schools in Arizona, USA in which computer technologies are implemented successfully. The model consists of three major components, which include: (1) CAI in the one-computer classroom, (2) CAI in the multiple-computer classroom, and (3) CAI in separate computer laboratories. Each component is subdivided into two components: needs of the teacher and needs of the students. The present model provides an initial listing of suggested knowledge bases and skills that appear to be minimums for teachers and students at basic, intermediate, and advanced levels of knowledge and skills. By providing flexibility in the area of teacher and student needs, the model serves as a framework to guide decision making at the national level in Turkey. Appendices include: (A) list of schools in which CAI applications were observed; (B) observation form; (C) list of the interviewees; (D) interview questions answered by directors of academic services information systems & technology offices in the school districts; (E) interview questions answered by the school principals and/or computer coordinators; (F) interview questions answered by teachers and/or media specialists; (G) a sample of observation record; and (H) samples of structured interviews. | [FULL TEXT]

Yates, Barbara (1997).  Our Patch vs. Their Patch: Information Technology and Literacy in Schools. 

The information technology revolution is affecting schools on a broader basis than just libraries. Teachers, administrators, and educational technology specialists are all espousing expanded roles to address the new opportunities, with the result that responsibilities are beginning to overlap and roles are becoming blurred. The use of increasingly generalized job profiles is blurring the role of the school librarian, particularly in relation to information technology or the use of computers. This paper stresses the importance of defining a specific "patch" for the school librarian, and suggests criteria for the development of the "patch." Unless school librarians focus on distinguishing themselves in a value-added sense they may disappear from schools. The paper includes sample job descriptions, and charts comparing the functions of school librarians and computer specialists. The role of the librarian has not changed, rather the way the job is performed has changed. Librarians must embrace the new methods of accessing information but they must not be subsumed by them. The role of the school librarian is to add value to the information process to make it relevant. School librarians need to be clear about their role, and need to communicate the message to others. | [FULL TEXT]