Educational Technology | B

Baker, Colin, Ed.; Hornberger, Nancy H., Ed. (2001).  An Introductory Reader to the Writings of Jim Cummins. Bilingual Education and Bilingualism. 

This book contains 19 readings covering three decades of the work of academic Jim Cummins. Section 1, "The 1970s," includes: "A Theoretical Perspective on the Relationship between Bilingualism and Thought"; "The Influence of Bilingualism on Cognitive Growth: An Synthesis of Research Findings and Explanatory Hypotheses"; "Immersion Programs: The Irish Experience"; "Linguistic Interdependence and the Educational Development of Bilingual Children"; and "Research Findings from French Immersion Programs across Canada: A Parent's Guide." Section 2, "The 1980s," includes: "The Entry and Exit Fallacy in Bilingual Education"; "Tests, Achievement, and Bilingual Students"; "Learning Difficulties in 'Immersion' Programmes"; "Empowering Minority Students: A Framework for Intervention";"Psychological Assessment of Minority Students: Out of Context, Out of Focus, Out of Control?"; "From the Inner City to the Global Village: The Microcomputer as a Catalyst for Collaborative Learning and Cultural Interchange"; "From Multicultural to Anti-Racist Education: An Analysis of Programmes and Policies in Ontario"; and "The Role and Use of Educational Theory in Formulating Language Policy." Section 3, "The 1990s," includes: "Heritage Language Teaching in Canadian Schools"; "Empowerment through Biliteracy"; "Multicultural Education and Technology: Promise and Pitfalls"; "Babel Babble: Reframing the Discourse of Diversity"; "Cultural and Linguistic Diversity in Education: A Mainstream Issue?"; and "Alternative Paradigms in Bilingual Education Research: Does Theory Have a Place?"

Baker, Elizabeth (2005).  Can Preservice Teacher Education Really Help Grow a Literacy Teacher?: Examining Preservice Teachers' Perceptions of Multimedia Case-Based Instruction  Journal of Technology and Teacher Education, 13, 3. 

Since the 1980s, when studies indicated that inservice teachers perceived that their preservice preparation was inadequate (Feiman-Nemser & Buchmann, 1985; Lyon, Vaasen, & Toomey, 1989), teacher education programs have made significant efforts to provide meaningful preparation (Imig & Switzer, 1996). One such effort includes the use of multimedia case-based instruction (M-CBI). The purpose of this report is three-fold: (a) to describe findings from studies that examine various issues related to using M-CBI to improve teacher education for literacy teachers, (b) describe CHildren as Literacy Kases (CHALK) which is an example of M-CBI being used in teacher education for literacy teachers, and (c) describe a study which examined preservice teachers' perceptions of their growth as literacy teachers after participating in a M-CBI/CHALK course. Findings indicate that preservice literacy teachers can perceive that teacher education helps them grow professionally, that M-CBI may be a useful tool in providing meaningful experiences to preservice teachers, and that M-CBI may enhance the meaningfulness of field experiences.

Baker, Elizabeth A. (2007).  Elementary Classroom Web Sites  Journal of Literacy Research, 39, 1. 

The purpose of this study was to understand how elementary classroom Web sites support children's literacy. From a sociocultural perspective of literacy and a transformative stance toward the integration of literacy and technology, and building on explorations of new literacies, I discuss opportunities provided by the Internet that can support literacy within and beyond classrooms. Using open and axial coding as well as typological analyses, I found 3 basic Web site features and consider how they support common instructional approaches, parental involvement, and notions of the invisible classroom. I conclude with a discussion of how these findings are encouraging and revealing. I offer a variety of suggestions to expand features that are currently available on elementary classroom Web sites.

Baker, Eva L.; O'Neil, Harold F., Jr. (2003).  Evaluation and Research for Technology: Not Just Playing Around.  Evaluation and Program Planning, 26, 2. 

Discusses some of the challenges of technology-based training and education, the role of quality verification and evaluation, and strategies to integrate evaluation into the everyday design of technology-based systems for education and training.

Baker, J. Howard (2004).  Spreadsheet Applications: Prototyping an Innovative Blended Course  [Online Submission] 

After teaching the advanced spreadsheet course at a major university in Louisiana as a traditional classroom course for a number of years, it was decided to create a prototype-blended course, with a considerable portion offered via distance education. This research, which uses a prototyping methodology, is exploratory in nature. Prototyping can show that a design works, as well as where the design can be improved or enhanced. The traditional spreadsheet course had been taught in a highly structured fashion, with all students working on the same material at the same time. Students took exams at a specific time. With the change to a blended format, new teaching options and technologies opened up. This paper describes ongoing research for a new blended course using prototyping as the research methodology. Expected results from the new course include student skill level at the advanced level, improved student evaluations, and a decline in student withdrawals.  | [FULL TEXT]

Baker, Keith D. (2006).  Learning Objects and Process Interoperability  International Journal on E-Learning, 5, 1. 

There has been considerable emphasis on the availability and reuse of learning content in recent years. Since 2000, the ADL initiative has refined the recommendations contained in the SCORM documents through progressive stages represented in the SCORM 1.0, 1.1, 1.2 and 1.3 documents. Fundamental to SCORM is the notion of the Shareable Content Object (SCO) and the Learning Object Metadata (LOM). There is an expectation that the Learning Experience can be designed using a set of Learning Objects or SCOs drawn from repositories of learning materials. The use of eLearning technology has been hampered by the lack of appropriate tools to support the many processes of learning. There is also an incomplete understanding of the knowledge acquisition processes in learning and as a consequence there is an inadequate representational framework to support tool design. To realize the full potential of ICT support of learning and knowledge acquisition one needs to achieve two objectives. First, a richer description of learning content is required, and second, a framework in which to structure the description of supporting processes for all stakeholders is needed. Achieving the first will help to relate the learning content to the knowledge structure of the domain of discourse. Achieving the second will provide the opportunity for vendors to create new tools and services to stimulate innovation in all aspects of the learning lifecycle.

Baker, Patricia; Baker, Paul (2004).  Teacher Adjustment to Technology: Overcoming Cultural Mindsets  Journal of Educational Technology Systems, 33, 2. 

Historically, educational environments have been strongholds of incorporating new technologies into their classrooms. Over the years, classroom technology has become more complex and sophisticated as learning environments have moved from the use of slates to multimedia classrooms. Additionally, classroom technology has been viewed as the panacea for poor teaching practice as well as the cause of poor teaching practice. The failure of classroom technology occurs because of specific predetermined responses or interpretation of why the technology should be used. Classroom technology is the tool for delivering instruction. It is not the instruction. Yet, emphasis is usually placed on finding a purpose for the tool rather than understanding why the tool should be used. Raising the learning bar with computer technology within the classroom will not necessarily result in improved learning outcomes if good clinical practices are not observed.

Baker, Ryan; Walonoski, Jason; Heffernan, Neil; Roll, Ido; Corbett, Albert; Koedinger, Kenneth (2008).  Why Students Engage in "Gaming the System" Behavior in Interactive Learning Environments  Journal of Interactive Learning Research, 19, 2. 

In recent years there has been increasing interest in the phenomena of "gaming the system," where a learner attempts to succeed in an educational environment by exploiting properties of the system's help and feedback rather than by attempting to learn the material. Developing environments that respond constructively and effectively to gaming depends upon understanding why students choose to game. In this article, we present three studies, conducted with two different learning environments, which present evidence on which student behaviors, motivations, and emotions are associated with the choice to game the system.We also present a fourth study to determine how teachers' perspectives on gaming behavior are similar to, and different from, researchers' perspectives and the data from our studies. We discuss what motivational and attitudinal patterns are associated with gaming behavior across studies, and what the implications are for the design of interactive learning environment.

Baker, Terry L.; Gilmour, Kara  CDA Leadership Program Final Report: Emerging Themes. CCT Reports

 

Baker, Thomas R.; Case, Steven B. (2000).  Let GIS Be Your Guide.  Science Teacher, 67, 7. 

Discusses the possible uses of Geographic Information Systems (GIS) as an educational technology for developing contextually rich student learning, which extends students' ability to do scientific inquiry.

Baker, Thomas R.; White, Steven H. (2003).  The Effects of G.I.S. on Students' Attitudes, Self-Efficacy, and Achievement in Middle School Science Classrooms  Journal of Geography, 102, 6. 

This paper examines a non-equivalent quasi-experimental research effort, wherein two versions of a two week Project Based Learning unit were developed, implemented, and assessed. Students used a collaborative GIS or paper maps to support data analysis activities in this eighth grade Earth science unit. Attitude and self-efficacy in science as technology as well as student achievement in science process skills were measured. The study found significant improvement in attitudes toward technology, self-efficacy toward science, and modest, yet significant, improvements for geographic data analysis for students who used GIS.

Baki, A.; Guveli, E. (2008).  Evaluation of a Web Based Mathematics Teaching Material on the Subject of Functions  Computers & Education, 51, 2. 

The aim of the study is to develop a web-based mathematics teaching (WBMT) material and to evaluate the effectiveness of the WBMT material for 9th grade students learning the concept of mathematical function. Firstly, a WBMT material was designed and piloted. As a result of this pilot study the site was revised as a final form. The study was conducted during the fall term of 2004-2005 academic years and was carried out in two different classes taught by the same teacher. Through mixed methods study the qualitative and quantitative data were collected from the sample, consisting of eighteen teachers and eighty 9th grade students. One of these teachers taught the control and experimental groups at the high school where the main study was conducted. This examination included comparing the results of students experiencing learning with WBMT with those do not, and interpreting the teachers' responses to the use of WBMT materials. The analysis of the data suggests positive effect of WBMT on student learning of mathematical function and on attitudes towards WBMT. However, the teachers all represented and shared some common ideas that because of the technical problems and readiness of teachers and students there would be some problems in terms of successful implementation of WBMT in schools. Nevertheless, the results provide support for the use of this WBMT material as a complement to traditional classes.

Bakia, Marianne; Mitchell, Karen; Yang, Edith (2007).  State Strategies and Practices for Educational Technology: Volume I--Examining the Enhancing Education through Technology Program  [US Department of Education] 

This volume describes state-level educational technology policies, focusing on the implementation of state-level Enhancing Education Through Technology (EETT) programs in the first years of operation. The report draws on survey data from both state educational technology directors and district-based educational technology coordinators that were collected by the National Educational Technology Trends Study (NETTS). This report discusses the role of the EETT program, the state priorities and programs that EETT supports, and the relationship between state educational technology program activities and the overarching goals and purposes of the No Child Left Behind Act of 2001. Chapter 1 of this report describes state educational technology policies and related programs, including the role of the EETT program in state efforts. Chapter 2 presents individual state profiles that present data summarized in Chapter 1. These data describe the EETT program in its first and second years of operation. It should be recognized that some states were still completing their educational technology plans and getting their EETT implementation procedures in place during this time. In addition, these data and other NETTS data sources do not address the relationships between educational technology use and student academic achievement. Evaluation of the impact of educational technology on academic achievement is beyond the scope of this study. The report methodology is appended.  [This report was produced by the U.S. Department of Education's Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.] | [FULL TEXT]

Bakken, Jeffrey P.; Obiakor, Festus E. (2008).  Transition Planning for Students with Disabilities: What Educators and Service Providers Can Do  [Charles C. Thomas, Publisher, Ltd] 

The need for transition services for students with exceptionalities is apparent and critical for their success after high school. It is essential for school professionals, parents, and students to work collaboratively and consultively to determine each student's future goals and develop an effective plan to meet those goals successively. This book focuses on all aspects of that transition planning from school to post-school levels. The text provides the reader with a foundation of transition services and a historical overview of models and practices and offers a critical look at transition with students from culturally and ethnically diverse backgrounds. In addition, it presents an in-depth look at assistive technology to assist students in fully participating in the planning for their future and also describes the process for planning and the importance of family collaboration. It offers an extensive discussion of career development and the importance of work experiences and also reviews key social skills and leisure options. Finally, the text looks at independent living options and reviews available successful postsecondary education programs. The text is written in a style that all readers can comprehend and understand; the information can be easily applied to classroom and transition programs. This book will be a resource for researchers, scholars, educators, and service providers and will serve as either a required or supplementary text for undergraduate and graduate transition courses in special education. Following a foreword (Laura Owens) and preface, the book includes 12 chapters: (1) Transitioning Students with Disabilities: Preparing for Life; (2) Transition Models and Practices; (3) Transition and Culturally and Linguistically Diverse Learners; (4) Selecting Appropriate Assistive Technology for Student Transition; (5) Planning and Developing Student-focused Individualized Transition Plans; (6) Collaborating with Families in the Transition Process; (7) Job and Career Development: Understanding the Nature and Types of Jobs; (8) Employment Training, Support, and Vocational/Technical Education; (9) Social Outcomes and Community Resources; (10) Transportation Education and Leisure/Recreation Outcomes; (11) Independent Living Outcomes, Residential Opportunities, Group Homes, and Intermediate Care; and (12) Postsecondary Education Outcomes. A list of references; name index; and subject index are included.

Burch, Patricia Ellen (2006).  The New Educational Privatization: Educational Contracting and High Stakes Accountability  Teachers College Record, 108, 12. 

The institutional landscape of K-12 educational contracting is fundamentally changing. Based on industry and district data, this study identifies three distinct shifts in the content and structure of interactions between suppliers of instructional goods and local school systems. These shifts include 1) elevation of test-related services and products, 2) increasing emphases on technology-based solutions. and 3) an expanding role for the state in spurring market activity. Drawing on a case study of district practice, the study provides evidence of how broader changes are influencing local contracting activities, and the dilemmas and responses generated by these pressures. The study suggests the need for new conceptual approaches to studying educational privatization that draw on the institutional analysis of organizations and also identifies critical questions for future research.

Burden, Cathy (2003).  Putting the Power of Technology into the Hands of the Education Community.  School Business Affairs, 69, 2. 

Describes how the Union Public Schools in Tulsa, Oklahoma, installed a technology-based system to meet the information needs of administrators, teachers, parents, and students.

Burdett, Anna E. (2003).  Organizations and Associations in North America.  Educational Media and Technology Yearbook, 28. 

Contains annotated entries for associations and organizations, most of which are headquartered in North America, whose interests are significant to the fields of instructional technology and educational media. Entries are separated into sections for the United States and Canada/International. The U.S. section includes a classified list to facilitate location of organizations by their specialized interests or services.

Burdett, Anna E. (2003).  Graduate Programs.  Educational Media and Technology Yearbook, 28. 

Describes graduate programs in instructional technology, educational media and communications, school library media, and closely allied programs in the United States. Entries provide name and address, chairperson, types of degrees offered, special features of the program, admission requirements, degree requirements, number of faculty, number of students, types of financial assistance, and number of degrees awarded in 2001.

Burdett, Anna E. (2003).  Mediagraphy: Print and Nonprint Resources.  Educational Media and Technology Yearbook, 28. 

Lists media-related journals, books, ERIC documents, journal articles, and nonprint resources published in 2001-2002. The annotated entries are classified under the following headings: artificial intelligence; computer assisted instruction; distance education; educational research; educational technology; information science and technology; instructional design and development; libraries and media centers; media technologies; professional development; simulation; special education; and telecommunications.

Burg, Jennifer; Cleland, Beth (2001).  Computer-Enhanced or Computer-Enchanted? The Magic and Mischief of Learning with Computers. 

This paper reports on recent research in human-computer interactions, gives examples of some of the most promising uses of educational technology, and categorizes the effective and ineffective applications. The purpose of this paper is to provoke discussion about the problems and the potential benefits of computer use among young people. With a focus on the elements of audience, interactivity, and creative integration, the paper discusses the educational possibilities offered uniquely by the computer, arguing that the computer's greatest potential--its ability to draw out students' creativity--is being neglected. The discussion begins by acknowledging the down-side to computer-enhanced learning. The purpose is not to argue for the abandonment of educational technology, but to encourage a more tempered view. The next section proposes types of computer activities that may be particularly valuable for college-level students. Examples of promising educational technology applications are given, and the development of some original material relating to this topic is described. The paper concludes with some personal reflections from a parent's perspective. | [FULL TEXT]

Burge, Elizabeth J. (2000).  Synthesis: Learner and Learning Are the Issues.  New Directions for Adult and Continuing Education. 

Highlights key issues from the chapters in this volume. Presents 11 themes for strategic thinking about learning technologies: ownership, reality checks, self-assessment, legitimation, responsibilities, development of people before technology, access, advisers, diversity, critical questioning, and elegance.

Burge, Elizabeth J., Ed.; Haughey, Margaret, Ed. (2001).  Using Learning Technologies: International Perspectives on Practice. Routledge/Falmer Studies in Distance Education. 

This collection of 14 first-hand accounts from experienced and accomplished learning technology practitioners highlights issues in using learning technologies for flexible, distance, and open learning. The papers are as follows: "Using Learning Technologies: An Introduction" (Margaret Haughey); "Naming the Learning Technology Issues in Developing Countries" (Barbara Spronk); "Public and Institutional Policy Interplay" (Judith M. Roberts, Erin M. Keough, and Lucille Pacey); "Getting the Systems Right" (Christine Marrett and Claudia Harvey); "Developing Course Materials" (Judith Kamau); "Lessons from Our Cyberclassroom" (Catherine Cavanaugh, Evelyn Ellermon, Lori Oddson, and Arlene Young); "Teacher or Avatar? Identity Issues in Computer-Mediated Contexts" (Gill Kirkup); "Web-Based Research Assistance" (Suzanne Sexty); "'No One Will Listen to Us': Rural Fulbe Women Learning by Radio in Nigeria" (Lantana Usman); "Confronting Barriers to Distance Study in Tanzania" (Edith Mhehe); "Reflections on Evaluating Online Learning and Teaching" (Charlotte Gunawardena); "Evaluating the Use of Learning Technologies" (Mary Thorpe); "Gender-Sensitive Evaluation Research" (Christine von Prummer and Ute Rossie); and "Using Learning Technologies: A Synthesis of Challenges and Guidelines" (Elizabeth J. Burge), which draws together themes and ideas from all the authors to provide a synthesis of their stated challenges in using learning technologies and a concise summary of their guidelines for informed practice. An index is provided.

Burge, Kimberly Bisbee (2001).  UCI Computer Arts: Building Gender Equity while Meeting ISTE NETS. 

Multimedia computer learning activities, when designed according to what is known about children's preferences, may help close the gender gap in attitudes about computer usage in schools. This paper includes: a brief overview of gender-gap research; a description of one response--the UCI (University of California Irvine) Computer Arts program, aligned with ISTE (International Society for Technology in Education) NETS (National Educational Technology Standards for Students); and dissertation research--410 coded observations of 76 4th and 5th grade students over six weeks while they worked in same and mixed sex pairs on multimedia learning activities. The study revealed that females were as active, if not more so than males, when they were involved in constructivist, cooperative, curriculum based, multimedia learning activities, and both groups were more active in same-sex pairings.   | [FULL TEXT]

Burge, Kimberly Bisbee; Marshall, Sue; Beck, Rob (2002).  Interactive Learning Exhibits: Designs for Building Teacher and Student Capacity. 

The planning, design, production and presentation of interactive learning exhibits (ILEs) by students in elementary and secondary teaching credential programs provided authentic learning experiences in the integration of computers in teaching and learning settings. This paper includes a rationale and brief overview of the theoretical underpinnings of this approach to technology training, a description of the program, some initial findings, and reflections on successes and challenges. To date this ongoing research and development effort has revealed that engagement in the instructional design and enactment of an ILE can be a rich context for preservice teachers' increased learning about planning, pedagogy, content standards, and assessment in the context of a multimedia learning environment. This work has implications for the preparation of teachers to use computers in classrooms. | [FULL TEXT]

Burgess, Amy (2008).  The Literacy Practices of Recording Achievement: How a Text Mediates between the Local and the Global  Journal of Education Policy, 23, 1. 

The aim of this article is to show the importance of literacy practices in the implementation of education policy, using as an example the system of student assessment in adult literacy education. The author reports on an ethnographic study of the practice of planning learning and recording progress through the use of individual learning plans (ILPs) in one classroom in order to show how teachers and students are co-opted as active agents into the processes of Skills for Life policy. She aims to show how some concepts from literacy studies, in particular the relationship between literacy practices and literacy events, can fruitfully be brought together with ideas about the temporal dimensions of the local and the global to uncover how policy is instantiated in classroom practice and how the ILP mediates power and control. She argues that by sanctioning some definitions of literacy and learning whilst excluding others, ILPs construct the identities of teachers and learners by specifying desirable abilities. She suggests that discussion of the nature of ILPs and of their function within systems of performance measurement should become part of the explicit content of literacy education.

Burgess, Kimberly R. (2007).  Mentoring as Holistic Online Instruction  New Directions for Adult and Continuing Education, 2007, 113. 

This chapter focuses on the role of online educators as mentors and addresses the potential impact of a mentoring relationship on the development and persistence of adult learners in the online medium.

Burghardt, M. David; Hacker, Michael (2002).  Large-Scale Teacher Enhancement Projects Focusing on Technology Education  Journal of Industrial Teacher Education, 39, 3. 

The co-authors have been co-Principal Investigators on two large-scale National Science Foundation-funded teacher enhancement projects for the past eight years. One of the projects focused on middle and high schools and the second focused on the elementary school. The design of each was different, reflecting the differing natures of the educational programs at each level, but the importance of including technology education was common to both. In both projects, instructional strategies characteristic of technology education (which the authors define as the study of the human-made world), established links with mathematics and science education (MST) and were made explicit through teacher practice. There was an interconnected MST thrust to the instructional strategies that were employed and the activities that were created or refined. In this article, the authors discuss the New York State Technology Education Network (NYSTEN) Project and the five-year "MSTe Project: Integrating Mathematics, Science, and Technology in the Elementary Schools." This article also offers some perspectives the authors have gained from the study and specific implications for technology education. | [FULL TEXT]

Burghardt, M. David; Hacker, Michael (2004).  Informed Design: A Contemporary Approach to Design Pedagogy as the Core Process in Technology  Technology Teacher, 64, 1. 

In classroom settings, most problems are usually well defined, so students have little experience with open-ended problems. Technological design problems, however, are seldom well defined. The design process begins with broad ideas and concepts and continues in the direction of ever-increasing detail, resulting in an acceptable solution. So using design in the classroom can be challenging, as students are not familiar, or initially not comfortable, with the open-ended nature of design. This can also pose problems for teachers, who must relinquish directive control. However, it also provides opportunity to use constructivist pedagogical practice to engage students in their own learning. The informed design process discussed in this article, and the underlying pedagogical support methodology, provide a way to optimize the use of design as a pedagogical strategy.

Burghes, David; Hindle, Mike (2004).  Response to Key Issues Raised in the Post-14 Mathematics Inquiry  International Journal of Mathematical Education in Science and Technology, 35, 5. 

This article is a detailed response to the issues raised by the Post-14 Mathematics Inquiry in the UK. It aims to debate some of the central issues in mathematics teaching in the UK, including recruitment and retention of mathematics teachers, the curriculum content, national assessment, teaching resources (including ICT) and national strategies and policy (including inspection). Throughout, we have tried to base our recommendations on evidence and experience from the many teachers and tutors we work with as well as on our own experience. We have not hesitated to make what could be seen as controversial recommendations, but we believe a fundamental rethink of education policy and practice is needed if mathematics teaching and learning is to improve. We have also considered the impact that a proposed 'National Centre for Excellence in Mathematics Education' might have on the situation, although we doubt that it can have a marked long-term impact in the current UK situation.

Burgon, Holli; Williams, David D. (2003).  Case 3: Bringing Off-Campus Students on Campus: An Evaluation of a Blended Course.  Quarterly Review of Distance Education, 4, 3. 

Describes an undergraduate religion course at Brigham Young University (Utah) in which seven learners pursuing an online baccalaureate degree were invited to join 49 on-campus students. This case study presents an evaluation of the course based on interviews with distant learners, on-campus students, and instructors.

Burgstahler, Sheryl (2002).  Distance Learning: Universal Design, Universal Access.  Educational Technology Review, 10, 1. 

Discussion of distance learning focuses on access, legal, and policy issues for people with disabilities and presents an overview of design considerations for assuring that a distance learning course is accessible to potential instructors and students with a wide range of abilities and disabilities. Uses universal design as a framework.

Burgstahler, Sheryl (2002).  Bridging the Digital Divide in Postsecondary Education: Technology Access for Youth with Disabilities. Information Brief. 

This issue brief discusses the barriers to technological access for students with disabilities. Challenges for bridging the digital divide are discussed and the following recommendations are provided: (1) stakeholders should have access to training so they can design and select accessible facilities, utilize computers and software, purchase appropriate assistive technology, and ensure that students with disabilities use technology for their maximum benefit; (2) policies and procedures should be established at all academic levels to ensure that universal accessibility is considered when electronic and information technology is procured; (3) policies, procedures, training, and support should be established at all educational levels to ensure that Web page, library resource, and distance learning program developers make their electronic resources accessible to everyone; (4) interagency collaboration planning, funding, selecting, and supporting assistive technology should be fostered; (5) students with disabilities should be included at all stages of technology selection, support, and use, so that they learn to self-advocate; (6) students with disabilities at high school and college levels should participate in internships where they can practice using technology in work settings; and (7) policy makers should disseminate information about current laws, policies, and resources that are universally designed to meet the needs of various stakeholders. | [FULL TEXT]

Burke, Barry N. (2005).  Seven Secrets for Teachers to Survive in an Age of School Reform  Technology Teacher, 65, 3. 

As much as 20 years ago, it was commonplace for technology teachers to find a comfortable niche in the school building because they were the "go-to person." Yes, anytime something was in need of fixing or repair, they called on the technology teacher. With the advent of Y2K and computers, that niche slowly eroded to the teachers who could not only fix computers, but configure them, and by the way, can they monitor the network and the school Web site? The importance of the technology teacher went from being able to fix broken tables and chairs to one of high-tech computer maintenance. The first question to ask is whether the technology education teachers in one's school made this transition. Along came standards, state assessments, and No Child Left Behind. One can almost see the smoke coming out of every door in the school--"how," "what," "where," "when," and the list goes on. In addition, a new generation of principals replaced the traditional retiring baby boomers. A new superintendent means new directions. Research shows what it takes for students to be successful. Now, all of a sudden, what one thought was important is no longer appropriate in an environment where accountability is the first level of review. Here seven secrets for technology education teachers to survive in an age of school reform are presented. The seven secrets explained in this article include the following: (1) Smaller Schools and School Reform IS Better--Understand the Concept; (2) Get to Know Your Principal and Your Community; (3) Commit to a Standards-Based Model--Engineering by Design[TM]; (4) Embrace Design Through TIDE (Technology, Innovation, Design, and Engineering) as the Organizer for Your Teaching; (5) Organizing Around Career-Themed Academies is Your "Ticket to Ride"; (6) Form a Collaboration Committee for Technological Literacy; and (7) Get Involved--Stay Involved.

Burke, Barry N.; Meade, Shelli D. (2007).  The Finest in Professional Development: Engineering byDesign[TM] (EbD[TM]) Curriculum Specialists--Helping Hands for Improving Student Achievement!  Technology Teacher, 66, 6. 

How can the teachers of today raise student achievement and prepare students to become the next generation of technologists, innovators, designers, and engineers? This article introduces new opportunities for professional development: a cadre of education professionals who are trained to deliver professional development for states, districts, and schools. These are trained professionals who have volunteered to work with other teachers, supervisors, and teacher educators to make standards-based curriculum delivery a reality across the U.S. These individuals were also trained in standards-based curriculum development and implementation and well versed in Engineering byDesign[TM] curriculum, instruction, and assessment. Engineering byDesign (EbD[TM]) is a standards-based K-12 solution for technology programs. It is a comprehensive model that integrates science, technology, engineering, and mathematics through comprehensive, articulated coursework. Within each component of the program are course guides with integrated rubrics and assessments. The program is linked to professional development and resources via an electronic delivery platform known as eTIDEonline[TM]. Curricular offerings include courses and units of instruction that have been mapped to Career Clusters and Pathways. EbD[TM] is the only comprehensive standards-based curricular model designed to deliver technological literacy.

Burke, Garfield, Jr. (2001).  Computers and Calculators in Schools: A Status Report. 

A position statement on the use of calculators was published in 1991 in which the NCTM (National Council of Teachers of Mathematics) strongly urged that calculator usage be promoted by school districts, teachers at every level, authors, and educators. In the 2000 publication of Principles and Standards for School Mathematics, NCTM noted that "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning." In view of NCTM's position on computer and calculator use, there is a need to know how available computers and calculators are in schools, how they are being used, and to what extent. Based on a literature review, the paper reveals that the number of computers and calculators in the schools has grown and will continue to grow and the computers that are now in the schools are not being fully utilized. Text processing tools appeared to be the most common use of computers in school. Calculators appeared to be used mostly for checking paper-and-pencil calculations, developing skills at estimation, and problem solving. Several studies found that teacher training was an important factor in computer use and the fear that traditional skills would not be learned was an important factor in calculator use. Results of the literature review strongly suggest that computers and calculators have been forcing curriculum planners to critically examine the content and methods of teaching secondary school mathematics. Too many teachers are not adequately trained in technology integration or in favor of unrestricted use of calculators. | [FULL TEXT]

Burke, Jennifer (2000).  New Directions--Teacher Technology Standards. 

Recently there has been significant emphasis on changing teacher preparation programs to ensure that new teachers are prepared to use technology in the classroom. There are several illustrations of this increased attention across the nation, including: the U.S. Department of Education's "Preparing Tomorrow's Teachers" program; the "Teacher Preparation StaR Chart: A Self Assessment Tool for Colleges of Education," released by the CEO Forum on Education and Technology; and announcement by the national Council for Accreditation of Teacher Education of new performance-based standards to be used in evaluating teacher preparation programs for accreditation. Previously, technology training in most southern states has been targeted as professional development efforts for current (inservice) teachers. The focus is now on the technology competency of new teachers in state-approved teacher education programs. Georgia, Kentucky, Texas and Virginia have taken new directions to address technology skills of new teachers. The "A Plus Education Reform Act of 2000," enacted by the Georgia legislature effective July 2000, requires students in postsecondary teacher preparation programs to be "proficient in computer and other instructional technology applications and skills." In Kentucky, accredited teacher education institutions are required to prepare teachers to meet new standards, including those for technology, set by the Kentucky Professional Standards Board. The State Board for Educator Certification in Texas has developed standards for all new teachers regardless of teaching field or subject certification. In Virginia, the State Board of Education has adopted a requirement that all teachers will have to demonstrate proficiency in technology for license renewal starting in 2003. Other states across the region have taken different approaches toward implementing technology standards for teachers. Includes Teacher Technology Standards and Licensing Requirements (August 2000) for 16 southern states. | [FULL TEXT]

Burke, Jennifer (2001).  Technology Standards for Students. 

In many states technology standards for students have focused on basic computer skills, but more standards are beginning to focus on identifying technology skills that students need for school and the workplace. In most states in the Southern Region, technology standards for students are based on the National Educational Technology Standards for Students (NETS-S) Technology Foundations for Students, a broad conceptual framework of technology knowledge developed by the International Society for Technology in Education (ISTE). These standards given teachers and schools a framework for planning technology-based activities that not only support instruction but also improve students' technology skills. The standards cover six categories: basic operations and concepts; social, ethical and human issues of technology; common productivity tools; technology communications tools; technology research tools; and problem-solving and decision-making skills aided by technology. Each category describes what students should know and be able to do at each grade level. Even though most of them are based on the NETS-S standards, student technology standards in Southern states vary somewhat. This publication identifies what the following states are doing to set standards: Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia. States across the region recognize the importance of curriculum standards to ensure that students have the necessary academic and technological skills to continue to learn and succeed, whether in higher education or careers. | [FULL TEXT]

Burke, Ken (2005).  Aesthetic Pursuits: Windows, Frames, Words, Images--Part II  International Journal of Instructional Media, 32, 3. 

In Part I of this study (Burke, 2005), the author presented the essentials of Image Presentation Theory--IPT--and its application to the analytical explication of various spatial designs in and psychological responses to images, from the illusions of depth in what is referred to as "windows" in cinema theory to the more patterned abstractions of "frames," with extensions of this basic model into not only other forms of visual media but also metaphorical explorations into various communication situations such as the novel of Lolita which he has elaborated in his concept of a Special Case Frame. In this current further extension of the foundational theory he explores how these IPT concepts apply to the adaptations of the novel into the Classic Window interpretations of the two films by Stanley Kubrick and Andrian Lyne.

Burke, Lisa A., Ed. (2001).  High-Impact Training Solutions: Top Issues Troubling Trainers. 

Designed for front-line training professionals, this book addresses the most pressing issues in the training and development field (T&D). "Introduction" (Lisa A. Burke) discusses the importance of viewing training as a subsystem of human resources, training as a systematic process, and indicators of high impact training. "Strategic Training: Creating Advantage and Adding Value" (Joseph V. Wilson III) defines strategic training and examines how cutting-edge T&D professionals are using T&D as a solution to business and performance problems. "Needs Assessment: Analyzing Performance Issues and Determining Solutions" (Jennifer W. Guidry, Janice L. Simmons) examines how trainers can determine when training is really needed, when it is not the answer, and how to tell the difference."Technological Advancements in Training Design, Delivery, Support, and Administration" (Larry A. Pace) discusses the distinct characteristics, advantages, and disadvantages of emerging delivery and support technologies and the situations in which they make the most sense to exploit. "Training Transfer: Ensuring Training Gets Used on the Job" (Lisa A. Burke) discusses factors that influence transfer and advances a simplified framework for tackling the transfer dilemma, one that identifies specific and practical actions that trainers, trainees, and managers can invoke to effectively increase the extent of training transfer. "Holistic Training and Development: Beyond Classroom Solutions" (L. Michael Wykes) examines the growing trend of focusing on performance solutions versus training programs instead of being program developers and instructors, training professionals are becoming performance engineers. "Raising the Bar: High-Impact Trainer Roles in the New Workplace" (Jennifer W. Guidry) discusses traditional trainer roles and how to execute them for maximum impact and introduces three new roles for trainers: change ambassador, internal marketer, and spiritual guide. "Final Observations" (Lisa A. Burke) elaborates upon practical applications. Appendixes include 73 print resources, 19 Internet sites, and index.

Burkett, Ruth S., Ed.; Macy, Michelle, Ed.; White, James A., Ed.; Feyten, Carine M., Ed. (2001).  Preservice Teacher Education. [SITE 2001 Section]. 

This document contains the papers on preservice teacher education from the SITE (Society for Information Technology & Teacher Education) 2001 conference. Topics covered include: preparing tomorrow's teachers; insights for pre-service teachers about computer use; geographic information systems in teacher education; digital cameras in education; integrating technology in research courses for preservice teachers; a computer-assisted coeducational and transdisciplinary experience; technology integration in reading and science; preservice teachers' experiences in a technology-rich urban K-12 school setting; unique collaborations in preservice teacher programs; the evolution of a curriculum in technology and pedagogy; multiple delivery systems; a Holocaust World Wide Web site; creating collegial networks; cooperative teaching and learning in information technology (IT) and modern foreign languages; analyzing bilingual education preservice teachers' learning outcomes in a computer literacy course; the next generation of professional development; the role of IT in the classroom and its implications for preservice teacher education; a planning model for integrating technology and educational methodologies in the preservice teacher education program; curriculum models for computing and IT; economics, information literacy, and teacher education; constructivist use of technology; understanding the leadership role in promoting reading outside the classroom; technological capacities of distance education teachers; standards-based reflection; anchored instruction using WebQuests in post-baccalaureate teacher education courses; virtual learning, Web videos, and elementary mathematics teacher education; teacher education changes, transitions, and substitutions; graphic representations for learning; observations of the computer use of preservice teachers; using Dreamweaver 3 for generating preservice Web-based teaching portfolios; perceptions of preservice teachers' technology competency skills in Arizona; learning with Internet resources; culture clash in the college classroom; using multimedia and technology to teach mathematics and science; preparing teachers to succeed in online professional development courses; empowering teacher through cognitive literacy skills development; teacher preparation and online learning; addressing teacher concerns toward technology; technological tools and mathematical guided discovery; the R.O.A.D. (Read, Own, Apply, Discuss) system for enhancing teacher professional growth; building a professional cyberspace community; Internet use in teacher education; student teacher educational technology use; a collaborative teacher preparation technology project; educational technology at the University of Florida; assessing faculty attitudes toward information technology; a collaborative approach to integrating technology and information literacy in preservice teacher education; PT3 (Preparing Tomorrow's Teachers to use Technology) first year accomplishments; reducing distances between colleges via Web CT; technology and problem-based learning; effectiveness of an exemption exam for an introductory educational technology course; and a computer endorsement program. Most papers contain references. | [FULL TEXT]

Burkhalter, Bettye B.; McLean, James E.; Jones, Melaney A. (2004).  Recipients' Views of the Role of Christa McAuliffe Fellowships in Science Education  Science Educator, 13, 1. 

As early as 1923, Jean Piaget challenged teachers to reevaluate their goals for students and to promote critical thinking rather than conformity. Piaget described two important educational goals. The first "principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done--men who are creative, inventive, and discoverers. The second goal of education is to form minds which can be critical, can verify, and not accept everything they are offered." As people move toward a global and information technology-based society, it is important that the students understand international and cultural diversity and become sensitive to different points of view. The key to this understanding and increased sensitivity is critical thinking: identifying and challenging assumptions and exploring and imagining alternatives (Brookfield, 1987). In essence, critical thinking means a student takes a holistic approach to solving a problem and assuring all dimensions of the problem have been examined. Based on these issues, the purpose of this study was to identify the perceptions of classroom teachers awarded the Christa McAuliffe Fellowship and the impact the Program had on their classroom teaching and on the need of teaching critical thinking skills.  | [FULL TEXT]

Burkhart, Joyce (2001).  How Can the eCampus Be Organized and Run To Address Traditional Concerns, but Maintain an Innovative Approach to Providing Educational Access? Project Eagle Evaluation Question #3. Benchmarking St. Petersburg College: A Report to Leadership. 

This paper discusses the findings of St. Petersburg College's (SPC) (Florida) evaluation question: "How can the eCampus be organized and run to address traditional faculty concerns, but maintain an innovative approach to providing educational access?" In order to evaluate this question, a list was compiled of faculty issues identified by institutions nation- and world-wide. Issues centered on instruction, compensation, intellectual property, and training. Steps were then taken to determine how SPC has addressed these four issues. Staff examined formal college policies related to faculty issues, interviewed all eCampus faculty, staff and administrators, and surveyed via email all SPC online faculty members. Results showed that in every category of faculty concern, SPC administration has dealt with most of the issues raised nationwide, and has, at times, established policies and procedures for which there has been no precedent. Findings indicated that, compared with other schools, SPC has been very proactive in dealing with matters related to its "e-structors." Finally, results and recommendations were broken down into specific performance successes and failures in the areas of instruction, compensation, intellectual property, and training. | [FULL TEXT]

Burkhart, Joyce (2001).  How Can St. Petersburg College Leverage Technology To Increase Access to Courses and Programs for an Expanded Pool of Learners? Project Eagle Evaluation Question #4. Benchmarking St. Petersburg College: A Report to Leadership. 

This report discusses St. Petersburg College's (SPC) (Florida) evaluation question, "How can St. Petersburg College leverage technology to increase access to courses and programs for an expanded pool of learners?" The report summarizes both nationwide/worldwide best practices and current SPC efforts related to four strategies: (1) an E-learning expansion; (2) individual initiatives; (3) collaborative efforts; and (4) retention. With respect to planning an e-learning expansion, national models were drawn from the business community and institutional assessment literature. Current SPC initiatives include the creation and distribution of the Technology Plan, the Electronic Campus Plan, and the Distance Education Master Plan. The Individual Initiatives section of the report identifies five unique strategies for increasing e-learning access that can serve as national models, along with 10 SPC recent e-learning innovations. The Collaborative Efforts section describes seven potential sources of partnerships (e.g., governmental agencies, schools of all levels, and the military) and current SPC collaborative projects. The discussion of retention initiatives outlines national models for the retention of e-learners and notes SPC's lack of a formal retention improvement plan. The report concludes with recommendations specific to SPC for each of the e-learning strategies addressed in the report. | [FULL TEXT]

Burmeister, Marsha L. (2001).  Conference Calendar.  Quarterly Review of Distance Education, 2, 4. 

Lists upcoming conferences (taking place during the months of March through July 2002): Florida Educational Technology Conference; Mid-South Instructional Technology Conference Teaching, Learning, and Technology; Georgia Educational Technology Conference; e-Learning Conference and Expo; International Conference on Software Engineering; National Educational Computing Conference; Collaborate! Conference & Expo; Association for Telecommunications Professionals in Higher Education; Technology + Learning Conference.

Burnaford, Gail, Ed.; Fischer, Joseph, Ed.; Hobson, David, Ed. (2001).  Teachers Doing Research: The Power of Action through Inquiry. Second Edition. 

This collection of papers describes the processes of doing teacher action research. There are nine chapters in three parts. Part 1, "Ways of Doing Teacher Action Research," includes (1) "Action and Reflection: Narrative and Journaling in Teacher Research" (David Hobson); (2) "Action Research Rationale and Planning: Developing a Framework for Teacher Inquiry" (Joseph C. Fischer); (3) "Teachers' Work: Methods for Researching Teaching" (Gail Burnaford); and (4) "Teacher Researchers Go Online" (David Hobson and Louanne Smolin); "Discovering the Real Learner Within: Journal Keeping with Second-Grade Children" (Nancy Brankis); "Overcoming Paradigm Paralysis: A High School Teacher Revisits Foreign Language Education" (Emmerich Koller); "Racing to Research: Inquiry in Middle School Industrial Arts" (Wallace Shilkus); "The Personal and the Professional: Learning about Gender in Middle School Physical Education" (Rick Moon); and "LAPTOPS: Language Arts for Students with Learning Disabilities: An Action Research Curriculum Development Project" (Martha C. Stephens). Part 2, "School and Professional Contexts," includes (5) "Learning with Each Other: Collaboration in Teacher Research" (David Hobson); (6) "School and University Teacher Action Research: Maintaining the Personal in the Public Context" (Gail Burnaford); and (7) "Teacher Action Research and Professional Development: Foundations for Educational Renewal" (Linda S. Tafel and Joseph C. Fischer); "When the Mountain and Mohammed Meet: Teachers and University Projects: A Model for Effective Research Collaboration" (Judith Lachance Whitcomb); "Shifting Gears: An Urban Teacher Rethinks Her Practice" (Vida Schaffel); "Piecing Our Past through Artistic Inquiry: Students and Teachers as Co-Researchers in an Urban Elementary School" (Jackie Samuel and Susan Sheldon); "Leading a School-Based Study Group: My Personal Path to Renewal" (Kelli Visconti); "Three Contexts for Exploring Teacher Research: Lessons about Trust, Power, and Risk" (Nancy Hubbard); and "The Action Research Laboratory as a Vehicle for School Change" (Joseph C. Senese). Part 3, "The Larger Arena," includes (8) "How Does It Matter? Teacher Inquiry in the Traditions of Social Science Research" (Susan Jungck) and (9) "Teacher Research and School Reform: Lessons from Chicago, Curitiba, and Santiago" (Joseph C. Fisher and Norman Weston). An afterword presents "The Three P's in Teacher Research: Reflecting on Action Research from Personal, Professional, and Political Perspectives" (Owen van den Berg). (Chapters contain references.)

Burnett, Cathy; Dickinson, Paul; Myers, Julia; Merchant, Guy (2006).  Digital Connections: Transforming Literacy in the Primary School  Cambridge Journal of Education, 36, 1. 

Much has been written about the transformative influence of new technology on the school curriculum, but only a small number of studies have focused on the practical implications for primary literacy. The dominant paradigm seems less concerned with transformation, instead favouring a view of "technology as enrichment". This case study examines the possibilities of transformation through an electronically mediated partnership between two primary schools in the North of England. Children's digital texts are analysed alongside interview and observational data in order to document what transformation might look like in practice. The study illustrates how technology can be used to promote new literacy practices in the classroom, through the production of new kinds of texts. It also documents the emergence of peer-based learning relationships and changing perceptions of the teacher's role.

Burnett, Greg; Lingam, Govinda Ishwar (2007).  Reflective Teachers and Teacher Educators in the Pacific Region: Conversations with Us Not about Us  International Review of Education, 53, 3. 

This article reports on a study of Pacific primary school teachers' and university lecturers' reflections on their involvement in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities; and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices in what has largely been a "conversation between us about them" conducted by Ministries of Education, Curriculum Development Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers' work. Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent not only as we seek to reshape a degree programme to suit the needs of the region's primary school teachers but also as "rethinking" debates about the purposes of education in the Pacific region are on-going yet exclusive.

Burnett, Ron (2002).  Context, Technology, Communication, and Learning.  Educational Technology, 42, 2. 

Discusses the growth of educational institutions and the need for new paradigms of learning to keep pace with change. Topics include context; communication; the use and adoption of different technologies; shared knowledge; and the personal nature of the learning experience.

Burniske, R. W. (2005).  Sharing the Sacred Fire: Integrating Educational Technology without Annihilating Nature  TechTrends: Linking Research & Practice to Improve Learning, 49, 6. 

The use of networked technology for the explicit purpose of integrating school curricula often carries the implicit aim of introducing students to the concept of globalization. As a result, the conscientious educator confronts a number of troublesome, ethical questions while serving as an agent for integration. For example, is it possible to integrate technology and introduce the process of globalization without annihilating a child's connection with the natural world? By placing emphasis upon this explicit curriculum and reinforcing the implicit concerns that accompany it, might educators neglect their schools' null curricula? Ultimately, how might education help preserve nature while introducing networked technology to the classroom for teaching and learning about globalization? The author recently confronted such ethical concerns while leading a workshop for the secretary of Education in the Brazilian state of Sao Paulo. The workshop involved 21 secondary school students from urban favelas, impoverished communities that offer limited access to computer technology, few extra-curricular educational opportunities and even fewer chances to interact with the natural world. With this in mind, the secretary of Education decided to accommodate these students, who ranged from 13 to 19 years of age, at a conference center in the mountains of the mata atlantica, a rainforest ecosystem bordering the Atlantic Ocean. Through a weeklong series of online and face-to-face learning activities we hoped the students, who had been carefully selected from a wide range of applicants, would acquire a greater understanding and appreciation of nature, while exploring the significance of education in their lives, including the impact of educational technology.

Burniske, R. W.; Monke, Lowell (2001).  Breaking Down the Digital Walls: Learning To Teach in a Post-Modem World. SUNY Series, Education and Culture: Critical Factors in the Formation of Character and Community in American Life. 

This book describes how two teachers, half a world apart, created collaborative Internet projects for high school students worldwide. Projects helped develop critical thinking, genuine dialogue, and global understanding in the classroom. Through the development of curricular projects linking classrooms in Malaysia, Japan, Iowa, South Africa, and England, teachers wrestled not only with technical problems of using the Internet, but also practical and philosophical questions related to serving their higher pedagogical purposes of nurturing genuine communication, dialogue, and argument. Nine chapters include: (1) "The Manabi Hut" (beginning the collaboration inside a hut in the Andes); (2) "The Web and the Plow" (the character of technology, what computers leave out, and what humans must bring); (3) "Don't Start the Evolution without Me" (descriptions of the projects); (4) "Utopian Visions, Dystopian Worries" (two early projects); (5) "Out of the Labyrinth, into the 'Net" (guiding adolescents in telecollaborative activities); (6) "The Global Suburb" (the assumption that projects enabling students to communicate with peers worldwide is beneficial); (7) "The Media Matter" (the genesis and evolution of one project); (8) "In Dreams Begin Responsibilities" (teacher responsibilities to students); and (9) "The Drama of Dialectics" (from which everything in the book springs).

Burns, Amy M. (2006).  Integrating Technology into Your Elementary Music Classroom  General Music Today, 20, 1. 

The article discusses the inclusion of technology in elementary music education. The Technology Institute for Music Educators was an excellent place for learning music technology as they offer summer courses for teachers with novice to advanced skills in technology. Music technology differentiates instruction and challenge the musically gifted students while encouraging those students who felt musically challenged to engage and succeed musically.

Burns, Ann (2007).  Best Audiobooks of 2006  Library Journal, 132, 3. 

Nearly 25 percent of the U.S. population--those with higher incomes and more education and those living in slightly larger households, with children--are listening to audiobooks according to Audio Publishers Association (APA) statistics. No wonder there is continued growth in the industry. This article presents the 2006 "best" list which includes titles by Martha Grimes, Augusten Burroughs, Chris Gardner, and Frances Mayes.

Burns, K.; Polman, J. (2006).  The Impact of Ubiquitous Computing in the Internet Age: How Middle School Teachers Integrated Wireless Laptops in the Initial Stages of Implementation  Journal of Technology and Teacher Education, 14, 2. 

This study investigated teacher experiences that emerged as a result of the introduction of wireless technology that placed personal laptops in the hands of every student in their classrooms. Five themes emerged as major factors during the transition to the effective use of ubiquitous technology in the classroom and its positive effects on teachers, including administrative expectations, knowledge acquisition, methods of teaching, teacher/student relationships, and teacher/teacher relationships.

Burns, Mary (2002).  From Compliance to Commitment: Technology as a Catalyst for Communities of Learning.  Phi Delta Kappan, 84, 4. 

Describes Southwest Educational Development Laboratory professional development project to help 160 elementary and secondary school teachers in 6 schools create technology-supported learner-centered learning environments. Finds that three initial project outcome assumptions are not substantiated in practice. The best way to learn technology is to engage meaningfully with content is one such unsubstantiated assumption.

Burns, Mary (2006).  Improving Student Writing through E-Mail Mentoring  Learning and Leading with Technology, 33, 5. 

Computer technology has become an indispensable tool in writing. Those of us who have spent any time in schools can attest to the prevalence of word processing, concept mapping, Web editing, and electronic presentation software, all deployed, to a large extent, in the collective effort to enhance student writing. The degree to which such tools improve student writing is best answered by the teachers and students who use them. In my efforts to help students advance written communication skills, however, the most valuable tool in aiding students to better formulate ideas, revise and refine conceptualizations, and communicate thoughts was one that is often absent from the classroom--e-mail. | [FULL TEXT]

Burns, Mary (2006).  Tools for the Mind  Educational Leadership, 63, 4. 

An overly narrow and specialized focus on technology in schools discourages the use of computers to promote higher-order thinking. Many districts have concentrated on skills training, failed to supply such necessary supports as professional development, conflated technology use with instructional quality, and classified all software applications as being cognitively and instructionally equal. In their classrooms, teachers tend to use lower-order technology tools, such as Word and PowerPoint, at the expense of higher-order tools, such as spreadsheets and databases. Schools and school districts can change such patterns of use and nonuse by teaching critical thinking first and technology later and by focusing on curriculum, instruction, and assessment.

Burns, Mary; Dimock, K. Victoria (2007).  Technology as a Catalyst for School Communities: Beyond Boxes and Bandwidth  [Rowman & Littlefield Education] 

This book tells the story of how three disparate schools handle the many challenges of integrating technology into their classrooms. Teachers and administrators alike will share familiar feelings as they watch the professional learning communities progress toward the change that makes an enormous difference in how they teach and learn from each other and their students. This book provides an attainable approach for educators to create their own communities of practice for the purposes of school improvement. The case studies illustrate how administrators and teachers work together to find solutions to the best ways to integrate technology in the classroom. In the process, through their collaborative work, they discover that they learned much more than the technical skills they first thought would be the focus of their common inquiry. In creating their communities of practice, the isolation of the classroom is removed, new ways of thinking and doing are embraced, and they learn how to learn again. As the teachers reach out to their peers and students, giving and receiving support in a cooperative learning endeavor, a new enthusiasm permeates their schools. This book is organized into the following chapters: (1) Applying Technology to Restructuring Learning; (2) Teacher-Centered Professional Development; (3) Technology: A Catalyst for Change; (4) From Old Guard to Vanguard: Veteran Teachers as Leaders of Communities of Practice; (5) Building a Vision: Toward an Intentional Community of Practice; (6) No Matter What: Leadership and Communities of Practice; and (7) Conclusion: Change and Communities of Practice.

Burridge, Roger, Ed.; Hinett, Karen, Ed.; Paliwala, Abdul, Ed.; Varnava, Tracey, Ed. (2002).  Effective Learning & Teaching in Law. 

This book discusses key issues for the effective teaching of law from a range of experts in the United Kingdom. It includes material on teaching and the support of learning and on using learning materials and information technology in legal education. The chapters are: (1) Revising Legal Education (Tracey Varnava and Roger Burridge); (2) Learning Law and Legal Expertise by Experience (Roger Burridge); (3) Diversifying Assessment and Developing Judgments in Legal Education (Karen Hinett and Alison Bone); (4) Negotiating the Learning Process with Electronic Resources (Paul Maharg and Abdul Paliwala); (5) Responsibility and Ethics in Professional Legal Education (Nigel Duncan); (6) The Human Rights Act and the UK Law School (Andrew Williams); (7) Law Teaching for Other Programmes (Linda Byles and Ruth Soetendorp); (8) The New Advocacy: Implications for Legal Education and Teaching Practice (Julie Macfarlane); and (9) Space, Time, and (E)Motions of Learning (Abdul Paliwala). Each chapter contains references.

Burriss, Larry L. (2003).  Safety in the Cybervillage: Some Guidelines for Teachers and Parents.  Childhood Education, 79, 5. 

Details seven ways adults can ensure children's safety on the Internet: become familiar with the Internet community; learn how the Internet works; identify quality sites; learn what sites to avoid; teach children basic rules for Internet safety; place computers in high traffic areas and monitor use; and respond thoughtfully if a child visits an inappropriate site.

Burrus, C. Sidney (2007).  Connexions: An Open Educational Resource for the 21st Century  Educational Technology Magazine: The Magazine for Managers of Change in Education, 47, 6. 

The technology for information organization, communication, storage, and use today is the book. It has evolved over 3000 years (in its modern form over 500 years) to the mature object we currently enjoy. The book is now the primary technology used in education. But with the development of the computer and the Web, a new electronic information technology is challenging the book and laboratory, and it promises to allow significantly improved learning. The author and colleagues have developed and are using an Open Educational Resource called Connexions where the content is organized in small modules, open to use and reuse in creative ways consistent with modern pedagogy and open to new systems yet to be discovered or invented. This article presents the Connexions Project at Rice University as an example of that new technology and outlines the experience.

Burston, Jack (2003).  Proving IT Works.  CALICO Journal, 20, 2. 

Focuses on the assessment of the effects of instructional technology (IT) on the foreign language curriculum. Offers a general overview of the evaluation of IT and seeks to provide a clearer understanding of the evaluation parameters that need to be taken into consideration when establishing the infrastructure for the on-going assessment of IT. Author/VWL)

Burt, Gordon (2006).  Media Effectiveness Essentiality and Amount of Study: A Mathematical Model  British Journal of Educational Technology, 37, 1. 

An in-depth investigation of the relationship between media effectiveness, essentiality, and amount of study was presented. Overall, effectiveness explains 48% of the variation in the amount of study. Students who found the media more effective studied the media more. Those media that were more effective were studied more. The relationship between effectiveness and amount of study is different for each medium. This is because media differ in their degree of "essentiality-versus-optionality." Thus, the amount of study depends on a combination of effectiveness and essentiality. The relationship between effectiveness, essentiality, and amount of study is different for each student. This is because students differ in their "sensitivities"--their sensitivity to effectiveness and to essentiality. The final equation used effectiveness, essentiality, and sensitivity to explain 74% of the variation in the amount of study. The analysis was informed by a mathematical model.

Burt, R. A. (2002).  Using Technology Mediated Instruction To Support an Introductory Structures Course for Construction Undergraduates.  Journal of Construction Education, 7, 2. 

Presents an incremental approach to developing a website to support an introductory construction structures course. Outlines the structure and content of the web. Provides results of a survey of 135 undergraduates during the Fall 2000 and 2001 semesters that suggest the website is a useful tool in supporting an introductory structures course.

Burton, Dolores T. (2003).  Technology Professional Development: A Case Study.  Academic Exchange Quarterly, 7, 2. 

Examines the outcomes of a technology professional development initiative for elementary teachers. The professional development model used cohort collaboration, multiple strategies, and job embedded experiences to help teachers incorporate technology into their practice. Results included an increase in self-reported frequency of use of technology for research, project-based learning, and instruction.

Barab, Sasha A.; Hay, Kenneth E.; Barnett, Michael; Squire, Kurt (2001).  Constructing Virtual Worlds: Tracing the Historical Development of Learner Practices.  Cognition and Instruction, 19, 1. 

Explored learning and instruction within a technology-rich, collaborative, participatory learning environment by tracking the emergence of shared understanding and products through student and teacher practices. Found that becoming knowledgeably skillful with respect to a particular practice or concept is a multigenerational process, evolving in terms of contextual demands and available resources.

Barab, Sasha A.; MaKinster, James G.; Moore, Julie A.; Cunningham, Donald J. (2001).  Designing and Building an On-line Community: The Struggle To Support Sociability in the Inquiry Learning Forum.  Educational Technology Research and Development, 49, 4. 

Describes the sociotechnical structures of the Inquiry Learning Forum (ILF), a Web-based professional development tool designed to support a community of inservice and preservice mathematics and science teachers creating, sharing, and improving inquiry-based pedagogical practices. Highlights the change in focus from usability to sociability issues. 

Barab, Sasha; Thomas, Michael; Dodge, Tyler; Carteaux, Robert; Tuzun, Hakan (2005).  Making Learning Fun: Quest Atlantis, A Game Without Guns  Educational Technology Research and Development, 53, 1. 

This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9-12, in educational tasks. QA combines strategies used in commercial gaming environments with lessons from educational research on learning and motivation. It allows users at participating elementary schools and after-school centers to travel through virtual spaces to perform educational activities, talk with other users and mentors, and build virtual personae. Our work has involved an agenda and process that may be called socially-responsive design, which involves building sociotechnical structures that engage with and potentially transform individuals and their contexts of participation. This work sits at the intersection of education, entertainment, and social commitment and suggests an expansive focus for instructional designers. The focus is on engaging classroom culture and relevant aspects of student life to inspire participation consistent with social commitments and educational goals interpreted locally.

Barack, Lauren (2005).  I, Computer  School Library Journal, 51, 4. 

What child hasn't chatted with friends through a computer? But chatting with a computer? Some Danish scientists have literally put a face on their latest software program, bringing to virtual life storyteller Hans Christian Andersen, who engages users in actual conversations. The digitized Andersen resides at the Hans Christian Andersen Museum in Odense, Denmark. There he answers questions about his life and fairy tales and responds in a fairly humanlike manner, complete with facial expressions and gestures. (Tip: Andersen gets a bit testy when asked if his teeth are false.) But Andersen's creators at NICE (www.niceproject.com), a virtual language and computer interaction initiative based at the University of Southern Denmark, are imagining a much larger playing field for their three-year-old project.

Barack, Lauren (2005).  Going the Distance  School Library Journal, 51, 5. 

Sixty years ago, distance education probably involved a pen, paper, and secretarial classes conducted via snail mail. Today, students in ever-increasing numbers are more likely to link to the Internet to learn how to conjugate French verbs or dissect frogs in Advanced Placement courses, according to a new landmark study from the U. S. Department of Education (www.ed.gov). Nearly three-quarters of all public school districts plan to expand their distance-learning classes, says the study, titled "Distance Education Courses for Public Elementary and Secondary Students." Still more distance-learning courses are offered in dual enrollment programs, in which high schools students take classes offered by colleges and universities.

Barack, Lauren (2005).  A Digital Divide  School Library Journal, 51, 6. 

No state should be forced to make a Solomon-like decision between laptops and books for their students. Yet that is what appears to be taking place this year in Texas. The Texas state legislature has proposed a new law to outfit all secondary students with laptops at an estimated cost of $707.7 million over the next two years, according to Craig Tounget, executive director of the Texas Parents and Teachers Association. The problem is, textbooks that should have arrived in Texas classrooms for the 2004-2005 school year have been collecting dust in warehouses because the legislature has deferred paying the $327 million publisher's tab. While lawmakers have now agreed to fund those books, the $378 million that was slotted for textbooks for the 2006-2007 school year is being postponed instead. This article briefly describes the details of this situation in Texas.

Barack, Lauren (2005).  Field Trips, Minus the Smelly Bus Ride  School Library Journal, 51, 6. 

As school boards nationwide are forced to wield the budget ax-extracurricular activities are often the first items to go. Sports, art classes, and even field trips are increasingly rare. Still, children are curious--and so some schools are turning to virtual means to take students out of the classroom. This article briefly discusses virtual excursions through the Interactive Learning and Collaboration (www.cilc.org) Web site.

Barajas, Mario; Gannaway, Gloria J. (2007).  Implementing E-Learning in the Traditional Higher Education Institutions  Higher Education in Europe, 32, 2-3. 

This article takes a close look at a large, well-established traditional European university, the University of Barcelona, as an example of an institution that has a long history of developing Information and Communication Technology (ICT) and e-learning. The results of a systematic peer-review analysis illustrate the issues, problems, and solutions currently encountered by many European universities in their institutional plans and implementation efforts for integrating e-learning in face-to-face teaching.

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven (2007).  Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops  Journal of Science Education and Technology, 16, 4. 

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: "Studio 1.00" that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students' learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students' learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received "A" as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.

Barak, Miri; Lipson, Alberta; Lerman, Steven (2006).  Wireless Laptops as Means for Promoting Active Learning in Large Lecture Halls  Journal of Research on Technology in Education, 38, 3. 

This paper reports on a study that examined the use of wireless laptops for promoting active learning in lecture halls. The study examined students' behavior in class and their perceptions of the new learning environment throughout three consecutive semesters. An online survey revealed that students have highly positive perceptions about the use of wireless laptops, but less positive perceptions about being active in class. Class observations showed that the use of wireless laptops enhances student-centered, hands-on, and exploratory learning, as well as meaningful student-to-student and student-to-instructor interactions. However, findings also show that wireless laptops can become a source of distraction, if used for non-learning purposes.  | [FULL TEXT]

Barak, Moshe (2004).  The Use of Computers in Technological Studies: Significant Learning or Superficial Activity?  Journal of Computers in Mathematics and Science Teaching, 23, 4. 

The intent of this study was to investigate the impact of introducing computerized means, mainly simulation and the Internet, on teaching and learning electronics in Israeli high schools. Computers in electronics studies are, at the same time, part of the subject matter learned and a means for teaching and learning. Data were collected through interviews carried out with pupils and teachers and by examining pupils' laboratory experiments and projects. Computerized means only slightly influence teacher-controlled activities, such as class presentations and discussions. Teachers and pupils still prefer conventional lessons as the major framework for learning theoretical concepts. The use of technological means for tasks that are only partially controlled by the pupils, such as standard laboratory experiments, can enrich methods of information gathering, analysis and presentation, but do not change the nature of pupil learning by working on these tasks. The question is how to avoid turning "playing" with computerized means into a pseudo symbol of serious learning and a cover-up for superficial activities. Using computers and communication technologies in learner-controlled tasks, mainly projects, is likely to increase motivation, promote deeper learning, encourage cooperation and knowledge exchange between pupils, and foster a joint development of ideas.

Barak, Moshe (2005).  From Order to Disorder: The Role of Computer-Based Electronics Projects on Fostering of Higher-Order Cognitive Skills  Computers and Education, 45, 2. 

This research explored learning and thinking processes enhanced by integrating computers in secondary schools electronics projects. Electronics studies provide a sophisticated learning environment, where computers are simultaneously part of the subject matter learned (Technology Education), and a means for enhancing teaching and learning (Educational Technology), as seen in any other area of education. The follow-up on fifty students working on their final projects showed that students working on computer-based electronics projects tend to adopt flexible strategies, such as creating new ideas, risk-taking, improvisation, using trial and error methods for problem solving, and rapid transition from one design to another. In contrast, students working on non-computerized electronics projects are more likely to progress along a linear path: planning, construction, and troubleshooting. Computerized projects also promote the transfer of knowledge between students, and joint development of ideas. Students who exercise freedom in their project do not express the same independence in their documentation, and prepare portfolios that show how they, supposedly, developed their system in an orderly manner. It is important to educate students, and teachers, that creative design and problem solving requires a balance between openness, flexibility, and intuition, on the one hand, and systematic investigation, discipline, and hard work, on the other hand.

Baran, Bahar; Cagiltay, Kursat (2006).  Teachers' Experiences in Online Professional Development Environment  [Online Submission] 

This qualitative study aims to explore teachers' opinions on traditional professional development (PD) courses and their experiences from an online course. 10 teachers from a private school participated in an online professional development (PD) course. After completing the course, they evaluated their PD experience. A focus group discussion and individual interviews were performed to collect data. The teachers determined the problems in traditional PD courses and online PD courses. They generally emphasized the lack of practice in both traditional and online PD courses. Further, abundance of theoretical concepts and context independent examples are determined as other problems. They proposed that PD programs should be developed together by both academician and expert teacher.  | [FULL TEXT]

Baran, Bahar; Cagiltay, Kursat (2006).  Knowledge Management and Online Communities of Practice in Teacher Education  [Online Submission] 

Research on teachers' professional development is gaining popularity among educators since changes in society require teachers to improve their skills and knowledge. Rather than transmitting information to teachers, knowledge sharing through emerging tacit knowledge among them has gained more importance. Because of new information and communication technologies, knowledge sharing among educators is becoming easier. This article examines the relationship among three important topics; teachers' professional development, knowledge management and online communities of practice. Furthermore, some online learning communities of practice environments are introduced.  | [FULL TEXT]

Baran, Jit; Currie, Ron; Kennepohl, Dietmar (2004).  Remote Instrumentation for Teaching Laboratory  Journal of Chemical Education, 81, 12. 

The feasibility of using current software, such as PC-Duo, PCAnywhere or LabVIEW, in training students in instrumental analysis from a remote location is investigated. Findings show that creation of online features is crucial to the use and learning by students and the development of a suitable Web site, which provides an easy-to-use interface to the instrumentation is critical.

Barbas, Maria Potes Santa-Clara (2006).  Expanding Knowledge: From the Classroom into Cyberspace  Educational Media International, 43, 1. 

This paper is part of a larger project in the area of research. The main purpose of this mediated discourse was to implement, observe and analyse experiences of teachers in a training project developed for two different settings in the classroom. The first was between international classrooms through cyberspace and the second was a cyberspace forum. We carried out these experiences with beginning teachers in training during semester-long courses on "audiovisual communication techniques". The data analysed in these two projects indicated that the integration of ICT (information and communication technologies) had a great impact on student teachers' abilities to improve their pedagogical, individual, social and technological skills in order to build effective teaching tools and materials through the use of ICT. The positive outcomes of the project were: (1) teachers conceived the information in a multimodal format through the integration of linear and nonlinear formats of information in their pedagogical training; (2) teachers underwent significant learning because they were put in the position of hypermedia product builders; (3) teachers acquired information/tools not only to search but also to build and analyse digital discourses; (4) teachers conducted research emphasizing various points of view.

Barber, Betsy; Ball, Rhonda (2001).  Be Still My Heart. 

This project description is designed to show how graphing calculators and calculator-based laboratories (CBLs) can be used to explore topics in physics and health sciences. The activities address such topics as respiration, heart rate, and the circulatory system. Teaching notes and calculator instructions are included as are blackline masters. | [FULL TEXT]

Barbera, Elena (2004).  Quality in virtual education environments  British Journal of Educational Technology, 35, 1. 

The emergence of the Internet has changed the way we teach and learn. This paper provides a general overview of the state of the quality of virtual education environments. First of all, some problems with the quality criteria applied in this field and the need to develop quality seals are presented. Likewise, the dimensions and subdimensions of an empirical instrument to improve and assess the quality of online education are examined. This tool has already been applied to several educational contexts; though not definitive, it aims to improve not only specific areas, but also the whole educational approach as a system.

Barbetta, Patricia M.; Spears-Bunton, Linda A. (2007).  Learning to Write: Technology for Students with Disabilities in Secondary Inclusive Classrooms  English Journal, 96, 4. 

Patricia M. Barbetta and Linda A. Spears-Bunton describe seven technologies and various products that are available to assist struggling students with the complex mechanical and organizational tasks of writing in a secondary English classroom. These technologies can support students in becoming more effective and more confident writers.

Barbian, Jeff (2001).  The Future Training Room.  Training, 38, 9. 

Looks at some of the electronic learning technology that has already been developed and will become common for training, including robots, lucid dreaming, tele-immersion, human interface technology, among others.

Barbour, Michael K.; Collins, Michael A.J. (2004).  The Act of Online Writing as an Indicator of Student Performance  [Association for Educational Communications and Technology] 

This paper considers student use of a web-based discussion forum in a second year, non-major Biology course. The authors discuss how meaningful participation in the forum is a form of public writing and may be an indicator of overall student success in the course. The authors also discuss how this success in the course is not tied to the students? previous performance at the post-secondary level. | [FULL TEXT]

Bardwell, Genevieve; Mujuru, Priscah; Fitch, Cindy; Seidel, George; Hu, Wen; Sogodogo, Kalifa; Chester, Ann (2007).  Engaging Youth to Examine Lifestyle Behaviors through Authentic Research with University Partnerships  International Electronic Journal of Health Education, 10. 

University researchers partnered with secondary students in West Virginia and Mali on an international science investigation to strengthen science education and public health practices. WV and Mali students made comparisons of diet, physical activity, BMI, and blood pressure gathered from study participants. Full IRB approval was provided by West Virginia University for this human subjects study. The mean systolic blood pressure for the Mali participants was significantly lower, especially when compared to African-American youth (p=0.0008), as was the mean BMI scores of Mali participants (F [subscript 1, 77]=11.43, p=0.0011). Student investigators analyzed results with guidance by university faculty and showcased their results to peer-audiences at school, for local community events, and at annual Symposia. The University partnership provided opportunities for secondary students and their teachers to discover the role that environment plays in influencing health via authentic research and exposure to international public health strategies. Viable alternatives to unhealthy behavior were shared. Results point to the importance of a nutrition-dense diet (low in fats and sugar) combined with simple walking, as beneficial for all humans. Such comparisons can enhance science education, global health awareness, and empower young adults to alter their unhealthy behavior so as to avoid chronic disease in adulthood.

Bardzell, Shaowen; Bardzell, Jeffrey; So, Hyo-Jeong; Lee, Junghun (2004).  A Model for Integrating Technology and Learning in Public Health Education  [Association for Educational Communications and Technology] 

As computer interfaces emerge as an instructional medium, instructors transitioning from the classroom continue to bear the burden of designing effective instruction. The medium of the computer interface, and the kinds of learning and interactive possibilities it affords, presumably changes the delivery of learner-centered instruction. Strategically, teachers not only need instructional design ability, but they also need competence with humancomputer interaction design. In addition, instructors and instructional designers need to be able to bring these two domains together, if they are to create truly learner-centered instruction using new media. This article focuses on how a team comprising an instructor and multimedia instructional developers collaborated to create a distance learning environment for a graduate course in public health. The authors will describe the workflow that the team used, focusing specifically on the integration between instructional design and human-computer interaction design frameworks as well as how the team approached design issues by incorporating various HCI theories. The authors will also show what insights the team had after a year and some of the strategic changes it made in light of them for the next. | [FULL TEXT]

Bargellini, Maria Laura; Bordoni, Luciana (2001).  The Role of the Library in a New Learning Scenario.  Electronic Library, 19, 3. 

Discussion of distance learning and new information and communication technologies focuses on the role of the library. Highlights include the need for lifelong learning; online courses; adult training needs; new technologies in education and training contexts; digital libraries; acquiring, storing, finding, and filtering information; and user needs.

Barker, Bradley (2004).  Adopting SCORM 1.2 Standards in a Courseware Production Environment  International Journal on E-Learning, 3, 3. 

The Sharable Content Object Reference Model (SCORM) is a technology framework for Web-based learning technology. Originated by the Department of Defense and accelerated by the Advanced Distributed Learning initiative SCORM was released in January of 2000 (ADL, 2003). The goals of SCORM are to decrease the cost of training, while increasing the availability, discoverability, and reusability of online content. Adopting the framework in a course production environment is a grueling adventure. Authoring tools are created and abandoned with each version release, gaps in the technical architecture create confusing interfaces, and isolating program anomalies is cumbersome. Adopting SCORM enables the reuse of content, however, the increase in time and resources should be carefully considered.

Barker, Bradley; Brooks, David (2005).  An Evaluation of Short-Term Distributed Online Learning Events  International Journal on E-Learning, 4, 2. 

The purpose of this study was to evaluate the effectiveness of short-term distributed online training events using an adapted version of the compressed evaluation form developed by Wisher and Curnow (1998). Evaluating online distributed training events provides insight into course effectiveness, the contribution of prior knowledge to learning, and participants' reaction to the technology. The adapted compressed survey form was found to be a valid and reliable instrument. Participants in the training events increased their knowledge. Furthermore, no relation between prior knowledge and self-reported learning was found. Lastly, participants reported a favorable rating of the technology. Immediate feedback, course relevance and overall course effectiveness were found to be determinants in the learning variable. In conclusion, short-term distributed online training events are effective methods of training Department of Defense employees and military personnel.

Barker, David (2007).  A Personalized Approach to Analyzing "Cost" and "Benefit" in Vocabulary Selection  System: An International Journal of Educational Technology and Applied Linguistics, 35, 4. 

The question of which words students should learn and in what order has traditionally been regarded as a matter for teachers and materials writers rather than the learners themselves. Research has focused on using word-specific criteria such as frequency and range of meaning to help teachers make choices about what items to teach to which students at various levels of study. This article suggests that an over-reliance on such an approach fails to prepare learners for the unstructured vocabulary input that they will inevitably have to deal with in the course of their studies. As an alternative, a framework is proposed for taking learners through the process of analyzing new vocabulary items as they meet them. It is suggested that effective training will enable language learners to make their own decisions about the costs and benefits of learning new words based on a consideration of both word- and learner-specific factors.

Barker, Philip (2001).  Creating and Supporting Online Learning Communities. 

Educational technology and the ways in which it is used have undergone considerable changes of the last three decades. Various technology-driven change agents have been responsible for the ways in which this subject has evolved from "chalk and talk" through multimedia to sophisticated virtual reality training environments. Increasingly, educational technology has to be used to support online communities of learners. This paper discusses some of the issues involved. Three broad types of models are identified, needed in order to understand, design and implement learning systems for online users. The first of these relates to the communities of online users for whom the systems are designed; the second relates to the role of technology in society and the ways in which its ongoing development influences the nature of what people do, how they react and the ways in which their goals and ambitions are influenced; and the third type of model concerns the ways in which technology can be used in order to fabricate new types of educational systems and new approaches to teaching and learning. Several electronic communication tools that support the delivery of online courses are described, including electronic mail, list servers, bulletin board systems, and computer conferencing. The relevance of a model of Web-based teaching and learning is illustrated using a case study describing a dynamic online course that involves no face-to-face contact with students. Some of the implications of such courses for online tutors are briefly discussed.   | [FULL TEXT]

Barker, Philip (2002).  On Being an Online Tutor.  Innovations in Education and Teaching International, 39, 1. 

Introduces and discusses a model of teaching and learning that can be used as a basis for building new types of educational infrastructure based upon the use of Web-based resources, peer group interaction and online tutoring. Discusses the special role that e-tutoring plays within online courses and outlines some of the implications of this activity for staff development.

Barker, Philip (2005).  Knowledge Management for E?Learning  Innovations in Education & Teaching International, 42, 2. 

Compared to our ancestors, we live in an era of unprecedented change. This change brings with it opportunities both for success and for disaster. If individuals, organisations and nations are to court success and avoid disaster, it is imperative that we identify useful mechanisms that will enable us to amplify the possibility of one while nullifying the onset of the other. The fundamental tenet of this paper is that effective knowledge management within the context of ongoing educational processes can lead both to the successful development of "growth economies" and the creation of more stable societies based on the principle of dynamic knowledge sharing.

Barker, Philip, Ed.; Rebelsky, Samuel, Ed. (2002).  ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002). 

This 14th annual ED-MEDIA conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education. ED-MEDIA, the premiere international conference in the field, spans all disciplines and levels of education and attracts more than 1,000 attendees from over 50 countries. This document contains papers from attendees representing researchers in over 60 countries, with 162 Full Papers, 255 Brief Papers, and 220 Posters. The focus of ED-MEDIA is technology in education with many different approaches to using the available technology for the realization of educational aims. Topics of papers include: evaluations of new teaching designs, techniques and tools; case studies on the use of technology in physical or virtual classrooms; discussion of new technologies and applications; applications of educational technology in a variety of disciplines; theoretical considerations of the motivations and impact of technology; partnerships and cooperative programs; and accessibility issues for the disabled. There are 2 poster sessions (with 225 posters), 10 panels, workshops, and an evening of special interest group (SIG) sessions. | [FULL TEXT]

Barker, Philip; Giller, Susan (2002).  Models and Methodologies for Multimedia Courseware Production. 

Many new technologies are now available for delivering and/or providing access to computer-based learning (CBL) materials. These technologies vary in sophistication in many important ways, depending upon the bandwidth that they provide, the interactivity that they offer and the types of end-user connectivity that they support.Invariably, appropriate combinations of the available technologies are needed in order to produce the most effective and efficient learning environment for any given application. Bearing this in mind, it is important to consider how multimedia resources, interactivity and global connectivity can best be used in order to produce a software product that best fulfills the requirements identified in any given courseware requirements specification. This paper discusses the types of models that are needed to create effective interactive, multimedia courseware. It also indicates the nature of the interactions that exist between these models and the ways in which these can be used to optimize the trade-offs that are inherent in the creation of multimedia CBL materials. | [FULL TEXT]

Barkhi, Reza; Brozovsky, John (2000).  An Analysis of the Dynamics of a Distance Course.  Journal of Educational Technology Systems, 28, 4. 

Discussion of distance education, developments in communication technology, and communication theory focuses on the results of a study of university students that compared the dynamics of a traditional classroom with a virtual classroom facilitated by two-way audio-video technology. Considers email use, student interaction and collaborative projects, and academic performance.

Barkley, Steve; Bianco, Terri (2001).  Online and Onsite Training: When To Mix, When To Match.  Educational Technology, 41, 4. 

Discussion of ways to blend onsite and online staff development training focuses on teachers' continuing education needs. Considers theory, modeling, and practice, and describes a collaborative program in a rural area in Ohio that offers a combination of online learning and live instruction that allows for peer interaction and practice.

Barkley, Steve; Bianco, Terri (2002).  Part Digital Training, Part Human Touch: Rural District Mixes Its Offering of Staff Development Services.  Journal of Staff Development, 23, 1. 

Describes how one rural school district provides staff development through an on-line program that is followed up with on-site training. Teachers learn key concepts of learning styles via the on-line program, then receive on-site training followed by 8 hours of field practice. A sidebar examines different learning styles.

Barlow, Dudley (2005).  The Teachers' Lounge  Education Digest: Essential Readings Condensed for Quick Review, 70, 8. 

Ann Arbor schools seem to have decided to focus on two goals: embracing computer technology and closing the achievement gap between white and non-white students. These two goals have come together in the "Scarlett Emphasis" program that has placed laptop computers in the hands of all students. Having the lowest scores on standardized tests is one of the distinguishing features of Scarlett Middle School. Ann Arbor schools, and legions of schools across America, seem to have decided that a key component to closing the achievement gap is to immerse all students in digital technology. In this article, the author presents his opinion about the ability of personal computers to fix things. He says that the question which schools need to ask about computer technology, before they decide to spend vast sums of money on it, is this: Is it worth the investment? If the Ann Arbor schools spend $22 million on computer technology, will students be better prepared than they are now to answer the writing and math questions on the new SAT? Too often, schools buy computers while holding the hope that teachers can figure out how to use them effectively. If computers are to be the solution in reducing the achievement gap and improving students' performance across the board, then a clear view of how this will happen should be made first before making the investment.

Barnard, Lucy; Paton, Valerie Osland; Rose, Kristyn (2007).  Perceptions of Online Course Communications and Collaboration  [Online Submission] 

An increasing number of students are choosing online education programs to complete their higher education. Research concludes that student satisfaction and retention are related to program completion. Furthermore, research indicates that physical distance alone does not influence student satisfaction and retention. In this study, we examined those factors associated with student perceptions of online course communications and collaboration at a large, public university located in the southwestern United States. Results indicate that academic program characteristics and whether a student would recommend their program are associated with differences in perception of online course communications and collaboration.  | [FULL TEXT]

Barnetson, Bob; Cutright, Marc (2000).  Peformance Indicators as Conceptual Technologies.  Higher Education, 40, 3. 

Describes performance indicators (PIs) as conceptual technologies that shape the issues academics think about and how they think about these issues. Explores the normative assumptions embedded in the PIs of higher education in Alberta, Canada, to yield an initial typology of assumptions academics can apply to PIs in higher education to refine or challenge their introduction.

Barnett, Harvey (2001).  Successful K-12 Technology Planning: Ten Essential Elements. ERIC Digest. 

Over the last 20 years, K-12 schools have spent millions of dollars equipping their schools with the latest technologies, but often without a thoughtful plan of how their use would impact learning and teaching. What is important is how the technology is integrated with the instructional program. To ensure that technology dollars have an impact on students, staff, and the community, districts and schools must develop a thoughtful technology plan. Technology plans that help districts and schools to use technology effectively include the following steps, which are discussed in detail: (1) Create a Vision; (2) Involve All Stakeholders; (3) Gather Data; (4) Review the Research; (5) Integrate Technology into the Curriculum; (6) Commit to Professional Development; (7) Ensure a Sound Infrastructure; (8) Allocate Appropriate Funding and Budget; (9) Plan for Ongoing Monitoring and Assessment; and (10) Prepare for Tomorrow. A list of suggested online resources is provided. | [FULL TEXT]

Barnett, Harvey (2003).  Investing in Technology: The Payoff in Student Learning. ERIC Digest. 

This digest reviews some significant research on technology use in the classroom that examines how investment in technology will pay off in terms of student learning, and it indicates the conditions under which technology is most likely to have a positive impact on student learning. First presented are two longitudinal studies on how students learn from computers. It then discusses studies examining the effects of learning with computers, when technology is used as a tool rather than a tutor. Whether students learn from computers or with computers, the research cited indicates the following conditions under which computer technology is most likely to have a positive impact on learning.access; integration; broad-based reform; the long term; professional development; teaching style; balance; and vision. | [FULL TEXT]

Barnett, Jerrold E. (2003).  Do Instructor-Provided On-Line Notes Facilitate Student Learning. 

Recent advances in technology have made it easy to provide students an outline or some form of notes prior to lectures and for later review. To test the efficacy of instructor-provided notes, 74 students studied lecture material under one of four conditions, in groups of 4 or 5 students. Some listened and took notes as their normal strategy. Others listened and took notes using an instructor-provided outline with spaces for students to fill in important information. A third group listened with a complete set of notes that included virtually everything the instructor would say, in outline form. A control group studied the complete set of instructor notes without hearing the lecture, which was a 35-minute lecture on the structure and functions of the brain. Experiment 1 tested memory, while the second experiment measured memory and transfer. In both studies, the group taking their own notes and the group with instructor-provided partial notes performed better than the groups with full sets of notes, regardless of whether they heard the lecture or not. While instructor-provided notes have been shown previously to facilitate learning, the straight-forward nature of this lecture and extensive use of Power Point may make providing notes unnecessary.   | [FULL TEXT]

Barnett, Michael (2006).  Using a Web-Based Professional Development System to Support Preservice Teachers in Examining Authentic Classroom Practice  Journal of Technology and Teacher Education, 14, 4. 

We have been exploring the potential of a web-supported professional development system, the Inquiry Learning Forum (ILF), that integrates videotaped classrooms and discussion forums for use in preservice science methods classrooms. This article examines pre- and inservice teachers' perceptions about using the ILF and how their participation in the ILF helped to enhance their teaching. Using specific naturalistic research methods, we discovered that preservice teachers placed high values on watching teacher practice through videos. Preservice teachers interacted with inservice teachers through asynchronous forums where they discussed videos of teacher practice. These methods served as a valuable tool to help them understand different learning theories and reform-based teaching practice used in a classroom. This article concludes with a discussion of the challenges encountered, lessons learned, and recommendations for other teacher educators who decide to incorporate a web-based professional development system into their courses.

Barnett, Michael (2008).  Using Authentic Cases through the Use of a Web-Based Professional Development System to Support Preservice Teachers in Examining Classroom Practice  Action in Teacher Education, 29, 4. 

Within the past few years, there have been numerous studies that suggest that preservice teachers need and want opportunities to observe, visit, interact, and collaboratively reflect with teachers who are attempting to implement reform-based teaching strategies. Unfortunately, for many schools of education, it is logistically difficult to locate a sufficient number of teachers who are teaching using such strategies. However, providing opportunities to view and interact with teachers who are teaching in innovative ways is critical for preservice teachers if they are to develop the skills and confidence that they need to teach in similar ways. This article describes how a web-based professional development system, the Inquiry Learning Forum, was implemented in a science methods class. The Inquiry Learning Forum provides beginning teachers with opportunities to reflect on their beliefs, critically examine real classrooms through online videos of teaching practice, and engage in collaborative discussion with peers. This article closes with a discussion of the challenges encountered and with recommendations for teacher educators who wish to implement such technologies in their own courses.

Barnette, J. Jackson (2005).  ScoreRel CI: An Excel Program for Computing Confidence Intervals for Commonly Used Score Reliability Coefficients  Educational and Psychological Measurement, 65, 6. 

An Excel program developed to assist researchers in the determination and presentation of confidence intervals around commonly used score reliability coefficients is described. The software includes programs to determine confidence intervals for Cronbachs alpha, Pearson r-based coefficients such as those used in test-retest and alternate forms situations, split-half, and Cohens 2 x 2 unweighted Kappa. The general basis for the confidence interval computations and the program features are presented. Availability, at no cost, and conditions of use are described.

Barnhill, Robert E.; Stanzione, Dan (2004).  Support of Graduate Students and Postdoctoral Researchers in the Sciences and Engineering: Impact of Related Policies and Practices. Workshop Report  [National Science Foundation] 

On June 17-18th, 2004, the National Science Foundation (NSF), the National Institutes of Health (NIH), and the Council of Graduate Schools (CGS) sponsored a workshop at the Washington, D.C. headquarters of the American Association for the Advancement of Science (AAAS) to discuss emerging issues, research, and current practices related to financial support for graduate students and postdoctoral researchers. The meeting, which was attended by 101 graduate students, postdocs, faculty from science, technology, engineering, and mathematics (STEM) fields, graduate deans, labor economists, and representatives from federal agencies was one in a series of events designed to examine and provide recommendations that will enhance our knowledge and improve practices and policies associated with graduate and postdoctoral education and research training. The specific goal of this workshop was to consider the role and impact that student financial support plays in encouraging U.S. citizens to pursue and complete doctoral and postdoctoral studies in STEM fields. The research and resulting discussions highlighted elements of the graduate student and postdoctoral support packages including mode, duration, amount of stipend, health care and other benefits; and indicators of student progress such as completion rate and time to first professional position. The workshop deliberations set the stage for developing best practices and outlining a research agenda on these topics, as well as building a community of researchers, educators, and stakeholders to maintain an ongoing dialogue in this critical area.  | [FULL TEXT]

Barnhouse, Sandie McGill; Smith, Sherylle Petty (2006).  The Evolution of a Learning Community  Teaching English in the Two-Year College, 34, 2. 

This essay traces two teachers' experiences crossing spaces in a combined literature and history seminar where students explore American culture and diversity and engage in service learning. The model has evolved from paired classes with collaborative activities to a student-centered environment promoting active learning. This article offers practical advice for establishing cross-curricular pairings and suggests course content that promotes learning across curricula.

Baron, Julie; Crooks, Steven M. (2005).  Academic Integrity in Web Based Distance Education  TechTrends Linking Research and Practice to Improve Learning, 49, 2. 

This paper reviews the literature relative to academic dishonesty in WBDE settings assuming the average class size to be 30-50 students with the instructor filling the role of facilitator, concept expert, grader and mentor when necessary. It shows that some common stereotypes about academic integrity and WBDE are unsubstantiated. In addition, it presents a number of methods that distance educators can use to further protect against cheating in WBDE settings. While these methods were derived assuming a relatively small class size, such safeguards can be just as easily implemented into larger course section(s) complete with 100 or more students at both the undergraduate and graduate levels.

Barone, Carole A., Ed.; Hagner, Paul R., Ed. (2001).  Technology-Enhanced Teaching and Learning: Leading and Supporting the Transformation on Your Campus. EDUCAUSE Leadership Strategies. The Jossey-Bass Higher and Adult Education Series. 

This book offers academic leaders advice to help their institutions initiate, implement, and manage the transformation to technology-enhanced teaching and learning in order to become Internet-based communication and learning environments. The book contains the following chapters: (1) "Engaging the Faculty" (Paul R. Hagner and Charles A. Schneebeck); (2) "Creating a Context for Consensus" (David G. Brown and Sally Jackson); (3) "Managing Complexity in a Transforming Environment" (Vicki N. Suter); (4) "Transforming Traditional Faculty Roles" (William H. Graves); (5) "The Holy Grail: Developing Scalable and Sustainable Support Solutions" (Joel L. Hartman and Barbara Truman-Davis); (6) "Designing and Delivering Instructional Technology: A Team Approach" (Gerard L. Hanley); (7)"Responding to Intellectual Property and Legal Issues" (James L. Hilton and James G. Neal); (8) "Form Follows Function: Establishing the Necessary Infrastructure" (Bret L. Ingerman); and (9) "Assessing Conditions for Campus Transformation" (Carole A. Barone and Paul R. Hagner).

Barone, Diane M.; Xu, Shelley Hong (2007).  Literacy Instruction for English Language Learners Pre-K-2  [Guilford Publications] 

Summarizing current research and weaving it into practical instructional strategies that teachers can immediately use with young English language learners (ELLs), this book addresses a major priority for today's primary-grade classrooms. All aspects of effective instruction for ELLs are explored: oral language development and instruction, materials, word study, vocabulary, comprehension, writing, and home-school connections. Assessment is discussed throughout, and is also covered in a separate chapter. The volume is packed with realistic examples, lesson planning ideas, book lists, online resources, and reproducibles. Discussion and reflection questions enhance its utility as a professional development tool or course text. The table of contents includes: (1) Creating Classrooms to Engage Learners; (2) Working with Families; (3) Assessment; (4) Oral Language Development and Instruction; (5) Encouraging All Students to Become Writers; (6) Instructional Materials Supportive of Student Learning; (7) Phonics, Spelling and Vocabulary; (8) Engaging English Language Learners in the Comprehension Process; and (9) Visits to Classrooms and Schools.

Barr, Hugh; Gower, Beverly; Clayton, John (2008).  Faculty Response to that Implementation of an Open Source Learning Management System in Three Tertiary Institutions in New Zealand  Computers in the Schools, 24, 3-4. 

In spite of their apparent benefits, learning management systems can be regarded as a hindrance to effective online learning. Their design, functionality, complexity, price, and value are beginning to be questioned by some users. As a new generation of Web-based tools and approaches evolves, Web-based learning management systems are becoming better suited to meet the need for dynamic online learning, interaction, collaboration, and networking. The new tools and collaborative approaches these systems provide allow learners to take proactive control of their own learning. In June 2004 a consortium of New Zealand Tertiary Institutions led by the Waikato Institute of Technology secured a one-year Ministry of Education grant to support the "Open Source Courseware Initiative New Zealand" (OSCINZ). The OSCINZ project focused on the development and implementation of "Moodle" (Modular Object-Oriented Dynamic Learning Environment) to create a uniquely New Zealand learning management system, based on quality open source code developed and tested by leading educational providers. This paper describes the response of faculty in three of the project's partner tertiary institutions to the implementation of Moodle in their institutions.

Barrett, Helen C., Ed. (2002).  Electronic Portfolios. [SITE 2002 Section]. 

This document contains the following papers on electronic portfolios from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "What Is the Perceived Value of Creating Electronic Portfolios to Teacher Credential Candidates?" (Valerie Amber and Brenda Czech); (2) "Development and Use of Electronic Portfolios in Preservice Education" (Shirley P. Andrews, Adele Ducharme, and Carolyn Cox); (3) "The Integration of the Portfolio-Based Intel'Teach to the Future' Model To Enhance Pre-Service Teacher Education Program" (Maria Bhattacharjee, Irene Chen, and Susan S. Paige); (4) "Creating Meaningful Learning Environment Using ICT" (Madhumita Bhattacharya); (5) "Electronic Portfolios in Pre-Service Education--Distinguishing between Process and Product" (Christine Anne Brown); (6) "The Intimacies of Electronic Portfolios: Confronting Preservice Teachers' Personal Revelation Dilemma" (Joanne M. Carney); (7) "Web-Based Electronic Portfolios: A Systemic Approach" (Paul Clark, Neal Topp, and Bob Goeman); (8) "Using Digital Video Tools To Promote Reflective Practice" (Ann Cunningham and Sandra Benedetto); (9) "Promoting Standards, Assessment, and Technology Competencies through Digital Portfolios" (Harold L. Daniels); (10) "Electronic Portfolios in Evolution" (Roger Olsen, Nancy Wentworth, and David Dimond); (11) "The RIMS/BTSA Electronic Portfolio for Teacher Professional Development" (Zeno Franco, Linda Scott-Hendrick, and Scott Lowder); (12) "Electronic Portfolio: Where Should the Portfolios Be Stored?" (David Hofmeister and Andrew King); (13) "A Large-Scale Web-Based Electronic Portfolio System: Developing the Purdue Electronic Portfolio (PEP) System" (James D. Lehman, David O'Brien, and Joy Seybold); (14) "Reflection as the Foundation for E-Portfolios" (Barbara B. Levin and Jean S. Camp); (15) "Electronic Portfolios in Teacher Education: From Design to Implementation" (Laurie Mullen, Amy Doty, and Richard Rice); (16) "The Model of a Teacher's Electronic Portfolio: Enhancing Instructional Planning" (Ju Park); (17) "Year Two of the Electronic Portfolio Project at the University of Florida" (Gail Ring); (18) "The Good, the Bad, & the Ugly: Lessons Learned from Electronic Portfolio Implementation" (Ann Rose); (19) "Promoting Paperless Portfolios as Assessment in Graduate Level TESOL Programs" (Annis N. Shaver and Mary A. Avalos); and (20) "Electronic Portfolios on a Grand Scale" (Nancy Yost, Dolores Bryzcki, and Lloyd C. Onyett). Several brief summaries of conference presentations are also included. Most papers contain references. | [FULL TEXT]

Barrett, Joanne (2006).  My Space or Yours?  Learning & Leading with Technology, 34 n1 p14-16, 18-19 Sep 2006. 

Social networking is one of the latest trends to evolve out of the growing online community. Social networking sites gather data submitted by members that is then stored as user profiles. The data or profiles can then be shared among the members of the site. Membership can be free or fee-based. A typical social networking site provides members with a Web page or blog where they can post text, photos, and other content for visitors to view. Social networking sites have been expanding rapidly since 2003. Friendster opened to the public in March 2003 and initially expanded membership at a rate of 20% a week. Friendster made a big splash because of its unprecedented access to the coveted 25-35-year-old demographic. Since then, many big Web players have started up social networking sites. With the rapid growth of social networking sites and with millions of K-12 students actively participating in these online social clubs, the author calls on educators to explore how they can continue to educate students about how to use these sites wisely. Educators need to be aware of the issues and concerns being raised.

Barrett, Karinda R.; Bower, Beverly L.; Donovan, Nancy C. (2007).  Teaching Styles of Community College Instructors  American Journal of Distance Education, 21, 1. 

This study examined the teaching styles of online instructors at Florida's 28 community colleges in an effort to determine if the instructors had adopted the learner-centered model touted in the literature. The Principles of Adult Learning Scale was the primary instrument used to collect data from 292 online instructors. The study revealed that nearly half of the participants (n = 135) scored in the middle range, with 84% (n = 244) of the participants' scores falling into the teacher-centered range. Although online distance education does have the potential to transition education from a teacher-centered orientation to a more student-centered orientation, continued efforts are needed to accomplish this shift.

Barrett, Tracy M.; Davis, Evan F.; Needham, Amy (2007).  Learning about Tools in Infancy  Developmental Psychology, 43, 2. 

These experiments explored the role of prior experience in 12- to 18-month-old infants' tool-directed actions. In Experiment 1, infants' use of a familiar tool (spoon) to accomplish a novel task (turning on lights inside a box) was examined. Infants tended to grasp the spoon by its handle even when doing so made solving the task impossible (the bowl did not fit through the hole in the box, but the handle did) and even though the experimenter demonstrated a bowl-grasp. In contrast, infants used a novel tool flexibly and grasped both sides equally often. In Experiment 2, infants received training using the novel tool for a particular function; 3 groups of infants were trained to use the tool differently. Later, infants' performance was facilitated on tasks that required infants to grasp the part of the tool they were trained to grasp. The results suggest that (a) infants' prior experiences with tools are important to understanding subsequent tool use, and (b) rather than learning about tool function (e.g., hammering), infants learn about which part of the tool is meant to be held, at least early in their exposure to a novel tool.

Barrineau, Irene T., Ed. (2005).  Designing Our Destiny: Creative Responses to Change in Continuing Higher Education. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (67th, Madison, Wisconsin, October 29-November 1, 2005)  [Association for Continuing Higher Education, Proceedings of the Annual Meeting of the Association for Continuing Higher Education (67th, Madison, WI, Oct 29-Nov 1, 2005)] 

The 2005 Proceedings of the Association for Continuing Higher Education (ACHE) are presented in this publication. This proceedings records the 67th Annual Meeting of ACHE held in Madison, Wisconsin. This year's annual meeting theme, "Designing Our Destiny: Creating Responses to Change in Continuing Higher Education," articulated the Association's call to develop expertise that will benefit its members, in this case by focusing on the structures, programs, technologies and practices that will be integral for designing effective continuing higher education programs. The program was designed to address the critical trends, practices and research that influence the practice of continuing higher education. In response to members, the committee focused on a variety of themes that impact the work of those who reach out to nontraditional students on behalf of their institutions. Part I, Addresses, includes: (1) Continuing Education: Making a Difference (Philip A. Greasley); (2) Does the Wisconsin Idea Have Legs? (Kevin P. Reilly); (3) Continuing Education for What? (Ronald M. Cervero); and (4) Continuing Higher Education: What Is Working; What Is Needed (Susan Porter Robinson). Part II, Concurrent Sessions, includes: (5) Third Age Learners: Here They Come, Ready or Not! (William C. Hine); (6) Building Codes of Enrollment Architecture for Surviving CE Earthquakes (Sallie C. Dunphy); (7) The Core of Effective Outreach: The Well-Organized Advisory Committee Advisory Boards as Change Agents in Continuing Higher Education (Roxanne Gonzales and Walter Pearson); (8) The Art of Advising Adult Learners: 20 Years of Best Practices (Sharon D. Barnes and Dan Dowdy); (9) Active Adults: The New Students on Campus (Joe Nairn); (10) Continuing Higher Education on the Cutting Edge: New Strategies for Meeting the Needs of Diverse Learners (Nancy Gadbow); (11) Frameworks for Best Practices in Continuing Higher Education: Reports from a Yearlong Project Involving CE Professionals (B. Christopher Dougherty and Patricia A. Lawler); (12) Taking Advantage of the Online Evolution (Richard Bothel); (13) Continuing Education for Boomers--Retiring but Not Shy (Christina Butler and Julie Maurer); (14) Market Research: The Key for Keeping Continuing Education at the Cutting Edge (Carol B. Aslanian); (15) Writing for Publication (Barbara E. Hanniford and Patricia A. Lawler); (16) Saturday Scholars[R]: Connecting the Past, Present and Future in Adult Education (Linda Marion and Jeff Hand); (17) Be a Wildcat Wherever You Live! Marketing Continuing Education Programs in a Changing Culture: A Case Study (A. David Stewart, Melinda Sinn, and Kristin Brighton); (18) Winter Intersessions (Philip A. Greasley); (19) Creating a Multi-Institutional Online Certificate Program (Brad Cahoon, Jan Smith, and Mike Healy); (20) The Eight Cardinal Rules for Continuing Education Department Fiscal Management (Marcelle C. Lovett and Steven J. Borowiec); (21) Leadership and Authority in Continuing Education: A Retrospective Look at Changing Roles and Responsibilities (Patricia Brown, Raymond Campbell, Chris Dougherty, Lynn Penland, and Edna Farace Wilson); (22) Addressing the Issue of Online Course Orientations for Students and Faculty Participating in Online Courses for the First Time at a Higher Education Institution (Reginald L. Oxendine, Jr.); (23) Best Practices in Developing Adult-Centered Online Learning Environments (Mary Rose Grant); (24) Kaizen Blitz as a Tool for Operational Innovation (Susan King and Lorilee Sandmann); and (25) Experts in Nontraditional Students: Helping the Campus Understand Its Changing Student Population (Carol Kasworm and Jovita Ross-Gordon). Part III, contains the minutes of Business Meetings and Appendices. Individual papers contain references. [For the 2004 ACHE conference proceedings, see ED485556.] | [FULL TEXT]

Barrineau, Irene T., Ed. (2006).  Continuing Education: Making a Difference. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (68th, Los Angeles, California, October 27-30, 2006) 

The 68th Annual Meeting of the Association for Continuing Higher Education was themed "Continuing Education: Making a Difference." The conference sessions explored continuing education's ability to transform lives, communities, and institutions while producing a strong return on investment. Speakers reflected on continuing education's power, offered techniques for enhancing program outcomes and impacts, and provided insights into the future of higher education in a global society. Part I summarizes four primary addresses: (1) Refining Our Mission: Continuing Education's Role in Engagement, Outreach, and Public Service (Dennis Parks); (2) Continuing Education--Making a Difference (Brenda White Wright); (3) Swimming with Sharks: Risking a Strategic Future for Continuing Education (Sandy Shugart); and (4) California Higher Education Leadership Panel (Dianne G. Van Hook, Karen S. Haynes, and David Menninger). Part II, Concurrent Sessions, includes: (1) Motivating Your Students from Excuses--10 Key Strategies (Brenda White Wright); (2) Conducting a Feasibility Study: The Lucky 7 Reasons Why It Works (Sallie C. Dunphy); (3) Effective Strategies for Meeting the Learning Needs of Diverse Students (Nancy Gadbow); (4) An Analysis of the Impact of Politics, Policy and Socio-Economic Factors on CHE (Sandria Stephenson); (5) Surgical Technology: Where Demand Exceeds Supply (John Roche); (6) Building Partnerships in Distance Education: Across Campus, Nationally and Beyond (Daniel Butcher); (7) Fragile Partnership to Sustainable Alliance (Dana Reinert); (8) Innovative Strategies to Offer Non-Credit Certificate Programs (Fadia Alvic and Mary Jerger); (9) Marketing to Adult Learners (Steve Blumberg); (10) Continuing Education Leaders: Making a Difference in the US and Canada--A Comparative Look at CE Leadership and Authority (Raymond W. Campbell, Lorraine Carter, B. Christopher Dougherty, and Edna Farace-Wilson); (11) Building an Online Faculty Community through Continuous Faculty Development (Cynthia Trent and Bob Boston); (12) Calling All Partners: One University/Four Community Partnerships (Byron Bond, Scott Sherry, Teresa Gleisner, Terry Gray, and Cindy Peck); (13) Elements of Successful Off-Campus Programs (Barbara Charlton, Amy Johnson, Deborah Joyner, and Tamara Mottern); (14) Meeting Critical Workforce Development Needs with Online Graduate Programs (Barbara J. Hoskins); (15) Sustainability and Continuing Education: Doing Well While Doing Good (Clare Roby); (16) The Ten Most Significant Emerging Trends in CHE--A National Perspective (Thomas W. Fuhr and Carol B. Aslanian); (17) Multifaceted Learning: Making a Difference (Denise M. Hart and Jerry Hickerson); (18) Providing Services for Continual Learners at a Historically Black College or University (Esther Powell); (19) Writing for Publication (Barbara E. Hanniford); (20) Implementing Highly Profitable GRE, GMAT, LSAT, ACT, SAT, PSAT, MCAT, GED, and PRAXIS Preparation Programs Designed to Raise Test Scores, Assess Improvements, and Increase Enrollments (Bradford L. Bruce); (21) The ABCs of Certificate Programs or I Love It When a Plan Comes Together (Jo Lynn Feinstein); (22) Making a Difference by Covering the Distance: Best Practices in Web-Based Learning (Mary Rose Grant); (23) Take the Lead in Faculty Mentorship & Evaluation to Make the Difference in Academic Quality (Roxanne Gonzales, Frank Incalcaterra, and Marthann Schulte); (24) Launching and Sustaining a Degree Program for Adults (Skip Parks and Dan Dowdy); (25) Assessment: The Change Agent in a Distributed-Campus System (Karen R. Graham and Laurie Dodge); and (26) Taking Risk to Win--Both Professionally and Personally (Pamela S. Cutright). The final section of the proceedings includes business meeting information in 21 appendixes. [For the 2005 proceedings, see ED493577.] | [FULL TEXT]

Barron, Ann E.; Harmes, J. Christine (2006).  Authentic Instruction in Laptop Classrooms: Sample Lessons that Integrate Type II Applications  Computers in the Schools, 22, 3/4. 

Laptop computers and Type II applications can provide powerful tools for elementary classrooms, especially if they are combined with authentic instruction. This article provides information and lessons learned from a laptop initiative in an urban elementary school. The goal of the initiative was to develop lesson plans and document techniques that could be used to engage students in higher level thinking skills. Sample lessons are included to provide details related to the teacher's role, hardware, software, and student outcomes.

Barron, Ann E.; Orwig, Gary W.; Ivers, Karen S.; Lilavois, Nick (2002).  Technologies for Education: A Practical Guide. Fourth Edition. 

This book offers an updated look at the technologies that are impacting education. Designed for educators who are interested in the instructional applications of technology, the book provides information about current technology standards for students and teachers, as well as research related to the effectiveness of technology in education. It also presents an overview of: (1) computer graphics, including color, compression, graphic file formats, fonts, and digital cameras; (2) advanced computer graphics, including animation, 3D graphics, and virtual reality; (3) digital audio, including recording, educational applications, compact disc-audio, text-to-speech synthesis, voice recognition, MIDI (Musical Instrument Digital Interface), and audio on the Internet; (4) digital video, including preproduction, production, postproduction, and distribution; (5) local area networks, including cables, repeaters, hubs, Ethernet, network interface cards, bridges, network operating systems, and wireless LANs (Local Area Networks); (6) telecommunications, including the World Wide Web, Internet research in the classroom, communication activities, and access options; (7) distance learning, including audio, video, and computer technologies; and (8) assistive technologies, including input devices and software, and output devices and software. Each chapter includes a scenario to illustrate implementation techniques, a list of educational applications related to the technology, detailed graphics, and glossaries and resources.

Barron, Brigid (2004).  Learning Ecologies for Technological Fluency: Gender and Experience Differences  Journal of Educational Computing Research, 31, 1. 

The concern with a "digital divide" has been transformed from one defined by technological access to technological prowess--employing technologies for more empowered and generative uses such as learning and innovation. Participation in technological fluency-building activities among high school students in a community heavily involved in the technology industry was investigated in a study of 98 high school seniors enrolled in AP-level calculus. Findings indicated substantial variability in history of fluency-building experiences despite similar levels of access. More and less experienced groups were defined based on their breadth of prior experience. Males and females who were classified as more experienced utilized a broader range of learning resources and were more likely to learn from out-of-school classes and distributed resources such as online tutorials and reading material. Gender differences emerged with respect to participation in certain activities such as computer programming, even when controlling for overall breadth of experience and an analysis of course-taking history helped explain why. Four times as many males as females had taken a programming class. Analysis of reasons for taking courses indicated that the majority of females who chose to take programming did so with the encouragement of family members. Both confidence and interest were related to experience, though the relationship differed for males and females. These results are discussed with respect to a multi-context framework for the development of technological fluency.

Barron, Daniel D. (2001).  E-Everything and the School Library Media Specialist: Grist for the Mill (Part 1).  School Library Media Activities Monthly, 17, 5. 

Considers the effects of an electronic environment on students and the role of the school library media specialist in student achievement. Topics include how students learn differently as a result of computer access; interactivity in mass media; political aspects of educational technology; and whether technological changes are good or bad.

Barron, Daniel D. (2001).  School Library Media Facilities Planning: Physical and Philosophical Considerations.  School Library Media Activities Monthly, 18, 1. 

Discusses issues related to planning school library media facilities and suggests appropriate resources. Topics include planning with the school community and considering technology use; curriculum needs; and physical considerations such as air quality, hard wiring versus wireless, and needed space.

Barron, Daniel D. (2003).  Library Media Specialists and Federal Legislation.  School Library Media Activities Monthly, 19, 8. 

Suggests library media specialists have a responsibility to make educational funding laws work for their children and communities. Discusses the No Child Left Behind (NCLB) Act; NCLB and libraries, and online resources; Reading First Grants; "VISIONS 2020: Transforming Education and Training through Advanced Technologies" and "Technology in Schools: Suggestions, Tools, and Guidelines for Assessing Technology in Elementary and Secondary Education"; and removing "dated" www.ed.gov material.

Barrow, Lloyd H. (2003).  Searching for Educational Technology Faculty.  Journal of Science Education and Technology, 12, 2. 

Identifies the types of positions available at domestic four-year institutions of higher education for faculty whose specialty is educational technology. Analyzes educational job postings listed in the "Chronicle of Higher Education" from August, 2000, through July, 2001.

Barry, Lisa (2001).  News from Online: Criteria for an "Outstanding" High School Chemistry Web Site.  Journal of Chemical Education, 78, 2. 

Describes how to evaluate available web sites in the field of chemistry for use in high school classes. Presents a list of criteria to analyze the effectiveness of the educational web sites.

Barry, Virginia M., Ed.; Cantor, Patricia, Ed. (2001).  Focus on Infants & Toddlers (Ages 0-3): A Quarterly Newsletter for the Education Community, 2000-2001.  [Focus on Infants and Toddlers] 

These four quarterly newsletter issues address various topics of interest to child caregivers. Each issue includes articles on a specific theme, along with regular news or a column by an AECI Executive Board vice president. The Fall 2000 issue focuses on the special features and unique concerns of employer-sponsored child care, with one article discussing the development of the child care center at Brookhaven National Laboratories and another article exploring the administrator's role in building relationships with families in employer-supported programs. The Winter 2000 issue concerns cultural differences in child rearing practices. One article provides a mother's account of her experiences as a first-time mother from New Hampshire living in the Dominican Republic. The second article compares one mother's experiences with toilet training her children in China and the United States. Both articles express appreciation of the challenges and rewards of cultural differences and offer insights into how they negotiated those differences. The Spring 2001 issue offers some perspectives on helping young children learn to regulate their own behavior and get along with others, highlighting the primary importance of respecting young children. Articles focus on promoting prosocial behavior in the classroom and using timeout effectively. The Summer 2001 issue focuses on the use of computers with toddlers and includes articles on parents' beliefs and practices, when to introduce children to computers, and educators' recommendations regarding using computers with very young children.

Barstow, Daniel; Geary, Ed; Yazijian, Harvey (2002).  The Revolution in Earth and Space Science Education.  Hands On!, 25, 1. 

Explains the changing nature of earth and space science education such as using inquiry-based teaching, how technology allows students to use satellite images in inquiry-based investigations, the consideration of earth and space as a whole system rather than a sequence of topics, and increased student participation in learning opportunities.

Bartlett, Andrea (2002).  Preparing Preservice Teachers To Implement Performance Assessment and Technology through Electronic Portfolios.  Action in Teacher Education, 24, 1. 

Considers the use of electronic portfolios in teacher education, evaluating survey responses of preservice teachers who used presentation software and multimedia to recreate instructional units they had taught to elementary students. Respondents rated the assignment positively, noting such advantages as opportunities to learn about educational technology and new ways to organize and present ideas. Complaints included time and equipment problems.

Bartlett, Andrea; Sherry, Annette C. (2006).  Two Views of Electronic Portfolios in Teacher Education: Non-Technology Undergraduates and Technology Graduate Students  International Journal of Instructional Media, 33, 3. 

The purpose of this descriptive study is to provide insights into teacher education students' perceptions of electronic portfolios. Twenty-three non-technology undergraduates and 14 graduate students in educational technology created complex electronic portfolios during the two years or more of their respective programs. Upon completion, participants responded to a 39-item survey of items based on earlier qualitative research with the same undergraduates. On the survey, graduate students reported being more satisfied than undergraduates with their completed portfolios, and they were more satisfied with peer and faculty feedback. While graduates reported experiencing fewer difficulties related to equipment, they were appreciably less likely to agree they had adequate technology support or that the project was collaborative. Graduates also reported needing more direct guidance on the portfolio assignment, leading the researchers to conclude that graduate educational technology students need a great deal of structure and support in spite of their technological expertise.

Bartlett, James E., II; Reynolds, Katherine A.; Alexander, Melody W. (2000).  inQsit[C]: A Tool for Online Learning.  Journal of Online Learning, 11, 3-4. 

Discusses online testing using the inQsit[C] Web-based software system, a system that enables an individual to create an assessment module, administer that module to gather responses, and perform simple analyses with responses. Describes how to create an online test using inQsit[C]; administering the test; grading the tests; concerns/problems associated with online testing; and student feedback.

Barton, Darren (2003).  Using Technology To Teach the "Transformation of Graphs."  Micromath, 19, 2. 

Explores ways in which various technologies can be integrated to teach the transformation of graphs in an interactive and dynamic way. Discusses how the use of graphic calculators, a spreadsheet, graph plotter, presentation package, and an interactive whiteboard can be combined to give students the opportunity to investigate, understand, and have vividly illustrated key concepts of this topic.

Barton, Paul E. (2001).  Facing the Hard Facts in Education Reform: A Policy Information Perspective. 

This paper makes the case that the standards-based reform movement is too limited an approach to rely on in educational reform, and that there is a set of hard facts that must be faced if there is to be any significant improvement in student achievement. These facts are the attitudes, practices, and conditions that are so embedded in culture and personal experience that they escape serious attention. Without an understanding of the preconditions that have an impact on improvement in academic rigor and student achievement, there is little basis for serious consideration of new ways and means of raising educational success. Tests are being used to hold students and schools accountable for standards before much needed teaching capacity is built. In addition, tests are not aligned to the standards, and tests are not aligned to the curriculum. The standards-based reform movement can only succeed if policymakers and educators pay attention to the larger societal context and the environment in which change is to be implemented. Issues that must be considered in this context include student behavior, weak signals that academic achievement is important, the acknowledgement of the importance of sources of learning outside the school, and the appropriate use of educational technology. It is not appropriate to lessen efforts to implement the standards-based reform agenda, but this alone will not be enough for significant improvement. | [FULL TEXT]

Barton, Rhonda, Ed. (2004).  Online Schools: A New Frontier in Public Education. Northwest Education. Volume 10, Number 2, Winter 2004  [Northwest Regional Educational Laboratory NWREL] 

In the print and online stories that appear in this issue of Northwest Education, teachers and students share that the intimacy of one-to-one computing has let them get to know and understand each other better than they ever could in a crowded classroom. In "Long-Distance Relationships," a blind student speaks about the uncommon bond he feels with the online teacher who taught him to design Web pages. Similarly, a teacher featured in "The Online Teacher: When the Wee Hours Are Prime Time" says one of the greatest rewards of teaching online is when students express themselves freely in the personalized environment of her online courses. Other features in this issue include the following: "Crossing the Public School-Homeschool Divide"; "The Search for Funding"; "Moving Ahead With Distance Education in Montana"; "Letterature"; "Family Connections." Northwest Education is a magazine that aims to promote a regional dialogue and to elevate teaching and learning by giving readers information, ideas, and personal stories from practitioners, researchers, and other experts. | [FULL TEXT]

Bartsch, Robert A.; Cobern, Kristi M. (2003).  Effectiveness of PowerPoint Presentations in Lectures  Computers & Education, 41, 1. 

We investigated whether students liked and learned more from PowerPoint presentations than from overhead transparencies. Students were exposed to lectures supported by transparencies and two different types of PowerPoint presentations. At the end of the semester, students preferred PowerPoint presentations but this preference was not found on ratings taken immediately after the lectures. Students performed worse on quizzes when PowerPoint presentations included non-text items such as pictures and sound effects. A second study further examined these findings. In this study participants were shown PowerPoint slides that contained only text, contained text and a relevant picture, and contained text with a picture that was not relevant. Students performed worse on recall and recognition tasks and had greater dislike for slides with pictures that were not relevant. We conclude that PowerPoint can be beneficial, but material that is not pertinent to the presentation can be harmful to students' learning.

Bote-Lorenzo, Miguel L.; Gomez-Sanchez, Eduardo; Vega-Gorgojo, Guillermo; Dimitriadis, Yannis A.; Asensio-Perez, Juan I.; Jorrin-Abellan, Ivan M. (2008).  Gridcole: A Tailorable Grid Service Based System that Supports Scripted Collaborative Learning  Computers & Education, 51, 1. 

This paper introduces Gridcole, a new system that can be easily tailored by educators in order to support the realization of scripted collaborative learning situations. To do so, educators can provide a script specifying the sequence of activities to be performed by learners as well as the tools and documents required to support them. Gridcole can then search for these tools in a service-oriented grid in order to integrate them so that they are available for users during the realization of the situation. Significantly, Gridcole has two features that are not supported by other tailorable systems. First, it allows the integration of tools that use supercomputing capabilities or specific hardware resources, thus enabling the possibility of supporting many situations in which this type of tools is required. Besides, Gridcole can guide learners during the realization of collaborative learning situations according to the sequences of activities specified in the scripts. This way, learners can benefit from the advantages of scripted collaborative learning. Gridcole has been evaluated using three collaborative learning situations conceived for real courses at university level. The results of the evaluation show that Gridcole does provide the desired properties concerning tool integration and activity guidance as well as that the proposed system can provide adequate support for a wide range of collaborative learning situations.

Bottino, R. M.; Ferlino, L.; Ott, M.; Tavella, M. (2007).  Developing Strategic and Reasoning Abilities with Computer Games at Primary School Level  Computers & Education, 49, 4. 

The paper reports a small-scale, long-term pilot project designed to foster strategic and reasoning abilities in young primary school pupils by engaging them in a number of computer games, mainly those usually called mind games (brainteasers, puzzlers, etc.). In this paper, the objectives, work methodology, experimental setting, and tools used in the project are outlined, together with an analysis of some findings. In particular, we perform a brief analysis of some of the cognitive processes involved in playing with the computer games considered; we then discuss software features that, in our experience, help children tackle different cognitive tasks. The quantitative data collected during the pilot allow us, also, to take account of children's performance according to a number of different parameters, such as their level of achievement, the game's degree of difficulty and the type of data handled. Moreover, we reflect on the general impact of the project on children's reasoning abilities. The extent and duration of the study mean that, whilst the findings are not generalizable, they do offer insights into mechanisms underpinning basic strategic and reasoning skills as well as the educational potentialities offered by some of the existing computer games; they also point to some areas for further research.

Bottino, Rosa Maria (2004).  The Evolution of ICT-Based Learning Environments: Which Perspectives for the School of the Future?  British Journal of Educational Technology, 35, 5. 

This paper briefly outlines the evolution of ICT-based learning environments discussing some of the main aspects that have characterised such evolution (eg, technological evolution, changed cognitive and pedagogical frameworks, changed role assigned to ICT-based systems in education). The objective is to point out how the implementation of innovative learning environments, based on advanced technology, is the result of the strict interrelation between educational and cognitive theories, technological opportunities and teaching and learning needs. In this paper some indications for current and future evolution are evidenced. Reference is made to an ICT-based multi-environment system that supports teaching and learning activities in the domain of arithmetic problem solving at compulsory school level.

Bottino, Rosa Maria; Ott, Michela (2006).  Mind Games, Reasoning Skills, and the Primary School Curriculum  Learning. 

This paper reports on a pilot research project aimed at helping to develop some strategic and reasoning abilities in primary school pupils by engaging them in educational itineraries based on the use of a number of computer mind games. The paper briefly describes the project's aims and organization, the kind of games used and the working methodology adopted. It then focuses on some of the cognitive abilities activated by the games. Finally, some pedagogical considerations derived from the study are provided which may support teachers and researchers who are interested in this topic and need some practical advice and recommendations on introducing games in classroom activities.

Bottomley, Steven; Chandler, David; Morgan, Eleanor; Helmerhorst, Erik (2006).  jAMVLE, a New Integrated Molecular Visualization Learning Environment  Biochemistry and Molecular Biology Education, 34, 5. 

A new computer-based molecular visualization tool has been developed for teaching, and learning, molecular structure. This java-based jmol Amalgamated Molecular Visualization Learning Environment (jAMVLE) is platform-independent, integrated, and interactive. It has an overall graphical user interface that is intuitive and easy to use. The application can be downloaded free from the internet at wabri.org.au/jamvle. A cohort of 28 third year undergraduate molecular biotechnology degree students evaluated the new application through an essay-style project. These were analyzed to identify themes expressed by students in the content of their evaluations. Most students were positive about the new jAMVLE learning environment, and five major benefits emerged from the analysis. In particular, the students perceived that jAMVLE has an appealing interface, is interactive, provides a useful integrated environment, is user friendly, and is an excellent learning tool. Overall, students found that the jAMVLE application stimulated their interest, was a more active learning environment, provided better guidance, and made learning fun.

Bottoms, Gene; Presson, Alice; Han, Lingling (2006).  Students Can't Wait: High Schools Must Turn Knowledge into Action  [Southern Regional Education Board (SREB)] 

This report reviews 75 high schools in the "High Schools that Work" (HSTW) network that made statistically significant gains in at least two of three areas reading, mathematics and science--between 2002 and 2004 on the "HSTW" Assessments. In these schools, all groups of students improved achievement--regardless of race, ethnicity or socioeconomic background. The successes of these schools can be attributed, in large measure, to their vigorous application of the "HSTW" Goals and Key Practices. These most improved schools created a rigorous and relevant curriculum for all students, and bolstered their high expectations with strong relationships. They engaged teachers, parents and guidance counselors to support students in setting goals, planning programs of study to meet the goals and passing tougher courses. Implementation of "HSTW" Design--Items Included in 10 Aspects of the "HSTW" Design, is appended.  [SREB school improvement and leadership preparation initiatives are supported by state consortia, the Wallace Foundation, the Bill and Melinda Gates Foundation, the Wachovia Foundation, the Charles Stewart Mott Foundation, the Carnegie Corporation, the U.S. Department of Education, and contracts with state and local school districts.]

Botturi, Luca (2002).  Knowledge as Relationship and E-Learning. 

The shift to new paradigms in education pushed by new media has initiated a critical rethinking in the conversation about and practice of teaching and learning. This paper proposes a new description of curriculum design based on a traditional conceptual knowledge framework. The goal is to make a theoretical contribution for interpreting the development of educational technologies and integrating them into Western teaching and practice. Discussion includes knowledge as a relationship; basic properties of knowledge; and learning as the activity of establishing a knowledge relationship and new media as powerful tools. An undergraduate course is described, "The Institutional and the Society," in which digital media support was to provide "live" portraits describing the goals and activities of different institutions (for example, Amnesty International), to be matched with the theoretical approach offered during lectures. Discussion then moves to user-centered design in adaptive hypermedia systems; learning as being in dialog; and the role of teaching.

Botturi, Luca (2004).  E[2]ML: A Visual Instructional Design Language  [Association for Educational Communications and Technology] 

The advent of technologies has changed our very idea of what a course is (Bates & Poole, 2003). Instructors in Higher Education are now daily supported by instructional designers or educational technology experts that provide advice for integrating Web-based activities, videoconference sessions, high-quality digital media presentations, etc. in their teaching activities. The process of designing courses has grown a more and more structured and interdisciplinary process (Szabo, 2002), one that is too complex for a lone-ranger professor to cope with (Bates, 1999). In some respects, teaching is thus developing from craftsmanship to a large scale production process (Cantoni & Di Blas, 2002), in which communication has become a critical variable. A fairly recent research trend in the field of educational technology is the development of visual instructional design languages. This paper is a sort of tutorial aiming to introduce one of these new professional tools for designers: E[2]ML-- Educational Environment Modeling Language. In order to explain the relevance of E[2]ML, the first section is devoted to the identification of some features and issues concerning the Instructional Design process through the analysis of the literature. The second section introduces some relevant literature, among which the foundational work by Gibbons, and two other visual design languages. E[2]ML is presented in the third section through a detailed example, while additional references concerning other studies about the language are provided in section four. The conclusion presents a summary along with indications for further work. | [FULL TEXT]

Botturi, Luca (2006).  E[superscript 2]ML: A Visual Language for the Design of Instruction  Educational Technology Research and Development, 54, 3. 

The last decade has brought about a major change in higher education. Course design has developed from a craftsmanship-like process to a structured production, which involves interdisciplinary teams and requires more complex communication skills. This conceptual article introduces E[superscript 2]ML--Educational Environment Modeling Language--a visual language for supporting complex instructional design processes. E[superscript 2]ML can be used for visualizing the intermediate and final results of design, thus providing documentation in a shared language that can enhance team communication, improve design, and contribute to the development of high-quality instruction. The language and its formal features are presented from a conceptual point of view and illustrated by examples. The main results of a first evaluation study are reported, and the exploitation of E[superscript 2]ML in practice as well as its costs and benefits are critically discussed.

Bugeja, Micheal J. (2007).  Second Thoughts about Second Life  Chronicle of Higher Education, 54, 3. 

Most people have at least secondhand knowledge about Second Life, a virtual-reality world created by Linden Lab, in which avatars (digital characters) lease "islands" for real-life purposes--to sell products, conduct classes, do research, hold conferences, and even recruit for admissions. About nine million avatars reportedly interact on this digital landscape, in which dozens of colleges from around the world have set up islands. In this article, the author highlights potential liability issues inherent in the use of Second Life as an educational tool, and advises educators to use academic principles to explore harassment issues in the for-profit tech world now embedded in academe.

Blocher, J. M.; de Montes, L. Sujo; Tucker, G.; Willis, E. M. (2000).  Preparing Teachers To Integrate Technology Using Constructionist Methodology: Don't Teach Me How I Know I Should Teach; Teach Me How I Want To Be Taught. 

This paper describes a study conducted by Northern Arizona University's Educational Technology faculty regarding training teachers for the integration of technology and the promotion of learner-centered instruction. Participants included traditional pre-service students enrolled in a required "Technology in the Classroom" course and veteran teachers engaged in professional development designed to provide instruction into the integration of technology into the classroom. Instruction modeled the integration of technology from a constructionist perspective, and provided participants the opportunity to engage in activities that utilized the integration of technology. The learning environment was designed to provide instruction to skills and practice exercises utilizing computer applications that could be later used within their teaching practice. Conclusions drawn from the study suggestion that currently learners may not have enough experience learning with the integration of technology to feel comfortable to take responsibility for this type of learner-centered environment. | [FULL TEXT]

Blocher, J. Michael; Echols, Jennifer; de Montes, Laura Sujo; Willis, Elizabeth; Tucker, Gary (2003).  Shifting from Instruction to Construction: A Personal Meaningful Experience.  Action in Teacher Education, 24, 4. 

Presents a case study of one student's passage through an online M.ED. in Educational Technology degree program and her subsequent experience integrating her newly acquired knowledge, skills, and methods in the real world of her own teaching practice, focusing on her dilemma in assessing her students' learning as she shifted her educational philosophy from instruction to construction.

Block, Cathy Collins, Ed.; Parris, Sheri R., Ed. (2008).  Comprehension Instruction: Research-Based Best Practices. Solving Problems in the Teaching of Literacy. Second Edition  [Guilford Publications] 

Now in a substantially revised and updated second edition, this comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still to be answered, and conclude with stimulating questions for individual study or discussion. All 25 chapters are new, with coverage of such timely topics as differentiated instruction, technology and reading comprehension, teaching English language learners, and the implications of current neuroscientific findings. Following an introduction (Cathy Collins Block and Sheri R. Parris) and a foreword (Lesley Mandel Morrow), the book is divided into six parts. Part I, Theoretical Directions for the Future: What We Have Learned Since the National Reading Panel Report (2000), presents: (1) Beyond Borders: A Global Perspective on Reading Comprehension (Sheri R. Parris, Linda B. Gambrell, and Andreas Schleicher); (2) Research on Teaching Comprehension: Where We've Been and Where We're Going (Cathy Collins Block and Gerald G. Duffy); (3) Dual Coding Theory: Reading Comprehension and Beyond (Mark Sadoski); (4) Cognitive Flexibility and Reading Comprehension: Relevance to the Future (Kelly B. Cartwright); (5) Metacognition in Comprehension Instruction: What We've Learned Since NRP (Linda Baker); and (6) Constructivist Theory and the Situation Model: Relevance to Future Assessment of Reading Comprehension (Donna Caccamise, Lynn Snyder, and Eileen Kintsch). Part II, Neuroscience: What Brain-Based Research Tells Us about Reading Comprehension, continues with: (7) Looking at Reading Comprehension through the Lens of Neuroscience (Allan Paivio); (8) Using Neuroscience to Inform Reading Comprehension Instruction (Cathy Collins Block and Sheri R. Parris); (9) How Neuroscience Informs Our Teaching of Elementary Students (Renate N. Caine); and (10) How Neuroscience Informs Our Teaching of Adolescent Students (Sheri R. Parris). Part III, Improving Comprehension Instruction, contains: (11) Transforming Classroom Instruction to Improve the Comprehension of Fictional Texts (Mary Helen Thompson); (12) Explicit Instruction Can Help Primary Students Learn to Comprehend Expository Text (Joanna P. Williams); (13) Explanation and Science Text: Overcoming the Comprehension Challenges in Nonfiction Text for Elementary Students (Laura B. Smolkin, Erin M. McTigue, and Carol A. Donovan); (14) Learning to Think Well: Application of Argument Schema Theory to Literacy Instruction (Alina Reznitskaya, Richard C. Anderson, Ting Dong, Yuan Li, Il-Hee Kim, and So-Young Kim); (15) Improving Reading Comprehension through Writing (Kathy Headley); and (16) New Insights on Motivation in the Literacy Classroom (Jacquelynn A. Malloy and Linda B. Gambrell). Part IV, Differentiated Comprehension Instruction continues with: (17) Comprehension Instruction in Action: The Elementary Classroom (Nell K. Duke and Nicole M. Martin); (18) Comprehension Instruction in Action: The Secondary Classroom (Douglas Fisher and Nancy Frey); (19) Comprehension Instruction in Action: The At-Risk Student (Michael F. Hock, Irma F. Brasseur, and Donald D. Deshler); and (20) Comprehension Instruction for English Learners (Robert Rueda, Alejandra Velasco, and Hyo Jin Lim). Part V, Technology and Comprehension Instruction: New Directions, contains: (21) Games and Comprehension: The Importance of Specialist Language (James Paul Gee); (22) Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension (Donald J. Leu, Julie Coiro, Jill Castek, Douglas K. Hartman, Laurie A. Henry, and David Reinking); (23) Scaffolding Digital Comprehension (Bridget Dalton and David Rose); (24) Technologically Based Teacher Resources for Designing Comprehension Lessons (Jan Lacina); Part VI, Conclusion, closes with: (25) Summing Up (Sheri R. Parris and Cathy Collins Block). An epilogue, "What the Future of Reading Research Could Be" (Michael Pressley), is also provided.

Blokhuis, Jason C. (2008).  Channel One: When Private Interests and the Public Interest Collide  American Educational Research Journal, 45, 2. 

If the notion of public and private spheres seems somehow quaint or old-fashioned, the distinction between public and private corporations will be that much more obscure. Yet Channel One broadcasts in a public school classroom are indisputably the result of a contract between a private corporation (Alloy Media + Marketing) and a public corporation (a local school board). Public school administrators operate within a social and institutional context in which there often appears to be no line between private interests and public interests. The author argues that there is such a line and that public school administrators unwittingly cross it when they make Channel One-type deals. This article examines how the regulatory history of private corporations has shaped the social and institutional context in which public school administrators operate.

Blood, Erika; Neel, Richard (2008).  Using Student Response Systems in Lecture-Based Instruction: Does It Change Student Engagement and Learning?  Journal of Technology and Teacher Education, 16, 3. 

The effects of using a student response system (SRS) in a graduate lecture class in special education were investigated. Comparisons of content mastery and self-reported engagement between lectures with the SRS and without were made. Students demonstrated more mastery of content on weekly quizzes and reported increased class engagement on those weeks where the SRS was used. Additionally, at the end of the class, they reported high preference for the SRS use, believed it helped them in their learning, and recommended that other classes use a similar system. Implications for teaching and further research are discussed.

Bloomquist, Jane; Musa, Atif (2004).  Secure Your Wireless Network: Going Wireless Comes with Its Own Special Set of Security Concerns  Technology & Learning, 24, 9. 

Imagine a completely wireless school, an open network in which all students and staff can roam around using laptops or handheld computers to browse the Internet, access files and applications on the school server, and communicate with each other and the world via e-mail. It's a great picture--and at some schools the future is already here. But while wireless provides flexible, portable connectivity, with prices dropping rapidly as the technology becomes a commodity, it also brings attendant security challenges for which there are currently no easy answers. For starters, most traditional network security methods schools are used to employing are incompatible with wireless technology unlike wired networks, signals travel through the air like radio waves with no dearly defined boundaries. Complicating this is the fact that Wired Equivalent Privacy, the original industry standard protocol for securing wireless networks, can be easily cracked by malicious users unless additional safeguards are in place. This article outlines some best practice steps for maintaining wireless network security in schools, protecting administrative data, and dealing with other network security concerns.

Balajthy, Ernest (2000).  The Effects of Teacher Purpose on Achievement Gains.  Reading and Writing Quarterly: Overcoming Learning Difficulties, 16, 3. 

Addresses the issue of teacher purpose in using technology for reading and literacy instruction. Notes that computers were used mostly for motivation and self-esteem and not for raising achievement. Argues that educators need to critically think through the multiple realities they face as they consider the use of technology with disabled readers.

Baldin, Yuriko Yamamoto (2003).  Analyzing the Limitation of Technology in Teacher Preparation Courses.  International Journal of Computer Algebra in Mathematics Education, 10, 1. 

Discusses whether mathematics teachers are being prepared to realize the limitations of technology in teaching activities and recognize conceptual problems in technology-based activities. Suggests a course to prepare teachers with skills to analyze existing materials as well as create their own activities. Illustrates this with examples from CAS, DGS, and graphic calculators.

Balkin, Richard S.; Buckner, David; Swartz, James; Rao, Shaila (2005).  Issues in Classroom Management in an Interactive Distance Education Course  International Journal of Instructional Media, 32, 4. 

Distance education is a growing phenomenon in education. Primary grades through post-secondary education institutions to businesses incorporating continuing education have utilized technology and distance education to facilitate learning. An obvious benefit from all distance education is that access to specific material and instruction is gained. In this article, the authors present a qualitative case study of the classroom management practices observed in a distance education, Masters level, research/statistics class. The main distance education technology used for the class was compressed video. The course was supported online by the use of WebCT, a computer program that creates a web-based environment on the Internet. EDFD 5013 Research Methods in Education is part of the College of Education and Health Professions required core courses for all Masters students at a land grant university located in the South. Students from a variety of disciplines take the course. The course was taught both at the university (the originating site) and broadcasted to four remotes sites across the state. A first-year doctoral student, who had previous teaching, experience taught the course.

Ball, Barbara (2003).  Teaching and Learning Mathematics with an Interactive Whiteboard.  Micromath, 19, 1. 

Presents findings from observations of two classrooms in which teachers used an interactive whiteboard and projector. Provides ways of using the interactive whiteboard in classroom activities.

Ballantine, Joan A.; McCourt Larres, Patricia; Oyelere, Peter (2007).  Computer Usage and the Validity of Self-Assessed Computer Competence among First-Year Business Students  Computers & Education, 49, 4. 

This study evaluates the reliability of self-assessment as a measure of computer competence. This evaluation is carried out in response to recent research which has employed self-reported ratings as the sole indicator of students' computer competence. To evaluate the reliability of self-assessed computer competence, the scores achieved by students in self-assessed computer competence tests are compared with scores achieved in objective tests. The results reveal a statistically significantly over-estimation of computer competence among the students surveyed. Furthermore, reported pre-university computer experience in terms of home and school use and formal IT education does not affect this result. The findings call into question the validity of using self-assessment as a measure of computer competence. More generally, the study also provides an up-to-date picture of self-reported computer usage and IT experience among pre-university students from New Zealand and South-east Asia and contrasts these findings with those from previous research.

Ballard, Sharon; Stapleton, Joy; Carroll, Elizabeth (2004).  Students' Perceptions of Course Web Sites Used in Face-to-Face Instruction  Journal of Interactive Learning Research, 15, 3. 

The use of technology in university and college classrooms has changed in recent years to include the use of course Web sites as a supplement to face-to-face instruction (Green, 2000). Despite this increase in the use of course Web sites in college courses, limited attention has been given to student perceptions of this pedagogical tool. This study explores students' use and perceived helpfulness of course Web sites (i.e., Web sites used to supplement traditional classroom instruction) in university courses. Four hundred seventeen university students were surveyed over three semesters in 2001-2002. Overall, students had positive attitudes towards course Web sites. The most helpful features listed were course documents, announcements, and gradebooks. Students indicated that the course Web sites increased access to course information that helped keep them organized and on task. In addition, the course Web sites facilitated communication with their instructors and peers outside of regular class time.

Baloglu, Arzu (2007).  A Flexible Mobile Education System Approach  [Online Submission] 

Distance learning is appealing to small business owners, employees, municipalities, state establishments, non-governmental organizations. Distance-learning are ideal for people who have a full-time job or other commitments, who can't take time off to study full time. This might be a professional who needs to update his knowledge or skills, or a mother who wants to refresh her qualifications before re-entering the labor market. Distance learning platforms have become increasingly popular over the last few years. Typically, the cost is low and flexibility is high for distance learning. In addition to the costs of the courses and training materials, there are the expenses of employee travel, meals, lodging, and transit time. Distance learning removes those expenses from the equation, leaving only the costs of the courses and instructional materials. The rising need for inexpensive, just-in-time training in business and computer technologies has not been lost. This distance learning is any learning that takes place with the instructor and student geographically remote from each other. Distance learning system should have new ways or solutions because this solution will support smart alternatives. That is, our distance model is named like as flexible and mobility. In this paper, we propose a large requirements set and some design considerations for distance learning protocols or portal and implementations. Therefore, it is explained that which requirements a useful and easy distance learning should satisfy. Questionnaire is appended.  | [FULL TEXT]

Balram, Shivanand; Dragicevic, Suzana (2008).  Collaborative Spaces for GIS-Based Multimedia Cartography in Blended Environments  Computers & Education, 50, 1. 

The interaction spaces between instructors and learners in the traditional face-to-face classroom environment are being changed by the diffusion and adoption of many forms of computer-based pedagogy. An integrated understanding of these evolving interaction spaces together with how they interconnect and leverage learning are needed to develop meaningful strategies for effective teaching and learning. The "18i" collaborative interaction spaces model was designed based on constructivist principles, and describes 18 mixed instructor-learner spaces contextualized at a finer operational scale that makes explicit a wider range of interactions. The model was implemented during the life cycle of an undergraduate GIS-based multimedia cartography course. One output was the generation of a repository of rule-based trajectory plans for rapid planning and problem solving. The model provides an integrated workflow to manage course contents, products, interactions, individuality, and learning styles in blended environments.

Balta, Sabah (2007).  New Technologies to Assist Training in Hospitality Sector  [Online Submission] 

Hospitality sector needs new technological training tools, which can assist to improve sector employees' skills and services quality. The sector might be more interactive when these technological training tools used on the job-training program. This study addresses to issue of illumination of new technologic tools that enforce training in which hospitality businesses considered. In addition to suggesting alternate explanations for training needs, technologic implications are also required for hospitality businesses.  | [FULL TEXT]

Baltaci-Goktalay, Sehnaz; Ocak, Mehmet Akif (2006).  Faculty Adoption of Online Technology in Higher Education  [Online Submission] 

As technology becomes ubiquitous in classrooms, faculty will be asked to utilize new technologies in their instruction. Some will accept new ways to teach with technology while others resist. This paper aims to explore the factors that influence faculty to adopt online technology and faculty's concern about the adoption. The focus is on adoption and diffusion of online technology related to faculty development efforts that may help them effectively integrate online technology in their instruction.  | [FULL TEXT]

Ben-Ari, Mordechai (2001).  Theory-Guided Technology in Computer Science.  Science and Education, 10, 5. 

Examines the history of major achievements in computer science as portrayed by winners of the prestigious Turing award and identifies a possibly unique activity called Theory-Guided Technology (TGT). Researchers develop TGT by using theoretical results to create practical technology. Discusses reasons why TGT is practical in computer science and the cool reception that software engineers have given TGT.

Bencze, J. Lawrence; Di Giuseppe, Maurice (2006).  Explorations of a Paradox in Curriculum Control: Resistance to Open-Ended Science Inquiry in a School for Self-Directed Learning  Interchange: A Quarterly Review of Education, 37, 4. 

Despite official government srt (in various jurisdictions around the world) for providing students with opportunities to construct their own knowledge within the context of formal schooling, school science systems continue to place greatest priority on teaching and learning of "products" of science (e.g., laws and theories), while compromising students' opportunities to develop realistic conceptions "about" science and expertise for "doing" science. Based on qualitative data analyzed using constant comparative methods (based on constructivist grounded theory), we found this also to be the case--paradoxically--in a school belonging to the Canadian Coalition for Self-directed Learning (CCSDL). Schools in this coalition espouse, among various goals, enabling students to construct their own knowledge, in ways and directions suiting their individual needs, interests, perspectives, and abilities, in addition to gaining access to knowledge developed by society. The science department within the coalition school in this study experienced considerable difficulty realizing this goal, despite school-level administrative support for a concerted effort to reinvent itself along these lines. Factors that appeared to influence the science department's efforts included those in each of Schwab's (1969) educational "commonplaces;" that is, the "curriculum, teachers, students," and the "milieu" surrounding teaching and learning. Further analysis suggests that results can be explained through reference to a Kuhnian (1962/1996) paradigm conflict--in which the school's administrative and curricular committee and other members of the CCSDL were unsuccessful in convincing members of the science department (who, in turn, appeared to be supported by the provincial government, parents, and students) to make provisions for more student-directed, openended science inquiry. Assuming that student-led scientific inquiry continues to be an important curricular goal, efforts must continue to be made, therefore, to convince members of the mainstream paradigm that it is a worthy goal.

Bendersky, Karen; Isaac, Walter L.; Stover, Jason H.; Zook, Joan M. (2008).  Psychology Students and Online Graduate Programs: A Need to Reexamine Undergraduate Advisement  Teaching of Psychology, 35, 1. 

Few online psychology graduate programs are accredited and thus may not provide students with the same career opportunities as programs from traditional universities. We investigated whether psychology majors are more likely than other majors to consider applying to online graduate programs and whether students considering these programs have identifiable demographic characteristics. Forty-five percent of the surveyed psychology majors considered applying to online graduate programs. The students most interested in these programs were working and had lower GPAs. Results highlight the importance of identifying and then providing appropriate advisement to psychology undergraduates who might consider applying to online graduate programs.

Bendixen, Lisa D.; Hartley, Kendall (2003).  Successful Learning with Hypermedia: The Role of Epistemological Beliefs and Metacognitive Awareness.  Journal of Educational Computing Research, 28, 1. 

Examines the relationship between epistemological beliefs, metacognition, and student achievement in a hypermedia learning environment. Results indicated that reading comprehension, grade point average, and three of the five epistemological beliefs (fixed ability, omniscient authority, and quick learning) significantly predicted posttest performance. Belief in omniscient authority and fixed ability being related to lower achievement supports previous research.

Benedetto, Sandra (2000).  DVD Video: A Primer for Educators.  Syllabus, 14, 1. 

Describes DVD (Digital Videodisc, or Digital Versatile Disk) technology which offers the ability to combine laser disc and CD-ROM programs to create a multimedia platform that can deliver high quality, full-motion video and an on-screen user interface for interactive navigation and branching for providing group or individual instruction.

Benest, Ian D. (2000).  Towards a Seamless Provision of Multimedia Course Material.  Innovations in Education and Training International, 37, 4. 

Describes functionality and user interface issues associated with the design of an automated system that provides a visually based online index to multimedia information for higher education. Topics include online lectures; bibliographic access; and the need for a hypermedia system that presents an integrated view of the materials with graceful navigational dynamics.

Benham-Deal, Tami; Hudson, Nancy (2006).  Are Health Educators in Denial or Facing Reality? Demonstrating Effectiveness within a School Accountability System  American Journal of Health Education, 37, 3. 

Health educators are providing students with the health knowledge and health skills that are prerequisites for becoming health literate and using assessment tools to demonstrate effectiveness. In the school health educators' world, accountability equates to improved student knowledge and skills. To expect them to be held accountable for students' behavior would be professional suicide. In this paper, the authors intend to show how and why educators have adopted a standards-based philosophy of health education and how this philosophy provides the foundation for achieving public health goals. They also demonstrate similarities and differences in the integrated/ecological/behavior philosophy promoted by Governali and colleagues and the standards-based model adopted by many school health educators. Finally, they propose that the field of health education acknowledge the differences that exist between public health and education goals and develop new strategies for meeting today's requirements for school health education programs.

Benjamin, Blair; Lee, Jay (2005).  Enhancing Your Web Site as a Recruitment Tool by Implementing Chat Technology  [Association of Small Computer Users in Education (ASCUE)] 

By nearly all accounts, the Web has overwhelmingly become the primary resource for prospective students to research potential college choices. Using this medium, however, prospects are able to do their research independently and privately, without having to contact the institution via phone, mail or email to make a formal inquiry. Consequently, many potential inquiries, applicants and students are nameless, faceless web visitors whom recruitment personnel generally have no way of contacting or pursuing with their typical follow-up process. Using Groopz e-commerce software, recruitment staff can overcome this disadvantage by monitoring usage of their web sites and proactively or reactively contacting web visitors. Using this "instant message"-style communication tool, they are able to take online customer service to new levels. In many cases, it allows a staff member to engage in conversation with a casual passer-by, resulting in new recruitment opportunities. Since implementing Groopz on the Philadelphia Biblical University web site, countless visitors, who otherwise may have remained nameless and faceless, have turned into formal inquiries, applicants and students. [For complete proceedings, see ED490133.] | [FULL TEXT]

Bennett, Deborah E. (2000).  The Assessment and Instructional Management System: An Innovative Approach To Evaluating the Progress of Students with Disabilities.  Educational Technology, 40, 4. 

AIMS, the Assessment and Instructional Management System is a computer-based rating and documentation system designed to include students with disabilities in educational accountability systems. Describes AIMS, illustrates some of the components of the system, and highlights teacher training efforts. Two tables present the AIMS rating rubric and AIMS documentation guidelines.

Bennett, Gregg; Green, Frederick P. (2001).  Student Learning in the Online Environment: No Significant Difference?  Quest, 53, 1. 

Discusses college student learning within the context of online instruction, analyzing issues surrounding online implementation of physical education/kinesiology coursework (whether students learn via online instruction, whether students learn by taking online courses, and advantages of online instruction). The paper offers constructivism as a theoretical framework for enhancing learning in the online environment and proposes a process for implementing courses.

Bennett, John; Bennett, Linda (2003).  A Review of Factors that Influence the Diffusion of Innovation When Structuring a Faculty Training Program.  Internet and Higher Education, 6, 1. 

Identifies characteristics of instructional technology that may influence faculty members' willingness to integrate it into teaching. Presents results of a study on effectiveness of a faculty training program designed to encourage faculty to adopt a course management system in their classroom-based, undergraduate courses. The program was based on an approach that considers factors that influence the adoption rate of technology, specifically the course management system, Blackboard.

Bennett, Kathy; McGee, Patricia (2005).  Transformative Power of the Learning Object Debate  Open Learning, 20, 1. 

This article examines the significance of how learning objects have come to be conceptualized and utilized, particularly in higher education. While many articles critique the term and its origins, an examination of the role metaphor plays in our conceptualization of "data", "information" and "learning objects" helps us move beyond a fixation on the term to its promise and challenges. Although much has been written about how learning objects should be developed, accessed and stored, much less has been written about how they should be designed and used. This quest for understanding of the role learning objects will play in the future of learning leads to new strategies which encompass such issues as a reusability, knowledge management, efficient infrastructure design and innovative course design.

Bennett, Linda (2005).  Guidelines for Using Technology in the Social Studies Classroom  Social Studies, 96, 1. 

When social studies teachers walk into their classrooms, they are expected to be model citizens, showing respect and exemplifying responsibility, fairness, honesty, and compassion. Furthermore, it is also their responsibility to create a safe Internet environment in which technology enhances learning (Berson, Berson, and Ralston 1999). Thus, they must endeavor to guide their students to demonstrate civic competencies when using technology. To develop technology users who are civically competent in the social studies classroom, the author suggests that teachers look to the five performance indicators devised by the National Education Technology Standards (NETS). The indicators are intended as a guide when considering the ethical, legal, and social issues related to technology and are meant to promote responsible use of technology in the classroom. The indicators are the following: (1) Model and teach legal and ethical practices related to technology use; (2) Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities; (3) Identify and use technology resources that affirm diversity; (4) Promote safe and healthy use of technology resources; and (5) Facilitate equitable access to technology resources for all students. (International Society for Technology in Education) In this article, the author explains the performance indicators for the use of technology in the social studies classroom to help teachers put the principles into practice. She also give examples of rules and resources for how individuals in social studies classrooms can be model citizens when using technology.

Bennett, Randy Elliot (2002).  Using Electronic Assessment To Measure Student Performance: Online Testing.  [State Education Standard] 

This article discusses some of the advantages of computer-based testing and highlights efforts by several states and organizations to introduce electronic assessment. It also describes the challenges policymakers face in planning and implementing such an initiative and details the steps they can take to pursue this type of testing. As electronic learning becomes more widespread, the substance and format of assessment will need to keep pace. Once the infrastructure is in place, electronic processing can help large-scale assessment programs develop and deliver tests and present new types of test materials. Electronic processing can transmit responses to essay and other open-ended questions for human or computer scoring, and it can distribute test results. In the K-12 area, at least six states are moving assessments to Web delivery, and at least four states have initiated large-scale assessment projects that involve multiple subject areas and grades. The ultimate impact of the new technology may be to change fundamentally how educational assessment is thought about and done. Getting there will not be easy, but policymakers can take these steps to reduce the risks of technology-based assessment: (1) review the initiatives of other states; (2) establish cooperative arrangements; (3) develop a comprehensive multi-year plan; (4) build experimentation into the assessment plan; (5) involve people who can think creatively; (6) plan for a single technology infrastructure; (7) use the assessment for the purposes for which it was designed; (8) plan to go beyond delivering conventional tests by computer; and (9) do not forget why electronic assessment is desired. | [FULL TEXT]

Bennett, Roger; Kottasz, Rita (2001).  Marketing Undergraduates' Attitudes towards Query-based Instructional Machines as a Possible Learning Medium.  British Journal of Educational Technology, 32, 4. 

Discusses Query-Based Instructional Machines (QBIM), common in museums, which are menu-driven and use touch-screens. Presents results of an investigation of student responses in a London university to the idea of incorporating QBIM instruction, exploring the influences of personal traits that might affect their attitudes as well as the impact of socio-demographic factors.

Bennett, Sheila K.; Bennett, Dean B. (2004).  Paul F-Brandwein 2004 Lecture: Regarding the Ecology of Science Education: Connections to Environmental and Distance Education  Journal of Science Education and Technology, 13, 2. 

Paul F-Brandwein was a visionary who looked at education broadly. He left us with an insightful view of the ecology of education in which he identified three ecological systems: school-family-community, postsecondary, and cultural. The first part of this lecture, by Dean B. Bennett, examines Brandwein's ideas related to environmental education and explores the relationship of environmental education with science teaching in the K-12 school-family-community ecosystem. Focusing particularly on the middle-secondary level, evidence suggests that the goals of environmental education, since their emergence in the late 1960s, are today strongly evident in science curricula, instructional resources, educational assessment, and teacher education. But the author points out that more must be done and provides some fundamental suggestions. The second part of the lecture, by Sheila K. Bennett, examines the role of distance education in the teaching of science in the postsecondary ecosystem and addresses its value as a viable tool in promoting scientific literacy. The lecture focuses on a successful statewide, interdisciplinary laboratory science course delivered by interactive television, the Internet, and computer network. Now in its ninth year, the course reflects Brandwein's thinking about effective classroom teaching and is based on national standards for scientific literacy.

Bennett, Sue; Harper, Barry; Hedberg, John (2001).  Designing Real-Life Cases To Support Authentic Design Activities. 

Teachers in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real-world practitioners. Adopting this approach requires the design and implementation of learning environments that incorporate and support such activities. This paper describes two real-life cases at the University of Wollongong (Australia) developed as support materials for learners undertaking a major multimedia design project. Highlights include: (1) the theoretical framework, including authentic activities and case-based learning; (2) design decisions, including the setting, design of the subject (e.g., project space, related cases, information resources, cognitive tools, conversation and collaboration tools, and social/contextual support), and design of the cases; and (3) implementation. Their implementation in a graduate education subject forms the basis of a wider study investigating learners' interpretations and use of case materials. 

Bennett, Sue; Harper, Barry; Hedberg, John (2002).  Designing Real Life Cases To Support Authentic Design Activities.  Australian Journal of Educational Technology, 18, 1. 

Discusses authentic activities and case based learning and describes two cases that were developed as support materials for master's degree students undertaking a major multimedia design project at the University of Wollongong (Australia). Examines Jonassen's model for a constructivist learning environment and considers desired outcomes against case analysis and project tasks.

Bennett, Sue; Lockyer, Lori (2004).  Becoming an Online Teacher: Adapting to a Changed Environment for Teaching and Learning in Higher Education  Educational Media International, 41, 3. 

Advancements in online technologies have facilitated a convergence of distance and campus-based learning and, thus, offer new opportunities for all students through better access to resources, increased interaction between staff and students and greater flexibility in place and time. However, the transition to online teaching and learning presents new challenges as the roles and expectations of both staff and students evolve. An online teacher must create a coherent learning experience for students with whom they may not meet face-to-face and, therefore, must develop new support strategies that maintain motivation and encourage interaction. Adapting student-centred approaches to the online environment has required the development of new skills and changes to teaching practices. This paper presents an analysis of the changed environment for teachers and learners in a post-graduate coursework programme based on constructivist principles that has moved from predominately on-campus delivery to online mode. The authors examine the impact of changes to teaching and learning over the past 5 years of the programme's development and reflect on the implications of these for becoming an online teacher.

Bennison, Anne (2002).  Adults Studying Pure Mathematics in Adult Tertiary Preparation.  Literacy & Numeracy Studies, 11, 2. 

Investigated the experiences of a group of adults enrolled in the Pure Mathematics module of the Certificate IV in Adult Tertiary Preparation in 2000 at one of the Institutes of TAFE in Brisbane, Australia. Classroom learning experiences, exposure to technology, and the impact of returning to study on other facets of students' lives were considered.

Benoit-Barne, Chantal (2007).  Socio-Technical Deliberation about Free and Open Source Software: Accounting for the Status of Artifacts in Public Life  Quarterly Journal of Speech, 93, 2. 

This essay investigates the rhetorical practices of socio-technical deliberation about free and open source (F/OS) software, providing support for the idea that a public sphere is a socio-technical ensemble that is discursive and fluid, yet tangible and organized because it is enacted by both humans and non-humans. In keeping with the empirical shift manifest in recent public sphere scholarship and Bruno Latour's idea that socio-technical deliberation is characterized by the inscription of non-humans, I describe the rhetorical manners in which volunteer citizens define and mobilize a mundane artifact--a web site--in a deliberation over the value of F/OS technologies for their government-funded project. Through inscription of the web site as a rhetorical resource and as the embodiment of their disposition toward computer technologies, the volunteers formed and expressed competing understandings of the role of F/OS technologies in sustaining a public sphere. I argue that these competing views are consequential, for they link technical artifacts and political agents in practice, by way of aspirations, obligations, and forms of authority. Furthermore, by claiming a form of agency for technologies in the public sphere, the proponents of F/OS technologies are inviting scholars of the public sphere to question the status assigned to technical artifacts in their investigations and theories of the public sphere.

Bensley, Robert; Brusk, John J.; Rivas, Jason; Anderson, Judith V. (2006).  Impact of Menu Sequencing on Internet-Based Educational Module Selection  International Electronic Journal of Health Education, 9. 

Patterns of Internet-based menu item selection can occur for a number of reasons, many of which may not be based on interest in topic. It then becomes important to ensure menu order is devised in a way that ensures the greatest accuracy in matching user need with selection. This study examined the impact of menu rotation on the selection of Internet-based parent-child feeding behavior education and behavior change modules by participants in the Women, Infants and Children (WIC) program across seven states. Five modules were rotated over a course of 4 weeks, each having the opportunity to be listed in all positions in the menu sequence, resulting in a significant (p less than 0.01) difference in module access. Modules listed in first and second position observed greater access than the other modules, with the exception of the module "make meals and snacks simple," which retained consistent access trends regardless of position. Overall, modules in the first two positions observed the greatest access, regardless of module title. This study provides evidence of the importance for website developers to consider menu design when developing Internet-based health promotion programming.

Benson, Angela D.; Bothra, Jashoda; Sharma, Priya (2004).  A Performance Support Tool for Cisco Training Program Managers  TechTrends: Linking Research & Practice to Improve Learning, 48, 2. 

Performance support systems can play an important role in corporations by managing and allowing distribution of information more easily. These systems run the gamut from simple paper job aids to sophisticated computer- and web-based software applications that support the entire corporate supply chain. According to Gery (1991), a performance support system improves employee performance by reducing the complexity of a task, providing information the employee needs to perform the task or providing the decision support that enables employees to determine what action to take under a specific set of situations. For trainers and instructional designers, performance support typically has taken the form of computer-based instructional design (ID) tools. Research and development in the field is dominated by authoring tools for the production and development of computer- and web-based instruction (van Merrienboer & Martens, 2002). More recently attention has turned to computer-based ID tools that support analysis and design activities as well as implementation and evaluation activities (van Merrienboer & Martens, 2002). Spector (2002) introduced the notion of Knowledge Management Systems as a type of computer-based ID tool. These tools support the collaborative activity that surrounds most of the design and development process. This article: (1) describes how TPMS supports Training Program Managers (PMs) who guide the development of the new product training; and (2) highlights the impact of the system on the performance of the PMs and the Customer Advocacy Training team of which they are a part.

Benson, Angela D.; Johnson, Scott D.; Taylor, Gail D.; Treat, Tod; Shinkareva, Olga N.; Duncan, John (2004).  Distance Learning in Postsecondary Career and Technical Education: A Comparison of Achievement in Online vs. On-Campus CTE Courses  [National Research Center for Career and Technical Education] 

This study builds on a recent national survey that determined the current status and future trends associated with distance learning in postsecondary career and technical education (Johnson, et al., 2003). The primary goal of this study was to explore, in detail, the effectiveness of distance learning via the Internet as a strategy for providing skill-based education and training to students enrolled in postsecondary career and technical education (CTE). Emphasis in this study was placed on (a) examining the differences between online and campus-based delivery models in terms of student achievement (i.e., assessment of content knowledge gain and the quality of student assignments and projects) and (b) describing the course structure and environment created to help students gain CTE skills. The study also compared variables such as interaction within the course, course structure, and student support across the two different course delivery formats. To accomplish the research goals, a series of quasi-experimental studies were designed using equivalent online and campus-based CTE courses that varied only in their delivery format. The combination of the earlier national survey of distance learning in postsecondary CTE programs and these experimental comparison studies help to establish a baseline for distance and online technology use and practice in postsecondary career and technical education. These studies enable researchers, practitioners, and policy makers to make informed decisions about future trends and uses of distance learning in postsecondary CTE.  | [FULL TEXT]

Benson, Angela; Lawler, Cormac; Whitworth, Andrew (2008).  Rules, Roles and Tools: Activity Theory and the Comparative Study of E-Learning  British Journal of Educational Technology, 39, 3. 

Activity theory (AT) is a powerful tool for investigating "artefacts in use", ie, the ways technologies interrelate with their local context. AT reveals the interfaces between e-learning at the macro- (strategy, policy, "campus-wide" solutions) and the micro-organisational levels (everyday working practice, iterative change, individual adaptation). In AT, contexts are conceived of as activity systems in which human, technological and organisational elements are interrelated and largely inseparable. Both the subjects of the activity system (internal) and the wider community (external) mediate their activities through tools, rules and roles. This paper shows how a course management system (CMS) exerts an influence over all three of these mediators, though the exact nature of this influence depends on the particular configuration of each activity system. This is illustrated with reference to two case study programmes, both of which used Moodle as their CMS, but which had activity systems structured in quite different ways; the programmes also had different relationships with their external organisational environment.

Benson, D. E.; Mekolichick, Jeanne (2007).  Conceptions of Self and the Use of Digital Technologies in a Learning Environment  Education, 127, 4. 

While research has identified various personality and demographic characteristics that appear to be associated with a variety of activities related to the use of digital technologies (e.g., Biner, Dean & Mellinger, 1994; Biner, Summers, Dean, Bink, Anderson & Gelder, 1996; Black, 1992; Clark, 1993; Figueroa, 1992), little is known about how conceptions of self might influence the use of digital technologies in a learning environment. (Benson, Haney, Ore, Persell, Schulte, Steele & Winfield, 2001). This paper is the first empirical attempt to understand this relationship. Using a sample of undergraduate students (N = 447) and faculty (N= 203) from two public universities in the United States, we examine how students' and faculty's conceptions of self affect the desire to use and success in using digital technologies in a university environment. Using Identity theory (e.g., Burke & Reitzes, 1991; Stryker, 1980), to test 4 hypotheses, regression analyses indicate that conceptions of self are correlated with the desire to use and the success in using digital technologies. These findings may help to inform policies concerning the use of digital technologies in learning environments as well as suggest new hypotheses for further exploration of this relationship.

Benson, Kelsey A.; Marchand-Martella, Nancy E.; Martella, Ronald C.; Kolts, Russell L. (2007).  Assessing the Effects of the "Reading Success Level B" Program with Fifth-Grade Students at a Title I Elementary School  Journal of Direct Instruction, 7, 1. 

This investigation examined the comparative effects of "Reading Success Level B" on the reading comprehension skills of 78 fifth graders across three general education classrooms. Three student subgroups were formed based on pretest Scholastic Reading Inventory (SRI) reading levels including high (n = 14), average (n = 50), and low (n = 14) performance groups. Pre- and posttest reading comprehension measures were collected using the SRI. Results showed students in the low performance group demonstrated statistically significant gains in comprehension when compared to students in the average and high performing groups. In addition, students in the average performance group demonstrated statistically significant gains when compared to the high performance group. Risk status did not affect comprehension growth. Implications for future research are discussed.

Benson, Linda F.; Farnsworth, Briant J.; Bahr, Damon L.; Lewis, Valerie K.; Shaha, Steven H. (2004).  The Impact of Training in Technology Assisted Instruction on Skills and Attitudes of Pre-Service Teachers  Education, 124, 4. 

The research discussed in this article was supported by a capacity building grant funded by the Department of Education, Preparing Tomorrow's Teachers to use Technology Grant (PT3). The problem was to determine the effects of course work and field experience on perceived technology skills of teacher candidates and the attitudes developed by them toward the use of technology during this experience. Teacher candidates self assessed their technology skills with a pre and posttest skill survey (E-KIT). After completing course work and field experience, a randomly selected group of students took part in an interview to determine the attitudinal impact of using technology as an instructional tool with elementary students. Findings revealed an improvement in perceived technology skills and in the development of a positive attitude regarding the use technology to support instruction.

Benson, Phil (2001).  Teaching and Researching Autonomy in Language Learning. Applied Linguistics in Action Series. 

This volume offers a comprehensive account of autonomy in language learning and the educational practices associated with the concept. The book is divided into 18 chapters: "The History of Autonomy in Language Learning"; "Autonomy beyond the Field of Language Education"; "Defining and Describing Autonomy"; Control as a Natural Attribute of Learning"; "Levels of Control"; "Fostering Autonomy"; "Resource-Based Approaches"; "Technology-Based Approaches"; "Learner-Based Approaches"; "Classroom-Based Approaches"; "Curriculum-Based Approaches"; "Teacher-Based Approaches"; "Research Methods and Key Areas of Research"; "Case Studies"; and "Resources for Research and Practice."

Benson, Robyn; Hardy, Les; Maxfield, Jodie (2001).  The International Classroom: Using Reflective Practice To Improve Teaching and Learning. 

As learning technologies increasingly facilitate the internationalization of subject offerings, it becomes correspondingly important to try and ensure that the needs of diverse student groups are met and to provide for ongoing improvement of their learning experiences. A variety of evaluation procedures are valuable in this respect, particularly those that illuminate these experiences. This kind of information provides a rich source of data for teachers to use as a basis for reflective practice to inform the continuing refinement of teaching and learning approaches, and curriculum development. The nature of reflective practice also allows for its inclusion in the students' learning processes, thus simultaneously providing a means for improving the quality of their learning and contributing to their future professional lives, while offering a further set of perspectives to inform subject development. This paper describes the use of reflective practice as a practical means of converging a range of non-positivist approaches to inform the teaching of a core undergraduate accounting subject at Monash University (Australia) offered to on-campus students, distance education students, and Year 13 school students, as well as to overseas students in Singapore, Malaysia, and Hong Kong. It also shows that demands by the accounting profession for universities to improve learning to cope with the ambiguity and uncertainty inherent within professional life can be met, in part, by reflective practice. 

Bental, Diana; Cawsey, Alison; Eddy, Bruce (2004).  Generating User-Tailored Descriptions of Online Educational Resources  International Journal on E-Learning, 3, 4. 

Tailored descriptions of online educational resources can support users searching for educational resources on the World Wide Web (WWW) by helping them to assess for themselves the relevance and suitability of each resource. Suitable descriptions can be derived from the online metadata stored with each resource. The descriptions take into account user profiles to indicate which data are most relevant, and so they may be tailored to the user's needs. Descriptions derived from metadata may simply be presented in the form of tables, or else they may be presented as text using techniques from natural language generation. An evaluation of the effects of tailoring and of the different presentation methods shows that simple tailoring of the descriptions to a user model can be effective in helping users to identify resources. The evaluation also found that the text descriptions produced by natural language generation techniques are no more effective than tabular presentations of the metadata, although the concise text descriptions may still be valuable where space is limited.

Bentley, Joanne P. H.; Tinney, Mari Vawn; Chia, Bing Howe (2004).  Intercultural Internet-Based Learning: Know Your Audience and What They Value  [Association for Educational Communications and Technology] 

As the internet-based learning (IBL) market becomes increasingly global, understanding differing educational values and cultural expectations could provide an important competitive edge for providers (universities, publishing houses, and corporate training entities). How each of person determines "good" or "quality" instruction is to a large degree founded on what educational values that person holds. These values are primarily shaped by (1) cultural norms, (2) the philosophy(s) of learning to which people adhere, and (3) a person's personal preferences for learning. When people's educational values match those embedded in the course, the match-up contributes to their perception of it being a quality educational experience; conversely, when people's educational values do not match those of a course, then dissatisfaction is likely to occur. The designer has the responsibility to make the courses educational values explicit in the course materials and it is the learner's responsibility to understand themselves as learners and find out about the context from which the course originates. This paper recommends a new intercultural standard for expressing the instructional of a course through which designers (producers) and students (consumers) can clearly communicate the educational values to each other. It should be similar to that of food labeling. The authors believe that designers should make the values imbedded in the course visible to the learner in an advance syllabus or course description. Eight educational value differentials or factors can help people make a distinctive difference in how the learner perceives quality in instruction. The paper discusses how designer integrate the eight differentials in preparing instructional materials and apply strategies to match users to suitable courses. It concludes with two handy checklists of recommendations distilled from the research; one for low-context (North American or Western) instructional designers and one for high-context students. | [FULL TEXT]

Bentley, John (2005).  Don't Blow a Fuse! Clever Exercise Tests Current-Measuring Skills  Tech Directions, 65, 5. 

The author has taught beginning, intermediate, and advanced electronics/electricity classes for more than 20 years. During that time--each and every semester--students struggle with measuring current in the laboratory. As all electronics/electricity instructors know, this results in blown fuses, burned parts, and just plain frustration on everyone's part. In this article, the author presents a simple laboratory practical for voltage and current measurement to evaluate a student's knowledge of prototyping/breadboarding part identification, voltage, and current measurement. The key feature in his approach is that when a student incorrectly connects the meter for current measurement, a tone is sounded, no fuse blows, and the circuit is ready for the next student.

Benton, Thomas H. (2007).  What I've Learned from Recorded Lectures  Chronicle of Higher Education, 53, 49. 

In this article, the author describes how recorded lectures can be utilized as powerful educational tools. He relates that recorded lectures had been useful to him particularly when he starting a new course for his students. While there are clearly advantages in using recorded lectures, the author also shares some of the disadvantages in using recorded lectures and the reasons why some lecturers are hesitant about using them.

Basal, Mine; Kurubacak, Gulsun (2003).  Turkish Preservice Special Education Teachers' Experiences, Perspectives and Expectations on Use of Technology: Integrating Technology in the College Classroom  [Online Submission] 

The use and integration of the new technologies, such as the Internet, World Wide Web, new computer software, etc., in educational milieus have been enormously growing for nearly two decades. Not only do these new technologies make an impact in general education, but also within preservice special education teachers who work with one of the diverse groups in the societies. However, it is observed that there are divergence approaches to use and integrate the new technologies into the Special Education Programs in Turkey. The major concern in this study is to examine and define preservice special education teachers' experiences, perspectives and expectations on the use and integration of the technology. A distance education professor and a professor of Special Education in Turkey have collaborated on the use and integration of technology in the College of Education for studying the dynamics of change in an era of electronic technologies.  [Also presented in Chesapeake, VA, 2003.] | [FULL TEXT]

Basken, Paul (2008).  Electronic Portfolios May Answer Calls for More Accountability  Chronicle of Higher Education, 54, 32. 

A decade ago, the Rose-Hulman Institute of Technology had a few simple goals. It wanted to sharpen its educational mission, broaden students' skills, improve graduates' job-placement rates, and give the institution better ammunition for proving its worth to accreditors. It turned to the "electronic portfolio," becoming one of a small but growing number of institutions using an old idea--the long-term compilation of student classwork--in a new computerized format that lets Rose-Hulman directly score student performance campuswide on a list of specific skills. As the Bush administration and Congress press colleges to do more to prove their worth, the concept is being seized upon by institutions as a way to provide quantitative proof of how they help students learn while keeping the right to define their own missions. Hundreds of colleges use some type of electronic system for assembling and storing student work. But a few dozen, acting without federal direction and with little other outside coordination, have developed more sophisticated versions that guide assessment and curriculum development. They include both small institutions, such as Thomas College in Maine and Kapiolani Community College in Hawaii, and large ones, such as Minnesota's state colleges and the University of Washington. It's not a simple or cost-free decision. Even supporters agree that making full use of electronic portfolios--computerized compilations of written assignments and exams, and even videos or artwork--can often be difficult, time-consuming, expensive, and fraught with frustration for faculty members and students, who may have to enter codes that indicate the portions of their work that satisfy various institutional requirements.

Baskin, Colin; Barker, Michelle; Woods, Peter (2005).  When Group Work Leaves the Classroom Does Group Skills Development also Go Out the Window?  British Journal of Educational Technology, 36, 1. 

In moving towards what Lemke (1996) terms the interactive learning paradigm, higher education has adopted two key principles consistent with group learning technologies: learning is always mediated by and occurs through language ( Falk, 1997; Gee, 1997); and learning is distributed across a range of other people, sites, objects, technologies and time ( Gee, 1997). A third and relatively recent principle to emerge on the higher education scene that seems to contradict accepted views of group learning technologies is that: many universities now choose to offer learning resources online. This paper asks whether Information and Communication Technologies (ICTs) are robust enough to support, sustain and address industry, employer and government calls for greater attention to group skills development in university graduates. Data features an examination of respondent feedback (n 171) in an ICT-rich group work setting, and the subsequent ratings of group skills development over a 13-week period. This discussion offers an account of learner outcomes by adopting Kirkpatrick's (1996) four levels of evaluation of learning as a classification scheme for determining learner satisfaction (Level One), the effectiveness of learning transfer (Level Two), its impact on practice (Level Three) and the appropriation of learning behaviours by participants (Level Four). The contrasting patterns of ICT use between female and male users in the data are discussed in relation to building social presence and producing social categories online. Differences reported here indicate that ICT group work is moving forward, but opportunities to challenge rather than reproduce existing learning relations and differences, remain largely unresolved.

Baslanti, Ugur (2006).  Challenges in Preparing Tomorrow's Teachers to Use Technology: Lessons to be Learned from Research  [Online Submission] 

Today one of the most challenging factors for teachers and schools of education around the world is technology. With the advent of new technological tools; educators, parents, politicians, and administrators are seeking alternative ways of successfully educating the new generations to use these new technologies in their daily lives and to develop new skills to better compete with others. This task, of course, requires teachers who have the knowledge and skills to integrate these technologies in their curricula. Research shows that colleges of education are not doing their jobs effectively in preparing such teachers. This article focuses on research findings that address this issue and attempts to extract lessons that could be useful for other teacher education programs all around the world. The article concludes that there is a growing need of research studies which reports the currently utilized technologies and their impacts on the education and training of teacher candidates. | [FULL TEXT]

Bass, Kristin M.; Puckett, Cassidy; Rockman, Saul (2008).  Models of Digital Collection Use in a University Community  Educational Technology Magazine: The Magazine for Managers of Change in Education, 48, 1. 

Digital collections enable university students and faculty to share academic scholarship across their campuses and beyond. Based on interviews, the authors present cases of faculty, graduate students, and undergraduates to illustrate some factors that seem to determine why they do or do not use digital collections in their research, teaching, and learning. Findings have implications for the kinds of support structures needed to sustain digital scholarship.

Bass, Randy (2001).  The Web, Sacred and Profane.  Educational Technology, 41, 5. 

Considers the question of locating an epistemology of the World Wide Web in light of paradigms of knowing. Highlights include knowledge as contingent and positional; knowledge on the Web as being dependent on metaknowledge; knowledge structures; and expert learning as a paradigm for a Web-based epistemology.

Bassili, J. N. (2006).  Promotion and Prevention Orientations in the Choice to Attend Lectures or Watch Them Online  Journal of Computer Assisted Learning, 22, 6. 

When presented with the option to use a new instructional technology, students often face an approach-avoidance conflict. This study explored promotion and prevention orientations, concepts linked to approach and avoidance in Higgins's regulatory focus theory, in the choice to attend lectures or watch them online. Openness, a core disposition in the Big Five Model of personality, and positive attitudes towards the utility of the Internet, reflect promotion orientations that are potentially related to the choice to watch lectures online. By contrast, neuroticism, another core disposition in the Big Five Model, and anxiety about the Internet as a computer technology, reflect a prevention orientation that is potentially related to the choice of attending lectures in class. The results illustrate that both promotion and prevention are at work in the choice to attend lectures or to watch them online. Neuroticism and anxiety about the Internet as a computer technology were related to the choice to attend lectures in class, whereas the perceived utility of the Internet was related to the choice to watch lectures online. Instructional mode choice was not related to examination performance, suggesting that the choice to attend lectures or watch them online has more to do with individual differences in promotion and prevention orientations than with pedagogical characteristics that impact learning.

Bradburn, Frances Bryant (2004).  Preloading Professional Development to Ensure Potential Success  T.H.E. Journal, 31, 12. 

When a state makes the decision to award a small number of high-dollar grants, the stakes are considerable. For North Carolina's IMPACT Model School Grant applicants, professional development started long before a single dollar was ever awarded. In light of these conditions, the state decided to issue a high-dollar, highly prescriptive grant, the IMPACT Model School Grant. The model itself is based on "The North Carolina Educational Technology Plan" (http://tps.dpi.state.nc. us/Tech2000rev). Based on the research to date, the model outlines the infrastructure, hardware, software, professional development and personnel necessary to implement an effective technology program at the building level. The linchpin of the model's success is personnel--a certified instructional technology facilitator who works in partnership with the school's existing library media specialist, as well as a building-level technician and/or technology assistant. It is a collaborative model, one in which the instructional technology facilitator and school library media specialist plan with teachers in a technology-rich, resource-rich instructional environment. The grant funded the implementation of the model--as outlined in the technology plan--at the optimum level.

Bradburn, Frances Bryant (2004).  Tweaking Common Professional Development Models for Added Value  T.H.E. Journal, 31, 12. 

Many kinds of professional development exist within and across schools, but the IMPACT Model School Grant has provided enough professional development dollars to allow some "best practice" modifications to two common models that have reputations for being less than effective: conference attendance and outside consultants. The principal of Clearmont Elementary School, in Burnsville, N.C. believes wide-ranging experiences, particularly in this fast-paced, technology-rich world, are an important part of a 21st century teacher's education. For this reason, Peterson crafted a large portion of his IMPACT Model School Grant's professional development around attendance at state and national conferences. While a broadening of job-related and personal experiences is a highlight of conference attendance, the perception also exists that conference travel can be little more than a state-subsidized party. To ensure that no one could accuse his staff of this, Peterson created a list of 9 conference requirements that all teachers must adhere to before, during and after the conference. Wells Elementary School Principal, James Davis, on the other hand, believed that the IMPACT Model School Grant requirement of flexible access in both the media center and computer lab would be the key to the school's grant success. Davis acknowledges that flexible access and the collaborative planning process it ensures have made a huge difference in the success of the IMPACT Model at Wells. Much of the credit, however, goes to his decision to hire a consultant whose entire focus was essentially a just-in-time, carefully modeled, job-embedded professional development "course" in its implementation.

Braden, Jeffery P.; Huai, Nan; White, Jennifer L.; Elliott, Stephen N. (2005).  Effective Professional Development to Support Inclusive Large-Scale Assessment Practices for All Children  Assessment for Effective Intervention, 31, 1. 

Despite policy mandates to include students with disabilities in educational assessment and accountability programs, current practices suggest a substantial lack of capacity for effective inclusion. Continuing professional development (CPD) is an essential component of disseminating and implementing effective inclusion practices. Recent reviews of CPD for teachers suggest traditional CPD methods are largely ineffective in changing practices. In this article, we identify features of CPD likely to lead to changes in teachers' practices and discuss how these features interact with the unique content and challenges related to inclusion to identify promising CPD practices. Evidence evaluating one CPD effort, Assessing One & All, is presented to document the effectiveness of such CPD practices and to illustrate the benefits and barriers to effective CPD for inclusion in large-scale assessments. These findings provide a foundation for discussing how research can guide CPD efforts to enhance inclusion of students with disabilities in educational assessment and accountability programs.

Bradford, Melanie (2005).  Motivating Students through Project-Based Service Learning  T.H.E. Journal, 32, 6. 

Project-based service learning emphasizes educational opportunities that are interdisciplinary, student-centered, collaborative, and integrated with real-world issues and practices. Teachers have found that environments which foster academic achievement through hands-on, authentic learning can motivate students by engaging them in their own learning (Brophy 1986; Lumsden 1994). Students apply and integrate the content of different subject areas at authentic moments in the production process, instead of in isolation or in an artificial setting. Thus, learning becomes relevant and useful as students establish connections to life outside of school. Authentic projects also help to address real-world concerns and develop real-world skills. This article provides three examples of student-driven service learning projects integrated with technology that engage and motivate California students, while simultaneously encouraging mastery of the academic content standards.

Bradford, Peter; Porciello, Margaret; Balkon, Nancy; Backus, Debra (2007).  The Blackboard Learning System: The Be All and End All in Educational Instruction?  Journal of Educational Technology Systems, 35, 3. 

Blackboard Inc. provides powerful and easy-to-use systems for educational instruction, communication, and assessment. In the last three years, Blackboard Inc. has marketed two major product lines: the Blackboard Commerce Suite and the Blackboard Academic Suite. The core of the Academic suite is the Blackboard Learning System, the course management system for classroom and online educational assistance. Other course management systems and learning management systems exist, including Angel/LMS, eCollege, GNU General Public License/Linux, and LearningSpace, as well as open-source learning systems such as The Sakai Project, Open Source Portfolio Initiative, Moodle, and uPortal. Despite the drive toward new portal commodities, the Blackboard Learning System has become the dominant e-learning software company. Is this necessarily good for higher educational learning? Members of the United University Professions Technology Issues Committee debate the issue as well as present specific applications of the Blackboard Learning System in distance learning, hybrid courses, and as didactic supplements to other electronic environment enhancement systems.

Bradley, Claire; Boyle, Tom (2004).  The Design, Development, and Use of Multimedia Learning Objects  Journal of Educational Multimedia and Hypermedia, 13, 4. 

This paper concerns the development and use of learning objects to address a real and urgent educational problem--the teaching and learning of introductory programming. The paper outlines the design principles and development process involved in creating self-contained learning objects that are pedagogically rich. It describes how the objects were deployed within a blended-learning approach to course delivery and gives examples of objects developed and how they have been used by students and teaching staff. Full evaluation of the project has been undertaken; data is presented that shows an improvement in pass rates, and how the objects have been received. Finally, the paper discusses the contribution to building a model for well-designed learning objects.

Bradshaw, Amy C.; Bishop, Jeanne L.; Gens, Linda S.; Miller, Sharla L.; Rogers, Martha A. (2002).  The Relationship of the World Wide Web to Thinking Skills.  Educational Media International, 39, 3-4. 

Discusses use of the World Wide Web in education and its possibilities for developing higher order critical thinking skills to successfully deal with the demands of the future information society. Suggests that teachers need to provide learning environments that are learner-centered, authentic, problem-based, and collaborative. 

Bradshaw, Amy C.; Johari, Abbas (2003).  Effects of an Online Visual Procedure on Task Completion, Time, and Attitude  Journal of Educational Computing Research, 29, 4. 

Although substantial literature exists regarding learning with visuals, most consider text the primary channel with varying amounts of visuals explored as a secondary channel. This study considered the effectiveness of visuals-only procedural guides versus visuals plus added text, using visuals as the primary channel and using visuals developed from screen shots to eliminate the need to create a visual, stand-in vocabulary. There was no difference in the level of successful task completion between treatment groups. The time required to complete the task was measured and there were significant differences in the amount of time required by treatment group, age, and sex. Both treatment groups responded favorably to the procedures on a follow-up attitude questionnaire. Implications of the study and suggestions for further research are discussed.

Bradshaw, Lynn K. (2002).  Technology for Teaching and Learning: Strategies for Staff Development and Follow-Up Support.  Journal of Technology and Teacher Education, 10, 1. 

Discusses the staff development strategies included in the technology plans of 27 school districts. Highlights include teachers' concerns about technology implementation; measures of teacher and student performance; and recommendations for strengthening technology staff development initiatives to increase the likelihood that they will result in improved teaching and learning.

Bradshaw, Pete; Powell, Stephen; Terrell, Ian (2005).  Developing Engagement in Ultralab's Online Communities of Enquiry  Innovations in Education and Teaching International, 42, 3. 

This paper provides an account of the development of online communities at Ultralab for students engaged on masters-level programmes, doctoral research and continuing professional learning. It considers the ways in which the engagement of learners, and their consequent participation, is seen to be dependent on several factors--the learners' perception of purpose, their sense of identity and trust, framing of learning activities, interventions from learning facilitators and tutors, and the information architecture of the learning space. The notion of engagement in this online community in higher education (HE) is explored. The term "community of enquiry" is used to indicate the key purpose of the community--that of practitioner-based enquiry, or research.

Bragaw, Don, Ed. (2001).  Technology and Global Education.  [Issues in Global Education] 

This edition of "Issues in Global Education" is devoted to the topic of technology and global education. This newsletter begins with an article describing the role that global telecommunications projects can play in the classroom. It is followed by a project highlight, describing one teacher's pedagogical use of technology to advance her students' literacy skills and understandings of environmental science. The newsletter includes tips on how to integrate technology into the classroom. Also included are brief descriptions of global tele-collaborative projects in various curriculum areas and a listing of organizations that support teachers engaging in cross-cultural online project work. | [FULL TEXT]

Bragg, Debra D.; Bremer, Christine D.; Castellano, Marisa; Kirby, Catherine; Mavis, Ann; Schaad, Donna; Sunderman, Judith (2007).  A Cross-Case Analysis of Career Pathway Programs That Link Low-Skilled Adults to Family-Sustaining Wage Careers. In Brief  [Office of Community College Research and Leadership] 

Little is known about educational programs referred to as "career pathway programs" that attempt to integrate adult literacy, adult basic education (ABE), General Equivalency Diploma (GED) instruction, English language literacy (ELL), and pre-collegiate developmental education with postsecondary career and technical education (CTE) certificate and associate degree programs, and potentially with the baccalaureate degree. By conducting case study research, the authors sought to provide a detailed description of local curricular, instructional and support programs, policies and practices that seek to engage low-skilled adults in adult education and literacy programs that are linked to postsecondary CTE and ultimately to family-sustaining wage employment. Features common to the three pathways and lessons learned about implementation, transferability and sustainability are discussed. [This document represents the executive summary of a recently published technical report by the National Research Center for Career and Technical Education titled "A Cross-Case Analysis of Career Pathway Programs That Link Low-Skilled Adults to Family-Sustaining Wage Careers" (Debra D. Bragg, Christine D. Bremer, Marisa Castellano, Catherine Kirby, Ann Mavis, Donna Schaad, and Judith Sunderman) supported by the Office of Vocational and Adult Education, United States Department of Education.] | [FULL TEXT]

Bragg, Leicha (2007).  Students' Conflicting Attitudes towards Games as a Vehicle for Learning Mathematics: A Methodological Dilemma  Mathematics Education Research Journal, 19, 1. 

Mathematics games are widely employed in school classrooms for such reasons as a reward for early finishers or to enhance students' attitude towards mathematics. During a four week period, a total of 222 Grade 5 and 6 (9 to 12 years old) children from Melbourne, Australia, were taught multiplication and division of decimal numbers using calculator games or rich mathematical activities. Likert scale surveys of the children's attitudes towards games as a vehicle for learning mathematics revealed unexpectedly high proportions of negative attitudes at the conclusion of the research. In contrast, student interview data revealed positive associations between games and mathematical learning. This paper reports on the methodological dilemma of resultant conflicting attitudinal data related to game-playing. Concerns arising from the divergence in the results are raised in this paper. Implications based on the experience of this study may inform educational researchers about future methodological choices involving attitudinal research.  | [FULL TEXT]

Bragg, Leicha A. (2006).  "Hey, I'm Learning This"  Australian Primary Mathematics Classroom, 11, 4. 

Mathematics games are often used in the classroom as a reward or warm-up activity before the "real" learning takes place. Many teachers have witnessed how useful games are for tuning-in students to the impending mathematics lesson. However, have teachers considered playing games as the central part of the lesson? This article explores the benefits and negative impact of games in the classroom, and recommends a calculator game that encouraged Year 5 and 6 children to challenge their misconceptions of the multiplication and division of decimals.

Braimoh, Dele; Lekoko, Rebecca (2005).  The Need for Policy Framework in Maintaining Quality in Open and Distance Education Programmes in Southern Africa  [Online Submission] 

The ideals of education for all as proposed by UNESCO (2000) cannot be achieved without tapping into all the existing educational delivery systems. Open and distance education system has caught the attention of a number of Southern African Universities as a viable and "Siamese" twin of the conventional education in achieving flexibility, open and greater access for the heterogeneous clientele of the region. Despite the glowing virtues of distance education, this mode is still looked down upon by some people as inferior to the conventional teaching and learning processes. Paradoxically, learning through the distance education mode has a greater potential to provide education for more learners than the conventional education system. In a dynamic society such as the Southern African region, development has made education a phenomenon that transcends the four walls of the formal classrooms. Thus, a policy framework is needed to ensure that quality education is provided for learners of diverse cultures, including economic background and geographical regions. Such a framework is not only a basic requirement for positive development of the newly emerging distance education institutions, but also an essential instrument for the continued success of the long established institutions, both single and dual mode. The proposed policy framework addresses some of the following: (1) academic (e.g. course integrity, transferability and accreditation); (2) governance (e.g. tuition, fiscal regulation); (3) faculty (e.g. training, workload, support and evaluation); (4) legal (e.g. intellectual property, students and institutional liability); (5) technical (e.g. physical delivery networks, systems reliability, setup and infrastructural support); (6) culture; and (7) economics (e.g. direct and indirect costs of distance education). All these aspects can deter or stimulate certain groups of people to develop interest and consequently enrol for learning through the distance education mode. In this paper, our aim is to stimulate dialogue on the significance, scope of coverage and the processes of formulating a policy framework for maintaining academic excellence as opposed to mediocrity. We are, however, mindful of the fact that practices are diverse in the region, but regardless of this diversity, a regional policy framework is possible to regulate the planning, development and implementation of quality distance education programmes across all levels of education, with particular focus on higher institutions of learning.  | [FULL TEXT]

Brainard, Jeffrey (2007).  The Tough Road to Better Science Teaching  Chronicle of Higher Education, 53, 48. 

For decades introductory science courses have relied largely on lectures and tests that reward memorization of facts and formulas, an approach that has driven away many talented students. While new teaching models have shown success in engaging and retaining undergraduates, they have yet to be widely adopted in academe. For one thing, the tenure system rewards good research above good teaching. For another, faculty members have final say over their own courses, and some are resistant to change. Other professors are unaware of the new methods, in part because the federal government has provided only limited financial support for getting the word out. In this article, the author examines why proponents of new methods of science teaching encounter resistance from science educators. The author also discusses ways in which methods in teaching science could be improved into a "student-centered" approach.

Brakels, Jenny; van Daalen, Els; Dik, Wim; Dopper, Sofia; Lohman, Fred; van Peppen, Andre; Peerdeman, Simon; Peet, Dirk Jan; Sjoer, Ellen; van Valkenburg, Willem; van de Ven, Maarten (2002).  Implementing ICT in Education Faculty-Wide.  European Journal of Engineering Education, 27, 1. 

Explains the implementation of an electronic learning environment at the Delft University Of Technology in The Netherlands. Consists of three line activities: first line of the activities is technology oriented, second line is aimed at creating and using a web site for each course, and third line of activities is geared towards developing new learning environments for courses.

Bramald, Tom; Powell, Jonathan (2006).  The Geomatics.org.UK Project  Mathematics Teaching Incorporating Micromath. 

In this article, the authors describe how pupils can benefit from some unusual and exciting free resources of geomatics.org.uk. Geomatics.org.uk is a project that provides free resources to support teaching and learning in a variety of subjects including maths and geography, often in a cross-curricular way. Via the project website, it is possible, free of charge, to borrow modern, professional surveying equipment, thus putting 21st century technology into the hands of students and providing exciting, kinesthetic learning opportunities.

Branch, Oratile Maribe, Ed. (2001).  Organizations and Associations in North America.  Educational Media and Technology Yearbook, 26. 

Includes annotated entries for associations and organizations headquartered in the United States and Canada whose interests are in some manner significant to the fields of instructional technology and educational media. The U.S. section begins with a classified list designed to facilitate location of organizations by their specialized interests or services.

Branch, Oratile Maribe, Ed. (2001).  Graduate Programs.  Educational Media and Technology Yearbook, 26. 

Describes graduate programs in Instructional Technology, Educational Media and Communications, School Library Media, and closely allied programs in the United States. Entries provide name and address, chairperson, types of degrees offered, special features of the program, admission requirements, degree requirements, number of faculty, number of students, types of financial assistance, and number of degrees awarded in 1998.

Branco, Mario; Soletta, Isabella (2005).  Thermal Expansion: Using Calculator-Based Laboratory Technology to Observe the Anomalous Behavior of Water  Journal of Chemical Education, 82, 4. 

An experiment that consists of following the changes in temperature at different depths in a precooled liquid while the liquid slowly warms up to the temperature of the surrounding environment is presented. The experiment might be used in a course on temperature, on heat transmission, and in particular in the study of convection currents.

Brandt, D. Scott; Uden, Lorna (2002).  A Simplified Method of Eliciting Information from Novices.  Educational Technology, 42, 1. 

Discusses the use of applied cognitive task analysis (ACTA) to interview novices and gain insight into their cognitive skills and processes. Focuses particularly on novice Internet searchers at the University of Staffordshire (United Kingdom) and reviews attempts to modify ACTA, which is intended to gather information from experts as part of instructional design.

Brann, Darrell W.; Sloop, Shawnee (2006).  Curriculum Development and Technology Incorporation in Teaching Neuroscience to Graduate Students in a Medical School Environment  Advances in Physiology Education, 30, 1. 

Today's neuroscience faculty member wears multiple hats and requires diverse skills to succeed in the competitive environment in which they find themselves. A common refrain from graduates is that there is a need for better training in the diverse, multiple skills that they will need to succeed in obtaining a faculty position and excelling in that position once it is obtained. Our university recently developed a new neuroscience graduate program that allowed us to create a curriculum and core courses de novo and that could be tailored to provide training in diverse skills used by everyday neuroscience faculty members. The current article details our rationale, design, and implementation of this new curriculum and its two major core courses. The genesis of the new curriculum also provided an opportune time to introduce and test new teaching technology in the two neuroscience core courses. The technology incorporated included on-line WebCT course sites, computer performance system, and the Tegrity system. Herein, we elaborate on our experiences with the use of this technology in the small class graduate course setting and provide insight on student feedback on the perceived effectiveness of the technology. The mechanisms and considerations that are needed for incorporation of such technology are also discussed. While no single curriculum or technology incorporation scheme will be applicable to all programs, it is hoped that our experiences in curriculum design and technology incorporation will be beneficial to other universities as they consider refining existing programs or beginning new ones.

Branoff, Theodore J. (2000).  Spatial Visualization Measurement: A Modification of the Purdue Spatial Visualization Test - Visualization of Rotations.  Engineering Design Graphics Journal, 64, 2. 

Investigates the effectiveness of using trimetric pictorials instead of isometric pictorials on the Purdue Spatial Visualization Test - Visualization of Rotations (Guay, 1977). Records student responses and response times as well as information on gender, current major, and number of previous graphics courses completed. 

Branson, Robert K. (2002).  Critical Policy Alternatives for Educational Technology.  Educational Technology, 42, 5. 

Discusses attempts at educational reform and suggests that solutions to educational problems must be based on solid research. Topics include paradigm shifts for performance improvement; the need for new organizational structures; educational policy; programmatic research and development; performance support systems; and the effective use of technology and scalability.

Brantley-Dias, Laurie; Calandra, Brendan (2007).  A Practical Design Model for Novice Teachers  Educational Technology Magazine: The Magazine for Managers of Change in Education, 47, 4. 

Novice teachers encounter a variety of challenges and uncertainties, not limited to classroom management, cultural diversity, subject matter expertise, integrating technology, and instructional design. The act of planning, both physically and mentally, is a way to diminish these uncertainties. The purpose of this article is to suggest a design model that can be used by instructional designers and teacher educators to foster reflective, systematic instructional planning in novice teachers.

Brantley-Dias, Laurie; Calandra, Brendan; Harmon, Steve W.; Shoffner, Mary B. (2006).  An Analysis of Collaboration between Colleges of Education and Arts & Sciences in PT3  TechTrends: Linking Research and Practice to Improve Learning, 50, 3. 

This paper seeks to examine efforts by PT3 projects over the last several years to increase collaboration among education and arts & sciences faculty. To what extent have PT3 projects sought to address this issue? How successful have they been? What barriers have they faced? What lessons have they learned? In this article, the authors seek to examine these and other questions in order to gain insight that allows to improve teacher education overall. Specifically, the authors discuss the methods they used to analyze the projects, common approaches of the projects, and lessons learned from the projects. They conclude by discussing implications of their findings, particularly with respect to forming partnerships and writing grants.

Branzburg, Jeffrey (2004).  How to Incorporate Multimedia into Documents  Technology & Learning, 25, 2. 

Multimedia is a mixture of text, audio, video, graphics, and images. Research studies have shown that higher levels of learning occur when students are presented information via multimedia rather than a single medium. The actual mechanics of inserting multimedia components into a file varies from application to application. For example, to insert a movie or sound clip into PowerPoint, go to the Insert menu and choose Movies and Sounds. In AppleWorks, go to the File menu and choose Insert. Multimedia is inserted into a document either by "embedding" (actually becoming part of the document) or by "linking" (in which the document and the multimedia clip remain as two separate files). If the files are linked, and the presentation is copied to another computer, one needs to make sure he also copies the video and audio files he has inserted. The author suggests that one keeps his presentation and any inserted files all in the same folder, then copy the whole folder.

Branzburg, Jeffrey (2005).  Compress Your Files  Technology & Learning, 25, 6. 

File compression enables data to be squeezed together, greatly reducing file size. Why would someone want to do this? Reducing file size enables the sending and receiving of files over the Internet more quickly, the ability to store more files on the hard drive, and the ability pack many related files into one archive (for example, all files related to the same project). This article briefly explains how file compression works.

Branzburg, Jeffrey (2005).  How to Use the Moodle Course Management System  Technology & Learning, 26, 1. 

The Moodle course management system is an open source system that educators can use to create online courses. Begun in 1999, the Moodle community has now grown so that by early June 2005 there were about 3,500 Moodle sites in more than 100 countries (and that counts only registered users). To use Moodle, one first needs to install it on a Web server that his teachers and students can access (both at school and at home). After his network specialist installs Moodle on his school or district's Web server, they need to set up his teacher account; then he can create his online course. He begins by specifying course settings, such as the format of the course, its title, when it starts, and so forth. From there, one builds his course!

Branzburg, Jeffrey (2006).  Use an Interactive Whiteboard: Get a Handle on How This Technology Can Spice up the Classroom  Technology & Learning, 26, 6. 

Interactive whiteboards are desirable peripherals these days. When hooked up to a computer, the whiteboard's screen becomes a "live" computer desktop, which can be tapped to pull down menus, highlight, and move or open files. Users can also circle relevant sections on the projected image, draw geometric figures, and underline. Then they can save the screen--complete with annotations--which can then be e-mailed, made available on a shared server, or printed out. This article provides several ideas for the applications of interactive whiteboards.

Branzburg, Jeffrey (2006).  Make Your Voice Heard!  Technology & Learning, 27, 3. 

A podcast is a method of distributing multimedia files, usually (but not limited to) audio in the MP3 format, over the Internet to subscribers. Anybody can be a subscriber--one only needs the proper software to receive the subscription. In this article, the author discusses how to create one's own podcast. Before creating the podcast, one needs a way to record the audio, an appropriate location on the Internet to which one can upload it, and a method for people to find and subscribe to the podcast. Of course, one needs compelling content to record. Two popular software recording programs are the cross-platform program Audacity, a free audio recorder and editor, and Apple's GarageBand (part of the iLife suite). A microphone for your computer--if not already built in--can cost as little as $5 or as much as $150, depending on quality.

Branzburg, Jeffrey (2007).  I, Director  Technology & Learning, 27, 9. 

Look no further than to the popularity of C-SPAN's annual video documentary competition for middle and high schoolers, and it's obvious that video editing, and the technology that comes with it, is important to today's students. In the past it was a complex, involved, and expensive process. Video editing is now within the reach of anybody with a PC or Mac, both of which come with software (Windows Movie Maker and iMovie, respectively) on which students (and teachers as well) can cut their teeth. Even high-end software products (such as Final Cut Pro and Avid) are now affordable. As a 21st-century teacher, what do you need in order to understand video editing? Either a PC or a Mac with video-editing software, as well as a source of video (such as a digital video camera or downloaded video) on which you can work. Optional, but useful, would be a microphone to record additional audio. To illustrate an easy, low-end way to begin and to practice, the author describes how he used the video capability of his cell phone (an LG 8600) and shares his experience in creating a quick, short video using a variety of multimedia elements.

Branzburg, Jeffrey (2007).  Whiteboards at Your Service: Interactive Whiteboards Can Assist Teachers, Students, Trainers, and District Office Personnel  Technology & Learning, 28, 2. 

Interactive whiteboards have made quite a splash in classrooms in recent years. When a computer image is projected on the whiteboard using an LCD projector, users can directly control the computer from the whiteboard. In some systems such as Smart and Mimio, the finger is used in place of a mouse to open and run programs or move windows around. In the Numonics system a multimedia pen is used directly on the board. Teachers (or students) can annotate the whiteboard with notes and drawings, save those files onto the computer, and then record a video of a sequence of events. Whatever one can do at a computer screen, one can do at an interactive whiteboard--and easily include large groups or the whole class in the process. This article presents several ideas for integrating whiteboards into the classroom. These ideas include recording, graphic organizers, presentations, interactive software, Google Earth, interactive mathematics, and quizzes and games. The article includes a list of manufacturers of interactive whiteboards that offer lessons and activities on their websites.

Branzburg, Jeffrey (2007).  You Can Take It with You: How to Integrate Video Segments in Curriculum--Without Worry  Technology & Learning, 28, 3. 

Video-sharing sites such as YouTube and Google Video contain a great deal of education-related content. For example, YouTube's CitizenTube allows students to access presidential candidates' videos and interviews. However, YouTube and Google Video also contain inappropriate material for students, and therefore several schools and districts have blocked access to those sites. So, how does one get hold of the most useful videos and leave the rest? In this article, the author offers tips to teachers on how they can integrate only appropriate video segments into their curriculum.

Branzburg, Jeffrey (2008).  Creating an Interactive PDF  Technology & Learning, 28, 6. 

There are many ways to begin a PDF document using Adobe Acrobat. The easiest and most popular way is to create the document in another application (such as Microsoft Word) and then use the Adobe Acrobat software to convert it to a PDF. In this article, the author describes how he used Acrobat's many tools in his project--an interactive student-handout PDF about the 2008 presidential election.

Brassell, Danny (2007).  News Flash! (1-3): Newspaper Activities to Meet Language-Arts Standards & Differentiate Instruction  [Crystal Springs Books] 

Meeting the standards. Differentiating. Intriguing, involving, and inspiring students. Teachers meet standards; differentiate instruction; and intrigue, involve, and inspire students with these innovative lessons ripped from the headlines--and from the comics, the weather map, and the classified ads. The author offers step-by-step directions for quick newspaper-based activities--many with reproducibles--to teach everything from capitalization and punctuation to alliteration and onomatopoeia. Tips on getting free or reduced-cost newspapers for the classroom are also included. The book contains the following chapters: (1) Why Use Newspapers--and Where to Get Them; (2) Getting to Know Newspapers; (3) Word Analysis & Fluency; (4) Vocabulary Development; (5) Reading Comprehension; (6) Literary Response & Analysis; (7) Writing Strategies; (8) Writing Applications; (9) Writing Conventions; and (10) Listening & Speaking.

Braswell, Ray, Ed. (2001).  Special Needs. [SITE 2001 Section]. 

This document contains the following papers on special needs from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Preparing Teachers To Use Assistive Technology in Inclusive Settings" (Dina Rosen and Arlene Bloom); (2) "Academic Achievement Problems: Developing Curriculum Based Software To Help Low Achievers" (Xavier Bornas and Jordi Llabres); (3) "The Need for Assistive Technology in Educational Technology" (Terence Cavanaugh); (4) "Forming Personnel, Creating Cultures. Participative System for Preparing Content Providers for Homepages Addressed to People with Special Needs" (Ana Loureiro Jurema and others); (5) "Preparation of Educators To Provide Effective Computer-Based Assistive Technology Accommodations for Students with Disabilities" (Suzanne Lamorey and Ivana Bartarelo); (6) "Website 101: Creating Annotated Special Education Bibliotherapy with Children's & Young Adult Books" (Philip Lanasa and others); (7) "Integrating Technology in Classrooms with Learning Disabled Students: Teachers' Needs and Professional Development Implications" (Jean Loiselle and others); (8) "The Integration of Assistive and Adaptive Technologies into the Preservice and Advanced-Level Courses of Instructional Technology and Special Education" (Caroline M. Crawford and Sylvia S. Martin); (9) "Designing Accessible Web Sites for People with Disabilities" (Robert V. Price); (10) "Assistive Learning within a Special Needs Environment" (Randy L. Seevers and others); and (11) "Special Educators' Technology Literacy: Identifying the Void" (Roberta K. Weber and others). Most papers contain references. | [FULL TEXT]

Bratina, Tuiren A.; Hayes, Darrin; Blumsack, Steven L. (2002).  Preparing Teachers To Use Learning Objects.  Technology Source, 2002. 

Describes advantages of using learning objects for technology-supported instruction, with a focus on higher education. Explores why teachers would want to use them, and explains how to facilitate their use. Emphasizes effective implementation of existing learning objects, rather than the separate issue of designing learning objects.

Braun, Joseph A., Jr. (2004).  Technology in the Classroom: Tools for Building Stronger Communities and Better Citizens  Kappa Delta Pi Record, 40, 2. 

Instead of a bane to the future of democratic living in the United States, technology could be a tool to build democratic understanding and ways of living. Using techniques described in this article, which focus on three democratic principles, classroom teachers can incorporate technology as an instructional tool while at the same time furthering goals of the schools' civic mission, the preparation of the next generation of citizens. The first principle considers specific tools, such as search engines and databases, which can play a vital role in helping students become informed citizens. Resources are described in the second principle, which addresses questions of technology and freedoms of speech, privacy, and the right to assemble. The role of moral education and resources for service learning are the focus of the third principle.

Bravo, Crescencio; Redondo, Miguel A.; Ortega, Manuel; Verdejo, M. Felisa (2006).  Collaborative Environments for the Learning of Design: A Model and a Case Study in Domotics  Computers and Education, 46, 2. 

Design plays a central role in a range of subjects at different educational levels. Students have to acquire the knowledge necessary for the execution of tasks that enable them to construct an artefact or model that can be tested by simulation and that satisfies some requirements and verifies some constraints. They achieve this by means of a design process. In some design domains, there is a lack of teaching tools from a learner-centred perspective. Moreover, when these domains are complex, the design problems that the students have to solve during their learning process require the design activity to be carried out in group. In response to this situation, we have developed a design model and a collaborative learning method. Using this conceptual framework, we have built a collaborative environment for the learning of domotical design by means of complex problem solving, with an emphasis on synchronous collaboration for work distribution, discussion, design in shared surfaces and simulation. This environment has already been evaluated and used in real teaching experiences.

Brawner, Catherine E.; Allen, Rodney H. (2006).  Future Teachers' Classroom Applications of Technology  Computers in the Schools, 23, 1-2. 

Student teachers from North Carolina's public teacher preparation institutions were surveyed in 2002 and 2003 to learn about the environment in which they taught and the activities they undertook with respect to using technology. Responses regarding the "most successful" use of technology in the classroom were analyzed to determine if they reflected Type I or Type II applications of technology as defined by Maddux, Johnson, and Willis (1997). Type I, or drill-and-practice applications, were found at all grade levels but were most prevalent in K-2 classrooms. The most common of the Type II applications, those that require active intellectual involvement by the learner, was using the Internet for research. Examples of integrated Type II activities are provided.

Bray, Marty; Pugalee, David; Flowers, Claudia P.; Algozzine, Bob (2007).  Accessibility of Middle Schools' Web Sites for Students with Disabilities  Clearing House: A Journal of Educational Strategies. 

Many middle schools use the Web to disseminate and gather information. Online barriers often limit the accessibility of the Web for students with disabilities. The purpose of this study was to evaluate the accessibility of home pages of a sample of middle schools. The authors located 165 Web sites using a popular online directory and evaluated the sites for accessibility. A software program quantified the number of accessibility errors at each site. Most middle school home pages had accessibility problems, and the majority of them represented severe concerns that should be given a high priority for improvement. The good news is that the majority of the errors can easily be corrected. The work reflects a need for middle schools to continuously examine the accessibility of their home pages. Direction for improving accessibility is provided.

Bray, Nathaniel J.; Del Favero, Marietta (2004).  Sociological Explanations for Faculty and Student Classroom Incivilities  New Directions for Teaching and Learning, 2004, 99. 

To understand the current apparent upsurge in classroom incivility, the authors turn to the literature for possible causes and solutions.

Bray, Nathaniel J.; Harris, Michael S.; Major, Claire (2007).  New Verse or the Same Old Chorus?: Looking Holistically at Distance Education Research  Research in Higher Education, 48, 7. 

While there continues to be a proliferation in the number of studies conducted on various aspects of distance education, we are often left with little understanding of the holistic planning and effects of it. This paper draws lessons learned from the literature on distance education over the past five years. This review did not seek to be exhaustive in presenting the findings of every study, but instead focuses on specific instruction we can take from past research at the institutional, faculty, and student levels.

Brazburg, Jeffrey (2007).  Ready for Your Close up? Create and Post a Video Blog with Ease  Technology & Learning, 27, 6. 

Blogs, which began as a way to easily post one's thoughts online in print, have evolved to include multimedia capabilities. A blog is not limited to text--audio and video can be incorporated. A video blog (commonly called a vlog) is a blog that uses video in its posts. People who create vlogs are vloggers, and the worldwide community of vlogs and vloggers is the vlogosphere. Many vlogs are student-created projects. It's a great learning experience. In this article, the author offers tips on how to create and post videos on blogs.

Belanger, Yvonne (2000).  Laptop Computers in the K-12 Classroom. ERIC Digest. 

Improvements in portable computing technology and examples of successful pilot programs using laptop computers and other portables have inspired many K-12 schools to consider laptops for their students. In a study of Anytime Anywhere Learning, commissioned by Microsoft (published as the Rockman Report), five models were identified of laptop use currently in place at the K-12 level: concentrated, where each student has his/her own laptop for use at home or in school; class set, where a school-purchased classroom set is shared among teachers; dispersed, where in any given classroom there are students with and without laptops; desktop, where each classroom is permanently assigned a few laptops for students to share; and mixed, which is some combination of these models. While the future of mobile computing in K-12 education is still uncertain, and though solutions of cost, technical support needs, security, and equitable access remain challenges for many schools, many with laptop programs remain positive and enthusiastic about the changes observed and benefits their students derive from access to portable computers. Although many laptop programs are new and studies are still in progress, research has shown educational benefits from the use of laptops, particularly with respect to increasing student motivation and creating more student-centered classrooms. | [FULL TEXT]

Belanich, James; Wisher, Robert A.; Orvis, Kara L. (2004).  A Question-Collaboration Approach to Web-Based Learning  American Journal of Distance Education, 18, 3. 

A Web-based tool that allows students to generate multiple-choice questions in a collaborative, distributed setting was evaluated through several comparisons. Students first completed a Web-based tutorial on writing effective multiple-choice questions and then authored questions on a given topic. Next, using the Web-based tool, groups of students reviewed and critiqued questions written by others within their group on the same topic. Based on these critiques, students were permitted to modify their original questions. They then were tested on questions prepared by other groups, either on the same or on other topics. Students who collaborated within a topic scored approximately 7% higher on the test within that topic than students who either collaborated on other topics or did not use the collaboration tool. Of the 336 questions developed, 77% were considered acceptable by instructors, indicating that the questions could be repurposed for inclusion in future tests. A majority of the critiques were constructive, indicating that the collaborative process was supportive of learning.

Belawati, Tian; Zuhairi, Amin (2007).  The Practice of a Quality Assurance System in Open and Distance Learning: A Case Study at Universitas Terbuka Indonesia (The Indonesia Open University)  [Online Submission] 

Quality assurance for distance higher education is one of the main concerns among institutions and stakeholders today. This paper examines the experiences of Universitas Terbuka (UT), which has initiated and implemented an innovative strategy of quality assurance (QA) for continuous improvement. The credo of the UT quality assurance system is "We write what we do. We do what we write. We check. We improve continuously!" Implementing a quality management system at the UT, a mega-university with a student body of more than a quarter of a million and which involved a network of participating institutions and regional centers, was a formidable task to accomplish. To achieve its lofty goal, UT adopted and contextualized the draft of the Asian Association of Open Universities (AAOU) QA Framework to launch its own quality assurance program. This has taken a great deal of commitment and participation of all staff involved. QA at the UT required systematic and step-by-step processes, including development of the QA framework and job manuals, raising awareness and commitment amongst all staff involved, internal assessment, and integration of QA programs into the university's annual action plans, external assessment and benchmarking. This paper concludes that quality assurance must be developed as institutional policy and strategy for continuous improvement. [This article was published in the Regional Focus Issue: Changing Faces of Open and Distance Education in Asia.] | [FULL TEXT]

Belcastro, Frank P. (2002).  Electronic Technology and Its Use with Rural Gifted Students.  Roeper Review, 25, 1. 

Electronic technology can be used to overcome many of the barriers to delivering services to rural schools and it can expand the world of rural gifted students. On-line college and high school sites offering courses are listed. Also listed is a site for tutoring and one offering help for teachers. 

Belcastro, Frank P. (2004).  Rural Gifted Students Who Are Deaf or Hard of Hearing: How Electronic Technology Can Help  American Annals of the Deaf, 149, 4. 

Electronic technology can be used to overcome many of the barriers and other factors that restrict delivery of services to rural schools; it can also expand the world of rural gifted students who are deaf or hard of hearing. Online college and high school Web sites that offer courses are listed, as well as a Web site for tutoring and one offering help for teachers of rural gifted students who are deaf or hard of hearing. Recommendations are made for ways that legislatures and rural school districts can make Internet resources and assistive technology more widely available in rural educational settings.

Belcastro, Frank P. (2006).  Computers and Students and Adults Who Are Impaired  [Online Submission] 

Assistive devices and assistive software make it possible for the impaired to use computers with all of its processing programs and to access the Internet. Assistive software and assistive devices are described that are specifically intended for students and adults who are blind or visually impaired, students and adults who are deaf or hard of hearing, and students and adults who are motor impaired. Recommendations and conclusions are drawn. | [FULL TEXT]

Beldarrain, Yoany (2006).  Distance Education Trends: Integrating New Technologies to Foster Student Interaction and Collaboration  Distance Education, 27, 2. 

Current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of learner-centered constructivist environments. The purpose of this article is to explore the benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning. It also reviews social software applications such as Writeboard[TM], InstaColl[TM], and Imeem[TM]. Although emerging technologies offer a vast range of opportunities for promoting collaboration in both synchronous and asynchronous learning environments, distance education programs around the globe face challenges that may limit or deter implementation of these technologies. This article probes the influence of technology on theory and the possible implications this influence affords.

Bell McKenzie, Kathryn; Joseph Scheurich, James (2004).  The Corporatizing and Privatizing of Schooling: A Call for Grounded Critical Praxis  Educational Theory, 54, 4. 

Our review of Henry Giroux's Stealing Innocence, Alex Molnar's Giving Kids the Business, and Kenneth Saltman's Collateral Damage describes how these authors assess the problems posed by contemporary corporate influences on public schools and considers the solutions they offer to counter those influences. We also examine Henry Levin's edited collection Privatizing Education, in which various authors address research on privatization in schooling. In our analysis of this book, we highlight the underlying themes of the wide-ranging chapters. Next, we critique all four books, focusing primarily on the books by Giroux, Molnar, and Saltman. We suggest that these three authors provide a somewhat totalized and ahistorical portrait of contemporary corporate influences on schooling and offer a solution that depends on teachers acting as democratic revolutionaries, though there is no realistic possibility that teachers today would take on this role. In contrast, we call for a critical theory and practice that is grounded both in a more complex understanding of the current historical context and also in a dialogical engagement with students, teachers, parents, and other community members.

Bell, Ann (2005).  Creating Digital Video in Your School  Library Media Connection, 24, 2. 

Creating digital videos provides students with practice in critical 21st century communication skills, as the video production involves critical thinking, general observation, and analysis and perspective-making skills. Producing video helps students appreciate literature and other expressions of information and students creating digital video contribute positively to the learning community and society and recognize the importance of information in a democratic society.

Bell, Edwin D.; Ireh, Madu (2002).  Planned Change in Teacher Education: Unfreezing the Status Quo through the Integration of Technology. 

This study examined planned change in Winston-Salem State University's teacher education program. An external review of the School of Education indicated a weakness in program planning and curriculum design. This review stimulated planned change initiative to strengthen teacher education. Factors influencing the internal environment of teacher education were noted, including uneven student performance on Praxis II examinations. In examining this uneven performance, researchers determined that instruction was a function of the preferences of whichever faculty member taught each course. In many cases, faculty did not utilize recommended standards or principles. Researchers worked to re-design the special education curriculum and seek pilot-test status for NCATE 2000 standards with their scheduled accreditation visit. Neither initiative generated the necessary change, so a PT3 grant, Technology Infusion Project, was secured. The project emphasized professional development for faculty and cooperating teachers, providing workshops on curriculum alignment, computer skills, and multimedia technology use. Over time, training became more sophisticated. Two years of evaluation data suggest that teachers found the workshops useful. The workshops resulted in enhanced student performance. Teachers felt more competent in curriculum design, assessment, and computer utilization. They appreciated the opportunity to network. Quality and accessibility of technical support were significant factors in participants' skills and knowledge acquisition. | [FULL TEXT]

Bell, Lee; Jones, David; King, Julia; Nicholson, Claire; Pinks, Andrew (2007).  May the Force Be Whiteboard!  Mathematics Teaching Incorporating Micromath. 

As final year BA and Qulified Teacher Status students, the authors thought they had already realised the power of using an interactive whiteboard (IWB). The use of information and communications technology is something they have to consider in the planning in every one of their lessons, including PE. However, the challenge of planning a maths lesson that exploits the power of the IWB forced them to think about just what is possible. When they had to deliver a year 6 mathematics lesson on an area of their choosing that fully demonstrated their knowledge of the tools available for use on an IWB for a class that they knew very little about, they decided to plan a lesson exploring the properties of 2D shapes and how these properties can be used to classify them. In this article, the authors describe this themed lesson, which made maximum use of an IWB, and the lessons they learned about integrating technology in the classroom. They conclude that using an IWB enhances lessons, not only in maths but across the curriculum.

Bell, Lori; Peters, Thomas A. (2004).  Online Programming Can Be a Library Oasis on the Internet  Computers in Libraries, 24 n10 p18-20, 22-24 Nov-Dec 2004. 

The Internet is many things to many people. Some see the Internet as the Wild West, a yawning wilderness waiting to be tamed and cultivated. For companies like eBay, the Internet is a steady, transaction-based revenue stream. For the dot-com companies, the Internet was perceived as a California gold rush. In terms of online library programming for patrons, the Internet currently is a desert. Online Programming for All Libraries, aka OPAL (http://www.opal-online.org), is an outpost of progress, a library oasis amid the shifting sands of the Internet. This article describes a wonderful, versatile technology from Talking Communities (http://www.talkingcommunities.com) called iVocalize, which provides Internet conferencing and programming software.

Bell, Malcolm; Bell, Wendy (2005).  It's Installed...Now Get on with It! Looking beyond the Software to the Cultural Change  British Journal of Educational Technology, 36, 4. 

This case study looks at the lessons learned from the ultimately successful implementation of the Blackboard Managed Learning Environment at Northumbria University and explores how these are now being applied to the matching implementation at a local further education college, which we are supporting. The study identifies key aspects that emerged from Northumbria's experience -- the application of models of innovation from both educational and business worlds, the need to take account of the impact of cultural change, the need for effective staff development for all stakeholders, the need for a "road map" for the development, and the need for ongoing dialogue with clients (staff) and customers (students). It reflects upon how Northumbria's approach has led to the emergence of a learning organisation that is adaptive and responsive and how a business approach can be applied to higher and further education innovations.

Bell, Mary Ann (2005).  State-Funded Informational Databases: You May Lose Them Even if You Use Them!  Teacher Librarian, 32, 3. 

State-funded informational databases are a boon to students, teachers, and teacher-librarians, but as states struggle with budgets, funding for these resources is endangered survey results on the status of databases in all fifty states along with suggestions for keeping the databases or dealing with their absence follow. Today's students and teachers need authoritative, current sources of information for research and learning. Informational databases are invaluable resources and must be made available to all students regardless of the size or affluence of their schools and districts. Prior to the 2003-2004 school year, Texas teacher-librarians were proud to be part of an initiative that provided K-12 students such access. In exchange for uploading library collections to a state union catalog and agreeing to participate in interlibrary loan, Texas teacher-librarians could join a consortium called Texas Library Connection, or TLC, and thus have access to databases including the Gale offerings, Encyclopedia Britannica, and others. Students could log on at home as well as at school.

Bell, Mary Ann (2005).  Encouraging Image-Savvy Imagination: Creative and Ethical Use of Graphics  Library Media Connection, 23, 6. 

The increasing use of graphics by students and teachers starting with clip art on worksheets and handouts is discussed. A few tips to the students regarding the use of graphics are provided.

Bell, Paul D. (2007).  Predictors of College Student Achievement in Undergraduate Asynchronous Web-Based Courses  Education, 127, 4. 

This study examined the effects of self-regulated learning (SRL) and epistemological beliefs (EB) on individual learner levels of academic achievement in Web-based learning environments while holding constant the effect of computer self-efficacy, reason for taking an online course, prior college academic achievement, and parental level of education. The study constituents included 201 undergraduate students enrolled in a variety of asynchronous Web-based courses at a university in the southeastern United States. Data was collected via a Web-based questionnaire and subjected to the following analyses: separate exploratory factor analyses of the self-regulated learning and the epistemological beliefs question items, correlations between the independent variables and the dependent variable, and linear regression of final course grades with all the variables in the model. Analysis of the data revealed that three independent variables (prior academic achievement (GPA), expectancy for learning, and an interaction term based on the cross product of these two variables were significant predictors in the model of learning achievement in asynchronous online courses. Discussion of the study's predictive model follows.

Bell, Randy L.; Lederman, Norman G. (2003).  Understandings of the Nature of Science and Decision Making on Science and Technology Based Issues.  Science Education, 87, 3. 

Investigates the role of the nature of science in decision making on science- and technology-based issues. Delineates factors and reasoning associated with types of decisions. Compares decision influence factors and decision-making strategies. Indicates that participants based their decisions primarily on personal values, morals/ethics, and social concerns and the nature of science did not figure prominently in decisions.

Bell, Randy L.; Park, John C.; Toti, Doug (2004).  Digital Images in the Science Classroom. In the Curriculum--Science  Learning and Leading with Technology, 31, 8. 

In many ways, the role of visualization in science is distinct from other disciplines. Many natural processes--and even some objects--are too small, too fast, too slow, or too far away to view without highly specialized equipment. Of course, students at every grade level can understand a phenomenon better when they can see it. That is why textbooks attempt to illustrate scientific concepts with photographs and diagrams, and science teachers stock their classrooms with microscopes. Teachers have also taken advantage of videotapes and laserdiscs to present a wider variety of visual images to students. The World Wide Web opened access to even more up-to-the-minute, state-of-the-art scientific images. In all these examples, however, the control of the content remains solely with the teacher. The new generation of imaging sensors (such as charge coupled displays, or CCDs) have made digital cameras and other technologies possible that can put the control of image making in the hands of students. This article discusses the following functionality of imaging sensors for students: acquiring; analyzing; creating; and communicating. The article concludes that digital images offer a means of extending and building upon traditional methods of inquiry in science class. The role of the student can shift from passive observer to engaged participant. Benefits include the ability to capture events that would not otherwise be observable, and to share conclusions about such events through images incorporated into science journals and Web sites. | [FULL TEXT]

Bell, Randy L.; Trundle, Kathy Cabe (2008).  The Use of a Computer Simulation to Promote Scientific Conceptions of Moon Phases  Journal of Research in Science Teaching, 45, 3. 

This study described the conceptual understandings of 50 early childhood (Pre-K-3) preservice teachers about standards-based lunar concepts before and after inquiry-based instruction utilizing educational technology. The instructional intervention integrated the planetarium software "Starry Night Backyard[TM]" with instruction on moon phases from "Physics by Inquiry" by McDermott (1996). Data sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants' interviews were used along with the drawings and card sorting responses during data analysis. The various data were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of the participants understood the cause of moon phases, and none were able to draw both scientific moon shapes and sequences. After the instruction with technology integration, most participants (82%) held a scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences (80%). The results of this study demonstrate that a well-designed computer simulation used within a conceptual change model of instruction can be very effective in promoting scientific understandings.

Bell, Reginald L.; Quazi, Rahim (2005).  Student Perceptions of Effective Visual Aid Usage  [Online Submission, Journal of Business and Leadership: Research, Practice and Teaching v1 n1 p234-244] 

This study investigates whether significant differences exist across college undergraduates' grade levels, majors, gender, age levels, and income levels regarding their perceptions of visual aid usage in effective presentations. These differences were measured by subjecting 226 college undergraduates at a medium sized state university to a Visual Aid Usage Presentation Survey (VAUPS). Principal component factor analysis was performed on collected data, which revealed significant differences in students' perceptions across declared majors and college grade levels on all factors. These results suggest that business professors should present visual information according to differing perceptions of effectiveness across majors and grade levels. The Visual Aid Usage Presentation Survey (VAUPS) is appended.  | [FULL TEXT]

Bell, Tim; Cockburn, Andy; McKenzie, Bruce; Vargo, John (2001).  Flexible Delivery Damaging to Learning? Lessons from the Canterbury Digital Lectures Project. 

Preparing courses for flexible delivery and distance education is normally a time-consuming and expensive process. This paper describes the design and evaluation of a system that automatically captures and indexes audio and video streams of traditional university lectures without demanding any changes in the style or tools used by teachers. Using a "Wizard-of-Oz" technique to simulate the automatic indexing, a 4-month trial of the system in a large (746 students) first year Computer Studies course was run. The results reveal some surprising social implications of making flexible delivery available to students at a residential university. Early in the trial, many students expressed an intention to use the system, but few used it. Late in the course, many students stated that they urgently needed the system for revision, but even fewer used it. At the same time, lecture attendance appeared to be lower than normal. It is hypothesized that the availability of a flexible alternative to lectures removed the necessity of attending lectures, and that students deceived themselves about their intentions to catch up using the digital medium.   | [FULL TEXT]

Bellard, Eloise M. (2005).  Information Literacy Needs of Nontraditional Graduate Students in Social Work  Research Strategies, 20, 4. 

The increased use of technology in academia combined with the challenges posed by growing enrollments of nontraditional graduate students have forced institutions to adapt educational programs to insure student retention and academic success. This case study examines student perceptions and responses to a required information literacy workshop, developed for a Masters in Social Work, herein referred to as an MSW program. A review of the literature on information literacy needs of graduate students (specifically nontraditional students entering MSW programs) is presented below. Also included are the results of a pre/post-questionnaire that was developed and administered in the fall of 2003/2004 along with classroom observations to determine if additional information literacy instruction was necessary. The findings suggested that there was significant need for additional instruction and that graduate students recognize the need for information literacy instruction throughout their MSW track.

Beller, Caroline; Griffith, Priscilla; Williams, Samella; Orr, Betsy; Hunt, Sharon (2001).  Who Will Teach for Arkansas? 

This paper describes the Teach for Arkansas program, a partnership which addresses the problem of recruiting student teachers who reflect the state's diverse cultures and who will be successful teaching diverse students. Partners include: the University of Arkansas; Phillips Community College and the Delta public schools; the SBC Foundation; and the Walton Family Foundation. The program recruits students to a teacher education program administered by the University of Arkansas which is delivered via technology at Phillips Community College. A full-time University of Arkansas faculty member was hired from the Delta to work with the program, teach courses, and supervise student teaching. This faculty member's salary is paid by the Walton Family Foundation, as are minority students' tuitions. As part of their internship during the program's fifth year, students teach in Delta schools, which provides faculty development for inservice teachers. The SBC Foundation has provided a grant for fifth year students to attend the Arkansas Reading Association conference in Little Rock so that distance education students have a chance to leave their campus and meet traditional students from the University of Arkansas campus. | [FULL TEXT]

Belson, Sarah Irvine (2002).  Colloquium: Serendipity and the Teachable Moment.  TECHNOS, 11, 1. 

Discusses how collaborative technologies and computer-based communication have influenced preservice teacher education. Considers the professor's relationship with online students; preparing teachers to interact with students through the new technologies; and the professor as role model for good teaching and facilitator of learning.

Bement, Arden L. (2007).  Cyberinfrastructure: The Second Revolution  Chronicle of Higher Education, 53, 18. 

The engine of change for the next revolution is cyberinfrastructure, a comprehensive phenomenon that involves the creation, dissemination, preservation, and application of knowledge. It adds new dimensions that greatly increase transformational potential. Cyberinfrastructure combines complex elements to create a dynamic system. It eclipses its many hardware and software components to enable people and their interactions with technology to become the central focus. At the heart of the cyberinfrastructure vision are cultural communities that support peer-to-peer collaboration and new modes of education. They are distributed-knowledge communities in an institutional context, not of bricks and mortar like the traditional university, but rather virtual organizations that work across institutional boundaries--and ultimately around the globe.

Bayat, Nihat (2007).  The Effectiveness of Advance Organizers on the Signification of Poetic Images  Educational Sciences: Theory and Practice, 7, 3. 

Advance organizers activate the most suitable schema to learn new material. Poetic images are signified in schemata and the elements which are not expressed may be called by advance organizers. The purpose of this investigation is to discern the effectiveness of advance organizers on the signification of poetic images. Pretest-posttest experimental design with a control group was used in the study. The two sophomore groups from the Social Sciences Teaching department at Dokuz Eylul University formed the sample for the study. 74 students (36 in the experimental group, 38 in the control group) participated in the study. The experimental group was given advance organizers. Data were collected by the Achievement Test, measuring the signification of poetic images. There was a statistically significant difference (p less than 0.01) between the groups in the signification of poetic images after the treatment. The difference was in favor of the experimental group.

Bayerl, Katie (2007).  Rigor Plus Support: How Science Teachers Use Literacy Techniques to Get Students Ready for College  [Jobs for the Future] 

Schoolwide literacy--the teaching of reading, writing, speaking, and thinking practices in all content areas--is generally considered an effective, even necessary, approach to addressing the learning needs of adolescents. In early college high schools, which blend high school and college for students who are underserved in higher education, the need to identify and implement effective schoolwide literacy practices is perhaps most urgent. With seed funding from the W.K. Kellogg Foundation, 14 early college high schools have led the Early College High School (ECHS) Literacy Network by piloting schoolwide literacy action plans since 2004. The three science teachers highlighted in this document teach in ECHS Literacy Network schools. Each of them, through a mix of individual research, innovation, and the support of colleagues, has crafted an approach to addressing literacy in a science classroom. Each classroom practice featured has been honed to a point where it is ripe for sharing, and is easily transferable to other content areas. The author encourages readers to use these strategies in their own classrooms and pass them along to colleagues.  | [FULL TEXT]

Baylor, Amy L. (2002).  Expanding Preservice Teachers' Metacognitive Awareness of Instructional Planning through Pedagogical Agents.  Educational Technology Research and Development, 50, 2. 

Describes an experimental study of preservice teachers who developed an instructional plan for a case study within the Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) computer-based environment. Discusses systematic instructional planning (instructivist agent); constructivist agent; metacognitive awareness; attitude; and implications for teaching instructional planning to preservice teachers. 

Baylor, Amy L.; Ritchie, Donn (2002).  What Factors Facilitate Teacher Skill, Teacher Morale, and Perceived Student Learning in Technology-Using Classrooms?  Computers & Education, 39, 4. 

Investigated the impact of seven factors related to school technology (technology planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures (teacher's technology competency, technology integration, teacher morale, impact on student content acquisition, and higher order thinking skills).

Baylor, Amy L.; Ryu, Jeeheon (2003).  The Effects of Image and Animation in Enhancing Pedagogical Agent Persona  Journal of Educational Computing Research, 28, 4. 

The purpose of this experimental study was to test the role of image and animation on: a) learners' perceptions of pedagogical agent persona characteristics (i.e., extent to which agent was person-like, engaging, credible, and instructor-like); b) agent value; and c) performance. The primary analysis consisted of two contrast comparisons: 1) comparing the presence/absence of agent image; and 2) comparing static versus animated agent images. In the study, 75 preservice teachers developed an instructional plan for a case study involving designing economics instruction for the concepts of supply and demand within the MIMIC (Multiple Intelligent Mentors Instructing Collaboratively) agent-based environment. Overall, animation was found to be beneficial for all four persona characteristics, but not always as the single best implementation. For the agent to be perceived as instructor-like, a strong positive effect was found for the presence of agent animation. Agent credibility was facilitated by either a static or animated image, with the presence of an image being critical. Perceptions of the agent as engaging and person-like were also improved by animation, although person-like was not affected by presence/absence of image. Results are discussed in terms of implementing anthropomorphic pedagogical agents to support computer-based instruction.

Baylor, Amy; Kitsantas, Anastasia; Chung, Hyunmi (2001).  The Instructional Planning Self-Reflective Tool: A Method for Promoting Effective Lesson Planning.  Educational Technology, 41, 2. 

Explains the instructional planning self-reflective tool (IPSRT) that can be used to facilitate self-regulatory strategies, specifically self-monitoring and self-evaluation, in instructional planning for pre-service teachers. Discusses traditional instructional systems design, the importance of lesson planning, instructional goals and objectives, and instructional effectiveness.

Bayrak, Bekir; Kanli, Uygar; Ingec, Sebnem Kandil (2007).  To Compare the Effects of Computer Based Learning and the Laboratory Based Learning on Students' Achievement Regarding Electric Circuits  [Online Submission] 

In this study, the research problem was: "Is the computer based physics instruction as effective as laboratory intensive physics instruction with regards to academic success on electric circuits 9th grade students?" For this research of experimental quality the design of pre-test and post-test are applied with an experiment and a control group. The data are collected by "Computer Laboratory Interest Survey (CLIS)", "Physics Laboratory Interest Survey (PLIS)", "Electrical Circuits Success Test (ECST)". For the analyses of the data, the arithmetic mean, the standard deviation, dependent and independent t-tests are used. At the end of the study it is seen that there does not exist a significant difference between the instruction in laboratory and the instruction with computer to influence the success of the students. Thereby, it can be concluded that the computer based learning is as effective as the laboratory based learning on students' achievement.  [Abstract is provided in both English and Turkish.] | [FULL TEXT]

Bayrak, Beyza Karadeniz; Erkoc, Mehmet Fatih; Gul, Mustafa Onur (2007).  Integration Application in Interdisciplinary Teaching: Case of Science and Technology Areas  [Online Submission] 

Interdisciplinary teaching usually starts with question or subject and it continues as answering complicated questions. The basic objective in interdisciplinary teaching is not to transfer knowledge of a specific discipline but more to use knowledge of various disciplines for a specific aim. Interdisciplinary programs are composed of collaboration activities which are performed between two or more teachers/instructors. Rapid development of information and communication technologies increases the need of using technology in learning-teaching process. Using technology in learning medium provides enhance learning skills for students, attracts students' interests, focuses on student and helps to increase their motivation. In this study, it is aimed to examine interdisciplinary approach with details and to present applications of science and technology integration. It can be also counted a literature research. | [FULL TEXT]

Bayram, Servet (2005).  A Conceptual Framework for the Electronic Performance Support Systems within IBM Lotus Notes 6 (LN6) Example  [Online Submission] 

The concept of Electronic Performance Support Systems (EPSS) is containing multimedia or computer based instruction components that improves human performance by providing process simplification, performance information and decision support system. EPSS has become a hot topic for organizational development, human resources, performance technology, training, and educational development professionals. A conceptual framework of EPSS is constructed under five interrelated and interdependent domains for educational implications. The domains of the framework are online collaboration, cost-effectiveness, motivation, service management, and performance empowering. IBM Lotus Notes 6 (LN6) is used as an example application tool to illustrate the power of this framework. The framework describes a set of relevant events based upon deductive analyses for improving our understanding of the EPSS and its implications on education and training. The article is also pointed out that there are some similarities between the EPSS' and the LN6's specific features within this conceptual framework. It can provide some guidelines and benefits to researchers, educators, and designers as well.  | [FULL TEXT]

Bayram, Servet; Deniz, Levent; Erdogan, Yavuz (2008).  The Role of Personality Traits in Web Based Education  [Online Submission] 

This study aims to investigate the relationships among personality traits and learners' academic achievement in a web based environment and attitudes towards web based education. 127 students enrolled in the e-MBA Masters Degree of Bilgi University constituted the study group of the research. A survey method was used for the study and the data were collected by Web Based Education Attitudes Scale and The Adjective Check List (ACL). At the end of the study, it was revealed that the students were successful in the web based education environment with the average of 3.091 out of 4.00. The average of students' attitudes towards web based education was 97.212 out of 135. The arithmetical average of the items in the attitudes scale was 3.738 out of 5.00. Also, significant relationships were found between learners' personality traits, academic achievement and attitudes towards web based education. The findings revealed that personality traits explain about 53.2% of the academic achievement, and 52.7% of the attitudes towards web based education.  | [FULL TEXT]

Baytekin, Cetin (2006).  Developing Teaching Environment Using "Ant Technique" in Teacher Training. (From the Point of Educational Technology)  [Online Submission] 

Introduction: Countries dwell upon the quality in teacher training when raising the young generations. The teacher is the one who trains the young generations as good consumers, good producers and as the acquirers of the self-interest of their country in both the borders of their country and the globe. In international teacher training, all countries from the USA to Taiwan, have designated their standards and needs for the quality of teacher training. It is an obvious fact that, many research and studies are being done in teacher training in Turkey. Many methods and techniques have been used in teacher training. The Ant Technique is a new technique used in teacher training and developing instructional environment. Making teacher trainees orientated to cooperation and make use of innovations and making them apply these things to their teaching speed up the change and development. Problem: Is it possible to provide better teaching and learning environments using the present opportunities in training schools and teacher schools in the process of training teachers? Aim: To train teachers as individuals who are more sensitive toward their environments and to teach them to use the opportunities in their surroundings in the best way; To make them grasp the importance of carrying innovations into schools is only possible with the use of educational tools and material development and to make them apply this knowledge; To make them aware of the fact that the lack of educational tools and materials can be filled by using the opportunities in the environment in the best way. Method: This research was conducted with the students of the Technical Education Faculty who were the participants of the teacher training program. Video recordings of the teacher trainees in their training schools, teacher reports, student dossiers were evaluated and interpreted. Findings: (1) Teacher trainees applied the knowledge that they gained in the theoretic lessons into their teaching practice; (2) They got the zeal of providing new educational tools to the schools; (3) Guide teachers saw teacher trainees as real teachers and developed materials with them; (4) Teacher trainees showed the possibility of preparing the best teaching-learning environment with the limited opportunities and materials; and (5) Students prepared their training dossiers during the practice. Conclusion: Teacher candidates can adapt more to teaching when they are guided and when they see that the things that they say "we cannot do" become real. As a result of the use of the self-developed educational materials and the use of recent instructional methods, teacher trainees perform better ways of teaching which are observed and exemplified by the students of the Vocational High Schools as well. Recommendations: To make the Ant Technique widespread all over the country; To develop the creative thinking of the students and develop a new method of training teachers with the existing opportunities; To apply the Ant Technique in a coordinated way by the Ministry of Education and by the universities and to increase the instructional standards one step further.  [Abstract modified to meet ERIC guidelines.] | [FULL TEXT]

Beck, Ann R.; Parette, Phil; Bailey, Rita L. (2005).  Multimedia Effectiveness in an AAC Preservice Setting  Journal of Special Education Technology, 20, 4. 

This study investigated the effectiveness of the CD, Families, Culture and AAC, as a culturally sensitive teaching tool for students enrolled in a speech-language pathology AAC course. Students enrolled in the course were divided into three learning format groups that (a) viewed the CD and engaged in learning challenges independently, (b) viewed the CD in class, and (c) had lecture only. Students took objective pre-post tests and also answered essay questions over the material after it was presented. Results indicated that the independent group made significantly smaller gains in pretest-posttest scores related to cultural content than did either the in-class viewing or the lecture group. No significant differences were found by learning group to answers to essay questions. Results are discussed and suggestions are given for appropriate classroom use of the CD. Appendix A contains Evaluation Questions.

Beck, Dennis; Ferdig, Richard E. (2008).  Evolving Roles of Online and Face-to-Face Instructors in a Lecture/Lab Hybrid Course  [Online Submission] 

Although lecture and lab courses are commonly used in higher education, there are potential problems with this format. However, technology is presenting new opportunities for teaching such a type of a course. This study explores the changes in the role of the instructors when a lecture and lab course evolved into a hybrid course, with the lecture portion of a course online and the labs kept face-to-face. As revealed through the use of discourse analysis, the roles of the instructors were transformed from teacher-centered to student-centered, low-interactor to high-interactor, and low-initiator to high-initiator. There was also an obvious merging or synthesis of the roles of the lecture and lab instructors, particularly in the areas of course administration, subject matter expertise, and face of the course.  | [FULL TEXT]

Beck, Jennifer (2002).  Emerging Literacy through Assistive Technology.  TEACHING Exceptional Children, 35, 2. 

This article discuses how assistive technology affected the emergent literacy of 10 preschoolers (age 3) with multiple disabilities. The children used picture communication symbols, adapted books, a BIGmack, and a computer with Intellikeys, Intellipics, and Overlay Maker, alternative keyboard, and software. The benefits to the children are described.

Beck, Jules K.; Biggs, Bobbie T. (2008).  What Is It Like to Be a Member of Cohort Ten, a Blended Technology HRD Program Serving Undergraduate Students in Rural Communities in Arkansas, U.S.A.?  [Online Submission, Paper presented at the Academy of Human Resource Development International Research Conference in the Americas (Panama City, FL, Feb 20-24, 2008)] 

This research investigates the life, work, and education of students in Human Resource Development (HRD) Cohort Ten, a distance learning program for non-traditional undergraduate students in Arkansas. The study has identified commonalties in perceptions regarding accessibility, sense of achievement, and other themes related to the program. The blended technology approach included compressed interactive video (CIV); Blackboard, a web-based classroom management system; and a face-to-face weekend gathering each semester of students and faculty from current cohorts. | [FULL TEXT]

Beck, Klaus (2000).  Alternative Research Approaches: Development Strategies in Educational Technology. 

It is not advisable to discuss Instructional Design (ID) problems without having previously clarified the paradigm issue. After a reconstruction of the "objectivist" and "constructivist" points of view, reasons for preferring a realistic position are outlined. On that basis the theoretical status of ID statements is elaborated as either theoretical or technological. Both statement types are shown to be the results of different research strategies, logically as well as pragmatically. Whether there are reasons to follow preferably one of these approaches is considered, but it turns out that it is not possible to make a rational choice. The growth of knowledge in the ID field will be enhanced if both strategies are followed under the condition that they keep connected to each other systematically.   | [FULL TEXT]

Beck, Robert J.; King, Alison; Marshall, Sue K. (2002).  Effects of Videocase Construction on Preservice Teachers' Observations of Teaching.  Journal of Experimental Education, 70, 4. 

Studied the effects of videocase construction on pre-service teachers' observations of teaching with 31 students in the technology-supported condition and 31 in traditional classroom observation conditions. Results show that technology-supported students outperformed comparisons on video tests of ability to identify, interpret, and analyze evidence of exemplary teaching.

Becker, Henry Jay (2000).  Findings from the Teaching, Learning, and Computing Survey: Is Larry Cuban Right?  Education Policy Analysis Archives, 8, 51. 

Used data from a nationally representative survey of more than 4,000 teachers of grades 4 through 12 to demonstrate that although L. Cuban (1986; 2000) has correctly characterized frequent computer use in academic subjects as the teaching practice of a small and distinct minority, certain conditions make a big difference to the likelihood of students having students use computers often.

Becker, Henry Jay (2000).  Who's Wired and Who's Not: Children's Access to and Use of Computer Technology.  Future of Children, 10, 2. 

Analyzes national survey data on children's differential access to computers at home and school, noting varying conditions that affect how children experience computers. In 1998, over 75 percent of children had access to computers at school, though computer experiences differed by socioeconomic status. Poorer students had significantly less access to home computers than did wealthier students.

Becker, Katrin (2007).  Digital Game-Based Learning Once Removed: Teaching Teachers  British Journal of Educational Technology, 38, 3. 

In the spring of 2005, the author designed and taught a graduate-level course on digital game-based learning primarily for teachers. Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning. The course was designed as an introduction to digital games and gaming for instruction and learning. In it, students explored the theories, the possibilities, considerations and constraints related to the design of instructional games, and the use of learning and commercial entertainment games in classroom and out-of-class settings. The design of the course, along with the rationales, will be outlined and participant reaction will be profiled. Suggestions for future course designs are described, as well as key elements crucial for teacher preparation. Ultimately, the success of digital games as a medium for learning depends to a large extent on the abilities of new and practicing teachers to take full advantage of this medium.

Beckers, Jozef L. (2004).  The Determination of Caffeine in Coffee: Sense or Nonsense?  Journal of Chemical Education, 81, 1. 

The presence of caffeine in coffee is determined by the use of separation devices and UV-vis spectrophotometry. The results indicate that the use of various analytical tools helps to perceive the higher concentration values obtained through UV-vis spectrophotometry than with separation methods.

Beckett, E. Carol; Wetzel, Keith; Chisholm, Ines Marquez; Zambo, Ron; Buss, Ray; Padgett, Helen; Williams, Mia Kim; Odom, Mary (2003).  Supporting Technology Integration in K-8 Multicultural Classrooms through Professional Development.  TechTrends, 47, 5. 

This study examined: the effectiveness of Practicum Plus professional development classes in preparing mentor teachers and their university practicum students to create a curriculum unit of practice in their K-8 classrooms; and how mentor teachers and practicum students used the cohort electronic mailing list to support the community of learners.

Beckett, E. Carol; Wetzel, Keith; Chisholm, Ines Marquez; Zambo, Ron; Buss, Ray; Padgett, Helen; Williams, Mia Kim; Odom, Mary (2007).  Staff Development to Provide Intentional Language Teaching Technology-Rich K-8 Multicultural Classrooms  Computers in the Schools, 23, 3-4. 

Teams of pre-service and in-service elementary teachers attended workshops, learned technology applications, and designed curricular units that incorporated technology during staff development accomplished through a Preparing Tomorrow's Teachers to Use Technology (PT3) U.S. Department of Education grant. Training focused on development of Units of Practice (UOP) with integration of technology, academic standards, and the ESL Standards for Pre-K-I2 Students (TESOL, 1997). Teacher teams infused strategies for culturally and linguistically diverse students to provide intentional language teaching for English language learners. Although the Practicum Plus Program was found to be effective, the authors noted difficulties encountered in recruiting participants.

Beckett, Kelly L.; Shaffer, David Williamson (2005).  Augmented by Reality: The Pedagogical Praxis of Urban Planning as a Pathway to Ecological Thinking  Journal of Educational Computing Research, 33, 1. 

In this article, we present a study focused on developing students' understanding of the ecology through participation in a technology-supported urban planning simulation--specifically, 11 high school students in Madison, Wisconsin acted as urban planners to redesign a local shopping street using a Geographic Information System (GIS) model. This experimental design was situated within the theory of pedagogical praxis, which suggests that modeling learning environments on authentic professional practices enables youth to develop a deeper understanding of important domains of inquiry (Shaffer, 2004). Results presented here suggest that through participation in the project students: a) developed an understanding of ecology; and b) developed this understanding through the urban planning practices and the features of the GIS model used during the project. Thus, we propose that this "augmented by reality" learning environment modeled on the professional practices of urban planners extends the theory of pedagogical praxis into the domain of ecology and offers a useful method for developing ecological understanding through participation in simulations that incorporate the authentic tools and practices of urban planning.

Beckham, James; Maiden, Jeffrey (2003).  The Effects of Technology Inclusion on School Bond Election Success in Oklahoma.  Journal of Education Finance, 28, 4. 

Examines the effects of including technology funding in Oklahoma school district bond issues on their voting percentages and pass/fail rates during fiscal years 1995-96 through 1999-2000. Finds that percent of technology funding included in bond issue dollar amount was significantly related to positive voting percentages and predictive of issue passage or failure.

Beckstrand, Scott; Barker, Philip; van Schaik, Paul (2001).  Towards More Independent Learning: A Southern Nevada Perspective. 

This paper discusses the use of tools that allow the development and presentation of time- and place-independent courseware. Such tools make the Internet another valuable delivery method for distance education courses. The use of the tools is discussed in relationship to a course currently being offered at the Community College of Southern Nevada that prepares students to take and pass an industry recognized certification test. Lessons learned and emerging guidelines are outlined. The development of the model required a large number of new software packages and hardware. Development of this project confirmed that there are disadvantages associated with distance education modules. There was not one specific software package available to create the required media offerings. The learning curve of instructors can be alleviated using mentoring, so that instructors who have developed modules can help novices to understand and use the hardware and software tools available for distance education development. | [FULL TEXT]

Borba, Marcelo C. (2005).  The Transformation of Mathematics in On-Line Courses  [International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v2 p169-176] 

This paper presents some research findings regarding the changes in the mathematics produced by mathematics teachers in on-line distance courses. Predicated on the belief that knowledge is generated by collectives of humans-with-media, and that different technologies modify the nature of the knowledge generated, we have sought to understand how the Internet modifies interactions and knowledge production in the context of distance courses. The research was conducted over a period of several years, during distance courses proffered annually from the mathematics department at UNESP, Sao Paulo State University, to teachers throughout Brazil, conducted mainly via weekly chat sessions. Findings presented contrast teachers' knowledge production when using the Internet with production of knowledge when using regular dynamic geometry software or plotters.  [For complete proceedings, see ED496859.] | [FULL TEXT]

Borba, Marcelo C.; Scheffer, Nilce Fatima (2001).  The Mathematics of Motion, Sensors, and the Introduction of Function to Eight Graders in Brazil. 

This paper describes how 8th grade students are using CBR, a motion detector linked to a graphing calculator, as a way of generating mathematical ideas regarding the motions concepts that surround their action. Students were previously introduced to the calculators in the classroom and teaching experiments were then carried out afterwards with a few pairs of students as a means of studying students' narratives as they faced the designed tasks. Students connected their body expressions to the Cartesian graphs generated by the motion detector. Discussion related to geometry, kinesthetic action, and functions emerged in student narratives. Data are presented based on the video-taping conducted throughout the teaching experiments and analysis developed with the help of GPIMEM, the research group. Results suggest that the use of the sensor can expand what has been labeled the epistemology of multiple representations. A theoretical view based on the notion of humans-with-media is sketched.   | [FULL TEXT]

Borden, Rebecca (2004).  Taking School Design to Students  [National Clearinghouse for Educational Facilities] 

From an educational perspective, involving students in school design provides a rich learning experience. Students must reflect on the world around them and develop practical solutions to everyday problems. Design-based activities make them think about the learning environment, prompting them to consider where and why they learn best. Such activities go beyond traditional lesson plans because students work on real problems in a real context. There are as many "teachable moments" in the school design process as there are student ideas about how schools should be designed. No single method exists for effectively involving students in school design, but this document describes seven strategies, based on interviews with architects, planners, educators, and administrators from across the country, that have proved successful for productively involving students in the school design process and making it a positive learning experience: (1) Use student artwork; (2) Use disposable cameras; (3) Host student forums; (4) Involve students in planning committees; (5) Organize a student design competition; (6) Provide design programs during out-of-school hours; and (7) Integrate design activities into class work. | [FULL TEXT]

Boring, Christine Alison (2000).  A Comparison of Old Computers to New Computers Using First Letter Fun[TM] and Bailey's Book House[TM]. 

A group of 20 students in a self-contained kindergarten classroom was selected to receive enrichment using computer software. Of those 20, 10 were randomly selected to use "Bailey's Book House" on a Macintosh computer. "Bailey's Book House" and the Macintosh computer were considered to be the newer models. The other 10 students used "First Letter Fun" on a Laser 128 EX computer, both considered to be the older models. Students were given a pretest before beginning each enrichment. The same test was given as a posttest after eight weeks of enrichment. Every student received 10 minutes of letter instruction every day, along with 15 minutes of computer enrichment. All of the students showed progress after receiving instruction and enrichment as shown by an increase in posttest scores. The Macintosh group did not show a significant different from the Laser 128 EX group when statistical comparisons were made. Results of the research indicate that the older computers and software are just as effective as newer computers and software. | [FULL TEXT]

Borisenkov, V. P. (2007).  The Development of Fundamental Pedagogical Research in the Russian Academy of Education  Russian Education & Society, 49, 1. 

Improving the quality of life of the people of Russia--a paramount national priority--requires optimizing scientific activity and substantially increasing its technological success rate and social effectiveness, and reforming the administrative structure, in short, the fundamentalization of present-day science. The connection between fundamental science and people's quality of life, emphasized in the draft of the Long-Range Plan of Fundamental Research in Priority Areas of the Development of Science and Technology for the Period to 2025, is greatly changing the conception of the character and importance of pedagogy. Present-day science, which creates fundamental knowledge and the foundation of up-to-date technologies, exerts a direct influence on the content, level, and quality of education. Science is inseparable from universal human culture, and its role is to deal with complex economic, social, and ecological problems. Accordingly, fundamental pedagogical science is very closely linked to finding effective and timely solutions to problems of education and the development of the individual through the means of culture, providing new generations with pedagogical support in the processes of socialization, cultural identity, and the shaping of spiritual and moral steadfastness under globalization. This article discusses the substantial changes in planning, organization, motivation, and evaluation required in the development of fundamental pedagogical research in the Russian Academy of Education.

Borja, Rhea R. (2005).  Districts Add Web Courses for Summer  Education Week, 24 n40 p1, 15 Jun 2005. 

More and more school districts, as well as for-profit companies and nonprofit organizations, are offering Internet-based summer classes in core subjects, such as algebra and reading, and electives such as creative writing. In this article, the author discusses the growth of enrollment in online education for summer. The logistical ease of "anytime, anywhere" learning, the courses' relatively low cost to parents, and the increased need for students to meet state academic standards are some of the reasons online summer enrollment is continuing to rise, school and company officials say. The Orlando-based Florida Virtual School is on track to triple its student enrollment from 4,000 in 2004 to 12,000 in the following year, said Julie E. Young, the president of the state-sponsored public online school. Another 12,000 students remain on a waiting list.

Borja, Rhea R. (2006).  Researchers Weigh Benefits of One Computer per Lap: Studies Aim to Determine the Impact the Technology Has on Student Learning  Education Week, 25, 36. 

Almost one-quarter of school districts nationwide and nine states have invested millions of dollars in "one-to-one" laptop programs, hoping the availability of a computer for every student will improve achievement and other skills. They made those investments despite the fact that research on the impact of such technology on student achievement is largely mixed and preliminary. Experts report that districts employing such initiatives must train teachers on how best to use the computers in their classrooms. Students must learn how to amplify the academic applications of the computing devices--not just use them to pass electronic notes to each other or to play video games.

Borja, Rhea R. (2006).  Where Big-City Schools Meet "Microsoft Smarts"  Education Week, 26, 4. 

This article talks about a new school built, which is called "School of the Future," which was born of a partnership between the Philadelphia public schools and the world's leading software-maker, Microsoft Corp. A gleaming white building on the edge of a blighted West Philadelphia neighborhood, the $62 million school garnered wide attention when it opened this month, in part because of its technological bells and whistles. Those futuristic features include a tablet personal computer for each student, interactive digital whiteboards, a supercharged wireless network, customized educational software, and digital "smart cards" to open lockers and pay for meals--all making possible a virtually paperless environment. Aside from Microsoft Corp., the school has other corporate partners, such as the: (1) Blackburn, England-based Promethean Group Technologies Ltd., which provides the school's whiteboards; (2) Sunnyvale, California-based Meru Networks, which installs the wireless computer network; (3) and Gateway Inc., based in Irvine, California, which provides laptop computers to the students and staff.

Borko, Hilda; Jacobs, Jennifer; Eiteljorg, Eric; Pittman, Mary Ellen (2008).  Video as a Tool for Fostering Productive Discussions in Mathematics Professional Development  Teaching and Teacher Education: An International Journal of Research and Studies, 24, 2. 

This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers' own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers' conversations around video developed over a 2-year period.

Borman, Kathryn M., Ed.; Cahill, Spencer E., Ed.; Cotner, Bridget A., Ed. (2007).  The Praeger Handbook of American High Schools. Volume 1 

Written by an interdisciplinary group of experts in education, psychology, sociology, and other fields, this landmark handbook provides a thorough examination of U.S. secondary education from the private academies of Colonial America to the comprehensive high schools and alternative schools of today. This accessible compendium is a treasure trove of reliable and authoritative information for educators, parents, and students. It includes original entries on assessment, architecture, bullying, campus life, censorship, college preparation, desegregation, disabilities, ethnic identity, family and community involvement, finance inequality, gangs, home schooling, homework, immigrants, intelligence, learning styles, magnet schools, mentoring, peer groups and peer culture, prom, reunions, rural schools, school boards, school to work programs, sex education, sports, standardized tests, student rights, teacher certification, teacher shortage, test preparation, violence, vouchers, and yearbooks, just to name a few. The text includes primary documents, each with scene and context-setting introductions, such as reports, legislation, and US Supreme Court cases will be found as well. Thorough cross-referencing enables the user to follow a topic from an entry to a primary document or another related entry. This wide-ranging, accessible and user-friendly source is an authoritative reference for anyone concerned with high schools and high school students in the United States. This first volume is divided into the following sections: (1) Preface; (2) Introduction; (3) List of Entries; (4) Guide to Related Entries; and (5) Entries A-H. [For Volume 2, see ED495109. For Volume 3, see ED495104. For Volume 4, see ED495100.]

Borsheim, Carlin (2004).  Email Partnerships: Conversations that Changed the Way My Students Read  English Journal, 93, 5. 

Through email partnerships or email exchanges with university, students increase confidence in reading and discussing literature. The act of composing email messages helps the student to articulate their thoughts.

Borthwick, Arlene; Lobo, Irina (2005).  Lessons from Costa Rica  Learning and Leading with Technology, 33, 2. 

Costa Rica has one of the highest concentrations of computers in the Americas and is regarded as a Central American pioneer in technology development. The authors of this article describe their trip to Costa Rica, which included visits to several schools as well as to the Foundation Omar Dengo (FOD) and the Ministry of Public Education (MEP), whose individual and collaborative efforts have been instrumental in introducing computers in education. Their model shows evidence of narrowing the digital divide while emphasizing the use of computers to develop teamwork and higher-order thinking skills. This trip provided a firsthand view of successful dissemination and creative use of instructional technology throughout Costa Rica. | [FULL TEXT]

Borwein, Jonathan M. (2005).  The Experimental Mathematician: The Pleasure of Discovery and the Role of Proof  International Journal of Computers for Mathematical Learning, 10, 2. 

The emergence of powerful mathematical computing environments, the growing availability of correspondingly powerful (multi-processor) computers and the pervasive presence of the Internet allow for mathematicians, students and teachers, to proceed heuristically and "quasi-inductively." We may increasingly use symbolic and numeric computation, visualization tools, simulation and data mining. The unique features of our discipline make this both more problematic and more challenging. For example, there is still no truly satisfactory way of displaying mathematical notation on the web; and we care more about the reliability of our literature than does any other science. The traditional role of proof in mathematics is arguably under siege--for reasons both good and bad.

Beeghly, Dena G. (2005).  It's About Time: Using Electronic Literature Discussion Groups with Adult Learners  Journal of Adolescent and Adult Literacy, 49, 1. 

The purpose of this study was to investigate the effect that participating in online literature discussions would have on the discourse and learning of adult students. Would electronic literature (e-lit) discussions promote grand conversations? Would students feel that e-lit discussions enhanced their understanding of what they read, and, if so, in what ways did they believe the electronic discussions enhanced their learning? Could the electronic discussions meet individual student needs, and, if so, how? Would electronic discussions foster community? Finally, what would teachers learn about instruction from these conversations? This article relates one teacher's experience using online discussions in a graduate literature course at a university in the eastern United States.

Beekes, Wendy (2006).  The "Millionaire" Method for Encouraging Participation  Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 7, 1. 

Encouraging students to participate during class time is important to facilitate the learning process and encourage deep learning to take place. However, students with certain cultural and education backgrounds are often reluctant to participate in class discussion. This article provides some initial insight into the use of the Personal Response System (PRS) to encourage class participation at the postgraduate level. I found that students' participation levels were increased when using the PRS, and further class discussion and debate was stimulated as a result.

Beem, Edgar Allen (2006).  To Each His Own  Teacher Magazine, 17, 4. 

In this article, the author reports how Maine has started to put laptops in the hands of all its middle school students. Today, more than half of Yarmouth, Maine's 435 students and all of its teachers have their own Apple iBooks as part of a statewide effort that has put laptops into the hands of every 7th and 8th grader in Maine. As computers were moved from labs to classrooms, Yarmouth introduced a new professional development program intended to bring educators up to speed without forcing a set of curriculum down their throats. Introduced two years ago, the more formal program counts toward professional development requirements and pay-scale calculations.

Beem, Kate (2002).  Tech Support.  School Administrator, 59, 6. 

Discusses technology-support issues, including staff training, cost, and outsourcing. Describes how various school districts manage technology-support services. Features the Technology Support Index, developed by the International Society for Technology in Education, to gauge the operation of school district technology-support programs.

Beers, Pieter J.; Boshuizen, Henny P. A.; Kirschner, Paul A.; Gijselaers, Wim H. (2007).  The Analysis of Negotiation of Common Ground in CSCL  Learning and Instruction, 17, 4. 

CSCL research has given rise to a plethora of analysis methods, all with specific analysis goals, units of analysis, and for specific types of data (chat, threaded discussions, etc.). This article describes some challenges of CSCL-analysis. The development of an analysis method for negotiation processes in multidisciplinary teams serves as an example of how these challenges occur in practice. Results reveal a number of tensions with regard to establishing reliable coding procedures without compromising validity, such as how to define codes, and rules for applying codes. The discussion offers some guidelines for content analysis of CSCL-data.

Beers, Pieter J.; Boshuizen, Henny P. A.; Kirschner, Paul A.; Gijselaers, Wim; Westendorp, Jochem (2008).  Cognitive Load Measurements and Stimulated Recall Interviews for Studying the Effects of Information and Communications Technology  Educational Technology Research and Development, 56, 3. 

Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to substantiate conclusions about intended effects of ICT-tools.

Breck, Judy (2007).  Education's Intertwingled Future  Educational Technology Magazine: The Magazine for Managers of Change in Education, 47, 3. 

The author provides a look at the transformation the open Internet venue causes for knowledge resources from which students are expected to learn in their education. Knowledge content richly interacts within itself in the Internet venue. Mobiles will amplify this interconnectivity of cognitive content in powerful new ways. Changes are coming, and education should prepare for them.

Breck, Judy (2007).  When Educational Resources Are Open  Educational Technology Magazine: The Magazine for Managers of Change in Education, 47, 6. 

This article is a partial look at what the future of education might be if educational resources become open online. Intertwingularity is discussed as a general term for what OER will do online. Predictions about an open education future are based on nine quotations from books by popular writers about our networked age. When the network mechanisms described become a reality for education, "intertwingularity will enable knowledge," as David Weinberger writes in Everything Is Miscellaneous. OER will allow knowledge to be formed, ideas to emerge, and understanding to be shared.

Breeding, Marshall (2005).  Looking Toward the Future of Library Technology. The Systems Librarian  Computers in Libraries, 25, 5. 

This article discusses trends in five areas relating to software developed for libraries, and based on these trends, the author's predictions for developments that might play out in the next few years. The author's predictions, based on his own empirical observations, include: (1) the integrated library system (ILS) will be reintegrated; (2) the business landscape will change; (3) players in broader industries will become involved; (4) libraries will consolidate automation efforts; and (5) commercial systems will continue to dominate. Each prediction is discussed in-depth in the article.

Breeding, Marshall (2005).  The Systems Librarian: Reflecting on 20 Years of Library Technology  Computers in Libraries, 25, 4. 

In this column, the author relates his experiences in the use of library technology over his 20-year career at Vanderbilt University. He describes how computers in libraries have transformed almost every aspect of how the library provides its services and performs its work behind the scenes. In addition, the author shares a few successful strategies that might be useful to others, for example: (1) See the big picture; (2) Understand the details; (3) Develop a specialty; (4) Practice hands-on management; (5) Know what you don't know; (6) Seek broad experiences; (7) Understand the importance of context; and (8) Research constantly.

Breeding, Marshall (2006).  Comprehensive Cost Planning Yields Successful Tech Projects  Computers in Libraries, 26, 6. 

In this article, the author calls for librarians to find ways to implement technology projects with very limited budgets and to consider all the cost components of a technology project amidst the economic pressures. The author offers some perspective on what is involved in trying to accomplish important work with limited resources while recognizing the full impact of taking on a project upfront. Here, he presents a complete picture of the direct and indirect costs of a tech project. He also considers the total cost of ownership model of adopting a new technology. With this broad and long-term cost model in mind, the cost components of a typical library technology project can be laid out.

Breen, Paum (2006).  Coming out of the Darkness of the Past  [Online Submission] 

Technology is helping to reduce the education gap between developed countries and those that are still developing. The following article gives one example of an innovative teacher training project where a western university, in Rome, Italy, is selflessly showing their African counterparts, in rural Rwanda, how to become fully autonomous in training their future generations. Schrum and Hong (2002) state that "learners throughout the world are demanding educational opportunities in an 'anytime and anywhere' format and institutions are responding by devoting substantial resources to develop online distance learning." This assertion is fast becoming the reality in every corner of the globe where the teaching profession is using technology to bring education to people and places that might never have imagined receiving its benefits little more than a decade ago. Such examples include teachers working with blind children in Chile on "a project called Hyperstories which exposes blind children to a learning methodology that uses 3D sound interactive software to help them construct cognitive structures that represents their surrounding space" and "aims to move these disadvantaged blind children from darkness to what they call "aural" vision" (Gourley, 2004). This metaphor of technology bringing people from darkness into the light can be applied to many other contexts where professionals in the field of education are giving rather than taking from the developing world and offering hope that we can indeed create a world of shared resources and international unity, rather than division, in the future. The benefits of technology are now helping to rebuild Rwanda, the beautiful "Land of a Thousand Hills" and "Gorilla's In The Mist". Unfortunately, just over a decade ago, this densely populated, tropical nation became synonymous with less beautiful things such as ethnic cleansing, genocide and refuge bloody and divisive and further hindered an already impoverished nation's progress. Yet, slowly this beautiful country, in the highlands of east Africa, is successfully emerging from centuries of colonial oppression and internecine fighting to take its first steps towards becoming part of the 24/7 digital age of education. | [FULL TEXT]

Breithaupt, David L. (2000).  Educational Technology Plans: Keys for Successful Implementation and Accountability. 

This paper reviews the efforts of the Idaho Council for Technology in Learning to provide consistent and thorough standards for planning for educational technology, presents keys for meeting those standards, and offers suggestions for using these keys to successfully implement and account for planned technology use in the curriculum. The planning process for educational technology is described, including: vision/mission statement and needs assessment; goal definition; instructional objectives; development and delivery of instruction; and evaluation of the instruction and student achievement. The following requirements for planning the evaluation of technology integration in the curriculum are addressed: describes quantitative and qualitative assessments to evaluate the effects of technology integration; details the relationship between local and state goals and instructional objectives, and measurement and assessment procedures; outlines plans to correlate results to the amount, quality, and length of integration into the curriculum; includes the details of gathering longitudinal and pretest-posttest data; details collection, organization, analysis, and reporting of measurement and assessment data; and includes schedules, funding sources, and budgets for evaluation. | [FULL TEXT]

Breland, Hunter; Lee, Yong-Won (2007).  Investigating Uniform and Non-Uniform Gender DIF in Computer-Based ESL Writing Assessment  Applied Measurement in Education, 20, 4. 

The objective of the present investigation was to examine the comparability of writing prompts for different gender groups in the context of the computer-based Test of English as a Foreign Language[TM] (TOEFL[R]-CBT). A total of 87 prompts administered from July 1998 through March 2000 were analyzed. An extended version of logistic regression for polytomous items was used to investigate both uniform and non-uniform gender effects. An English Language Ability variable was developed from the multiple-choice components of the TOEFL[R]-CBT examination and used as a matching variable. Initially, most of the prompts were flagged because of statistically significant uniform gender effects, with some prompts displaying non-uniform effects as well. Nevertheless, the effect sizes were too small for any of those flagged prompts to be classified as having an important group effect. These findings are discussed in relation to prompt content review, gender format differences, and second language learning theories.

Bremer, Janet; Stocker, Donald (2004).  Layout and Design in "Real Life"  Library Media Connection, 23, 3. 

Educators are required to combine their expertise and allow students to explore the different areas by using the method of collaboration in which teachers from different disciplines will create an environment where each will use their expert skills. The collaboration of a computer teacher with an art teacher resulted in the creation of Layout and Design class, where students become proficient using Adobe Photoshop, Adobe Illustrator, Macromedia Fireworks, and Macromedia Flash.

Brennan, Linda L.; Miller, John R.; Moniotte, Susan M. (2001).  Herding Cats to Water: Benchmarking the Use of Computers in Business Education.  Journal of Education for Business, 76, 6. 

A benchmarking study of business school faculty (80 of 250 responded) identified technology uses for course preparation and delivery. Extrinsic factors (institutional characteristics and faculty demographics) were not consistently related to technology use, whereas intrinsic factors were influential.

Brennan, Thomas H.; Rowe, Cathy (2004).  Information Literacy and Technology Across the Curriculum  [Association of Small Computer Users in Education (ASCUE)] 

Responding to an initiative in the university's revised core curriculum to address life-long learning skills, a collaborative effort involving parties from the Library and Information Technologies was formed resulting in a program for faculty entitled "Information Literacy and Technology Across the Curriculum." The purpose of the program, which consists of a semester-long series of workshops, is to assist faculty in the development of class assignments and projects for their students that utilize both information literacy and technology skills. After a successful pilot run involving volunteer faculty members, the program is now designed to accommodate approximately fifteen faculty members for the semester sessions. This paper will describe the format of the program, the resources made available, the exercises employed and some surprising results. [For complete proceedings, see ED490093.] | [FULL TEXT]

Brenner, Devon (2007).  Strategies for Becoming Involved in Policy: What Was Learned When Faculty Opposed a Stand-Alone Course in Phonics  Journal of Literacy Research, 39, 2. 

Recent involvement in teacher education policy around a proposed stand-alone phonics course in Mississippi revealed important guidelines for researchers aiming to influence policy, including (a) build relationships with policy makers; (b) help to define problems by framing issues and proactively put forth solutions rather than waiting to respond to proposals; (c) avoid dichotomization, but instead work to build common ground; and (d) use a strate