Educational Technology | E

_____. (2001).  eTech College of Wisconsin Plan. 

The Wisconsin Technical College System (WTCS) developed the eTech College of Wisconsin, which provides expanded learning opportunities for students through quality curriculum offered online. The program is designed to complement other learning delivery methods and to be accessible from any location at any time. The college allows students to select the WTCS district(s) they will enroll at and take courses from, with all 16 colleges participating. Courses are priced at standard tuition and fees for both residents and non-residents. This paper includes an eTech College plan for governance, curriculum, students services, marketing, and technical support. The plan for finance indicates that the costs of the project will be allocated according to the following formula: 50% of the total will be shared equally by all districts and 50% of the total will be distributed in proportion to each district's share of total WTCS FTEs for the prior year. Amended operating costs for fiscal year 2001 are $419,000, with capital costs of $312,000; and projected operating costs for fiscal year 2002 are $599,918, with capital costs of $345,000. Contains 10 appendices, including curriculum project guidelines and contact information. | [FULL TEXT]

Eteokleous, N. (2008).  Evaluating Computer Technology Integration in a Centralized School System  Computers & Education, 51, 2. 

The study evaluated the current situation in Cyprus elementary classrooms regarding computer technology integration in an attempt to identify ways of expanding teachers' and students' experiences with computer technology. It examined how Cypriot elementary teachers use computers, and the factors that influence computer integration in their classroom practices. To address the study's research questions, an evaluative case study design was applied. It employed a mixed method approach through the usage of structured questionnaires and semi-structured, open-ended interviews as the major methods of data collection. Quantitative and qualitative data gathered from a sample of Cypriot teachers who where identified as high and low computer use ones. The results of the study revealed that computers are not extensively used in classrooms. When they are used in classrooms, it tends to be in a rather sporadic fashion, more as supporting tools or fancy chalkboards than as educational tools. Few teachers were found to use computers in any sort of progressive way. Three categories of factors (personal, professional and organizational) that influence teachers in applying computers in their classroom practices were identified. They shed light in explaining the level and kind of computer integration in Cyprus elementary schools. The outcomes confirm the findings of other studies conducted in different educational settings regarding computer usage as well as the factors that influence computer integration. Consequently, the study suggest ways of expanding teachers' and students' experiences with computer technology, poses questions for further research regarding the potential approaches to computer technology integration and the philosophy that underlies computer integration in schools.

El-Alfy, El-Sayed M.; Abdel-Aal, Radwan E. (2008).  Construction and Analysis of Educational Tests Using Abductive Machine Learning  Computers & Education, 51, 1. 

Recent advances in educational technologies and the wide-spread use of computers in schools have fueled innovations in test construction and analysis. As the measurement accuracy of a test depends on the quality of the items it includes, item selection procedures play a central role in this process. Mathematical programming and the item response theory (IRT) are often used in automating this task. However, when the item bank is very large, the number of item combinations increases exponentially and item selection becomes more tedious. To alleviate the computational complexity, researchers have previously applied heuristic search and machine learning approaches, including neural networks, to solve similar problems. This paper proposes a novel approach that uses abductive network modeling to automatically identify the most-informative subset of test items that can be used to effectively assess the examinees without seriously degrading accuracy. Abductive machine learning automatically selects only effective model inputs and builds an optimal network model of polynomial functional nodes that minimizes a predicted squared error criterion. Using a training dataset of 1500 cases (examinees) and 45 test items, the proposed approach automatically selected only 12 items which classified an evaluation population of 500 cases with 91% accuracy. Performance is examined for various levels of model complexity and compared with that of statistical IRT-based techniques. Results indicate that the proposed approach significantly reduces the number of test items required while maintaining acceptable test quality.

Erden, Hale; Erden, Ali (2007).  Teachers' Perception in Relation to Principles' Technology Leadership: 5 Primary School Cases in Turkish Republic Of Northern Cyprus  [Online Submission] 

The aim of this study is to determine primary-school teachers' perceptions related to technology leadership of primary-school principals. It is observed that most of the principals do not use technology leadership in their schools effectively. This is to say, technology is not effectively included into administration and curriculum. This is a quantitative research. The setting of this study is primary schools in TRNC. Before collecting data, validity and reliability analysis of the questionnaire are conducted. In general, teachers agree that the principles they work with are competent enough in technology leadership at "a little" and "often" levels. There is a significant difference in terms of gender of the teachers but there is not any significant difference in the other variables.  | [FULL TEXT]

Erdil, Kutlay M. (2007).  Student Support Services and Student Satisfaction in Online Education  [Online Submission] 

This paper investigates the relationship between quality of support services in online education and the level of satisfaction of e-learners with these services. Case study was employed to measure University of Surrey's virtual MBA students' satisfaction with course facilitator, personal tutor and help desk functions designed for online education. The research revealed strong positive correlation between quality attributes of these support services and overall level of satisfaction with the support services. It suggests that any increase in quality level of services would yield high satisfaction. Satisfaction gap analysis, on the other hand, indicated that certain aspects of the service functions are not performing to the full satisfaction of students. It is, therefore, concluded that designing academic and administrative support services in conformity with virtual students' needs will better encourage success of e-learners.  | [FULL TEXT]

Erdogan, Yavuz (2008).  An Evaluation of Web Based Instruction in View of the Tutors' and Students' Perspectives  [Online Submission] 

In today's world, it is acknowledged by almost all folks of life that the traditional educational institutions are inadequate in educating the growing population. This situation has triggered research into finding ways to provide economical and of high quality education to wider masses of people. Currently, web based instruction seems to be the point that has been reached to meet such a demand. In web based instruction, students' and tutors' perspectives play an important role in the facilitation of successful outcomes. Moving on from that, the aim of this research is to investigate web based instruction in view of the tutors' and students' perspectives. In order to achieve such an aim, face-to-face interviews were carried out with 10 tutors from the e-MBA Master's Degree Programme at Bilgi University, and with 10 students registered in the same programme. Nine semi-structured interview questions were used to investigate the participants' perspectives on web based instruction and the interview data were analyzed accordingly. | [FULL TEXT]

Ediger, Marlow (2001).  Problems in Grading Based on Testing University Students. 

To assure the fair and honest grading of student achievement, validity and reliability are key to writing test items. Clarity in writing each item is essential. Multiple procedures of assessing the achievement of university students should be implemented, and instructors and professors should be held accountable for the fair and honest grading of student achievement. Input from students is important in assuring a fair test, and educational technology should be used to improve the testing process when possible. | [FULL TEXT]

Ediger, Marlow (2002).  Science Education Online. 

Offering courses online is a big trend in today's teacher education. This new trend requires students' self development, achievement, and growth. This paper discusses courses that can be offered online and their criteria, and the quality of science courses and the standards they need to meet. | [FULL TEXT]

Ediger, Marlow (2002).  Computers, Technology, and the Reading Curriculum. 

Using educational technology in reading instruction is one approach, among others, to assist students to increase reading skills. However, there are several reasons why technology is not increasingly used in the school setting, including lack of administrative support; failure to allocate a technology coordinator to help train teachers and coordinate technologies; a lack of funds and personnel to maintain equipment; and continual assessment of content acquisition through traditional methods. This paper discusses the following elements connected with technology use in schools: computer assisted reading instruction; formative and summative reading programs; planning a quality technology curriculum; and inservice education. | [FULL TEXT]

Ediger, Marlow (2007).  Meaning in Reading Instruction  Reading Improvement, 44, 4. 

Students are challenged to pass mandated tests in grades three through eight and the exit test on the secondary school level in order to be promoted to the next higher grade level or to receive a high school diploma. Failure is certainly a negative experience. It behooves reading teachers to assist learners to attach meaning to what is being learned in each lesson and unit of study. Meaningful learnings provide building blocks for the ensuing achievable objectives of instruction. Understandings then need to be developed for the learner to benefit sequentially from ongoing experiences. What might the teacher do to facilitate meaning in the reading curriculum?

Edirisingha, Palitha; Rizzi, Chiara; Nie, Ming; Rothwell, Libby (2007).  Podcasting to Provide Teaching and Learning Support for an Undergraduate Module on English Language and Communication  [Online Submission] 

This paper reports findings from research into the benefits of integrating podcasts into a first year undergraduate module on English Language and Communication at Kingston University. As part of a Faculty teaching and learning support scheme for first year undergraduates, six podcasts were developed to improve students' learning and study skills and to provide advice on portfolio development and presentation skills. Student learning experience through podcasts was evaluated through two focus groups, personal interviews (six students) and an end of semester evaluation questionnaire (n=35). The paper describes the teaching and learning context and how the podcasts were integrated as part of the blended learning delivery. It discusses to what extent podcasts were able to achieve of the intended outcomes and the processes involved in achieving those outcomes. The findings led to development of a model for integrating podcasts in on-campus blended learning, and which can have potential applications in distance learning contexts. The model is based on three main features of podcasts identified as facilitating student learning: learner choice and flexibility offered by podcasts; tacit knowledge and experience of peers conveyed in discussions; and a sense of informality brought into formal learning. The research reported in the paper was carried out as part of national research project entitled "Informal Mobile Podcasting and Learning Adaptation" (IMPALA) with funding from the UK Higher Education Academy.  | [FULL TEXT]

Epstein, Joel; Collins, Karen Kadela; Pancella, Thom (2004).  The Doubles: A Case Study on Developing a Technology-Based Substance Abuse Education Curriculum  Evaluation Review, 28, 6. 

The Doubles, funded by the National Institute on Drug Abuse, is a seven-episode series of media tools designed to teach third and fourth grade students about the science of drug addiction. The program's curriculum is delivered via a set of videos, interactive CD-ROMs, workbooks, or an Internet site. This article examines the process used to develop The Doubles and argues that its success stems from the careful balancing of the needs of the funding agency, state and national curricular guidelines, and the target audience.

Epstein, Joel; Collins, Karen Kadela; Thomson, Nicole Renick; Pancella, Thom; Pauley, Danielle (2007).  The Doubles: Evaluation of a Substance Abuse Education Curriculum for Elementary School Students  Journal of Child & Adolescent Substance Abuse, 16, 4. 

"The Doubles," funded by the National Institute on Drug Abuse, is a seven-episode series of media tools designed to teach third- and fourth-grade students about the science of drug addiction. The program's curriculum was delivered through a set of DVDs, interactive CD-ROMs, workbooks, or an Internet Site. Results indicate that although the interventions were successful in teaching students about the biological bases of substance abuse, they had little effect on student attitudes. Implications for future studies are discussed.

Ertl, Bernhard; Fischer, Frank; Mandl, Heinz (2006).  Conceptual and Socio-Cognitive Support for Collaborative Learning in Videoconferencing Environments  Computers and Education, 47, 3. 

Studies have shown that videoconferencing is an effective medium for facilitating communication between parties who are separated by distance, particularly when learners are engaged in complex collaborative learning tasks. However, as in face-to-face communication, learners benefit most when they receive additional support for such learning tasks. This article provides an overview of three empirical studies to illustrate more general insights about how to support collaborative learning with videoconferencing. The focus is on conceptual support, such as structural visualization and socio-cognitive support, such as scripts. Based on the results of the three studies, conclusions can be drawn about the conceptual and socio-cognitive support measures that promote learning. Conclusions can also be reached about the need for employing both conceptual and socio-cognitive support to provide learners with the most benefit.

Ertl, Mark A. (2007).  The Effects of Initial Touch Keyboarding Speed Achievement of Fifth Graders and Touch Keyboarding Skill Retention in Seventh Grade  [Online Submission] 

The purpose of this study was to examine the relationship of initial touch speed achievement of fifth grade keyboarding students on their touch keyboarding skill retention in seventh grade. This was a longitudinal study generating quantitative data. The subjects for this study were 132 seventh grade students from a suburban middle school in southeastern Wisconsin. Touch timing scores were collected from fifth grade students in nine-week keyboarding classes during the 2004-2005 school year. Approximately two years later in January and April of 2007, the researcher was able to record touch timing scores from these students as they participated in a keyboarding review unit in seventh grade. The highest seventh grade touch speed attained with five or fewer errors was paired with the speed score data from fifth grade and used for statistical analysis using t-tests at the .05 level of significance. Results indicate that when student's initial fifth grade touch speed scores were in the range of 20 or more there was a statistically significant difference in the touch scores in seventh grade. However, when initial fifth grade touch scores were below 20 there was no statistically significant difference in seventh grade touch scores. Results suggest that when students achieved initial fifth grade touch scores of 20 words per minute or better, the likelihood they would retain or gain in touch skill was high. On the other hand, if initially touch fifth grade scores were less than 20, there was only about a 50% chance of maintaining skill. Additionally, the seventh grade students were given a short survey to determine if other factors effected speed level two years later. A finding from the survey was that the mean speed gain consistently increased as students indicated more time spent on the computer after initial fifth grade training. This suggests the more time a student spends doing keying activities after initial training the more gain a student can expect. An implication the findings of this study is the importance of having keyboarding training that develops initial touch skill level above 20 words a minute. Includes 3 appendices.  [Master of Arts in Education, Viterbo University.] | [FULL TEXT]

Ertmer, David J.; Galster, Jason (2002).  An Interactive Web Site for Instruction in Prelinguistic Vocal Development.  Educational Technology, 42, 5. 

Discusses design and development issues in creating an interactive Web site for the field of communication disorders. Describes Vocaldevelopment.com, an interactive Web site that provides students, professionals, and parents with audio-recordings of infant vocalizations and information regarding intervention practices for infants and toddlers with communication delays.

Ertmer, Peggy (2003).  Transforming Teacher Education: Visions and Strategies.  Educational Technology Research and Development, 51, 1. 

Describes how the five programs in this special section are scaffolding teachers' change efforts through the use of three approaches: collaboration, modeling, and reflection. Discusses similarities and differences among the five projects, including program effectiveness, and offers suggestions for future research.

Ertmer, Peggy A. (2000).  Responsive Instructional Design: Scaffolding the Adoption and Change Process. 

Besides a host of technical and logistical questions, more subtle issues, related to teachers' pedagogical visions and beliefs, as well as their perceived confidence for using technology, are also known to impede meaningful classroom technology use. Assuming that most designers and staff developers are fairly well prepared to provide technical skills training for teachers who want it and are prepared to learn from it, this paper focuses on how designers might work with teachers who either don't want training or are not prepared to learn from it-or both. The paper emphasizes the role that teachers' beliefs play in the adoption and change process and specifically discusses how those beliefs might be addressed through teacher development efforts. A model of teacher development is proposed that builds on, and responds to, teachers' unique needs, specifically those with lower levels of skill and confidence. This model represents a responsive approach to instructional design, that is, training needs are described in terms of users rather than instruction, and instructional decisions are based on users' goals and needs, not those of designers or instructors. The following steps in the model for responsive instructional design are each described: Reveal Current Beliefs; Propose Strategies; Implement Changes; Reflect on Changes; and Refine Beliefs. | [FULL TEXT]

Ertmer, Peggy A. (2005).  Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?  Educational Technology Research and Development, 53, 4. 

Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice, I describe important implications for teacher professional development and offer suggestions for future research.

Ertmer, Peggy A.; Bai, Hua; Dong, Chaoyan; Khalil, Mohammed; Park, Sung Hee; Wang, Ling (2002).  Online Professional Development: Building Administrators' Capacity for Technology Leadership. 

The President's Committee of Advisors on Science and Technology (PCAST) (1997) suggested that in order to achieve effective use of computers in schools, a ratio of four to five students per computer was needed. Market Data Retrieval (Education Week, 2001) reported, in the year 2000, the student-computer ratio in U. S. schools dropped to an all-time low of 4.9 to 1, with 60% of the available computers now connected to the Internet. Given this increased access, expectations for both teacher and student use have increased as well. This research examined changes in administrators' ideas about technology integration and technology leadership while participating in an online professional development course. Eight administrators, enrolled in a semester-long course, participated in 16 discussion forums related to k-12 technology implementation issues. Pre- and post-course surveys indicated significant changes in ideas about technology integration as well as methods used to support teachers' integration efforts. Analyses of interview and course discussion data suggest that administrators view technology leadership as a "shared responsibility" that requires both administrative skills and technical knowledge.   | [FULL TEXT]

Ertmer, Peggy A.; Conklin, Deborah; Lewandowski, Judith (2001).  Increasing Preservice Teachers' Capacity for Technology Integration through Use of Electronic Models. 

Current teacher educators are being challenged to find opportunities for their preservice teachers to develop both competence in, and confidence for, integrating technology into their curricula. Given the difficulty involved in trying to arrange successful classroom technology experiences for preservice teachers, this study was designed to examine whether electronic models of exemplary technology-using teachers, presented via CD-ROM, could provide a viable alternative for developing ideas about and self-efficacy for technology integration. Sixty-nine students enrolled in a one-credit technology course completed demographic and online survey instruments before and after interacting with a CD-ROM that featured six teachers' classroom technology beliefs and practices. Results suggest that electronic models can significantly increase preservice teachers' ideas about and self-efficacy for technology integration. Furthermore, students found the examples of teachers included on the CD-ROM to be both realistic and relevant. Implications are discussed, as well as suggestions for future research.   | [FULL TEXT]

Ertmer, Peggy A.; Gopalakrishnan, Sangeetha; Ross, Eva (2000).  Technology-Using Teachers: Comparing Perceptions of Exemplary Technology Use to Best Practice. 

In this exploratory study, researchers compared characteristics and teaching practices of teachers, perceived by themselves to be exemplary technology-users, with characteristics and teaching practices of exemplary users described in the literature. Using a qualitative case-study design, the researchers examined the pedagogical beliefs and classroom practices of 17 exemplary technology-using teachers. After gathering open-ended questionnaire, interview, and observation data, they analyzed the beliefs and practices that were common and distinct across teachers. Findings suggest that exemplary technology use, as perceived and practiced by teachers, did not readily match descriptions of best practice provided in the literature. Rather, exemplary use reflected teachers' personal beliefs about teaching and learning as well as their specific teaching contexts. In this study, technology best practices differed in relationship to the grade level at which teachers worked, the visions they embraced, and the very real constraints under which teachers attempted to implement their visions, in terms of both curricular expectations and available resources. 

Ertmer, Peggy A.; Johnson, Tristan (2002).  One Pixel Short of a Frame: Lessons Learned from a Large-Scale (Underfunded) Multimedia Development Project.  Educational Technology Review, 10, 2. 

Discussion of technology integration focuses on the design and development of a multimedia, CD-ROM/Internet-based teacher development tool that was intended to help teachers envision and achieve technology integration. Highlights include software content; videotaping classroom practice; creating digital files; designing the interface; developing the navigation; and stages of evaluation.

_____. (2005).  Everybody Dreams: Preparing a New Generation. NASA Explorer Schools Project  [National Aeronautics and Space Administration] 

NASA Explorer Schools provides unique opportunities for students and teachers by offering access to technology and resources that are seemingly beyond reach. Combining new technologies with NASA content, lesson plans, and real-world experiments enables teachers to enhance inquiry-based learning and augment student engagement. This publication describes how the NASA Explorer Schools Project supports NASA's education strategy, which integrates new frameworks for assets that already exist within the agency. [This document was produced by the National Aeronautics and Space Administration, NASA Explorer Schools Project, Educational Programs Office, NASA Glenn Research Center.] | [FULL TEXT]

_____. (2007).  Everyday Mathematics. Revised. What Works Clearinghouse Intervention Report 

"Everyday Mathematics," published by Wright Group/McGraw-Hill, is a core curriculum for students in kindergarten through grade 6 covering numeration and order, operations, functions and sequences, data and chance, algebra, geometry and spatial sense, measures and measurement, reference frames, and patterns. At each grade level, the "Everyday Mathematics" curriculum provides students with multiple opportunities to learn concepts and practice skills. Across grade levels, concepts are reviewed and extended in varying instructional contexts. The distinguishing features of "Everyday Mathematics" are its focus on real-life problem solving, student communication of mathematical thinking, and appropriate use of technology. This curriculum also emphasizes balancing different types of instruction, using various methods for skills practice, and fostering parent involvement in student learning. The What Works Clearinghouse (WWC) reviewed 61 studies on "Everyday Mathematics." Of these, four studies met the WWC evidence standards with reservations. These studies included a total of approximately 12,600 students in grades 3-5 from a range of socioeconomic backgrounds and attending schools in urban, suburban, and rural communities in multiple states. These four studies found potentially positive effects on math achievement.  [This publication was produced by the What Works Clearinghouse. The following studies are reviewed in this intervention report: (1) Carroll, W. M. (1998). Geometric knowledge of middle school students in a reform-based mathematics curriculum. "School Science and Mathematics," 98(4), 188-197; (2) Riordan, J. E., & Noyce, P. E. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. "Journal for Research in Mathematics Education," 32(4), 368-398; (3) Waite, R. D. (2000). A study of the effects of Everyday Mathematics on student achievement of third-, fourth-, and fifth-grade students in alarge north Texas urban school district. "Dissertation Abstracts International," 61(10), 3933A. (UMI No. 9992659); and (4) Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on academically low-achieving students in inclusive settings. "Exceptional Children," 63(3), 373-388.] | [FULL TEXT]

Evers, Frederick; Wolstenholme, Janet (2007).  Integrating Knowledge, Skills, and Values into the Curriculum Development Process at the University of Guelph-Humber  New Directions for Teaching and Learning, 2007, 112. 

The focus of this paper is the curriculum development process that led to the intentional integration of knowledge, skills, and values in every course at a newly created institution, the University of Guelph-Humber (G-H). Among the many unique features of G-H, the integration of theory and practice in each course is one of the most important. The G-H curriculum is not made up of two years of college and two years of university; rather, it is four years of integrated university and college material. Another unique feature is that students receive a degree from Guelph and a diploma from Humber in four years.

Evert, Denise L.; Goodwin, Gregory; Stavnezer, Amy Jo (2005).  Integration of Computer Technology Into an Introductory-Level Neuroscience Laboratory  Teaching of Psychology, 32, 1. 

We describe 3 computer-based neuroscience laboratories. In the first 2 labs, we used commercially available interactive software to enhance the study of functional and comparative neuroanatomy and neurophysiology. In the remaining lab, we used customized software and hardware in 2 psychophysiological experiments. With the use of the computer-based technology, we have successfully met our pedagogical objectives while minimizing operating costs and maintaining flexibility of the lab space. Student response to the lab experience was overwhelmingly positive.

(2000).  Electronic Learning: Instructor 2000 Teacher's Tech Guide.  Instructor, 109 n6 p77, 80 Mar 2000. 

Introduces a section that focuses on educational technology, including classroom-friendly hardware, software, and peripherals that can help support teaching and enhance student learning. This section also offers information from teachers about technology products that they find indispensable.

(2007).  E-Learning: Successes and Failures  Chronicle of Higher Education, 53, 18. 

This article presents an excerpt of the responses of two experts, Gene I. Maeroff, a senior fellow at the Hechinger Institute on Education and the Media at Columbia University's Teachers College and author of "A Classroom of One: How Online Learning Is Changing Our Schools and Colleges," and Robert Zemsky, chairman of the Learning Alliance for Higher Education and author, with William F. Massy, of a report titled "Thwarted Innovation: What Happened to E-Learning and Why?," to questions about e-learning. At The Chronicle's Technology Forum, the two experts debated the question whether e-learning has lived up to its potential. A section on Question & Answer: Communities of students and faculty incentives, which the two experts respond to questions from the audience, is also presented.

_____. (2000).  e-Learning: Putting a World-Class Education at the Fingertips of All Children. The National Educational Technology Plan. 

This document presents an updated national educational technology plan. Chapter 1 summarizes the goals set forth in the 1996 national educational technology plan and describes the Virtual High School Project. Chapter 2 addresses support for teacher use of technology, teacher and student access to technology, use of digital content and networked applications for teaching and learning, and technology's impact on teaching and learning. Chapter 3 discusses helping students to comprehend difficult-to-understand concepts, helping students to engage in learning, providing students with access to information and resources, better meeting students' individual needs, and looking forward. Chapter 4 covers the five national education technology goals: (1) all students and teachers will have access to information technology in their classrooms, schools, communities, and homes; (2) all teachers will use technology effectively to help students achieve high academic standards; (3) all students will have technology and information literacy skills; (4) research and evaluation will improve the next generation of technology applications for teaching and learning; and (5) digital content and networked applications will transform teaching and learning. Appendices include a description of the process of developing the plan, a list of contributors, and endnotes. An educational technology timeline of highlights during the Clinton Administration, 1993-2000, is also included. | [FULL TEXT]

Elen, Jan (2004).  Turning Electronic Learning Environments into Useful and Influential "Instructional Design Anchor Points"  Educational Technology Research and Development, 52, 4. 

Instructional design may help make educational research more useful and influential. In this discussion, I argue that instructional design anchor points (IDAPs) are the basis for this kind of research. In short, IDAPs are educational tools or approaches that can be studied to generate design guidelines. The study of IDAPs may become more useful and more influential when it meets at least the following four conditions: (a) a clear description of the IDAP under study; (b) presence of a clear conceptual framework; (c) a deliberate consideration of complexity; and (d) a realistic perspective on improvement and implementation. This two-part special issue of Educational Technology Research and Development, on electronic learning environments, illustrates the possibilities and pitfalls of studying IDAPs. In this contribution, the four conditions are illustrated by referring to the main articles of the special issue. Indeed, it is argued that electronic environments are the most recent version of an IDAP. The discussion highlights the need for a clear description of the IDAP electronic learning environment, the elaboration of a layered conceptual framework, a more systematic consideration of limitations, and a good balance between realism and voluntarism.

Elen, Jan, Ed.; Clark, Richard, Ed. (2006).  Handling Complexity in Learning Environments: Theory and Research. Advances in Learning and Instruction  [Elsevier] 

What is meant when people say that "learning environments are increasingly complex"? What is known about the cognitive processing that occurs during complex learning? How can educators provide effective instructional support for students who must learn and apply complex knowledge? These questions, and related issues, have fascinated educators and educational researchers for many years and are they are the focus of this book. As a tribute to Joost Lowyck, professor educational technology at the K.U.Leuven, eminent scholars from around the globe have contributed to a far reaching analysis of complexity in learning environments from a cognitive perspective. Authors summarize what is known now about complexity and make specific suggestions for educational practice and for future research on complexity. The different contributions in the several chapters discuss theoretical accounts and empirical findings about learning, the learner, and learning environments. Wide-ranging topics include current descriptions of cognitive architecture, new contributions to cognitive load theory, research and evaluation design considerations, motivation to learn, the influence of prior knowledge, the use of simulations and multimedia, alternative instructional methods and interventions, studies of the classroom context for complex learning and mental model-building. Following a preface and an introduction, this book contains the following seventeen chapters: (1) Setting the Scene: Complexity and Learning Environments (J. Elen and R. E. Clark); (2) How the Human Cognitive System Deals with Complexity (J. Sweller); (3) Motivational Challenges Experienced in Highly Complex Learning Environments (R. E. Clark, K. Howard, and S. Early); (4) Mental Models and Complex Problem Solving: Instructional Effects (N. M. Seel); (5) The Social Complexity in Establishing and Sharing Information Resources (U. Cress and F. W. Hesse); (6) The Culture of the Mathematics Classroom: A Complex Determinant of Students' Learning (F. Depaepe, E. De Corte, and L. Verschaffel); (7) Scaffolds for Computer Simulating Based Scientific Discovery Learning (T. de Jong); (8) Coping with Complexity in Multimedia Learning (R. E. Mayer); (9) Collaboration Load (P. Dillenbourg and M. Betrancourt); (10) Balancing Support for Student Learning (J. D. Vermunt); (11) The Use of Instructional Interventions: Lean Learning Environments as a Solution for a Design Problem (J. Elen and G. Clarebout); (12) Performance Assessment and Learning Task Selection in Environments for Complex Learning (J. J. G. van Merrienboer, D. Sluijsmans, G. Corbalan et al.); (13) Meeting Challenges to Researching Learning from Instruction by Increasing the Complexity of Research (P. H. Winne); (14) System Theoretic Designs for Research Complex Events (W. Winn); (15) The Systemic vs Analytic Study of Complex Learning Environments (G. Salomon); (16) Hypothesized Performance on Complex Tasks as a Function of Scaled Instructional Strategies (M. D. Merrill); and (17) Conclusion--When Less Is More: Research and Theory Insights about Instruction for Complex Learning (R. E. Clark and J. Elen). An author index; and subject index are also included.

Eleuterio, Marco Antonio; Bortolozzi, Flavio (2004).  AMANDA: An Intelligent System for Mediating Threaded Discussions  International Journal on E-Learning, 3, 3. 

This article describes a system that autonomously mediates threaded discussions in distance learning environments. The objective is to produce large-scale threaded discussions among an arbitrary number of participants with no human mediation effort.

Eryaman, Mustafa Yunus (2007).  Examining the Characteristics of Literacy Practices in a Technology-Rich Sixth Grade Classroom  [Online Submission] 

The technological revolution and transformation in schools transforms the practices of literacy and poses tremendous challenges to literacy educators and researchers to rethink their basic tenets, to integrate technology and literacy in creative and productive ways. The aims of this study are to examine the characteristics of literacy practices in a technology-rich sixth grade science classroom, and to analyze the new patterns of literacy that appear within the classroom from three theoretical stances, described by Bruce (1997) as Oppositional, Utilitarian, and Transactional (Bruce, 1997). The goal of this analysis is to understand how the technological revolution changes the understanding of "literacy" and "being literate," and what educators may encounter as classrooms become more technologically rich.  | [FULL TEXT]

Ely, Donald (2008).  Frameworks of Educational Technology  British Journal of Educational Technology, 39, 2. 

This paper, written from a 20th-century perspective, traces the development of, and influences on, the field of instructional technology and attempts to describe a framework within which we can better understand the field. [This article is based on "Instructional Technology: Contemporary Frameworks" originally written by the author for the "International Encyclopedia of Educational Technology," Oxford and Elsevier Science, 1966.]

Ely, Donald P. (2000).  The Field of Educational Technology: Update 2000. A Dozen Frequently Asked Questions. ERIC Digest. 

The purpose of this digest is to provide background information and sources that help to understand the concept of educational technology and to serve as a pathfinder to relevant and timely publications that view the field from a variety of perspectives. The following frequently asked questions are addressed: (1) What is educational technology? (2) What are the roots of educational technology? (3) What is a good source of research findings? (4) What do educational technologists do? (5) Where are educational technologists employed? (6) Where do educational technologists obtain professional education? (7) What fields offer good preparation for educational technology? (8) What are the major professional organizations? (9) What publications do educational technologists read? (10) What are the comprehensive references for the field? (11) What textbooks are commonly used? and (12) Where can more specific information about educational technology be found? | [FULL TEXT]

Ely, Donald P. (2002).  Trends in Educational Technology. Fifth Edition. 

This book provides an overview of current applications of technology in education; it is organized in eight chapters covering the following trends. (1) There is near saturation of computers in K-12 schools, while higher education institutions report moderate saturation. Students and teachers have almost universal access to computers, many of which are connected to the Internet. (2) The Internet has become a major source of information for students and teachers. In higher education, the use of the Internet to deliver instruction has been steadily growing. (3) Video materials are increasingly being delivered by a variety of distribution systems, such as video streaming on the Web, video conferencing, synchronous teaching and learning by closed circuit, broadcast and satellite television systems. Use of video in classrooms and independent study spaces has leveled off. (4) More community organizations than ever are promoting and supporting the use of technology for teaching and learning in schools, colleges and the public sector. Policy organizations have joined the chorus of voices that advocate more and better use of technology in schools and higher education. (5) The home has become a classroom for children and adults. Distance education has become a significant provider of instruction through the use of technological media. (6) New delivery systems have stimulated the development and use of technological applications for teaching and learning. Foremost among them are wireless devices, such as laptop and handheld computers. (7) Opportunities for teachers to become competent in the use of technology for teaching and learning have increased substantially, resulting in greater and improved use in education. (8) More than ever, reputable organizations perceive the use of instructional technology in schools, colleges, and the public sector as a vehicle for education reform. | [FULL TEXT]

Ely, Donald P. (2003).  Selecting Media for Distance Education. ERIC Digest. 

This digest explores media options as they relate to instructional design for distance education, because the function and design of each medium needs to be understood, if it is to lead to learning. It also describes other types of delivery media used in the history of distance learning before online learning programs: print, radio and telephone, audiotapes, and television. This digest examines how the computer has changed traditional offerings of distance education. The process of selecting appropriate media for learning at a distance and the emerging trend of the hybrid approach to teaching and learning at a distance and discusses common designs of hybrid courses are also described. The digest concludes with special considerations for distance learning: (1) determine your primary delivery approach (online or hybrid); (2) review the course outline to determine where media can be used to facilitate learning; (3) ascertain availability of student access to the media selected; and (4) locate appropriate resources to fit your objectives or plan to create them. Finally, a short list of Web resources on distance learning media is presented. | [FULL TEXT]

Ely, Donald P.; Plomp, Tjeerd (2001).  Classic Writings on Instructional Technology. Volume 2. Instructional Technology Series. 

Selected for their influence on the field, their continued reference over the years, and the reputation of the authors, these 15 seminal papers are considered to be foundations in the field of instructional technology. Extending the purpose of the first volume to primary writings of the 70s, 80s, and early 90s, this work continues to document the history and conceptual growth of the field while offering a substantive grounding for its principles and procedures. The articles (including book excerpts) are arranged in four parts. Part 1, "Definition and Conceptual Background," includes: "The Proper Study of Instructional Technology" (Robert Heinich); "Situated Cognition and the Culture of Learning" (John Seely Brown, Allan Collins, Paul Duguid); "Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm?" (David H. Jonassen). Part 2, "Design and Development Functions," includes: "The Systematic Design of Instruction: Origins of Systematically Designed Instruction" (Walter Dick, Lou Carey); "In Search of a Better Way to Organize Instruction: The Elaboration Theory" (Charles M. Reigeluth); "Emerging Technologies, ISD, and Learning Environments: Critical Perspectives" (Michael J. Hannafin); "Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption" (Gene E. Hall, Susan F. Loucks, William L. Rutherford, Beulah W. Newlove); "Course Improvement Through Evaluation" (Lee J. Cronbach). Part 3, "Delivery Options," includes: "Reconsidering Research on Learning from Media" (Richard E. Clark); "Learning with Media" (Robert B. Kozma); "Who Needs Computers in Schools, and Why?" (David Hawkridge); "Displays and Communication" (Malcolm L. Fleming); "Development and Use of the ARCS Model of Motivational Design" (John M. Keller); "Distance Teaching and Industrial Production: A Comparative Interpretation in Outline" (Otto Peters). Part 4, "The Profession," includes: "Educational Technology--Adolescence to Adulthood" (Robert M. Morgan). New to this volume, bibliographic essays introduce each section of classic works with a brief explanation about their contributions to particular conceptual developments and an explanation of the significance of some omitted articles that are also important to the field. Bibliographic lists of numerous relevant works conclude each article. This book can be used by educators and students as a source of often difficult-to-find articles needed for educational technology courses, by information professionals as a reference, by scholars as a history of the field, and by practitioners as a support for descriptions of domains that make up the discipline. It can also serve as a source of documents that introduce ideas that have become the conceptual roots of educational technology. Includes the contents for volume 1 and an index.

Elliot, Lisa; Foster, Susan; Stinson, Michael (2002).  Student Study Habits Using Notes from a Speech-to-Text Support Service.  Exceptional Children, 69, 1. 

Interviews with 36 high school and college students with hearing impairments and 36 teachers indicated variable use of study strategies with notes among students and a lack of knowledge among teachers about the use of notes for studying. Results suggest the need for instruction on note usage and study skills. 

Elliot, Norbert; Haggerty, Blake; Foster, Mary; Spak, Gale (2008).  Asynchronous Training in Pharmaceutical Manufacturing: A Model for University and Industrial Collaboration  International Journal on E-Learning, 7, 1. 

The present study documents the results of a 17-month program to train Cardinal Health Pharmaceutical Technology Services (PTS) employees in an innovative model that combines investigative and writing techniques. Designed to address the Code of Federal Regulations (CFR) for the United States Food and Drug Administration (FDA), the program is a unique industry-university collaboration that was offered in an asynchronous, distance-learning format. Empirical measures included an emphasis on tenacity, endurance, and both indirect and direct assessment of participant investigation reports. The 55 participants who completed the courses administered both within and beyond the continental United States reported high levels of satisfaction and achieved high levels of performance. The high withdrawal and incomplete rate--46.6%--nevertheless suggests that locally-based efforts at community building must be in place if asynchronous training is to be effective for the majority of participants.

Elliott, Steven; Stanec, Amanda Stewart; McCollum, Starla; Stanley, Melanie Ann (2007).  Uses of the Internet by Health and Physical Education Teachers  Strategies: A Journal for Physical and Sport Educators, 20, 5. 

Educational technology is a tool that can be used to support both curriculum development and the efficient delivery of relevant instruction. However, it must be incorporated into the educational environment as both a tool for learning and as a resource if teachers are to prepare students to successfully meet the challenges of the future. One such tool that physical education teachers can use to help them plan, develop, and implement their curriculum is the Internet. The Internet has become increasingly popular for teachers searching for unit and lesson plan resources. Most state education agencies encourage the use of this technology as many of their web sites include pages devoted to lesson plan ideas aligned with their own standards. Multiple unit and lesson plan web sites are available for physical education teachers on the Internet. This article provides physical education teachers with: (1) a list of Internet web sites that can be used as resources during planning, teaching, and assessment of student performances; (2) suggestions on how to use the Internet more efficiently; and (3) information on how to create a personal or departmental web site.

Ellis, Allan; Phelps, Renata (2000).  Staff Development for Online Delivery: A Collaborative, Team Based Action Learning Model.  Australian Journal of Educational Technology, 16, 1. 

Discusses the transition for faculty from teaching traditional classes to online courses, including new pedagogical approaches, assessment practices, group interaction, and student/teacher dialog. Describes a systems change approach being implemented at Southern Cross University (Australia) that includes a collaborative action learning model for staff development and change management.

Ellis, Kirsten; Blashki, Kathy (2004).  Toddler Techies: A Study of Young Children's Interaction with Computers  Information Technology in Childhood Education Annual, 2004, 1. 

This article describes an ethnographic study of children's behavioural interaction with multimedia within a familiar context. The rationale for such a study was to provide data and evaluation of the capabilities of young children in an expressly modified multimedia environment and to determine the usefulness of employing technology as an adjunct to young children's play. However, hermeneutic and interpretativist concerns for the study of human action and social practice in the use of technology also informs both the structural, procedural, and evaluative management of the study. Using customised children's software, observation focused on time spent using the computer, the attitude toward the computer, the reaction to the interface, their use and adaptation of the mouse, and adult interventions. Significantly, the results differ appreciably from previous research and possible grounds for this variation is explored.

Ellis, R. A.; Calvo, R. A. (2004).  Learning through Discussions in Blended Environments  Educational Media International, 41, 3. 

This paper reports research into the student experience of learning through discussions in a blended environment. Third year engineering students studying e-commerce engaged in both face-to-face discussions and online asynchronous discussions as key aspects of their learning experience. Adopting a quantitative methodology, questionnaires were completed by students at the end of their learning experience. The results suggest qualitatively different experiences of learning through discussions. The results show that students who have a deep understanding of how the discussions are related to their learning outcomes tend to approach the discussions in more meaningful ways. In the face-to-face context, their approach emphasizes learning through the experience of others and, in the online environment, their approach emphasizes reflecting on the problems discussed from a variety of perspectives.

Ellis, R. A.; Marcus, G.; Taylor, R. (2005).  Learning through Inquiry: Student Difficulties with Online Course-Based Material  Journal of Computer Assisted Learning, 21, 4. 

This study investigates the case-based learning experience of 133 undergraduate veterinarian science students. Using qualitative methodologies from relational Student Learning Research, variation in the quality of the learning experience was identified, ranging from coherent, deep, quality experiences of the cases, to experiences that separated significant aspects, such as the online case histories, laboratory test results, and annotated images emphasizing symptoms, from the meaning of the experience. A key outcome of this study was that a significant percentage of the students surveyed adopted a poor approach to learning with online resources in a blended experience even when their overall learning experience was related to cohesive conceptions of veterinary science, and that the difference was even more marked for less successful students. The outcomes from the study suggest that many students are unsure of how to approach the use of online resources in ways that are likely to maximise benefits for learning in blended experiences, and that the benefits from case-based learning such as authenticity and active learning can be threatened if issues closely associated with qualitative variation arising from incoherence in the experience are not addressed.

Ellis, Richard S.; Okpala, Comfort O. (2004).  Evaluation of Digital Technology and Software Use among Business Education Teachers  Journal of Instructional Psychology, 31, 1. 

Digital video cameras are part of the evolution of multimedia digital products that have positive applications for educators, students, and industry. Multimedia digital video can be utilized by any personal computer and it allows the user to control, combine, and manipulate different types of media, such as text, sound, video, computer graphics, and animation. This paper examines the familiarity and use of these educational hardwares among business education teachers. Based on the affinity that younger teachers have for incorporating digital cameras and soft-ware applications into their curriculum, one conclusion from this research is for administrators to focus on seminars and training of educators that have been teaching for more than five years. The survey also found some differences in the use and comfort level among teachers of different ethnic background.

Ellis, Robert (2001).  Reflecting on Quality Learning in a Student Writing Experience Supported by Technology. 

With rapid developments in information technology in society being mirrored in the use of new learning technologies in universities, research into the quality of technologically-supported learning is essential. To date, research into new learning technologies has provided us with valuable knowledge that includes the theories behind their design, the variety of situations in which they can be applied and their impact on learning efficiency and effectiveness. Surprisingly, there has been comparatively little research from a student perspective allowing us to reflect on the quality of the learning processes. In this study, a student-focused perspective was adopted to investigate a student writing experience supported by technology in a first-year undergraduate course in plant science and physiology. Interviews were used to reveal variation in the approaches students have adopted to the whole writing experience and the technologically-supported part of that experience. The data provides opportunity for reflection on what constitutes quality learning in student approaches to writing when technologically-supported processes are part of the experience and the results suggest important relationships that require further investigation. 

Ellis, Robert (2004).  University Student Approaches to Learning Science through Writing. Research Report  International Journal of Science Education, 26, 15. 

This study investigates the approaches adopted by students to a university writing programme designed to help them learn first-year undergraduate science. The research design includes phenomenographic analyses of 19 interviews and 50 open-ended questionnaires, as well as quantitative analyses of the qualitative data. The main results of the study are the close association between the quality of the students' approaches to writing, including when they use technology, to the way they think about writing as a way of learning, and to the level of achievement they reach. The results suggest that writing programmes designed to help students learn science would be improved if their tasks embed issues such as what learning is possible through writing, how new technologies can be used to support meaningful writing and who should be offering models of how to approach university writing most meaningfully.

Ellis, Robert A. (2006).  Investigating the Quality of Student Approaches to Using Technology in Experiences of Learning through Writing  Computers and Education, 46, 4. 

This study reports on the student experience of learning through writing in an undergraduate science subject. During their writing experience, 52 first year university science students used a writing database, bulletin board and word-processor. Using quantitative questionnaires developed from student learning research, this study investigates the quality of the approaches adopted by students to the use of the technologies and how this related to the quality of their whole experience and performance measures. The results show that students who adopted a surface or reproductive approach tended to achieve relatively poorer learning outcomes and lower performance measures than students who adopted approaches which reflected understanding. The findings have important implications for teachers introducing technologies into writing processes for the purpose of improving students' learning outcomes.

Ellis, Robert A.; Calvo, Rafael A. (2006).  Discontinuities in University Student Experiences of Learning through Discussions  British Journal of Educational Technology, 37, 1. 

This article reports on research into the student experience of learning through discussions in a third-year undergraduate engineering subject. Information engineering students studying e-commerce were required to engage in face-to-face and online discussions as a key aspect of their learning experience. This study investigates the quality of the experience of learning through those discussions using quantitative methodologies from Student Learning Research. Analyses of student ratings on the closed-ended questionnaires identify qualitatively different approaches to learning through discussions, both in face-to-face contexts and online. Relationships are found among the variation in the quality of these approaches and how students perceive issues such as workload, what they thought they were learning through discussions and performance. Implications arising from these results identify different suggestions for teaching students to discuss successfully in different contexts.

Ellis, Robert A.; Goodyear, Peter; Calvo, Rafael A.; Prosser, Michael (2008).  Engineering Students' Conceptions of and Approaches to Learning through Discussions in Face-to-Face and Online Contexts  Learning and Instruction, 18, 3. 

This study focused on students' conceptions of and approaches to learning through face-to-face and online discussions. The study setting was a course in which students (N = 110) worked in small teams and in which team discussions took place both face-to-face and online. The design of the study involved a combination of in-depth interviews and self-completion questionnaires using open-ended questions and rating scales. The analysis adopted a phenomenographic approach, leading to the construction of categories for students' conceptions of and approaches to learning through discussions and the testing of associations between conceptions, approaches and course outcomes. Close associations were found between conceptions of learning through discussions with approaches to face-to-face and online discussions and with learning outcomes.

Ellis, Robert A.; Moore, Roger R. (2006).  Learning Through Benchmarking: Developing a Relational, Prospective Approach to Benchmarking ICT in Learning and Teaching  Higher Education: The International Journal of Higher Education and Educational Planning, 51, 3. 

This study discusses benchmarking the use of information and communication technologies (ICT) in teaching and learning between two universities with different missions: one an Australian campus-based metropolitan university and the other a British distance-education provider. It argues that the differences notwithstanding, it is possible to develop a useful and rigorous benchmarking relationship between such institutions that draws on previous benchmarking research and improves the approach by benchmarking key processes, not just outcomes. By defining a process used to embed ICT in subjects and using this as a focus of the benchmarking, a relational and prospective approach to quality assurance for ICT can be clarified, one which promotes coherence amongst the benchmarks that can be used for the purposes of improvement.

Ellis, Timothy (2003).  Internet and Higher Education, 6, 2. 

This book edited by Rainere Bromme and Elmar Stahl aims to establish a foundation for the study of the pedagogical value of using the development of hypertext documents as a student assignment. The editors compiled an eclectic collection of 10 chapters from eight different contributors. Chapters fall within three general categories: theoretical foundations, enabling technologies, and reports of experiments.

Ellis, Timothy J. (2001).  Multimedia Enhanced Educational Products as a Tool To Promote Critical Thinking in Adult Students.  Journal of Educational Multimedia and Hypermedia, 10, 2. 

Describes a controlled experimental study that examined the difference in one specific aspect of learning-development of critical thinking skills-that can be affected for adult students when presented with an educational product that features animation and interactivity. Results indicate the value of multimedia-enhanced educational products for facilitating greater depth of learning. 

Ellis, Timothy; Cohen, Maxine (2001).  Integrating Multimedia into a Distance Learning Environment: Is the Game Worth the Candle?  British Journal of Educational Technology, 32, 4. 

Discussion of the value of multimedia in online learning environments focuses on a cost-benefit study of a doctoral-level course that used a multimedia CD. Results suggest that the instructional effectiveness of multimedia is relative and actual costs versus anticipated benefits must be balanced.

Ellison, Mark (2004).  Symbolic Mathematics Engines in Teaching Chemistry: A Symposium Report  Journal of Chemical Education, 81, 12. 

The use of Symbolic Mathematics Engines (SMEs) in chemical education as a part of the Division of Computers in Chemistry was discussed by a panel of educators at the Symbolic Calculation in Chemistry symposium in Philadelphia in 2004. The panelists agreed that many more topics in chemistry are amenable to SME's exploration and that symbolic computational tools should be taught more widely in mathematics classes and software developers should strive to make their tools easier to use.

Ellison, Nicole; Wu, Yuehua (2008).  Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension  Journal of Educational Multimedia and Hypermedia, 17, 1. 

This exploratory study uses quantitative and qualitative data to explore (1) whether educational blogging is associated with gains in student comprehension, (2) the relationship between writing medium (online or hard copy) and student time on task, and (3) student perceptions of blogging in the classroom. College students (n=52) completed a series of writing assignments, submitted either as traditional, hard copy papers or as blog entries (submitted online and reviewed by peers), and then completed a survey instrument probing comprehension of material and perceptions. Analysis revealed no significant differences in comprehension between blog and paper assignments, although students reported spending less time writing in the blogging condition. Qualitative data revealed a need for more guidance regarding the process of reviewing and critiquing the work of peers. Although specific comprehension gains as measured by exam items was not associated with the blogging medium, student comments suggest that blogging was associated with other specific instructional gains, such as exposure to more diverse viewpoints and increased commitment to writing and thinking. Pragmatic guidelines for instructors wishing to incorporate blogging into their classroom activities are discussed.

Ennals, Richard (2008).  The Fifth Generation and Training Strategies  British Journal of Educational Technology, 39, 2. 

Fifth Generation computers should not simply be regarded as an enhancement of current computer technology: the intention is that a fresh approach should be taken to computer science and to the use of computers. The argument of this paper is that the fresh approach must encompass education and training, with implications that extend far beyond the simple use of computers. [This paper was first published in "Interactive Learning International," Vol. 3, no. 1, 1986, 4-7, by John Wiley & Sons, Ltd.]

Ennis-Cole, Demetria L.; Lawhon, Tommie (2004).  Teaching, Technology, and Support in the New Millennium: A Guide for New Community College Teachers  Community College Journal of Research and Practice, 28, 7. 

Beginning community college faculties have many responsibilities associated with teaching. Technology can alter and enhance some of the traditional expectations for teaching and learning. New professionals will benefit by becoming familiar with existing and new technology and by recognizing the college mechanisms and support systems available to them including mentors, faculty, and staff.

Enriquez, J. G. (2008).  Translating Networked Learning: Un-Tying Relational Ties  Journal of Computer Assisted Learning, 24, 2. 

This article explores the social network of learning beyond a functional understanding of social relations. It describes and interprets the realities of networked learning within a particular postgraduate course in an English university setting. It draws attention to some of the limitations of the increasing interest in the use of social network analysis (SNA) alongside content analysis of recent studies in the field of networked learning. In particular, SNA has been used to analyse response relations among participants in online discussions in terms of, for example, density and centrality. It argues for a different approach to a network of learning, focusing on the relational effects of multiple technical and social arrangements and engagements beyond the response relations the online environment is able to capture and store. This approach emphasizes network processes rather than network structures.

Edward, Karen-leigh; Hercelinskyj, Julie; Warelow, Philip; Munro, Ian (2007).  Simulation to Practice: Developing Nursing Skills in Mental Health--An Australian Perspective  International Electronic Journal of Health Education, 10. 

A variety of developments in nursing education in Australia including some innovative and exciting models, educational enterprises between education and industry, and evidence of developing strengths in research and professional alliances on a national level have been discussed recently. This paper presents Simulation to Practice as an example of an educational program that can maximise skill mastery for nurses in mental health fields as practised by Deakin University in Victoria, Australia. The program is multimodal and is under-pinned by a problem-solving approach and has an online presentation. The extension of nursing skills through this approach encourages nurses to take theoretical skills to practice during these scenarios which help student nurses to gain experience through simulated real life characters. These sessions, while challenging at the time, were highly valued by students and seen as a beneficial part of their learning as a beginning nurse and often instrumental in moving comprehensively trained students into mental health careers.

Edwards, Carol E. (2002).  Reflections on "A Framework for Quality in Educational Technology Programs."  Educational Technology, 42, 3. 

Discusses recommendations made by the Expert Panel on Educational Technology, questions how they should be used, and examines the quality of the framework for use as a formative assessment instrument. Considers the focus on schooling and student learning; its use as a national evaluation tool; and its use to develop programs, not just evaluate them.

Edwards, Chad; Edwards, Autumn; Qing, Qingmei; Wahl, Shawn T. (2007).  The Influence of Computer-Mediated Word-of-Mouth Communication on Student Perceptions of Instructors and Attitudes toward Learning Course Content  Communication Education, 56, 3. 

The purpose of this study was to experimentally test the influence of computer-mediated word-of-mouth communication (WOM) on student perceptions of instructors (attractiveness and credibility) and on student attitudes toward learning course content (affective learning and state motivation). It was hypothesized that students who receive positive computer-mediated WOM about an instructor would perceive the instructor as more credible and attractive than students who receive no information or negative information. It was further hypothesized that students who receive positive computer-mediated WOM about an instructor would report greater levels of affective learning and state motivation to learn than students who receive no information or negative information. All hypotheses were supported. Results are discussed in light of the heuristic-systematic processing model, and the implications for instructional communication are addressed.

Edwards, Mark; Jones, Steve; Murphy, Fiona (2007).  Hand-Held Video for Clinical Skills Teaching  Innovations in Education and Teaching International, 44, 4. 

In health care education a balance needs to be struck between theoretical and practical teaching. Undergraduates typically split their time between clinical placement and university-based teaching blocks. A proportion of the time spent in preparation for clinical practice placements will be spent in the classroom or in simulation suites. The challenge to engage students in clinical skills education in this environment can be met by providing locally created video sequences showing the application of what is being taught in the clinical environment. This paper describes how Mini-DV format video cameras can be used to provide a practical way to gather this material. Also described is how the video is edited, stored and used.

Edwards, Michael Todd; Reinhardt, Jeffrey A. (2008).  Are You Connected? Fostering Exploration with Unexpected Graphs  Mathematics Teacher, 101, 6. 

In this article, the authors discuss the importance of unexpected graphs as a vehicle for encouraging critical classroom dialogue. By examining such graphs more critically, teachers and their students can reexamine beliefs about the authority of technology in their classrooms.

Edwards, Virginia (2005).  Electronic Transfer: Moving Technology Dollars in New Directions--Technology Counts 2005  Education Week, 24, 35. 

This article presents the special issues of the eighth edition of "Education Week's" annual report on education technology, "Technology Counts." The annual report tracks the economic and policy forces that are converging to push those changes, which are happening at the federal, state, and local levels. States and school districts are spending millions of dollars to build online student-data systems that will offer teachers what policymakers hope will be the information needed to craft clear-cut strategies for raising achievement. The biggest impetus for putting money into such data systems is arguably the expansive reporting requirements and ambitious student-achievement goals set forth in the federal No Child Left Behind Act. The featured articles in this special issue include: (1) NCLB Focuses on Data Tools (David J. Hoff); (2) Bush vs. Clinton (Andrew Trotter); (3) State Support Varies Widely (Rhea R. Borja); (4) Cyber Schools' Status (Rhea R. Borja); (5) Federal Role Seen Shifting (Andrew Trotter); (6) E-Rate: The Road Ahead (Andrew Trotter); (7) Schools Eye Future Costs (Marianne D. Hurst); (8) Big-District Priorities (John Gehring); and (9) Tracking U.S. Trends (Erin Fox). Individual articles contain references, figures and tables.

Edwards, Virginia, Ed. (2006).  The Information Edge: Using Data to Accelerate Achievement--Technology Counts, 2006  Education Week, 25, 35. 

This special issue presents the ninth edition of "Education Week's" annual report on education technology, "Technology Counts." The annual report found that the nation has made dramatic progress in developing computerized data systems that can reliably guide education decision-making, but still has plenty of work to do before those systems can fulfill their potential to accelerate student achievement. For this 2006 report, "Technology Counts" assigned letter grades to the states for the first time, based on where they stand on various indicators related to access to educational technology, the use of technology, and efforts to enhance educators' technology skills. Overall, grades range from an A for West Virginia to a D-minus for Nevada. In addition to its in-depth look at school data and the grading of the states, "Technology Counts, 2006" offers a variety of online-only components to complement this year's report on "Education Week's" Web site. Those include individualized reports with information specific to each state plus state data comparisons. Articles and features presented in this special issue include: (1) Delving into Data (David J. Hoff); (2) Keeping Track (David J. Hoff); (3) District Initiative (Rhea R. Borja); (4) Aware of All Students (Rhea R. Borja); (5) Finding the Funding (Rhea R. Borja); (6) Voices of Experience (Rhea R. Borja); (7) Monthly Checkups (Mary Ann Zehr); (8) Tip of Their Fingers (Vaishali Honawar); (9) Rising to a Challenge (Debra Viadero); (10) Risk & Reward (Rhea R. Borja); (11) "National Effort" (Andrew Trotter); (12) Tracking U.S. Trends (Christopher B. Swanson); (13) Technology Leaders: Grading the States [State Data Table]; (14) About the EPE [Editorial Projects in Education] Research Center's Annual State Technology Survey; (15) How "Education Week" Graded the States; and (16) Sources and Notes for State Data Table.

(2002).  Education Reform in China: An Interview with Aibe Chen.  Kappa Delta Pi Record, 38, 2. 

This interview with a Chinese teacher educator examines why she is studying about educational change in the United States, her interest in the Discover Project, her visits to schools implementing the Discover Project, differences between education in this country and in China, cultural influences on such reforms in China, educational technology in China, and challenges to education in China.

(2007).  Education Leaders Applaud ATTAIN Act  Curriculum Review, 47, 2. 

This article talks about Achievement Through Technology and Innovation (ATTAIN) Act, a bill introduced by Senators Bingaman (D-NM), Burr (R-NC), and Murray (D-WA) and applauded by a coalition of education and industry groups. The proposed ATTAIN Act is similar to its companion in the House (HR 2449), and builds upon the Enhancing Education Through Technology Program (EETT) provision embedded in the No Child Left Behind Act (NCLB). According to the Consortium for School Networking, the International Society for Technology in Education (ISTE), the Software & Information Industry Association, and the State Educational Technology Directors Association, the ATTAIN Act would leverage the success of EETT (Title II-D of NCLB). In particular, the legislation would improve student achievement in core curricular subjects by providing students with technology skills, access and support, and ensuring that all teachers are properly equipped to use technology effectively.

_____. (2001).  Education Technology Must Be Included in Comprehensive Education Legislation. A Policy Paper. 

Founded in 1996, the CEO Forum on Education & Technology is a unique five-year partnership between business and education leaders committed to assessing and monitoring progress toward integrating technology in America's schools. In this document, the CEO Forum makes a series of strategic recommendations on the most effective role of technology in education policy reform. The CEO Forum offers three major recommendations to federal policymakers, based on three critical areas of education technology that are discussed in detail. The first recommendation is: broaden student achievement to include 21st century skills. Development of 21st century skills is critical to students' success in the digital age. These skills need to be included in the standards, curriculum and assessment. The Department of Education should establish accountability models for inclusion of 21st century skills as an additional discipline. These models should establish approaches that can be followed to create metrics of success for assessment and accountability of these skills. The second recommendation is: expand federal support for education technology investments. The federal government should double the national investment in education technology, and continue to emphasize equity in funding by ensuring that the schools with the greatest need benefit most from federal educational technology programs. By 2003, the federal government should apply at least 30% of federal education technology funding to provide sustained and intensive high-quality professional development for the integration of education technology into the curriculum. The government should provide leadership in the creation of digital content that will help boost student achievement. The third recommendation is: increase investment in research and development and dissemination. The federal government should increase its investment in dedicated education technology research and development to at least $100 million. Research and development should be used to determine the most effective technology methods to improve student achievement, and support the development of assessment tools that measure 21st century skills. The federal government should fund President Bush's $15 million proposal for a Web-based Clearinghouse of Best Practices in Education Technology. The creation of an education technology clearinghouse is an effective way for educators to gain a better sense of the quality of the work achieved by their peers. This clearinghouse will also support more professional development. | [FULL TEXT]

_____. (2002).  Education Technology. Hearing before a Subcommittee of the Committee on Appropriations. United States Senate, One Hundred Seventh Congress, First Session, Special Hearing (July 25, 2001). 

This hearing before the Subcommittee on Labor, Health, Human Services, Education and Related Agencies is about what will be done in the 21st century to improve the learning skills for children from the earliest age through all their education. Senator Tom Harkin (Iowa) presided. Opening statements were given by Senator Harkin and Senator Arlen Spector (Pennsylvania). The opening statements are followed by the statement of Dr. Margaret Honey, Vice President and Director, Education Development Center, Center for Children and Technology, with highlights including: the benefits of educational technology, effective software design, and the role of the Federal Government. The statement of Cheryl Williams, President, International Society for Technology in Education (ISTE) is then given, followed by the statement of Thomas Gann, Director, Strategic Alliances for Global Education Research, Sun Microsystems, Incorporated, with highlights including: the need for networking, progress in e-learning, the Federal role, and recommendations. The last statement is given by Dr. David H. Rose, Ed.D., Co-Executive Director, CAST, with highlights including: assistive technologies and the present, the power of digital content for students with disabilities, and the universal design of learning technologies. A discussion follows. | [FULL TEXT]

_____. (2002).  Educational Leadership. [SITE 2002 Section]. 

This document contains the following papers on educational leadership from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Personality Assessment of Educational Leaders via Technology" (Pamela T. Barber Freeman and Michael L. McFrazier); (2) "Contributions and Concerns of SITE Participants: A Survey of Technology Using Teachers Educators (ASTUTE)" (Niki Davis, Polly Mumma, Deborah Sprague, Elizabeth Riddle, and Lucretia Carter); (3) "Leading Change in Utah Schools with Technology: The T-PLUS Project" (Dan Eastmond and Marti Garlett); (4) "Technology Leadership: Shaping Administrators' Knowledge and Skills through an Online Professional Development Course" (Peggy A. Ertmer, Hua Bai, Chaoyan Dong, Mohammed Khalil, Sung Hee Park, and Ling Wang); (5) "PT3 and T3L--Teaching Tomorrow's Technology Leaders: Preparing School Leaders To Use Technology" (Ian W. Gibson); (6) "NCATE Electronic Document Center and Beyond" (Bob Goeman, Neal Topp, and Paul Clark); (7) "Computer Database Model To Teach Legal Issues in Principalship Program" (Lawrence T. Kajs, Linda Grim McCormick, and John M. Deeman); (8) "Preparing School Administrators To Be Technology Leaders" (Don Knezek); (9) "Teacher Change Processes and Student Products of Exemplary Technology Integration Sites in Kansas" (Marilyn May); (10) "Developing a Relevant Technology Course for Administrators" (Barbara K. McKenziand Nancy G. Mims); (11) "Understanding the Role of School Leaders in Realizing the Potential of ICTs in Education" (Thomas L. Otto and Peter R. Albion); (12)"Disinformation, Academia, and the Web: The Anonymous Battleground" (Thomas Rakes and Glenda Rakes); (13) "Implementation of Information and Communications Technologies in Australian Schools: The Perspective of the Principal" (John Schiller); and (14) "Project Management: From the Perspective of a Graduate Student" (Ling Wang). Several brief summaries of conference presentations are also included. Most papers contain references. | [FULL TEXT]

_____. (2002).  Education and Job Training: Preparing for the 21st Century Workforce. Hearing before the Subcommittee on 21st Century Competitiveness of the Committee on Education and the Workforce, House of Representatives. One Hundred Seventh Congress, Second Session (Angola, Indiana, March 22, 2002). 

This is a congressional hearing on how vocational and technical education and job training work together to better prepare workers for the 21st century workforce and on successful educational and job training activities and initiatives in Indiana (IN). Testimony includes statements from United States representatives (Howard P. "Buck" McKeon and Mark Souder) and individuals representing Tri-State University, Angola, IN (Earl Brooks); Angola High School, Angola, IN (Steve Grill); Economic Development and Community Resource Officer, Cole Foundation and Plastics Technology Center, Angola, IN (Craig Adolph) and a former student (Travis Kenz); Jobworks, Fort Wayne, IN (Steve Corona); Ivy Tech State College, Fort Wayne, IN (Jon L. Rupright); Four County Area Vocational Cooperative, Garrett, IN (Tim Holcomb); Anthis Career Center, Fort Wayne, IN (Ron Flickinger); and Educational Technology Department, DeKalb County Central United School District, Waterloo, IN (Dick Boyd). Appendixes include written statements of the US representatives who presented statements and of the individuals representing the above organizations and institutions. | [FULL TEXT]

_____. (2004).  Educational Technology News. Volume 4, Issue 1, Spring/Summer 2004  [North Central Regional Educational Laboratory] 

This issue of "Educational Technology News" presents a look at recent Center for Technology research and development efforts. In particular, it includes the following two articles: (1) a summative, in-depth look at the research and findings of "A Meta-Analysis of the Effectiveness of Teaching and Learning With Technology on Student Outcomes" (full report available online-see article for details); and (2) an informative peek at the content of NCREL's Quick Key No. 7 about scientifically-based research. Also appearing in this issue is an announcement about presentation materials from the National Educational Technology Conference held in conjunction with the annual NCREL conference, March 10-11, 2004. | [FULL TEXT]

_____. (2004).  Educational Technology News, Volume 4, Issue 2. Fall/Winter 2004  [Learning Point Associates / North Central Regional Educational Laboratory (NCREL)] 

This issue explores the latest Center for Technology research and development efforts, including the first international webcast on the future of the National Educational Technology Standards (NETS) and our newly completed case studies and cross-case analysis of high-performing, high-poverty and/or high-minority, high-technology schools. Following these in-depth articles, announcements of a new e-learning report covering K-12 online learning policy and practice and the next National Educational Technology Conference are included. | [FULL TEXT]

_____. (2004).  Education Statistics Quarterly. Volume 5, Issue 4, 2004. NCES 2005-610  [National Center for Education Statistics] 

The "Quarterly" offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES. This issue contains a complete annual index of NCES publications for 2003. This issue is organized into the six sections. The first section, Featured Topic: Technology in Education, presents the following articles: (1) Computer and Internet Use by Children and Adolescents in 2001 (Matthew DeBell and Chris Chapman); (2) Internet Access in U.S. Public Schools and Classrooms: 1994-2002 (Anne Kleiner and Laurie Lewis); (3) Participation in Technology-Based Postcompulsory Education (Lisa Hudson and Linda Shafer); and (4) Invited Commentary: Children, Schools, Computers, and the Internet--The Impact of Continued Investment in Educational Technology Under NCLB (Susan Patrick). The second section, Elementary and Secondary Education, includes: (5) The Nation's Report Card: Mathematics Highlights, 2003 (James S. Braswell, Mary C. Daane, and Wendy S. Grigg); (6) The Nation's Report Card: Trial Urban District Assessment, Mathematics Highlights, 2003 (Anthony D. Lutkus and Arlene W. Weiner); (7) The Nation's Report Card: Reading Highlights, 2003 (Patricia L. Donahue, Mary C. Daane, and Wendy S. Grigg); (8) The Nation's Report Card: Trial Urban District Assessment, Reading Highlights, 2003 (Anthony D. Lutkus and Arlene W. Weiner); (9) Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety (Amanda K. Miller); (10) Indicators of School Crime and Safety: 2003 (Jill F. DeVoe, Katharin Peter, Phillip Kaufman, Sally A. Ruddy, Amanda K. Miller, Mike Planty, Thomas D. Snyder, and Michael R. Rand); (11) Public High School Dropouts and Completers from the Common Core of Data: School Year 2000-01 (Beth Aronstamm Young); (12) Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2001-02 (Jennifer Sable and Beth Aronstamm Young); and (13) School District Expenditures for Elementary and Secondary Education: 1997-98 (Joel D. Sherman, Barbra Gregory, Jeffrey M. Poirier, and Xiaolan Ye). The third section, Postsecondary Education, presents: (14) Enrollment in Postsecondary Institutions, Fall 2001 and Financial Statistics, Fiscal Year 2001 (Laura G. Knapp, Janice E. Kelly, Roy W. Whitmore, Shiying Wu, Burton Levine, and Seungho Huh); (15) Staff in Postsecondary Institutions, Fall 2001, and Salaries of Full-Time Instructional Faculty, 2001-02 (Laura G. Knapp, Janice E. Kelly, Roy W. Whitmore, Shiying Wu, Seungho Huh, and Burton Levine); (16) Postsecondary Institutions in the United States: Fall 2002 and Degrees and Other Awards Conferred: 2001-02 (Laura G. Knapp, Janice E. Kelly, Roy W. Whitmore, Shiying Wu, and Lorraine M. Gallego); and (17) Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000 (Basmat Parsad and Laurie Lewis). The fourth section, Libraries, contains: (18) Academic Libraries: 2000 (Nancy Carey and Natalie M. Justh). The fifth section, Crosscutting Statistics, presents: (19) Volunteer Service by Young People from High School through Early Adulthood (Mike Planty and Michael Regnier); (20) Status and Trends in the Education of Blacks (Kathryn Hoffman and Charmaine Llagas); and (21) Projections of Education Statistics to 2013 (Debra E. Gerald and William J. Hussar). Finally, the sixth section concludes with: Data Products, Other Publications, and Funding Opportunities. An index by topic and keyword; and an index by author and NCES contact are also included. (Individual articles contain tables, figures, and references.) | [FULL TEXT]

_____. (2005).  Educational Technology News. Fall 2005, Volume 5, Issue 2  [Learning Point Associates / North Central Regional Educational Laboratory (NCREL)] 

Educational Technology News is a biannual newsletter published by the Center for Technology at the North Central Regional Educational Laboratory (NCREL). The following topics are discussed in this issue: (1) TechPOINT: Measure Progress, Achieve Technology Proficiency; (2) New in the Center for Technology: Five-Year Research Project Identifies Key for Technology Integration Success; (3) In the Spotlight: Supporting the Online Learner's Opportunity for Success; and (4) In the Spotlight: Keeping Pace With K?12 Online Learning in All 50 States. [This newsletter was produced by Learning Point Associates, North Central Regional Educational Library.] | [FULL TEXT]

_____. (2002).  English Teaching & Learning, 2002. 

This journal, written in primarily in Chinese, contains the following papers: "Introducing Web-Based Technology Enhanced Language Learning (TELL) Courses and Resources for In-Service EFL Teachers" (Hao-Jan Chen); "A Survey of Primary School English Education in Miao-li County" (Yu-Fang Chang); "Interactions between Classroom Activity, Enjoyment, Effectiveness, and Oral Participation" (Wen-Li Tsou); "English Negative Structures: A Barrier to Chinese ESL Learners" (Dan Lu); "Rational Cloze: Item-Generation Approaches and Construct Validity" [written in English] (Hsiu-Li Wu); and "Investigation of Test-Takers' Views on Difficulty at Task Level: A Case Study of GEPT-Intermediate Spoken Performance" [written in English] (Row-Whei Wu). (Papers contain references.) | [FULL TEXT]

Engelbrecht, Johann; Harding, Ansie (2004).  Combing Online and Paper Assessment in a Web-Based Course in Undergraduate Mathematics  Journal of Computers in Mathematics and Science Teaching, 23, 3. 

Online assessment in mathematics is becoming more prominent as mathematics and the internet become more compatible. This paper is based on a case study of a web-based calculus course in which a combination of paper and online assessment is used for assessing various activities. The paper first investigates what student assessment preferences are and shows that there is a leaning towards a preference for online assessment, yet students still show a preference for a combination of online and paper assessment for term tests. Secondly, the paper shows that standards are maintained when incorporating an equally weighted online component into the assessment model for the case under consideration. The investigations are conducted from a background of having been involved in teaching online mathematics courses for the last four years.

Engelbrecht, Johann; Harding, Ansie (2005).  Teaching Undergraduate Mathematics on the Internet  Educational Studies in Mathematics, 58, 2. 

Internet education in mathematics is developing as a new mode of teaching with its own characteristics and possibilities, different from the traditional way of teaching. In a study presented in two parts, we attempt to capture the world of Internet teaching of undergraduate mathematics. In the first part of the study (Engelbrecht, J. and Harding, A.: 2004, "Teaching undergraduate mathematics on the web 1: Technologies and taxonomy"), we attempt to create some order in the huge number of activities that are available on the web with a graphical classification of the different types of web courses and discuss some of the technologies involved. In this, the second part of the study, we discuss attributes and implications of this mode of teaching/learning mathematics, also mentioning some of the benefits and concerns. Speculation about the future in such a fluid environment is both risky and fascinating but we nevertheless envisage some possible future trends. Research on this mode of teaching is sparse and open research questions are plentiful. We list possible research issues.

Engelbrecht, Petra; Oswald, Marietjie; Swart, Estelle; Kitching, Ansie; Eloff, Irma (2005).  Parents' Experiences of Their Rights in the Implementation of Inclusive Education in South Africa  School Psychology International, 26, 4. 

Parental involvement was a driving and decisive factor in the development of inclusive education worldwide. In South Africa parents also became the advocates of the inclusive education movement in the 1990s, paving the way for parents to be involved in the decision-making process regarding the school placement of their children with disabilities. The purpose of this article is to focus on the way in which equity, individual rights and freedom of choice manifest itself in the implementation of inclusive education with specific reference to the way in which parents experience it. Results indicate that the inclusion of a child into mainstream education is a challenging and dynamic process that starts with the parents' decision to place their child in a mainstream setting. In spite of legislation and the desires of parents, the development of inclusive educational practises in South Africa does not always reflect the values of equity and individual rights. Failure to establish collaborative and trusting relationships between teachers, parents and professionals poses a major challenge and can have a serious impact on the outcomes of inclusive education.

Enger, John M.; Lacey, Candace H.; Bacallao, Mary Kay (2002).  Integrating Technology in the Classroom Using Virtual Teams. 

This paper presents the results of the first-year evaluation of Bridging the Digital Divide in South Florida, a 3-year Preparing Tomorrow's Teachers To Use Technology grant. Over the 3 years of this project, elementary school teachers from two Florida counties, college professors, and preservice teachers from two Florida universities will work collaboratively to integrate technology into classrooms and design curriculum with lesson plans to assist in this implementation. The report focuses on the first stage of the integration process in the 2000-2001 academic year. The evaluation team used multiple sources of data, including online instruments, surveys, chat-room transcripts, and pen-and-pencil evaluations. For the first year, eight collaborative subject area teams were formed to include professors, teachers, and preservice teachers in each. Each of the teams was assigned a discussion board to which participants contributed postings. Findings from this first year indicate that the project focuses on providing technology training to preservice teachers, and that the resources necessary have been available in the first year. Project timelines were met throughout the year, and participants were successful in conducting project activities in the virtual team format in which they did not meet face-to-face. The program was implemented as was intended, but some recommendations were made for project improvement. These center on consistency in recording program activities and results. | [FULL TEXT]

Engle, Randall K. (2008).  The Information Inquisition: High Priests of Knowledge  [Online Submission] 

In this paper the author examines the relationships between the educational technology movement, the computer industry, the administration's education policies, and the Inquisition. Examples of ways in which information is manipulated, distorted, and denied public scrutiny are discussed.  | [FULL TEXT]

Engleberg, Isa N.; Emanuel, Richard C.; Van Horn, Tasha; Bodary, David L. (2008).  Communication Education in U.S. Community Colleges  Communication Education, 57, 2. 

A comprehensive research project conducted by the Community College Section of the National Communication Association (NCA) investigated the status of communication education in U.S. community colleges. Contacts from 290 public community colleges in the U.S. responded to a survey targeting five areas of inquiry: (a) institutional, (b) departmental, and (c) faculty characteristics as well as (d) instructional resources and (e) professional support. The NCA Community College Section study and this article report findings concerning community college program characteristics as well as issues related to basic course offerings and general education requirements; faculty qualifications; the ratio of full- to part-time faculty; teaching loads and class size averages; professional development support; the use of instructional technology; and significant challenges facing communication programs in community colleges.

Englert, Carol Sue; Manalo, Maragaret; Zhao, Yong (2004).  I Can Do It Better on the Computer: The Effects of Technology-Enabled Scaffolding on Young Writers' Composition  Journal of Special Education Technology, 19, 1. 

The purpose of this study was to examine how a Web-based software program impacted lower elementary students' composition of personal narratives when using a supported paragraph activity. The subjects in this experiment were first and second grade students in a multi-age classroom in a low socio-economic urban community. The participants were asked to write a story in a Web-based environment on a supported paragraph activity. They were later asked to type a story in the Web-based environment on a free-writing activity. Finally, students were asked to compose a story through the traditional paper and pencil means. Students' personal narratives were scored using rubrics that examined both narrative genre characteristics and writing conventions. Overall findings indicate that students wrote more, incorporated more genre specific characteristics, and demonstrated conventional writing skills on the supported writing assignment.

Englert, Carol Sue; Zhao, Yong; Collings, Natalia; Romig, Nancy (2005).  Learning to Read Words: The Effects of Internet-Based Software on the Improvement of Reading Performance  Remedial & Special Education, 26, 6. 

Two design experiments were conducted to improve the word recognition performance of students at risk of school failure. In Study 1, an Internet-based software from the TELE-Web project was used to remediate the word recognition performance of 4 students at risk of retention and reading disabilities in first grade. In Study 2, the Internet-based software was used with an entire classroom of first-grade students in an effort to prevent reading difficulties and to accelerate reading performance. The results indicated that TELE-Web was effective in improving sight-word recognition and that these improvements transferred to a standardized measure of reading achievement. These findings suggest the promise of Internet-based software in supporting the reading programs of young readers at risk for retention or referral.

Englert, Carol Sue; Zhao, Yong; Dunsmore, Kailonnie; Collings, Natalia Yevgenyevna; Wolbers, Kimberly (2007).  Scaffolding the Writing of Students with Disabilities through Procedural Facilitation: Using an Internet-Based Technology to Improve Performance  Learning Disability Quarterly, 30, 1. 

Relatively little is known about the potential of web-based programs to support and scaffold the writing performance of students with disabilities. In this study, an experimental and control group of students planned and organized their ideas in order to write expository papers about self-selected topics. The experimental group used a web-based environment that scaffolded performance by prompting attention to the topical organization and structure of ideas while students were in the situated act of composing their papers. Control students used similar writing tools, but in traditional paper-and-pencil print formats. The results of the quasi-experimental study revealed that the students in the web-based scaffolding condition produced lengthier pieces and received significantly higher ratings on the primary traits associated with writing quality. The greatest effects were evident in terms of experimental students' abilities to produce topic sentences and to generate more topically coherent pieces overall. These findings suggest the web-based software can be designed to offer universally available supports to improve the performance of struggling writers.

English, Cathie (2007).  Finding a Voice in a Threaded Discussion Group: Talking about Literature Online  English Journal, 97, 1. 

High school teacher Cathie English believes online threaded discussions are "an amazing ally to the teacher who cares about giving voice to every student in the classroom." They offer a forum for quiet students to develop and verbalize ideas; promote in-depth response and reflection; encourage peer affirmation; and provide opportunities for more teacher-student and student-student interaction. English also addresses several issues that accompany online discussion, such as parental concerns, classroom implementation, and technology access and equity.

English, Susan J. (2002).  Time for Technology: Successfully Integrating Technology in Elementary School Classrooms. 

This study, conducted in March 2001, surveyed 142 grades 2-4 classroom teachers regarding their use of educational technology. The purpose of the study was to demonstrate the importance of providing teachers with the necessary time to investigate, implement, and fully integrate technology into their classrooms. While it is imperative that schools work to provide adequate hardware, software, training, and support, it was the hypothesis of this study that, in order to fully capitalize on schools' technology investments, administrators must find creative ways to provide teachers with preparation and development time dedicated toward integrating this technology into their classroom curriculums. While additional research needs to be conducted, a strong correlation was found between the amount of time teachers spent working with computers and the level of technology integration in their classrooms. Copies of the letter to school administrators, cover letter sent with survey packets, survey instructions, and survey are appended.   | [FULL TEXT]

Engstrom, Ellen Urquhart (2005).  Reading, Writing, and Assistive Technology: An Integrated Developmental Curriculum for College Students  Journal of Adolescent and Adult Literacy, 49, 1. 

The recent emergence of assistive technology encourages researchers and educators to explore its possible benefits for students who lack the reading and writing skills necessary for success in higher education. Assistive technologies include text-to-speech software, word-processing programs, voice-recognition software, and software for organizing ideas. While these technologies are relatively new, they hold the promise of bridging the gap between a student's needs and abilities. This article explains how a combination of sound instructional strategies for improving reading comprehension, accuracy, fluency, and writing with assistive technology helped students make gains beyond what they had achieved previously. Two case studies illustrate the efficacy of this approach in preparing such students for postsecondary education.

Elicker, Joelle D.; O'Malley, Alison L.; Williams, Christine M. (2008).  Does an Interactive WebCT Site Help Students Learn?  Teaching of Psychology, 35, 2. 

We examined whether students with access to a supplemental course Web site enhanced with e-mail, discussion boards, and chat room capability reacted to it more positively than students who used a Web site with the same content but no communication features. Students used the Web sites on a voluntary basis. At the end of the semester, students using the enhanced site earned more points in the class than students using the basic Web site. Additionally, students using the enhanced site reported using it more often and reported higher satisfaction with the Web site, course, and instructor. We discuss practical implications of these findings.

Ebner, Martin; Holzinger, Andreas (2007).  Successful Implementation of User-Centered Game Based Learning in Higher Education: An Example from Civil Engineering  Computers & Education, 49, 3. 

Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental setting: The online game was used for the first time during a lecture on Structural Concrete at Master's level, involving 121 seventh semester students. Methods: Pre-test/post-test experimental control group design with questionnaires and an independent online evaluation. Results: The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called ''joy'' was introduced, according to [Nielsen, J. (2002): "User empowerment and the fun factor." In "Jakob Nielsen's Alertbox," July 7, 2002. Available from http://www.useit.com/alertbox/20020707.html.], which was amazingly "high." Conclusion: The experimental findings support the efficacy of game playing. Students enjoyed this kind of e-learning.

Eareckson, Lee Anne (2002).  What Do Amphibians Have to Offer?: Students Monitor and Map Amphibians in Local Pond Habitats  Science Teacher, 69, 5. 

Students value participation in meaningful research. They feel empowered when they effect positive change in their communities. They also have a strong affinity for frogs and toads, although they vehemently deny this at the start of the school year. In addition, most students recognize the value of using computer technology to solve world problems. This article discusses the Monitoring Amphibians on the Palouse (MAP), a cooperative project of the University of Idaho and Moscow High School sophomore biology students, that combines all of these interests by monitoring and mapping local amphibian populations.

Earle, Rodney S. (2002).  The Integration of Instructional Technology into Public Education: Promises and Challenges.  Educational Technology, 42, 1. 

Addresses issues related to the integration of instructional technology into public schools. Highlights include a definition of instructional technology; the current status of classroom technology; technology integration; forces of change; constraints and barriers to technology integration; teachers and technology; past attempts at educational reform using technology; and principles of integration.

Eary, John (2008).  Networked Interactive Video for Group Training  British Journal of Educational Technology, 39, 2.

Erbas, A. Kursat; Ledford, Sara D.; Orrill, Chandra Hawley; Polly, Drew (2005).  Promoting Problem Solving across Geometry and Algebra by Using Technology  Mathematics Teacher, 98, 9. 

Technology is a powerful tool in assisting students in problem solving by allowing for multiple representations. The vignette offered in this article provides insight into ways to solve open-ended problems using multiple technologies.

Erbas, A. Kursat; Ledford, Sarah; Polly, Drew; Orrill, Chandra H. (2004).  Engaging Students through Technology  Mathematics Teaching in the Middle School, 9, 6. 

This article explores some way that technology can be used to promote mathematical thinking and problem solving. Specifically, it focuses on the use of technology for multiple representations.

Erben, Tony, Ed.; Sarieva, Iona, Ed. (2008).  CALLing All Foreign Language Teachers: Computer-Assisted Language Learning in the Classroom  [Eye on Education] 

This book is a comprehensive guide to help foreign language teachers use technology in their classrooms. It offers the best ways to integrate technology into teaching for student-centered learning. CALL Activities include: Email; Building a Web site; Using search engines; Powerpoint; Desktop publishing; Creating sound files; iMovie; Internet chat; Video conferencing; and Online course management.

Exter, Marisa; Harlin, Nichole; Bichelmeyer, Barbara (2008).  Story of a Conference: Distance Education Students' Experiences in a Departmental Conference  Internet and Higher Education, 11, 1. 

This case study examines the impact of a program-wide event on the sense of community in a distance education program. The departmental conference examined in this study is intended to help students gain experience in sharing their ideas and plays a large role in building a sense of community among residential students and faculty. This study examines an effort to extend this community-building role to students enrolled in the department's fully online Distance Masters and Certificate programs. The study explores whether these students felt a need for such community-building experiences, what they gained from this experience, and what can be learned from what went well and what could be improved in the organization of the conference. Findings indicate that active participants felt an increased sense of community, but that not all students were interested in this type of community-building activity.

Egenfeldt-Nielsen, Simon (2007).  Third Generation Educational Use of Computer Games  Journal of Educational Multimedia and Hypermedia, 16, 3. 

This article outlines the characteristics and problems related to edutainment and of the associated research studies demonstrating that learning outcomes looks promising. The article suggests that we are moving towards a new generation of educational use of games that is more inclusive. This new generation relies on constructivist learning theories and a deeper understanding of the potential and limitations of computer games in educational praxis. In this approach computer games are "just" another tool for the teacher, which can be dispensed with great success for the right tasks, but have clear limitations and require qualified teachers that can serve as facilitators of learning.

(2000).  Evaluation of Learning Technology. Special Issue.  Educational Technology & Society, 3, 4. 

Includes 16 articles that discuss social interaction in computer-mediated distance communication; the principal's role in information technology; evaluation of learning technologies, including online courses, intelligent tutoring systems, virtual learning environments, and World Wide Web learning; Web-based authoring systems to support distance tutoring; and the effectiveness of adaptive interfaces for instructional systems.

_____. (2001).  Evaluation of Campus Pipeline, Spring 2001. 

This document is a report on the Santa Barbara City College (California) Campus Pipeline, an online portal system that provides a single Web entry point to relevant academic and institutional information for students and faculty. Introduced in spring 2001, the pipeline initially involved 22 courses, 30 sections, and 14 instructors who agreed to participate in the pilot evaluation of the portal. Five of these courses were online. A total of 1,154 students also participated in the pilot test. The college administered a survey to explore students' and faculty's satisfaction with the system. Information on the most and least useful features of the portal were collected. Eight (57%) faculty and 279 (24%) students responded to the survey. Most students and faculty expressed that the overall system was very useful and easy to access. Some students expressed concerns about the lack of speed. Respondents rated the e-mail and school services features as the most useful. The links to student organizations and Web life were noted as being the least useful. The report contains two tables that detail student and faculty responses. Appendices contain a list of courses involved in the pilot test, along with information on instructors, enrollments, survey instruments, and comments. | [FULL TEXT]

_____. (2004).  Evaluation of Jefferson Parish Technology Grant: I CAN Learn[R] Algebra I. What Works Clearinghouse Detailed Study Report 

Brooks (1999) compared algebra achievement of students enrolled in the intervention group (I CAN Learn[R] classes) to that of students enrolled in the comparison group (traditional classes) at pretest, midyear, and posttest. Brooks found that students in the I CAN Learn[R] classes achieved higher scores in algebra than students in traditional classes at both midyear and posttest, and the difference was statistically significant. The results should be viewed with caution because the unit of analysis (student) does not match the unit of assignment | [FULL TEXT]

_____. (2005).  Evaluation of the Mobile Training Team Projects (1996-2003): Final Report  [Online Submission] 

Background: For more than 30 years since 1972, the Government of Japan has contributed funds to UNESCO for implementation of the Mobile Training Team (MTT) projects. The MTT assists Member States enhance their capacity in development oriented educational innovation through intra-country study visits, training courses, workshops and technical assistance. This report evaluates the MTT projects that have been implemented since 1996. Purpose: To present evidence that the MTT projects have made an impact. To identify success factors and problem areas in MTT implementation including assessment of long term effects. To explore new directions and strategies to improve the MTT projects during their Seventh Programme Cycle. Study Sample: Twenty nine projects in Bangladesh, Bhutan, Cambodia, China, Fiji, India, Indonesia, Kazakhstan, Korea, Lao PDR, Malaysia, Maldives, Marshall Islands, Mongolia, Myanmar, Pakistan, Papua New Guinea, and the Philippines. Research Design: Descriptive; Interview. Data Collection and Analysis: Data collection consisted of analysis of project documents, study visits by two evaluation schemes to MTT implementing countries, field questionnaires and an evaluation meeting. Findings: All Asia-Pacific countries in the study have promoted educational innovation. Inter-country cooperation has been promoted. National capacities for educational change have been enhanced. Conclusion: No recommendations for restructuring the project were made. A regional perspective should be used to develop and implement MTT projects to include multisectoral and interagency participation.  [This document was published by the Asia-Pacific Programme of Educational Innovation for Development, UNESCO, and supported by Japanese Funds-in-Trust.] | [FULL TEXT]

Evangelista, Leonardo (2003).  How is the Internet Changing Careers Guidance? First Results of a Survey Amongst European Career Advisors. 

An ongoing online survey is being conducted about how the Internet has changed career guidance for European career advisors and its impact in the following areas: (1) overall professional practice; (2) service to clients; (3) clients' development process and job searches; and (4) the services of individual organizations, including the delivery of those services. Of the 51 responses from career advisors between January 2002 and March 2003, 60% believe the Internet has had a high impact on their activities; 65% believe it has had a high to medium impact on their services to clients; 63% believe it has had a high to medium impact on the development and/or job searches of their clients; and 31% believe it has had a medium impact on the services offered by their organizations. Some of the ways in which the Internet has changed career guidance are as follows: it has increased the rapidity and amount of information available to practitioners; it had made colleagues and clients easier to contact; it can be used as a tool for professional development and training; and it can allow clients to search the web for what they need themselves. Respondents are quoted in English, Italian, and Portuguese. | [FULL TEXT]

Evans, Chris; Gibbons, Nicola J. (2007).  The Interactivity Effect in Multimedia Learning  Computers & Education, 49, 4. 

The aim of this study was to determine whether the addition of interactivity to a computer-based learning package enhances the learning process. A sample of 33 (22 male and 11 female) undergraduates on a Business and Management degree used a multimedia system to learn about the operation of a bicycle pump. The system consisted of a labelled diagram of the pump, followed by a description of twelve stages in its operation. The sample was randomly divided into two groups who used either an interactive (I) or a non-interactive (NI) version involving both images and text. The I system differed from the NI system by the incorporation of control of pace, self-assessment questions and an interactive simulation. Students then undertook two different types of tests to assess their learning: one designed to evaluate their memory by recalling facts from the lesson, and another designed to assess their understanding through solving novel diagnostic problems. Students using the I system outperformed those using the NI system in the problem-solving test, and needed less time to complete both memory and problem-solving tests. This result is consistent with the hypothesis that interactive systems facilitate deep learning by actively engaging the learner in the learning process. This suggests that educational designers who seek to foster deep learning (as opposed to mere factual recall) should adopt the incorporation of interactivity as a design principle.

Evans, Chris; Gibbons, Nicola J.; Shah, Kavita; Griffin, Darren K. (2004).  Virtual Learning in the Biological Sciences: Pitfalls of Simply "Putting Notes on the Web"  Computers and Education, 43, 1-2. 

Computer-based learning (CBL) is well established and its benefits are widely reported. It has found considerable utility in recent years with the explosion in interest in the use of the Web as a knowledge medium. Many online courses, however, consist merely of a series of textual notes and pictures with little navigational information or choice. In previous studies we have suggested that there are a number of usability and interactivity mistakes that are commonly made when preparing online learning material. These can be used to develop a set of principles for good design. Here, we apply those principles to modules in genetics and reproduction. This allows us to test the hypothesis that material presented in an interactive, easily navigable computer-based learning system (a "Virtual Lecture" or VL) creates a significant improvement in the student learning experience over identical material presented as simply pictures and text in scrollable Web pages ("Web pages"). The student learning experience was measured in terms of performance in summative assessment and through questionnaire analysis. Two separate studies were conducted. The first study involved two cohorts of students with one being given material as Web pages and another (a year later) given it in the form of a VL. The results showed a significant increase in final examination marks for students taking material as a VL compared with Web pages. Students using Web pages also expressed some discontent with their experience but those using the VL did not. In the second study we divided a single cohort into two groups and exposed them to material in the form of both Web pages and a VL. The results of a multiple-choice assessment reveal a significant increase in scores for material presented as a VL. Questionnaire analysis also revealed overwhelming preference for the VL approach. Taken together, these studies provide compelling evidence that a carefully designed interface can provide a significant improvement in the student learning experience compared to presenting material as scrollable Web pages consisting simply of pictures and text.

Evans, Cynthia (2006).  Becoming a Reflective Technology Teacher  Technology Teacher, 66, 1. 

How many technology teachers reflect on their teaching each and every day? How many technology teachers ask themselves the hard questions surrounding student learning and their own teaching? How many technology teachers ask their students for feedback on a daily basis? In this article, the author shares her personal story about reflective teaching, provides examples of how being a reflective teacher will improve student learning, how to modify classroom initiatives based on reflections, and most importantly, how to improve the teaching of technology.

Evans, Jill; Conole, Grainne; Youngs, Karla (2001).  FILTER: Focusing Images for Learning and Teaching--An Enriched Resource. 

Digital images have a rich potential as learning and teaching resources and are currently under-utilized in the support of pedagogical activities. The FILTER (Focusing Images for Learning and Teaching--an Enriched Resource) project is addressing this under-use and encouraging uptake of visual resources by mapping different types of images and defining the ways in which those images can be used to enhance the learning and teaching process. These categorizations form the basis of the main project deliverables: a generic image dataset, a set of subject-specific image datasets, and supporting documentation such as "how-to" guides and case studies. This paper describes the aims, objectives, and methodologies of the FILTER project. The project is based at the Institute for Learning and Research Technology, the University of Bristol, and started in May 2001. 

Evans, Michael A. (2004).  The Challenges of Knowledge Management to Human Performance Technology  TechTrends: Linking Research & Practice to Improve Learning, 48, 2. 

Over the past year the author has conducted user, task and context analyses as part of a larger project to develop a knowledge management (KM) system for the U.S. Navy. In this piece he shares that experience as well as point out a few of the challenges that he encountered. Ideally, this account will provide the opportunity for others to compare their work and contribute to the discussion of how best to incorporate knowledge management tools and tactics into practice.

Evans, Rinelle (2004).  Is Anyone out There Listening? Explaining Low Reciprocal Interactivity during Televised Lessons in a Developing Country Context  Journal of Educational Media, 29, 1. 

In face-to-face teaching, the educator is able to directly mediate learning and gauge the level of the learners' English proficiency. Teleteaching makes this virtually impossible, as learners are invisible and thus immediate intervention in learning or estimations of proficiency are much more difficult to achieve. TELETUKS Schools 1--a community project of the University of Pretoria--aims to assist Grade 12 learners prepare for their final examinations via interactive, televised lessons in key subjects. This article seeks to explain why learners refrain from participating during educational transmissions even though technology permits bi-directional audio links. Understanding why viewers are reluctant to interact during transmissions could help educationists exploit the unique instructional potential of television, especially in remote areas of developing countries or where resources are severely limited. The results of a questionnaire survey conducted during a TELETUKS winter school (2002) suggest that limited language skills and the medium of instruction (English)--compounded by the nature and complexities of the medium--are possible reasons why the anticipated learner-presenter interaction remains exceptionally low. This exploratory study also shows that further research in the form of in-depth participant interviews; direct observation of learner participation and content analysis of televised lessons ought to establish the deeper, underlying reasons for low interactivity.

Evans, Ruby (2000).  Providing a Learning-Centered Instructional Environment. 

This paper describes efforts made by the faculty at Santa Fe Community College (Florida) to provide a learning-centered instructional environment for students in an introductory statistics class. Innovation in instruction has been stressed as institutions switch from "teacher-centered classrooms" to "student-centered classrooms." The incorporation of technology into content delivery reflects goals set forth by organizations like the American Mathematical Association of Two-Year Colleges. The paper describes one faculty member's class which combines content, technology and active learning. In the class, students are able to communicate with the instructor, attend virtual office hours, and participate in group discussions through e-mail. In addition to minimal traditional lecturing, instructors incorporate multiple pathways through learning materials to appeal to students with diverse learning styles. PowerPoint presentations, Lyris list server, a course Web site, and prepared lecture notes through a course supplement called the STAT PACK, are among the avenues employed. In addition, students are encouraged to improve their writing skills by providing articles for the STAT TALK newsletter. Although students were dichotomized according to previous computer skills background, the class still had a higher percentage of completers earning a passing grade than that seen for the overall statistics department. Development and improvement of such learning-centered instructional environments will continue. | [FULL TEXT]

Evans, Ruby (2000).  Mathematics and New Technologies Writing Team Report. 

This paper discusses the use of technology in teaching and learning mathematics in community colleges. The first section addresses the current state of new technologies and learning in mathematics and statistics. The second section looks at the major trends in the coming years, specifically more reading, more writing, and less arithmetic. The third section lists the critical issues that need to be addressed. The fourth section outlines issues related to new teaching and learning environments, including a sound rationale for integrating technology, the need for greater integration of technology, issues for new users, how technology can help, and what you need to get started. | [FULL TEXT]

Evans, Ruby (2001).  Faculty and Reference Librarians: A Virtual Dynamic Duo.  [Technological Horizons in Education (T.H.E.) Journal] 

This article, originally printed in the Technological Horizons in Education Journal online (January 2001 issue), discusses the partnership between faculty and librarians at community colleges. The author focuses on one college, Santa Fe Community College (SFCC) (Florida), and provides examples of faculty-librarian collaboration at this institution. The library provides instructional support through online resources, the digital reference desk for information access, and an entirely new course of instruction: library information science. In support of institutional goals of incorporating electronic resources and emerging technologies into instructional delivery, library staff teach faculty and students how to use the library and its resources. The library's evolving role in a digital age is one that helps facilitate collaborative learning by blending content information, technology, and active learning. Faculty and librarians at SFCC have worked together on many successful tasks, including Project COMPUTE, which built two instructional computer labs with National Science Foundation funds. In addition, SFCC faculty can now sign up for workshops and classes in library instruction via the library's Web site. The author concludes that the internal partnership between faculty and reference librarians at SFCC forms an ideal conduit for realizing a student-centered, learning-centered environment, as well as incorporating technology in traditional classroom instruction. | [FULL TEXT]

Evans, Sam; Daniel, Tabitha; Mikovch, Alice; Metze, Leroy; Norman, Antony (2006).  The Use of Technology in Portfolio Assessment of Teacher Education Candidates  Journal of Technology and Teacher Education, 14, 1. 

If colleges of education are going to successfully prepare teacher candidates to meet NETS-T standards (Kelly, 2002), then teacher education programs must begin developing strategies to assess technology competencies of beginning college students. Colleges must then move beyond these assessments to providing student support for achieving technological competencies. With this type of foundation, teacher preparation programs will then be able to provide students with experiences that nurture powerful technology integration in P-12 settings. This article presents one college's efforts in developing and implementing a mandatory technology skills assessment for beginning teacher education students. A sample of the assessment is provided, as well as scoring checklists, a description of the resources that support student mastery of these skills, and the procedures for administering the assessment, and recording results. The context of continued technology integration in coursework and field experiences is emphasized.

Evans, Terry; Stacey, Elizabeth; Tregenza, Karen (2001).  Interactive Television in Schools: An Australian Study of the Tensions of Educational Technology and Change.  International Review of Open and Distance Learning, 2, 1. 

Interviews with 25 teachers and 95 students discussed how satellite-based, narrowcast interactive television was implemented in Australian elementary-secondary classrooms for second language instruction. Despite some positive experiences, participation declined due to poor program quality, inappropriate pace and level, and repetitive worksheets.

Evanson, Nick (2004).  Controlling the Universe  Physics Education, 39, 5. 

Basic electronic devices have been used to great effect with console computer games. This paper looks at a range of devices from the very simple, such as microswitches and potentiometers, up to the more complex Hall effect probe. There is a great deal of relatively straightforward use of simple devices in computer games systems, and having read this article you will hopefully be in a position to bring these ideas into the classroom across a broad spectrum of age ranges.

Edsall, Robert; Wentz, Elizabeth (2007).  Comparing Strategies for Presenting Concepts in Introductory Undergraduate Geography: Physical Models vs. Computer Visualization  Journal of Geography in Higher Education, 31, 3. 

Two experiments investigating the benefit of computer-based applications in geography education are presented. The computer-based methods employ concepts of visualization, including animation and interactivity, to facilitate active learning. These computer-based methods are compared with physical (i.e. tangible) models, which themselves can be considered active learning tools. Thus, this report compares a pair of learning strategies using interactive external cognitive tools (one computer-based and one physical), rather than more typical studies which compare an approach using such interactive tools with an approach using more traditional lecture-based presentations. Results confirm existing findings that computer-based approaches are appealing to students but are not, by themselves, significantly beneficial in enabling understanding of complex concepts. Questions used in pre- and post-test for projection understanding are appended.

Egorov, Victor V.; Jantassova, Damira D.; Churchill, Natalia (2007).  Developing Pre-Service English Teachers' Competencies for Integration of Technology in Language Classrooms in Kazakhstan  Educational Media International, 44, 3. 

This article discusses the implementation of the "Information and Communication Technologies in Foreign Language Teaching and Learning" course conducted as a component of the pre-service English language teacher training program in the Buketov Karaganda State University, Kazakhstan. The course was introduced in 2003. The central objective of the course is to develop pre-service language teachers' capacity to effectively integrate technology in language teaching and learning in their own classrooms. In this article, the authors briefly discuss the history of computer-assisted language teaching and learning, and describe their course, as well as preliminary results from their evaluation of the implementation of the course over the last three years. Their experience from the course implementation suggests that trainee teachers not only developed some useful skills to use technology with their own students, but also developed an understanding that information technology is a necessary tool in contemporary second-language education.

Elnagar, Ashraf; Lulu, Leena (2007).  A Visual Tool for Computer Supported Learning: The Robot Motion Planning Example  Computers & Education, 49, 2. 

We introduce an effective computer aided learning visual tool (CALVT) to teach graph-based applications. We present the robot motion planning problem as an example of such applications. The proposed tool can be used to simulate and/or further to implement practical systems in different areas of computer science such as graphics, computational geometry, robotics and networking. In the robot motion planning example, CALVT enables users to setup the working environment by creating obstacles and a robot of different shapes, specifying starting and goal positions, and setting other path or environment parameters from a user-friendly interface. The path planning system involves several phases. Each of these modules is complex and therefore we provide the possibility of visualizing graphically the output of each phase. Based on our experience, this tool has been an effective one in classroom teaching. It not only cuts down, significantly, on the instructor's time and effort but also motivates senior/graduate students to pursue work in this specific area of research.

Ercan, Tuncay; Sahin, Yasar Guneri (2007).  Software Assisted Syllabus Preparation for Computer Networks Courses  [Online Submission] 

Course descriptions prepared by the lecturers in the beginning of the academic year do not get any feed back from the students enrolled it. These syllabuses are not only used for the future semesters, but also used by the other lecturers without even making any changes. This causes a negative effect on the student education since many of the students come with the different backgrounds and interests for the content of the course. In addition to the changing abilities and capabilities of the students every year, there can be administrative changes in the official curriculum. In our approach, we prepared a detailed dynamic web site together with questionnaire filled in advance, that will be applied to the new students to determine their knowledge level. This will also facilitate the preparatory reviews for the lecturers to create a satisfactory education plan based on the student feedback. In this paper, a software assisted questionnaire form through a dynamically updated web page is presented for Computer Networks course. Assessing current level of the students helps to analyze and improve results in many aspects and converges the objectives of the students and the course teacher.  | [FULL TEXT]

Emil, Barbara (2001).  Distance Learning, Access, and Opportunity: Equality and E-Quality.  Metropolitan Universities: An International Forum, 12, 1. 

Addresses: (1) distance learning as a strategy for educational access; (2) nontraditional students as traditional distance learners; (3) asynchronous distance learning; (4) synchronous distance learning; (5) access as a necessary but insufficient measure of opportunity; (6) using technology wisely and well; (7) eclectic learning opportunities for nontraditional students; (8) synchronicity and scheduling for nontraditional students.

Emiroglu, Bulent Gursel (2007).  Multimedia Enhanced Course Management System: Web Based Interactive Application Development for Universities  [Online Submission] 

Of the fields on which developments related to information and communication technologies are effective will keep increasing is education. That's why the methods and techniques that have been formed over the long years may change relatively. In the past years, the field of higher education has been impacted very much from the developments and improvements on the Internet and web technologies. Due to this technological improvement, multimedia enhanced web based course management system is also aimed to improve the level of instruction quality on higher education in universities. This project aims to serve and present online multimedia information interactively to the academicians and the students within the department and institute enrolled within the courses. This web based interactive application forms as a bridge between the student and the academic staff of the department and the institute. Using multimedia content effectively enable the lectures within the courses more comprehensible and intelligible.  | [FULL TEXT]

_____. (2001).  ERIC/IT Update, 2001. 

The majority of this publication is comprised of 13 feature articles covering a wide range of topics in the areas of educational technology and library and information sciences. Also offered are related abstracts found in the ERIC Database and the latest news at the ERIC Clearinghouse on Information & Technology, including the publication of its most recent books and ERIC Digests. The feature articles are: "Data about Data: The Heart of Gem" (Stuart Sutton); "Information Professionals Chart Future of Internet Q & A" (Joann Wasik); and "A Study of Digital Reference in a Federal Agency" (Joanne Silverstein); "Confessions of an Online Distance Educator" (Donald P. Ely); "Teachers and Librarians--Closing the Digital Divide" (Patricia Senn Breivik); "S.O.S. for Information Literacy: A Tool for Enhancing Information Skills Instruction" (Ruth V. Small; Marilyn P. Arnone); "The Challenge 2000 Multimedia Project: Fostering Project-Based Learning with Multimedia" (Michael Simkins); "The WEB Project: Technology Innovation in Rural Vermont" (Fern Tavalin); "Generation www.Y: Students as Change Agents" (Dennis Harper); "Smiling While Guiding Thirty Sixth Graders through Internet-Based Curricula When the Internet Is Down (And Other Lessons Learned with One Sky, Many Voices Projects)" (Nancy Butler Songer; Scott McDonald); "Technology in the Mathematics Classroom: Guidelines from the Field"(Shelley Goldman); "Modeling Instruction in High School Physics" (James Hathaway; Shayna Nardi; David Hestenes; Jane Jackson); and "The Maryland Virtual High School CoreModels Project: Harnessing Computer Modeling for Scientific Inquiry" (Mary Ellen Verona; Susan Ragan). | [FULL TEXT]

Eriksen, Odd (2004).  Experiences from ICT-Based Teacher Education: Technology as a Foundation for Active Learning  Journal of Educational Media, 29, 3. 

This article presents a case study of ICT implementation within a teacher education programme in Norway. The background and context are described, including a brief discussion of the characteristics of contemporary family life in Norway and the experiences and expectations of students with respect to the use of information technology in schools. The article also presents the objectives of teacher educators in modernizing the content of the teacher education programme and developing new teaching methods that emphasize active learning strategies to complement the experiences and interests of the current generation of students. It describes the technologies and systems that were implemented, as well as the organization of the implementation process. The experiences of teachers in the programme from the perspective of teacher educators are discussed, drawing upon descriptive survey data. The article provides an overview of a number of specific issues related to how ICT can be used to support new approaches to teacher education.

Eristi, Suzan Duygu (2007).  The Effectiveness of Interactive Instruction CD Designed through the Pre-School Students  [Online Submission] 

The current study focuses on the effectiveness of interactive instruction CDs which was designed for pre-school students. Sixty-seven second grade students who were taking "Computer Teaching in Pre-School Education" at Anadolu University, Education Faculty, Department of Pre-school Education participated in the current study. The data were collected in the fall semester of 2006. The data collection procedure lasted for 14 weeks. "Computer Aided Instructional Tool Evaluation Scale" was developed to analyze the current data. The aim of the scale instrument is to determine the effectiveness of interactive instructional CDs designed for the pre-school students. Descriptive survey was used to examine the resulting opinion of the students. For the research question, Arithmetic Mean (X), Frequency (f) and percentage (%) scores was used.  | [FULL TEXT]

Ersoy, Ali; Aktay, Sayim (2007).  Prospective Elementary School Teacher's Ways of Internet Use while Preparing Their Projects and Homeworks  [Online Submission] 

The purpose of this study is to determine the level of internet use by prospective elementary school teachers in preparation of projects and assignments. The findings of the study indicated that internet use of prospective teachers is at the average level and gender is not a significant variable. Moreover, personal internet access and frequency of internet use emerged as important factors.  | [FULL TEXT]

Evoh, Chijioke J. (2007).  Collaborative Partnerships and the Transformation of Secondary Education through ICTs in South Africa  Educational Media International, 44, 2. 

The focus of this study is on lessons learned by collaborative partnerships that use ICTs to expand access to and improve the quality of secondary education in South Africa. Secondary education is the most strategic, and unfortunately the least developed education sector in sub-Saharan Africa (SSA). Empirical studies show that, in addition to traditional solutions, ICTs may be the most feasible and economically sound means of expanding access to and improving the quality of secondary education and for achieving the goals of "Education for All" in Africa. However, due to resource constraints, governments in the region cannot successfully integrate ICTs in secondary education on their own. Hence, there is the need for strategic collaboration between the government, the private sector and the civil society. This study draws from the experience of two collaborative partnerships that use ICT to promote secondary education in South Africa, namely: the Mindset Network Organization and the Khanya Education Technology Project. The objective is to use these cases to understand how collaborative partnerships implement ICT in education policy for the benefit of secondary education, and how to sustain such partnerships. The case studies were used to develop sustainability models of partnerships for ICT in secondary education within the context of developing countries in SSA.

Ergazaki, M.; Zogza, V.; Komis, V. (2007).  Analysing Students' Shared Activity while Modeling a Biological Process in a Computer-Supported Educational Environment  Journal of Computer Assisted Learning, 23, 2. 

This paper reports on a case study with three dyads of high school students (age 14 years) each collaborating on a plant growth modeling task in the computer-supported educational environment "ModelsCreator". Following a qualitative line of research, the present study aims at highlighting the ways in which the collaborating students as well as the facilitator who supported them are engaged in the computer-based modeling "activity". The analysis is carried out with a two-level analytic tool that has been derived within the theoretical framework of "activity theory". Our results show that a wide range of modeling "operations" is activated in the context of the three major modeling "actions" of "analysis", "synthesis" and "testing-interpreting", which take place in the light of the facilitator-driven "action" of cognitive and technical support. Moreover, these actions are combined into "modeling units" of various forms which are repeated several times until the modeling process comes to an end. These many-fold repeats of the "modeling unit" appear to shape a pattern which characterizes the computer-supported shared "activity" as a whole.

Edmonds, Christopher L. (2006).  The Inequivalence of an Online and Classroom Based General Psychology Course  Journal of Instructional Psychology, 33, 1. 

One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture course fared significantly better than the online course students. These results are contradictory to prior investigations of online and classroom based courses.

Edmonds, Kelly; Li, Qing (2005).  Teaching At-Risk Students with Technology: Teachers' Beliefs, Experiences, and Strategies for Success  [Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, Apr 11-15, 2005)] 

This study explores teachers' perspective and approaches when teaching at-risk learners with technology. Using an open-ended survey, data was collected from nine experienced teachers within a high school system are analyzed. The learning barriers encountered ranged from learning disabilities to self-esteem issues. The results indicate that technology-based learning environments helped some students overcome barriers. The use of technology contributes to the increased success rates for at-risk learners. Effective strategies that classroom practices may not be able to address include individualized learning and open communication. We need to be cautious, however, that the approach of integrating technology, particularly learning exclusively online, may not be applicable for every student. Particularly, teachers warn that using technology with some at-risk students immediately creates another learning barrier. | [FULL TEXT]

Edmondson, Elizabeth; Leonard, William H.; Peters, Chris; Baldwin, Anna O. (2006).  Talking Science, Modeling Scientists  Science and Children, 43, 8. 

The Experimental Reflection Portal, or "XRePort" is an online system that pairs students and teachers from different schools and allows them to "talk" about their common science investigations. In this way, students communicate their science knowledge "and" experience firsthand the benefits of the collaborative nature of science. The XRePort system was developed as part of a project to engage students in meaningful writing opportunities initiated by the "Science and Math to Go!" Program (a regional science materials support program) and the Center of Excellence for Instructional Technology Training, both based at Clemson University in South Carolina. It was created with funds from the U.S. Department of Education as a part of a Preparing Tomorrow's Teachers to Use Technology (PT3) grant, which was designed to assist university schools of education with the development of skill and comfort in the use of instructional technology. One of the goals of the XRePort project was to provide teachers and students the opportunity to collaborate online. This article highlights the experiences of fourth-grade students in South Carolina in designing and implementing the XRePort system in their school.

El Mansour, Bassou; Mupinga, Davison M. (2007).  Students' Positive and Negative Experiences in Hybrid and Online Classes  College Student Journal, 41, 1. 

As higher education institutions struggle to meet the growing demand for education from non-traditional students, many are turning to hybrid and online courses. These courses, free up classroom space, allow faculty to reach a wider audience using technology; and are therefore cost effective. But, what learning experiences do these courses provide students? Understanding the students' experiences in these courses has implications on the effectiveness of the teaching strategies. This study describes the characteristics of hybrid and online courses, the students' positive and negative experiences in hybrid and online courses, and what can be done to improve hybrid and online courses. Twelve students enrolled in a hybrid course and 41 students in an online course were interviewed for this qualitative study. Additional data was obtained from the class' online discussion forums. Flexibility in the class schedule and the instructor's availability were positive experiences for the hybrid course. Convenience, instructor availability, and online interactions were cited as positives for the online course while the negatives were technology hiccups and a sense of feeling lost in Cyberspace. Training faculty and familiarizing students with online course environments are recommended to improve online and hybrid courses.

Elmholdt, Claus (2004).  Knowledge Management and the Practice of Knowledge Sharing and Learning at Work: A Case Study  Studies in Continuing Education, 26, 2. 

This article offers a critique of knowledge management. The critique is empirically based on the case study of a Danish software production company's (A-Soft) knowledge management strategy of implementing an information technology (IT) tool known as 'knowledge centre' (KC). The article argues: (1) the discourses on knowledge and learning informing KC and everyday practice are incompatible. KC conceptualizes knowledge as a resource that can be stored and retrieved from databases, and learning as an individual acquisition. The company's existing practice of knowledge sharing and learning seems better conceived from a situated and embodied perspective, seeing knowledge as an enactment inseparable from action, and learning as social participation. (2) The management's preoccupation with implementing technological solutions for codifying, archiving, and creating global access to information is conflicting with the practitioners' focus on seeking context-rich information through collegial networks. Moreover, it is suggested that cultivation of a culture where viable communities of practice and collegial networks can flourish may be more important than technological advancement. (3) The strategy of exercising knowledge management through control and ownership invokes a discourse that threatens to subjectify the employees as replaceable resources in a lifelong learning imperative.

Erlandson, Robert F. (2002).  Universal Design for Learning: Curriculum, Technology, and Accessibility. 

This paper examines how teachers, as educational designers, can utilize universal design for learning (UDL) concepts. UDL is a comprehensive approach to the design of educational systems that addresses elements necessary for the achievement of desired educational goals and objectives: elements such as equity among the participants, environmental supports, and the coupling between participant abilities and task requirements. The essential principles of UDL, which work synergistically, are: equitability, ergonomic soundness, perceptibility, cognitive soundness, error management, flexibility, and stability/predictability. The UDL principles presented in this paper draw from Enabling Technology Laboratory experiences as well as the knowledge and experience of many individuals, ranging from educators to engineers. Educational designers can systematically apply UDL principles to create more efficient and effective educational environments. | [FULL TEXT]

Erlanger, Wendy; Virgen-Heim, Veronica; Bryde, Beverly (2001).  Connecting Parents and Teachers on the MUVE. 

This study evaluated the effectiveness of Tapped In, a multi-user virtual environment (MUVE), in facilitating parent-teacher conferencing. California Lutheran University had received a grant to prepare teachers to use technology and implement distance learning. Participants chose Tapped In, which allowed faculty to meet with preservice and inservice teachers in real-time virtual classrooms and online for seminars and meetings. It also allowed inservice teachers to communicate with students' families about student progress and provided an opportunity to appropriately integrate technology in their own teaching and learning. A survey was developed to assess teachers' attitudes before and after using Tapped In as an online parent- conferencing tool. Graduate students completed the pre-survey, explained Tapped In to parents, then met with parents three times during the semester. Topics for online discussion included homework, upcoming events, and reactions to Tapped In. At the end of the semester, they completed the survey again, wrote class profiles and reflections, and turned in transcripts from Tapped In sessions. Results indicated that though teachers had some initial concerns, they were very positive about the experience overall, and they showed increases in their comfort levels with face-to-face and online parent conferencing. | [FULL TEXT]

Erlebacher, Frances, Ed. (2006).  Forum Guide to Elementary/Secondary Virtual Education. NFES 2006-803  [National Center for Education Statistics] 

This publication is the product of a collaborative effort between members of the National Forum on Education Statistics (the Forum), the State Educational Technology Directors Association (SETDA), and the Schools Interoperability Framework Association (SIFA). It anticipates how virtual education will affect future data collection, reporting, and policymaking. It provides guidance for education organizations deciding how to maintain information about students and teachers engaged in virtual education--and links these data issues to policy issues that should be addressed prior to managing, operating, and evaluating virtual education initiatives. Thus, by adopting recommendations in the document, education organizations can improve the quality of both their data and their efforts to effectively manage virtual education services. The guide is organized into the following two chapters: (1) Virtual Education: Changing Education and Education Data; and (2) Recommendations for Virtual Education Data Elements. The following are appended: (1) Data Element Definitions; (2) Data Elements Related to Student Services and Security in a Virtual Environment; and (3) References and Other Resources. A glossary; and alphabetical index are also included. [This document was prepared by the National Forum on Education Statistics.] | [FULL TEXT]

Enomoto, Ernestine K.; Conley, Sharon (2007).  Harnessing Technology for School Accountability: A Case Study of Implementing a Management Information System  Planning and Changing, 38, 3-4. 

Schools employ educational technology to comply with pressures for greater accountability and efficiency in conducting operations. Specifically, schools use "management information systems" designed to automate data collection of student attendance, grades, test scores, and so on. These management information systems (MIS) employed widespread use of technology to enable effective and efficient school operations in order to promote school accountability. In this case study, the authors examines a California high school's implementation of an MIS and explores the perspectives of teachers, staff, and administrators. The purpose of the study is to explore in more depth the views of classroom teachers, support staff, and administrators on the changes related to the MIS. In analyzing the findings, the authors used literature on accountability (e.g.,Marks & Nance, 2007), as well as an organization theory (Feldman, 2000) focusing on changing school routines. This theory provided a means to examine aspects of the existing attendance routine and changes that resulted from implementing the MIS. The findings suggest that harnessing technology may be more challenging and less predictable than expected because of technological glitches, implementation demands, and individuals acting to meet accountability goals. Here, the authors begin by describing how performance accountability has become a focus for public schools and which groups are held accountable for student achievement. | [FULL TEXT]

Elsner, Paul A. (2000).  Rival Views of Technology: Leadership Lessons for an Uncertain Future. 

For more than 20 years, Arizona's Maricopa Community College district has aggressively invested in and experimented with technology to improve teaching, learning, and the management of college and district services. However, Maricopa's leaders have acknowledged the ephemeral nature of its achievements in these areas and the need to keep reassessing their relationship to technology. Leaders in higher education are faced with the following competing views of the future of technology in education: (1) the future as cyber-freedoms (a model that is derived from the Internet and assumes that individuals can communicate in their own time, under their own conditions, and with everyone everywhere); (2) the future as collectives (a view defined by the special interests that drive policy direction and become more important than schools, governments, or universities); and (3) the future as media (a view based on the supposition that the media shapes global attitudes, causing our multicultural world to become increasingly monocultural). As new waves of technological change and competing views of the future continue to approach, Maricopa's leaders are continuing to reassess its relationship to and use of technology. Maricopa is currently orienting its technology future in two strategic directions: Internet-based software architecture and distributed learning systems. | [FULL TEXT]

Elstad, Eyvind (2006).  Understanding the Nature of Accountability Failure in a Technology-Filled, Laissez-Faire Classroom: Disaffected Students and Teachers Who Give In  Journal of Curriculum Studies, 38, 4. 

This paper discusses how the curriculum is shaped by the situational logic of a technology-filled classroom, and how this logic is under the influence of ideas about student--teacher interactions and "do-it-yourself learning." It analyses case material from a school using game theory. Free access in the classroom to the Internet, games, and chatting makes it difficult for the teacher to control the students' operations. When a student deems a threat to be empty, it is not rational for that student to allow the threat to influence his or her own actions. The laissez-faire regime is a result of rational considerations made by both parties. However, when students do not assume responsibility for learning, an accountability failure arises as a rational response to the design of the institutional framework.

Erekson, Thomas L. (2005).  Examples of Leadership: What We Can Learn from Technology Education Leaders  Technology Teacher, 65, 1. 

The author presents his remarks from the Maley Spirit of Excellence Breakfast during the International Technology Education Association Conference in Kansas City, MO, April 4, 2005. There are many perspectives on leadership and how best to develop leaders. When he reflects on the career of Dr. Maley, he thinks of a person who set the pace and demonstrated a model of leadership. His intent is to share several vignettes of educational leaders with the participants and glean from these vignettes a list of key characteristics they should emulate. Therefore, he shares examples, or profiles, of leaders, many in technology education. He closes his remarks with a quote from Nibley: "Leaders are movers and shakers, original, inventive, unpredictable, imaginative, full of surprises that discomfort the enemy in war and the main office in peace". People like John Wagley, Don Maley, Elmer Traman, Franzie Loepp, Tommy Tomlinson, Doug Polette, and Paul DeVore emulate this.

Erez, Michal Maymon; Yerushalmy, Michal (2006).  "If You Can Turn a Rectangle into a Square, You Can Turn a Square into a Rectangle ..." Young Students Experience the Dragging Tool  International Journal of Computers for Mathematical Learning, 11, 3. 

This paper describes a study of the cognitive complexity of young students, in the pre-formal stage, experiencing the dragging tool. Our goal was to study how various conditions of geometric knowledge and various mental models of dragging interact and influence the learning of central concepts of quadrilaterals. We present three situations that reflect this interaction. Each situation is characterized by a specific interaction between the students' knowledge of quadrilaterals and their understanding of the dragging tool. The analyses of these cases offer a prism for viewing the challenge involved in changing concept images of quadrilaterals while lacking understanding of the geometrical logic that underlies dragging. Understanding dragging as a manipulation that preserves the critical attributes of the shape is necessary for constructing the concept images of the shapes.

Eddy, Pamela L.; Murray, John P. (2007).  Strategizing for the Future  New Directions for Community Colleges, 2007, 137. 

This chapter reviews the strategies described in this volume that rural college leaders can use to address the issues and challenges their institutions face.

Edelson, Paul J.; Pittman, Von V. (2001).  E-Learning in the United States: New Directions and Opportunities for University Continuing Education.  Indian Journal of Open Learning, 10, 2. 

Addresses recent developments in Web-based electronic distance learning in the United States with special attention to its historical antecedents in correspondence education. Discusses distance education within higher education, offers predictions for the future, and considers implications for continuing education professionals and applications of new technology to adult education.

Edelson, Paul Jay (2002).  Strategy Formation in Virtual Education: The Case for Dynamic Incrementalism. 

Despite the setbacks of many virtual education programs at the collegiate level, the public's widespread, growing acceptance of electronic learning (e-learning) argues for continued expansion of virtual education. When designing virtual programs, colleges and universities typically follow an administrative model that is hierarchical, bureaucratic, labor intensive, and thus ill-suited to the fast-paced, ever-changing world of virtual education. Most successful players in the world of e-learning have displayed the following features of entrepreneurial organizations: real-time opportunistic responses; reliance on self-generated revenue; localized decision making, the relative absence of hierarchy, small size, and a strong and a culture supportive of risk-taking behavior. Higher educational institutions wanting to be successful in the world of virtual education must adopt the following strategies: (1) apply previously developed expertise in addressing the needs of part-time students; (2) begin with small experiments and rigorously examine the outcomes; (3) study the larger environment of success and failure; (4) follow the ball and try to anticipate where it will bounce; (5) encourage the best people to become involved in developing e-learning programs; (6) promote a supportive environment for experimentation, including following up with additional resources for further growth; and (7) accept that successful strategies must continue to evolve to ensure generating "value" for the organization and the consumer. | [FULL TEXT]

Eden, Sigal; Passig, David (2007).  Three-Dimensionality as an Effective Mode of Representation for Expressing Sequential Time Perception  Journal of Educational Computing Research, 36, 1. 

The process of developing concepts of time continues from age 5 to 11 years (Zakay, 1998). This study sought the representation mode in which children could best express time concepts, especially the proper arrangement of events in a logical and temporal order. Usually, temporal order is examined and taught by 2D (2-dimensional) pictorial scripts. Using Bruner's (1973, 1986, 1990) representation stages, we tested the comparative effectiveness of VR (Virtual Reality) as a mode of representation on children's conception of sequential time with the pictorial representation mode, the oral, and textual modes. The study involved 65 participants, aged 4 to 10, in 2 groups: kindergarten and school children. The study examined their ability to arrange episodes of a scenario in which a temporal order exists, using the different modes of representation. The findings demonstrate substantial differences in the temporal order arrangement between the modes of representation. In the 3D VR representation, the subjects had a smaller number of errors than in the other representations. These findings suggest that even though the pictorial mode is the most common way of examining and expressing temporal sequence, we should establish new ways of presenting sequencing so that children will be better able to achieve their full cognitive and academic potential.

Eder, Milton (2001).  Future Promises, Today's Realities: Computers, the Web, and Liberal Arts Colleges.  Educational Technology, 41, 5. 

Discusses the use of computers and the World Wide Web in higher education and suggests the need for clearly articulated goals, especially in liberal arts colleges' curricula. Considers the role of students; social norms of interaction for email; realizing the potential of Web-based technology; distance learning opportunities; and students' Web-based portfolios.

Ezrailson, Cathy; Kamon, Teruki; Loving, Cathleen C.; McIntyre, Peter M. (2006).  Teaching through Interactive Engagement: Communication is Experience  School Science and Mathematics, 106, 7. 

In this article, the author discusses the advantages of using the interactive engagement instructional method. A model of interactive engagement (IE) instructional method involves questioning students by challenging them to think deeply about a problem or complex question. Essential to this process is frequent and thoughtful interaction with the instructor. Several decades of research into instruction using interactive engagement suggests that involving students in an active way will enhance the quality and longevity of learning.

Elbon, Suzanne; Nsubuga, Peter; Knowles, Jacky; Bobrow, Emily; Parvanta, Ibrahim; Timmer, Arnold; van der Haar, Frits (2006).  Micronutrient Action Plan Instructional Tool (MAPit): A Training Tool to Support Public Health Professionals' Efforts to Eliminate Micronutrient Malnutrition  Innovations in Education & Teaching International, 43, 4. 

Micronutrient malnutrition (MM) is a global health problem that affects the national socioeconomic stability of an affected country. This article describes a multimedia training tool, the Micronutrient Action Plan instructional tool (MAPit), which has been designed to support public health professionals' efforts to eliminate MM. An overview and description of the main sections and features of MAPit are provided. The system is unique from other training tools on this topic because it reviews all components of an elimination program in one publication, it is based on a new model that highlights the dynamic nature of MM programs, and it includes an extensive archive of resources related to MM. MAPit is an initial step that builds the capacity of public health professionals to collaborate with national partners in MM-prevention and elimination activities.

Edyburn, Dave (2000).  Action Research Tools for Assessing Handwriting Skills and Enhancing Handwriting Instruction with Technology.  Journal of Special Education Technology, 15, 3. 

This article discusses the development of an assessment instrument for measuring handwriting ability and determining assistive technology needs. It includes a sample needs assessment that could be used to assist in the matching of a device to an individual who requires modification for the purpose of graphic output.

Edyburn, Dave (2000).  Research and Practice: Associate Editor's Column.  Journal of Special Education Technology, 15, 4. 

This article describes nine tactics for utilizing technology to manage increasing amounts of information while attempting to discern what information is most pertinent. Specific products are highlighted to provide a glimpse of the potential power and value of these tools for enabling educators to stay apprised of new developments. 

Edyburn, Dave L. (2000).  1999 in Review: A Synthesis of the Special Education Technology Literature.  Journal of Special Education Technology, 15, 1. 

All 1999 issues of 26 journals in special education technology, special education, and educational technology were reviewed and 788 articles were identified of which 114 were judged as contributing to the knowledge base on special education technology research and practice. Four journals contained 60 percent of the relevant articles. Content analysis resulted in a profile of special education technology for 1999. 

Edyburn, Dave L. (2001).  2000 in Review: A Synthesis of the Special Education Technology Literature.  Journal of Special Education Technology, 16, 2. 

A review of 197 articles on special education technology research and practice found a core set of four journals contributed 55 percent of the relevant articles. Analysis of the articles revealed several themes: augmentative and alternative communication, accessibility, assistive technology, implementation issues, Internet applications, preservice teacher education, and technology integration. 

Edyburn, Dave L. (2002).  2001 in Review: A Syntheses of the Special Education Technology Literature.  Journal of Special Education Technology, 17, 2. 

A review was conducted of 198 articles on special education technology. While literature could be found in 28 journals, a core set of 7 contributed 70% of relevant articles. Articles revealed the following 2001 themes: accessibility, assistive technology, implementation issues, Internet use and Web resources, technology integration, and universal design. 

Edyburn, Dave L. (2004).  2003 in Review: A Synthesis of the Special Education Technology Literature  Journal of Special Education Technology, 19, 4. 

The professional literature continues to be an essential resource for scholars and practitioners for filtering and highlighting new advances in research and practice. However, the ongoing challenges associated with too much information, inadequate tools for managing information overload, and too little time for professional development demand that new approaches to literature analysis and synthesis be explored. The purpose of this study was to examine recent additions to the extant knowledge base in special education technology using a methodology known as the comprehensive one-year research synthesis. Two questions guided the inquiry: How widely scattered is the literature on special education technology? and What have we learned lately? The table of contents from each issue of 31 journals in special education technology (n=5), special education (n=17), and educational technology (n=9) published in 2003 were studied. The procedures yielded a corpus of 814 articles of which 224 articles (28%) were judged relevant for this review as contributing to the emerging knowledge base on special education technology research and practice. Analysis of the literature scatter revealed relevant literature could be found in 30 journals but that a core set of 11 journals contributed 70% of the relevant articles. Content analysis of the relevant articles revealed a number of dominant themes in the literature during 2003: assistive technology, implementation issues, instructional design, instructional strategies, outcomes of technology, professional development, reading and technology, and technology integration. The limitations of the comprehensive one-year research synthesis methodology are discussed along with the new importance this tool may have in filling the void created by the recent restructuring of the ERIC system. (Appended to this document is Appendix A, which provides an alphabetical list of each article included in this synthesis of the literature.)

Edyburn, Dave L. (2006).  Failure Is Not an Option: Collecting, Reviewing, and Acting on Evidence for Using Technology to Enhance Academic Performance  Learning & Leading with Technology, 34, 1. 

The "achievement gap" is a well-documented problem in schools. Evidence of an academic performance problem requires that educators respond quickly and differently to signs of academic failure. As the lessons of the achievement gap suggest that historical decisions about when to intervene with performance support are flawed, performance support interventions must be provided much sooner than they have been considered in the past. Recent educational innovations, such as differentiated instruction and universal design for learning, offer insights into proactively planning instruction that embraces academic diversity. Recognizing the need for both physical and cognitive access to learning provides a rationale for far-ranging searches of existing technologies that fundamentally alter the way specific tasks can be completed. Here, the author suggests that the only viable options for enhancing performance are to provide cognitive supports and appropriate technology tools. The use of technology tools and cognitive supports represent essential and underutilized interventions for enhancing the academic performance of struggling students.

Eberhardt, David M. (2007).  Facing Up to Facebook  About Campus, 12, 4. 

While college educators have long recognized the intensely social quality of campus life, many faculty and administrators have watched student culture become even more social in recent years as various interactive technologies, including online social networks, have emerged. Starting before students arrive on campus and continuing into their days as alumni, online social networking has become routine behavior for many college students on American campuses. As online social networking has spread, numerous questions have emerged about its implications for today's college students. Perhaps the most important one is, How significantly does it affect their learning? In this article, the author provides an overview of how online social networks have become immense virtual communities comprising innumerable subcommunities, which students join more easily and in which they sometimes interact more frequently than at the physical campuses that they inhabit. He concludes by offering a list of suggestions on how faculty, staff, and administrators can develop approaches and strategies to help students use their networking behavior to enhance their learning and development.

Ebersole, Samuel; Vorndam, Marge (2002).  Adoption of Computer-Based Instructional Methodologies: A Case Study. 

Qualitative data collected from 24 lead faculty members at a regional comprehensive university were analyzed to discover barriers and incentives to the adoption of educational technology. Leading barriers to adoption of educational technology are: time, resources, and lack of confidence in the benefit of educational technology. Incentives that were mentioned included: because it is the right thing to do, personal satisfaction, and student demand. The effect of mentor role models, modeled use of educational technology, and other exposure to educational technology methodology are also discussed. | [FULL TEXT]

Enyeart, Mike; Staman, E. Michael; Valdes, Jose J., Jr. (2007).  Convergence Is Real  EDUCAUSE Review, 42 n2 p47-48, 50. 

The concept of convergence has evolved significantly during recent years. Today, "convergence" refers to the integration of the communications and computing resources and services that seamlessly traverse multiple infrastructures and deliver content to multiple platforms or appliances. Convergence is real. Those in higher education, and especially those in campus IT organizations, need to understand the trends in order to structure their services as the future evolves. To outline some of the current trends in convergence, the EDUCAUSE Net @EDU ICS Working Group recently conducted a short survey of a targeted group of higher education institutions. The responses to this survey helped inform the discussion in this article of several basic parameters: (1) why convergence is being pursued in the first place; (2) the extent to which organizational structure has evolved to accommodate converged infrastructure and services; (3) the extent to which colleges and universities have actually deployed converged services; (4) some inhibitors to convergence; (5) examples of applications; (6) the economics of convergence; and (6) new educational opportunities.

Espinosa, Espinosa David; Noguez, Julieta; Benes, Bedrich; Bueno, Abel (2005).  POLizied e-Learning Using Contract Management  Computers and Education, 45, 1. 

We present an innovative way to manage online learning by administering experiential learning activities during a semester-long, web-based course that is designed with the Project Oriented Learning methodology. A consulting-style guiding thread for in-class and remote workshops is implemented using a professionally relevant project contract that describes teamwork actions. Specific project goals and deliverables are negotiated and a workplan is asserted in an XML database. Performance by a team is measured according to cumulative success or failure in one or more milestones that lead to such goals. We present an inference mechanism that reveals the behavior of a team, in terms of compromise, competition, precision, self-motivation, or individualism on every milestone session. Such behavior becomes evidence used by the instructor to scaffold students, both individually and as groups. This research embraces both content and activity management.

Espinosa, Linda M.; Laffey, James M.; Whittaker, Tiffany; Sheng, Yanyan (2006).  Technology in the Home and the Achievement of Young Children: Findings from the Early Childhood Longitudinal Study  Early Education and Development, 17, 3. 

Because technology in the home is becoming ever more available, understanding the role of technology in early childhood development is increasingly an opportunity and a concern for educators. This report examines data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, to provide an overview of the role of technology in the home and its impact on reading and math achievement in the early grades. The results show that access and use of technology influence children's academic achievement. Although the results show that having access to technology can contribute significantly to the achievement of young children, mere access is unlikely to be sufficient for all young children to benefit from technology in the home. Adults will need to mediate the use of these potential learning tools for children. Based on the findings of this report, policymakers should support increasing the availability of computers for low-income families and continue to discourage extensive viewing of TV, and researchers should focus on the specific methods that parents can enact to realize the learning potential of an increasingly ubiquitous resource: computers and the Internet in the home.

Espinoza, Fernando (2002).  Developing Inquiry through Activities That Integrate Fieldwork and Microcomputer-Based Technology.  Science Activities, 39, 3. 

Describes a science activity appropriate for middle and high school students investigating the temperature, pH, and conductivity of a man-made lake. Uses an inquiry-based interdisciplinary approach. Collects and analyzes data to determine whether there is any significant difference among the factors considering the very little variance in lake depth.

Espinoza, Fernando (2007).  The Use of Graphical Analysis with Microcomputer-Based Laboratories to Implement Inquiry as the Primary Mode of Learning Science  Journal of Educational Technology Systems, 35, 3. 

The laboratory-learning environment needs to become more exploratory and undergo a transformation from its traditional confirmatory role in the learning of science. This is necessary to effectively allow students to achieve scientific literacy. The availability of powerful tools for data collection and analysis provides an opportunity for students to engage in activities similar to those found in scientific work. An investigation of science teachers' use of microcomputer-based laboratories in inquiry-based activities shows the benefits inherent in the technology; in particular, an improvement in performance on content-related tasks and in using process skills necessary for inquiry-based learning was found. The ability to correctly predict the outcome of an experiment is strongly correlated with the agreement between different modalities used in the prediction. Thus, performance on science tasks using graphical analysis can be enhanced by the described methodology; recommendations are offered for successful implementation of inquiry-based instruction.

Espinoza, Sue, Ed. (2001).  Telecommunications: Graduate & Inservice. [SITE 2001 Section]. 

This document contains the following papers on graduate and inservice telecommunications from the SITE (Society for Information Technology & Teacher Education) 2001 Conference: (1) "Teaching Technology with Technology" (Michelle Adelman and Susan Luftschein); (2) "Standards of Practice: Online Educator Inservice Workshop" (Cathy and Terry Cavanaugh); (3) "Mission Possible: Project-Based Learning Preparing Graduate Students for Technology" (Harrison Hao Yang); (4) "Managing On-Line Courses around the World" (Nancy Mines and Barbara McKenzie); (5) "Virtual Facilitation: Developing and Managing Relationships in Virtual Teams" (David J. Pauleen); and (6) "The Education Technology Revolution Challenge" (Timothy Tyndall). Most papers contain references. | [FULL TEXT]

Espinoza, Sue, Ed. (2002).  Telecommunications: Graduate, Inservice & Faculty Use. [SITE 2002 Section]. 

This document contains the following papers on graduate, inservice, and faculty use of telecommunications from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Behind the Scenes: The Process of Implementing a High School Web-Based Course" (Merry Boggs, Holly Patterson-McNeill, Diehl Boggs); (2) "A Study of Technology Teachers' Attitude Toward Videoconference Applied in Education" (Yi-Shian Jong, HungJen Yang, Jui-ChenYu, Shih-Van Chao, Kao-Hau Lo); (3) "Successful Online Discussion and Collaboration: Techniques for Facilitation" (Catherine Collier and Maureen Brown Yoder); (4) "A Study of How Technology Teacher Using Internet Searching Engine for Lesson Plans" (K.H. Lo, Hung-Jen Yang, Rong-Jui Fong, S.F. Chaw, Yi-Shian Jong, Jui-Chen Yu); (5) "Using the Internet To Create Web-Based Activities" (Sheila Offman Gersh); (6) "The Concord eLearning Model for Online Courses" (Sarah Haavind, Cynthia McIntyre, Ray Rose, Alese Smith, Bob Tinker); (7) "Collaborative Efforts through Tele-Mentoring To Increase Technology Effectiveness of Teacher Education" (Seung H. Jin and Ernescia Torbert-Richardson); (8) "Survey on Use of ICT in University Teaching and Learning: Method and Content" (Dean Korosec, Kari Kumpulainen, Thomas Fox McManus); (9) "How Telecommunication Technologies and Moderating Strategies in Online Instruction May Benefit Teacher Education" (Amy S.C. Leh and David Winograd); (10) "Tasting Fine Wine Online for MERLOT: Criteria for Evaluating Multimedia Educational Resources for Learning and Online Teaching" (Barbara B. Levin and Karen Smith-Gratto); (11) "Assessing Distributed Learning: Student Perceptions and Future Directions" (Barbara K. McKenzie, Elizabeth Bennett, Nancy G. Mims); (12) "Course Preparation for Online Learning: What Faculty Should Know" (Barbara K. McKenzie, Michael Waugh, Elizabeth Bennett, Nancy G. Mims); (13) "Faculty Development through Online Courses: Results from an Evaluation of the PT3 Netseminars" (Babette Moeller, Sarah Haavind, Louisa Anderson, Patrick Carrigg); (14) "The Preparation of Alternative Licensure Teachers: Bringing Technology into the Classroom through Distance Education" (John C. Park, April Cleveland, Lynnae Flynn, Brenda Wojnowski, David Haase); (15) "A 'Distance Scholarship' Model for Teaching and Learning about Technology Supported Assessments" (Jason Ravitz); (16) "Facilitating Teacher Collaboration in On-Line Environments" (Bronwyn Stuckey, John Hedberg, Lori Lockyer); (17) "'Teaching Online Changed My Teaching and My Life': Reflections among Teacher Education Faculty" (Roy Tamashiro); (18) "Collaborative Learning and the Online Learner: Do Those Who Choose Online Delivery Want Collaborative Learning?" (Gary R. Tucker and Michael Blocher); and (19) "Bringing Inservice and Preservice Teachers Together in an Online Learning Community" (Hakan Tuzun and Ozgul Yilmaz). Brief summaries of several conference presentations are also included. Most papers contain references. | [FULL TEXT]

Espinoza, Sue, Ed. (2002).  Telecommunications: Preservice, Inservice, Graduate, and Faculty. [SITE 2002 Section]. 

This document contains the following papers on preservice, inservice, graduate, and faculty use of telecommunications from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Alternative Classroom Observation through Two-Way Audio/Video Conferencing Systems" (Phyllis K. Adcock and William Austin); (2) "Looking into Classrooms: A Technology Mediated Observation Program for Preservice Teachers" (Judith A. Boccia, Patricia L. Fontaine, F. Michael Lucas); (3) "Video Conferencing as a Tool To Link Colleges of Education with K-12 Schools: A P3T3 Project Initiative" (James D. Lehman and Rabih Razouk); (4) "In Their Own Words: Pre-Service Teachers' Perceptions of ICT Integration" (Petrea Redmond and Peter Albion); (5) "Improving Experiment Project Evaluation through Web-Based Self- and Peer Assessment" (Yao-Ting Sung, Chen-Shan Lin, Chee-Lung Lee Kuo-En Chang); (6) "A Comparison to Two Types of Electronic Communication in an Undergraduate Teacher Education Course" (Melissa A. Thomeczek); and (7) "The Collaboratory in Your Program" (Bonnie Thurber and Bob Davis). Brief summaries of conference presentations on a video conference virtual field trip and helping students pass PRAXIS I are also included. Most papers contain references. | [FULL TEXT]

Ebrahimi, Alireza (2007).  Problem Solving Variations in an Online Programming Course  Journal of Educational Technology Systems, 35, 3. 

An observation on teaching introductory programming courses on SLN for a period of two terms led me to believe that online students try various ways to solve a problem. In the beginning, I got the impression that some of their approaches for a solution were wrong; but after a little investigation, I found that some of the problem-solving approaches were correct but difficult to understand and not straightforward. However, some of the solutions were interesting, challenging, and unique. Three problem sets will be discussed which were given from the textbook in modules 2 and 3 of the term. The problems were to compute salary with overtime, compute total average mileage per gallon, and parking charge fee. As an instructor who has taught introductory programming for more than two decades, I found several variations in solving a problem, even in a small simple program like a compute salary program. One speculation would be that students use trial and error and use their own logic to get the correct output, despite not using a common approach. It seems that students in face-to-face classes focus on the information from the instructor and disseminate ideas among each other.

Eaton, Carole (2005).  Sparking a Revolution in Teaching and Learning  T.H.E. Journal, 33, 1. 

About two years ago, Ohio's school district, like many other districts nationwide, was beginning to feel the first effects of the No Child Left Behind Act (NCLB). Reading scores at many of Ohio's elementary schools were unacceptably low, and one school in particular--Fairmount Park Elementary School--had been labeled as "in need of improvement" by the Ohio Department of Education. The school administrators tackled the district's reading problems with a broad approach that included a new research-based curriculum, intensive staff development, aggressive pre-testing, and daily after-school intervention programs. In this article, the author describes how the administrators at Fairmount Park Elementary School implemented a technology solution that raised the school's third-grade reading test scores by a whopping 124 percent.

Eamon, Michael (2006).  A "Genuine Relationship with the Actual": New Perspectives on Primary Sources, History and the Internet in the Classroom  History Teacher, 39, 3. 

The pedagogic value of using archival holdings for the teaching of history has long been appreciated. Using primary sources in the teaching of history transcends the rote learning of facts and figures. It encourages critical thinking skills, introducing students to issues of context, selection and bias, to the nature of collective memory and to other like aspects in the construction of history. As Professor Peter Seixas, Canada Research Chair in the Study of Historical Consciousness, has observed, "historians do have something very important to offer students, which is neither the one big story, nor the recall of a common set of facts, but rather a way of using the traces of the past to construct meaningful stories in the present." Many constraints ranging from the fragility and rarity of documents to the physical and intellectual inaccessibility of the record have, however, hindered the use of primary sources in the classroom. When primary sources are used for teaching, there is a tendency--even amongst those with training in history--to consider them solely as illustrations to lesson plans and classroom activities, not to fully explore their greater contextual and historical value. This article discusses the traditional challenge of teaching history in the classroom and some problems in access and use of primary sources. This article also discusses new possibilities and some challenges in teaching history using on-line primary sources.

Eid, Ghada K. (2005).  An Investigation into the Effects and Factors Influencing Computer-Based Online Math Problem-Solving in Primary Schools  Journal of Educational Technology Systems, 33, 3. 

The main purpose of this study was to determine if online computer-based math problem-solving and paper-and-pencil math problem-solving tests are suitable tools for measuring math problem-solving, by comparing student performance on traditional style paper-based tests to performance on the same tests online. Data collection for this study was conducted at a K-12 all girls private school in Kuwait, As-Sabah for Girls. The experimental method of research was chosen for this study. The subjects were students from two Year 5 classes at a private single sex school in Kuwait City. Fourteen girls participated from one class (designated Class A) and 17 girls participated from the other (designated Class B). The age range of the students at the time of the test was 10.1 to 11.4 years, with a mean of 10.7 years. Two problem-solving tests and a scale to measure student attitudes toward computers and experience with computers were developed for this study: Paper-based Problem-solving Test, developed by the researcher, and the Online Problem-solving Test. Statistical analyses of the test scores yielded the following findings: 1) students did achieve similar scores for math problem-solving tests administered on the computer and on paper; 2) students did achieve similar scores for math problem-solving tests administered on the computer and on paper; 3) computer anxiety did not affect students' online test scores; and 4) computer experience did not affect students' online test scores.

Elwood, Susan; Murphy, Susan Wolff; Cardenas, Diana (2006).  Enacting Multimedia Writing Center Pedagogy in a Rural High School  Clearing House: A Journal of Educational Strategies. 

Three professors engaged in writing centers, educational technology, and service learning at Texas A&M University-Corpus Christi collaborated with two technical writing teachers in a rural high school to establish a multimedia writing center and study its impact. This article presents the outcomes of this collaboration. It was found that the biggest challenge of the project was lack of communication. The authors suggest that administrators and teachers who wish to partner across institutional boundaries should recognize that extensive communication is necessary to collaboratively develop goals and methods and to address challenges.

Embi, Zarina Che; Hussain, Hanafizan (2005).  Analysis of Local and Foreign Edutainment Products--An Effort to Implement the Design Framework for an Edutainment Environment in Malaysia  Journal of Computers in Mathematics and Science Teaching, 24, 1. 

In the world of "edutainment" where multimedia is the ultimate content provider, educational electronic games are a new and fun way for young children to learn concepts and processes that have usually been delivered via books within the traditional classroom. In an effort to implement a design framework for developing educational games (edutainment environment), this study selects a locally developed edutainment product and an internationally available foreign edutainment product developed for children ages four to six years. These products were selected in order to critically understand and explore the parameters of good edutainment products in an educational setting, especially in the early childhood learning environment. An analysis was conducted based on the heuristics for designing educational games. This paper reports on a part of that research work where the major outcome is to provide educators with a tool for the development of educational games. Given the current growth of smart schools world wide, the need for such tools will become more predominate because they will allow educators to create their own educational games without having to rely on technical personnel or use a non-satisfying product that is available in the market. How such games are designed will surely influence their effectiveness in enhancing learning.

Embrey Theresa A. R. (2005).  Open Walls to a Larger World: What Handheld Computing Can Do for School Libraries and Media Centers  Library Media Connection, 23, 4. 

Handheld computers give students access to the larger world of information beyond the classroom. Wireless access allows students real time access to all networks resources, including downloading e-books and documents, searching the library media centres catalog and searching databases to which the library has subscribed.

Ewain, Saleh A. S. (2005).  State-of-The-Art Technologies Used in Training Delivery and Administration at the Institute of Public Administration: Case Study  [Online Submission] 

The Institute of Public Administration (IPA), in Saudi Arabia, is a well renowned training institution designated for training civil servants in the Kingdom of Saudi Arabia. This paper mainly discusses the uses of technologies in the administrative aspects of the IPA. The author also points out the obstacles faced and lessons learned from the implementation and use of these technologies. | [FULL TEXT]

Enjelvin, Geraldine (2005).  Investigating VAT (Value-Adding Technologies) and E-ffectiveness in a French Department  Journal of Further and Higher Education, 29, 2. 

In 1998, when University College Northampton (UCN) selected WebBoard as its campus-wide virtual learning environment (VLE) and encouraged its adoption, e-learning became a central feature of the French Department's learning and teaching strategy. By September 2003, all the campus-focused modules in French had become VLE-resourced. In April 2004, we conducted a paper-based survey to measure our students' views on (1) 'e-novation' in general; and (2) computer-assisted language testing (CALT) in particular, with a view to (1) evaluating the French Department's e-ffectiveness; and (2) making student-informed decisions for 2004?2005. This paper concerns itself, initially, with the origins of e-learning in our French Department, the latter's evolving range of web-based learning offerings as well as the educational principles underpinning our e-learning strategy. It then presents selected results of our investigation and offers some tentative conclusions with regard to 'e-ffectiveness'.

Emme, Michael J.; Kirova, Anna; Kamau, Oliver; Kosanovich, Susan (2006).  Ensemble Research: A Means for Immigrant Children to Explore Peer Relationships through Fotonovela  Alberta Journal of Educational Research, 52, 3. 

This work began with a question about the challenges of nonverbal communication across cultures for both immigrant children in Canadian schools and a community of researchers. The question led to the gathering of an ensemble of researchers that included both adults and children. This article represents that collaborative group's approach to a research innovation focusing on the fotonovela as both a research tool and a product of the research process. Antecedent narratives tell of the research team's diverse skills, which became resources for the visual inquiry of immigrant children into their first Canadian school experiences. Combining digital-documentary, tableau, and digital-image manipulation, the children created, reflected on, and responded to fotonovelas about their peer relationships. Their stories combine elements of the personal with social symbolic representations that result in multiple layers of identification for the students and other readers of their research. This layered narrative is discussed as a unique result of combining digitized photographic processes with the fotonovela format. It also provides insights into how the fotonovela format can be used as a research tool.

(2005).  Essential Skills of the K?12 CTO  Learning and Leading with Technology, 32, 4. 

The job of overseeing a school district's technology program has grown exponentially in recent years as computers, the Internet, and other technology applications have become essential to the daily operation of schools. What are the essential skills needed to oversee a school district's technology program? The Consortium for School Networking (CoSN) has undertaken a project to explore this question. Although actual job titles vary tremendously from one district to another (see By Any Other Name on p. 41), the authors will use Chief Technology Officer or "CTO" generically to refer to the main person or people responsible for technology leadership and decision making in a school system. The authors also refer to the school district as the main organization for which a K-12 CTO works, although technology leaders responsible for a network of independent or parochial schools--or even a large, individual school--are likely to identify with the issues. | [FULL TEXT]

Essex, Christopher (2002).  Using the Internet in the K-12 Classroom: An Online Course.  TechTrends, 46, 3. 

Describes an online professional development course for K-12 educators in which teachers explore use of the Internet, including Internet communication tools, creating online resources, and curriculum integration. Includes independent research, sharing found resources, developing criteria for Web site evaluation, and creating and publishing their own educational resources on the Web.

Essex, Christopher (2004).  Faculty Development through Streaming Video: A New Delivery Medium for Training  [Association for Educational Communications and Technology] 

College and university faculty face many demands on their time: research, teaching, service, committees, family, and other obligations. One of the major challenges faced by instructional support personnel at colleges and universities is to get their training efforts entered into the faculty members' busy calendars. This paper looks at a new option for delivering training in technology and pedagogy through streaming video. The project described involved faculty members sharing their technology-related projects and instructional strategies with other faculty through online video, which could be viewed either live or at the faculty members' convenience. Faculty response to the program is described. | [FULL TEXT]

Essex, Christopher; Hallett, Karen (2002).  Supporting Instructors in the Creation of Digital Video Projects: Lessons Learned.  Educational Technology, 42, 6. 

Discusses the use of digital video projects for online courses in higher education and presents a list of 10 recommendations for helping faculty with the digital video project development process. Highlights include timelines; funding; planning; knowing the audience; hardware and software choices; evaluation; research; and publicizing the resulting projects.

Eisenberg, Michael (2002).  Output Devices, Computation, and the Future of Mathematical Crafts.  International Journal of Computers for Mathematical Learning, 7, 1. 

The advent of powerful, affordable output devices offers the potential for a vastly expanded landscape of computationally-enriched mathematical craft activities in education. Craft activities have both intellectual and emotional affordances that are relatively lacking in "traditional" computer-based education. Describes three software applications geared toward computational crafts--HyperGami, HyperSpider, and MachineShop.

Eisenberg, Michael B.; Johnson, Doug (2002).  Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. 

This digest describes an integrated approach to teaching computer skills in K-12 schools. The introductory section discusses the importance of integrating information skills into the curriculum. "Technology Skills for Information Problem Solving: A Curriculum Based on the Big6 Skills Approach" (Michael B. Eisenberg, Doug Johnson, and Robert E. Berkowitz), a curriculum guide, lists specific technology skills in the following areas: (1) task definition; (2) information seeking strategies; (3) location and access; (4) use of information; (5) synthesis; and (6) evaluation. A sidebar summarizes the Big6 skills approach to information problem solving. | [FULL TEXT]

Eisenberg, Mike B (2003).  Technology for a Purpose: Technology for Information Problem-Solving with the Big6[R].  TechTrends, 47, 1. 

Explains the Big6 model of information problem solving as a conceptual framework for learning and teaching information and technology skills. Highlights include information skills; examples of integrating technology in Big6 contexts; and the Big6 and the Internet, including email, listservs, chat, Web browsers, search engines, portals, Web authoring, and Web sites.

Eisenhauer, Jennifer F. (2006).  Next Slide Please: The Magical, Scientific and Corporate Discourses of Visual Projection Technologies  Studies in Art Education: A Journal of Issues and Research in Art Education, 47, 3. 

This article examines the cultural history of slide projection technologies by focusing upon how such technologies acquire cultural meaning. The meanings acquired by these technologies emerge in areas as diverse as public and domestic entertainment, religion, science, and education. I identify three important discursive shifts impacting the complex cultural meaning of slide projection technologies: magic vision, scientific vision, and corporate vision. I argue that such divergent meanings are not simply located in technological advancement and narratives of progress, but rather are discursively constituted within a complex intersection of dominant understandings of vision, knowledge, and subjectivity.

Eisler, David L. (2001).  Selecting and Implementing Campus Portals.  Syllabus, 14, 8. 

Offers points to consider when deciding whether to begin a full-scale campus portal project. Discusses approaches for creating campus portals; implementation strategies; barriers to implementation; and the potential ability of portals to extend the academic experience beyond the classroom to create 21st century learning communities.

Eichelberger, Ariana; Fulford, Catherine P. (2001).  Creating "Technology Intensive" Courses through Faculty Mentoring. 

The College of Education at the University of Hawaii has already begun to create an infrastructure to systematically infuse technology into its curriculum through a new designation of "Technology Intensive" courses. The primary goal of this project was to prepare future teachers to integrate technology into instruction through systematic reformation in the teacher preparation programs. To meet this goal, faculty members in the College of Education and their pre-service students are being mentored by graduate students to model technology integration. The newest generation of this project is referred to as "LEI Aloha," which stands for Learning Enhancement through Innovation. | [FULL TEXT]

Eichler, Marcelo L.; Goncalves, Mario R.; da Silva, Flavia O. M.; Junges, Fernando; Del Pino, Jose C. (2003).  Virtual Learning Environments Designed in Brazil.  Educational Technology, 43, 6. 

Discusses instructional design for computerized pedagogic materials and emphasizes the elements of activity and discovery in creating effective learning experiences. Describes a virtual learning environment designed in Brazil that is open to different forms of use so teachers and students can decide on the best ways of using it.

Eichler, Marcelo Leandro; Xavier, Paulo Rafael; Araujo, Roberto Costa; Forte, Rafael Castro; Del Pino, Jose Claudio (2005).  "Carbopolis": A Java Technology-Based Free Software for Environmental Education  Journal of Computers in Mathematics and Science Teaching, 24, 1. 

The goals of this paper are to describe some characteristics of the pedagogical project of the "Carbopolis" software and some programming solutions that were found during the computational implementation of this software. Relative to the first goal, some pedagogical features that are considered necessary to developing computerized learning materials for scientific education are analyzed. To that end, the design of scenarios is presented as a way of linking learning strategies, such as simulation, problem solving, and play. Related to the second goal, there is a brief description of some potential that JAVA technology holds for the computational implementation of pedagogical projects with such features. The context of the inclusion of the computational implementation using free software is also shown. Eventually, the programming solutions developed using a graphical interface, scenario mapping, data storage, bookmarking, notepad, browser (developed specifically for "Carbopolis"), and the software installation are described. In addition, some information obtained in two contexts of the pedagogical project evaluation is presented: one context attempted to evaluate conceptual learning; the second attempted to show the software usability in different school settings.

Egbert, Joy (2005).  CALL Essentials: Principles and Practice in CALL Classrooms  [Teachers of English to Speakers of Other Languages, Inc. (TESOL)] 

Computers and the Internet offer innovative teachers exciting ways to enhance their pedagogy and capture their students' attention. These technologies have created a growing field of inquiry, computer-assisted language learning (CALL). As new technologies have emerged, teaching professionals have adapted them to support teachers and learners in the classroom. This book offers useful advice for teachers who want to integrate technology with their teaching. It begins not with computers, however, but with the classroom conditions that foster effective language learning. Taking these conditions as a foundation for effective pedagogy, the book shows teachers how to use technology to create "a whole learning environment" with their students. This book is written for working teachers in an accessible, down-to-earth style. It describes pedagogically sound activities using software, Web sites, and Internet-based resources. It includes suggestions and advice from other teachers using technology in their classrooms. Ideas and principles are easily applicable to teaching other languages and mainstream content. It provides an extensive, up-to-date list of print, software, and Internet resources. Following a Preface, this book contains the following 11 chapters: (1) Introduction: Principles of CALL; (2) Developing and Practicing Reading and Writing Skills; (3) Developing and Practicing Listening and Speaking Skills; (4) Communication and Collaboration; (5) Creativity and Production; (6) Inquiry and Problem-Solving; (7) Content-Based Instruction; (8) Assessment; (9) Limitations, Caveats, and Challenges; (10) Teacher Development; and (11) Conclusion: My Favorite CALL Thing. Also included are Acknowledgments, References, Resources, and an index.

Edgar, Debra L. (2002).  Multimedia in Community Colleges.  Visions: The Journal of Applied Research for the Florida Association of Community Colleges, 3, 1. 

Defines multimedia and describes its use in education, particularly in the community college. States that it has the potential not only to improve current educational practices, but also to revolutionize the way higher education is provided. Offers a brief history of the various forms of media that are available for instructional use, including the Internet, CD-ROM, and Digital Video Interactive

Edgar, Robert (2004).  HPT and Business Process Management  Performance Improvement, 43, 2. 

A relatively new feature of human performance technology (HPT) is e-training, which, while considerably more economical and time-efficient than traveling to a remote location for training, presents other challenges. Course length remains a problem, and there are professional organizations for which performance improvement is too difficult to measure for legal certification purposes. This paper describes a new type of software that allows automated delivery of online performance support based on an immediate sensing of a business process problem. If the business process modeling is done correctly, tasks are well described, prerequisites are accurate, job descriptions list appropriate responsibilities and capabilities, and support materials for all tasks and decisions are available online.

Economou, A.; Papargyris, D.; Stratis, J. (2004).  Automated Flow-Injection Instrument for Chemiluminescence Detection Using a Low-Cost Photodiode Detector  Journal of Chemical Education, 81, 3. 

The development of an FI analyzer for chemiluminescence detection using a low-cost photoiodide is presented. The experiment clearly demonstrates in a single interdisciplinary project the way in which different aspects in chemical instrumentation fit together to produce a working analytical system.

Ecker, Michael W. (2005).  A Unification of Mathematics and Computer Programming to Find Polynomial Zeros and Display Graphs  Mathematics and Computer Education, 39, 1. 

In this article, the author proves a theorem about polynomial zeros, but the focus is on how the theorem is integrated into a QuickBASIC computer program, and how that program answers the questions of the theorem--a unification of mathematics and computer programming. For a given polynomial, how can one overcome assorted problems in finding zeros and displaying graphs properly? How might a program immediately and automatically choose a domain interval? The Zero-Bounds Theorem, although not new, is not well known and the author seeks to develop a program that investigates: given a polynomial, what are its real zeros, and what does its graph look like? The computer program in QuickBASIC utilizes the theorem to search the resulting interval for zeros and to graph the function within typical limits of computer precision/accuracy. Also included is a discussion of possible shortcomings, improvements, and new research questions.

Esche, Sven K. (2005).  On the Integration of Remote Experimentation into Undergraduate Laboratories--Pedagogical Approach  International Journal of Instructional Media, 32, 4. 

This paper presents an Internet-based open approach to laboratory instruction. In this article, the author talks about an open laboratory approach using a multi-user multi-device remote facility. This approach involves both the direct contact with the computer-controlled laboratory setup of interest with the students present in the laboratory facility and their subsequent interaction with the experimental devices from remote locations. This approach releases some of the spatial, temporal and financial strains that the traditional on site laboratory approach imposes on educational institutions. Here, the author presents a general description of open laboratory approach, as well as benefits and shortcomings of the approach.

Enderle, Jerry (2001).  Keying in on Bargains.  School Planning & Management, 40, 8. 

Explores how, for 20 years, the Commonwealth of Pennsylvania has successfully conserved resources by purchasing technology-related equipment through a buyer's consortium.

Enders, Craig K. (2005).  An SAS Macro for Implementing the Modified Bollen-Stine Bootstrap for Missing Data: Implementing the Bootstrap Using Existing Structural Equation Modeling Software  Structural Equation Modeling: A Multidisciplinary Journal, 12, 4. 

The Bollen-Stine bootstrap can be used to correct for standard error and fit statistic bias that occurs in structural equation modeling (SEM) applications due to nonnormal data. The purpose of this article is to demonstrate the use of a custom SAS macro program that can be used to implement the Bollen-Stine bootstrap with existing SEM software. Although this article focuses on missing data, the macro can be used with complete data sets as well. A series of heuristic analyses are presented, along with detailed programming instructions for each of the commercial SEM software packages.

Egan, Toby Marshall; Akdere, Mesut (2004).  Distance Learning Roles and Competencies: Exploring Similarities and Differences between Professional and Student Perspectives  [Online Submission, Paper presented at the Academy of Human Resource Development International Conference (AHRD) (Austin, TX, Mar 3-7, 2004) p930-937 (Symp. 43-1)] 

We utilized a Delphi technique to explore roles and competencies as identified and ranked by 106 upper level graduate students specializing in distance education. Student responses were compared to two previous studies utilizing distance education practitioner/scholar respondents. Although the roles identified were similar to previous studies, the highest rated competencies identified by graduate students emphasized technical expertise to a greater degree than did the previous practitioner/scholar studies. Implications for current training and future research and practice are discussed.  [For complete proceedings, see ED491481]. | [FULL TEXT]

Eifler, Karen E. (2001).  Documenting and Exploring the Effectiveness of a Tri-Partite Renewal Collaboration among Arts and Sciences and Education Faculty and P-12 Teachers. 

This paper describes the Professional Renewal Program for Educators (PRPE), a faculty-driven, tripartite effort developed to increase the knowledge and skills of education faculty, arts and sciences faculty, and P-12 classroom teachers in the areas of instructional technology, cultural diversity, and democratic principles in public education. Led by pairs of expert co-facilitators drawn from among their peers, cohorts of educators engaged in a series of inservice sessions spread over three semesters. In order to explore the effectiveness of peer instruction, participants were asked to complete an instrument that self-assessed their knowledge, skills, and dispositions related to diversity, technology, and the National Network for Education Renewal's (NNER's) agenda related to democracy. Results indicated that instruction in the PRPE was effective in promoting participants' growth in knowledge, skills, and dispositions related to diversity, technology, and the NNER agenda. Dividing leadership and responsibility between co-facilitators for each cohort was an effective strategy. | [FULL TEXT]

Eifler, Karen E.; Greene, Thomas G.; Carroll, James B. (2001).  Walking the Talk Is Tough: From a Single Technology Course to Infusion.  Educational Forum, 65, 4. 

Teacher educators (n=12) completed a scaled assessment of technology use, responded to open-ended questions relating obstacles to their technology use, and participated in structured interviews. Results showed equipment was best used if the right human resources were available for technical assistance. Diverse attitudes about the role of technology were revealed.

Eifler, Karen E.; Potthoff, Dennis; Dinsmore, Julie (2004).  A Bucket of EELS: A Tripartite Approach to Renewing a Teacher Education Program  Journal of Teacher Education, 55, 1. 

This article describes a systematic overhaul of a teacher preparation program and presents outcomes based on studies of the program's effectiveness in improving the knowledge and skills of teacher educators--university and PK-12 based--related to technology, diversity, and democratic education. The renewal program was peer designed and implemented over a 5-year cycle of 3 intact cohorts composed of education and arts & sciences university faculty and PK-12 colleagues simultaneously engaged in revising the scope, sequence, and content of a teacher education program. Presurveys and postsurveys indicate that nearly all of the instructional objectives were met and that participants made significant gains in their knowledge and skills related to the 3 target areas. Lessons learned in the process and implications for similar renewal efforts are offered.

_____. (2002).  Exploring with Technology: Activities for Families with Children Ages 3 to 5 [Presented by]"Between the Lions[R]" = Exploremos con tecnologia: Actividades para familias con ninos de 3 a 5 anos [presentado por]"Between the Lions[R]." 

"Between the Lions" is a Public Broadcasting System program promoting literacy for children ages 4 through 7 years combining state-of-the-art puppetry, animation, live action, and music to achieve its mission of helping young children learn to read. This guide, in English- and Spanish-language versions, provides computer literacy activities for parents and their 3- to 5-year-olds and focuses on activities to teach children how to use a computer and browse a Web site. The guide begins with computer-related literacy tips, including using the Internet to find answers to children's questions or to research a subject of interest. Suggested Web sites are listed. The guide provides information on the Internet and the World Wide Web for parents and includes an activity involving a search engine created for children, Yahooligans. The guide also describes the "Between the Lions" Web site and provides guidance for helping children use the Internet safely. | [FULL TEXT]

_____. (2001).  Exemplary & Promising Science Education Programs, 2001. 

In 1994 with the initiation of Congress, the Office of Educational Research and Improvement (OERI) created a panel for the evaluation of educational programs in the content areas of mathematics, science, gender equity, educational technology, and safe, disciplined drug-free schools. In 1998, the Expert Panel on Mathematics and Science Education examined mathematics education programs and surveyed science curriculum frameworks. This document identifies two exemplary and seven promising science education programs based on the quality of the program, its usefulness to others, educational significance, evidence of effectiveness, and success. Contact information for each program is provided. Contents include: (1) Introduction; (2) The Review Process; (3) How To Use These Recommendations; (4) Evaluation Criteria; (5) Exemplary Programs; and (6) Promising Programs. | [FULL TEXT]

_____. (2002).  Exemplary and Promising Educational Technology Programs, 2000. 

This publication is the result of 20 months of work by the members of the U.S. Department of Education's Educational Technology Expert Panel. From September 1998 to April 2000, the Panel met a total of five times to discuss its mandate (i.e., to evaluate educational programs and recommend to the Secretary of Education those programs that should be designated as exemplary or promising), create review criteria, establish a review process, and review programs. The report includes a look at the Panel process and the criteria by which submissions were judged. The following programs were recommended by the Panel and designated exemplary or promising by the Secretary of Education in 2000: (1) Maryland Virtual High School CoreModels Project; (2) Middle-school Mathematics through Applications Program (MMAP); (3) Modeling Instruction in High School Physics; (4) One Sky, Many Voices, a middle-school science program using real-time weather data; and (5) the WEB Project, a collaborative program to employ new technology to effect systemic reform in school systems throughout Vermont. Based on additional insights and knowledge gained from this undertaking, the report concludes with a section on further reflections by the Panel. | [FULL TEXT]

Eadie, William F.; Andersen, Peter A.; Armas-Matsumoto, Catherine M.; Block, Evan; Martin, Patricia Geist; Goehring, Charles; Good, Jeffrey; Hellweg, Susan A.; Knight, Laura L.; Lubic, Bryan; Spitzberg, Brian H. (2002).  Criteria for Using Technology To Teach the Basic Course in Communication. 

This paper describes the beginnings of a project to remake the oral communication general education course--part of the vision for the course is to use technology to help students learn course content. According to the paper, currently the basic course is taught mostly in traditional format (relatively small sections with set assignments), with some colleges and universities substituting for a course by having an all-campus communication lab with oral communication assignments within courses offered across the curriculum. The paper details how a faculty and graduate student working group investigated the state of interactive technologies and how they might apply to the course. It describes some instructional technologies used by different universities, including Virginia Tech and the University of Richmond. It also describes other developments in the project and concludes by suggesting a set of criteria for deciding whether and how to use learning by technology in developing knowledge and ability in oral communication.  | [FULL TEXT]

Erath, Allison S.; Larkin, Vivian M. (2004).  Making Distance Education Accessible for Students Who Are Deaf and Hard-of-Hearing  Assistive Technology, 16, 2. 

Distance education is based on providing learning "anytime, anywhere." The design of many distance education courses, however, may actually erect barriers to the full participation of some students with disabilities, particularly those with hearing impairments. Without careful consideration, distance education could become learning anytime, anywhere, but not for anybody. It is not only unethical, but also illegal to ignore the special needs of these learners. The specific impact of such legislation on distance education for those students with hearing impairments will be ad-dressed. Students with disabilities are often faced with a double digital divide that must be bridged. Universal design uses an excellent proactive approach to closing this digital divide caused by inaccessible courses. Each medium of transmission in distance education poses unique access barriers. Even within the same medium, what is best for one student or class may not be the most ideal accommodation in another situation. Individualized accommodation methods will be examined, and specific technologies and software will be discussed.

Eilon, Batia; Kliachko, Sarah (2004).  Perceptions of the Teacher's Roles by Prospective Elementary School Science Teachers in a Web-Based Biology Course  Journal of Technology and Teacher Education, 12, 3. 

Web-based instruction was integrated into a course on human biology given to prospective elementary school science teachers. The goal of the study was to reveal the students' perceptions about the teacher's roles in such a course. Data were gathered from the teacher's forum and e-mail messages, students' e-mails, and interviews. The findings revealed that the teacher's roles such as guidance, mediation, management, provision of technical, and emotional support, in addition to the provision of information were well accepted by the students. However, since the students encountered difficulties in implementing independent (self-directed) learning required in the web-based course, they emphasized their preference for the role of the teacher as an information provider. Learning with ICT highlights the conflict existing between the dual roles of the student-teachers, as learners in the present and teachers in the future. The implications of this discrepancy are discussed in the context of elementary school science teacher education.

_____. (2004).  Evidence-Based Education: Bridging Research and Practice for Student Success. 2003 Annual Report.  [North Central Regional Educational Laboratory] 

The Regional Educational Laboratories (REL) program funded by the U.S. Department of Education is a major research and development effort to help educators, policymakers, and communities improve schools and help all students attain their full potential. The network of 10 Regional Labs works to ensure that lessons about school reform developed or learned in one site can be appropriately applied elsewhere and that everyone involved in educational improvement will have access to the best available research, knowledge from practice, and exemplary and promising programs. Each Laboratory takes a leadership role in one of several significant education issues, with an emphasis on evidence-based research: Assessment of Educational Achievement, Curriculum and Instruction Related to Reading and Language Mastery, Educational Leadership, Educational Technology, Expanded Learning Opportunities, Family and Community Connections with Schools, Re-Engineering Schools for Improvement, Standards-Based Instructional Practice, and Teaching Diverse Learners. Quality research and development of evidence-based educational strategies is the centerpiece of the REL?s work. The laboratories work with states, districts, schools and teachers around the country designing and studying practices that will improve student achievement. REL staff help develop the capacity of educators to utilize research as well as analyze their own practices to make changes, if necessary, based on their findings. RELs partnered with educators in 252 locations or "sites" across the country in 2003 to study how schools, districts, intermediate agencies, and states incorporate and sustain evidence-based strategies that support improvements in student achievement, working with 4,838 teachers, 1,398 administrators, and 611 parents, representing substantial increases in sites and participants from 2002. Each chapter of this report highlights the specific work of one of the Labs. A map specifying the locations and contacr each Lab is included. | [FULL TEXT]

Ehman, Lee H.; Bonk, Curtis J. (2002).  A Model of Teacher Professional Development To Support Technology Integration. 

During the 1998-1999 school year faculty from Indiana University's School of Education (Bloomington) began in in-service teacher education program, Teacher Institute for Curriculum Knowledge about Integration of Technology (TICKIT). TICKIT was designed to foster the thoughtful infusion of educational technology into the K-12 curricula of teachers in rural school systems within southern Indiana. This paper describes this program, and then presents an experience-based model upon which it currently rests. TICKIT annually typically includes cohorts of four to six teachers from five school districts. Important factors include classroom-based curriculum projects, teacher choice, systematic reflection on practice, reports by teachers of their work to other professionals, and impact by teachers on others in their schools. The paper concludes with lessons learned from the program during its first four years of operation. A summary of TICKIT teacher projects is tabulated. The TICKIT Individual Project Action Plan (January 5, 2001) is appended.   | [FULL TEXT]

Eshet, Yoram (2002).  Digital Literacy: A New Terminology Framework and Its Application to the Design of Meaningful Technology-Based Learning Environments. 

Digital literacy involves more then just using software. It includes reading instructions from graphical interfaces (photo-visual literacy), utilizing digital reproduction in learning (reproduction literacy), constructing knowledge from non-linear navigation (lateral literacy), and evaluating information (information literacy). These literacies serve as a measure of learners' work quality in digital environments. This paper proposes a terminology framework for digital literacy. Discussion of every literacy type is accompanied by results from a study that examined the ability of learners to effectively utilize digital literacy in educational contexts. | [FULL TEXT]

Ehrlich, Jenifer, Ed. (2002).  Forum Focus: Report of the Summer 2002 Meeting of the Business-Higher Education Forum (Chapel Hill, North Carolina, June 6-8, 2002). 

The summer meeting of the Business-Higher Education Forum continued the dialogue between the education and business communities on subjects important to all. Welcoming remarks by chairman Dennis Smith set the tone for the meeting and introduced the panel presentations that followed. The panel presentations, summarized in this report, were: (1) "Responding to the Crisis in Nursing"; (2) "How Students Are Paying for Their Education"; (3) "University Outcomes and the Workplace"; (4) "Regional Economic Development"; (5) "Executive Committee Report"; (6) "Learning and Technology Initiative--Next Steps"; (7) "Math and Science Educatio--Toward a Systemic National Leadership Program"; and (8) "Concluding Remarks and Next Steps."

Ehrmann, Stephen C. (2000).  Technology and Educational Revolution: Ending the Cycle of Failure.  Liberal Education, 86, 4. 

Information technologies promise a revolution in education, but because of responses to the ongoing production of ever newer tools, the promise never materializes. Identifies six barriers to this revolution and notes seven strategies for advancing educational benefits gained from experience to assist campuses in technological effectiveness.

Ehrmann, Stephen C.; Collins, Mauri (2001).  Emerging Models of Online Collaborative Learning: Can Distance Enhance Quality?  Educational Technology, 41, 5. 

Suggests that most instructors, administrators, and software developers assume that online interaction collaboration among students must follow the same format as traditional interaction in face-to-face classrooms. Describes examples of virtual classrooms that use the Web to create new kinds of possibilities for collaboration and learning.

Ensminger, David C.; Surry, Daniel W. (2002).  Faculty Perceptions of Factors That Facilitate the Implementation of Online Programs. 

This paper describes the results of a study into the conditions that facilitate the implementation of innovations. This study originated from an earlier paper on the employment of the following eight conditions during the instructional design process: dissatisfaction with the status quo; skills and knowledge; adequate resources; rewards or incentives; adequate time; participation; commitment; and leadership. This study employed an online survey to assess faculty members' perceptions of the relative importance of these eight conditions when implementing an online degree program. The current study used case based scenario questions in order to operationalize the eight conditions. The purpose of this study was to determine which of the eight conditions faculty in higher education perceived as the most influential when implementing an online degree program. Results of the study can assist universities in implementing online degree programs. The results provide information concerning the perceived importance of the eight conditions that facilitate implementation. A copy of the questionnaire is appended. | [FULL TEXT]

Ensminger, David C.; Surry, Daniel W.; Miller, Michelle A. (2002).  Implementation of Online Education Programs: Faculty Perceptions of the Conditions That Facilitate Implementation. 

This paper describes the results of a study into the conditions that facilitate the implementation of innovations. The following eight conditions that facilitate the implementation of technological and program innovations have been identified: (1) dissatisfaction with the status quo; (2) skills and knowledge; (3) adequate resources; (4) rewards or incentives; (5) adequate time; (6) participation; (7) commitment; and (8) leadership. This study emphasized the need for instrumentalist perspectives when implementing instructional technology into institutions of higher education. An online survey was employed to assess faculty perceptions of the relative importance of the eight conditions when implementing an online degree program. Scenario-based questions were used in order to operationalize the eight conditions. The purpose of the study was to determine which of the eight conditions faculty in higher education perceived as the most influential when implementing an online degree program. Results of the study can assist universities in implementing online degree programs. | [FULL TEXT]

Eseryel, Deniz (2002).  Approaches to Evaluation of Training: Theory & Practice.  Educational Technology & Society, 5, 2. 

Reviews current approaches to evaluation of training both in theory and in practice. Highlights include complexities associated with evaluation practice; possible means of expediting the performance of evaluations; expanding the range and precision of data collection using automated systems; and recommendations for further research.

Eseryel, Deniz; Ganesan, Radha (2001).  Distributed Group Design Process: Lessons Learned. 

A typical Web-based training development team consists of a project manager, an instructional designer, a subject-matter expert, a graphic artist, and a Web programmer. The typical scenario involves team members working together in the same setting during the entire design and development process. What happens when the team is distributed, that is when the instructional designers and the developers are not in the same setting? How can a geographically dispersed team work together meaningfully? What are the challenges they will face and how can they be overcome? Because it is becoming more common for instructional technologists to be brought in from several locations long-distance team building presents an important challenge to the process. This paper addresses several issues that instructional designers face when working in such distributed environments based on our experiences during a collaborative project between Syracuse University and a multi-national corporation. Toward this end, we propose using Web-based CSCW (computer supported collaborative work)systems to support distributed group design process. | [FULL TEXT]

Eseryel, Deniz; Schuver-van Blanken, Marian J.; Spector, J. Michael (2001).  Current Practice in Designing Training for Complex Skills: Implications for Design and Evaluation of ADAPT[IT]. 

ADAPT[IT] (Advanced Design Approach for Personalized Training-Interactive Tools is a European project coordinated by the Dutch National Aerospace Laboratory. The aim of ADAPT[IT] is to create and validate an effective training design methodology, based on cognitive science and leading to the integration of advanced technologies, so that the training community can better meet the many challenges of the information society of the 21st century. The effort falls within the European Commission's Information Society Technologies program. ADAPT[IT] is developing a personalized training design methodology, providing associated design tools for the efficient realization of that methodology, and validating the methodology in different training domains. The 3-year project began in February 2000, with an estimated total of 181 person-months required for completion. The effort is broken into these 9 work packages: project management; design preparation; design of the ADAPT method; development of the ADAPT tools; using ADAPT: design process evaluation; using ADAPT: design product evaluation; ADAPT[IT] revisions; standardization; and integration, dissemination, exploitation. An extensive needs assessment phase has been completed. The aim of this effort was to explore current practice in instructional design and associated with that, the needs of the training designers in order to improve their project and its products. This paper reports the needs assessment procedures and outcomes informing how they guide the efforts within the project. | [FULL TEXT]

_____. (2001).  EdTech 2000. 

To guide districts through the process of creating workable technology plans, the Massachusetts Department of Education developed a set of benchmark standards that can be viewed as goals for districts to achieve by the year 2003. Based on findings from the most recent "Tech Plan Updates," the Department's online data collection system, this report tracks progress over the past four years and presents the state's current position in relation to the benchmark standards. The report is divided into the following sections: "Commitment to a Clear Vision,""Access,""Infrastructure for Connectivity,""Technical Support,""Technology Curriculum Integration,""Technology Professional Development,""Access to the Internet Outside the School Day," and "Technology for All Students." District statistics from Tech Plan Updates are discussed and given in a table at the end of the document, and include: student computer ratios, classrooms connected to the Internet, number of computers per 1 FTE technical support specialist, and number of staff per 0.5 curriculum integration. | [FULL TEXT]

_____. (2000).  e-University Project: Business Model. Consultation. 

This report describes the context and goals of the Higher Education Funding Council for England's e-University project to develop Internet-based higher education. It summarizes the proposed business model and outlines next steps in implementing the project. A February 2000 letter announced the project and invited higher education institutions (HEIs) to send information on related activities. A steering group was established, and a business model study was commissioned from PricewaterhouseCoopers (PwC), together with other supporting studies. HEI comments showed the importance of producing a business model enabling a wide range of HEIs and other partners to contribute. PwC produced a model that satisfies this criterion and can deliver e-learning effectively and with high standards. The PwC report views the e-university as an organization that will support the development and delivery of e-programs. It will work with HEIs and other partners to meet project goals. E-universities can have a holding company, operating company, subsidiary companies, small executive, committee for academic quality, program/service providers, and joint venture partners. Benefits to HEIs of working with e-universities include: access to specialist technological and other skills, e-tools, and services and access to global marketing intelligence and global reach. Appended is a list of the e-University Steering Group.

Ealy, Julie B. (2002).  Not for Teachers Only.  Science and Children, 40, 3. 

Presents a workshop on graphing technology that targeted a diverse group of students from elementary and secondary grades. Includes an activity on exploring the relative rates of heating and sections on reading the graphs, practicing with sensors, and plotting 3-D graphs.

Eib, B. J. (2001).  Beyond the Bells and Whistles: Evaluating Technology Use in the Classroom.  Principal Leadership, 1, 9. 

Once the prevailing technology standards are established and understood, principals need to observe and evaluate how teachers translate standards into instructional practice. The Engaged Learning Profile Tool helps teachers assess their created learning environment and provides a starting point for technology discussions. Guidelines and indicators are included.

_____. (2001).  Enhancing Education through Technology: New Tools to Close the Achievement Gap. Satellite Town Meeting #79: May 15, 2001. [Videotape]. 

The "Satellite Town Meeting" is the U.S. Department of Education's monthly television program about improvements in teaching and learning that are happening in schools and communities across the nation. On each 60-minute show, the Secretary of Education invites national experts as well as local educators and community leaders to share their ideas about how schools are preparing all students for the challenges of the 21st century. In panel discussions with parents, teachers, principals, and business experts, as well as videotaped reports on innovative schools, viewer call-ins, and special segments on resources, the "Satellite Town Meeting" focuses on what works. The Secretary and his guests talk about the most important issues facing today's schools and communities--improving reading skills, expanding technology, boosting student achievement, assuring safety, serving children with disabilities, raising mathematics performance, and more. The "Satellite Town Meeting" recorded on this video focused on how technologies such as the Internet, e-mail, and distance learning can be especially powerful tools for helping disadvantaged and under-served students to connect with new learning resources. The panelists addressed such questions as: How can today's education technologies help all students, including disadvantaged students, to meet high academic standards? How can teachers be well prepared to learn and use new education technologies? How can schools and communities create comprehensive technology plans to improve student achievement? and What resources are available to schools and communities to support their education needs?

Ewing, Jim (2000).  Enhancement of Online and Offline Student Learning.  Educational Media International, 37, 4. 

Outlines features of constructivism and collaborative learning as they underpin a proposed model of ICT (Information and Communications Technology) support for learning. Evaluates the model in three projects involving ICT in primary, secondary, and higher education learning environments in the United Kingdom and considers the effectiveness of student learning.

Ethridge, Robin R.; Hadden, Cynthia M; Smith, Michael P. (2000).  Building a Personalized Education Portal: Get a Behind-the-Scenes Look at LSU's Award-Winning System.  Educause Quarterly, 23, 3. 

Describes the Personal Access Web Services (PAWS) at Louisiana State University, a portal application which offers enterprise, workgroup, and personal services. The paper highlights: PAWS project planning; PAWS as a portal; PAWS implementation; account accreditation; user authentication; legacy integration; mapping credentials; transmission of sensitive information; session management; PAWS personnel; PAWS growth and popularity; and PAWS' return on investment.