Educational Technology | I

Isman, Aytekin; Altinay, Zehra; Altinay, Fahriye (2004).  Roles of the Students and Teachers in Distance Education  [Online Submission] 

Distance Education is the new, global technology based education to facilitate easy, immediate learning and interaction for all communicators who are the teachers and students that involve the education program. Distance Education can provide wide-mass education for everyone, it leads people to learn individually and let responsibility of learning to the people. In addition to this, it is obvious to select courses and content that reflect the concerning needs and motivation of students. It provides a creative and qualified atmosphere. Information that will be presented should be updated and interesting for all different kinds of students according to their background information. For the effective distance education programs out of the communicational or any kind of barriers, there should be consciousness on the definable roles of the teachers and students in the learning-teaching process. | [FULL TEXT]

Isman, Aytekin; Caglar, Mehmet; Dabaj, Fahme; Altinay, Fahriye; Altinay, Zehra (2004).  Attitudes of Students toward Computers  [Online Submission] 

With the developments of Information High Technology, all applications of the instruction start to have tendency towards technology based instruction instead of directed, teacher-centered instruction. It is important to mention that computers are the main instructional support to the learning and teaching process. As a human being, there is an adaptation process of the new developments and implications as well. Therefore, the research-based study handled the attitudes of students towards computers and its new trends. By the way, attitudes towards teacher-centered instruction versus student centered instruction and tendency towards the place of technology in learning and teaching process can be determined with the reflections of the statistical surveys. Required research reflected the consciousness about the use of computer in every day of life and educational cycle as well. It is important to mention that computers require more alternatives and advantages to students and their educational studies. Computers provide fast, easy research and analysis for the students studying field. As a technological tool, it provides the equal standards, opportunities and easy path for the successful understanding and also meaningful learning for students. In order to be reflective, recommend on the usage of computers and facilities, there should be examination of the thoughts, attitudes of students towards computer.  | [FULL TEXT]

Isman, Aytekin; Caglar, Mehmet; Dabaj, Fahme; Ersozlu, Hatice (2005).  A New Model for the World of Instructional Design: A New Model  [Online Submission] 

Like all models, the new model is also based on a theoretical foundation; constructivism, which emphasis is placed on the learner or the student rather than the teacher or the instructor. Students learn by fitting new information together with what they already know. People learn best when they actively construct their own understanding. The new constructivist based model is composed of four processes; input, process, output, and feedback. In the first step of this model, input activities are designed. At the beginning, the needs of the students are planned by using needs assessment. Needs assessment is an important process in constructivist approach. After the identification of the needs of the students, the units are started to be planned. The topics are stated from easier to the difficult one. After the aims are stated, the objectives are written, by considering the conditions. The teacher uses his own teaching methodology by considering the characteristics of the students. The selection and preparation of the media is determined after stating the aims and objectives. In the second stage, the process begins with pre-assessment. In other words, the units, which are planned in the previous stage, are assessed before getting started of the instruction. From the results of the pre-assessment, the instructor gets an idea about the students' readiness, and the level of prerequisite skills. After the teacher reorganized the lesson by taking into consideration of the results, he / she implement his lesson by considering all of the previously mentioned aspects. During the implementation process, the weaknesses, and the strength points are considered. In the third stage, the units are taught, and the questions of the students are answered. In this model, the teacher is not only teaching, but facilitating the lesson for his / her student. In order to understand whether the students learn the units or not, during the semester, the teacher gives quizzes. With the formative evaluation, in this constructivist based approach, summative evaluation is used. After all the evaluation process is done, as the fourth stage, the teacher gets the feedback of the students' knowledge on the lessons. In constructivist approach experiencing is important, so the teacher should create authentic environment in order to let the students to experience it. If something is practiced, then it means it has a meaning for the learners. If the students doesn't practice the knowledge, or if that knowledge doesn't have a meaning for the students, it means the instructor, or the teacher should go at the beginning of the model, and does the same thing from the beginning to the end. | [FULL TEXT]

Isman, Aytekin; Dabaj, Fahme (2003).  The Level of Teacher-Students about Using Educational Technology  [Online Submission] 

Educational Technology is contemporary issue that gives a light to educational context. As it is known that, technology is a way of acting by dealing with solving problems in educational aspects and evaluating the social, cultural changes at society. Because of this reason, educational technology refers a combination of the process and tools involved in addressing educational needs and problems. It provides to mastery learning to students in a wider context and creates an opportunity to establish learning environment for every individual in an efficient way by the support of educational technology's facilities. Media, instructional system, vocational training and computer are the perspectives of educational technology that are been a light to improve effective learning environment at teaching. Educational Technology is a process to analyze learning theories and learning to learn. Technology is a case for providing motivation, establishing meaningful learning by promoting creativity, self expression and own learning as an intrinsic motivation In addition to this, evaluating the abilities of students by merging technological facilities, provides opportunity to realize effectiveness and satisfaction of students. Therefore, it becomes supporter to fulfill the lacknesses of educational context with embracing teaching-learning process of students. Moreover technology is a way to solve educational problem, especially learning problems in education. It is vital to analyze the levels of teachers-student about using educational technology whose are the future teachers by having impact to educational quality. | [FULL TEXT]

Isman, Aytekin; Dabaj, Fahme (2004).  Attitudes of Students towards Internet  [Online Submission] 

By the developments of technology that is bridge among science and application to supply needs of human beings. Technology affects all aspects and issues in human beings' lives. Especially, it creates competitive trends and global action to people. On the other hand, adaptation to the changes becomes inevitable situation under the perspective of catching competition. Reaching information became the factor of creating easy life by the help of technology. Technological developments open a wide range of opportunities for people especially in education. The internet is a part of technology in order to catch alternatives on every areas at competitive environment. It provides us to get efficient and fast information, establishing contact with everyone and to have a chance for searching all types of data with its globalization effect. Internet facilities contribute individual to search lonely in order to get information in a stable and comfortable way. This study is vital because of reflecting current and necessary applications at education which is using the internet in an efficient way. Because the internet provides easy access to everyone to get knowledge under the dimensions of equality and individuality at competitive environment. | [FULL TEXT]

Isman, Aytekin; Dabaj, Fahme (2004).  Roles of Students and Teachers in Distance Education  [Online Submission] 

Distance Education is the new, global technology based education to facilitate easy, immediate learning and interaction for all communicators who are the teachers and students that involve the education program. Distance Education can provide wide-mass education for everyone, it leads people to learn individually and let responsibility of learning to the people. In addition to this; it is obvious to select courses and content that reflect the concerning needs and motivation of students. It provides creative and qualified ideas atmosphere and information that will be presented should be update and interesting for all different kinds of students according to their backgrounds information. For the effective distance education programs out of the communicational or any kind of barriers, there should be consciousness on the definable roles of the teachers and students in learning-teaching process. | [FULL TEXT]

Isman, Aytekin; Dabaj, Fahme; Altinay, Fahriye; Altinay, Zehra (2003).  Communication Barriers in Distance Education  [Online Submission] 

Communication is a key concept as being the major tool for people in order to satisfy their needs. It is an activity which refers as process and effective communication requires qualified communication with the elimination of communication barriers. As it is known, distance education is a new trend by following contemporary facilities and tools about teaching-learning process by embracing the technological improvements. Besides getting effective communication with traditional context, online courses become new options in order to catch flexibility. It is important that establishing the effective communication process depends on elimination obstacles during communication process. Therefore, being aware about communication barriers on distance education makes people to be more productive at their roles. | [FULL TEXT]

Isman, Aytekin; Dabaj, Fahme; Altinay, Zehra; Altinay, Fahriye (2003).  Effects of Instructional Design on Learning  [Online Submission] 

By the development of the technology, every styles of life and human being action face with changes. Fast, global and remarkable time come to be considerable. Social, global, cultural, educational competitiveness have been changed by the implication of the technology. Therefore; these changes also affect the learning styles, duration and method of individuals. Instructional Design is the plan, organization for the effective learning of the students. Instruction is not only the training, by the development of the new technology, presentation and representation of the reality or information change. Therefore; flexibility, adaptability and availability of resources, instructional materials selection criteria are so important concern for the meaningful learning of the students. From the eclectic approach, students should face with more than one alternative for learning atmosphere to match content level with suitable materials, strategies and theories. In addition to this, teachers have great responsibility to organize the instruction with integrating content level of knowledge and selection of attractive, productive materials within learning-teaching process for providing equal opportunities, standards, having experiences about reality for students under the constructivist approach. In the research, effects of instructional learning will be determined besides underlying the effective usage, tendency of teachers in teaching-learning process. In the result of the research, it will be reflected that technology is the inevitable factor in the designing instruction and enhancing productive, providing motivation, attention for learner with the teachers' suitable integration of all resources and strategies, methods.  | [FULL TEXT]

Isman, Aytekin; Dabaj, Fahme; Gumus, Agah; Altinay, Fahriye; Altinay, Zehra (2004).  Web Page Design in Distance Education  [Online Submission] 

Distance education is contemporary process of the education. It facilitates fast, easy delivery of information with its concrete hardware and software tools. The development of high technology, Internet and web-design delivering become impact of effective using as delivery system to the students. Within the global perspective, even the all work place need educated staff, therefore; there is huge tendency to be education without any time, space, distance limitations from anywhere of the world. Distance Education programs and related web-design should be effective and available in immediate time to catch the students for doing e-learning through the Internet connection. If the web-design is a tool to deliver information and attract attention of students in order to access e-learning, there should be evaluation and reflections of how this page can be more attractive and informative to be effective. In the study, the scope of the research, there should be the approximate reflections of how web design should be in distance education based on the concrete, approval research study results. | [FULL TEXT]

Isman, Aytekin; Dabaj, Fahme; Zehra, Altinay; Fahriye, Altinay, (2004).  The Evaluation of Students' Perceptions of Distance Education  [Online Submission] 

Distance Education provides the technological improvement effect on education. With the developments of high technology and globalization, social, cultural, educational aspects of life become different and get better in terms of time space and communication. In the educational field, classical learning and teaching techniques can not be effective without technology and time, space limitations. Distance Education provides fast, easy education opportunities for everyone without concentrating time, distance, and space limitations. There are huge tendencies from students for participating in distance education to live the sense of self-development, achievement and responsibility. Whatever there are some kind of problems within distance education, it is good concern to evaluate what students perceptions are toward distance education in our context in order to calculate common interpretations around the world for popular education style as distance education. | [FULL TEXT]

Isman, Aytekin; Yaratan, Huseyin; Caner, Hamit (2007).  How Technology is Integrated into Science Education in a Developing Country: North Cyprus Case  [Online Submission] 

A key to the success of science education is the use educational technology which can greatly enhance a student's understanding of science concepts. The educational technology tools can take a difficult to learn science concept and change it from abstract to concrete to make it easier to understand. Hence, the power of educational technology tools in a science classroom should be valued by the science teachers. Is this the case? Do classroom teachers in North Cyprus understand the power of educational technology tools in science instruction? Do they value it's use for science teaching? How often do they use educational technology resources in their lessons? To answer these questions data were collected through a questionnaire from 100 secondary school science teachers. Educational technology tools have been divided into four main categories as classical technology, modern technology, computer technology and laboratory technology tools for easier analysis. Analysis results revealed that most teachers are frequently using classical technology tools whereas modern technology, computer technology or even the laboratory technology tools are not being used to the extent that they should. ANOVA and t-test results indicated that there is no significant difference about the integration of educational technology tools based on gender and level of education of teachers. On the other hand, ANOVA test results revealed that there were significant differences in teachers' responses about the use of educational technology resources based on the location of school, age, and teaching experience of the teachers.  | [FULL TEXT]

Ibara, Emmanuel Chisa (2008).  Open and Distance Learning: An Emerging System for Alternative Higher Education in Nigeria  [Online Submission] 

Nigeria no doubt is at the threshold of transformation in information and communication technology (ICT), a development that should be utilized to meet the demand of time, especially in the education sector. One area in which ICT has made enormous impact is in open and distance learning. Undoubtedly, the demand on the conventional higher education delivery system in the country is high and ever increasing that the system at the moment is unable to accommodate the number of candidates seeking admission. This paper, therefore, attempts some definition of open and distance learning as well as its practices with a view to advancing the prospects of open and distance as alternative system of higher education in Nigeria. Furthermore, it concludes that considering the level of infrastructural decay in the conventional higher education system, open and distance learning as an alternative system of education has become imperative for the realization of the primary objectives of higher education in Nigeria. Recommendations that will enhance the prospects of open and distance learning as viable alternative system of higher education were proffered. | [FULL TEXT]

Islam, Anwarul; Islam, Nasirul (2008).  Effectiveness of Different Medium of Education to Imparting Knowledge at Bangladesh Open University  [Online Submission] 

Open and distance learning system meanly based on different types of media to impart education to the learners. Bangladesh Open University (BOU) offered education through open and distance learning system. There are two largest programs one is Secondary School Certificate (SSC) and another one is Higher Secondary Certificate (HSC) offered by BOU through Open School (OS). To impart education to the learners, OS prepared text materials in the modular form and also broadcast audio-visual educational program through radio and television. At present, BOU provided printed materials to learners and telecast so many radio and TV programs for learners of the SSC and HSC program. Some survey stated that there are not enough evidences to fulfill the learner's objectives effectively. According to the previous survey result, study materials and audio-visual medium of teaching are of average quality (Islam 1988). The participants of this survey were mostly learners, tutors of the Open School programs and the media experts. This study has focus on how the educational program of the Open School could be more acceptable and enriched.  | [FULL TEXT]

Islam, Mofidul S.; Manjone, Joseph D. (2006).  Learning Principles and Assessments. DETC Occasional Paper Number 26  [Distance Education and Training Council] 

Researchers define learning in many different ways, but all agree learning causes a permanent change in human behavior. The purpose of this DETC Occasional Paper is to illustrate how the principles of learning can facilitate the design of effective instruction. The authors first describe the principles of learning (contiguity, repetition, reinforcement, and social-cultural principles of learning) and types of learning and outcome assessment; then discuss outcome assessment through grading rubrics and provide examples of rubrics for use in evaluating writing and discussion board posting.  | [FULL TEXT]

Islam, Tofazzal; Rahman, Morshedur; Rahman, K. M. Rezanur (2006).  Quality and Processes of Bangladesh Open University Course Materials Development  [Online Submission] 

A new member of the mega-Universities, Bangladesh Open University (BOU) introduced a course team approach for developing effective course materials for distance students. BOU teaching media includes printed course books, study guides, radio and television broadcasts, audiocassettes and occasional face-to-face tutorials. Each course team comprises specialist course writer(s), editor, trained style editor, graphic designer, illustrator, audio-visual producer and anonymous referees. An editorial board or preview committee is responsible for the final approval for publishing or broadcasting materials for learners. This approach has been proved to be effective, but appeared to be complicated and time-consuming. This report focuses on the quality and processes of BOU course materials development taking into account the strengths and weaknesses of the current approach.  | [FULL TEXT]

Ivers, Karen S. (2002).  Changing Teachers' Perceptions and Use of Technology in the Classroom. 

This study examines a training module designed to increase teachers' technology proficiencies. In the process, the study also explores a self-assessment type measure and its value in relationship to teachers' use of technology in their classrooms. It examines pre- and posttest scores of K-12 teachers' perceptions of their level of technology proficiencies prior to and after taking the training module. This study addresses the following questions: (1) How do California K-12 educators perceive their level of technology proficiency in the areas of General Computer Knowledge and Skills, Internet, Email, Word Processing, Publishing, Databases, Spreadsheets, Presentation Software, and Instructional Technology-prior to and after their participation in an educational technology professional development program? (2) How do teachers' perception of their level of technology proficiency affect their use of technology in the classroom? Findings of this study suggest that teachers may consider themselves as "intermediate users" given that they can use the computer as a teaching/management tool-to generate worksheets, create a presentation, and record grades. The study provides insight into two areas related to the need to better prepare educators to effectively use technology: teachers' perceptions of their own level of technology proficiencies and possible methods of instruction that may help to better prepare teachers in instructional technology. | [FULL TEXT]

Ivers, Karen S. (2003).  A Teacher's Guide to Using Technology in the Classroom. 

This book is designed to assist new and practicing teachers with implementing technology into the curriculum. It focuses on the pedagogical issues of technology--using technology as an instructional and management tool and to meet students' needs. Chapter 1 examines technology standards for teachers, how to learn more about computers, and where to find technology support at schools. Chapter 2 introduces teachers to a variety of productivity tools and resources designed to assist them with classroom management and creating instructional activities; it provides links to Internet resources, including lesson plans, online discussion groups, and professional organizations. Chapters 3 addresses how teachers can use technology to meet the needs of all students, including English language learners, gifted learners, students with physical challenges, and students with learning disabilities. Chapter 4 examines technology standards for students, as well as computer policies and issues. Chapter 5 helps teachers categorize the different types of software and make wise instructional choices; recommended software titles are listed. Chapter 6 describes Internet resources and activities for students, as well as guidelines on how teachers can use these resources. Chapter 7 offers strategies for effectively managing and assessing the use of technology in the classroom and provides examples of assessment techniques, grouping strategies, classroom computer schedules, and lesson ideas. Includes a glossary and an index. (Most chapters contain references.)

Ivers, Karen S.; Barron, Ann E. (2005).  Multimedia Projects in Education: Designing, Producing, and Assessing, Third Edition  [Libraries Unlimited] 

Building on the materials in the two previous successful editions, this book features approximately 40% all new material and updates the previous information. The authors use the DDD-E model (Decide, Design, Develop--Evaluate) to show how to select and plan multimedia projects, use presentation and development tools, manage graphics, audio, and digital video, create Web pages, and evaluate student work. Project suggestions come complete with scenario, an overview, topics, and reproducible worksheets, and can be easily adapted for different grade levels. Helpful assessment rubrics are included for projects. The Table of Contents include the following: (1) Preface; (2) Impact of Multimedia on Student Learning; (3) A Model for the Design and Developments of Multimedia Projects; (4) Decide; (5) Design; (6) Developing Media Elements; (7) Develop: Multimedia Development Tools; (8) Evaluate; (9) Multimedia Projects: Hypermedia; (10) Multimedia Projects: Web Pages; (11) Multimedia Projects: Presentation Tools; (12) Multimedia Projects: Video; (13) Glossary; and (14) index.

Iversen, Kjaerand; Nilsson, Per (2007).  Students' Reasoning about One-Object Stochastic Phenomena in an ICT-Environment  International Journal of Computers for Mathematical Learning, 12, 2. 

This paper focuses on the different ways in which students in lower secondary school (14-16 year olds) experience compound random events, presented to them in the form of combined junctions. A carefully designed ICT environment was developed enabling the students to interact with different representations of such structures. Data for the analysis was gathered from two interview sessions. The analysis of the interaction is based on constructivist principles on learning; i.e. we adopted a student-oriented perspective, taking into consideration the different ways students try to make sense of chance encounters. Our results show how some students give priority to geometrical and physical concerns, and we discuss how seeking causal explanations of random phenomena may have encouraged this. With respect to numerically oriented models a division strategy appears to stand out as the preferred one.

Iverson, Heidi L.; Lewis, Mark A.; Talbot, Robert M., III (2008).  Building a Framework for Determining the Authenticity of Instructional Tasks within Teacher Education Programs  Teaching and Teacher Education: An International Journal of Research and Studies, 24, 2. 

We propose a framework for evaluating the degree of authenticity of instructional tasks used within a teacher education program. First, we provide a defense for authenticity as an exemplary aspect of education. Second, we synthesize the theoretical literature on authenticity into conceptual codes. Using these codes, we build our authenticity framework around five criteria: the instructional task (1) is routinely performed by teachers, (2) involves students in a classroom, (3) promotes knowledge of practice, (4) involves self-reflection, and (5) serves formative purposes. We then discuss potential applications of our framework for the individual teacher educator and for program evaluation.

Iverson, Kathleen; Colkey, Deborah (2004).  Scenario-Based E-Learning Design  Performance Improvement, 43, 1. 

As it was initially implemented, e-learning did little other than supply facts and information, offering limited opportunity for interactivity and problem-solving. Designers need to find ways to address past limitations and bring the engagement of classroom training to the web. One method that merits attention is scenario-based learning. The premise behind scenario-based e-learning is that a good program consists of a story in which trainees play a key role that they might perform in real life or may need to perform in the future. Trainees are placed within a realistic scenario, taking the key role of the protagonist. As they work through the scenario to perform their mission, they learn the skills necessary to accomplish their tasks successfully. Iverson and Colkey present a design model for creating and implementing scenario-based e-learning, including collaborative learning, constructivism, contextual learning, and metacognitive theory. Discussion of delivery, facilitation, implementation, and evaluation of scenario-based e-learning is included.

Ives, Cindy; McWhaw, Katherine; De Simone, Christina (2005).  Reflections of Researchers Involved in the Evaluation of Pedagogical Technological Innovations in a University Setting  Canadian Journal of Higher Education, 35, 1. 

It is widely assumed that developments in information and communication technologies are fundamentally transforming and improving higher education. As a part of an ongoing evaluation of technology-supported pedagogy in one university, our three-year research project was designed, on the one hand, to determine if and how selected technologies were beneficial for learning and, on the other hand, to offer professional development for faculty members. In this paper, we reflect on our participation in a pedagogy and technology (referred to as PedTech) pilot project, describe some of the relationships that developed between ourselves as researchers and evaluators and our faculty collaborators, and share what we have learned from this experience. We suggest that a scholarship of teaching approach to evaluating innovations in teaching and learning is one way to support institution-wide adoption.

Inelmen, Emine Meral; Inelmen, Erol (2007).  Using Instructional Material to Engage Learners in Open Discussions  [Online Submission] 

Developments in Educational Technology during the last three decades, has provided both learners and instructors with a rich source of instructional material. Although we welcome the increasing use of digital material in the classroom environment, we argue that the learner is still remains as a passive actor in the educational process. In this work we support the idea that instructional material should be used so that the learner is actively engaged in the classroom by participating in open discussions. We here present the lessons learned from a recent case study. A discussion on how to enhance the "engaged learning" approach is presented.  | [FULL TEXT]

Inelmen, Erol (2001).  Implementing 'Visual Thinking' in the Engineering Orientation Course.  European Journal of Engineering Education, 26, 3. 

Aims to understand the problems that students face in developing the design skills that they will need in their future careers during the Engineering Orientation course in freshman year. The 'visual thinking' technique in the course enhanced understanding and motivation to participate in discussions.

_____. (2001).  ICT@Europe.edu: Information and Communication Technology in European Education Systems. Survey 4. 

This report presents the results of a survey conducted by EURYDICE of 30 countries (i.e., the 15 European Union [EU] member states, the 3 European Free Trade Association/European Economic Area countries, and the 12 pre-accession countries) that reviewed progress in incorporating information and communication technology (ICT) into national education systems. The survey covers the incorporation of ICT into education systems at all levels, including initial and inservice teacher training, and sets out to answer the following questions: (1) What are the aims and strategies underlying policies to introduce ICT into education? (2) What are the specific measures implemented (e.g., national initiatives, action plans, pilot projects, etc.)? (3) How is responsibility for ICT in education shared among the various administrative levels? and (4) What public/private partnerships have been established or are planned in order to implement these initiatives on a broad scale? The report covers three areas of concern: a survey of aspects of the debate on how ICT should be brought into education, together with a review of EU initiatives in this area; a summary of types of action implemented in the 30 countries; and separate reports based on the replies of each country to the four questions above. | [FULL TEXT]

_____. (2001).  ICTE Tallahassee 2001. International Conference on Technology and Education Proceedings (19th, Tallahassee, Florida, May 2-5, 2001). 

The ICTE Tallahassee 2001 conference proceedings is organized into eight themes: "Harnessing the Internet To Raise Educational Standards"; "Policies and Strategies To Evaluate, Identify, and Acquire Effective Software"; "Technology Resources in Support of Learning"; "Distance, Flexible, and Open Learning"; "Creating Digital Assets for Education and the Environment for Their Use"; "Virtual Institutions-Colleges, Universities, and Support Centers"; "Teacher Training"; and "Industry/Education Directions and Cooperative Ventures." Topics include: curriculum planning; intelligent systems; educational technology; Web-based instruction; children's research on the computer; distance learning; Web site resources; online resources to teach grammar; standards for online education service providers; Web based course design; technician and technology education; information technology and disabled students; successful Web site features; software evaluation strategies; research and development; educational software needs; multimedia; data collection devices; computer education; learner-centered instruction; authoring tools instruction; mobile technology based learning; access to technology; learning centers; professional instructional technology; Web course management; matching software and skills; professional development; microcomputer based laboratories; information technology in sports; change management; play therapy; software for evaluating student oral responses; campus intranet system for posting grades; automatic characterization system; wireless local area networks; network printing; educational communities; benefits and problems of Web based courses; active learning; concept maps; computer based models in teacher training; technology based communication; critical learning incidents; global access to e-learning; hybrid online/conventional programs; learning, robotics, and culture; multi-component technology; technology integration; advance organizers; teacher role in distance education; mentoring online; cross-cultural trans-disciplinary learning; student perceptions of instruction; learner clustering; college Web pages; digital multimedia portfolios; programming languages; Webmasters training; a virtual university; teachers' electronic portfolios; collaborative learning; self-perceived computer competence; educational technology assessment; technology skills assessment; and university cooperation with neighborhood organizations. | [FULL TEXT]

_____. (2008).  ICT Competency Standards for Teachers: Competency Standards Modules  [United Nations Educational, Scientific and Cultural Organization (UNESCO)] 

Both professional development programs for teachers currently in the classroom and programs for preparing future teachers should provide technology-rich experiences throughout all aspects of the training. Standards and resources within the United Nations Educational, Scientific, and Cultural Organization (UNESCO)'s project "Information and Communication Technology (ICT) Competency Standards for Teachers" (ICT-CST) provide guidelines for all teachers, specifically for planning teacher education programs and training offerings that will prepare them to play an essential role in producing technology-capable students. This document examines the components of educational reform and presents a matrix of skill sets for teachers which correspond to various policy approaches and education reform components.  | [FULL TEXT]

_____. (2008).  ICT Competency Standards for Teachers: Policy Framework  [United Nations Educational, Scientific and Cultural Organization (UNESCO)] 

The Untied Nations Educational, Scientific, and Cultural Organization (UNESCO) Information and Communication Technology (ICT) Competency Standards for Teachers (ICT-CST) project aims to improve teachers' practice in all areas of their work, combining ICT skills with innovations in pedagogy, curriculum, and school organization. It is also aimed at teachers' use of ICT skills and resources to improve their teaching, to collaborate with colleagues, and perhaps ultimately to become innovation leaders in their institutions. The overall objective of the project is not only to improve teacher practice but also do it in a way that contributes to a higher quality education system which can advance a country's economic and social development. This paper explains the rationale, the structure, and the approach of the ICT-CST project. It explains how teacher professional development fits into the larger education reform context, as countries review their educational systems in relation to producing 21st century skills in support of social and economic development. It can be used as a guide by those concerned with education decision-making and teacher professional development in preparing their training curriculum and course offering proposals.  | [FULL TEXT]

_____. (2008).  ICT Competency Standards for Teachers: Implementation Guidelines, Version 1.0  [United Nations Educational, Scientific and Cultural Organization (UNESCO)] 

The goal of the United National Educational, Scientific, and Cultural Organization (UNESCO) Information and Communication Technology (ICT) Competency Standards for Teachers (ICT-CST) project is to improve teachers' practice in all areas of a their work. By combining ICT skills with emergent views in pedagogy, curriculum, and school organization, the Standards are designed for the professional development of teachers who will use ICT skills and resources to improve their teaching, collaborate with colleagues, and perhaps ultimately become innovation leaders in their institutions. The overall objective of the project is not only to improve teacher practice but to do it in a way that contributes to a higher quality education system which can, in turn, produce a better informed citizenry and higher quality workforce that, as a result, advances a country's economic and social development. The goal of this paper is to provide professional development partners with information needed to consider their participation in the UNESCO ICT-CST project and to revise or prepare their curriculum and course offering proposals. The paper presents the overall structure of the Standards by: (1) Identifying three complementary approaches that a policymaker can take to connect education reform and teacher professional development with a country's economic and social development policies; (2) Listing six components of the ICT-CST framework; (3) Describing the contents and specifying the levels of the modules that correspond to the six components of each approach; and (4) Detailing the objectives and suggested methods that a professional development provider may use to design learning materials that would support the goals of the UNESCO ICT-CST project. The paper also identifies and discusses issues that providers should consider as they develop or revise their materials. Subsequent materials will detail the mechanism by which professional development providers can submit their curriculum and learning materials for participation in the UNESCO ICT-CST programme.  | [FULL TEXT]

Ipek, A. Sabri; Berigel, Muhammed; Albayrak, Mustafa (2007).  Prospective Mathematics Teachers' Attitudes Towards Learning Mathematics with Technology  [Online Submission] 

Role of technology which is an important tool for new approaches in learning mathematics is rapidly increasing at focus point of learning mathematics with new designs. One of the biggest factors at learning and instructing technology based mathematic education is attitudes of mathematics teachers towards technology. At this study, attitudes of prospective mathematics teachers to technology based learning mathematics was analyzed and results showed that attitudes of prospective mathematics teachers are not wanted level.  | [FULL TEXT]

Ieronutti, Lucio; Chittaro, Luca (2007).  Employing Virtual Humans for Education and Training in X3D/VRML Worlds  Computers and Education, 49, 1. 

Web-based education and training provides a new paradigm for imparting knowledge; students can access the learning material anytime by operating remotely from any location. Web3D open standards, such as X3D and VRML, support Web-based delivery of Educational Virtual Environments (EVEs). EVEs have a great potential for learning and training purposes, by allowing one to circumvent physical, safety, and cost constraints. Unfortunately, EVEs often leave to the user the onus of taking the initiative both in exploring the environment and interacting with its parts. A possible solution to this problem is the exploitation of virtual humans acting as informal coaches or more formal instructors. For example, virtual humans can be employed to show and explain maintenance procedures, allowing learners to receive more practical explanations which are easier to understand. However, virtual humans are rarely used in Web3D EVEs, since the programming effort to develop and re-use them in different environments can be considerable. In this paper, we present a general architecture that allows content creators to easily integrate virtual humans into Web3D EVEs. To test the generality of our solution, we present two practical examples showing how the proposed architecture has been used in different educational contexts.

Ioakimidis, Marilou (2007).  Online or on Campus: A Student Tertiary Education Cost Model Comparing the Two, with a Quality Proviso  Higher Education in Europe, 32, 2-3. 

This paper presents the development and validation of a two-level hierarchical cost model for tertiary education, which enables prospective students to compare the total cost of attending a traditional Baccalaureate degree education with that of the same programme taken through distance e-learning. The model was validated by a sample of Greek university students familiar with both traditional and distance learning who evaluated them in a survey, indicating that the cost advantage of distance e-learning was tempered by the perception that traditional learning has an advantage from the standpoint of quality. The paper also offers several strategies that might help address students' concerns about the quality of distance e-learning.

_____. (2005).  Indian Education Technology Plan, 2004-2009  [US Department of the Interior] 

The purpose of this Technology Plan is to address the issues associated with maintaining a strong and effective education program within Indian Country. Given the variety of education approaches coupled with divergent tools and the new demands placed on the infrastructure necessary to positively impact the children of Indian Country, the Bureau of Indian Affairs, Office of Indian Education Programs (BIA/OIEP) and the Indian Affairs, Office of the Chief Information Officer (OCIO) combined efforts to develop this plan. The Indian Education Technology Plan focuses on implementing a common technology platform utilizing a broad range of data and voice network technologies that are capable of supporting the educational technology initiatives associated with Indian Country. This plan will adhere to the standards set forth by Indian Affairs (IA) and utilize technologies contained in the IA Technical Reference Model (TRM). This document articulates a strategy to support the educational goals of the OIEP through the alignment of an executable technology plan incorporating state-of-the-art technology and employing the best available practices. This technology plan is aligned with the OIEP's educational vision and goals to ensure that the technologies support student and faculty needs, as well as permit and encourage student development in the use of these technologies. Given the dynamics of the educational environment and the ever-changing needs of the Native American communities, this Technology Plan will be reviewed and updated on an annual basis.  | [FULL TEXT]

_____. (2006).  Individualized Program Planning (IPP): ECS to Grade 12. Programming for Students with Special Needs  [Online Submission] 

This resource is a revision of the teaching resource Individualized Program Plans (1995), Book 3 (ED392232) in the Programming for Students with Special Needs series. It aims to create a bridge between the product, the process and the underlying vision of Individualized Program Planning (IPP). The Standards for Special Education (Amended June 2004) outlines required components of an individualized program plan (IPP) in Alberta. Many schools and jurisdictions have their own guidelines for completing these components. Some jurisdictions also use electronic management systems to develop and monitor IPPs. This resource provides additional information on the required components, as well as sample strategies that teachers and other educators can use to develop and implement successful, student-focused IPPs. It includes chapters on involving parents and students, collaborating with other members of the learning team, using classroom assessment, selecting accommodations, establishing meaningful goals, planning for transitions and using assistive technology. It also discusses the unique needs for IPP processes in Early Childhood Services (ECS), in junior and senior high settings, and with students who are gifted. Each chapter contains a number of appendices offering sample tools for enriching the IPP process. These tools should be used selectively and can be adapted to best meet the needs of individual students. Many of these tools will be used informally as part of the development process and not as products in the student's permanent school record. Chapters in the resource cover the following: Working through the IPP Process, Encouraging parent involvement, Supporting student participation, Creating a network of support, Using classroom assessment to support the IPP Process, Selecting accommodations and strategies, Making goals meaningful and manageable, Planning for transitions, Infusing assistive technology for learning into the IPP process, Getting off to a good start in ECS, Planning for students who are gifted, Promising practices for junior and senior high school. Appendices include sample target skills for cross-curricular goals in Junior and Senior High, a curriculum matrix, and student accommodations for Junior and Senior High. Other books in the series are: Teaching Students Who Are Deaf and Hard of Hearing (ED392233), Teaching for Student Differences (ED392230), Essential and Supportive Skills for Students with Developmental Disabilities (ED392231), Teaching students with Autism Spectrum Disorder, Teaching Students with Visual Impairments (ED407776), Teaching Students with Learning Disabilities (ED461193), Teaching Students Who Are Gifted and Talented (ED442237), and Teaching Students with Fetal Alcohol Spectrum Disorder. [This report was produced by the Learning and Teaching Resources Branch of Alberta Education. Contributing writers for this document include: Dana Antaya-Moore; Darlene DeMerchant; Oonagh Graham; Kathy Howery; Susan Larson; Donna Poirier; Carolyn Thompson; and Laurel Vespi.] | [FULL TEXT]

Inderbitzin, Michelle; Storrs, Debbie A. (2008).  Mediating the Conflict between Transformative Pedagogy and Bureaucratic Practice  College Teaching, 56, 1. 

This article reflects on the authors' experiences during a pilot year of an innovative core curriculum at a state research university and their attempts to create a "collaborative community" characterized by transformative pedagogy. It discusses their students' and colleagues' resistance to their inventive, albeit time-consuming and sometimes noisy, assignments. It analyzes the temptation to give in to bureaucratic inertia and return to an instruction paradigm that prioritizes the transmission of information over the more intensive goals of encouraging students to "claim their education." Finally, they suggest that the development of collaborative communities of like-minded teachers is an important resource in mediating the conflict between transformative pedagogy and bureaucratic practice.

Isbell, Linda M.; Tyler, James M.; Burns, Kathleen C. (2007).  An Activity to Teach Students about Schematic Processing  Teaching of Psychology, 34, 4. 

We designed a classroom activity to foster students' understanding of what schemas are and how they function. We used a video of the instructor as an infant to illustrate how schemas influence gender stereotyping. Before the video, we told students that the baby was either a boy or a girl. After the video, students rated whether the baby would grow up to possess stereotypically male or female traits. Students in the video condition displayed a greater increase in schema knowledge than a control group that did not watch the video. Students also evaluated the activity favorably. We suggest other possible variations of this activity.

(2007).  Intel-Based Mac Computers Improve Teaching and Learning  Technology & Learning, 27, 10. 

Today, Mac computers offer schools an easy and powerful way to engage students in learning, foster 21st century skills and leverage existing software assets. Innovative software and hardware built into the Mac allows students to demonstrate their individual strengths--empowering them to be creators of content, rather than just consumers. Judging from the enthusiastic response of the five districts profiled in Intel-based Mac Computers in Education: Research and Findings, this next generation of school computers is already having a profound and positive impact on teaching and learning in schools across the country.

_____. (2003).  Interim Report on Ed Tech PILOTS. A Report to the 78th Texas Legislature from the Texas Education Agency. 

_____. (2004).  Integrating Research into Undergraduate Education: The Value Added. Conference Proceedings (2nd, Washington, DC, November 18-19, 2004)  [Reinvention Center, Conference Proceedings (2nd, Washington, DC, Nov 18-19, 2004)] 

_____.  Intel Teach for the Future: Meeting the Challenge of No Child Left Behind

Igo, L. Brent; Kiewra, Kenneth A.; Bruning, Roger (2008).  Individual Differences and Intervention Flaws: A Sequential Explanatory Study of College Students' Copy-and-Paste Note Taking  Journal of Mixed Methods Research, 2, 2. 

In this study, qualitative themes and quantitative findings from previous research were used to justify the exploration of four experimental, note-taking conditions and the impact of those conditions on student learning from Web-based text. However, puzzling results obtained from dependent measures of student learning were quite inconsistent with the previous research. With no adequate theoretical explanation for these results, a follow-up explanations phase of qualitative investigation was conducted. Analyses of interview data indicated that certain experimental conditions imposed upon students an unexpected distraction. Furthermore, quantitizing students' note-taking documents showed that many students in this study used a more effective note-taking strategy than did students in a similar condition in previous research.

Igo, L. Brent; Riccomini, Paul J.; Bruning, Roger H.; Pope, Ginger G. (2006).  How Should Middle-School Students with LD Approach Online Note Taking? A Mixed-Methods Study  Learning Disability Quarterly, 29, 2. 

This explanatory sequential mixed-methods study explored how the encoding of text ideas is affected when students with learning disabilities (LD) take notes from Web-based text. In the quantitative phase of the study, 15 students took three kinds of notes--typed, copy and paste, and written--with each kind of notes addressing a different topic. After taking notes, students performed poorly on two immediate measures of facts learning. Cued-recall test performances were best for topics noted by writing, whereas multiple-choice test performances were best for topics noted by copying and pasting. Students performed worse on the cued-recall test when it was readministered four days later. In the qualitative phase of the study, followup interviews indicated students preferred copying and pasting their notes (for practical reasons) and found typing notes to be distracting, which made learning problematic. A textual analysis of students' notes confirmed that students took mostly verbatim notes when typing or writing, which has been linked to shallow processing, and perhaps further accounts for the low level of learning that occurred. The mixing of quantitative and qualitative data (in the qualitative data analysis phase of the study), along with learning and motivation theories, provides justification for teachers to instruct middle-school students with LD to use copy and paste to take notes from Web-based sources.

(2006).  2006 Innovators  T.H.E. Journal, 33, 17. 

A history teacher uses a computer game to interest students in World War II. A former TV reporter creates a new journalism curriculum that turns high school kids into real on-air broadcasters. An administrator and a technology coordinator team up to bring their campuses in contact with others around the world. A project director devises a vocational IT training program for high schoolers. An ESL teacher boosts English literacy by getting free computers and DSL service into the homes of immigrant students. All these educators are difference makers, and in the past year they have demonstrated the power of educational technology to transform teaching and learning. For their achievements, they are among a select group, chosen by a panel from roughly 200 nominees, as "T.H.E. Journal's" 2006 Innovators. This article relates the accomplishments of these select nominees: (1) David McDivitt, Oak Hill High School (Indiana); (2) Grace Poli, Jose Marti Middle School (New Jersey); (3) Patricia Carlson, Rose-Hulman Institute of Technology (Indiana); (4) Terry Wynn, Elkhart Unified School District 218 (Kansas); (5) Jana Hambruch, Dunbar High School (Florida); (6) Dru Urquhart, Spruce Creek High School (Florida); (7) Jim Culbert, Duval County Public Schools (Florida); (8) Randy Clarkson, Prairiland Independent School District (Texas); (9) Arlene Anderson, Saugus Union School District (California); (10) Caroline Faure, Highland High School (Idaho); (11) Wilfredo T. Laboy, Lawrence Public Schools (Massachusetts); (12) Larry Ferlazzo, Luther Burbank High School (California); and (13) Craig Paulson and Jason Kopp, Cambridge-Isanti High School

_____. (2000).  Innovation Incubator Annual Report. 

The document introduces a college program designed to encourage the initiation and evaluation of strategies to increase student learning through innovative teaching methods. It also contains reports on completed individual projects. The principal activity of the Innovation Incubator at the College of DuPage (Illinois) is to support specific research projects. Other Innovation Incubator sponsored activities have included discussion groups, development projects, and Net Site Bookmarks. Each project starts with an innovative idea proposed by a faculty member. The idea is then investigated and developed into a test project. Projects are implemented in some classes, measurements are taken, effects of the idea on learning are determined, and results are communicated throughout the college. Innovation Incubator projects have investigated the effects of various types of computer software, the internet delivery of courses, the student control in evaluations and course requirements, and the applications of course material to research or nonacademic pursuits. Instructors found higher attendance rates and student satisfaction in innovation groups. A study investigating the effects of Internet delivery of the CIS 100 curriculum, for example, provided evidence that the method of course delivery chosen by the student does not negatively affect student performance. However, the Internet-based students (innovation group) tended to contact the instructor more often than the paper-based control group. | [FULL TEXT]

_____. (2006).  Innovations: Issue 2, Fall 2006  [Educational Testing Service] 

Innovations, ETS's corporate magazine, provides information on educational assessment for educators, school leaders, researchers and policymakers around the world. Each issue of Innovations focuses on a particular theme in assessment. This issue reports on how new technologies in classrooms around the world are enhancing teaching, learning and education policy. Articles in this Fall issue include: (1) What's Inside: New Technologies Improve Automated Scoring; (2) Learning to Write, Writing to Learn: ETS's Criterion[TM] Online Writing Evaluation Service Comes to Writing labs Around the World; (3) The TOEIC[R] Test Now Measures 4 Communication Skills; (4) The TOEFL[R] Test in China: Yesterday, Today & Tomorrow; (5) The Data Explorer: Making Sense of Statistics; (6) Improving Student Achievement; (7) When Mastering MP3 Files Isn't Enough: Helping Students Become Technologically Literate and (8) ETS Classifieds. | [FULL TEXT]

_____. (2006).  Innovations: Issue 1, Summer 2006  [Educational Testing Service] 

Innovations, ETS's corporate magazine, provides information on educational assessment for educators, school leaders, researchers and policymakers around the world. This issue on how classroom assessments in five U.S. states and several foreign countries expand educational opportunities for all students. Articles in this issue include: (1) Keeping Learning on Track; (2) Keeping Learning on Track in Cleveland; (3) Closing the Achievement Gap: Delivering on the Promise of Opportunity; (4) TOEFL[R] Test Launches Anew With a Groundbreaking Assessment; (5) What's in Your Toolbox? Equipping English-Language Students for Communicative Competence; (6) Global Skill Needs Measured Through Online Literacy Tests and (7) ETS Classifieds. | [FULL TEXT]

Innes, Anthea; Mackay, Kathryn; McCabe, Louise (2006).  Dementia Studies Online: Reflections on the Opportunities and Drawbacks of eLearning  Journal of Vocational Education and Training, 58, 3. 

This paper explores the opportunities and drawbacks of eLearning from the viewpoints of educators and learners. A postgraduate dementia studies programme provides the basis for reflection on the use of a blended learning approach utilising web-based learning. Those who register for the programme are employed in different health and social care settings and have varied roles, but all have a desire to improve their knowledge and skills within a field where continuing professional development is currently limited. The paper outlines the main debates around eLearning and describes the programme itself. It then focuses on three key themes. First the challenges for educators, in terms of cost and quality, in developing and delivering an online curriculum. Second the flexibility of the structure and learning methods for students. Third how student support was developed using the concept of a learning community. It concludes by summarising the strengths and challenges of this mode of learning for students and the key lessons learned by the educators.

Ilomaki, Liisa; Lakkala, Minna; Paavola, Sami (2006).  Case Studies of Learning Objects Used in School Settings  Learning. 

The purpose of this study was to investigate the role and characteristics of virtual learning objects in selected classroom cases. Four Finnish cases represented such pedagogical approaches as student-centeredness, process orientation and collaborative inquiry. The case study approach enabled the investigation of concrete practices in using learning objects in ordinary classroom settings. The goal of the study was to examine the interrelatedness of the teachers pedagogical practices with characteristics and affordances of the learning objects, in order to understand how learning objects can support the development of advanced pedagogical practices in schools. The data used were qualitative, consisting of the participating teachers agendas, and observations and video recordings during classroom sessions. The results indicate that the learning objects were mostly used as exploration tools, information sources, assessment models and objects of discussion. An expert-like use of knowledge was characteristic in the pedagogical settings, especially when the teacher was experienced in using ICT in teaching. However, not all the learning objects supported such practices, thus preventing a teacher from reaching intended pedagogical aims.

Ilomaki, Liisa; Rantanen, Pirkko (2007).  Intensive Use of ICT in School: Developing Differences in Students' ICT Expertise  Computers and Education, 48, 1. 

The purpose of the study was to examine the development of students' high-level computer skills and competence (student expertise) in information and communication technology (ICT), and to examine the characteristics of such expertise. Eighteen lower secondary school students, selected to represent both genders and all school achievement levels, were given laptops for three years to be used both at school and at home. The data of the longitudinal study consisted of a test on ICT skills; self-evaluation questionnaires on ICT competence, thoughts about their own expertise, ICT-related activities and task, interest in ICT, and classroom observations. The results of the study indicated that the intensive use of ICT and the process-oriented learning environment supported the development of student expertise. In the analysis, three groups were identified, which oriented themselves somewhat differently in relation to ICT: student experts (n = 6), advanced users (n = 8) and non-interested users (n = 4). The experts differed from the other groups in respect of especially focusing on advancing their ICT skills; they had undertaken ICT-related tasks outside the school, they had metacognitive consciousness about their competence, and they had future plans concerning ICT in their further education and profession.

Inal, Yavuz; Cagiltay, Kursat (2007).  Flow Experiences of Children in an Interactive Social Game Environment  British Journal of Educational Technology, 38, 3. 

This study examines children's flow experiences in an interactive social game environment. A total of 33 children aged from 7 to 9 years participated in the study for 6 weeks. Data were collected through observations and interviews. In order to measure the flow experiences of the children, items of a flow scale were administered to the children through interviews. Results revealed that flow experiences occur more among boys than girls during gameplay. While ludology had more effect on the flow experiences of boys when compared with the narratology of computer games, narratology had more effect among girls. Challenge and complexity elements of games had more effect on the flow experiences of the children than clear feedback.

Isemonger, Ian; Watanabe, Kaoru (2007).  The Construct Validity of Scores on a Japanese Version of the Perceptual Component of the Style Analysis Survey  System: An International Journal of Educational Technology and Applied Linguistics, 35, 2. 

This study examines the psychometrics of the perceptual component of the Style Analysis Survey (SAS) [Oxford, R.L., 1993a. "Style Analysis Survey (SAS)." University of Alabama, Tuscaloosa, AL]. The study is conducted in the context of questions over another perceptual learning-styles instrument, the "Perceptual Learning Styles Preferences questionnaire" (PLSP) [Isemonger, I.M., Sheppard, C., 2007. "A construct-related validity study on a Korean version of the Perceptual Learning Styles Preference questionnaire." "Educational and Psychological Measurement" 67 (2), 1-12; Reid, J.M., 1984. "Perceptual Learning Style Preference questionnaire." Copyrighted by Reid. Available through Joy Reid, Department of English, University of Wyoming, Laramie, WY 82070; Wintergerst, A.C., DeCapua, A., Itzen, R.C., 2001. "The construct validity of one learning-styles instrument." "System" 29, 385-403], and questions surrounding the usefulness and operationalization of learning styles generally [Curry, L., 1990. "A critique of the research on learning styles." "Educational Leadership" 48 (2), 50-55; Ferrari, J.R., 1996. "Psychometric properties of the revised Grasha-Riechmann student learning style scale." "Educational and Psychological Measurement" 56 (6), 166-172; Furnham, A., 1992. "Personality and learning styles: a study of three instruments." "Personality and Individual Differences" 13, 429-438; Goldstein, M.B., Bokoros, M.A., 1992. "Tilting at the windmills: comparing the learning style inventory and the learning style questionnaire." "Educational and Psychological Measurement" 52, 701-708; Moran, A., 1991. "What can learning styles research learn from cognitive psychology." "Educational Psychology" 11, 239-245]. The study aimed to address the psychometrics of the perceptual constructs of the SAS, and by extension the issue of whether the problems with the PLSP are peculiar to the instrument or one instance of a more general problem with learning-styles instruments measuring perceptual constructs. The findings indicate possible problems with the perceptual constructs on the SAS, and raise the question of how well perceptual constructs operationalize.

Isenberg, Joan Packer, Ed.; Jalongo, Mary Renck, Ed. (2003).  Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights. (Second Edition). 

Noting that understanding the contexts, continuities, and controversies of early childhood education is especially challenging because of the diversity in the field, this book provides a critical examination of the issues and controversies surrounding early childhood practices, policies, and professional development. Following an introduction describing the books framework, philosophical stance, and the emerging key questions, the book is organized around three themes: examining the child, family, and cultural contexts; curricular trends and issues influencing practices; and policy and professional development issues. The chapters are: (1) "Development Issues Affecting Children" (C. Stephen White and Joan Packer Isenberg); (2) "Young Children's Affirmation of Differences: Curriculum That Is Multicultural and Developmentally Appropriate" (Edwina Battle Vold); (3) "Perspectives on Inclusion in Early Childhood Education" (Doris Bergen); (4) "Working with Families of Young Children" (Kevin J. Swick); (5) "Developmental Appropriateness: New Contexts and Challenges" (Shirley C. Raines and John M. Johnston); (6) "Assessing and Reporting Young Childrens Progress: A Review of the Issues" (Sue C. Wortham); (7) "Shaking the Very Foundations of Emergent Literacy: Book Reading versus Phonemic Awareness" (Lea M. McGee); (8) "Sensitivity to the Social and Cultural Contexts of the Play of Young Children" (Fergus Hughes); (9) "Educational Technology in the Early and Primary Years" (Sudha Swaminathan and June L. Wright); (10) "Counting the Cost of Caring: Intended and Unintended Consequences of Early Childhood Policies" (Frances O'Connell Rust); (11) "Global Education: Why and When To Teach It?" (Louise Boyle Swiniarski); and (12) "The Professional and Social Status of the Early Childhood Educator" (Doris Pronin Fromberg). Each chapter contains references.

Isenberg, Laurie (2006).  Online Course Reserves and Graduate Student Satisfaction  Journal of Academic Librarianship, 32, 2. 

This study assesses student satisfaction with online course reserves in a graduate environment. Surveys indicated that students prefer online course reserves over in-library print course reserves. Pre-printed course readers are preferred when the purchase price of the reader is less than the cost of printing online reserves. Graduate students are eager and technically ready for online course reserves, but their format preferences are significantly affected by cost.

Ikpeze, Chinwe (2007).  Small Group Collaboration in Peer-Led Electronic Discourse: An Analysis of Group Dynamics and Interactions Involving Preservice and Inservice Teachers  Journal of Technology and Teacher Education, 15, 3. 

Although researchers and educators agree that small group collaboration is an essential part of teacher education, not much attention had been paid to examining the dynamics, characteristics, and processes of online group collaboration involving teachers in a peer-led context. Yet, understanding how online teacher learning groups evolve and what conditions facilitate or hinder learning in such an environment is important to inform teacher educators about optimal ways to organize and facilitate group learning in teacher education. The purpose of this study is to investigate group characteristics and processes that impact peer-led group discussions and the role of the group facilitators in online small group learning. Thirty-one graduate students in a teacher education literacy seminar participated in the study. The study provides a qualitative content analysis of small group collaboration and insight to support existing structures for preservice and inservice teachers' professional development.

Ikpeze, Chinwe H.; Boyd, Fenice B. (2007).  Web-Based Inquiry Learning: Facilitating Thoughtful Literacy with WebQuests  Reading Teacher, 60, 7. 

An action research study investigated how the multiple tasks found in WebQuests facilitate fifth-grade students' literacy skills and higher order thinking. Findings indicate that WebQuests are most successful when activities are carefully selected and systematically delivered. Implications for teaching include the necessity for adequate planning, organization, supervision, and scaffolding of learning in a Web environment. For students, benefits of WebQuests include enhancement of thoughtful literacy through multiple knowledge representations and making learning meaningful through connections to real-life contexts. The study also highlighted interdisciplinary teaching and learning of social studies, science, and language arts.

Ince, M. Levent; Goodway, Jacqueline D.; Ward, Phillip; Lee, Myung-Ah (2006).  Chapter 6: The Effects of Professional Development on Technological Competency and the Attitudes Urban Physical Education Teachers Have toward Using Technology  Journal of Teaching in Physical Education, 25, 4. 

Teachers' attitudes toward the use of technology vary greatly. Studies show that many teachers have negative attitudes toward the use of technology and that gender differences exist, with females using technology less than their male counterparts. The purpose of this study was to examine the effects of a technology-focused professional development intervention on the technology competence of physical educators. A second purpose of the study was to examine the effects of a technology PD intervention on the attitudes toward technology, specifically physical education teachers' affinity for and aversion against technology. The participants were 41 physical education teachers from school districts in and around a large Midwestern U.S. city. This study found that a technology intervention produced significant gains in total technology competency, integration of technology competency, and affinity to technology from pre- to post-intervention. There was a trend to a significant group by time interaction for total technology competency. Based on the findings of the study, the authors contend that teachers in the field must be trained to use the new technologies that exist and to integrate them into their instruction in ways that support and enhance their instructional goals without inhibiting them. Likewise teachers in preservice programs must graduate with the necessary skills to use, integrate, and adapt technology in their teaching.

Inchul Jung; Yunghwan Kim (2004).  Using Geometry Software to Revisit the Ellipse  Mathematics Teacher, 97, 3. 

As geometry involves lot of graphics, it acts as a link between mathematical model and real-world phenomena. An effective tool like geometry software can help students to explore the ellipse.

_____. (2006).  Imagining the Future of the School Library. [Interview with Doug Johnson and Rolf Erikson]  [DesignShare] 

For many, the library is the literal information bridge to the future. Organizations dedicate themselves to building and re-imagining school library spaces around the world by filling shelves with books and making library spaces relevant for our youngest readers. At the same time, with a fast-moving revolution of technology hitting campuses around the world in ways never before imagined, provocative discussions are beginning to challenge the traditional status quo of the school library both in terms of purpose and space. More and more, Library 2.0 is used to define this conversational re-imagination process. With this in mind, DesignShare spoke with two library experts to gain better insight into serving the information needs of students, schools, and communities via the future of school library planning and design. Johnson, a director of Media and Technology, and Erickson, a school library facility consultant, discuss planning and renovating library spaces, library design, planning and use both in traditional terms and innovative interpretation, and aspirations for the future of school libraries. | [FULL TEXT]

Imai, Izumi; Kamata, Masahiro; Miura, Naosuke (2003).  A Teaching Tool for Molecular Kinetics  Physics Education, 38, 3. 

Kinetic models of a gas can be hard for students to understand. Typical tools do not display events at the microscopic level, yet computer simulations of the molecules lack a hands-on aspect. Here a new tool is described that combines the squeezing of a syringe with a computer simulation, and it is shown that this has worked well in class for both teachers and students.

Ilban, M. Oguzhan; Yildirim, Bilal; Sapar, Vahit (2006).  Students' Preferences on Computer Using and a Survey on Variables Impacting the Preferences  [Online Submission] 

The aim of this study is to find out the preferences of students at Balikesir University, Gonen Vocational School of Higher Education on computer using and whether there is a difference on the variables to set the preferences. According to the findings from questionnaires, the students at Gonen Vocational School of Higher Education use computers to access the Internet and to communicate with other people through the Internet. They do not prefer to use the computer for improving themselves on such objectives as to learn a foreign language, to study and to prepare a project for academic reasons. Among the factors not to use a computer, however, are shown the obstacles like they do not own a computer, the economic conditions and lack of time. By means of the study we have found that there is a meaningful relation between the students' preferences to use a computer and the variables like gender, grades and own a computer.  [Abstract included in Turkish.] | [FULL TEXT]

Irlbeck, Sonja; Kays, Elena; Jones, Deborah; Sims, Rod (2006).  The Phoenix Rising: Emergent Models of Instructional Design  Distance Education, 27, 2. 

The blurring of distinctions between online and distance education in many parts of the developed world has led to reflections on the strategies and processes by which we create effective online learning environments for the distance education learner. In this article we argue that the foundational models of instructional design that typically inform the design, development, and delivery of online environments do not always support the epistemology and pedagogy that embodies the online environment. Through an analysis of current approaches to instructional design we present a case for adopting principles of emergence theory as a means to best harness the power and potential of design and development for online distance education. Using a prototype three-phase design model that embodies emergent principles we advocate that to achieve the full potential of interaction and community networks through online communications requires a repositioning of roles and processes associated with "instructional design."

IsaBell, Claire; Desjardin, Richard; Desjardins, Yvon (2001).  Croyances des Futurs Enseignants at L'Utilisation des Technologies de L'Information en Milieu Scholaire. (The Beliefs of Future Teachers About the Utilization of Information Technology in Schools.)  Journal of Educational/Revue de la Pensee Educative, 35, 3. 

Studies the attitudes of student teachers concerning integration of information technologies and communications (ITC) in school settings. Suggests that the motivation of these teachers is essential for ensuring the integration of microcomputers into the educational environment. Finds that, based on a research study, student teachers expressed favorable opinions regarding the presence of technology in present and future society. Contains 39 references.

Isakson, Carol (2005).  Caught on the Web  Education Digest: Essential Readings Condensed for Quick Review, 71, 1. 

In this article, the author presents several Web sites supporting electronic presentation skills. The sites featured here will help fine-tune one's skills in modeling effective presentations and provide suggestions for managing student presentations meeting National Educational Technology Standards (NETS). Most use PowerPoint, the current industry standard, but the techniques and rubrics may be applied to other presentation applications as well. While use of multimedia presentation in the classroom is sometimes debated, most sources agree that these communication skills are essential in preparing today's students for tomorrow's workplace.

Inlow, Jennifer K.; Miller, Paige; Pittman, Bethany (2007).  Introductory Bioinformatics Exercises Utilizing Hemoglobin and Chymotrypsin to Reinforce the Protein Sequence-Structure-Function Relationship  Biochemistry and Molecular Biology Education, 35, 2. 

We describe two bioinformatics exercises intended for use in a computer laboratory setting in an upper-level undergraduate biochemistry course. To introduce students to bioinformatics, the exercises incorporate several commonly used bioinformatics tools, including BLAST, that are freely available online. The exercises build upon the students' background knowledge of hemoglobin and chymotrypsin, and foster a better understanding of how protein sequence relates to structure and function.

Ironside, Brian; Joerding, Wayne; Kuzyk, Pat (2004).  Double-Auction Market Simulation Software for Very Large Classes  Journal of Economic Education, 35, 3. 

The authors provide a version of a double-auction market simulation designed for classes too large for most computer labs to accommodate in one sitting. Instead, students play the game from remote computers, wherever they may be and at any time during a given time period specified by the instructor. When the window of time expires, students can view the results in a variety of pedagogically relevant displays. The authors also provide a set of on-line activities that take the student "by the hand" through a simple analysis of the simulation. Educators can use, copy, modify, and distribute the source code for this software under the GNU General Public Licence.

Ironsmith, Marsha; Eppler, Marion A. (2007).  Mastery Learning Benefits Low-Aptitude Students  Teaching of Psychology, 34, 1. 

We tested the effects of instructional method (lecture vs. mastery) and aptitude (high, medium, low GPA levels) on students' academic performance and achievement motivation goals. Students enrolled in a developmental psychology course received either traditional lecture or mastery (Keller's Personalized System of Instruction [PSI]) instruction. PSI students ended the semester with higher final examination scores than lecture students; the difference was greatest for the lowest GPA group. Low-aptitude PSI students showed increases in learning goals over time when compared to low-aptitude lecture students. The academic performance and learning goals of PSI students with the lowest grade point averages (GPAs) approached those of lecture students with the highest GPAs.

Inoue, Yukiko (2001).  Methodological Issues in the Evaluation of Intelligent Tutoring Systems.  Journal of Educational Technology Systems, 29, 3. 

Discussion of intelligent tutoring systems (ITS) focuses on ITS evaluation studies, particularly methodological issues. Topics include summative evaluation for efficiency; quantitative evaluation; formative evaluation; informal evaluation; cognitive mediation perspectives of evaluation; integrating cognitive theories into ITS; effectiveness of intelligent multimedia systems; and effect size of intelligent computer assisted instruction.

Inoue, Yukiko, Ed. (2007).  Online Education for Lifelong Learning  [Information Science Publishing] 

Distance education is rapidly becoming the global trend for lifelong learning. This book emphasizes the importance of conceptual understanding of online distance learning and focuses on theoretical and practical challenges of online teaching and learning. It illustrates lifelong learning strategies and how technology can support the course design, implementation and evaluation in higher education. Approaches on topics, such as, creating learning environments, new challenges, and interaction are discussed by a diverse and experienced group of authors. The book illustrates practical applications to help guide instructors to create a beneficial distance learning experience. This innovative publication explores new and emerging challenges of online distance education in global learning communities. The book is divided into five sections and fourteen chapters, as follows. Section I: Introduction, contains chapters (1) Online Education for Lifelong Learning: A Silent Revolution (Yukiko Inoue). Section II: Development and Implementation of Online Learning, contains chapter: (2) Can You Hear Us Now? Stances Towards Interaction and Rapport (Susan J. Wegmann and Joyce K. McCauley); (3) Online Learning and Lifelong Learning: Implications for Transforming Teaching and Learning (Glenn Finger); and (4) Technology, Lifelong Learning, and Effective Foreign Language Instruction Under the Memory Efficient Approach (P. Toyoko Kang). Section III: Learning Theories and Online Applications for Lifelong Learning, contains chapters: (5) Constructivism Online: Vygotskian Applications for 21st Century Learning in Higher Education (Candace Kaye and Erika Volkers); (6) A Theoretical Model for Designing Online Education in Support of Lifelong Learning (Lawrence A. Tomei); and (7) Self-Regulation and Online Learning: Theoretical Issues and Practical Challenges to Support Lifelong Learning (Julia M. Matuga). Section IV: Tech-Knowledge and Communication Technologies for Lifelong Learning, contains chapters: (8) Building Powerful Online Synchronous Communications: A Framework for Lifelong Learning in Distance Education (Volkan T. Yuzer and Gulsun Kurubacak); (9) Tech-Knowledge: How Children and Early Childhood Education Teachers Develop Knowledge Through Technology (Satomi Izumi-Taylor and Ann F. Lovelace); and (10) Building Online Knowledge Societies for Lifelong Learning: The Democratic University-Community Partnerships in Turkey (Gulsun Kurubacak). Section V: Case Studies in Online Education for Lifelong Learning, contains chapters (11) Promoting Lifelong Learning Online: A Case Study of a Professional Development Experience (Danilo M. Baylen and Joan Glacken); (12) "Life in the Round" and the History of Libraries in Micronesia (Nicholas J. Goetzfridt); (13) A Case Study of the Adult Learner's Perception of Instructional Quality in Web-Based Online Courses (Terry T. Kidd and Holim Song); and (14) Lifelong Learning and Online Education: A New Framework for the Competence of Tomorrow's Educators (Marianthi Karatza, Argiris Tzikopoulos, and Niki Phillips).

Irving, Karen E. (2006).  The Impact of Educational Technology on Student Achievement: Assessment "of" and "for" Learning  Science Educator, 15, 1. 

The author explores current efforts by educators and policy makers to harness the power of educational technology for both assessment "of learning" and assessment "for learning" in K-12 classrooms.

Irving, Karen E.; Bell, Randy L. (2004).  Double Visions: Educational Technology in Standards and Assessments for Science and Mathematics  Journal of Science Education and Technology, 13, 2. 

For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines the visions offered by current science, mathematics, and educational technology standards for educational technology integration in K-12 schools. Since national assessments exert a profound influence on what teachers and students choose to teach and learn, the vision of educational technology use supported by national assessments is also examined. The National Council of Teachers of Mathematics Standards (NCTM, 2000. "Principles and Standards for School Mathematics." Retrieved April 6, 2002 from http://standards.nctm.org), the "National Science Education Standards" (National Research Council (NRC) 1996. "National Science Education Standards." Available at http://books.nap.edu/catalog/4962.html%29, and the "National Educational Technology Standards" (International Society for Technology in Education (ISTE) 2000. "National Educational Technology Standards for Students: Connecting Curriculum and Technology," ISTE, Eugene, Oregon) provide different visions of educational technology use in the classroom. In addition, the current technology use policies for national assessments in science and mathematics, in particular the college admission tests (ACT, SAT I and SAT II subject area tests), Advanced Placement (AP) course assessments, and the Praxis Series assessments indicate that while mathematics assessments often recommend or require the use of educational technology, few science assessments permit the use of educational technology by students. Recommendations are offered for science educators regarding teacher preparation for the technology-rich classrooms of the future.

Ilter, Binnur Genc; Aksu, Mualla Bilgin; Yilmaz, Nalan (2005).  Students' Views of Distance Education Provision at One University  [Online Submission] 

Providing university students with distance education is of great importance in the global world. Distance education provides advantages and benefits especially for students who don't have the chance to meet lecturers from other universities face to face. Distance education connects the learner and teacher to resources that are difficult to access otherwise. It is not necessary to gather students in one classroom at the same time in a distance program. Through distance education facilities students and lecturers can store, update and transfer information very quickly. Furthermore, distance education helps save money in terms of accommodation and travel expenses. This paper describes students' perceptions and attitudes towards distance education based on their gender, school types attended, age and access to educational technology such as computer and internet. This paper also describes the specific program used by the faculty of Law at Akdeniz University, Turkey. The following are appended: (1) The Questionnaire; and (2) Statistical Results According to the Students' Answers in Part 2. | [FULL TEXT]

Ishizaka, Alessio; Lusti, Markus (2006).  How to Program a Domain Independent Tracer for Explanations  Journal of Interactive Learning Research, 17, 1. 

Explanations are essential in the teaching process. Tracers are one possibility to provide students with explanations in an intelligent tutoring system. Their development can be divided into four steps: (a) the definition of the trace model; (b) the extraction of the information from this model; (c) the analysis and abstraction of the extracted information; and (d) the visualization of the result of the analysis. This article describes the architecture of a domain independent tracer developed in Visual Prolog displaying explanations in the form of a textual dialog or a graphical tree.

Ishizuka, Kathy (2005).  Follow the Leader  School Library Journal, 51, 12.

Ishizuka, Kathy (2006).  History Teacher 2.0: Eric Langhorst Illuminates the Past with Podcasts, Blogs, and Yes, Even Books  School Library Journal, 52, 4. 

This article profiles Eric Langhorst, an eighth-grade history teacher at South Valley Junior High School in Liberty, Missouri, who has immersed himself in technology. There is a regular series of podcasts called "Speaking of History," which Langhorst records and posts on his blog (speakingofhistory.blogspot.com). That is in addition to the "studycasts," audio files that he creates to help his students prepare for unit tests. Through membership in the Discovery Educator's Network, Langhorst also trades tips with teachers across the country about using video streaming.

Iiyoshi, Toru (2002).  Using Emerging Technologies To Develop and Share the Knowledge of Teaching and Learning Online. 

This paper analyzes problems and issues in making knowledge of teaching and learning visible and sharable online. It also describes some of the ongoing research and development efforts at the Carnegie Foundation's Knowledge Media Laboratory that advance this work through the use of emerging technologies. Implications for future research and development are also addressed. | [FULL TEXT]

Iiyoshi, Toru (2006).  Opportunity is Knocking: Will Education Open the Door? Carnegie Perspectives  [Carnegie Foundation for the Advancement of Teaching] 

This essay presents a discussion of how the tools and resources of open source education may demonstrably improve education quality. The main tenet of open education is to make educational assets freely available to the public. This is becoming easier and less expensive as network and multimedia technology evolves. Obstacles may stand in the way of using these and other powerful tools and resources in ways that will actually improve the quality of education. The author discusses the following: (1) although the tools and resources are readily available, transferring practical knowledge about how to use them is not easy; (2) ultimate success in open education requires a change in education culture and policy; and (3) looking beyond institutional boundaries and connecting efforts among many settings and open source entrepreneurs. Sharing educational tools and resources, and the wealth of teaching experience that comes from effectively using these assets, Iiyoshi anticipates three improvements over time: (1) increased quality of tools and resources; (2) more effective use; and (3) greater individual and collective pedagogical knowledge. | [FULL TEXT]

Iiyoshi, Toru; Hannafin, Michael J. (2002).  Cognitive Tools and User-Centered Learning Environments: Rethinking Tools, Functions, and Applications. 

This paper introduces and analyzes problems and issues in the design and use of cognitive tools in open, user-centered learning environments. It introduces a classification scheme for tool functions, and showcases several tools in a current educational hypermedia research and development effort. Information-seeking, information-presentation, knowledge- organization, knowledge-integration, and knowledge-generation tools are discussed, followed by a description of "The Human Body," an interactive CD-ROM based on the television series, "The Universe Within Human Body. The Human Body." Implications for future research and development in the design and use of cognitive tools in hypermedia learning environments are addressed.   | [FULL TEXT]

Iiyoshi, Toru; Hannafin, Michael J.; Wang, Feng (2005).  Cognitive Tools and Student-Centred Learning: Rethinking Tools, Functions and Applications  Educational Media International, 42, 4. 

Although student-centred learning environments have recently attracted attention, such systems often place an unusual cognitive burden on the learner. Recent research suggests that cognitive tools can scaffold student-centred learning in these types of environments. This paper introduces and analyses problems and issues in the design and use of cognitive tools in student-centred learning environments and provides an overview of tool functions. A conceptual framework featuring functional cognitive tool classifications (information seeking, information presentation, knowledge organization, knowledge integration and knowledge generation) and principles of design is provided. Prospects and challenges for future research and development in the design and use of cognitive tools are also addressed.

Irausquin, Rosemarie S.; Drent, Jeanine; Verhoeven, Ludo (2005).  Benefits of Computer-Presented Speed Training for Poor Readers  Annals of Dyslexia, 55, 2. 

The effects of computer-presented automatization exercises in a group of 14 poor readers were assessed in comparison to a matched control group of 14 poor readers that received computer-presented exercises aimed at the use of context for word identification and comprehension. Training took place three sessions a week for 15 minutes per session and lasted about two months in each group. Results showed that the automatization or "speed" group progressed more than the context group in word and text reading efficiency, and the effect transferred to more complex word types than the CVC word type that was presented in the exercises. Both groups progressed to the same extent in accuracy, but the speed group made more progress in speed. No effects were found for reading comprehension. The findings make clear that computer-supported automatization exercises can be effective in reducing reading problems of poor readers in a short period of time. Implications for practice are discussed.

Isiksal, Mine; Askar, Petek (2005).  The Effect of Spreadsheet and Dynamic Geometry Software on the Achievement and Self-Efficacy of 7th-Grade Students  Educational Research, 47, 3. 

Background: Since the early 1980s, there has been a growing interest in the potentiality of computers as facilitators of students' learning. The importance of using technology effectively as a learning tool has been emphasized by many researchers. However, finding good software that encourages pupils to explore and express mathematical ideas is becoming a crucial issue. Purpose: This paper investigates the effect of spreadsheet and dynamic geometry software on the mathematics achievement and mathematics self-efficacy of 7th-grade students. The study further examines the gender differences with respect to computer self-efficacy, mathematics self-efficacy and mathematics achievement. The relationship among these three constructs is also investigated. Sample: The study consisted of 64 7th-grade students from three different classes including all the 7th-graders in a school, which is located in an upper-middle-class area in Ankara, Turkey. Study participants were aged from 12 to 13. In total, the number of female and male students was equal. In this study, purposive sampling was used since the school where the study took place was well equipped in terms of computer laboratories and technological devices. Design and methods: The evaluation used an experimental design where two software programs, Excel and Autograph, were used in experimental groups separately, and a control group took traditional-based instruction without using any technological tools such as a computer or calculator. The study was carried out during the spring semester of the 2001/02 academic year, where three instructional methods of study: Autograph-based instruction, spreadsheet-based instruction and traditionally based instruction, were randomly assigned to the three classes. The "Mathematics achievement" test was used to assess the students' performance on mathematics. In order to determine the self-efficacy expectation of the students with respect to mathematics and computers, a "Mathematics self-efficacy" scale and "Computer self-efficacy" scale were developed respectively. Analysis of covariance, bivariate correlations and t -test were used to analyse outcome data. Results: Results revealed that the Autograph group and Traditional group had significantly greater mean scores than the Excel group with respect to mathematics achievement. The Autograph group had significantly greater mean scores than the Traditional group, while no significant mean difference was found between the Autograph and Excel groups and between the Excel and Traditional groups with respect to mathematics self-efficacy. No significant mean difference was found between boys and girls with respect to mathematics achievement and mathematics self-efficacy. On the other hand, boys had significantly greater mean scores than girls with respect to computer self-efficacy. In addition, significant correlations were found among efficacy scores and achievement. Conclusions: The evidence suggests that students showed great enthusiasm for Autograph. Students in the Autograph group had the highest scores compared to other groups regarding mathematics achievement and mathematics self-efficacy. In addition, boys reported significantly higher scores with respect to computer self-efficacy where, during the Autograph-based instruction and spreadsheet-based instruction, boys were more willing to solve activities using computers compared to girls. On the other hand, treatments seemed not to have any effect on gender regarding mathematics self-efficacy and mathematics achievement.

Iding, Marie; Klemm, E. Barbara (2005).  Pre-Service Teachers Critically Evaluate Scientific Information on the World-Wide Web: What Makes Information Believable?  Computers in the Schools, 22, 1-2. 

The present study addresses the need for teachers to critically evaluate the credibility, validity, and cognitive load associated with scientific information on Web sites, in order to effectively teach students to evaluate scientific information on the World Wide Web. A line of prior research investigating high school and university students' credibility judgments is presented. The authors then describe an instructional intervention in which pre-service teachers develop structured evaluation forms for their students' critical evaluation of scientific information on the Web and for teachers' determinations of cognitive load associated with Web materials to be used with students. Pre-service teachers' determinations of factors associated with cognitive load include several factors not previously described in other research. Finally, the authors provide recommendations for effective instruction in critical Web information evaluation for educators and students in this important aspect of critical scientific literacy.

Iding, Marie; Skouge, James (2005).  Educational Technology and the World Wide Web in the Pacific Islands  TechTrends: Linking Research & Practice to Improve Learning, 49, 1. 

This paper describes technology issues that educators, teacher educators and students in the Pacific Islands confront, specifically in American Samoa (a U.S. territory) and Chuuk (one of the Federated States of Micronesia). It will also briefly mention issues relevant to Yap and Kosrae (two other states in Micronesia), and the Marshall Islands. Knowledge of these issues emerged from our experiences teaching education courses in American Samoa and Chuuk, and working with educators from all of these locations who are presently students at the University of Hawaii (U.H.). The article begins by providing a brief general introduction to the regions of American Samoa and Chuuk, then describes some of the challenges of technology use posed in developing regions of the Pacific, and propose areas for further study that would be beneficial to consider as educators plan effective learning experiences for teacher training in island communities.

Izzo, Margo Vreeburg; Murray, Alexa; O'Hanlon, Nancy (2005).  Enhancing Academic Achievement and Transition Outcomes Using Technology. Information Brief. Volume 4, Issue 5  [National Center on Secondary Education and Transition (NCSET), University of Minnesota] 

This information brief addresses how educators can align transition goals with standards-based education. The Nisonger Center at Ohio State University (OSU) has developed a standards-driven, computer-based curriculum for students with disabilities in grades 8 through 10, whose curriculum emphasizes (1) reading competencies needed to pass state-mandated assessments; (2) information literacy skills needed to conduct research using the Internet; and (3) career planning needed to gain successful postschool transition outcomes. This brief demonstrates the process that educators can use to align standards-based education with transition, using OSU's computer-based instruction (CBI) as an example. It also provides research-based evidence for student advancement when standards-based learning is delivered in a personally relevant context. Recommended practices include: (1) Incorporate "information literacy instruction" into assignments and class projects; (2) Use CBI as a unit or sequence of curricular units in place of traditional instruction; and (3) Provide access to, and encourage usage of, assistive technology (AT) to students with and without disabilities.  | [FULL TEXT]

Inman, James A. (2006).  Technologies and the Secondary School Writing Center  Clearing House: A Journal of Educational Strategies. 

Although the use of computers in secondary school writing centers has been pioneering in some instances, it has at other times been problematic. It is important to be clear at the outset that using particular technologies for the sake of those particular technologies is a bad idea. While technologies are always present in our lives, they are definitely not always the best solution. When used carefully and responsibly, however, technologies offer such exciting possibilites for writers that we would be remiss in not at least exploring them and thinking through possible innovation. The author discusses three specific claims whose examination offers valuable information to secondary school writing center directors and tutors: (1) Technologies have always been part of writing centers, so the real question is which technologies are used when; (2) How particular technologies are used has everything to do with their success or failure in specific writing centers; and (3) Writers develop many literacies (both print and digital), and writing centers should see these literacies as opportunities, rather than burdens. The author believes that all writing center professionals must understand these claims, if technologies are to be used carefully and responsibly.

Ireh, Madu; Bell, Ed (2002).  Implementing Faculty Professional Development: The Product-Based Model. 

This report suggests that teacher education faculty must have opportunities to learn about technology and infuse it into the teacher education curriculum, noting the importance of identifying and designing meaningful technology applications to enhance student learning in the academic disciplines and make clear that technology is for everyone. The Technology Infusion Project (TIP) provides Winston-Salem State University with a comprehensive response to such imperatives. TIP's goals are to align course content with professional standards, enhance collaboration between the School of Education and School of Arts and Sciences, enhance the use and integration of advanced technologies in teacher education, and facilitate the preparation of content- and technology-proficient preservice teachers. Through this initiative, the School of Education has recruited new teacher education students and provided intensive, product-oriented faculty training, facilities, incentives, and partnerships leading to the integration of technology across the teacher education curriculum (product-based approach). This paper presents a rationale for the TIP, describes TIP design and activities, and offers results, lessons learned, and recommendations (e.g., information for student teachers is more current, a high level of intrinsic motivation is required, and involving other disciplines and providing tangible incentives is important. | [FULL TEXT]

Ireh, Maduakolam (2006).  Effects of Product-Based Technology Professional Development Model on P-8 Teachers  [Online Submission] 

A product-based professional development model has significantly improved the ability and willingness of P-8 teachers to use and integrate technology into instruction. This paper discusses the impacts this staff professional development model. The model was used to train 18 teachers to effectively use and integrate technology in their ESL classrooms in ways that improved learning for students, especially ESL students in economically disadvantaged, low performing, and high need schools. The year-long training, which took place in the Piedmont Triad area of North Carolina, was part of a state-funded grant initiative aimed at improving performances of teachers in "high need" and/or economically disadvantaged schools in the state of North Carolina in support of the federal "No Child Left Behind" mandates. The teachers were drawn from two school system classified that met the state's classification as "high need and/or "economically disadvantaged schools." Baseline data were collected via product rubrics; observations; analysis of end products and their use and application in the classroom; structured interviews from participants and their building principals. In addition, pre and post surveys using Technology Integration Survey were conducted to determine the teachers' technology integration skills. Participants' pre and post-ratings on the survey were based on a Likert-type scale of 1 to 5, with 1- lowest and 5-highest. Posttest ratings were moderately higher than pre-ratings for most of the skills/areas surveyed. Findings from observations and interviews with the participants and their building principal also indicated that they developed improved skills, abilities, interest and confidence in using and integrating technology in the classroom more effectively than they did prior to participating in the professional development. Based on experiences and preliminary findings from implementing the product-based model of staff professional dded that technology professional development designers and implementers should review all materials to determine the merits of grouping participants by level of proficiency. Likewise, timing and duration of the professional/workshop should be based on preassessment feedback. The mix of individual and group assignments should be carefully examined to ensure the efficient coverage of certain topics in the appropriate timeframe; attention should be paid to different learning styles. Appended are: (1) Project goal, objectives, outcomes, and assessment measures relating to technology integration; and (2) Technology Integration Survey.  | [FULL TEXT]

_____. (2006).  Illinois Community College Board Biennial Report, 2005-2006 

The mission of the Illinois Community College Board (ICCB), as the state coordinating board for community colleges, is to administer the Public Community College Act in a manner that maximizes the ability of the community colleges to serve their communities, promotes cooperation within the system, and accommodates those State of Illinois initiatives that are appropriate for community colleges. The Illinois Community College Board oversees the 48 public community colleges in the 39 community college districts and one community college center and has statutory responsibility for the statewide planning and coordination of the community college system. This document reports on ICCB's activities in helping the state's community colleges provide high-quality, accessible, and cost-effective educational opportunities for the individuals and communities they serve. | [FULL TEXT]

_____. (2002).  Investing in Technology: The Learning Return. Policy Brief. 

The overriding message from most current research on computer-based technology in K-12 education is that technology is a means, not an end; a tool for achieving goals, not a goal in itself. Yet many schools and districts make their investments before establishing clear plans for technology use. The real question is not whether technology can make a difference in instruction and learning, but how and under what circumstances it does. This brief examines that question. It reports on key research findings, setting aside decisions about hardware and software purchases in favor of focusing on larger policy and pedagogical issues. It then summarizes lessons learned about conditions for effective technology use. Finally, it explores policy implications. | [FULL TEXT]

_____. (2002).  Invited Papers. [SITE 2002 Section]. 

This document contains the following invited papers from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Information and Communications Technology in Education: A Personal Perspective" (David Moursund); (2) "A Model for Creating an Art Museum-University Partnership To Develop Technology-Based Educational Resources" (Bernard Robin, Sara Wilson McKay, Beth Schneider, Sara McNeil, and Donna Odle Smith); and (3) "2001: A Cyberspace Odyssey" (Julie Springer and Phyllis Hecht). A summary of an invited panel, "Nation Technology Leadership Initiative Fellows Panel" (Lynn Bell), is also included. Most papers contain references. | [FULL TEXT]

_____. (2003).  Investing in People: Access to Higher Education. Report to the Governor and 2003 Legislature. 

This report highlights services and programs of the Minnesota Higher Education Services Office that provide access to postsecondary education, noting efforts to provide services efficiently through increased use of technology and collaborations. After an introduction which discusses the Office's functions, nine sections examine: (1) "Student Financing" (e.g., design for shared responsibility reduces postsecondary education financial responsibility for low and moderate income families); (2) "Student Tuition Reciprocity" (e.g., student participation in tuition reciprocity has steadily increased); (3) "Student and Parent Information" (e.g., early awareness programs expand information to students and parents); (4) "MINITEX Library Information Network" (e.g., which enhances the effectiveness and efficiency of libraries by expanding their access to information resources for users); (5) "MnLINK Library Information System" (e.g., a statewide virtual library with a single point of access to most major Minnesota library catalogs and state-licensed electronic resources); (6) "Learning Network of Minnesota" (which links public campuses, schools, and libraries); (7) "Consumer Protection" (which provides consumer assistance and protection for students and prospective students); (8) "Collection and Maintenance of Data" (e.g., most products such as publications, tables, and reports are available on a Web site); and (9) "Federal and State Grant Programs" (the Federal Improving Teacher Quality Grant Program and the Minnesota Postsecondary Service Learning Program). | [FULL TEXT]

_____. (2005).  Invention and Innovation: A Standards-Based Middle School Model Course Guide. Advancing Technological Literacy: ITEA Professional Series  [International Technology Education Association (ITEA)] 

This guide presents a model for a standards-based contemporary technology education course for the middle school. This model course guide features an exploratory curriculum thrust for a cornerstone middle level course. It provides teachers with an overview of the concept, suggestions for planning the course, and ideas for developing student-centered instruction. It also introduces the content and impacts of invention and innovation, the core concepts of technology and problem solving: design, troubleshooting, research and development, and experimentation. This guide also provides sample resources for teachers including Internet activities, worksheets, and suggested topics to further address Standards for Technological Literacy: Content for the Study of Technology. This document is organized into the following chapters: (1) Course Introduction; (2) Course Framework and Units of Study; and (3) Appendix. | [FULL TEXT]

Israel, Elaine (2004).  Screen Stories  Teaching Pre K-8, 34, 7. 

This article discusses how the use of literature-based videos in the classroom can be a unique tool for motivating children not only to learn how to read, but also to read for the pure exhilaration of the experience. Good videos can be incredibly engaging, thereby encouraging children who might not otherwise be curious or interested enough to take that extra step and go read the book. Top-of-the-line videos that are loaded with extras give teachers a much-needed helping hand. Many literature-based video series enclose helpful printed guides that make these lessons even more valuable for both teacher and students. Viewers will come away from the videos having learned about a new person, place or animal or watched a gentle lesson on an important issue such as tolerance.

Ingersoll, Gary M.; Kinman, David (2002).  Development of a Teacher Candidate Performance Self-Assessment Instrument.  Action in Teacher Education, 23, 4. 

Developed an instrument to assess preservice and beginning teachers' self-perceived knowledge and abilities corresponding to INTASC principles. It initially addressed competencies in light of opportunities to learn, practice, and demonstrate. Initial instruments were cumbersome and unproductive. A simplified version requested respondents' self-perceptions of ability among 24 competencies within four categories. Analysis of the scales yielded satisfactory psychometric properties.

Inglis, Alistair (2003).  Facilitating Team-Based Course Designing with Conceptual Mapping  Distance Education, 24, 2. 

A method of rendering the design of a course visible for the purpose of discussion amongst the members of course development teams is described. The paper begins by examining the way in which design is manifested in the area of course materials development and the approaches that have been used in attempting to document designs. The strengths and limitations of the conceptual mapping method are examined and the way in which the method has been used to facilitate the work of course development teams is described. Additional uses of the method and possibilities for future enhancements of the method are discussed.

Ingraham, Bruce; Watson, Barbara; McDowell, Liz; Brockett, Adrian; Fitzpatrick, Simon (2002).  Evaluating and Implementing Learning Environments: A United Kingdom Experience.  Educational Technology Review, 10, 2. 

Reports on ongoing work at five universities in northeastern England that have been evaluating and implementing online learning environments known as virtual learning environments (VLEs) or managed learning environments (MLEs). Discusses do-it-yourself versus commercial systems; transferability; Web-based versus client-server; integration with management information systems; staff development; costs; and evaluation criteria.

Ingram, Albert L. (2000).  Using Web Server Logs in Evaluating Instructional Web Sites.  Journal of Educational Technology Systems, 28, 2. 

Web server logs contain a great deal of information about who uses a Web site and how they use it. This article discusses the analysis of Web logs for instructional Web sites; reviews the data stored in most Web server logs; demonstrates what further information can be gleaned from the logs; and discusses analyzing that information for the formative evaluation of instructional Web sites. 

Ingram, Deborah; Thompson, Eileen; Tcha, MoonJoong (2001).  The Convergence of Text and Graphics in an Online Learning Environment: A Case Study in Economics. 

While much visually oriented teaching material that uses the new technologies is being developed, there is little understanding or research into the demands such material makes on students' information processing. This paper outlines an innovative approach to teaching complex economic models that incorporates the convergence of text and graphics in instructional material in an online learning environment. The Interactive International Trade (IIT) program is designed to improve the effectiveness of teaching and learning by the effective, efficient and innovative use of graphics as well as equations and text in teaching material on the World Wide Web. The paper describes the implementation and initial evaluation of this approach to teaching economics at the University of Western Australia. It proposes that the technical capacity to be able to generate dynamic graphics in teaching material needs to be distinguished from the issue of whether or not the generation of dynamic graphics is likely to have desirable perceptual and cognitive consequences for students. The findings give some indication of how this type of instructional material is impacting on student learning, identify ways it can be improved, and provide some guidelines for the future development of similar material to support student learning. 

Iskander, Wejdan; Curtis, Sharon (2005).  Use of Colour and Interactive Animation in Learning 3D Vectors  Journal of Computers in Mathematics and Science Teaching, 24, 2. 

This study investigated the effects of two computer-implemented techniques (colour and interactive animation) on learning 3D vectors. The participants were 43 female Saudi Arabian high school students. They were pre-tested on 3D vectors using a paper questionnaire that consisted of calculation and visualization types of questions. The students were then divided into four groups. Each group was allocated to a different version of software for learning 3D vectors. The versions differed in their use of colour/greyscale and static images/interactive animation. After the participants used the software, a post-test was administered. All students improved their overall test scores, with no significant difference between the groups. However, test scores on the visualization questions differed noticeably, with the groups viewing animated versions scoring higher than the groups seeing static versions.

_____. (2000).  Information and Communication Technology in the Education Systems in Europe: National Education Policies, Curricula, Teacher Training. 

Prepared by the Eurydice European Unit on the basis of data supplied by its national partners, this document analyzes national policies for education in information and communication technology (ICT). Highlights include: (1) national policy and official documents on the use of ICT; (2) national or official bodies responsible for supervising the national policy; (3) national projects for the introduction of technology are on the increase; (4) schedule for implementing the projects; (5) sharing responsibility for the purchase and maintenance of hardware; (6) expenditure on equipment predominates in specific budgets; (7) projects with a variety of aims; (8) many countries include ICT in the primary level curriculum; (9) the most common approach to ICT in primary education is to use it as a tool; (10) ICT is in almost all curricula at lower secondary level; (11) a variety of approaches to ICT coexist in lower secondary education; (12) ICT is in most curricula at general upper secondary level; (13) ICT is usually taught as a separate subject in general upper secondary education; (14) most specialist ICT teachers are found at the secondary level; and (15) in-service training is often available but rarely compulsory. A directory of the Eurydice network is included. | [FULL TEXT]

_____. (2001).  Influencing the Future of Higher Education. Proceedings of the Closing Plenary Session of NGA's Annual Meeting (93rd, Providence, Rhode Island, August 7, 2001). 

In August 2001, the National Governors Association (NGA) convened "Influencing the Future of Higher Education," the plenary session of the 2001 NGA Annual Meeting. Governor Parris Glendening of Maryland opened the plenary with remarks about the importance of postsecondary education to the economic and civil prosperity of the states and the United States. Since the inception of the Influencing the Future of Higher Education initiative, three reports have been produced that consider the future and the role of technology in higher education. The panel discussion of this plenary session focused on how the higher education system will have to transform itself over the next decade. Belle Wheelan, president of Northern Virginia Community College discussed the future of community colleges, student acceptance of changes in postsecondary education, and articulation between 4-year schools and community colleges. Freeman A. Hrabowski, president of the University of Maryland Baltimore County, talked about educational planning and the changing demographics of college students. Jorge Klor de Alva, of Apollo International, reminded panelists and participating governors that higher education has become an industry and should be examined as such. In closing, Governor Glendening remarked that the session demonstrated the importance of the NGA initiative.

_____. (2003).  Information Technology--Instructional Faculty Responses 1997, 1999 and 2001. Survey Series. 

This document focuses on a faculty survey that has been conducted at the City College of San Francisco for the years 1997, 1999, and 2001. The data for the different years is compared using tables for each question. The goal of the survey is to collect trends in regards to information technology. The number of faculty respondents was the largest in 1997 (645) in comparison to 1999 (476) and 2001 (405). The majority of faculty for all three years consider themselves to have an intermediate level of computer expertise. Some of the key findings of the report are as follows: (1) the majority (56%) of faculty in 2001 include their email address on the syllabi as opposed to a minority (20%) in 1997; (2) majority (70%) of faculty in 2003 have send emails to students; (3) faculty have increasingly begun using computers for work and overall 95% of respondents use computers at least once a week; (4) faculty are currently having reduced problems in access to instructional classrooms, technical support, and access to computer labs; (5) the use of the Internet and electronic data bases has increased 100% over the time period covered in the report; and (6) faculty have begun to see more value in using technology to improve overall quality of teaching. Contains 11 tables and 7 appendices. | [FULL TEXT]

_____. (2005).  Information and Communication Technologies (ICTs) for Community Empowerment through Non-Formal Education: Experiences from Lao PDR, Sri Lanka, Thailand and Uzbekistan  [Online Submission] 

The increasing accessibility of information and knowledge through the use of information and communication technologies (ICT) has helped many countries in the region to developing their economies. ICT has not only shaped many facets of modern learning and living, but also in bringing about social change and enhancement of human intellectual capacity. The publication evaluates how ICT has been used in developing regions as both an educational tool and as a medium that initiates acquisition and learning of life skills. People use ICT equipment such as computers, VCDs and the internet to learn new skills and create business opportunities even before their literacy training. In 2002, UNESCO's Asia Pacific Programme of Education for All (APPEAL) launched the ICT-NFE Project with financial support from the Japanese Funds-in-Trust to explore the potential of ICT in delivering education and skill training through community learning centres (CLC) and community-based mechanisms. The publication uses examples from Thailand, Sri Lanka, Lao PDR, and Uzbekistan to illustrate how ICT facilitates non-formal education including community empowerment, inter-community networking, promotion of business opportunities, and management of community communication infrastructure. ICT has a promising potential to effect positive change in developing countries and create opportunities for the less privileged. Today, ICT is used widely as one of the major tools in education and skill training in both formal and non-formal settings. [This document was published by UNESCO Asia and Pacific Regional Bureau for Education and is part of the Asia-Pacific Programme of Education for All (APPEAL). Funding for this content was provided by Japanese Funds-in-Trust.] | [FULL TEXT]

_____. (2000).  Instructional Technology. Symposium 18. [Concurrent Symposium Session at AHRD Annual Conference, 2000.] 

Three presentations are provided from Symposium 18, Instructional Technology, of the Academy of Human Resource Development (HRD) 2000 Conference Proceedings. "Strategies for Facilitating Interaction When Using Technology-Mediated Training Methods [TMTM]" (Jeffrey S. Lewis, Gary D. Geroy, Orlando Griego) focuses on differences between face-to-face and technology-mediated delivery and provides strategies for facilitating interaction when using TMTM. "The Determination of Factors Affecting User Acceptance of a Computer-Based Training Support Tool in the Workplace" (G. Dale Wagner, Daniele D. Flannery) reports a study that found determinants chosen to approximate user acceptance differed slightly between civilian and military respondents; individual and organizational characteristics were important in influencing perceived usefulness; and behavioral intention was the primary determinant for user acceptance. "Distance Education at the University of the West Indies [UWI]--Positioning the Institution as a Catalyst for HRD in the Caribbean Region: A Case Study" (Carmeta Tate-Blake) reports study data that UWI has made progress in production of course materials, number of courses offered, quantity and quality of materials, student enrollment, and student support services, but quality issues still revolved around the timely production and shipping of materials. | [FULL TEXT]

_____. (2002).  Instructional Design. [SITE 2002 Section]. 

This document contains the following papers on instructional design from the SITE (Society for Information Technology & Teacher Education) 2002 conference: "Faculty Guidelines for the Video Development Process" (Ronald J. Abate and Kathleen Benghiat); "Evolution of an Online Graduate Course in Educational Multimedia" (Peter Albion); "PT3 Technology Enhanced Lesson Plans for the Elementary School" (Mary Kay Bacallao and others); "Technology in the Classrooms: New Designs for Learning" (Gerald W. Burgess); "Educational Technology Learning Plans for Student Scaffolding" (Steven Coombs and Vivien Lee Looi Chng); "Assessment of Higher-Order Thinking Skills in a Web-Based Distance Learning Project" (Pat Donohue and John Hoover); "Construcivism and Designing Virtual Learning Environments" (Begona Gros); "Enhancement of Self Study of Teaching Practice Via Creation of Video Ethnographies" (R. Carl Harris); "Teacher Education from an Instructional Design Perspective" (Esther Javetz); "Using Pedagogic Scenarios To Optimize Pluri-Media Resources: The Contribution of the 'Scenistic Approach' to Designing Skills-Based Learning Tasks" (Sylvie Leleu-Merviel and others); "Infusing Technology into the Classroom: A Case Study in Interdisciplinary Collaboration" (Philip Lewis and John Hildreth); "University Faculty Needs and Desires: Support Model During Web-Basing and Web-Enhancing Courses" (Caroline M. Crawford and Kat Ley); "Web, Web-Enhanced or 80/20: Choosing the Instructional Model that Makes Sense" (Kathryn Ley and Caroline M. Crawford); "The Inquiry Learning Forum: Online Professional Development with a Community Orientation" (Julie Moore); "Realization of a Decision-Making Support System within a Whole Class" (Hiroshi Nakayama and others); "Interactive Multimedia Online Courses: Meeting Administrative, Development, and Dissemination Challenges" (CJ O'Connor); "Teacher as Instructional Designer Approach to Integrating Technology into Preservice Teacher Training" (Glenn Shepherd); "Using Web-Based Situated Learning as a Design Strategy in Teaching Elementary Economic Concepts" (Hsin-Yih Cindy Shyu); "Part of the Online Teacher's Curriculum: Designing for Collaboration and Participation in Distributed Netbased Learning" (Elsebeth Korsgaard Sorensen); "A Web Approach To Develop and Deploy an Effective Course" (Armand St.-Pierre); "The Discipline-Appropriate Use of Computers in the Classroom: Two Case Studies" (Bart Thurber and Jack Pope); "User-Centered Web Site Design in the Instructional Technology Curriculum" (Stephen P. Victor); "An Instructional Design for Elementary Science--A Product of Current Education Reform in Taiwan" (Mei-Fun Wang); "The New Opportunities Fund 'ICT for Teachers' Initiative, in the UK and the SIfT 'Virtual Tutor' Model" (C.M. Whitehouse and others); and "Designing a Web-Based Curriculum for Middle School Students" (Timothy Youngman). Several brief summaries of conference presentations are also included. Most papers contain references. | [FULL TEXT]

_____. (2000).  IT [Information Technology] in Vocational Education [and] Training. Paper Presentations: Session D. 

This document contains 15 papers from the information technology (IT) in vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following papers are included: "Adapting the System of Continuing Vocational Education for the 3rd Industrial Revolution--Experiences from the Swedish Pilot Project with AVE (Advanced Vocational Education)" (Mats Lindell); "A Flexible Investment: The Australian VET Sector's Framework for Applying New Technologies in Learning" (Sandra Lerch, Peter Le Cornu); "E-Portfolio: More Than an Electronic Resume" (N. Faye Angel); "A Joint Venture in Distance Education Program between Hong Kong and Australia" (Fun-ting Chan, John Messing); "An Evaluation of a Model Multiple Site Distance Learning Program for Non-traditional Students" (Dale E. Thompson, Betsy Orr, Kit Brooks, Cecelia Thompson); "How to Teach Students in the Information Era?" (K.C. Chu); "Integrating Adult Learning Principles in Web Based Open Learning" (Shyamal Majumder); "Integrating the Strengths of the Web-Based and Traditional Models of Teaching" (T.Y. Leung, Sarah Y.S. Tran); "Web-Site Teaching: Analysis of Its Future Development" (Ying Wai Peter Chiu); "Using the Web to Enhance Language Teaching and Learning and Distributed Cognitions in a Conventional Sub-degree Setting" (Wanda W.Y. Lau); "The Effectiveness of Using Technology to Teach English as a Second Language" (Rita Yuk Kwan Ng); "Web-Based Vocational English: Development, Practice and Problems" (Kim Hung Martina Chan, Chi Ming Lee);"Establishing a Virtual Building and Construction Site for Education and Training" (John F. Barrett, Brian Wilkins); "The Webvolution's Impact on Vocational Classrooms and Administration" (Elaine S. Stith); and "Audio and Video Development for Multimedia and Web-Based Applications" (Teresa Yohon). Most papers contain substantial bibliographies.

Ip, Albert; Morrison, Iain (2001).  Learning Objects in Different Pedagogical Paradigms. 

Based on the review of several pedagogical paradigms, this paper: (1) clarifies the concepts of learning resources and learning objects; (2) proposes a way forward in the use of learning resources in different pedagogical paradigms in a large scale collaborative environment; and (3) exposes characteristics required in different learning objects to match the requirements of different pedagogical paradigms. An overview is provided of the main features and software/systems requirements of the following pedagogic approaches: tutorial, drill and practice; case study method; goal-based learning; learning by designing; World Wide Web-based role-play simulation; distributed problem-based learning; critical incident-based computer supported learning; rule-based simulation; exploratory learning; cognitive tool; and resource-based learning environment. These approaches are then summarized with reference to possible technical implementation requirements. 

Ip, Albert; Morrison, Iain; Currie, Mike (2001).  What is a Learning Object, Technically? 

After analyzing the reuse of learning resources from different pedagogical paradigms, this paper argues that there is a gap between the learning technology community and the education community. The pedagogical paradigms described include: tutorial, drill, and practice; case method; goal-based learning; learning by designing; World Wide Web-based role-play simulation; distributed problem-based learning; critical incident-based computer supported learning; role-based simulation; exploratory learning; cognitive tool; and resource-based learning environment. The terms "learning resource" or "learning object" are not native to the education community. The education community is not interested in issues of reuse, grain size, technical properties, or "learning object." The paper suggests that a way forward is to have a clear demarcation of responsibility between learning technologists, subject matter experts, and instructional designers.   | [FULL TEXT]

Ip, Albert; Naidu, Som (2000).  Experience-based Pedagogical Designs for E-Learning.  Educational Technology, 41, 5. 

Presents experience-based pedagogical designs, both first-person and third-person experiences, which make the most of information and communication technology. Highlights include goal-based learning; Web-based role-play simulation; rule-based computer simulations; case studies; distributed problem-based learning; critical incident computer-supported collaborative learning; and implications for the design of learning environments.

_____. (2000).  ICCE/ICCAI 2000 Keynote Papers. 

This document contains the four keynote papers from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). "Using Technologies To Model Student Problem Spaces" (David Jonassen) contrasts examples of semantic network, expert system, and systems modeling representations of problems and presents a research agenda for examining the efficacy of these tools. "Millennium eLearning: The Next Killer Application: Implications for Educators and Information Professionals" (Ching-Chih Chen) describes the millennium eLearning development, particularly in the United States, and discusses related problems and issues. "Social and Technological Innovations for a Knowledge Society" (Marlene Scardamalia) discusses core facets of knowledge creation, knowledge building technology, and knowledge building social structures. "Computer-Based Strategies for Articulate Reflection (and Reflective Articulation)" (John Self, Erol Karakirik, Ah-Lian Kor, Patricia Tedesco, and Vania Dimitrova) discusses reasons for the increased emphasis on learning systems providing an environment not just for practice, but also for articulation and reflection. Strategies for promoting articulate reflection are illustrated with reference to five systems. | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Invited Papers. 

This document contains the full text of the following invited papers from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "Matching the Infoverse: About Knowledge Networks, Knowledge Workers, and Knowledge Robots" (Joachim Hasebrook); (2) "Learning on the Internet: Taking the Ecology Metaphor Further" (Chee-Kit Looi); (3) "What Can We Learn from the Systems We Build? From Providing Support to Students to Providing Support to Teachers" (Pierre Tchounikine and Daniel Luzzati); (4) "Human Activity in Learning Societies" (Robert Lewis); and (5) "Towards Intelligent Media-Oriented Distance Learning and Education Environments" (Toshio Okamoto, Alexandra Cristea, and Mizue Kayama). Abstracts of the following invited papers are also included: "The Role of Emotional Agents in Intelligent Tutoring Systems" (Claude Frasson); "Web Portfolios: Tools for Monitoring and Assessing Learning Process" (Gwo-Dong Chen); "Can and Should Teaching Systems Mimic Human Teachers?" (Benedict du Boulay); and "Research on Internet Addiction: A Review and Further Work" (Chien Chou). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Artificial Intelligence in Education). 

This document contains the full and short papers on artificial intelligence in education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a computational model for learners' motivation states in individualized tutoring system; a fuzzy-based assessment for Perl tutoring system; a genetic approach to parallel test construction; a learning environment for problem posing in simple arithmetical word problems; a method of creating counterexamples by using error-based simulation; a study of a networked constructive CAI (Computer Assisted Instruction) system using multiplication; adaptive programming language tutoring system on the World Wide Web; an agent-based intelligent tutoring system; an educational system that can visualize behavior of programs on the domain world; an environment for learning by design; applicability of an educational system assisting teachers of novice programming to actual education; a case-based evaluating assistant of novice programs; development and evaluation of a call system for supporting the writing of technical Japanese texts on the Web; development and evaluation of a mental model framing support ITS (Intelligent Tutoring System); development of intelligent learning support system with a large knowledge base; educational agents and the social construction of knowledge; facilitating examples understanding through explicit questioning; generating interactive explanations by using both images and texts for Micro World; intelligent interactive learning environment design issues; Internet video on demand system of classroom teaching cases-building 'Rhapsody': an intelligent media-oriented remote educational system for self-learning support; learning protocols for knowledge discovery--a collaborative data-mining approach to creative science education; monitoring and verifying mathematical proofs formulated in a restricted natural language; natural language-like knowledge representation for multimedia educational systems; the application of uncertainty reasoning for an ITS; the design and implementation of automatic exercise generator with tagged documents based on the intelligence of students (AEGIS); the design of CAI with thinking activity to progress constructive teaching; the estimation of music genres using neural network and its educational use; the externalization support system of self-explanation for the learning problem-solving process; traversing the case graphs--a computer model for developing case-based learning systems; use of abstraction levels in the design of intelligent tutoring systems; and using decision networks for adaptive tutoring. | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Cognition and Conceptual Change). 

This document contains the following full and short papers on cognition and conceptual change from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Method of Creating Counterexamples by Using Error-Based Simulation" (Tomoya Horiguchi and Tsukasa Hirashima); (2) "An Interactive Game System To Stimulate Word Associations" (Naoko Nitsu, Takeyuki Kojima, Bipin Indurkhya, and Yoshiyuki Kotani); (3) "Applied the Gray Relationship Matrix and Learning Obstacles Analysis on the Discovery Teaching" (Chao-Fu Hong, En-Yih Jean, Pei-Chin Wu, Chien-Miing Lia, and Tsai-Hsia Wu); (4) "Collaborative Learning vs. Cognition" (Madhumita Bhattacharya); (5) "Impacts of Unintellect Factors on the Design of CAI Courseware" (Xiaohua Yu and Qinzhu Zhang); (6) "Towards a Meta-Knowledge Agent: Creating the Context for Thoughtful Instructional Systems" (Elspeth McKay); (7) "Microgenetic Analysis of Conceptual Change in Learning Basic Mechanics" (Gary Chon-Wen Shyi and Shih-Tseng Tina Huang); (8) "Scientific Revolutions and Conceptual Change in Students: Results of a Microgenetic Process Study" (Benson M. H. Soong and Yam San Chee); (9) "The Effect of Virtual Reality Learning Transfer with Different Cognitive Style" (Jia-Rong Wen and Li-Ling Hsu); (10) "The Externalization Support System of Self-Explanation for Learning Problem-Solving Process" (Kazuhide Kanenishi, Takahiko Mendori, Masafumi Sawamatsu, and Yoneo Yano); and (11) "The Use of Animation as a Tool for Concept Learning" (Hung-Liang Lee). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Computer-Assisted Language Learning). 

This document contains the following full and short papers on computer-assisted language learning (CALL) from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Computer-Assisted English Abstract Words Learning Environment on the Web" (Wenli Tsou and others); (2) "A New Method for Efficient Study of Kanji Using Mnemonics and Software" (Chris Houser and others); (3) "A Study of Using Web Articles To Support College English Students' Ideas in Writing" (Hsien-Chin Liou and Hsin-Yi Yeh); (4) "A Web-Based Model of Learning Java" (Chan Wai Nelson and Andy Tsang); (5) "AWETS: An Automatic Web-Based English Testing System" (Zhao-Ming Gao); (6) "CALL with a Web-Based Instructional System in Cooperative Learning Environments" (Miwha Lee); (7) "CoCoAJ: Supporting Online Correction of Hypermedia Documents for CALL" (Hiroaki Ogata and others); (8) "Computer-Mediated Language Learning" (Shu Ching Yang); (9) "Designing for Interactivity" (Johanna Klassen and others); (10) "Developing a Web Concordancer for English as Foreign Language Learners" (Howard Hao-Jan Chen); (11) "Development and Evaluation of a CALL System for Supporting the Writing of Technical Japanese Texts on the WWW" (Jie Chi Yang and Kanji Akahori); (12) "Development of Japanese-English, English-Japanese Conversation System with Voice Reading Function and Machine Translation" (Yumemi Matsuzaki and Kanji Akahori); (13) "Development of the ELT in Taiwan Web Site for English Learning and Teaching" (Hsien-Chin Liou); (14)"Integrating Web-Based Materials into Course Design" (Lilly Lee Chen); (15) "Agents in a WWW System for Academic English Teaching" (Alexandra Cristea and Toshio Okamoto); (16) "Online ESL Learning: An Authentic Contact" (Yu-Chih Doris Shih and Lauren Cifuentes); (17) "Schema Theory-Based Instructional Design of Asynchronous Web-Based Language Courses" (C. Candace Chou); (18) "The Design of a Synchronous Computer Aided English Writing Environment for the Internet" (Chin-Hwa Kuo and others); (19) "The Development of a Multimedia Program for Teachers To Integrate Computers into the English Curriculum" (Ya-Fung Chang); (20) "The Effectiveness of Integrating Adaptive Computer Device and Stimulus Fading Strategy on Word-Recognition for Students with Moderate Mental Retardation" (Ming-Chung Chen and others); (21) "Using Electronic Bulletin Board as a Virtual Community To Aid College English Learning" (Yu-Chuan Cheng and Hsien-Chin Liou); and (22) "Web Speaking: a Language Learning System in the Web (David Lo and others). (MES) | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Creative Learning). 

This document contains the following full and short papers on creative learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Collaborative Learning Support System Based on Virtual Environment Server for Multiple Agents" (Takashi Ohno, Kenji Saito, Hajime Saitoh, and Takashi Maeda); (2) "A Java-Based Interactive Learning System of Junior High School Level Geometry" (Yu-Ru Chen, Tzy-Leng Allen Horng, and Don-Lin Yang); (3) "A Study of Collaborative Teaching for Creative Learning in an Engineering Class" (Jiunn-Chi Wu, Pei-Fen Chang, Shu-San Hsiau, and Tse-Liang Yeh); (4) "An Approach to Modeling an Educational Domain" (Gennadiy Atanov); (5) "An Interactive Game System To Stimulate Word Associations" (Naoko Nitsu, Takeyuki Kojima, Bipin Indurkhya, and Yoshiyuki Kotani); (6) "DIYexamer: A Web-Based Multi-Server Testing System with Dynamic Test Item Acquisition and Discriminability Assessment" (Ying-Dar Lin, Wen-Chun Sun, Chien Chou, and Huan-Yun Wei); (7) "The Artistic Interface--A Transition from Perception to Screen" (Peter D. Duffy); (8) Using Virtual Environments for Studying Water Phases and Phase Transitions" (Jorge F. Trindade and Carlos Fiolhais); and (9) "Agent-Oriented Support Environment in Web-Based Collaborative Learning" (Tomoko Kojiri and Toyohide Watanabe). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Educational Agent). 

This document contains the full text of the following papers on educational agent from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "An Agent-Based Intelligent Tutoring System" (C.M. Bruff and M.A. Williams); (2) "Design of Systematic Concept Learning Model Using Computer Education Search Engine" (Seong-Guk Kang, Young-Houn Lee, and Seong-Sik Kim); (3) "Educational Agents and the Social Construction of Knowledge" (Carolyn Dowling); and (4) "A Real-Time Handwriting Communication System for Distance Education" (Hsin-Chu Chen, Jho-Ju Tu, and Jianping Zhang). An abstract of the following paper is also included: "Strange Creatures in Virtual Inhabited 3D Worlds" (Jens F. Jensen). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Evaluation of Learning and Systems). 

This document contains the full and short papers on evaluation of learning and systems from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a new method for efficient study of Kanji using mnemonics and software; a study on the relation between touch-typing skills and thinking-typing; effects of situated learning on college students; modeling an educational domain; an assessment framework for information technology integrated instruction; the effectiveness of World Wide Web-based application for mailing list; design and use of a multimedia composition-making system for children; applicability of an educational system assisting teachers of novice programming to actual education; defining educational research and development--a content analysis of journal articles and implications for instructional technology; design and evaluation of constructivist Web-based instructional systems; design and implementation of cooperative monitoring agent using mobile agent; development and evaluation of a Web-based in-service training system for improving the information and communications technology leadership of school teachers; development of a LAN (Local Area Network)-based formative evaluation module as an instructional management system; development of a Web system to support computer exercises and its operation; EDASEQ (Exploratory Data Analysis for Sequential Data)--a log-file analysis program for assessing navigation processes; evaluating educational multimedia; evaluation of class organization in computer literacy education; evaluation of the Web-based learning system; developing successful collaborative projects between European initial teacher education students; evaluating children interacting, collaborating, and learning with computers; implementation of an internal execution simulator and its application to computer literacy education; criteria and evaluation of metadata/keywords in image retrieval; the difficulty of asynchronous learning materials based on time distribution; the usability aspects of a universal brokerage and delivery system for the Pan-European higher education; the suitability of the keyboarding or non-keyboarding Chinese input method for sixth-grade students; and Xtrain--a GUI (Graphical User Interface)-based tool for multimedia presentations, instruction, and research. | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Globalization vs. Localization). 

This document contains two papers on globalization versus localization from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). The first paper, "Implementing Modern Approaches to Teaching Computer Science: A Cross-Cultural Perspective" (Jill Slay and Kam W. Li), examines techniques that may be used to motivate and support computer science learning, focusing on implications for Asia and particularly for mainland China. The second paper, "Reflections on Educational Technology from Female Asian Faculty's (FAF) Perspectives" (Doris Lee, Amy S.C. Leh, Mei-Yan Lu, and Mei-Yau Shih), presents the perspectives of four panelists (four female Asian faculty members) on how the instructional technology field has influenced current faculty development, corporate training, in-service teacher education, and pre-service teacher education. | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Humanities and Learning Technology). 

This document contains the following full and short papers on humanities and learning technology from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Web-Based EFL Writing Environment: Integrating Information for Learners, Teachers, and Researchers" (David Wible, Chin-Hwa Kuo, Anne Liu, and Nai-Lung Tsao); (2) "Integrating Web-Based Materials into Course Design" (Lilly Lee Chen); (3) "Is Everyone on Board: Learning Styles and the Internet" (Michelle Hsiang, Ellen Storey Vasu, Marsha Alibrand, Nancy Atkins, and Jane Steelman); (4) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); (5) "Strategies for Searching in the WWW" (Meng-Jung Tsai); (5) "The Internet-Based Educational Resources of the U.S. Federal Government" (Andy Wang and Krishelle Leong-Grotz); and (6) "Which Chinese Input Methods Is More Suitable for Sixth-Grade Pupils? Keyboarding or Non-Keyboarding" (Weichung Wang and Tainshu Ma). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Instructional Design). 

This document contains the full text of the following full and short papers on instructional design from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "An Experiment of Situated Learning on College Students" (Fonchu Kuo and others); (2) "An Approach to Modeling an Educational Domain" (Gennadiy Atanov); (3) "Design and Implementation of Teaching Models in Web-Based Teacher Training" (See-Min Kim and others); (4) "Do They Do as They Say? An Exploration of the Gap Between the Discourse and the Application of Socio-Constructivist Principles of Pre-Service Teachers Using ICTs" (Jacques Viens and Genevieve Legare); (5) "Is Everyone on Board: Learning Styles and the Internet" (Michelle Hsiang and others); (6)"Learning Digital Logic by Concept Mapping" (Hsiu-Mei Lin); (7) "Online Education: A Learner-Centered Model with Constructivism" (Kam Hou Vat); (8) "Schema Theory-Based Instructional Design of Asynchronous Web-Based Language Courses" (C. Candace Chou); (9) "Student Learning Issues: Factors To Consider Prior to Designing Computer-Assisted Learning for Higher Education" (Paul Wilson and George Coghill); (10) "Students' Attitude toward WPSS in Supporting Classroom Learning" (Hsiu-Ping Yueh); (11) "The Application of Scaffolding Theory on the Elemental School Acid--Basic Chemistry Web" (Zangyuan Own, Kai-Pein Wong); (12) "The Development of a Multimedia Program for Teachers To Integrate Computers into the English Curriculum" (Ya-Fung Chang); (13) "The Impact of Learning Style on Group Cooperative Learning" (Fang-Yi Hu and Nian-Shing Chen); (14) "The Production of Web-Based Interactive Video from Structured Scrip" (Cheng-Huang Yen); and (15) "Towards a Model of Using Information Technology in Education for Pre-Service Teacher Education" (Kai-Ming Li and others). An abstract of the following paper is also included: "Making the Most of the Internet for Potential for Education" (John Wang and Dilek Sanver). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Interactive Learning Environments). 

This document contains the full and short papers on interactive learning environments from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a CAL system for appreciation of 3D shapes by surface development; a constructivist virtual physics laboratory; a distributed backbone system for community-based collaborative virtual universities; a Java-based interactive learning system for junior high school level geometry; a learning environment for problem posing in simple arithmetical word problems; the effectiveness of a World Wide Web-based collaborative learning system on school mathematics; a Web-based interactive exercise system for learning mathematical functions; situated learning and college students; an environment for learning by design; implementation of a campus distance learning system using Multicast; an interactive game system to stimulate word associations; an online intelligent tutoring system for elementary algebra; application of the gray relationship matrix and learning obstacles analysis to discovery teaching; construction of an in-service training Web site for school teachers; construction of a real-time CAD learning system in a Web-based environment; extensible simulation-oriented collaborative virtual learning environments; an effective Web-based learning environment for overseas Chinese education; an information technology-immersion environment to enhance learning and teaching in design and technology; a cross-cultural communication system and Web-based Japanese education; a Web-based multi-server testing system; a log-file analysis program for assessing navigation processes; interactive explanations using both images and texts for Micro World; a Web-based interactive learning environment; electronic mail systems in computer literacy instruction; the Internet video-on-demand system of classroom teaching; learner control in technology-mediated learning within a constructivist model; algorithm design through interactive simulation; digital logic design by concept mapping; computer-mediated communication in remote off-campus cross-cultural contexts; MathCAL's diagnostic sub-system; meta-knowledge agent; the network usage survey related to university students and occupational groups in Taiwan; a networked constructive CAI system; real-time handwriting communication systems for distance education and collaborative learning; engineering professional practice using an interactive Web-based resource; students' thinking processes when learning with computer-assisted mass lectures; the application of scaffolding theory on the elemental school acid-basic chemistry Web; dynamic knowledge generation and the learning potential ability; the externalization support system of self-explanation for learning problem-solving process; the impact of learning style on group cooperative learning; the usability aspects of a universal brokerage and delivery system for the Pan-European higher education; virtual inhabited 3D worlds and Internet-based learning environments; a language learning system on the Web; and Web-supported environments for learning and teaching statistics. | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Knowledge Construction and Navigation). 

This document contains the following full and short papers on knowledge construction and navigation from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "An XML-Based Tool for Building and Using Conceptual Maps in Education and Training Environments" (Juan-Diego Zapata-Rivera, Jim E. Greer, and John Cooke); (2) "CedarLearning: The Development of Learning-Centred Environments" (Tanya Wilson, Jeanette Muzio; Roger Mundell, Denise Stockley, and Laureen Vickery); (3) "Controlling Problem Progression in Adaptive Testing" (Roger E. Cooley and Sophiana Chua Abdullah); (4) "Cooperative Monitoring System Using Mobile Agent" (Young-Gi Kim, Sun-Gwan Han, and Jae-Bok Park); (5) "Development and Evaluation of a Mental Model Forming Support ITS--The Qualitative Diagnosis Simulator for the SCS Operation Activity" (Toru Miwata, Tatsunori Matsui, Toshio Okamoto, and Alexandra Cristea); (6) "Domain Specific Information Clearinghouses--A Resource Sharing Framework for Learners" (Wong Pei Yuen, Yeo Gee Kin, David Crookall, and Lua Tse Min); (7) "The Gathering and Filtering Agent of Education Newspaper for NIE" (Chul-Hwan Lee, Sun-Gwan Han, and Gee-Seop Han); (8) "Learners' Structural Knowledge and Perceived Disorientation in a Hypermedia Environment: The Effects of Information Conveying Approaches and Cognitive Styles" (Jim Jiunde Lee); (9) "Learning Protocols for Knowledge Discovery: A Collaborative Data Mining Approach to Creative Science Education" (Feng-Hsu Wang); (10) "Navigation Script for the World Wide Web" (Sachio Hirokawa; Kengo Nishino; and Daisuke Nagano); (11) "Proposal of an XML-Based Knowledge Sharing and Management System Supporting Research Activities" (Kyoko Umeda, Takami Yasuda, and Shigeki Yokoi); (12) "Scientific Revolutions and Conceptual Change in Students: Results of a Microgenetic Process Study" (Benson M. H. Soong and Yam San Chee); (13) "The 'Half-Life' of Knowledge in the University of the 21st Century" (Roger Mundell, Denise Stockley, Jeanette Muzio, Tanya Wilson, and Laureen Vickery); (14) "The Artistic Interface--A Transition from Perception to Screen" (Peter D. Duffy); (15) "The Discussion on the Dynamic Knowledge Generation and the Learning Potential Ability" (Chao-Fu Hong, Chiu-e Chen, Ming-Hua Hsieh, Cheng-Kai Huang, and Shih-Hsiung Chang); (16) "A Distance Ecological Model To Support Self/Collaborative-Learning via Internet" (Toshio Okamoto); (17) "The Internet-Based Educational Resources of the U.S. Federal Government" (Andy Wang and Krishelle Leong-Grotz); and (18) "The Network Learning Supported by Constructivism" (Song-Min Ku). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Lifelong Learning). 

This document contains the following full and short papers on lifelong learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong, Wing-Kee Au, and Sai-Wing Pun); (2) "Attitudes of Older Taiwanese Adults toward the Elderhostel Model of Residential Educational Programs" (Bobbie T. Biggs and Hsiu-Ying Chang); (3) "CedarLearning: The Development of Learner-Centred Environments" (Tanya Wilson, Jeanette Muzio, Roger Mundell, Denise Stockley, Laureen Vickery); (4) "Design and Implement CAI Programs for Adult Literacy Learners" (Pi-Chi Chen); (5) "Development and Evaluation of Web-Based In-Service Training System for Improving the ICT Leadership of Schoolteachers" (unavailable in English); (6) "Empowering Secondary School Teachers To Effectively Exploit Internet Resources for the Enhancement of Teaching and Learning" (Y. T. Yu and B.C. Chiu); (7) "Learning from the Learning of Other Students" (Stuart Garner); (8) "Strategies for Searching in the WWW" (Meng-Jung Tsai); (9), The Development of a Multimedia Program for Teachers To Integrate Computers into the English Curriculum" (Ya-Fung Chang); (10) "The Production of Web-Based Interactive Video from Structured Script" (Cheng-Huang Yen); and (11) "The Web of the Teacher Professional Development" (Chia-Ling Hsu, Hsiao-Ching She, and Min-Sheng Lin). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Methodologies). 

This document contains the full text of the following full and short papers on methodologies from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Methodology for Learning Pattern Analysis from Web Logs by Interpreting Web Page Contents" (Chih-Kai Chang and Kuen-Shan Wang); (2) "Courseware Engineering Methodology" (Lorna Uden and Neil Willis); (3) "Defining Educational R&D: A Content Analysis of Journal Articles and Implications for Instructional Technology" replaced with "From Research to Development: A Content Analysis of Journal Articles" (Alex Rath, Shihkuan Hsu); (4)"Design and Implementation of a Chinese Web-Mail System" (Chang-Sheng Chen, Jian-Liang Liu, and Shian-Shyong Tseng); (5)"Facilitating Examples Understanding through Explicit Questioning" (Isaac P. W. Fung, R. H. Kemp); (6) "Organization of the Introductory and Motivational Stage of Activity in a Computer Tutoring System" (Gennadly Atanov, Vladimir Laktiushin); (7) "Relating Telecommunication Training Objectives to SMEs' Actual Needs" (Paola Forcheri, Maria Teresa Molfino, and Alfonso Quarati); (8) "The 'Half-Life' of Knowledge in the University of the 21st Century" (Roger Mundell, Denise Stockley, Jeanette Muzio, Tanya Wilson, Laureen Vickery); (9) "Towards a Model of Using Information Technology in Education for Pre-Service Teacher Education" (Kai-Ming Li, Yiu, Sing Lam, Pak-Hung Li, and Kwok-Leung Wu); and (10) "Traversing the Case Graphs: A Computer Model for Developing Case-Based Learning Systems" (Isaac P. W. Fung and R. H. Kemp). The abstract of the following paper is also included: "The Rhetoric of the Web--A Semiotic Approach to the Design and Analysis of Web-Documents" (Jens F. Jensen). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Multimedia and Hypermedia in Education). 

This document contains the full and short papers on multimedia and hypermedia in education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: learner-centered navigation path planning in world Wide Web-based learning; the relation between touch-typing skill and thinking-typing; a virtual classroom for algorithms with algorithmic support; an adaptive navigation support with reorganized learning resources for Web-based learning; design and use of a multimedia composition-making system for children; an automated quantitative extraction method of aesthetic impression from color images; building the multi-tier architecture of component-oriented multimedia CAI (Computer-Assisted Instruction) systems on the Internet; CAI system generator on the Web using automatic trace recording; CoCoAJ (Communicative Collection Assisting System for Java)--supporting online correction of hypermedia documents for CALL (Computer-Assisted Language Learning); designing and implementing CAI programs for adult literacy learners; design for interactivity; design of multiple metaphors in user-interface; development of 3D simulation programs for classical mechanics; evaluating educational multimedia; learner control in technology-mediated learning within a constructivist model; learners' structural knowledge and perceived disorientation in a hypermedia environment--the effects of information conveying approaches and cognitive styles; learning algorithm design through interactive simulation; making exploration history interactive for Web-based learning; models and strategies for promotion of distance learning in primary schools and high schools; multimedia design for chemical visualization; multimedia intelligent tutoring system for context-free grammar; multimedia whiteboard design in Web-based remote cooperative education system; multimedia-based teaching material for learning digital signal processing; MyEnglishTeahcer--a Web system for academic English teaching; natural language-like knowledge representation for multimedia educational systems; supporting semantic indexing in a mediabase system that facilitates collaborative learning; SimPCS: a Web-based PCS (Personal Communication System) learning tool; students' thinking processes when learning with computer -assisted mass lectures; system development for learning through the Internet, providing function to make Chinese characters readable for students; the automated teaching assistant--automatic contraction of teaching materials from course outlines; the criteria and evaluation of metadata/keywords in image retrieval; the development and evaluation of a learning support system for converting Web pages; the estimation of music genres using neural network and its educational use; the rhetoric of the Web--a semiotic approach to the design and analysis of Web-documents; visual presentation format and knowledge discrepancy in scientific learning; and Xtrain--a graphical user interface-based tool for multimedia presentations, instruction, and research. | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Others). 

This document contains the following full and short papers from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Code Restructuring Tool To Help Scaffold Novice Programmers" (Stuart Garner); (2) "An Assessment Framework for Information Technology Integrated Instruction" (Chuan-Shih Wang and Chia-Chin Li); (3) "An Authoring Shell with Intelligent Reuse" (Kam W. Li, Jill Slay, and Warren James); (4) "An Educational Application of Integrated Route Information Service on the Internet" (Tun-Wen Pai, Chao-Lin Liu, and Chih-Yao Yang); (5) "Analyses of Cognitive Effects of Collaborative Learning Processes on Students' Computer Programming" (Jun Moriyama); (6) "Design and Implementation of a N-Tiered Heterogeneous Virtual School Administration System" (Huang Gooshyon); (7) "Design and Implementation of a WWW-Based School Official Memorandum System" (Gi-Ping Lee, Yue-Shan Chang, Ching-Chuan Chou); (8) "DIYexamer: A Web-Based Multi-Server Testing System with Dynamic Test Item Acquisition and Discriminability Assessment" (Ying-Dar Lin, Wen-Chun Sun, Chien Chou, Huan-Yun Wei); (9) "Empowering Secondary School Teachers To Effectively Exploit Internet Resources for the Enhancement of Teaching and Learning" (Y. T. Yu and B. C. Chiu); (10) "Examining Problems of Student Teachers To Build a Web-Supported Environment" (Shihkuan Hsu and Hsiou-Huai Wang); (11) "Implementing Modern Approaches to Teaching Computer Science: A Cross-Cultural Perspective" (Jill Slay and Kam W. Li); (12) "Initial Evidence for Representational Guidance of Learning Discourse" (Daniel D. Suthers); (13) "Learning from the Learning of Other Students" (Stuart Garner); (14) "Localization of a Feature Extraction Area for Touch-Type Training Using a Camera" (Masayuki Arai, Hiroyoshi Watanabe, Kenji Oguri, and Shigeo Takei); (15) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (16) "Reflections on Educational Technology from Female Asian Faculty's (FAF) Perspectives" (Doris Lee, Amy S. C. Leh, Mei-Yan Lu, and Mei-Yau Shih); (17) "Space Plan for Effective Educational Software Utilization in Korea" (Soo-Bum Shin, Chul-Hyun Lee, In-Hwan Yoo, and Tae-Wuk Lee); (18) "The Web of the Teacher Professional Development" (Chia-Ling Hsu, Hsiao-Ching She, and Min-Sheng Lin); and (19) "Using Learning Object Meta-Data in a Database of Primary and Secondary School Resources" (Daniel D. Suthers). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Policies, Ethics, Standards, and Legal Issues). 

This document contains the following full and short papers on policies, ethics, standards, and legal issues from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong, Wing-Kee Au, and Sai-Wing Pun); (2) "Health Risks with Computer Use in New Zealand Schools" (Kwok-Wing Lai); (3) "Information Technology Competency for Hong Kong Teachers--A New Era and a New Paradigm" (Wing Kee Au, Siu Cheung Kong, Kin Ping Leung, Eugenia Mee Wah Ng, and Sai Wing Pun); (4) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (5) "Space Plan for Effective Educational Software Utilization in Korea" (Soo-Bum Shin, Chul-Hyun Lee, In-Hwan Yoo, and Tae-Wuk Lee); and (6) "Using Learning Object Meta-Data in a Database of Primary and Secondary School Resources" (Daniel D. Suthers). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Special Education). 

This document contains the following full and short papers on special education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "Automated Quantitative Extraction Method of Aesthetic Impression from Color Images Using the Tone in the HLS Muncell Color Space" (Toshinori Yamasaki, Tetsuo Hattori, and Yukihiro Matsubara); (2) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (3) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); and (4) "The Effectiveness of Integrating Adaptive Computer Device and Stimulus Fading Strategy on Word-Recognition for Students with Moderate Mental Retardation" (Ming-Chung Chen, Tien-Yu Li, Hwa-Pey Wang, and Kou-Ping Yang). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Student Modeling). 

This document contains the following full and short papers on student modeling from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Computational Model for Learner's Motivation States in Individualized Tutoring System" (Behrouz H. Far and Anete H. Hashimoto); (2) "A Fuzzy-Based Assessment for Perl Tutoring System" (Tang Ya, Keith C. C. Chan, Albert Wu, and Pinata Winoto); (3) "An XML-Based Tool for Building and Using Conceptual Maps in Education and Training Environments" (Juan-Diego Zapata-Rivera, Jim E. Greer and John Cooke); (4) "Controlling Problem Progression in Adaptive Testing" (Roger E. Cooley and Sophiana Chua Abdullah); (5) "Development and Evaluation of a Mental Model Forming Support ITS--The Qualitative Diagnosis Simulator for the SCS Operation Activity" (Toru Miwata, Tatsunori Matsui, Toshio Okamoto, and Alexandra Cristea); (6) "Intelligent Interactive Learning Environment: Design Issues" (Siu-Cheung Kong and Lam-For Kwok); (7) "Microgenetic Analysis of Conceptual Change in Learning Basic Mechanics" (Gary Chon-Wen Shyi and Shih-Tseng Tina Huang); (8) "Peer Help for Problem-Based Learning" (Susan Bull and Jim Greer); (9) "The Research on Difficulty of Asynchronous Learning Materials Based on Studying Time Distribution" (Wu-Yuin Hwang and Rueng-Lueng Shiu); and (10) "Using Decision Networks for Adaptive Tutoring" (Peng-Kiat Pek and Kim-Leng Poh). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (System Design and Development). 

This document contains the full and short papers on system design and development from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a code restructuring tool to help scaffold novice programmers; a framework for Internet-based distributed learning; a methodology for learning pattern analysis from World Wide Web logs; a novel distance learning system; an adaptive learning environment framework; an educational system that can visualize behavior of programs on the domain world; a multimedia composition-making system for children; a campus distance learning system using Multicast; the multi-tier architecture of component-oriented multimedia CAI (Computer-Assisted Instruction) systems on the Internet; CAI system generator on the Web using automatic trace recording; CoCoAJ (Communicative Collection Assisting System for Java) supporting online correction of hypermedia documents for CALL (Computer-Assisted Language Learning); an in-service training Web site for school teachers; a content analysis of journal articles and implications for instructional technology; a Chinese Web-mail system; an N-tiered heterogeneous virtual school administration system; a Web-based school official memorandum system; teaching models in Web-based teacher training; design of multiple metaphors in user interface; a Web-based action learning environment; a Web-based learning environment for overseas Chinese education; a Web-based language learning environment; 3D simulation programs for classical mechanics; a Web system to support computer exercises; a CAI system with character code discrimination on a Web environment; an intelligent learning support system with a large knowledge base; an object-oriented learning environment based on XML (eXtensible Markup Language); integrating information technology with language pedagogy for a second language online writing system; an Internet video on demand system of classroom teaching cases; knowledge analysis of tasks for courseware design; making the most of the Internet's potential for education; natural language-like knowledge representation for multimedia educational systems; an XML-based knowledge sharing and management system supporting research activities; real-time handwriting communication systems for distance education and collaborative learning; application of uncertainty reasoning for an intelligent tutoring system; automatic construction of teaching materials from course outlines; a learning support system for converting Web pages; estimation of music genres using neural network and its educational use; usability aspects of a universal brokerage and delivery system for Pan-European higher education; use of abstraction levels in the design of intelligent tutoring systems; using highly sophisticated middleware for building arbitrarily distributed teaching environments; and Xtrain--a GUI (Graphical User Interface)-based tool for multimedia presentations instruction, and research. | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Teaching and Learning Processes). 

This document contains the full and short papers on teaching and learning processes from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a code restructuring tool to help scaffold novice programmers; efficient study of Kanji using mnemonics and software; a networked constructive CAI (Computer-Assisted-Instruction) system using a multiplication concept; the relation between touch-typing skill and thinking-typing; an assessment framework for information technology integrated instruction; cognitive effects of collaborative learning processes on students' computer programming; application of the Gray relationship matrix and learning obstacles analysis to discovery teaching; staff development for teaching and learning online; comparing computer anxiety by gender among technological college students; a cross-national comparison of computer anxiety and locus of control between preservice teachers in Taiwan and the United States; computer-mediated language learning; the gap between the discourse and the application of socio-constructivist principles of preservice teachers using information and communication technologies; a log-file analysis program for assessing navigation processes; evaluating educational multimedia; evaluation of class organization in computer literacy education; evaluation of the World Wide Web-based learning system; developing successful collaborative projects between European initial teacher education students; evaluating children interacting, collaborating, and learning with computers; facilitating examples understanding through explicit questioning; information technology in instrumental music teaching and learning; learning from the learning of other students; making the most of the Internet's potential for education; networked constructive CAI system putting emphasis on communication and discussion; online ESL (English as a Second Language) learning; the introductory and motivational stage of activity in a computer tutoring system; female Asian faculty's perspectives on educational technology; strategies for searching on the Web; factors to consider prior to designing computer-assisted learning for higher education; students' attitude toward WPSS (Web-based Performance Support Systems) in supporting classroom learning; students' thinking processes when learning with computer-assisted mass lectures; telementoring in surgery; the "half-life" of knowledge in the university of the 21st century; social discourse in a network-based learning community; the artistic interface; the dynamic knowledge generation and the learning potential ability; the distance ecological model to support self/collaborative learning in the Internet environment; students' reactions to the process of learning programming; the difficulty of asynchronous learning materials based on time distribution; using information technology in education for preservice teacher education; using virtual environments for studying water phases and phase transitions; and a Web-based subject-oriented learning program on geophysics for senior high school. | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Telecommunication in Education). 

This document contains the following full and short papers on telecommunications in education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Flexible Transaction Model for Virtual School Environments" (Woochun Jun and Sukki Hong); (2) "Design and Implementation of a WWW-Based School Official Memorandum System" (Gi-Ping Lee, Yue-Shan Chang, and Ching-Chuan Chou); (3) "Design and Implementation of Web-Based Learning System for Teacher-Training Programme" (Wai-Ming Yip and Wing Kee Au); (4) "Development of Japanese-English, English-Japanese Conversation System with Voice Reading and Machine Translation" (Yumemi Matsuzaki and Kanji Akahori); (5) "The Gathering and Filtering Agent of Educational Newspaper for NIE" (Chul-Hwan Lee, Sun-Gwan Han, and Hee-Seop Han); (6) "Integrating Electronic Mail Systems in Computer Literacy Instruction: Its Impacts on Student Attitudes and Interpersonal Relationships" (Fu-Yun Yu); (7) "Network Usage Survey and Its Analysis with Related Factors between University Students and Occupational Groups in Taiwan" (Gin-Fon Nancy Ju); (8) "Online ESL Learning: An Authentic Contact" (Yu-Chih Doris Shih and Lauren Cifuentes); (9) "Relating Telecommunication Training Objectives to SMEs' Actual Needs" (Paola Forcheri, Maria Teresa Molfino, and Alfonso Quarati); and (10) "Web Based Real Plus Virtual Observatory Project" (Masato Soga, Takuma Okuno, and Hideaki Kawanishi). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Virtual Reality in Education). 

This document contains the full text of the following full and short papers on virtual reality in education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A CAL System for Appreciation of 3D Shapes by Surface Development (C3D-SD)" (Stephen C. F. Chan, Andy Wai, Jean Chow, and Vincent T. Y. Ng); (2) "A Case Study of Creating Geochemistry Lab of Virtual Reality in Education" (Fung-Chun Li, Jer-Yann Lin, Shyhh-Jiung Liu, Shih-Hua Hsu, Chau-Rong Tarng, Chan-Fu Yieng, and Tzong-Yiing Wu); (3) "A Virtual Reality Application for Middle School Geometry Class" (Ki-Sang Song, ByungRae Han, and Woo Yul Lee); (4) "Constructing a Real-Time CAD Learning System Based on OpenGL in Web-Based Environment" (Wen-Chai Song, Shih-Ching Ou, and Song-Rong Shiau); (5) "Designing Extensible Simulation-Oriented Collaborative Virtual Learning Environments" (Yam San Chee and Yong Bing Khoo); (6) "The Effect of Virtual Reality Learning Transfer with Different Cognitive Style" (Jia-Rong Wen and Li-Ling Hsu); (7) "Using Virtual Environments for Studying Water Phases and Phase Transitions" (Jorge F. Tindade and Carlos Fiolhais); (8) "Using Virtual Reality Courseware To Enhance Secondary School Student Learning in Geosciences" (Hsiao-Shen Wang and Jyr-Ching Hu); (9) "WALTZ: A Web-Based Adaptive/Interactive Learning and Teaching Zone" (Long-Chyr Chang, Heien-Kun Chiang, and Pi-Shin Wey); and (10) "Web-Based Subject-Oriented Learning Program on Geophysics for Senior High School" (Rong-Kuan Yang, Yi-Ben Tsai, and Shi-Jen Lin). Abstracts of the following papers are also included: "Strange Creatures in Virtual Inhabited 3D Worlds" (Jens F. Jensen) and "Virtual Inhabited 3D Worlds and Internet Based Learning Environments" (Jens F. Jensen). | [FULL TEXT]

_____. (2000).  ICCE/ICCAI 2000 Full & Short Papers (Web-Based Learning). 

This document contains full and short papers on World Wide Web-based learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). Topics covered include: design and development of CAL (Computer Assisted Learning) systems; design and development of WBI (Web-Based Instruction) systems; application of the Internet to cooperative and traditional learning; a WBI system supporting individual learning styles; a multinational virtual learning community; Internet-based distributed learning; interactive learning systems; collaborative teaching for creative learning; networked constructive CAI (Computer Assisted Instruction) systems; the effectiveness of a Web-based collaborative learning system on mathematics; corporate trainers' experiences with Intranet-based training; building mathematics collaborative learning Web sites; building multi-tier component-oriented multimedia CAI systems; CALL (Computer Assisted Language Learning) in cooperative learning environments; intelligent tutoring systems; constructing an in-service training Web site for teachers; constructing a real-time CAD (Computer Assisted Design) learning system; teaching models in Web-based teacher training; measuring the effectiveness of Web-based learning materials; developing a Web concordance for ESL (English as a Second Language) learners; domain specific information clearinghouses; student learning styles, motivation, learning strategies, and achievement in Web-based learning; a second language online writing system; learner control in technology-mediated learning within a constructivist model; schema theory-based instructional design of asynchronous Web-based language courses; analysis of social discourse in a network-based learning community; the Internet-based educational resources of the U.S. government; and virtual reality. | [FULL TEXT]

_____. (2000).  IMPACT: Guidelines for Media and Technology Programs. 

This document provides the set of standards for K-12 library media coordinators and instructional technology facilitators in North Carolina, including tenets on programs, personnel, budgets, resources, and facilities to guide the building of a technology-rich learning environment. Guidelines are provided in the following areas: (1) teaching and learning, including collaboration for instruction, information access, staff development, and public relations; (2) information access and delivery, including making resources accessible, planning and designing facilities for learning, developing educational specifications, educational specifications for school and media/technology spaces, educational specifications for the school library media center, educational specifications for furniture and shelving, and general technology infrastructure for instruction; (3) program administration, including planning the program, being the change agent, advisory committee membership and responsibilities, staffing the program, budgeting for the program, creating and implementing policies and procedures, building support for vision and programs, and issues and myths; (4) system-level guidelines, including system-level leadership, teaching and learning, information access and delivery, and program administration; and (5) research and evaluation, including how to evaluate programs, using output measures for evaluation, a reference chart of measures and what they support, and program evaluation rubrics. (Includes a glossary.) | [FULL TEXT]

_____. (2001).  Improving Learning with Technology. Symposium 25. [AHRD Conference, 2001]. 

This document contains three papers on improving learning with technology. "The Benefits, Challenges, and Implications of Teleworking: A Literature Review" (Susan R. Madsen) reviews the literature on the benefits and challenges of teleworking for individuals, work groups, and organizations and investigates the implications of telework for human resource development (HRD) theory and practice. The report presents eight recommendations for HRD practitioners, including the following: (1) be prepared to design approaches to evaluate, educate, organize, and inform workers; (2) train workers to adapt to a new environment and cope with its challenges; and (3) train mangers to monitor telecommuting programs carefully and react in an expedient manner to correct any undesirable consequences. "A Study of e-Learning Practices in Selected Fortune 100 Companies" (Danielle Strazzo, Tim L. Wentling) reports the results of a survey that examined why 7 Fortune 100 companies have introduced e-learning to their employees. The future of e-learning is also discussed. "Human Resource Development for International Technology Transfer within Multinational Enterprises in Singapore" (Aahad M. Osman-Gani) presents empirical information on the status of international technology transfer and the HRD practices used in the transfer process. Two papers include substantial bibliographies. | [FULL TEXT]

_____. (2001).  Improving Student Achievement through Technology. Hearing before the Subcommittee on 21st Century Competitiveness of the Committee on Education and the Workforce. House of Representatives, One Hundred Seventh Congress, First Session (March 15, 2001). 

The Subcommittee on 21st Century Competitiveness, Committee on Education and the Workforce to met on Thursday, March 15, 2001 at 10:06 a.m., in Room 2175, Rayburn House Office Building, Hon. Howard P. "Buck" McKeon, Chairman of the Subcommittee presiding, to hear testimony on the use of technology to improve student achievement.Under Committee Rule 12B, opening statements were limited to the Chairman and the ranking minority member of the subcommittee, with other statements included in the official hearing record. Contents include: Opening Statement of Chairman McKeon; Statement of Donald W. Ingwerson, Superintendent, Los Angeles County Office of Education, Downey, California; Statement of Susan R. Collins, General Manager and Senior Vice President BigChalk Inc., Berwyn, Pennsylvania; Statement of Denis P. Doyle, Co-Founder and Chief Academic Officer, SchoolNet, Inc., Chevy Chase, Maryland; and Statement of Mark Nixon, Executive Director, Education, AOL Interactive Services, Dulles, Virginia. Appendixes include: Written Opening Statement of Chairman McKeon; Written Statement of Donald W. Ingwerson; Written Statement of Susan R. Collins; Written Statement of Denis P. Doyle; and Written Statement of Mark Nixon. Includes a Table of Indexes. | [FULL TEXT]

Issenberg, S. Barry; Gordon, Michael S.; Gordon, David Lee; Safford, Robert E.; Hart, Ian R. (2001).  Simulation and New Learning Technologies.  Medical Teacher, 23, 1. 

In the future, virtual reality technology based initially on data from Visible Human Data sets will provide the majority of simulation-based training. Indicates that evidence-based outcomes must show these systems to be effective instruments for teaching and assessment, and medical educators must be willing to effect change in medical education to ensure the appropriate use of these systems. 

Issing, Ludwig, J.; Schaumburg, Heike (2001).  Educational Technology as a Key to Educational Innovation: State of the Art Report from Germany.  TechTrends, 45, 6. 

Reports current governmental initiatives and projects on the elementary/secondary school and university level to provide a brief overview on the state of educational technology in Germany. Discusses conferences and exhibitions concerning the use of media in education, and uses of the Internet and distance education.

Issroff, Kim; Scanlon, E. (2002).  Using Technology in Higher Education: An Activity Theory Perspective.  Journal of Computer Assisted Learning, 18, 1. 

Describes the application of activity theory to considerations of enhancing learning through the use of technology in higher education. Includes two case studies that explore the use of ICT (information and communication technology), one using computer-mediated conferencing and one using a Web site.

Imel, Susan (2001).  Learning Technologies in Adult Education. Myths and Realities. 

New learning technologies present many challenges for adult educators. They have great potential for achieving many underlying goals of adult education; however, like any tool, they must be used reflectively and viewed through a critical lens. The challenge is to use learning technologies in ways that support learning and respond to the needs of the learners. In considering and choosing learning technologies, the emphasis should always be on learning, with technology playing a supporting role. Learning technologies are not neutral. Not all learners may have access to a technology and technologies are shaped by the society that produced them, with underlying assumptions related to gender, social class, and culture. As to whether new learning technologies contribute to marginalization, those who are most technologically savvy may have the most successful learning encounters, but technology also affects participation in ways that cannot be fully predicted or understood. Learning that is constructivist in nature is not dependent on information/communication technologies or even necessarily made more obtainable by them. | [FULL TEXT]

Imel, Susan (2002).  Accelerated Learning in Adult Education and Training and Development. Trends and Issues Alert. 

In adult education, the term "accelerated learning" (AL) is usually associated with programs designed to meet the needs of adult learners whose many commitments prevent them from participating in traditional programs. Within the field of training and development, however, AL identifies an approach to learning that is multidimensional in nature and places the learner at the center of the experience. Sometimes called "superlearning" or "suggestive-accelerative learning and teaching," AL has been influenced by a number of modern movements, including natural learning, the theory of multiple intelligences, learning style research, collaborative learning, and the decline in behaviorism as the dominant educational philosophy. The following are among the techniques or strategies that are used in AL and also recommended for adult learning: nonthreatening teaching-learning environments; teachers and learners as equals in collaborative environments; the use of small groups; and the importance of learners' experience as a resource. AL also stresses the use of multisensory learning environments that tap into multiple intelligences. When the adult education literature speaks of accelerated programs or learning, "accelerated" generally refers to time and intensity rather than to methodology. Adaption of the original theory is one of the trends related to AL. (An annotated list of 20 resources constitutes approximately 80% of this document.) | [FULL TEXT]

Imel, Susan (2002).  E-Learning. Trends and Issues Alert. 

Electronic learning, also known as e-learning, is generally defined as instruction and learning experiences that are delivered via electronic technology such as the Internet, audiotape and videotape, satellite broadcast, interactive television, and CD-ROM. Web-based learning, computer-based learning, and virtual classrooms are some of the processes and applications used to distribute e-learning. E-learning is a growth industry in both education and business and industry. Although e-learning has the capacity to provide greater access to resources and people, it also raises a number of questions. The overall quality of e-learning has been an issue. Surveys of e-learners have established that much e-learning fails to live up to learner expectations. In an effort to keep costs down, many e-learning providers have failed to capitalize on available technology such as streaming audio and video. In the "rush to e-learning," the emphasis has been largely on the "e" and not on the "learning." Knowledge about how adults learn has been largely ignored. Although greater numbers of individuals have more learning opportunities because of the growth of e-learning, questions about who it benefits and who it leaves out still remain. (A 20-item annotated bibliography and list of 4 World Wide Web sites constitute approximately 80% of this document.) | [FULL TEXT]