Educational Technology | J

Johari, Abbas (2002).  Meeting the Cultural Challenges of Instructional Technology in Iran.  Educational Media International, 39, 2. 

Discusses instructional technology in Iran. Highlights include a historical background of Iran; Islamic faith and technology; technology without western culture and influence; access to mass communication; telecommunications conferences; Internet access, usage, and connectivity; social issues; media in schools; Internet inequalities; and international educational technology affairs, particularly in less developed countries.

Johari, Abbas; Bradshaw, Amy C. (2008).  Project-Based Learning in an Internship Program: A Qualitative Study of Related Roles and Their Motivational Attributes  Educational Technology Research and Development, 56, 3. 

The roles of task, learner, and mentor in a successful project-based instructional technology (IT) internship program were studied in light of contemporary motivation theories. Interns in four different locations were asked to apply their academic experiences in constructing real projects at work under the supervision of their site mentors and academic advisor. Data included tape-recorded intern interviews, status-review notes, e-portfolios, mentor interviews, and mentor evaluations. Data were collected over 6 semesters, from 18 different cases, 4 of which are highlighted here. The study considered the roles of task, learner, and mentors as they are needed to make the most of project-based internship programs. Implications for the design and development of internship and capstone programs, and specifically successful student performance in internship programs, are considered.

Johari, Abbas; Bradshaw, Amy C.; Aguilar, Don (2002).  Making the Most of Instructional Technology Internships.  Performance Improvement, 41, 1. 

Discussion of the need for planning in internship programs focuses on instructional technology internships. Topics include non-task-specific characteristics, including cooperation, punctuality, and integrity; involved mentors; establishing task and performance goals; personnel management process; expressed and implied needs; working with systems; and encouraging interns to become thinkers.

John, Lee Chi Kin; Jiayi, Wang (2005).  Using VCDs to Promote Rural Educational Development in China: A Case Study in the Tianshui Hilly Areas of Gansu  Open Learning, 20, 3. 

This case study is set in a remote rural area of China--the Tianshui area of Gansu Province. It examines a strategy involving the use of Video Compact Discs (VCDs) to enhance primary education in these areas. Firstly, the challenging context of Tianshui area is described. Secondly, strategies for promoting rural education using VCDs and the initial successful experiences of the project are discussed. Finally, the challenges and issues of concerns are highlighted.

John, Nigel W. (2007).  The Impact of Web3D Technologies on Medical Education and Training  Computers and Education, 49, 1. 

This paper provides a survey of medical applications that make use of Web3D technologies, covering the period from 1995 to 2005. We assess the impact that Web3D has made on medical education and training during this time and highlight current and future trends. The applications identified are categorized into: general education tools; tools for diagnosis; procedures training; and collaborative training. A summary of work that has been carried out to validate these tools is also included in the survey.

Johns, Virginia (2006).  Degree Audit Systems: Are They Worth It?  College and University, 81, 2. 

A lot of various degree audit systems are available on the market and most often they have similar features such as the functionality they each provide, the technical platforms upon which they operate, their requirements for interfacing with the local SIS, the ease of use, and the level of effort required to implement and operate. However, the most important feature that a degree audit system require is if they are really worth buying. In this article, the author presents the result of a survey on people's opinions regarding the worthiness of these systems.

Johnson, Andrew (2008).  Internet Strategies for Gifted Students   Gifted Child Today, 31, 2. 

Because of the limitless knowledge that is literally at your fingertips, the Internet can be an excellent tool for use with gifted students to differentiate curriculum within a general education setting and also in gifted education classes. However, like any tool, its effectiveness depends on how it is used. This article describes six pedagogical strategies for using the Internet to enhance learning for gifted students (Johnson, 2006). These activities are open-ended, allow for choice, and have the potential for complexity and high-level thinking, thus making them particularly well suited for intellectually gifted and highly creative students. Also, they can be adopted and adapted to meet the needs, interests, and age level of your own students.

Johnson, Cynthia; Summerville, Jennifer (2004).  Rural Creativity: A Study of District Mandated Online Professional Development  [Association for Educational Communications and Technology] 

According to the annual industry report in "Training" magazine, money spent on employee training dropped approximately six percent--the first time that training expenditures have dropped since the mid 1990's. At the same time, web-based training increased from 48% of all computer-based training to 61% in just one year (2002-2003). The most "bang for the buck" in the business sector is in one area of rapid growth?elearning. (Galvin, 2003). | [FULL TEXT]

Johnson, D. Lamont (2003).  The Dream Machine  Computers in the Schools, 20, 1-2. 

This article presents a brief retrospective from the editor's point of view covering 25 years of Computers in the Schools. The author then presents some of the ideas relating to obstacles that have prevented a more thorough immersion of information technology in education. Finally, the article introduces the authors and articles that comprise the remainder of this anniversary volume.

Johnson, Dan; Levy, Foster; Karsai, Istvan; Stroud, Kimberly (2006).  Turning the Potential Liability of Large Enrollment Laboratory Science Courses into an Asset  Journal of College Science Teaching, 35, 6. 

Data sharing among multiple lab sections increases statistical power of data analyses and informs student-generated hypotheses. We describe how to collect, organize, and manage data to support replicate and rolling inquiry models, with three illustrative examples of activities from a population-level biology course for science majors.

Johnson, David L. (2005).  Computer Tutors Get Personal  Learning and Leading with Technology, 33 n3 p14-19, 23 Nov 2005. 

After decades of research in artificial intelligence (AI) and cognitive psychology, a number of companies have emerged that offer intelligent tutor system (ITS) soft ware to schools. These systems try to mimic the help that a human tutor would provide to an individual student, something nearly impossible for teachers to accomplish in the classroom. They offer new options to identify, remediate, and track students in a very individualized manner. | [FULL TEXT]

Johnson, Donald M. (2004).  An Evaporative Cooling Model for Teaching Applied Psychrometrics  Journal of Natural Resources and Life Sciences Education, 33. 

Evaporative cooling systems are commonly used in controlled environment plant and animal production. These cooling systems operate based on well defined psychrometric principles. However, students often experience considerable difficulty in learning these principles when they are taught in an abstract, verbal manner. This article describes an evaporative cooling demonstration model that has been used successfully in both the classroom and the laboratory to provide students with concrete, hands-on experiences with evaporative cooling and the underlying psychrometric principles. The model incorporates computer-based, real time data collection and display to visually reinforce the principles being taught and learned. Construction of the model was easily accomplished in approximately 2 hours at a materials cost of less than $40, excluding computer, instrumentation, and electric fan.

Johnson, Doug (2002).  The Indispensable Teachers' Guide to Computer Skills. Second Edition. 

This book provides a framework of technology skills that can be used for staff development. Part One presents critical components of effective staff development. Part Two describes the basic CODE 77 skills, including basic computer operation, file management, time management, word processing, network and Internet use, graphics and digital images, student assessment, spreadsheets, databases, hypermedia/presentation software, and ethical use. Part Three covers Internet skills for teachers, including Internet basics, e-mail, the World Wide Web, search tools and evaluation strategies, newsgroups and mailing lists, using files, real-time technologies, Web page construction, learning opportunities using the Internet, and current issues surrounding Internet use in K-12 schools. Part Four discusses the advanced CODE 77 rubrics, including instructional software, using technology to improve student writing, information literacy skills using secondary and primary sources, modification of instructional delivery, assessment of student performance, individualization of educational programs, fostering home-school communications, adaptive technologies, professional growth and communication, and evaluation of technology use. Part Five present rubrics for leadership, including personal productivity, information systems, record keeping, data use, public relations, online research and professional development, teacher competencies, student competencies, envisioning and planning, and ethical use. Part Six addresses assessing staff development efforts in technology. The appendix contains several examples and handouts.

Johnson, Doug (2003).  Maslow and Motherboards: Taking a Hierarchical View of Technology Planning.  MultiMedia Schools, 10, 1. 

Presents a planning model for educational uses of technology that is based on Maslow's hierarchy of needs. Topics include established infrastructure; effective administration; extensive resources; enhanced teaching, including creating distance learning opportunities; empowered students, including evaluation methods and information literacy skills; and implications for technology planning and acquisition.

Johnson, Doug (2005).  What Does a Tech-Savvy Administrator Look Like?  School Administrator, 62, 5. 

As technology plays an ever more mission-critical role in schools, technology literacy for district, building and program administrators is becoming mission-critical as well. The National Education Technology Plan (www.nationaledtechplan.org), released by the U.S. Department of Education in January 2005, has as its first action step to "strengthen leadership." But what does leadership strengthened with technology look like? In this article, the author discusses what it takes to be a tech-savvy administrator. Sections include: (1) Savvy Personified; and (2) A Harnessed Tool.

Johnson, Doug (2005).  A Short Guide to Technology Security  Library Media Connection, 23, 5. 

School tech services may use firewall filters to protect computer users from computer virus programs that spread as e-mail attachments, hidden in programs downloaded from Web sites, and as macros in word processing and other documents. Backups, the copy of self-created documents and grade book data should be stored in online storage space or DVD disks should be used to create copies of files.

Johnson, Doug (2005).  A Vision for the Net Generation Media Center. Media Matters  Learning and Leading with Technology, 33, 2. 

Many children today have never lived in a home without a computer. They are the "Net Generation," constantly "connected" by iPod, cell phone, keyboard, digital video camera, or game controller to various technologies. Recent studies have found that Net Genners see technology as "embedded in society," a primary means of connection with friends, and helpful in solving both personal and academic problems. These kids expect fast communication responses, tune out when things are not interesting, and may be more visually than verbally literate. The studies also show that today's students believe that "teachers are vital," "computers cannot replace humans," and motivation is critical in learning. They like group activities, believe that building social skills is a part of schooling, identify with their parents' values, and feel that it is "cool to be smart." They prefer inductive discovery rather than being told what they should know--they want to learn by doing rather than simply listening or reading. This author contends that schools will be more productive if educators acknowledge the unique attributes and preferences of the Net Generation and adapt educational environments to suit students instead of trying to change their basic natures. This article focuses on these implications in regard to Net Generation library media centers, giving suggestions for both the electronic and physical resources that should be available to students. | [FULL TEXT]

Johnson, Doug (2005).  More Voices Create Better Policies  School Administrator, 62, 7. 

The author discusses how to create good policies about technology use among school districts. Disagreements over technology use policies have at their core two disparate sets of priorities--one held by the technical staff and one by educators. The author argues that open dialogue and clear understanding about technology are essential for its successful use in schools, especially when it comes to setting policy. No one will agree with every decision, but at least everyone can have a better understanding of why it was made.

Johnson, E. Marcia; Bishop, Ann; Holt, Anna; Stirling, Jennifer A.; Zane, Janice (2001).  Reflections in Cyberspace: Web Conferencing for Language Teacher Education.  Australian Journal of Educational Technology, 17, 2. 

Describes an evaluation of a distance course at the University of Waikato (New Zealand) that used Web-based computer conferencing to support student knowledge construction and collaborative group work. Discusses student and teacher attitudes and considers how situated evaluation can help educators gain a better understanding of electronic learning environments.

Johnson, Genevieve Marie (2006).  College Student Psycho-Educational Functioning and Satisfaction with Online Study Groups  Educational Psychology, 26, 5. 

As part of required coursework, 112 students in an educational psychology course made asynchronous postings to online study groups. Students permitted their course marks to be used for research purposes and completed a questionnaire that assessed a range of psycho-educational characteristics as well as personal interpretations of the online study group experience. Students did not perceive the benefits of online study groups equally, but such evaluation was not associated with academic achievement. Results suggest that psycho-educational functioning relative to satisfaction with online study groups is similar to psycho-educational functioning relative to satisfaction with learning events generally. In this regard, the difference between student functioning in virtual and real learning environments may not be as apparent as has been suggested.

Johnson, Genevieve Marie (2006).  Online Study Groups: Reciprocal Peer Questioning versus Mnemonic Devices  Journal of Educational Computing Research, 35, 1. 

One hundred sixty students in an educational psychology course used WebCT Discussions to satisfy one of two study group conditions, reciprocal peer questioning or mnemonic devices. Students made postings according to their assigned study strategy in order to facilitate the learning of their group. At the end of the academic term, student permission was obtained to use three types of data for purposes of the investigation: 1) course grades; 2) WebCT records; and 3) rating scale responses that assessed personal evaluation of the virtual study groups. There were no differences between the two study conditions in terms of academic achievement. However, students in the reciprocal peer questioning condition made more postings and read more articles than students in the mnemonics group. Correspondingly, students in the reciprocal peer questioning group reported higher levels of satisfaction with the virtual study experience.

Johnson, Genevieve Marie (2006).  A Theoretical Framework for Organizing the Effect of the Internet on Cognitive Development  [Online Submission, Paper presented at the Annual World Conference on Educational Multimedia, Hypermedia, and Telecommunications (18th, Orlando, FL, 2006)] 

The number of children and adolescents accessing the Internet as well as the amount of time online are steadily increasing. The most common online activities include playing video games, navigating web sites, and communicating via chat rooms, email, and instant messaging. A theoretical framework for understanding the effects of Internet use on cognitive development is presented. The proposed framework, based on the cognitive information processing model, the sociocultural perspective, and the PASS cognitive processing model, organizes previous research in terms of the cognitive consequences of common online activities. From a cognitive-developmental perspective, the Internet is a cultural tool that influences cognitive processes and an environmental stimulus that contributes to the formation of specific cognitive architecture.  [This paper was published in: ED-MEDIA 2006 Proceedings. p3041-3048] | [FULL TEXT]

Johnson, Genevieve Marie (2007).  Learning Style under Two Web-Based Study Conditions  Educational Psychology, 27, 5. 

A sample of 48 college students prepared for in-class examinations using two web-based study conditions. The A condition used web-based study groups and the B condition used web-based quizzes. The Index of Learning Styles positioned students on four dimensions of learning style (active-reflective, visual-verbal, sequential-global, and sensing-intuitive). Students who were more active than reflective expressed a preference for face-to-face study groups rather than online study groups and for online quizzes rather than pencil-and-paper quizzes. Students who were more visual than verbal expressed a preference for online quizzes rather than online study groups. Such preferences were validated by decreased achievement in the less-preferred study condition. At college level, students are aware of their learning style and understand the conditions that facilitate their mastery of course content. Instructional applications of web-based technology may provide mechanisms for more consistently accommodating student learning style in higher education.

Johnson, Genevieve Marie; Buck, George H. (2007).  Asynchronous and Synchronous Online Discussion: Real and Perceived Achievement Differences  [Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, Apr 2007)] 

Students in an introductory educational psychology course used two WebCT communication tools (synchronous chat and asynchronous discussion) to discuss four case studies. In response to the item, "I learned the case studies best when using," 39 students selected synchronous chat and 51 students selected asynchronous discussion. Students who selected synchronous chat correctly answered fewer synchronously-discussed case study examination items than students who selected asynchronous discussion. Student perception of learning advantage may reflect personality characteristics such as sociability. If given free choice of online discussion tools, highly social students are likely to choose synchronous formats. Such a choice may result in decreased academic achievement.  | [FULL TEXT]

Johnson, Genevieve, Marie (2006).  Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research  TechTrends: Linking Research and Practice to Improve Learning, 50, 4. 

This paper presents a review of recent research that examines the relative instructional utility of text-based synchronous and asynchronous computer-mediated communication (CMC). As a mechanism for limiting the number of studies reviewed as well as controlling for emergent technologies, only research published since 2000 was reviewed. The goal was to synthesize empirical evidence regarding the instructional effectiveness of synchronous and asynchronous online discussion. Comprehensive search of academic databases and online journals identified research that compared: (1) students using asynchronous-postings with students in face-to-face discussion; (2) students using synchronous-chat with students in face-to-face discussion; and (3) students using both asynchronous-postings and synchronous-chat. Within each of these three comparison groups, a variety of criterion is used including objective and subjective measures of student achievement, student satisfaction and perceived value of learning experiences, evidence of higher-level thinking skills, and amount, type and substance of communicative exchange.

Johnson, Genevieve; Howell, Andrew (2005).  Attitude toward Instructional Technology Following Required vs. Optional WebCT Usage  Journal of Technology and Teacher Education, 13, 4. 

The current study sought to understand the mechanisms that facilitate improvement in preservice teacher attitude toward instructional applications of computer technology. Participants comprised two groups: education students whose use of WebCT was required for completion of course assignments (n = 42) and education students whose use of WebCT was entirely optional (n = 82). All students made pre- and postcourse ratings of the perceived value of instructional technology. Across groups, positive changes from pre to postcourse occurred on seven of the ten items that evaluated attitude toward instructional technology. Additionally, students required to use WebCT showed a greater overall change in attitude from pre to postcourse and made greater use of optional online course material relative to those whose use of WebCT was optional. Requiring the use of technology in course work may generate favorable attitudes toward technology and thereby foster greater utilization of other available computer-based applications.

Johnson, Gwendolyn J. (2008).  Preservice Elementary-School Teachers' Beliefs Related to Technology Use in Mathematics Classes  [Online Submission] 

The beliefs of preservice elementary-school teachers regarding the use of basic calculators and "Illuminations" activities were investigated. The goals of the study were to describe preservice teachers' beliefs, identify the sources of those beliefs, and determine which interventions successfully modify them. Participants included 210 undergraduates majoring in elementary education or special education. Results indicate that many preservice teachers oppose the use of calculators during mathematics instruction. Teachers report that this belief is related to their own elementary-school experiences and to their own computational abilities. Other teachers believe that calculators and computers can be used as teaching tools but caution that they should not be over used. An introductory methods course positively affected the beliefs of preservice teachers. Researcher-designed calculator interventions did not significantly affect their beliefs. Preservice teachers who have use "Illuminations" activities have very favorable beliefs about them and plan to use them in their classes. | [FULL TEXT]

Johnson, H. Dean; Evans, Marc A. (2008).  Illustrating Sampling Distribution of a Statistic: Minitab Revisited  Australian Mathematics Teacher, 64, 1. 

Understanding the concept of the sampling distribution of a statistic is essential for the understanding of inferential procedures. Unfortunately, this topic proves to be a stumbling block for students in introductory statistics classes. In efforts to aid students in their understanding of this concept, alternatives to a lecture-based mode of instruction have been introduced in the literature with some of these approaches using in-class activities, simulations using statistical software, and web-based applets. In this article, the use of statistical software, for the purpose of illustrating sampling distributions, is revisited through the use of Minitab macros, an approach that has not been observed in the literature. The result is a user-friendly way for students in introductory statistics classes to explore the concept of the sampling distribution of a statistic. Although the focus of this article will be on the sampling distribution, the methods described here are applicable to instruction of other statistical concepts. including confidence intervals and power.

Johnson, Hazel; Thomas, Alan (2004).  Professional Capacity and Organizational Change as Measures of Educational Effectiveness: Assessing the Impact of Postgraduate Education in Development Policy and Management  Compare A Journal of Comparative Education, 34, 3. 

We tend to measure educational performance by students' attainment in coursework or examinations. In the case of professional education, the impact of the educational programme on the students' own capacities to enhance their work practices, and the wider organizational effects of the students' education and training, are also key 'products' of the educational process. This is particularly important with education for Development Policy and Management (DPAM), which is directly concerned with capacity-building. This article adopts a work-related approach to educational effectiveness and examines four professional programmes in DPAM--three in Southern Africa and one in the UK. Through the analysis of the results of surveys and case studies, the article demonstrates how a positive learning experience is related to the application of learning at work. However the conditions for applying learning also depend strongly on organizational context, as do the wider organizational impacts of learning. The article presents a broad approach to assessing educational effectiveness in professional programmes which incorporate these factors.

Johnson, Jenny (2006).  International Division Regional Advisers' Reports  TechTrends: Linking Research & Practice to Improve Learning, 50, 1. 

An Advisers primary job is to nominate candidates for the five annual ID awards; this involves working with the five International Division award coordinators. Advisers also submit an annual report on activities in their country/ region to their Area Coordinators who, in turn, report on educational technology activities in their Areas. In the interest of providing an overview of what's happening in educational technology around the globe, excerpts from several of their 2005 reports are summarized in this article.

Johnson, Jenny K. (2006).  Degree Curricula Database: Survey of Degree Curricula in Educational Communications and Technology Worldwide  TechTrends: Linking Research and Practice to Improve Learning, 50, 6. 

This report of degree curricula in the field of Educational Communications and Technology reflects the influence and significant changes in the field since 1995. The most obvious influence on curricula is that of the computer, which is comparable to the impact of educational television some 50 years ago. Now, the computer is basic to distance education. It replicates the classroom, and provides access to the teacher, other students and research tools, and is part of most educational technology degree curricula. Ten years ago, only eight U.S. universities were offering bachelors degrees in teacher education with a major in educational technology, and there was no report of bachelors degrees from outside the U.S. Today at least 13 universities outside the U.S. offer bachelors degrees and 15 U.S. university programs offer bachelors degrees. In addition, the types of facilities have definitely changed over the past 10 years as focus has shifted toward meeting different needs of students.

Johnson, John A. (2006).  Beyond the Learning Paradigm: Customizing Learning in American Higher Education: 10 Bellwether Principles for Transforming American Higher Education  Community College Journal of Research & Practice, 30, 2. 

In Fall 1996, Alabama Southern Community College formally created its Teaching/Learning Initiative. This was done by implementing bold new efforts that would lead ultimately to its focus to "customize learning" for every student based upon learning styles and preferences. The 1996 efforts included the following commitments: (1) To assess the learning styles of all entering students; (2) To challenge all faculty to develop the computer skills necessary for teaching in the 21st century; and (3) To provide technology for teaching in every classroom and learning environment. This article describes the transformation of the college, and advocates the adoption of customized learning as the logical conclusion of learning paradigm ideas. Finally, it presents 10 Bellwether principles that drove the college transformation and gives examples of how these principles were implemented.

Johnson, Karen (2006).  Learning to Learn, Pre-Kindergarten--Kindergarten Design Implications. IssueTrak: A CEFPI Brief on Educational Facility Issues  [Council of Educational Facility Planners International] 

As the current K-12 generation approaches societal maturity they will encounter issues that are changing almost as fast as they are identified. Fast on the heels of the elementary population are the pre-kindergarten children who will be facing an ever-changing global society. Business and educational leaders have called for universal preschool education that will meet the developmental needs of pre-K children. These developmental needs are identified through research that supports the advantages of early childhood education and intervention. The primary goal is to close achievement gaps as they invest in the future. As world competitors in the global marketplace make investments in early education, and domestic social and economical conditions dictate the need for childcare, the call for implementing pre-K universal programs is being heard. State funded preschool programs have expanded over the last decade. By the 2001-2002 school year, 40 states had preschool programs. The social benefits of high-quality early learning programs and the long-term effects of early intervention on achievement are continually supported by research. Preschool has been shown to increases early reading and math skills in kindergarten and studies found that children who attended quality preschools demonstrated lower incidents of social problems. A national survey of American families revealed 82% of three and four year olds with employed mothers are in non-parental care, and 43% use child care centers for this care. With so many children already enrolled in environments outside of home, attention must be given to the merits of pre-K education. It is important to note that the research explaining the benefits of early education, qualifies the findings with the descriptive phrase "high quality." As states come on-line with pre-K programs they are requiring certified, degreed teachers and standard approved curricula. These requirements are elevating the importance and professionalism of the early childhood learning environment.  | [FULL TEXT]

Johnson, Kathy; Sharp, Vicki (2005).  Is PowerPoint Crippling Our Students?  Learning and Leading with Technology, 33, 3. 

This article briefly shares the two teachers opinions of PowerPoint and whether or not they believe if it is crippling students. Kathy Johnson, a technology professor, does not use PowerPoint anymore. She feels that with PowerPoint slides and the textbook, the instructor's value has diminished. Vicki Sharp believes that PowerPoint brings out the creative side of her students and feels that it has educational benefits. | [FULL TEXT]

Johnson, Laurence F.; Levine, Alan H. (2008).  Virtual Worlds: Inherently Immersive, Highly Social Learning Spaces  Theory Into Practice, 47, 2. 

Our essential premise in this article is that immersive learning is not new and that, as a practical matter, it is useful to view the relatively new virtual world platforms through that lens. By doing so, the premise continues, developers of learning experiences for these spaces will have a large theoretical base upon which to draw, as well as many examples from practice that can be modeled or adapted. A range of examples from K-12 and higher education are given, and the progression of both teacher and student is viewed in terms of learning styles and behavioral needs. Five essential steps for those wishing to develop their own projects are provided, as well as a list of useful resources.

Johnson, Lisa E. (2005).  Using Technology to Enhance Intranational Studies  International Journal of Social Education, 19, 2. 

It is time for a new focus in American education, a focus on intranational globalization. Inviting students to explore the multiple perspectives and life experiences of America's multicultural groups has the potential to build empathy and tolerance for the great variety of citizens who inhabit and make up our country--African Americans, Native Americans, Hispanic Americans, Asian Americans, and European Americans, to name a few. Technology provides an excellent means by which to place students in situations to study and conceptualize the diverse perspectives within America. Using the Native American culture as an example, this article describes how a WebQuest can engage students in using the Internet and other resources to gather and use information to make decisions and reach consensus on proposed issues and challenges facing one of America's many intranational communities. | [FULL TEXT]

Johnson, Lynn A.; Lohman, Margaret C.; Sharp, Jamie D.; Krenz, T. Scott (2000).  Continuing Dental Education via an Interactive Video Network: Course Development, Implementation and Evaluation.  Journal of Educational Media, 25, 2. 

Describes the development of a continuing dental education program at the University of Iowa offered via the Iowa Communications Network. Discusses advantages of distance education, including lessening travel time and expense; interactive audio and video technology; participant evaluation; and future possibilities, including offering courses over the World Wide Web.

Johnson, Mark; Liber, Oleg (2008).  The Personal Learning Environment and the Human Condition: From Theory to Teaching Practice  Interactive Learning Environments, 16, 1. 

We present the Personal Learning Environment (PLE) as a practical intervention concerning the organization of technology in education. We explain this by proposing a cybernetic model of the "Personal Learner" using Beer's Viable System Model (VSM). Using the VSM, we identify different regulatory mechanisms that maintain viability for learners, and how physical engagement with tools is of fundamental importance in learners being able to manage their learning environment. We explain how the PLE, in exploiting Service Oriented Architecture, attempts to address this issue of the engagement with tools by allowing learners to control their own instrumentation. This, however, is more than a practical issue. In shifting the locus of control over learning to the learner, the ways in which learners exercise that control becomes an important educational issue. Drawing on sources ranging from Bandura's work on self-efficacy, and philosophical work on social ontology, we argue that self-regulation and technological personalization are issues which strike at the heart of current debates about the organization of education and the nature of the relationship between institutions and learners, and more deeply, the human condition in the modern world. Some anecdotal practical implications are reported in the final section of the paper as we describe the response of learners to the challenges of increased personalization.

Johnson, Neal C.; Finkel, Edward J. (2005).  E-Boards Emerging  [Association of Governing Boards of Universities and Colleges] 

While trustees' ability to support their institutions in the most effective manner will always depend partly on their ability to interact and deliberate face-to-face, recent adoption of technology to facilitate board activities has enabled presidents and their boards to work smarter, save money, make better decisions, build healthier institutions, and better serve their students and communities. This article discusses some of the emerging issues in board use of technology and describes the ways in which several boards have embraced new channels of communication.

Johnson, Rachel; Hegarty, John R. (2003).  Websites as Educational Motivators for Adults with Learning Disability.  British Journal of Educational Technology, 34, 4. 

Describes a project that explored the use of Web sites with adults with learning disabilities. Highlights include advantages and weaknesses of Web-based learning for adults with learning disabilities; creating multimedia work related to the Web sites; motivating effects; and Web site access difficulties for people with low literacy levels.

Johnson, Richard T.; Cotton, Samuel E. (2008).  Electronic Sensors: Making the Connection  Technology Teacher, 67, 8. 

For educational purposes it is not necessary to use expensive commercial-grade equipment to teach students about commonly used sensors. Schools frequently have limited funds for acquiring educational materials; therefore, purchasing sensors identical to those used in large-scale industry is not an option. By purchasing small-scale components that cost only a small fraction of what commercial systems may be using, schools can educate and engage students in a much broader range of authentic experiences. The focus of the activities presented in this article is directed at interfacing commonly available sensors with simple electronic components and inexpensive microcontrollers, which aligns well with STL Standard 11, "Apply the design process," STL Standard 12, "Use and maintain technological products and systems," and STL Standard 19, "Manufacturing technologies." The activities explore several cost-effective techniques for the study of selected sensors by interfacing them with very basic electronic circuits and easy-to-program microcontrollers. Presented here are ideas for implementing a course of study with several basic but interesting operational sensor systems together with some possible alternatives or enhancements.

Johnson, Scott D.; Aragon, Steven R. (2003).  An Instructional Strategy Framework for Online Learning Environments  New Directions for Adult and Continuing Education, 2003, 100. 

The rapid growth of Web-based instruction has raised many questions about the quality of online courses. This chapter presents a conceptual framework that can guide the development of online courses by providing a holistic perspective on online teaching and learning. Although this framework is based on well-recognized theories of learning and represents a synthesis of ideas from multiple perspectives, it is not fully developed, nor is it all-inclusive. Additional principles will be added as the online program continues to develop and evolve. The specific techniques for applying the instructional principles highlighted in this chapter are currently in use in the HRE (Human Resource Education) Online courses and continue to be enhanced each time they are implemented. The possibilities for application of the instructional strategy framework are only limited by the creativity and energy of the instructional designers and course instructors. The purpose of this chapter is to present a perspective of online teaching and learning strategies that looks beyond the traditional paradigm of instruction. Once such a perspective is adopted, instructional designers can incorporate the key elements that are needed in quality online learning environments.

Johnson, Scott D.; Benson, Angela D.; Duncan, John; Shinkareva, Olga N.; Taylor, Gail Diane; Treat, Tod (2003).  Distance Learning in Postsecondary Career and Technical Education. 

There is limited understanding of the scope and impact of distance learning on postsecondary career and technical education (CTE). Descriptive analysis of questionnaire responses and telephone interviews from 512 community colleges (response rate of 53.3%) sought to determine the following in relation to postsecondary CTE: (1) how prominent is distance education; (2) what are the institutional drivers and desired outcomes of distance education; (3) which institutions and students participate in distance courses and programs; and (4) what types of technologies are used to deliver distance courses. Some of the conclusions are as follows: (1) community colleges are providing CTE courses via distance learning to meet the needs of students by increasing access and convenience, but not to reduce costs; (2) lack of faculty interest and program development costs are the primary reasons for not offering CTE courses via distance learning; (3) a significant portion of community college CTE courses are offered via distance learning; (4) community colleges are offering few CTE programs that can be completed fully via distance learning; (5) enrollments in distance learning courses and programs are expected to increase; (6) distance learning CTE courses attract more working professionals, employed students, and single parents compared to on-campus classes; and (7) Internet-based courses are the most prominent form of distance learning. | [FULL TEXT]

Johnson, Scott D.; Benson, Angela D.; Duncan, John; Shinkareva, Olga N.; Taylor, Gail Diane; Treat, Tod (2004).  Internet-Based Learning in Postsecondary Career and Technical Education  Journal of Vocational Education Research, 29, 2. 

This article presents the results of a national study of distance learning in postsecondary career and technical education (CTE). The main purpose of this study was to identify the current status and future trends associated with distance learning in postsecondary CTE. The results show that community colleges are actively involved in the delivery of CTE via distance learning. Internet-based courses are the most prominent form of distance learning in community college CTE programs, especially for credit courses. While some colleges are creating their own online programs, many are partnering with external providers (e.g., commercial vendors) and other colleges and universities to make credit and noncredit CTE courses available to students. It was noted that the community colleges are relying heavily on low-bandwidth technologies, although significant growth in all forms of Internet-based CTE courses and technologies is expected within the next three years.

Johnson, Stephanie K.; Davis, Jason J.; Rate, Christopher (2002).  Intrinsic and Extrinsic Work Motivators: Implications for the Incoming Air Force Officer Workforce. Posters. 

This document contains three poster presentations from a conference on human resource development. "Intrinsic and Extrinsic Work Motivators: Implications for the Incoming Air Force Officer Workforce" (Stephanie K. Johnson, Jason J. Davis, Christopher Rate) reports on a study that explored the literature relating to work motivators to find Air Force specific data on intrinsic and extrinsic work motivators and use that data to investigate the occupational selection hypothesis and occupational socialization hypothesis and their relation to retention in the Air Force. "MBTI (Meyers-Briggs Type Indicator): A Tool to Enhance Team Learning" (Brenda S. Gardner, Sharon J. Korth) describes how the Meyers Briggs Type Indicator can be used to enhance team learning in a graduate-level human resource development program. "Using Technology to Help Foster Critical Thinking and Reflection in Distance and Classroom Instruction: A Poster Presentation of the 'R9' Process" (David Ripley) describes the development and application of the R9 process, which is an original pedagogical strategy to increase critical thinking and reflection in domain knowledge based courses in distance education and face-to-face classroom settings. The paper discusses selected R9 application issues and presents an example illustrating the process activities, venues, and instructor roles involved using the process in a typical class. All three papers contain substantial bibliographies. | [FULL TEXT]

Johnson, Trav D. (2003).  Online Student Ratings: Will Students Respond?  New Directions for Teaching and Learning, 2003, 96. 

The increasing use of technology in education, especially the World Wide Web, has led to the development of online administration and reporting of student ratings of instruction. In this chapter, the author examines important issues related to online reporting of student survey results--most notably, the problem of obtaining adequate response rates. He describes in detail Brigham Young University's efforts to examine online response rates, analyze them under different conditions, and determine how to improve them.

Johnson, Vivian (2001).  The Impact of an Innovative Model of Technology Professional Development. 

This paper describes participant reaction to an informal field test of the Identifying Changes, Exploring Possibilities, and Developing Technology Skills (ICED) Professional Development Model. The theoretical framework for the ICED model is drawn from three sources: (1) literature review of the change process, specifically the adoption of innovation, best practices for the professional development of teachers, and the integration of technology in the professional practice of teachers; (2) direct experience with the design, delivery, and assessment of technology-related professional development for K-16 teachers; and (3) reflective dialogue regarding the conditions that are necessary to integrate technology in a substantive way in professional practice. The paper covers the genesis of the ICED model, an overview of field test conditions and outcomes, setting up the field test, the ICED participants, the theoretical framework of the model, implementation of the model, field test outcomes, reflections, lessons learned, and modification of ICED activities. The Instructional Tool Box Audit, a chart showing the five elements of instruction, is appended. | [FULL TEXT]

Johnson, Wendell G.; Burke, Adam; Evans, Barbara (2001).  Bibliographic Instructional Design: A Case Study.  Community & Junior College Libraries, 10, 3. 

Describes the basic elements of instructional design: (1) assessing needs; (2) defining goals; (3) selecting formats and materials; (4) devising test and evaluation procedures; (5) constructing and teaching a prototype; (6) analyzing and evaluating the results; and (7) revising the instruction and recycling. Demonstrates integration of online catalog, online databases, and Internet resources into a program of bibliographic instruction. Appended are research instruments.

Johnson, Worth (2003).  Secure Wireless Networking at Simon Fraser University.  Educause Quarterly, 26, 2. 

Describes the wireless local area network (WLAN) at Simon Fraser University, British Columbia, Canada. Originally conceived to address computing capacity and reduce university computer space demands, the WLAN has provided a seamless computing environment for students and solved a number of other campus problems as well.

Johnson-Gentile, Kay; Lonberger, Rosemary; Parana, Joseph; West, Annette (2000).  Preparing Preservice Teachers for the Technological Classroom: A School--College Partnership.  Journal of Technology and Teacher Education, 8, 2. 

Describes the first year of an ongoing professional development school project designed to integrate computer technology into elementary school lessons, while simultaneously providing educational technology experiences for preservice teachers and student teachers, as well as their cooperating teachers and college supervisors. College students report remarkable gains in instructional-relevant technology skills and their lessons reflected these skills. 

Johnston, Michelle; Cooley, Nancy (2001).  What We Know About: Supporting New Models of Teaching and Learning through Technology. 

This report is designed to help educators more keenly understand technology's potential to enhance student learning. It also offers information and insights to help school leaders effectively integrate technology into instruction and provide the support their staff needs to operate in a technology-enriched learning environment. The report examines: new ways of learning, particularly engaged learning; new models of instruction that promote engaged learning; ways that instructional technology can support and enhance the new models; examples of effective technology use; the role of education leaders in providing the necessary support for effective implementation and evaluation of technology; and new approaches to evaluating the impact of technology on student achievement. Chapter 1 combines the promise of technology with current understandings of children and learning. Chapter 2 explains why technology is uniquely powerful to promote engaged learning. Chapter 3 examines the role of school leaders in establishing a vision for technology use. Chapter 4 discusses barriers to effective technology and approaches for overcoming the barriers. Chapter 5 explains why educators have difficulty finding support in the literature for the effectiveness of technology use.

Johnston, Susan S.; Evans, Joanna (2005).  Considering Response Efficiency as a Strategy to Prevent Assistive Technology Abandonment  Journal of Special Education Technology, 20, 3. 

Often, specialists in the field of Assistive Technology (AT) are presented with the challenge of teaching learners to utilize AT in order to increase, maintain, or improve their capabilities. Despite best efforts, rates of AT abandonment are alarmingly high. Understanding the factors that may influence an individual's choice to utilize AT may assist interventionists in designing and implementing effective interventions that prevent technology abandonment. This paper discusses some variables that may influence an individual's choice to utilize AT. Furthermore, the potential applicability of manipulating these variables to decrease the probability of AT abandonment are discussed.

Johnston-Wilder, Sue; Pimm, David (2004).  Teaching Secondary Mathematics with ICT. Learning & Teaching with ICT  [Open University Press] 

This book shows the reader how to use Information and Communication Technology (ICT) effectively to enhance the teaching of mathematics in the secondary school. It explains which forms of technology can be used to improve mathematics teaching and learning, how to get started and where to go for further information. The book includes practical classroom scenarios and case studies (for example, the government-funded MathsAlive! Initiative), as well as discussions of general issues, such as the role of feedback and the use of ICT in whole-class teaching. It draws on current research and is supplemented by a linked web site, which provides access to demonstration copies of software and sample files. It also includes a directory of resources with lists of organisations, web sites, projects and further reading. Following an introduction, this book commences with the following two chapters: (1) Technology, Mathematics and Secondary Schools: A Brief, UK, Historical Perspective (David Pimm and Sue Johnston-Wilder); and (2) The Technological Tools of the Mathematics Teacher's Trade (Sue Johnston-Wilder and David Pimm). The book is then divided into three sections. The first section, ICT and the School Mathematics Curriculum, includes the next chapters of the book: (3) Thinking Numerically: Structured Number (Dave Hewitt); (4) Thinking Algebraically: Manipulative Algebra (John Monaghan); (5) Thinking Geometrically: Dynamic Imagery (Kate Mackrell and Peter Johnston-Wilder); (6) Thinking Statistically: Interactive Statistics (Peter Johnston-Wilder); and (7) The school Mathematics Curriculum in a Technological Age (Douglas Butler). The second section, ICT and the Mathematics Classroom, continues with the following chapters: (8) Graphical Calculators: Tools for Mathematical Thinking (David Wright); (9) Interactive Whiteboards: Developing a Pedagogy for Mathematics Classrooms (Alison Clark-Jeavons); (10) "MathsAlive": Lessons from Twenty Year 7 Classrooms (Adrian Oldknow); (11) Video-Conferencing: Case Studies in Mathematics Classrooms (Jenny Gage); and (12) Mathematics on the Internet (Nathalie Sinclair). The final section, Summary and Vision, concludes the book with the following chapters: (13) Mediating Mathematical Thinking with e-Screens (John Mason); and (14) Understanding and Projecting ICT Trends in Mathematics Education (Nathalie Sinclair and Nicholas Jackiw).

Johnstone, A. H.; Al-Shuaili, Ali (2001).  Conversion of Bench Demonstration Using the Overhead Projector.  Revista de Educacion en Ciencias, 2, 2. 

Presents a new technique for projecting science demonstrations, enabling a larger number of students to see the demonstration without scaling up the experiment. Describes innovative attachments that magnify projector images using mirrors, solutions to the problem of convergent test tubes, development of overhead projection experiments, necessary apparatus and chemicals for the experiments, and the learning situation during a demonstration.

Johnstone, Alex H.; Ambusaidi, Abdullah (2002).  Fixed-Response Questions with a Difference.  Revista de Educacion en Ciencias, 3, 2. 

Offers three types of fixed-response questions that are designed to overcome drawbacks appearing in the conventional forms of fixed-response questions such as not allowing the examiner to investigate reasoning, background, or prevent guessing. 

Johnstone, Sally M. (2003).  Sharing Educational Materials without Losing Rights  Change: The Magazine of Higher Learning, 35, 6. 

Not all materials created by faculty should be freely shared. When an institution has a profitable course being offered electronically, the creator of those materials and the institution want to protect them. However, most materials created for students will never be profitably marketed. Creative Commons offers faculty members who have concerns about how their materials might be used if just posted to the Web an opportunity to share materials with their colleagues. A comic strip that shows how one can share educational materials without losing rights through the Creative Commons license is presented. A list of educational users of Creative Commons is also presented.

Johnstone, Sally M. (2007).  Advancing Campus Efficiencies: A Companion for Campus Leaders in the Digital Era  [Jossey-Bass, An Imprint of Wiley] 

Technology is continually changing the world. In higher education in particular, new technologies can be applied to great advantage by campus communities seeking to offer better services for students in more efficient ways. Written for deans, vice presidents, and presidents of higher education institutions, this book provides advice that is intended to help colleges and universities respond to calls for greater accountability and rising student expectations for access to advanced technologies. The book envisions a different way of delivering courses; disaggregating and reassigning teaching functions; and increasing differentiation, collaboration, and innovation--all enabled by the appropriate use of information technologies. Drawing on the Western Cooperative for Educational Telecommunication's (WCET) more than 15 years of work on the effective use of technology to increase quality and efficiency in higher education, the book offers insight on: (1) Whether for-profit institutions enjoy a competitive advantage over public and independent institutions; (2) The most critical issues facing higher education today, and possible solutions; (3) Strategies for managing the cost of integrating information technologies into teaching and learning; (4) How to lead campus transformation using communication technologies; (5) Connecting students and faculty through distance learning and telecommunication systems; and (6) The role of openness in the future of higher education. Offering new ideas on how to deploy emerging information and communication technologies, authors hope that the book will be a companion for educators undertaking the work of inspired leadership that will be required to achieve the new design of higher education. Following About the Authors, Preface, Acknowledgments and Foreword (George Mehaffy), the book includes seven sections. Part 1, The Journey Begins (Sally M. Johnstone), includes: Do For-Profit Institutions Have Competitive Advantage? (Michael B. Goldstein); The Top Critical Issues for Higher a Education Today (David Longanecker); and Leadership in a Technology-Rich Environment (Judith A. Ramaley). Part 2, Cost Efficiencies: Tools for Meeting Today's Challenges (Katrina A. Meyer and Russell Poulin), includes: Technology Costing Methodology Lessons Learned (Marianne Boeke and Dennis Jones); and Insights Into Costs and Quality: A Study at Washington State University (Tom Henderson and Gary Brown). Part 3, Student Services, Rethought for ALL Students (Patricia Shea), includes: One-Stop Service Center (Darlene Burnett); E-Services at the Program Level (Michael Tagawa); Online Student Success Center and Online Student Companion (Anita Crawley); Building a Statewide Student Advising System (Andrea Latham and Connie Graunke); and Accelerating Your E-Service Initiatives Through Partnerships With Service Providers (Russ Adkins). Part 4, How Can We Help the Faculty? (Sally M. Johnstone), includes: Virginia Tech's Math Emporium (Anne H. Moore); and Open Learning Initiatives at Carnegie Mellon University (Candace Thille and Joel Smith), Part 5, Accountability and Assuring Quality (Sally M. Johnstone), includes: New Institutional Expectations Related to the Integration of Technology (Steven Crow); Making the Difficult Choice to Integrate New Technology (George Connick); and Accountability for Technology Investments to Policymakers (Patricia Cuocco and Steve Daigle). Part 6, Joining Others: Lessons for Consortial Relationships (Sally M. Johnstone), includes: The Indiana Higher Education Telecommunications System (Susan B. Scott); Connecticut Distance Learning Consortium (Ed Klonoski); The Great Plains IDEA Story (Virginia Moxley and Sue Maes); and Reaching Outside Your Campus to Bring Solutions Inside: The Collaborative Proposition of MERLOT for Higher Education (Gerard L. Hanley). The final section, Part 7, Putting It All Together (Sally M. Johnstone), includes: The Role of Openness in the Future of Higher Education (David Wiley); Effects of Mobile Devices on Education (Ellen Wagner); and 2020: Envisioning the Future Academic Ecosystem (John Witherspoon). An index is included. | [FULL TEXT]

Jancek, Richard L. (2001).  Virtual Learning Is Becoming Reality. 

Once a school district decides to offer students virtual classes, it has to recognize the costs associated with the implementation, the logistical needs, the staff that will be needed to assist students, and the maintenance of the technology. Adapting the philosophy of virtual education is only the beginning. The role of the traditional teacher and the classroom changes drastically in concert with the role of virtual learning and technology applications. One of the greatest challenges to implementing a virtual high school is training high school teachers who have experienced only traditional, face-to-face teaching, to become virtual educators. The new breed of schools use email, online chat rooms, Internet resources and archived resources to teach students. Virtual classes are offered to meet the needs of junior high, high school, college, and continual learning students. The instructional medium is particularly effective for four types of courses: advanced courses; innovative core academic courses that maximize the use of technology; courses for language minorities; and technical courses. Examples of the state and uses of virtual learning in schools and universities are given, with discussion including the technology, Internet connectivity, course credits, costs, special education, rural education, advantages, challenges and obstacles and future prospects. | [FULL TEXT]

Jang, S. J. (2008).  Innovations in Science Teacher Education: Effects of Integrating Technology and Team-Teaching Strategies  Computers & Education, 51, 2. 

The purpose of this study was to integrate technology and team-teaching techniques into science teacher education method courses in order to explore the effects of such integration on preservice teachers. The participants included one instructor and a total of 42 preservice teachers. A technology team-teaching model (TTT) was designed in this study to restructure science method courses with technology. This study used a mixed-method design, incorporating both quantitative and qualitative techniques. The results revealed that there were significant differences in "designing an appropriate science topic to be taught with technology" and "integrating computer activities with appropriate pedagogy in classroom instruction" (F=5.260, p less than 0.05, and F=10.260, p less than 0.01, respectively). The results also showed that the TTT model could enhance the integration of science teaching theories and practice. Team-teaching technique facilitated the integration of technology in science lesson design and teaching practice, and enhanced friendship through interaction. The TTT model could better the science learning experience of preservice teachers and serve as useful reference for other teacher education institutes.

Jang, Syh-Jong (2006).  The Effects of Incorporating Web-Assisted Learning with Team Teaching in Seventh-Grade Science Classes  International Journal of Science Education, 28, 6-12. 

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students' scores, questionnaires, teachers' self-reflections, and the researcher's interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students' achievement. The research had limitations because of students abilities of data collection, computer use, and discussion, but more than one-half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.

Jang, Syh-Jong (2008).  The Effects of Integrating Technology, Observation and Writing into a Teacher Education Method Course  Computers & Education, 50, 3. 

The purpose of this study was to integrate asynchronous learning technology with teaching strategies on observation and writing into a teacher education method course. The research questions were to explore the effects of the innovative teaching method and to compare it with the traditional teaching method. There were 134 preservice teachers involved in this study. This study used a mixed method design, incorporating both quantitative and qualitative techniques. The main data included questionnaires, observation reports, and on-line information. According to the findings, there were significant differences in the "teaching and learning interaction" and "application of technology and theories" (F = 9.728, P less than 0.01, and F = 16.88, P less than 0.001, respectively.), but there were no significant differences in the other aspects. The results also showed the experimental teaching method combined the effect of both traditional classroom and online teaching, and reinforced the integration of teaching theories and practices. The preservice teachers reflected that they had learned how to integrate technologies with teaching through the learning environment of the asynchronous learning network and teaching observation. The interactive teaching and learning of this study could supplement the any existing deficiencies in traditional teaching. Therefore, the experimental teaching method is not only a way to construct knowledge, theories and experiences of teaching, but also a good strategy to promote the utilization of instructional technology within teaching for preservice teachers. The limitations in the asynchronous learning technology and the difficulties associated with the preservice teachers' learning processes were also discussed.

Janicki, Thomas N.; Schell, George P.; Weinroth, Jay (2002).  Development of a Model for Computer Supported Learning Systems.  International Journal of Educational Technology, 3, 1. 

Discusses the increasing amount of educational content on the Internet for both educational and business applications and reviews basic learning theories, instructional design theories, and factors affecting successful Web-based tutorials. Proposes a model synthesizing instructional design pedagogy and Web design concepts.

Janssen, Jose; Tattersall, Colin; Waterink, Wim; van den Berg, Bert; van Es, Rene; Bolman, Catherine; Koper, Rob (2007).  Self-Organising Navigational Support in Lifelong Learning: How Predecessors Can Lead the Way  Computers & Education, 49, 3. 

Increased flexibility and modularisation in higher education complicates the process of learners finding their way through the offerings of higher education institutions. In lifelong learning, where learning opportunities are diverse and reach beyond institutional boundaries, it becomes even more complex to decide on a learning path. However, efficient and effective lifelong learning requires that learners can make well informed decisions. Drawing on principles of self-organisation and indirect social interaction, this article suggests solving the problem by analysing the paths followed by learners and feeding this information back as advice to learners facing navigational decisions. This article starts by introducing the principles of self-organisation and indirect social interaction. It describes how we expect the use of indirect social interaction using collaborative filtering to enhance effectiveness (completion rates and amount of progress) and efficiency (time taken to complete) in lifelong learning. The effects were tested in a controlled experiment, with the results showing effects on effectiveness though not on efficiency. The study shows that indirect feedback is a promising line of enquiry for navigational support in lifelong learning.

Janssen, Marleen J.; Riksen-Walraven, J. Marianne; Van Dijk, Jan P. M.; Ruijssenaars, Wied A. J. J. M.; Vlaskamp, Carla (2007).  Team Interaction Coaching with Educators of Adolescents Who Are Deaf-Blind: Applying the Diagnostic Intervention Model  Journal of Visual Impairment & Blindness, 101, 11. 

In an earlier publication, we presented the Diagnostic Intervention Model, which can be used as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators. This article demonstrates the use of the model in everyday practice and the effects of its application in two case studies, using team interaction coaching. Implications for everyday practice are discussed.  [Research for this article was supported by the Stichting Fonds voor Doven and the Stichting Kinderpostzegels Nederland.]

Januszewski, Alan; Nichols, Randall; Yeaman, Andrew R. J. (2001).  Philosophy, Methodology, and Research Ethics.  TechTrends, 45, 1. 

Considers how philosophy of social science and philosophy of history can affect the methodologies used to conduct research and scholarship in the field of instructional design and technology. Highlights include social considerations and research ethics; research, ethics, and critical theory; and objectivity and the social sciences.

Jencius, Marty; Paez, Susan (2003).  Converting Counselor Luddites: Winning Over Technology-Resistant Counselors. 

Adopting and addressing the use of technology by counselors and by counselor educators is not a new task that has emerged with the creation of the Internet. Some of the attitudinal barriers to the adoption of technology are identified. Barriers such as resistance to change or cyberphobia; lack of resources and support; time constraints; learning styles and technology styles; and larger system issues are discussed. Approaches to teaching; pairing novices with experts; one-on-one support; achievable developmental competencies for guidance; and counselor and client incentives need to be emphasized to make technology use more attractive and real to the counselor or counselor educator. This article explores the contemporary definition of a counselor Luddite, looks at scales used to measure attitudes toward computers, and suggests obstacles and ways to overcome them in working with technology-resistant counselors and counselor educators. | [FULL TEXT]

Jenkins, Henry (2005).  Getting into the Game  Educational Leadership, 62, 7. 

Statistics reveal that students spend more time on electronic games than on any other recreational activity and 32% admit to playing them during class. The gaming revolution contains lessons for teachers, and understanding the pedagogical potential of computer and video games and developing curriculum that supports the educational use of commercial games could spark learning no end.

Jenkins, Henry (2008).  Public Intellectuals in the New-Media Landscape  Chronicle of Higher Education, 54, 30. 

The author has what most people would agree is a pretty cool gig: he studies pop culture at the Massachusetts Institute of Technology, which means he has written scholarly articles about "Star Trek" fans, video games, and pro wrestling, among other topics. He is also one of the directors of the institute's comparative-media-studies program, which is increasingly being seen as a model for integrating the study of different media in one department. A prolific author and blogger, and a public intellectual on important issues of media and technology in society, the author is often called the Marshall McLuhan of his day. But he has a theory about why nobody can replace McLuhan, the pioneering scholar of the mass media who coined the phrase "The medium is the message." The author delivered the keynote address at "The Chronicle's" Technology Forum. An adapted version of his remarks is presented.

Jenkins, John M.; Loveland, Tom (2000).  Educational Opportunities in the Global Village.  International Journal of Educational Reform, 9, 4. 

Describes the Japan-Florida Teens Meet Project, an international program linking students at a Florida high school and a Japanese high school. Students were encouraged to e-mail their partners daily. The program also involved videoconferencing, a dollar/yen conversion exercise, and construction of space-station scale models.

Jenkins, Ronald L.; Howell, W. Mike; Davenport, L. J.; Wood, Linda F. (2003).  Teaching Field Biology with Photography  American Biology Teacher, 65, 6. 

Photography makes an easy and excellent tool for teaching field biology courses, allowing students to study nature without harming it. This photographic technique is used in capturing images of vertebrates, invertebrates, and plants during class field trips, then making these images available for students to identify and study from a departmental web page. In this article, the authors discuss how they used digital photography for capturing images of animals encountered in the field and how the technique has evolved and improved over the past few years. They also provide recommendations that will save several rolls of film (and much frustration) regarding the use of photography.

Jenks, Christopher Joseph (2007).  Floor Management in Task-Based Interaction: The Interactional Role of Participatory Structures  System: An International Journal of Educational Technology and Applied Linguistics, 35, 4. 

Second language tasks are often described as classroom activities that promote greater student participation, yet many studies only discuss participation in aggregates, such as total turns at talk or total words per turn. The aim here is to demonstrate that a qualitative inquiry into tasks can equally reveal important participatory and interactional implications for the language teacher. Specifically, this study investigates the interactional role participatory structures of tasks have on floor management. Participatory structures determine how interlocutors participate in tasks, and include concepts such as one-way and two-way interaction. Floor management can be described as interlocutors' attempt to move the task forward. The findings show that the way information is distributed between interlocutors affects floor management. For example, if one interlocutor is describing a picture to another interlocutor that cannot see the picture, the interlocutor with the picture will anchor the floor according to what the picture looks like. When discussing shared information, the direction of the floor is determined by both interlocutors' understanding of how the task should be completed.

Jenney, Timothy R.; Roupas, Eva K. (2003).  Quality Connection: Going the Distance  Computers in the Schools, 20, 3. 

In 1999, Virginia Beach City Public Schools launched a completely new distance learning (DL) initiative, Quality Connection. Since that time, through perseverance and creative thinking, the program has become a model of technology as well as a highly successful method of delivering services to a wide variety of stakeholders. Not only do students reap benefits from Quality Connection, but also school and office staff and administrators use DL in numerous capacities. Indeed, Quality Connection is slated for replication by other school divisions in Virginia. Although the program was developed originally to offer expanded curricula to students and training opportunities for staff, DL has had the ancillary effect of reprising the division's longterm goals and revolutionizing short-term strategies. It is through the foresight and business acumen of division leadership that VBCPS maintains its motto, "Ahead of the Curve."

Jennings, Miranda E.; Holcomb, Lori B.; Lima, Clarisse O.; Brown, Scott W. (2005).  Teachers' Perception of Their Classroom Technological Resources and the Perceived Feasibility of Implementation of Their Connecticut Teacher Technology Competencies: Level II Proposals  [Online Submission] 

This study investigates the possible relationship between teachers' perception of their classroom technological resources and the perceived feasibility of implementation of their Connecticut Teacher Technology Competencies (2001) Level II (LII) proposals. The impact of gender, years of teaching experience, and level of education were evaluated using a two-way contingency table analysis. Incomplete survey responses were excluded from the analysis. A greater percentage of individuals with graduate degrees felt that their technology equipment was insufficient when compared to those with non-graduate degrees. Also, a greater percentage of individuals with non-graduate degrees felt that they could use the equipment they had when compared to those with graduate degrees. Years of teaching experience did not appear to have a directional impact on self-perception of ability to implement technology, although the two are related. The lack of findings related to gender are perhaps reflective of a skewed self-reported sample with a disproportionately high number of females (n=88) compared to males (n=25). Limitations of this study are the nature of self-reported multiple choice questions that ask the participant to predict their future technology implementation. Further research is needed to observe the actual implementation of the LII technology proposals as they are implemented in classrooms. The following are appended: (1) Level II procedure; (2) Content Survey; (3) Context Survey; and (4) Exit Survey.  [Funding for this project was provided by the Teachers for a New Era Project at the University of Connecticut.] | [FULL TEXT]

Jennings, Susan Evans; Onwuegbuzie, Anthony J. (2001).  Computer Attitudes as a Function of Age, Gender, Math Attitude, and Developmental Status.  Journal of Educational Computing Research, 25, 4. 

Examines whether the variables of age, gender, attitudes toward mathematics, and student type are significantly related to four dimensions of computer attitude: anxiety, confidence, liking, and usefulness. Participants were 351 male and female undergraduate students, in three age groups, enrolled in either developmental or non-developmental courses.

Jennings, Wayne (2005).  Community Learning Centers  [DesignShare] 

The Community Learning Centers plan provides a systemically changed model for the 21st century. This top-to-bottom transformation of current education addresses all aspects of schools with a detailed framework to guide serious educational reformers. This fresh approach to principles of learning, curriculum, staffing, facilities, student as resource, parent roles, technology, staff development and more makes it possible to accomplish for all students the three major goals of education: responsible citizenship, productive work and lifelong learning. Generated with a large grant and based on sound research, the Community Learning Centers program gives courageous school and community leaders the background and practical information to create high performance schools.  [This essay was first published by Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262 as a chapter in Bold Plans for School Restructuring edited by Sam Stringfield, Steven Ross and Lana Smith, 1998.] | [FULL TEXT]

Jennings, Wayne B. (2007).  Features of Advanced Learning Systems  [DesignShare] 

Schools of tomorrow will be completely different physically and operationally. The author of this article states that we cannot tolerate the current high failure rates in terms of graduation and possession of the competencies needed to function successfully as citizens in a democracy, productively as workers and heuristically as learners. He lists some of the features and principles of the new learning systems now barely on the school horizon but not unusual from the standpoint of research and existing but scattered practices. The author concludes by stating that as the practices delineated herein are adopted, the uniformity of schools will disappear. | [FULL TEXT]

Jenny, Frederick J. (2004).  Instructional Technology in Computer Science Education  [Association of Small Computer Users in Education (ASCUE)] 

The Web, the Internet, the intranet and associated resources, campus computer labs, smart classrooms, course management systems, and a plethora of software packages all offer opportunities for every classroom instructor to enrich in-class and out-of-class activities. Why should an instructor consider the integration of technology into their teaching? They create technology and systems. They train the students who in turn create and program technological systems in all kinds of environments including business, industry, health and allied fields, and education. The integration of technology in the classroom is further discussed in this article. [For complete proceedings, see ED490093.] | [FULL TEXT]

Jenny, Frederick J. (2005).  A Decade of Mobile Computing for Students  [Association of Small Computer Users in Education (ASCUE)] 

This paper describes the mobile computing at Grove City College, a small, private, liberal arts institution in Western Pennsylvania. They have entered their second decade of mobile computing for students in the school of about 2200. Each incoming freshman receives a laptop computing and inkjet printer during the fall orientation, all a benefit of the College's $15,000 room, board, and tuition. The development of this program since its inception in 1994 is described. [For complete proceedings, see ED490133.] | [FULL TEXT]

Jenny, Geraldine Covert (2005).  Email Journaling for Teacher Candidates  [Association of Small Computer Users in Education (ASCUE)] 

This paper discusses email journaling for those hoping to become a teacher. The author discusses an innovative format she designed for journal entries that revolutionized her field experience supervision practices and those of other supervisors with whom she has shared this format. It has vastly improved the quality of the teacher-candidate's classroom experiences as well as the depth and quality of their reflections. Now, journal entries are distinguished, thoughtful, and sharply focused on the themes and domains involved in becoming an exemplary teacher. This paper describes this innovative journaling format that is driven by identified domains such as: becoming an instructional leader, becoming an expert in a school context, becoming a learning theorist, becoming a curriculum designer as well as becoming a master practitioner. Sections in the paper include: (1) Student Teacher Journaling; (2) Teaching Domains; (3) Reflective Email Journal Assignment; (4) Rubric for Reflective Email Journal Entries; and (5) Reflective Email Journal Sample. [For complete proceedings, see ED490133.] | [FULL TEXT]

Jensen, Murray; Moore, Randy; Hatch, Jay (2002).  Cooperative Learning-Part II. Cooperative Group Activities for the First Week of Class: Setting the Tone with Group Web Pages.  American Biology Teacher, 64, 2. 

Presents three science activities for the first week of class that use the cooperative learning approach and computers. Requires students to create a web page to introduce group members.

Jensen, Murray; Moore, Randy; Hatch, Jay (2002).  Cooperative Learning--Part 3. Electronic Cooperative Quizzes.  American Biology Teacher, 64, 3. 

Introduces the Electronic Cooperative Quiz (ECQ) program which aims to investigate the implementation of cooperative quizzes to the World Wide Web. Describes the creation and design of the program and evaluates the two different methods used with students.

Jensen, Murray; Moore, Randy; Hatch, Jay (2002).  Cooperative Learning Series--Part 4. Group Web Projects for Freshman Anatomy and Physiology Students.  American Biology Teacher, 64, 4. 

Presents student-created web pages as an alternative to writing a research paper wherein students research a topic in depth and write a project paper on the subject.

Jenson, Jennifer; De Castell, Suzanne (2008).  "Get Up and Play!" From Simulation to Imitation in Digital Games  Education Canada, 48 n2 p40-42, 44 Spr 2008. 

As professors working in faculties of education for the past ten years researching digital gameplay and the design and development of games for education, the authors have often been asked whether digital games are good or bad for children. The discourse of good/bad is a slippery one and the authors believe that digital games, like television, film, and books in the past, require ongoing study and attention. In this article, the authors briefly outline some of the early research in the field of digital games and education that attempted to answer the question of what and how people learn from playing games. The authors then turn to the recent revolution in gameplay controllers to illustrate how gameplay has undergone a significant epistemological shift--one that no longer sees it as the simulation of actions on a screen, but instead uses imitation as its central element, perhaps for the first time effectively giving players access to a form of play-based learning previously relegated to the very young.

Jenson, Jill D. (2004).  It's the Information Age, so Where's the Information? Why Our Students Can't Find It and What We Can Do to Help  College Teaching, 52, 3. 

Although most college faculty are aware of the problems that students encounter when conducting research using the Internet, fewer recognize why their students lack success when using the electronic databases and indexes to which the institution's library subscribes. In this article, I point to teachers' assumptions about their students' "computer literacy," as well as to the students' lack of hands-on experience in actual libraries, as potential sources of the problem. I provide practical, detailed suggestions, which are useful across disciplines, for overcoming these obstacles.

Jalongo, Mary Renck (2007).  Beyond Benchmarks and Scores: Reasserting the Role of Motivation and Interest in Children's Academic Achievement--An ACEI Position Paper  Childhood Education, 83, 6. 

There is little question that the fundamental purpose of education--what the ancient Greeks referred to as the "telos"--is to promote student learning. For decades, both experts and the general public have agreed that any effort to improve the education system must focus squarely on optimizing student learning, motivating students to achieve, and furthering teacher professional development (Boyer, 1995; Darling-Hammond, 2006; Rose & Gallup, 2006). As clear and compelling as such goals may be, the route to attaining them is obscured by a dense fog of widely held misconceptions, conflicting expert opinion, and political agendas. What is disregarded in the frantic quest to attain higher test scores is that an emphasis on motivation, interest, and metacognition--the ability to analyze one's own learning needs and processes--make a collective and profound contribution to academic achievement. As Nel Noddings (2006) explains, "The most fundamental expectation of schooling is that students will learn. If we want them to use their minds well, it is reasonable to help them understand how their minds function, how and why they learn. What motivates us to learn? What habits are helpful? Why do I remember some things and forget so many others?" This paper is an effort to respond to each of these important questions as they apply both to learners and to teachers. It begins by redefining learning and challenging widely held assumptions about the role of motivation and interest in learning. Next, it focuses on incentives used to motivate learning, and finally, it offers research-based recommendations on how to build motivation and interest in learners.

Jarvela, Sanna; Lehtinen, Erno; Salonen, Pekka (2000).  Socio-emotional Orientation as a Mediating Variable in the Teaching-Learning Interaction: Implications for Instructional Design.  Scandinavian Journal of Educational Research, 44, 3. 

Presents a theoretical framework for analyzing students' social, emotional, and motivational interpretations and demonstrates the application of the framework in two studies involving 8 12-year-old boys and 14 12-year-old boys in which such interpretations were analyzed in a cognitive apprenticeship-based technologically rich learning environment.

Jarvinen, Esa-Matti; Hintikka, Jouni; Karsikas, Arto (2008).  DEPTH--Developing Professional Thinking for Finnish Technology Teachers  International Journal of Technology and Design Education, 18, 3. 

The Finnish case contributing to the international DEPTH study was carried out within the Technology Education "NOW!" project at the University of Oulu. Nineteen project teachers participated in the study. The recent revision of the Finnish Basic Education Curriculum with the introduction of the cross-curricular theme "Humans and Technology" provided the contextual framework for the study. The graphic tool called the "DEPTH tool" was introduced to the teachers to help and support them in their professional thinking of their technology teaching in this period of transition. Qualitative research methods were employed in the study. The teachers' responses to the study indicate that it was appropriate and helped them to make sense of the situation. The DEPTH tool appeared to work well with most of the teachers. Even though some of the teachers used the tool to present a list of activities they have carried out in their technology teaching, most of them understood that they could use the tool in a deeper way to enhance their professional reflection. Five categories of teachers emerged from the data. The categories indicate different aspects and levels of teachers' professional reflection, especially in relation to curriculum revision and the cross-curricular theme Humans and Technology. Interestingly, some of the teachers who showed a thoughtful level of reflection did not pay very much attention to the revised curriculum.

Jarvis, Peter, Ed. (2001).  The Age of Learning: Education and the Knowledge Society. 

This book's 18 chapters provide a multi-disciplinary analysis of lifelong learning and the learning society by doing the following: (1) examining the way that these phenomena have emerged; (2) analyzing the concepts; (3) discussing ways in which the learning society functions; (4) assessing the implications of the learning society for other sectors of the educational institution; and (5) reflecting on the age of learning. Many examples are taken from experiences in the United Kingdom. The following essays are included: "The Emerging Idea" (Linda Merricks); "Social, Economic, and Political Contexts" (Stephen McNair); "The Changing Educational Scene" (Peter Jarvis); "From Education Policy to Lifelong Learning Strategies" (Colin Griffin); "The Learning Society" (Colin Griffin and Bob Brownhill); "Lifelong Learning" (Bob Brownhill); "Paying for the Age of Learning" (Stephen McNair); "Work-Related Learning" (Paul Tosey and Stephen McNair); "Facilitating Access To Learning: Educational and Vocational Guidance" (Julia Preece); "Implications of the Learning Society for Education beyond School" (Linda Merricks); "The School in the Age of Learning" (John Holford and Gill Nicholls); "Corporations and Professions" (Peter Jarvis and Paul Tosey); "Implications for the Delivery of Learning Materials" (John Holford and Tom Black); "Implications for Including the Socially Excluded in the Learning Age" (Julia Preece); "The Public Recognition of Learning" (Peter Jarvis); "Questioning the Learning Society" (Peter Jarvis); "Civil Society and Citizenship in a Learning Age" (John Holford); and "Future Directions for the Learning Society" (Peter Jarvis and Julia Preece). Each essay lists references.

Jarvis, Phil; Esbin, Howard (2006).  Getting Serious Play: Life Span Career Education  Education Canada, 46, 3. 

Canada's $76.5 billion annual investment in education is paying dividends. A recent international survey ranked Canadian students "second" in reading literacy, "fifth" in mathematics and "fifth" in science. For nations and individuals alike, such mastery is intrinsic to success in the new knowledge economy. Yet, mastering these academic skills in isolation is insufficient preparation for meaningful lives and livelihoods. This article discusses a number of innovative educational initiatives that are addressing this imbalance between students learning "what and how" but not "why." One important initiative, involving some 100,000 schools internationally began in Canada and is now based in New Brunswick. This non-profit organization's innovative learning tools and games are helping young people (and adults) everywhere gain much needed perspective about themselves and their lives. This article examines this distinctively Canadian initiative, explores its two related learning tools, and explains the intrinsic role that imagination tacitly plays throughout the serious game process.

Jonassen, David H. (2000).  Transforming Learning with Technology: Beyond Modernism and Post-Modernism or Whoever Controls the Technology Creates the Reality.  Educational Technology, 40, 2. 

Contrasts modern and post-modern views of technology and suggests a newer, transformative view of educational technology in an effort to explain why technology has failed and to provide a vision for how it could work. Discusses technology as teaching medium; technology as power; technoglobalism; and mediating the social con-construction of reality.

Jonassen, David H. (2000).  Toward a Design Theory of Problem Solving.  Educational Technology Research and Development, 48, 4. 

Proposes a metatheory of problem solving. Describes differences among problems in terms of their structured ness, domain specificity (abstractness), and complexity; describes individual differences that affect problem solving; and presents a typology of problems, each of which engages different cognitive, affective, and conative process and therefore necessitates different instructional support. 

Jonassen, David H. (2002).  Learning as Activity.  Educational Technology, 42, 2. 

Integrates contemporary theories of learning into a theory of learning as activity. Explains ecological psychology, changes in understanding of learning, activity systems and activity theory (including the integration of consciousness and activity), and activity structure; and discusses learning as a cognitive and social process.

Jonassen, David H. (2003).  The Vain Quest for a Unified Theory of Learning.  Educational Technology, 43, 4. 

Describes some of the many conceptions of learning that have guided the field of instructional design in two main periods: one focusing on learning from an objectivist perspective, which lasted most of the 20th century, and one focusing on learning from cognitive and social constructivist perspectives, which has dominated the past decade.

Jonassen, David H. (2006).  A Constructivist's Perspective on Functional Contextualism  Educational Technology Research and Development, 54, 1. 

In this paper, the author presents his arguments to Fox's premise that functional contextualism has an implications for designing instruction. Fox argues that functional contextualism is an alternative to constructivism because constructivism has not empirically demonstrated its effectiveness. However, the author finds this assertion troubling for several reasons. First, the effects of constructivism are not obvious because constructivism is not a theory of learning. Second, even though constructivism is not a design method, there are numerous reports that empirically validate the ability of innovations based on a constructivist epistemology, such as anchored instruction, problem-based learning, microworlds, cognitive tools, and simulations, to engage and support meaningful learning. Third, if empirical validation were a truth criterion for all theories of learning and models of instruction, most would fail. Fourth, there are other theories that may accomplish the goals of functional contextualism as well as or better than functional contextualism. Fifth, and perhaps most importantly, there is no best model of instruction or theory of learning.

Jonassen, David H. (2006).  On the Role of Concepts in Learning and Instructional Design  Educational Technology Research and Development, 54, 2. 

The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects into their correct categories. Similarity views of concept learning are unable to account for all of the rules governing concept formation, patterns of concepts, and concepts-in-use. Probabilistic-prototype and exemplar views have accommodated some of the inherent fuzziness of concepts. Concepts can only be fully understood as processes of conceptual change, the reorganization of conceptual frameworks. Although very little research has focused on assessing conceptual change, the theories of conceptual change recommend assessing patterns of concepts and concepts-in-use. Descriptions of pertinent assessment methods are presented.

Jonassen, David H., (2008).  Instructional Design as Design Problem Solving: An Iterative Process  Educational Technology Magazine: The Magazine for Managers of Change in Education, 48, 3. 

Design, including instructional design, is one of most complex and ill-structured kinds of problem solving. Historically, instructional design has been conceptualized as a linear set of phases (e.g., analysis, design, development, implementation, evaluation) that a designer progresses through. Silber (2007) has provided an alternative perspective on the instructional design process. He argues that instructional design, as it is practiced by experts, is moderately structured and heuristic, not procedural, comprised of thinking processes and guided by accepted principles. In this article, the author argues that design is ill-structured, and the primary thinking process that all designers (including experts and non-experts) employ is decision making that occurs in cycles. Decisions are driven less by accepted principles than they are by constraint satisfaction and beliefs, some of which are culturally accepted and others that are context specific. Unlike Silber, the author does not propose this process as a model of instructional design. Rather, he describes how design problems are typically solved and the implications of that process for designers and design education.

Jonassen, David H., Ed. (2007).  A Taxonomy of Meaningful Learning  Educational Technology Magazine: The Magazine for Managers of Change in Education, 47, 5. 

Synthesizing a decade of research, the author describes a taxonomy of meaningful learning. The most meaningful learning outcome is problem solving. In this taxonomy, four different kinds of problem solving are arranged in a hierarchical manner. Prerequisite/corequisite with problem-solving outcomes are two fundamental reasoning skills that underpin all problem solving: analogical and causal reasoning. These forms of reasoning call on concepts-in-use, and lower- and higher-order propositions comprised of concepts and relationships. Problem-solving instruction should engage learners in solving problems, analogical comparisons of structurally similar problems, and analysis of the causal relationships (higher-order propositions) contained in the problem space.

Jonassen, David H.; Hernandez-Serrano, Julian (2002).  Case-Based Reasoning and Instructional Design: Using Stories To Support Problem Solving.  Educational Technology Research and Development, 50, 2. 

Discusses the increased emphasis on problem solving and problem-based learning in instructional design and the need for new methods for task analysis and models for designing instruction. Defines the rationale and means for analyzing, organizing, and presenting stories to support problem solving by case-based reasoning.

Jonassen, David H.; Ionas, Ioan Gelu (2008).  Designing Effective Supports for Causal Reasoning  Educational Technology Research and Development, 56, 3. 

Causal reasoning represents one of the most basic and important cognitive processes that underpin all higher-order activities, such as conceptual understanding and problem solving. Hume called causality the "cement of the universe" [Hume (1739/2000). Causal reasoning is required for making predictions, drawing implications and inferences, and explaining phenomena. Causal relations are usually more complex than learners understand. In order to be able to understand and apply causal relationships, learners must be able to articulate numerous covariational attributes of causal relationships, including direction, valency, probability, duration, responsiveness, as well as mechanistic attributes, including process, conjunctions/disjunctions, and necessity/sufficiency. We describe different methods for supporting causal learning, including influence diagrams, simulations, questions, and different causal modeling tools, including expert systems, systems dynamics tools, and causal modeling tools. Extensive research is needed to validate and contrast these methods for supporting causal reasoning.

Jonassen, David H.; Kwon, Hyug II (2001).  Communication Patterns in Computer Mediated versus Face-to-Face Group Problem Solving.  Educational Technology Research and Development, 49, 1. 

Discussion of computer-mediated group problem solving focuses on a study of undergraduates that compared the perceptions of participants, the nature of the comments made, and the patterns of communication in face-to-face and computer conferencing groups in terms of problem-solving activities while solving well-structured and ill-structured problems.

Jonassen, David; Churchill, Daniel (2004).  Is There a Learning Orientation in Learning Objects?  International Journal on E-Learning, 3, 2. 

Based on contemporary theories of learning, this article takes a critical view of the concept of learning objects. Learning objects decompose content into granular pieces of information that can be stored, retrieved, and reused in instruction. Current conceptualizations of learning objects support traditional, objectivist forms of instruction. While there are no implicit restraints on the concept of learning objects in terms of their complexity, interactivity, and cognitive functionality, the current industry standards cannot describe the rich interactions necessary for meaningful learning, such as problem solving. Also, the metadata used to describe them provides very little useful information for the instructional designer deciding how to use learning objects. We argue for richer, multidimensional conceptions of learning objects, including information objects, conversation objects, learning objects, thinking objects, knowledge objects, and activity objects. Additionally far richer metadata are needed to describe learning functions, purpose, and outcomes.

Jones, Adam C.; Simonds, Cheri J.; Hunt, Stephen K. (2005).  The Use of Application Essays as an Effective Tool for Assessing Instruction in the Basic Communication Course  Communication Education, 54, 2. 

The assessment of student learning in general education courses is of critical importance in higher education. This study examined the utility of a particular writing assignment, application essays, as a course assessment tool in a basic communication course. Application essays are one page compositions asking students to describe a communication event and to use a single concept from class to analyze that experience. A content analysis of 369 application essays contained in 140 student portfolios coded (a) categories of communication events, (b) categories of course content, and (c) the quality of the linkages between them in the student writings. In general, students focused on mass media events, and utilized concepts developed early in the class. Seventy percent of the conceptual connections were appropriate. Results were used to subsequently modify the application essay assignment to encourage more diverse topical coverage.

Jones, Alister; Moreland, Judy (2005).  The Importance of Pedagogical Content Knowledge in Assessment for Learning Practices: A Case-Study of a Whole-School Approach  Curriculum Journal, 16, 2. 

Eastern Heights Primary School's involvement with research on assessment for learning began in 1998 with a focus on technology education as a new learning area. The initial research outcomes highlighted the impact that teachers' pedagogical content knowledge has on classroom and school practices in assessment for learning. In the subsequent years, enhancing teachers' planning, teaching and assessment knowledge and practices were key foci, as were developing teachers' understandings of subject ideas and how these might be translated to best fit their students. Teachers' formative interactions and summative assessment practices became focused on encouraging and supporting student engagement with key subject ideas in order to move student learning forward. For effective learning to occur, it was crucial for teachers to have conversations with students around these ideas. The impact of the intervention programme on teachers' assessment for learning practices and student learning was so significant that changes were made to classroom practices at the wider school level in technology, and were also incorporated effectively into science programmes and other curriculum areas. This article describes why the research and intervention programmes undertaken with a few teachers impacted positively on a school-wide basis. The school culture, the positive research outcomes and the nature of the research process contributed to school-wide changes in assessment for learning practices. This long-term research programme provides insights into how enhanced assessment for learning practices at the individual teacher level might expand to a school-wide level.

Jones, Ann; Blake, Canan; Davies, Clare; Scanlon, Eileen (2004).  Digital Maps for Learning: A Review and Prospects  Computers and Education, 43, 1-2. 

Over the last 10 years there has been a rapid increase in the development and use of digital maps for teaching and learning in Higher Education. There is also a political drive to encourage and foster best practice in this area. This is part of a more general initiative on fostering the development and demonstrating the impact of the use of digital resources in education, as evidenced by recent funding programmes by JISC in the UK and NSF in the US. This paper presents and discusses the evaluation of digital resources to support the use of digital maps for learning. First it reviews the use of digital maps for learning, outlining the features that make them powerful tools, before then considering the more general literature on learners' use of maps which suggests that although they have great potential, the use of digital maps by learners may not be straightforward. The paper then discusses a project called "e-MapScholar," which was funded by JISC. The "e-MapScholar" project has been developing tools and learning and teaching materials to enhance and support the use of geo-spatial data currently available within tertiary education, including digital map data. The project includes teaching case studies of how such resources can be used and have been used in practice. The e-MapScholar project serves to illustrate the possibilities of learning with digital maps and the challenge of delivering on this possibility. The final two sections of the paper discuss the outcomes of the e-MapScholar evaluation and conclude with prospects for the use of digital maps in education.

Jones, Ann; Issroff, Kim (2005).  Learning Technologies: Affective and Social Issues in Computer-Supported Collaborative Learning  Computers and Education, 44, 4. 

This paper is concerned with "affective" issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings. Affective issues have been viewed as somewhat problematic in studying learning, so although it is well known that learner attitude, motivation, and emotional state are very important, they have often been excluded from the frame of research, or studied separately from cognitive learning. This position is gradually changing and this paper considers what previous research has been conducted in these areas. It discusses the role of affective factors in three main areas of collaboration: in settings where learners are co-located, in on-line communities and to support and develop socio-emotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important directions for future research.

Jones, Beth H.; Jones, Gary H.; Banerjee, Debasish (2005).  An Empirical Analysis of Negotiation Teaching Methodologies Using a Negotiation Support System  Journal of Educational Technology Systems, 33, 3. 

This article describes an experiment that compared different methods of teaching undergraduates the fundamentals of negotiation analysis. Using student subjects, we compared three conditions: reading, lecture-only, and lecture accompanied by student use of a computerized negotiation support system (NSS). The authors examined two facets of learning: comprehension and attitude about the learning experience. Comprehension was measured with quiz scores and attitude was measured by responses on a questionnaire. Results show that comprehension was significantly better in the lecture and lecture/NSS conditions than in the reading condition (no difference in comprehension between lecture and lecture/NSS). Attitude measures show students had a more positive attitude toward the material and about the learning experience in the lecture/NSS condition than the lecture-only; in turn, the attitude of lecture-only subjects was better than the reading-only group.

Jones, Brett D. (2002).  Recommendations for Implementing Internet Inquiry Projects  Journal of Educational Technology Systems, 30, 3. 

The purpose of this study was to provide recommendations to teachers who are interested in implementing Internet inquiry projects. Four classes of ninth-and tenth-grade honors students (N = 100) participated in an Internet inquiry project in which they were presented with an ecology question that required them to make a decision based on information that they gathered, analyzed, and synthesized from the Internet and their textbook. Students then composed papers with a rationale for their decision. Students in one group had access to pre-selected relevant Web sites, access to the entire Internet, and were provided with less online support. Students in the other group had access to only pre-selected relevant Web sites, but were provided with more online support. Two of the most important recommendations were: 1) to provide students with more online support; and 2) to provide students with pre-selected relevant Web sites and allow them to search the Internet for information.

Jones, Brett D. (2003).  Students as Web Site Authors: Effects on Motivation and Achievement  Journal of Educational Technology Systems, 31, 4. 

This study examined the effects of a Web site design project on students' motivation and achievement. Tenth-grade biology students worked together in teams on an ecology project that required them to locate relevant information on the Internet, decide which information should be included on their Web site, organize the information into Web pages, and link the pages together. A comparison group received traditional ecology instruction that included lectures and labs. Data sources included motivation questionnaires, achievement tests, student attitude questionnaires, and teacher interviews. While both groups showed similar achievement gains, the students that designed Web sites were more motivated than the students that received traditional instruction. Advantages and disadvantages of the Web site design project are reported and discussed. The results of this study indicate that it is feasible for a high-school teacher to use a student-as-designer model of instruction with Web-based technology.

Jones, C. R.; Ferreday, D.; Hodgson, V. (2008).  Networked Learning a Relational Approach: Weak and Strong Ties  Journal of Computer Assisted Learning, 24, 2. 

In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties and relate this to Bakhtin and a dialogic understanding of networked learning. These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and have the potential to create knowledge. We examine these networks from the point of view of the overall pattern of interaction and from an interest in the kinds of dialogues engaged in by participants in the network. We identify an area for further research in a comparison of the dimensions of links that appear to be weaker in these networks, those concerning affective aspects of the relationship, with those concerned with the sharing of knowledge which appear to be relatively well developed. We suggest that presence and proximity become forms of telepresence and tele-proximity and rely more heavily on interactional means to achieve identity formation. Finally we note that knowledge is negotiated and the marks of its personal and situated origin are essential parts of the exchange through dialogue.

Jones, Caryl (2001).  Infusing Information Literacy and Technology into Your School Library Media Program.  Knowledge Quest, 30, 1. 

Focuses on infusing technology and instructional strategies into a school library media program, aimed at K-5 students. Discusses a tool that fosters a pre-reader's independent access to resources; a button-based Web page that introduces the Internet; the "I Wonder Project"; a graphic organizer that helps students structure the collection of information; and a Web page for accessing educational resources.

Jones, Catherine; Connolly, Michael; Gear, Anthony; Read, Martin (2001).  Group Interactive Learning with Group Process Support Technology.  British Journal of Educational Technology, 32, 5. 

Evaluates a pilot study conducted at the University of Glamorgan that investigated whether group process support technology has the potential to improve the learning experience of students in seminar groups by increasing participation and focusing debate. Describes how the use of the technology was varied among groups and suggests further research.

Jones, Cheryl A.; Anderson, Mike (2001).  Managing Curriculum Change. 

This document, which is intended for mangers at post-16 educational institutions in the United Kingdom, presents guidelines for managing curriculum change that were developed on the basis of case studies of the following further education (FE) colleges: Grey Skies College; Midshire College; and Happy Days College. The introduction explains how the three colleges were selected based on their size and staffing levels and describes the following data collection activities, which took more than 2 years to complete: a confidential survey of all staff (response rates, 60%-87%); interviews with a sample of full-time and part-time teaching staff at each college; and nonparticipant observations of meetings and systems in action. The next section discusses the following guidelines that emerged from the study: (1) make curriculum change a high priority; (2) provide support to achieve success; (3) plan and resource for effective curriculum change; (4) provide effective leadership to drive change; (5) create a shared approach as a vehicle for effective change; (6) recognize and use staff contributions; (7) gain the confidence of staff; (8) deal with negative perceptions of change and professional development; and (9) use accommodation to promote teamwork. Presented next are the three case studies. | [FULL TEXT]

Jones, Edmund T.; Lindner, James R.; Murphy, Tim H.; Dooley, Kim E. (2002).  Faculty Philosophical Position towards Distance Education: Competency, Value, and Educational Technology Support.  Online Journal of Distance Learning Administration, 5, 1. 

Discussion of faculty attitudes toward distance education and potential barriers to faculty acceptance and adoption focuses on a study that investigated faculty perceptions regarding distance education competence, value, and educational technology support by philosophical position towards distance education. Suggests the need to more effectively communicate the value of distance education.

Jones, Eric (2007).  Strategies to Put Instruction Ahead of Technology  Principal Leadership, 7, 6. 

One-to-one computing, laptop learning, technology immersion: such initiatives are gaining momentum--and sparking excitement and controversy--in middle level and high schools, but the key to their success is more than cutting-edge technology. Henrico County Public Schools, a pioneer in educational technology in Virginia, launched a one-to-one computing initiative in 2001. But the professional development approach that supported the initiative was driven more by the products than by instructional needs, and as a result, the district did not achieve all the results it wanted for teachers or students. When the district decided to switch to a new computer platform and implement Dell notebook computers in all its high schools in the 2004-2005 school year, it initiated a new professional development program that acknowledged the lessons learned from the past and defined a clear vision for the future. One lesson resulted in a fundamental shift in the program: all professional development must be approached from an instructional rather than a technical viewpoint. This article describes the strategies adopted by the district to put instruction ahead of technology. Rather than simply learning the basics of how to use a technology tool, teachers now learn how to use the tool to improve teaching and learning in their classrooms. Training is embedded in instruction, not isolated from it, and is driven by the skills that teachers need to use the technology in the classroom, not by the technology itself. Included with this article is "The Technology Integration Progression Chart."

Jones, Ian; Pratt, Dave (2005).  Three Utilities for the Equal Sign  [International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v3 p185-192] 

We compare the activity of young children using a microworld and a JavaScript relational calculator with the literature on children using traditional calculators. We describe how the children constructed different meanings for the equal sign in each setting. It appears that the nature of the meaning constructed is highly dependent on specificities of the task design and the tools available. In particular, the microworld offers the potential for children to adopt a meaning of equivalence for the equal sign.  [For complete proceedings, see ED496848.] | [FULL TEXT]

Jones, James G. (2008).  Issues and Concerns of Directors of Postsecondary Distance Learning Programs Regarding Online Methods and Technologies  American Journal of Distance Education, 22, 1. 

This study, a naturalistic inquiry conducted between 2002 and 2005, presents an integrated portrayal of issues and concerns of twenty-seven directors of postsecondary distributed/distance learning programs as well as the results of a survey that examined technology utilization and methods in 316 postsecondary schools. The major issues and concerns that emerged from the interviews included worries about planning and integrating future changes in technology, Digital Divide issues, ongoing cost of content creation, and vendor lock-in. Emerging during the analysis of the survey of methods and technology utilization was awareness of what technology or methods were "not" being used as compared with previous studies showing what technology was being used for distance education.

Jones, Jennifer; Adams, Gary; Schumaker, Jean B.; Deshler, Donald D.; Davis, Betsy; Grossen, Bonnie; Bulgren, Janis A.; Marquis, Janet; Lenz, B. Keith (2002).  The Educational Context and Outcomes for High-School Students with Disabilities: The Perceptions of Administrators. Research Report. 

The sixth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study compared views of general education and special education administrators on the educational programs for SWDs and other at-risk students. Administrators in three high schools in urban areas, three in suburban areas, and three in rural areas were interviewed. Results indicated that general and special education administrators did not seem to hold coordinated views. First, there was no coordinated vision on how SWDs should be educated. In fact, when asked, they indicated SWDs who were expected to receive a standard diploma should not be educated differently from other students. At least half of the administrators indicated there had been no staff development experiences focusing on students with disabilities. In addition, there seemed to be no coordinated plan for creating future staff development experiences for the teachers. Finally, there seemed to be no structures in place for formally evaluating special education programs and their outcomes. When asked about the use of technology for educating students with disabilities, the administrators indicated that standard computers and standard software were available. The protocol is attached.  | [FULL TEXT]

Jones, Jerry D.; Staats, William D.; Bowling, Noel; Bickel, Robert D.; Cunningham, Michael L.; Cadle, Connie (2005).  An Evaluation of the Merit Reading Software Program in the Calhoun County (WV) Middle/High School  Journal of Research on Technology in Education, 37, 2. 

We were asked by Merit Software to conduct a quasi-experimental research study to evaluate the effects of its reading software on middle school students. Because the No Child Left Behind Act emphasizes the importance of evidence-based interventions and has set improving students reading comprehension as a goal, we agreed to take on this project. Scores from the Stanford Achievement Test, Ninth Edition (SAT-9) for both the treatment and control groups were compared for 2002 and 2003. Our findings showed achievement gains associated with each of the nine SAT-9 dependent variables we measured. | [FULL TEXT]

Jones, Liz; McNamara, Olwen (2004).  The Possibilities and Constraints of Multimedia as a Basis for Critical Reflection  Cambridge Journal of Education, 34, 3. 

The use of video evidence as a vehicle for promoting discussion and critical reflection is well established in educational literature in the field of professional development and is gradually becoming more accepted as a research method. There is general agreement also that in relation to image-based research the combination of video evidence of practice and professional dialogue promote critical reflection and can be instrumental in bringing about changes to that practice. Our aim in this paper is firstly to explore briefly our use of video images as a catalyst for promoting rich dialogue that supports multiple perspectives, meanings and interpretations of classroom events. We describe from a very practical perspective the trials and tribulations of developing a methodology for collecting and analyzing video recordings of classroom practice. Secondly, we describe our attempts to capture and narrate the experience as a multimodal account (Kress & Leeuwen, 2001 ) for dissemination purposes. The experience of coming to understand and work with the possibilities and constraints offered by the integration of media such as graphic/video image, text, music and becoming familiar with the language of 'roll-overs', 'one-stop-shops', 'rendering' was for us a very steep learning curve which proved both exciting and challenging.

Jones, M. G.; Andre, T.; Kubasko, D.; Bokinsky, A.; Tretter, T.; Negishi, A.; Taylor, R.; Superfine, R. (2004).  Remote Atomic Force Microscopy of Microscopic Organisms: Technological Innovations for Hands-On Science with Middle and High School Students  Science Education, 88, 1. 

This study examined hands-on experiences in the context of an investigation of viruses and explored how and why hands-on experiences may be effective. We sought to understand whether or not touching and manipulating materials and objects could lead to a deeper, more effective type of knowing than that we obtain from sight or sound alone. Four classes of high school biology students and four classes of seventh graders participated in the study that examined students' use of remote microscopy with a new scientific tool called the nanoManipulator, which enabled them to reach out and touch live viruses inside an atomic force microscope. Half of the students received full haptic (tactile and kinesthetic) feedback from a haptic joystick, whereas half of the students were able to use the haptic joystick to manipulate viruses but the tactile feedback was blocked. Results showed that there were significant gains from pre- to postinstruction across treatment groups for knowledge and attitudes. Students in both treatment groups developed conceptual models of viruses that were more consistent with current scientific research, including a move from a two-dimensional to a three-dimensional understanding of virus morphology. There were significant changes in students' understandings of scale; after instruction, students were more likely to identify examples of nanosized objects and be able to describe the degree to which a human would have to be shrunk to reach the size of a virus. Students who received full-haptic feedback had significantly better attitudes suggesting that the increased sensory feedback and stimulation may have made the experience more engaging and motivating to students.

Jones, M. Gail; Minogue, James; Oppewal, Tom; Cook, Michelle P.; Broadwell, Bethany (2006).  Visualizing without Vision at the Microscale: Students with Visual Impairments Explore Cells with Touch  Journal of Science Education and Technology, 15, 5-6. 

Science instruction is typically highly dependent on visual representations of scientific concepts that are communicated through textbooks, teacher presentations, and computer-based multimedia materials. Little is known about how students with visual impairments access and interpret these types of visually-dependent instructional materials. This study explored the efficacy of new haptic (simulated tactile feedback and kinesthetics) instructional technology for teaching cell morphology and function to middle and high school students with visual impairments. The study examined students' prior experiences learning about the cell and cell functions in classroom instruction, as well as how haptic feedback technology impacted students' awareness of the 3-D nature of an animal cell, the morphology and function of cell organelles, and students' interest in the haptic technology as an instructional tool. Twenty-one students with visual impairment participated in the study. Students explored a tactile model of the cell with a haptic point probe that allowed them to feel the cell and its organelles. Results showed that students made significant gains in their ability to identify cell organelles and found the technology to be highly interesting as an instructional tool. The need for additional adaptive technology for students with visual impairments is discussed.

Jones, Margaret (2008).  Journey to the Centre of a Triangle  Mathematics Teaching Incorporating Micromath. 

Using the film "Journey to the Centre of a Triangle" with a group of 15-year-old pupils, the author describes how they had done some work on constructions such as angle bisector and perpendicular bisector. The pupils were given A3 papers, rulers, compasses and pencils and they were asked to recreate their favourite scence from the film. The film identified four centres: (1) the incenter; (2) the orthocenter; (3) the centroid; and (4) the circumcenter. There is a power in construction that means one has to think when using pencil, compass and ruler, but today's tools are the software packs such as "Geometer's Sketchpad" and "Cabri." In this article, the author compares working with a moving film to working with software tools.

Jones, Mervyn E. (2003).  The Renaissance Engineer: A Reality for the 21st Century?  European Journal of Engineering Education, 28, 2. 

Considers the issues involved in developing the concept of the renaissance engineer for the 21st century and offers reflections on areas and specific considerations for lifelong learning. Addresses the development of e-learning within the context of professional lifelong learning as a 'disruptive' development and discusses its future role.

Jones, Morgan (2000).  Building Quality Facilities That Meet Changing Needs.  School Construction News, 3, 7. 

Discusses the changing field of educational specifications and facility planning, community partnerships, changing school technology, and the role of playgrounds in education. Also discussed are the accomplishments and role of the Council of Educational Facilities Planners.

Jones, Norah; O'Shea, John (2004).  Challenging Hierarchies: The Impact of E-Learning  Higher Education: The International Journal of Higher Education and Educational Planning, 48, 3. 

New developments in e-learning and increasingly sophisticated learning technologies are beginning to make a major impact in U.K. universities. It is clear that universities need to change to accommodate the impact of technology on learning. Communication technologies that are free from time or place constraints provide new challenges to universities on how they should be organised. The paper reflects on the university's strategic planning process and outlines the development process of an e-learning initiative. Examples of the emergent change agenda are identified and finally possibilities for future development are explored. It is clear that the impact of e-learning will require universities to re-think fundamentally their thinking and therefore their strategies in a whole range of areas. There has been much focus on technological advancement but much less on how technology impacts on strategic planning. This paper addresses this gap in the literature by examining one university's strategic responses to this challenge of e-learning. The learning attached to this case study could be used to help other universities respond to the change agenda brought about by e-learning.

Jones, Raymond C. (2008).  The "Why" of Class Participation: A Question Worth Asking  College Teaching, 56, 1. 

It is not unusual to find elaborate schemes for compelling and assessing class participation. Although participation can take many forms, in practice it is most synonymous with discussion, which, at its core, is about student engagement. But with what should the students be engaged? When we make class participation a requirement and assess it, students must then produce evidence. But of what? The author examines the intentions behind class participation, considers the means and associated meanings of its implementation, and suggests new ways for professors to think about and justify it, with our productive learning outcomes in mind.

Jones, Steve E. (2007).  Reflections on the Lecture: Outmoded Medium or Instrument of Inspiration?  Journal of Further and Higher Education, 31, 4. 

The traditional, didactic lecture is under attack from diverse quarters. With its origins rooted in the emergence of orality, the lecture now stands as only one of a plethora of educational communication tools, and has been subject to criticism particularly by constructivists for failing to deliver deep and effective learning experiences. This article explores the lecture's advantages and limitations in the context of evolving teaching practices and technologies, and posits that the strength of the lecture lies in its immediacy and presence. Its future survival and evolution must exploit this powerful asset to enhance student learning through engagement and interaction.

Jones, Ted C.; Sorenson, Karen (2001).  Combining Studio Videoconferencing and the Internet To Promote Intercultural Understanding. 

"Projet Mercure," or the Mercury Project, was a consortium of universities in North America that used videoconferencing to link with university classrooms in France; its purpose was to provide a new approach to teaching French language and civilization. This paper examines one such videoconference between both Austin Peay State University (Tennessee) and the University of Tennessee at Martin and the Universite d'Orleans (France) that covered the American presidential election process. Areas of discussion include a history of Projet Mercure, student and teacher preparations for the conference, technical considerations, a description of what happened during the conference, and an overview of the lessons learned.  | [FULL TEXT]

Jones, Ted; Luck, DeAnne; Buchanan, Lori (2002).  Collaborating Online To Teach Information and Multimedia Literacy. 

A graduate communications course in multimedia literacy uses a completely online environment to assemble faculty and curriculum resources normally unavailable in traditional classrooms. Guided by a teacher/coordinator, a librarian teaches information literacy by examining Internet copyright and fair use issues, ethics, and the evaluation of free-and fee-based materials. A Webmaster teaches World Wide Web site design principles and management for group projects, and each student creates a Web portfolio. Students and faculty offer evaluations and recommendations for the course in the future. While online courses offer access to education to those who would otherwise be unable to continue learning, the online environment offers both challenges and opportunities for educators to explore and expand teaching practices and resources. In Web-based courses, educators are forced to look outside the classroom "box." The graduate communication course in multimedia literacy at Austin Peay University (Tennessee) described in this paper began as a series of challenges. As approaches were taken to maximize Web environment opportunities, solutions began to be found. New alliances for teaching were forged in the process.  | [FULL TEXT]

Jones, Tom (2004).  Institutional Support for the Virtual Professor  [Online Submission] 

Academics who hold positions at single-mode, distance education institutions are presently being hampered by an adherence to a long-standing set of protocols (specific office location, face-to-face meetings) that were put in place when the conventional post-secondary was the norm. With the advent of a powerful merging of personal computers and the internet, a shift from those protocols to one of support for the virtual professor is in the offing, to the benefit of both the professoriate and the student. A key factor in this shift is the degree and quality of institutional support that will allow these changes to take place. This paper focuses on a number of the key factors that will have to be addressed if this new type of distance education academic is to function effectively.  | [FULL TEXT]

Jones, Toni Stokes (2002).  Mentoring African American Educational Media and Technology Students.  TechTrends, 46, 2. 

Discusses the value of mentoring to help African-American education students taking educational media and technology classes to have more confidence in their abilities to integrate technology into the classroom. Highlights include students' prior use of technology; and modeling the use of technology, including acknowledging their anxiety and teaming students with partners.

Jongsma, Kathy (2001).  Using CD-ROMs To Support the Development of Literacy Processes.  Reading Teacher, 54, 6. 

Notes that with computers and technicians in the schools, with public demand for teaching students to use computers effectively, and with the information that students can now access on the Internet, the roles of both teachers and students have changed drastically. Focuses on some specific software that may assist teachers in guiding students on their literacy journeys.

Jonhendro; Ching, Goh Bee; Wahab, Rohazna; Leng, Wang Meei; Aun, Jimmy Tan Lip; Yeoh, Eugene; Hock, Oon; Koo, W. K. (2001).  KDU E-Community Network.  Internet and Higher Education, 4, 3-4. 

Describes an education initiative developed by a company in Malaysia, the KDU, to implement a student-centered, teacher-facilitated, educational technology-enabled and knowledge-based learning environment. Explains the KDU e-Community Network that enables passive, interactive, collaborative, and constructivist learning for a variety of stakeholders that have an Internet connection.

James, Edwyn (2001).  Learning To Change: ICT in Schools. Schooling for Tomorrow. Education and Skills. 

There is an urgent need for quality software and digital materials for use in schools. Teachers and students must become discerning and knowledgeable information and communication technology (ICT) users. The school environment has to be fully supportive of ICT, making available expert assistance and advice to the teacher in this rapidly changing field. New forms of curriculum and assessment are called for, new ways of organizing schools, if the dramatic educational potential of ICT is to be delivered and realized. Such a demanding "learning to change" agenda is the subject of this international report. It is illuminated by the views of individual students, who used ICT enthusiastically in their own learning, and shared their experiences in an Organization for Economic Co-operation and Development (OECD) international network. The report looks at the vast educational possibilities arising from the Internet, bringing together the school, the home and the wider community. It examines how ICT, which is the subject of teacher professional development, can largely be the means for its delivery. There are numerous examples of promising practice and principles for the future. Chapters are: "Policy Priorities for ICT in Schools"; "The Curriculum and the Learner"; "Educational Software and Digital Content"; "Schools and the Internet-Meeting the Challenge"; "The Practice and Professional Development of Teachers"; "Schools Organized for ICT and the Homes They Serve"; and "Looking to the Future." | [FULL TEXT]

Jameson, J. Matt; McDonnell, John; Johnson, Jesse W.; Riesen, Tim; Polychronis, Shamby (2007).  A Comparison of One-to-One Embedded Instruction in the General Education Classroom and One-to-One Massed Practice Instruction in the Special Education Classroom  Education and Treatment of Children, 30, 1. 

A single subject alternating treatment design was used to compare the relative effectiveness of one-to-one embedded instruction in the general education classroom and one-to-one massed practice instruction in a special education class. Four middle school students with developmental disabilities, their special education teacher, and paraprofessional participated in the study. The results indicate that embedded instruction is an effective instructional strategy for students with developmental disabilities being served in inclusive settings. However, the results indicate that there was some difference in the efficiency of the two instructional formats. Two students reached criterion more rapidly in the one-to-one massed instructional intervention while the one-to-one embedded instruction was more efficient for one student. There was no difference between the interventions for the fourth student. Finally, the study validated previous research that found that both special education teachers and paraprofessionals can, with minimal training, accurately implement embedded instructional interventions in the general education classroom. Implications for practitioners and researchers are discussed.

Jameson, Jill; Ferrell, Gill; Kelly, Jacquie; Walker, Simon; Ryan, Malcolm (2006).  Building Trust and Shared Knowledge in Communities of E-Learning Practice: Collaborative Leadership in the JISC eLISA and CAMEL Lifelong Learning Projects  British Journal of Educational Technology, 37, 6. 

Trust and collective learning are useful features that are enabled by effective collaborative leadership of e-learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e-learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 2005-06 UK e-learning pilots: the Joint Information Systems Committee (JISC) e-Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e-Learning (CAMEL) projects. The JISC-funded eLISA Distributed e-Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e-learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e-learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e-learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e-learning practice in institutions promoting lifelong learning.

Jamet, Eric; Gavota, Monica; Quaireau, Christophe (2008).  Attention Guiding in Multimedia Learning  Learning and Instruction, 18, 2. 

Comprehension of an illustrated document can involve complex visual scanning in order to locate the relevant information on the screen when this is evoked in spoken explanations. The present study examined the effects of two types of attention-guiding means (color change or step-by-step presentation of diagram elements synchronized with a spoken explanation) on multimedia learning. These attention-guiding means were expected to facilitate selection of the illustrated information that corresponded to the spoken explanations. The results indicated positive, and in some cases additive, effects on a retention task and on the perceived ease of learning but not on a transfer task. These results are discussed in light of models of multimedia learning.

Jamieson, Peter; Fisher, Kenn; Gilding, Tony; Taylor, Peter G.; Trevitt, A. C. F. (2000).  Place and Space in the Design of New Learning Environments.  Higher Education Research & Development, 19, 2. 

Describes some examples of recent developments in new information technology learning environments that have been enhanced by the contributions of educational developers at several Australian universities. Proposes pedagogically informed principles to guide the development of on-campus teaching and learning environments that may feature the use of communication and information technologies.

Jackiw, Nicholas; Sinclair, Nathalie (2002).  Dragon Play: Microworld Design in a Whole-Class Context.  Journal of Educational Computing Research, 27, 1-2. 

Proposes a whole-class view of microworld design in which the total ecology of students, technology, and teacher is considered by the decisions and choices of the design. Presents a case study analysis of a secondary school classroom implementation with a geometry microworld and discusses student affect, participation, and the role of educational technology.

Jacklin, Angela; Farr, William (2005).  The Computer in the Classroom: A Medium for Enhancing Social Interaction with Young People with Autistic Spectrum Disorders?  British Journal of Special Education, 32, 4. 

Angela Jacklin is a senior lecturer in education and director of student support at the University of Sussex. William Farr is a teacher at a primary school in Sussex, and a former MA student at Sussex University. In the project reported in this article, they worked together to consider how valuable the computer may be as a medium to enhance social interaction with pupils with autistic spectrum disorders. The research took place in a special school for pupils with severe learning difficulties in the South East of England and involved 12 children from the school's unit for pupils with autism. From this initial group, three pupils were selected for more focused study. Using a mix of qualitative data gathering and analysis strategies, the research highlighted the importance of social interaction a round the computer and indicated that the computer could be a useful tool for enhancing social interaction. This was found to relate in part to the adult's ability to follow the child's lead, as well as the complex intermingling of events known as "tricky mixes". Where this happened, use of the computer appeared to result in more sustained and more positive interactions for young people with autistic spectrum disorders.

Jackowski-Bartol, Tiffany R. (2001).  The Impact of Word Processing on Middle School Students. 

This study investigated the impact of word processing on middle school students. The study involved a high, middle, and low academic ability student, each spending an average of 114 minutes on the computer per week over four months. Data collection consisted of questionnaires, interviews, observations, and students' work. Each student answered questions on his/her attitudes toward writing. Interviews clarified responses to questionnaires. Students were then observed by the teacher as they worked at computers. Findings of the study contradict some current research in this field. Researchers have indicated that word processing eliminated most, if not all, the awkwardness in writing. However, this study found that students had difficulty with hand-thought coordination that was needed for typing their own writing. These findings support the need for phonetic and in-depth keyboarding skills to be in place before word processors are used for composition. Another finding was that computer composition time far exceeded that of traditional composition, suggesting that educators and researchers need to allow more time for computer composition. Implications of the study call for further study and analysis of skills students need in order to use the word processor in student composition. Focus must also be given to the differential of computer and traditional writing time. The writing survey and interview guide are appended.   | [FULL TEXT]

Jackson, Ann, Ed.; Jones, David, Ed. (2000).  Researching "Inclusion." Papers from the Annual Conference of the Standing Conference on University Teaching and Research in the Education of Adults (30th, Nottingham, England, July 3-5, 2000). 

This document contains 43 papers from a conference on researching inclusion. The following are among the papers included: "Include Me Out: Critique and Contradiction in Thinking about Social Exclusion and Lifelong Learning" (Paul Armstrong); "The Linking of Work and Education To Enable Social Inclusion" (Dave Beck); "Including Citizenship in the Adult Curriculum" (Roseanne Benn); "Researching 'Inclusion': Reality and Rhetoric; It's All in the Curriculum Approach" (Darol Cavanagh); "Flexibility and Inclusion in Lifelong Learning: Working the Discourses in Further Education" (Julia Clarke, Richard Edwards); "Researching Inclusion: The Development of Adult Education for Women" (Janet Coles); "Peripheral Vision: Staff Development and Part-Time Tutors in Adult Education" (Derek Cox);"Valuing Exclusive Educational Provision for Disabled Adults" (Mark Dale); "Without and Within: Inclusion, Identity and Continuing Education in a New Wales" (Ian Davidson, Brec'hed Piette); "Adding Life to Your Years: Transformative Learning for Older People at the Irish Museum of Modern Art" (Ted Fleming); "The Network Society and Lifelong Learning--The Work of Manuel Castells and Theories of Adult Education" (Nick Frost); "An Inclusive MBA? Researching Curriculum Design and Delivery" (Roger Hall, Caroline Rowland); "Including the Excluding Image: Researching and Teaching Cultural Images of Adult Educators" (Ann Harris, Christine Jarvis); "Re-Visioning the Boundaries of Learning Theory in the Assessment of Prior Experiential Learning (APEL)" (Judy Harris); "Reducing Exclusion--Introducing Choice: The Introduction of Distance Learning into Taught Courses" (Christine Hibbert); "Accountability, Audit and Exclusion in Further and Higher Education" (Phil Hodkinson, Martin Bloomer); "Voices from the Community: The Challenge of Creating a Culturally Relevant Curriculum and Inclusive Learning Environment" (Ann-Marie Houghton, Helen Ali); "Opening Pathways to Inclusion: The Importance of Non-Accredited Learning in the Lives of Students in the Local Authority Sector" (Ann Jackson, Belinda Whitwell); "Education in a Uniting Society?" (Nick Small); "'We're Not the Only Ones Learning Here'--An Investigation of Co-Tutoring and the Dynamics of Power within a Class of Adult Dyslexics" (Barbara Taylor); and "Including Mezirow's Concept of Perspective Transformation in the Study of Adult Education" (Miho Tokiwa-Fuse). Many papers contain substantial bibliographies. | [FULL TEXT]

Jackson, David P.; Welker, Matthew T. (2001).  Measuring and Modeling Cosmic Ray Showers with an MBL System: An Undergraduate Project.  American Journal of Physics, 69, 8. 

Describes a novel method for inducing and measuring cosmic ray showers using a low-cost, microcomputer-based laboratory system. Uses low counting-rate radiation monitors in the reproduction of Bruno Rossi's classic experiment. 

Jackson, Gregory A. (2007).  Compartments, Customers, or Convergence?: Evolving Challenges to IT Progress  EDUCAUSE Review, 42 n3 p35-36, 38. 

For most of the past decade, IT leaders in higher education felt on top of things. Challenges were usually comprehensible and addressable, doing reasonable things yielded reasonable results, and for the most part, IT was a substantial contributor to institutional progress. But these days, IT leaders rarely feel on top of things. Instead, some days feel like a game of Calvinball, where everything keeps changing, often without disclosure or recourse: the game, the players, the teams, the rules. Calvinball-like days may not be frequent, but neither are they exceptional, and they seem to be proliferating. In this article, the author explains why IT is ever more complicated and difficult to manage in higher education. He sketches a few sample areas where convergence is playing a growing role and where traditional conceptions of "customer" no longer suffice. Although the examples come mostly from the University of Chicago, that's just for convenience: they have ample counterparts elsewhere. He concludes with some suggestions for realigning IT practice in convergent times.

Jackson, Valery L. (2003).  Technology and Special Education: Bridging the Most Recent Digital Divide. 

This paper explores the apparent "digital divide" in information, communication, and/or assistive technology availability that exists between special needs students and their mainstream counterparts. A literature review indicates that although great advances have been made in public schools during the last decade in acquiring computers and Internet access for the general student, the same cannot be said for participants in special education programs. It is asserted that many special education teachers are not provided with the training to enable them to teach advanced technology and/or assistive technology skills to their students. The issue of technology and transition for students with disabilities is addressed, and several examples of how specific assistive technology benefits students with disabilities are provided. The Matching Person and Technology (MPT) assessment is discussed as one way to ensure the learner is fitted with the appropriate assistive technology. ELITE (Everyone Learning with Information Technology) schools are suggested as a possible way to reconceptualize the appropriate use of technology with students with special needs because they attempt to connect the learner to the real world though a suitable academic curriculum along with job placement and training. Characteristics of ELITE schools are described.   | [FULL TEXT]

Jacobs, Gabriel; Ip, Barry (2005).  Ring Fenced Research: The Case of Computer-Assisted Learning in Health Sciences  British Journal of Educational Technology, 36, 3. 

Interdisciplinary research is being promoted in many quarters as the way forward, but "research islands" still persist. Taking computer-assisted learning (CAL) within health sciences as a case in point, this paper describes a detailed study of the references to source material within papers published in general medical, specific nursing and general information and communications technology journals as pointing to papers published either in the same category of journal or journals of other categories. The results show that research within this area exhibits a disquieting inbred approach. Furthermore, there is clear evidence of a tendency amongst the papers examined to cite research published in journals with broadly the same impact factors as the journal in which the papers themselves are published. A discussion of the value of journal impact factors, which are a crude but useful index of the quality of journal, and their possible effect on the future of research in CAL within health sciences is embedded in the paper.

Jacobs, James; Voorhees, Richard A. (2006).  The Community College as a Nexus for Workforce Transitions: A Critical Essay  Journal of Applied Research in the Community College, 13, 2. 

Community colleges traditionally have been a nexus for transitions to and from the workforce. This article examines horizontal and vertical workforce transitions and how a global economy and the need to train new subpopulations of future workers will cause community colleges to approach their roles in workforce training differently. There are too little hard data at present to guide either practice or policy for new realities. The authors recommend that community colleges address these critical information shortages by documenting both the inputs and outcomes of programs and activities that facilitate horizontal and vertical workforce transitions.

Jacobs, K. L. (2005).  Investigation of Interactive Online Visual Tools for the Learning of Mathematics  International Journal of Mathematical Education in Science & Technology, 36, 7. 

For many years, educators have been discussing benefits of educational practices such as the use of real-world examples, visualisation, interactivity, constructivism, self-paced learning and self-paced testing. Macromedia Flash MX has been used to develop online modules for the course Differential Equations offered at the University of South Australia that utilize these practices. This paper demonstrates the following innovative features of the modules that provide an effective online learning environment: (1) graphs which allow the user to interactively vary parameters are accompanied by "walkthroughs" that break mathematical content into manageable chunks; (2) a clearly labelled navigational structure that implies a linear order for each module while allowing users to jump forwards or backwards; and (3) animations such as an oscillating spring which depict real-world examples. Online multiple-choice quizzes with randomized numeric values is a unique form of assessment that will be discussed. The integration of a wide range of effective learning principles into online modules will be the focus of this paper.

Jacobs, Mary (2005).  Shared Decisions & Technology-Assisted Learning  [National Middle School Association] 

In this short article, the author discusses how Henderson Middle School in Jackson, Georgia used shared decision making to improve student achievement through the use of laptop computers. With effective use of technology and shared decision making, administrators at Henderson believe that they can continue to achieve Adequate Yearly Progress under No Child Left Behind and improve the school's special education scores.

Jacobs, N.; McFarlane, A. (2005).  Conferences as Learning Communities: Some Early Lessons in Using "Back-Channel" Technologies at an Academic Conference--Distributed Intelligence or Divided Attention?  Journal of Computer Assisted Learning, 21, 5. 

Most, if not all, researchers attend conferences as a part of their practice, and yet it is an under-researched activity. Little attention has been paid either to developing a theoretically informed understanding of conference practice as knowledge building, or to assessing the extent to which conferences are successful. This paper addresses these issues in the context of a small empirical study of the introduction of mobile, interactive ("back-channel") technologies into a conference setting. Science studies and learning theories literatures are used to develop an eight-point statement describing the aims of an idealised conference. This is then used as a framework through which to make sense of what happened when "back-channel" technologies such as internet relay chat (IRC) and blogging were introduced into the 2004 Colston Symposium "The Evolution of Learning and Web Technologies: Survival of the Fittest?". Focusing on sequential issues and the conference as a forum for knowledge building, the analysis shows that conference order is disrupted by the introduction of the back-channel technologies. Nevertheless, other pressures on academic and professional practice (the governance agenda, calls for greater collaboration and a more consensual approach, and so on) suggest that the potential of the new technologies to help open up the black box of scientific and professional practice will be seen as increasingly important. If these tools are to be used effectively in the future, conferences will need to be supported by new skills and practices.

Jacobsen, D. Michele (2001).  Building Different Bridges: Technology Integration, Engaged Student Learning, and New Approaches to Professional Development. 

The human and organizational infrastructure that is required to support the efficacious use of technology by teachers in the classroom was studied in three elementary schools in Alberta, Canada. The resulting impacts on engaged student learning were also studied, and the usefulness of Alberta's Galileo Educational Network Association initiative for professional development and support in supporting the integration of technology in the classroom was evaluated. The investigation involved biweekly visits to the 3 schools from April to June 2000 and interviews with 30 teachers and 48 students in grades 1 through 7. Administrators and teachers expressed complete satisfaction with the Galileo Network's approach to onsite professional development and support. The interviews with students and observations show that the student learning tasks developed through the Galileo Network bore a close relationship to real world problems, and that they were complex and integrated. A narrative account of visits to one of the classrooms shows some of the constructivist approaches used under the Galileo Network's program. Findings show that the Galileo Network provided extensive professional development support to teachers and administrators at the three schools. Students were presented with opportunities to explore new questions, and they were introduced to new ways of using technology. Teachers implemented different learning and teaching strategies and also integrated new technologies with the support of the Galileo Network. | [FULL TEXT]

Jacobsen, D. Michele; Lock, Jennifer V. (2004).  Technology and Teacher Education for a Knowledge Era: Mentoring for Student Futures, Not Our Past  Journal of Technology and Teacher Education, 12, 1. 

Three initiatives are described that focus on cultivating inquiry based learning with technology for student teachers. The article describes an approach by a Faculty of Education to the design, development, implementation, and evaluation of media rich learning experiences and research projects. Descriptions are provided of the type of work that student teachers complete. Emphasis is on using technology as a medium for thinking, creation, and invention rather than productivity. The main goal is to foster closer connections between campus and field experiences by cultivating collaborative relationships between university faculty, classroom teachers, and student teachers.

Jacobsen, Michele; Clifford, Pat; Friesen, Sharon (2002).  New Ways of Preparing Teachers for Technology Integration. 

Alberta recently mandated an ICT (information and communications technology) Program of Studies that requires the infusion of digital technologies into core curricula and across all grades. Effective implementation of ICT demands that all teachers create inquiry-based, technology enabled learning environments for children. The design of digital and media rich learning experiences calls for a dramatic shift in teacher preparation. Student teachers must routinely encounter the effective infusion of technology in all aspects of on-campus learning as well as in classroom placements in schools. This paper describes the design, implementation and evaluation of an undergraduate seminar offered to student teachers in the fourth semester of a two-year degree program at the University of Calgary. Outlined are ways in which fundamental issues in technology integration were addressed, how successes were achieved, and how discoveries from the first two seminars direct on-going modifications. | [FULL TEXT]

Jacobsen, Michele; Friesen, Sharon; Clifford, Pat (2004).  Mentoring Student Teachers Into The Profession: Intentionally Creating a Culture of Inquiry in the Context of Media and Technology Practice  [Association for Educational Communications and Technology] 

What is the nature of onsite and online mentoring which enables student teachers to design inquiry-based, technology rich learning experiences? In this case study, faculty and expert teachers worked with fifteen student teachers during an elementary school practicum. An online intelligent design environment supported the development of a community of practice and instructional design. Discussion focuses on teaching from an inquiry stance and engaging in the intellectual work of mentoring student teachers to teach with technology rather than just modeling practice. | [FULL TEXT]

Jacobson, Eric (2006).  Higher Placement Standards Increase Course Success but Reduce Program Completions   Journal of General Education, 55, 2. 

A rigorous placement exam introduced into a university Developmental Mathematics program increased course success rates, retention, and enrollment rates in math courses, but reduced completion rates in Developmental Math and standard math courses required for a degree. Results suggest an inverse relationship between course success rates and total program throughput.

Jacobson, Linda (2005).  States Scrutinize Teacher Working Conditions  Education Week, 24 n29 p1, 16-17 Mar 2005. 

Access to reliable technology. Help from classroom aides. Out-of-classroom duties. Planning time with colleagues. Administrator accessibility. All those working conditions and more play a vital part in whether good teachers feel sufficiently satisfied to stay in their schools. Now, policymakers are beginning to gather evidence on just how much those details matter. This article discusses findings from two surveys that are being linked with student-performance data in ways that allow educators to determine which aspects of teachers' jobs make the most difference in achievement. The surveys scrutinizes teacher working conditions in several states. This article also emphasizes on how the surveys could help in improving student achievement.

Jacobson, Michael J. (2008).  A Design Framework for Educational Hypermedia Systems: Theory, Research, and Learning Emerging Scientific Conceptual Perspectives  Educational Technology Research and Development, 56, 1. 

This paper focuses on theory and research issues associated with the use of hypermedia technologies in education. It is proposed that viewing hypermedia technologies as an enabling infrastructure for tools to support learning--in particular learning in problem-based pedagogical environments involving cases--has particular promise. After considering research issues with problem-based learning related to knowledge transfer and conceptual change, a design framework is discussed for a hypermedia system with scaffolding features intended to support and enhance problem-based learning with cases. Preliminary results are reported of research involving a new version of this hypermedia design approach with special ontological scaffolding to explore conceptual change and far knowledge transfer issues related to learning advanced scientific knowledge involving complex systems as well as the use of the system in a graduate seminar class. Overall, it is hoped that this program of research will stimulate further work on learning and cognitive sciences theoretical and research issues, on the characteristics of design features for robust and educationally powerful hypermedia systems, on ways that hypermedia systems might be used to support innovative pedagogical approaches being used in the schools, and on how particular designs for learning technologies might foster learning of conceptually difficult knowledge and skills that are increasingly necessary in the 21st century.

Jowitt, Angela L. (2008).  Creating Communities with Podcasting  Computers in Libraries, 28 n4 p14-15, 54-56 Apr 2008. 

Podcasting is a term derived by combining iPod with broadcasting. During 2006, when the idea of podcasting was still in its infancy, this author [an information systems librarian at the Universal College of Learning (UCOL) in New Zealand] began to consider how this new technology could be used by librarians to provide instructional sessions. She discovered that some institutions were beginning to experiment with podcasts for library instruction, including orientation, walking tours, and lectures; however, entertainment-type podcasts such as promotion, marketing, book reviews, news, and events appeared to be the most common uses. UCOL decided to undertake a trial by producing a few instructional podcast files and gauging their clients' acceptance and use of these. This author surveyed the staff and students of UCOL to determine statistics for the demographics of who used these library instructional podcasts, the technologies used, the usage and perceptions of the podcasts, and the potential of using this medium for library instruction in the future. The results of this survey, presented here, indicated that podcasting for library instruction would be a benefit to the UCOL library and its customers and that there was potential in using this medium as an alternative communication method.

Joy, Mike; Muzykantskii, Boris; Rawles, Simon; Evans, Michael (2002).  An Infrastructure for Web-Based Computer Assisted Learning  [Online Submission] 

We describe an initiative under way at Warwick to provide a technical foundation for computer aided learning and computer-assisted assessment tools, which allows a rich dialogue sensitive to individual students' response patterns. The system distinguishes between dialogues for individual problems and the linking of problems. This enables a subject specialist to craft individual questions and units of learning material, while allowing the order of presentation of the units to depend on a student's interaction history. We develop a markup language, specified as an XML DTD, to enable the storage of data for use in such systems. A full XML markup for the example problem is appended.  | [FULL TEXT]

Joyce, Peter J. (2008).  Facing the IT Talent Squeeze in a Networked Economy  Techniques: Connecting Education and Careers, 83, 1. 

Ten years ago, Cisco began working with schools on a pilot initiative called the Cisco Networking Academy. Today, the Networking Academy program operates in more than 160 countries, comprising a network of more than 7,600 schools that teach the information technology skills essential in a global economy. Cisco Networking Academy has partnered with educational, business, government and nonprofit organizations to deliver the services needed to grow the global IT workforce and encourage socioeconomic development in communities around the world. Over the past 10 years, the Networking Academy has demonstrated success in providing students of all ages and from all walks of life with advanced skills in networking and information technology, leading to further academic exploration and career development. Graduates have benefited from gaining in-demand skills, increasing their earning power, and advancing their education, all of which aids in the development of their countries and local economies.

Joyner, Amy (2003).  A Foothold for Handhelds.  American School Board Journal, 190, 9. 

Handheld computers provide students tremendous computing and learning power at about a 10th the cost of a regular computer. Describes the evolution of handhelds; provides some examples of their uses; and cites research indicating they are effective classroom tools that can improve efficiency and instruction. A sidebar lists handheld resources.

Joyner, Amy (2003).  No Strings Attached.  American School Board Journal, 190, 9. 

Wireless networks allow students to access technology when and where they need it. Describes a wireless network at a Florida magnet high school, methods of training teachers to use the new technology in their classrooms, and problem solving. A sidebar lists wireless resources.

Jewell, Vivian (2005).  Continuing the Classroom Community: Suggestions for Using Online Discussion Boards  English Journal, 94, 4. 

A considerable use of technology to supplement classroom instruction could improve student learning. A high school teacher reveals the ways in which the use of online discussions of literature assignments increases student participation by extending dialogue beyond the physical space and time of a single class.

Jewitt, Carey (2008).  Multimodality and Literacy in School Classrooms  Review of Research in Education, 32, 1.

Jewitt, Carey; Moss, Gemma; Cardini, Alejandra (2007).  Pace, Interactivity and Multimodality in Teachers' Design of Texts for Interactive Whiteboards in the Secondary School Classroom  Learning. 

Teachers making texts for use in the classroom is nothing new, it is an established aspect of pedagogic practice. The introduction of interactive whiteboards (IWBs) into UK secondary schools has, however, impacted on this practice in a number of ways. Changes in the site of design and display--from the printed page or worksheet and the blackboard to the electronic site of the screen, together with easy access to multimodal resources, including colour, image, sound and movement--bring new potentials for teacher text design for IWBs. The texts designed and used with IWBs can be viewed as a meeting point for the agenda of educational policy, the interests of the commercial sector, teachers' pedagogic concerns and the facilities of technology. Pace, interactivity and multimodality are converged on by policy and research literature as key benefits of IWBs for pedagogy. In this article, we discuss teachers' design of IWB texts with a focus on these three resources. Drawing on three illustrative examples of IWB use in secondary schools maths, we examine how these resources are articulated and mediated in the classroom through teachers' text design. We highlight the role of teachers in digital text design and the potential of text design as a pedagogic tool for change (and non-change). We conclude that pedagogic text design for IWBs would benefit from a more nuanced approach to these (and other) resources that foregrounds pedagogy and backgrounds technology.

Jeong, Allan (2005).  A Guide to Analyzing Message-Response Sequences and Group Interaction Patterns in Computer-Mediated Communication  Distance Education, 26, 3. 

This paper proposes a set of methods and a framework for evaluating, modeling, and predicting group interactions in computer-mediated communication. The method of sequential analysis is described along with specific software tools and techniques to facilitate the analysis of message-response sequences. In addition, the Dialogic Theory and its assumptions are presented to establish a theoretical framework and guide to using sequential analysis in computer-mediated communication research. Step-by-step instructions are presented to illustrate how sequential analysis can be used to measure the way latent variables (e.g., message function, response latency, communication style) and exogenous variables (e.g., gender, discourse rules, context) affect how likely a message is to elicit a response, the types of responses elicited by the message, and whether or not the elicited sequence of responses (e.g., claim--challenge--explain) mirror the processes that support group decision-making, problem-solving, and learning.

Jeong, Allan (2006).  Gender Interaction Patterns and Gender Participation in Computer-Supported Collaborative Argumentation  American Journal of Distance Education, 20, 4. 

This case study examined interaction patterns between men and women and the effects of the patterns on gender participation in online debates. Students labeled messages to identify each message as an argument, challenge, evidence, or explanation when posting messages to the debates. The results revealed no differences in the number of male and female challenges elicited by male versus female messages, number of male and female rebuttals (e.g., explanations and counterchallenges) elicited by male versus female challenges, and the frequency of challenges and explanations posted by men versus women. These findings suggest that gender differences in communication styles do not necessarily produce gender differences in response patterns and participation. Other factors such as male-female ratio and task structures can affect gender interaction patterns and gender participation. Nevertheless, this study demonstrated how interaction patterns can provide causal explanations for observed differences and similarities in male and female performance in computer-mediated environments.

Jeong, Allan C. (2004).  The Effects of Communication Style and Message Function in Triggering Responses and Critical Discussion in Computer-Supported Collaborative Argumentation  [Association for Educational Communications and Technology] 

This study examined how differences in communication style affect how likely particular types of messages (e.g. arguments, evidence, critiques, explanations) were able to elicit critical responses during four online debates. Event sequence analysis was used to compare the response probabilities for each type of message across messages that used expository versus epistolary styles of communication observed in the four asynchronous threaded discussions. The results suggest that when a message is posted to challenge an opposing viewpoint, that message is significantly less likely to elicit a return response from the opposition when the message acknowledges individuals by name or presents a direct reference to an individual's preceding statements. A more detailed and exploratory analysis of the interactions revealed that this style of communication might have contributed to a decrease in the frequency of evidence and subsequent discussion of supporting explanations needed to defend the challenged viewpoints and arguments. | [FULL TEXT]

Jeong, Allan; Davidson-Shivers, Gayle V. (2006).  The Effects of Gender Interaction Patterns on Student Participation in Computer-Supported Collaborative Argumentation  Educational Technology Research and Development, 54, 6. 

In this study we examined response patterns in exchanges between males and females and their effects on gender participation in five online debates. Students classified messages into arguments, evidence, critiques, and elaborations while posting messages to the debates to facilitate argumentation and the sequential analysis of message-response sequences. The findings revealed no differences in number of critiques posted in response to arguments because females were just as likely as males to critique messages from both males and females, and because females responded to males with critiques at a higher than expected frequency. Posthoc analysis revealed strong indications that females posted fewer rebuttals to the critiques of females than males, and males posted more rebuttals to the critiques of females than females. The methods used in this study illustrate a process-oriented approach to explain and predict gender differences in participation and serve as a framework for future research on gender participation, group interaction, and strategies for facilitating collaborative argumentation and problem solving.

Jeong, Allan; Joung, Sunyoung (2007).  Scaffolding Collaborative Argumentation in Asynchronous Discussions with Message Constraints and Message Labels  Computers and Education, 48, 3. 

This study examined the effects of message constraints and labels on collaborative argumentation in asynchronous online discussions. Thirty-eight undergraduate students in an introductory educational technology course were assigned to one of three groups. In one group, students posted specific types of messages using a prescribed set of message categories such as argument, evidence, critique, and explanation. Using the same message categories, another group inserted message labels directly into the subject headings to identify each message by category and increase the visibility of the arguments and challenges presented in debates. A control group received none of the above instructions and constraints. Students in the constraints-with-labels group were significantly less likely to (a) challenge other students, and (b) respond to challenges from other students. The label used to identify critiques might have discouraged students from posting critiques and shifted attention to posting more arguments, following up explanations with more explanations, and evidence with more evidence.

Judd, Wallace (2007).  Instructional Games with Calculators  Mathematics Teaching in the Middle School, 12, 6. 

This reprinted article from the November 1976 issue of "Arithmetic Teacher" describes a series of calculator games suitable for all levels from kindergarten through calculus.

Judge, Sharon (2005).  The Impact of Computer Technology on Academic Achievement of Young African American Children  Journal of Research in Childhood Education, 20, 2. 

This study examined the relationship between academic achievement of young African American children and access to and use of computers in their school and home. The sample consists of 1,601 African American public school children who attended kindergarten and 1st grade. Results indicate that access to and use of a home computer, computer area in classrooms, child/computer ratio, software, and computers in school were positively correlated with academic achievement. In addition, frequent use of software for literacy, math, and games was positively correlated with academic achievement during kindergarten. High achievers were found to use software for literacy and math more frequently than both low and average achievers during kindergarten.

Judge, Sharon (2006).  Constructing an Assistive Technology Toolkit for Young Children: Views from the Field  Journal of Special Education Technology, 21, 4. 

Assistive technology is guaranteed by law to be included when appropriate on individualized education plans (IEP) for young children with disabilities. Yet, the full potential of technology remains unfulfilled due to insufficient knowledge of options available, limited professional development, and a dearth of evidence on its effectiveness for particular daily routines and activities. This article describes a proactive strategy for meeting the needs of young children with disabilities through an assistive technology toolkit approach. Surveys were completed by 38 early childhood special education professionals to assess what assistive technology tools are most useful for working with young children with disabilities. Results indicated that communication and low-technology devices were considered most useful. Discussion focuses on the effectiveness of an assistive technology toolkit that supports the learning, language, and motor development of young children with disabilities.

Judge, Sharon; Puckett, Kathleen; Bell, Sherry Mee (2006).  Closing the Digital Divide: Update from the Early Childhood Longitudinal Study  Journal of Educational Research, 100, 1. 

The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement.

Judson, Eugene (2006).  How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?  Journal of Technology and Teacher Education, 14, 3. 

Research indicates that teachers who readily integrate technology into their instruction are more likely to possess constructivist teaching styles. Evidence suggests there is a parallel between a teacher's student-centered beliefs about instruction and the nature of the teacher's technology-integrated lessons. This connection between the use of technology and constructivist pedagogy implies constructivist-minded teachers maintain dynamic student-centered classrooms where technology is a powerful learning tool. Unfortunately, much of the research to date has relied on self-reported data from teachers and this type of data too often presents a less than accurate picture. Versus self-reported practices, direct observations that gauge the constructivist manner in which teachers integrate technology are a more precise, albeit protracted, measurement. In this study 32 classroom teachers completed a survey to measure their beliefs about instruction, but they were also directly observed and rated with the Focus on Integrated Technology: Classroom Observation Measurement (FIT:COM). The FIT:COM measures the degree to which technology integrated lessons are aligned with constructivist principles. Analysis did not reveal a significant relationship between practices and beliefs. Although most teachers identified strongly with constructivist convictions they failed to exhibit these ideas in their practices.

Judson, Eugene; Sawada, Daiyo (2000).  Examining the Effects of a Reformed Junior High School Science Class on Students' Math Achievement.  School Science and Mathematics, 100, 8. 

Examines an eighth grade science class that integrated mathematics and science through the use of technology. Reports that integrating mathematics and science classes positively affected students' achievement in math. 

Jaokar, Ajit (2007).  Mobile Web 2.0, Microlearning, Intertwingularity, and Mobile Widgets  Educational Technology Magazine: The Magazine for Managers of Change in Education, 47, 6. 

Four facets of the unfolding mobile open ecology in which OER will move are described. Web 2.0 is a platform harnessing collective intelligence where participation and pushing content are stimulated. Microlearning is different from e-learning, which replicated the classroom online; microlearning deals with relatively small learning units and short-term learning activities. The fragmented Web may bring the fulfilment of the intertwingularity vision. Mobile widgets are suited to microlearning and are part of a holistic trend.

Juma Shehab, Samya Ali (2007).  Undergraduate Learners' Perceptions of Blended Learning and its Relationship with Some Demographic and Experiential Variables at the Arab Open University--Bahrain Branch  [Online Submission] 

This research focused on the undergraduate learners' perceptions of blended learning at the Arab Open University--Bahrain Branch (AOU-BH). It also focused on factors that influence learners' perceptions and examined the relationships between learners' perceptions and their particular demographic characteristics (age, gender, educational level, experience with the internet, and employment status). In addition, the interrelationships between the perception dimensions were examined. This research also aimed at investigating the relationship between learners' satisfaction and the perception dimensions. Learners' perception dimensions in this study were: the course interaction, the learner's autonomy provided in the course, the course structure, the quality of instructional methods, and the course interface. The course interaction dimension was composed of two sub-dimensions: learner-learner interaction and learner-instructor interaction. The course structure (CS) was also composed of two sub-dimensions the CS-content and CS-assessment. The researcher developed an instrument to measure the perception dimensions and satisfaction with blended learning. The instrument was administered to a sample of 779 AOU-BH undergraduate learners. MANOVA, ANOVA, correlations, and multiple regressions were used to analyze the data. Findings indicated that the overall learners' perception of blended learning at the Arab Open University-Bahrain Branch was found to be positive. Age and gender were found to be insignificant factors in the learners' overall perception. Learners' educational level was found to be a significant factor for learner-learner interaction and course interface. The relationship between learners' experience with the internet and the perception dimensions was found to be significant. Learners who had more experience with the internet expressed significantly higher positive perception of the blended learning program. The more internet experience the learner had, the more autonomy he/she could practice in a blended learning course. When relationships between perception dimensions were examined it was found that: The relationships between learner-learner interaction and learner-instructor interaction, course structure sub-dimensions, and course interface, were insignificant. Significant relationships were found between learner-instructor interaction with course structure sub-dimensions, and with course interface. The relationships between course structure sub-dimensions and the course interface were significant. The relationships between learner autonomy with the interaction sub-dimensions and the course structure sub-dimensions were also found significant. The relationships between the quality of instructional methods and course structure sub-dimensions, interaction sub-dimensions, and course interface were significant. The relationship between learners' satisfaction with most perception dimensions, namely: course structure sub-dimensions, quality of instructional methods, and interface was significant moderately positive. The relationship between learners' satisfaction and the interaction sub-dimensions was significant and weakly positive. The perception dimensions, when taken together, had a sizeable effect on satisfaction with blended learning. However, quality of instructional methods and interface were the most important dimensions for explaining learners' satisfaction with blended learning.  [Master's Thesis, Arabian Gulf University.] | [FULL TEXT]

Jawitz, Jeff (2007).  New Academics Negotiating Communities of Practice: Learning to Swim with the Big Fish  Teaching in Higher Education, 12, 2. 

This paper explores the use of situated cognition theory to investigate how new academics learn to judge complex student performance in an academic department at a South African university. The analysis revealed the existence of two largely separate communities of practice within the department, one centred on the provision of undergraduate teaching and the other on the production of research. Newcomers follow a range of trajectories in the course of their identity construction as academics and their learning is strongly shaped by their histories and individual experiences of negotiating their way into and across these key communities of practice. Learning to assess student performance in an Honours research paper was found to be integrally linked to the process of gaining entry into the research community of practice with limited opportunity for legitimate peripheral participation given the high stakes context within which assessment decisions are made.

Jucks, Regina; Bromme, Rainer; Runde, Anne (2007).  Explaining with Nonshared Illustrations: How They Constrain Explanations  Learning and Instruction, 17, 2. 

We report two experimental studies on the potentially detrimental effects of nonshared, external representations in an instructional setting. Domain experts viewing an external representation responded to E-mail inquiries for medical advice written by people who were unable to see this external representation. Based on research on expert-layperson communication, we predicted that the experts' extensive and highly integrated knowledge of their own domain would make it very difficult for them to comprehend the completely different perspective of a layperson. We assumed that such a one-sided immersion in one's own privileged knowledge would be exacerbated by the availability of external representations (e.g., diagrams of body functions). Results confirmed that visualizations making the subject matter immediately evident for the expert did have such a detrimental effect.

Jagodzinski, Jan (2007).  Videogame Cybersubjects: Questioning the Myths of Violence and Identification (Implications for Educational Technologies)  Alberta Journal of Educational Research, 53, 1. 

In this article I explore the question of videogame cybersubjects and the myths of violence and identification made available by the new interactive media so as to vivify what is at stake when it comes to educational technologies. I introduce the concept of interpassivity to provide an aspect of technological interactivity that is missing in the current discussions. I use a Lacanian psychoanalytic paradigm as an antithetical research orientation to gain a better grasp of the fantasy formations of what I deem, following the lead of Deleuze and Guattari (1977), to be a schizophrenic identity position of students today.

Jeffs, Tara; Banister, Savilla (2006).  Enhancing Collaboration and Skill Acquisition through the Use of Technology  Journal of Technology and Teacher Education, 14, 2. 

The research study presented here was conducted by two educational technology faculty members, one from special education and the other from general education, and their respective undergraduate classes. This study applied an action research model (Hubbard & Power, 1999; Mills, 2000), coupled with a pre and posttest design, in examining the professional development of preservice teachers in the areas of collaboration and technology. As instructors examined their courses in comparison to the NETS-T, a void within the required technology classes for both special education and general education majors was discovered. Three primary outcomes were sought: (a) Provide special education teacher candidates with more exposure to multimedia technologies for P-12 classrooms; (b) provide general education teacher candidates with more exposure to assistive technologies for P-12 students; (c) create an environment in which special education and general education teacher candidates could build collaboration skills through mutually beneficial activities. Pre and postsurveys were administered to 42 students enrolled in the participating classes. Data positively supported each of the project's outcomes. The major implications of this study are three-fold, encompassing the domains of teacher candidate technology expertise, collaborative practice, and the feasibility of replicating the model described here into other teacher education programs.

Jeffs, Tara; Behrmann, Michael; Bannan-Ritland, Brenda (2006).  Assistive Technology and Literacy Learning: Reflections of Parents and Children  Journal of Special Education Technology, 21, 1. 

Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion. A contextual background for technology use by parents and children examines (a) specific learning characteristics of parents and children selecting and using assistive technology, (b) the impact of technology on their attitudes in the literacy process, and (c) areas of support needed by parents and students in literacy learning. Parents and children used a combination of technologies to meet specific individual learning needs. As a result, customization of the learning task through the use of technology occurred and in return provided enhanced opportunities for engagement and interaction to take place. Parents and children began to learn from each other and from the technology.

Jeffs, Tara; Morrison, William F. (2005).  Special Education Technology Addressing Diversity: A Synthesis of the Literature  Journal of Special Education Technology, 20, 4. 

With the increasing complexity of schools and society, there is great need for expanded understanding of the many dimensions of diversity within the field of assistive technology (AT). The question that lies before us is how has diversity been examined in AT research and literature? Following a research synthesis method similar to Summers (1985) and Edyburn (2000, 2001, 2002, 2003, 2004) the purpose of this study was threefold: (a) first, to conduct a literature review of scholarly publications in the area of AT that focused on the diversity dimensions of family, rural, culture, race, or gender between the years of 2000 and 2004, (b) second, to identify to what extent literature scatter was present or absent in this literature review, and (c) third, to answer the question "What have we learned?" Using study criteria, 19 articles scattered across 12 peer-reviewed journals were identified and classified under five categories: family, rural, culture, race, and gender. Implications for practitioners and the field of AT are discussed.

Jakes, David (2006).  Staff Development 2.0  Technology & Learning, 26, 10. 

A report recently released by the Center on Education Policy reveals that the four-year-old No Child Left Behind (NCLB) Act has indeed served to shine a light on the importance of professional development for K-12 educators. Beyond that basic fact, though, any real broad-based impact on the training of educators remains inconclusive. While the majority of states reports that NCLB has served to ratchet up the quality of professional development, most districts say it's had "minimal" effect. Whatever the truth, concerns about professional development are sure to remain front and center in the foreseeable future. The definition of highly qualified as it applies to educators will evolve with changing technology and the increasing emphasis on accountability and customized learning. How should districts plan for successful and sustained technology-infused professional development? In this article, the author discusses eight crucial ingredients to a high-quality program: (1) Think Multiples; (2) Align with Goals; (3) Evaluate; (4) Get Off-Site; (5) Dedicate Space; (6) Extend Training; (7) Invest in Staff; and (8) Encourage Community.

Jakobsson, Anders (2006).  Students' Self-Confidence and Learning through Dialogues in a Net-Based Environment  Journal of Technology and Teacher Education, 14, 2. 

The study describes the factors that render possible and restrain students' learning when they try to develop new knowledge through collaboration in a net-based learning environment. The pedagogical platform takes as its starting point a framework of socio-cultural theories of learning and is based on dialogues and collaborative situations in small groups. Results of the study have been extracted using statistical analysis of students' understanding of the concepts of knowledge and learning as well as self-confidence. To ascertain whether or not students' learning has benefited from the net-based dialogues, background factors such as gender, socio- economic background, and ethnicity have been accounted for in the overall analysis. Results show that there are relatively big differences between the students' approach to knowledge and learning and that this appears to influence their behaviour during the course. The analysis shows that only some students develop a good ability for using dialogues as an important learning resource, while others do not choose to utilise this opportunity. Furthermore, results show that students' descriptions of themselves are clearly related to their course activity and to their examination results. A surprising discovery is that students with a non-academic background seem to utilise this opportunity for collaboration to a much greater extent that others, and also achieve better examination results.

Jereb, Eva; Smitek, Branislav (2006).  Applying Multimedia Instruction in E-Learning  Innovations in Education & Teaching International, 43, 1. 

The trend towards the use of the Internet in academia is clear with a number of courses using the Web for the delivery of course material. Flexible access to information and resources are key attributes of online educational technologies, and learner choice is at the heart of the concept of flexible access. This incorporates the facility to access subject matter content and support at a time, place and pace that is suitable and convenient for the individual learner. In this paper we describe the designing of multimedia instruction in a Slovenian context. Some practical advice for structuring and designing are given. The advantages of such instruction are described and students' opinions about studying with the help of multimedia instruction are presented.

Jeris, Laurel; Poppie, Ann (2002).  Screen to Screen: A Study of Designer/Instructor Beliefs and Actions in Internet-Based Courses. 

Fourteen university instructors of Internet-based courses were interviewed and their course syllabi examined to produce instructor profiles of philosophical orientations and instructional strategies. How the instructors' belief systems regarding the effective teaching of adults changed as a result of teaching online was examined. The Philosophical Orientations of Adult Educators Inventory (PAEI) was used to assess: (1) philosophical orientations that guide course design and delivery held by faculty; (2) how these orientations were manifested in syllabi; and (3) instructor satisfaction with student retention, participation, and learning. The following was found:(1) participants had no awareness of a cohesive set of guiding principles and beliefs as they learned to teach online; (2) participants had a paradoxical relationship with the online course designers; (3) participants had a high level of satisfaction with the process and outcomes of the online experience; (4) participants thought deeply about their teaching beliefs as they taught online; (5) participants made qualitative and structural changes in their face-to-face classroom teaching as a result of learning to teach online; (6) participants believed their online students acquired learning to learn skills applicable to face-to-face classroom situations; and (7) participants had not changed their teaching and learning values and beliefs even though online teaching caused them to alter habitual instructional practices. The results provide opportunity for new theory development, particularly in the area of reflection on practice and learning to learn. (The bibliography lists 15 references). | [FULL TEXT]

Jeronen, Eila (2002).  Assessing Technology Based Instruction in Biology and Geography  Computers in the Schools, 18, 4. 

The article is a report on a development project arising from collaboration between the Department of Education in the University of Oulu, the university training school in Oulu, and some secondary schools in Northern Finland. The key aims of the project have been to promote the use of Information and Communication Technology (ICT) in teacher education and in schools, to develop methods for distant education, and to train student teachers in telematics instruction in biology and geography. The concept of pedagogical action, socio-cultural communicative perspective, constructivist views of pedagogy, ideas of reflective teachers and learners, and new forms of assessment provided the theoretical basis for the project. The main findings were that student teachers are able to plan, conduct, and evaluate telematics instruction. The greatest problems are technical problems and lack of time. Sustained and effective communication between students, local teachers, student teachers, and supervisors is seen to be the key to the successful cooperative work in developing curricula and instructional methods in telematics learning environment.

Jason, Hilliard (2007).  Becoming a Truly Helpful Teacher: Considerably More Challenging, and Potentially More Fun, than Merely Doing Business as Usual  Advances in Physiology Education, 31, 4. 

Few medical faculty members are adequately prepared for their instructional responsibilities. Our educational traditions were established before we had research-based understandings of the teaching-learning process and before brain research began informing our understandings of how humans achieve lasting learning. Yet, there are several advantages you may have. If your expertise is at one of the frontiers of human biology, your teaching can be inherently fascinating to aspiring health professionals. If your work has implications for human health, you have another potential basis for engaging future clinicians. And, thanks to Claude Bernard's influence, you likely are "process oriented," a necessary mindset for being an effective teacher. There are also challenges you may face. Your medical students will mostly become clinicians. Unless you can help them see connections between your offerings and their future work, you may not capture and sustain their interest. To be effective, teachers, like clinicians, need to be interactive, make on-the-spot decisions, and be "emotional literate." If you aren't comfortable with these demands, you may have work to do toward becoming a truly helpful teacher. Program changes may be needed. Might your program need to change 1) from being adversarial and controlling to being supportive and trust based or 2) from mainly dispensing information to mainly asking and inviting questions? In conclusion, making changes toward becoming a truly helpful teacher can bring benefits to your students while increasing your sense of satisfaction and fulfillment as a teacher. If you choose to change, be gentle with yourself, as you should be when expecting your students to make important changes.

Junaidu, Salahu (2004).  Use of Internet for Online Course Delivery: A Case-Study  [Online Submission] 

The success of an online learning project lies in the continuous study and improvement of the cardinal components of the online learning paradigm, such as students' attitude and the course content. This paper reports results of a case-study conducted at KFUPM regarding students' attitudes to online learning, the course material and the courses' evaluation regime. The study uses a questionnaire with twenty six questions over three different undergraduate courses. While results of the study may be specific to the local environment in which the study was conducted, the generality of the issues covered provide useful pointers to online projects in general.  | [FULL TEXT]

Jung, Insung (2001).  Building a Theoretical Framework of Web-based Instruction in the Context of Distance Education.  British Journal of Educational Technology, 32, 5. 

Analyzes teaching and learning processes of Web-based instruction (WBI) as shown in recent literature, and develops a theoretical framework of WBI using an existing distance education theory called Transactional Distance Theory to provide a better understanding of the pedagogical components of WBI. Discusses emerging learner collaboration and learner autonomy.

Jung, Insung (2003).  Online Education for Adult Learners in South Korea.  Educational Technology, 43, 3. 

Analyzes three applications of online learning and technology in South Korea: development of single-mode virtual universities; online education in conventional universities; and Web-based corporate training. Concludes with principles of online learning derived from experiences in implementing such environments.

Jung, Insung (2005).  Cost-Effectiveness of Online Teacher Training  Open Learning, 20, 2. 

This study aims to compare the cost-effectiveness of an online teacher training method with a face-to-face training method in teaching "ICT integration in the school curriculum". In addition, the study explores the possibilities of a school-based voluntary training method in supporting other approaches to ICT teacher training. The analyses of various quantitative and qualitative data showed that online teacher training was more cost-effective than face-to-face teacher training, mainly due to the lower opportunity cost of the participants. The voluntary teacher training revealed the possibility of providing cost-effective training, especially in the actual application of ICT in classrooms. Based on the results of the study, factors affecting cost-effectiveness of the teacher training approaches are discussed and further research areas suggested.

Jung, Insung; Rha, Ilju (2000).  Effectiveness and Cost-Effectiveness of Online Education: A Review of the Literature.  Educational Technology, 40, 4. 

Examines the effectiveness and cost-effectiveness of online education based on a review of the literature. Discusses the three major variables contributing to success in online learning--instructional design, social matters, and students' personal factors; findings of case studies analyzing cost-effectiveness; and factors affecting cost-effectiveness of information and communication technologies in higher education.

Jung, Insung; Rha, Ilju (2001).  A Virtual University Trial Project: Its Impact on Higher Education in South Korea.  Innovations in Education and Training International, 38, 1. 

Examines recent government policies in higher education in South Korea and analyzes changes. Introduces the Virtual University Trial Project aimed at: encouraging educational partnerships; creating a cost-effective, quality virtual education system; identifying appropriate policies and standards; and sharing experiences. Discusses its impacts on higher education and offers recommendations for improvement and future research.

Jung, Jong-Chul; Cervero, Ronald M. (2002).  The Social, Economic, and Political Contexts of Adults' Participation in Undergraduate Programmes: A State-Level Analysis.  International Journal of Lifelong Education, 21, 4. 

The proportion of adult undergraduates to adult populations in the 50 states was calculated. Cross-sectoral analysis identified state characteristics that correlated with participation rates. Best predictors were availability of undergraduate education, educational technology efforts, the population's level of educational attainment, budget priority of higher education, and the state's occupational structure.

Junkel, Shelli; Strong, Jill; Hannon, Janna (2007).  Learning U.S. Geography with The Great Mail Race  Social Studies and the Young Learner, 20, 2. 

People nowadays communicate with each other in many ways. Beyond sending letters and postcards, Internet services such as e-mail, blogs, chatrooms, instant messaging, and video conferencing are used. It should be no surprise that children love to get mail too, and it is nice to know that the envelope-and-stamp variety has not lost its charm. Children's eyes light up as they rush to open an envelope and see what is inside. This exciting moment is repeated over and over in third grade classrooms as students take part in The Great Mail Race. This article describes The Great Mail Race lessons developed by the authors in order to work collaboratively on all curriculum activities and to be a part of their social studies unit on communities and mapping skills. Through The Great Mail Race, the authors enabled their third grade students to communicate with other students across the 50 states and to learn about the great variety that makes up their country. This article also presents teaching tips for The Great Mail Race.

Joseph, Roberto; Reigeluth, Charles M. (2005).  Formative Research on an Early Stage of the Systemic Change Process in a Small School District  British Journal of Educational Technology, 36, 6. 

This study utilised a qualitative research methodology known as formative research to improve the process guidelines that are described in the Guidance System for Transforming Education (GSTE). This study took place in a small (5447 students), partly urban and partly rural school district in Indiana. The researchers, also serving as change facilitators, investigated an early stage of the systemic change process as outlined in the GSTE. Specifically, the research focused on field-testing and improving the process for assessing the district's readiness for change. It was found that this process could have been improved if the facilitators had had more guidance to help them develop the interview protocols.

Joshua, Marilyn (2007).  The Effects of Pictures and Prompts on the Writing of Students in Primary Grades: Action-Research by Graduate Students at California State University, Northridge  Action in Teacher Education, 29, 2. 

Nine graduate students (teacher-researchers) with an average of 6 years teaching experience (1-15 years) participated in action research to examine the influence of teacher-chosen visual aids (pictures) on children's writing. A total of 165 elementary students participated in the two phases of the research project: 83 boys and 82 girls in kindergarten through second grade. The data indicate that when teachers are selecting writing assignments as a part of students' writing development, it is important for them to know whether prompts alone or prompts paired with pictures are more advantageous. For younger students and, possibly, second-language learners, the picture aided writing and drawing. However, beyond kindergarten, the picture paired with the prompt did not positively affect writing. Teacher-researchers concluded that although pictures can provide context and background information for student writers of all ages, they may also hinder creativity. This was an unexpected finding; the deciding factor appears to be students' background experience and knowledge of the English language.  ["The Effects of Pictures and Prompts on the Writing of Students in Primary Grades: Action-Research by Graduate Students at California State University, Northridge" was written with William E. Andrade, Sara Garber-Budzyn, Victoria Greene, Elana Hassan, Nicole M. Jones, Lisa Palmigiano, Magdalena Romero-Horowitz, Violet Rostami, and Suzanne Valentine.]

Jian, Niu; Hamp-Lyons, Liz (2006).  Progress Assessment in Chinese Distance Education: The Voices of Learners  Open Learning, 21, 2. 

Progress assessment aims to assess students' performance and progress during a course of study. Its purpose is primarily developmental--to help students improve learning. Progress assessment is of special value in distance education in that it can motivate or pace distance learners throughout their course of study. It can help the tutor monitor the learning process of distance learners, diagnose their problems and provide prompt help and support. However, few empirical studies have been reported in the literature that address the issue of progress assessment from the perspective of Chinese distance learners. This paper investigates the perceptions of Chinese distance learners with regard to the necessity of progress assessment and the way it is being implemented in practice.

Jiang, Mingming; Shrader, Vincent (2001).  Building a Revolutionary Way of Learning: A Study of a Competency-Based Online Environment. 

This study investigated factors that might be related to successful academic progress and students' satisfaction with a competency-based graduate program in an online environment. It offers an in-depth look into the structure and operations of a Master of Arts Program in Learning and Technology at Western Governor's University, Utah. At the time of the study, the number of students actively engaged in e-mail correspondence with their mentors and in working on the degree was 80. All were teachers at various levels, managers of training, and technology facilitators; all held bachelor's degrees. Results of the e-mail survey indicate that the students' overall satisfaction is high. Students were most satisfied with the flexibility of time and place provided by an online degree program and the academic services provided by the mentor. The area in which students felt the need for examination and improvement was demonstrating competencies through domain assessments. Among the variables selected for the study, only "contacts with a mentor" had a significant relationship with students' satisfaction. "Student-mentor interaction" was a strong predictor for students' academic progress. Courses and hours for studies were significantly correlated with academic progress but not powerful enough to predict the variance of the academic progress. Pre-assessment did not have any significant correlation with academic progress. The survey questions are appended. | [FULL TEXT]

Jolivette, Brenda J. (2006).  Social Presence and its Relevancy to Cognitive and Affective Learning in an Asynchronous Distance-Learning Environment: A Preliminary Literature Review  [Online Submission, Paper presented at the Academy of Human Resource Development International Conference (AHRD) (Columbus, OH, Feb 22-26, 2006) p533-539 (Symp. 25-1)] 

This article examines the literature on the theory of social presence and its relevancy to cognitive and affective learning in an asynchronous distance-learning environment. With the evolution of distance education, colleges and universities have found themselves on the cutting edge of an unprecedented new era. This review explores the relationships between student perceptions of self and others and how this influences their cognitive and affective learning outcomes. Conclusions and contributions to HRD are drawn. [For complete proceedings, see ED491487.] | [FULL TEXT]

Jiman, Juhanita (2002).  Virtual Reality: The Future of Animated Virtual Instructor, the Technology and Its Emergence to a Productive E-Learning Environment. 

This paper discusses the use of Virtual Reality (VR) in e-learning environments where an intelligent three-dimensional (3D) virtual person plays the role of an instructor. With the existence of this virtual instructor, it is hoped that the teaching and learning in the e-environment will be more effective and productive. This virtual 3D animated character can actually be programmed to have a natural human touch to help bridge the gap between a machine and a student. A virtual instructor that has an almost true-to-life look and feel of a human being will make the students feel more comfortable and confident to learn. 

Jimenez, M. Lourdes (2005).  Learning Messages Notification System to Mobile Devices  [Online Submission] 

The work presents a new method to send educational messages in e-learning systems. The communication tools are one of the main characteristics of the virtual formative actions, in addition of the contents and the evaluation. The system must help to motivate the students, mainly those who do not leave the formative action and continue it until the end. The system will be an extension of the communication tools, which are incorporated in all LMS (Learning Management Systems). The main idea is to spread to everybody (students or professors) implied in a course, any change or new situation. For example, a change in the contents of the course, publication of the examination dates, new schedules of tutorials, the qualification of an examination, proposal of new exercises, etc. It is, any event related to the virtual course that can be notified with a message. The students will receive the educative messages in their mobile devices: phone or PDA (Personal Digital Assistant). The messages will be of SMS (Short Message Service) type.  [Paper presented at International Conference on Technology in Teaching and Learning in Higher Education (4th, Beijing, China, July 11-13, 2005)] | [FULL TEXT]

Juhary, Jowati binti (2005).  Malaysian Defence and E-Learning  [Online Submission] 

This paper begins with an analysis of the changing security scenario in the Asian region, with special focus on Malaysian defence strategies and foreign policies. Beginning in the mid 1990s, the Malaysian government shifted its attention away from the counter insurgency strategies of the early decades of independence to focus on wider questions of Malaysian security in the regional and global context. The growing awareness of the shifting paradigms in Asia also gave rise to the need for new approaches to military education/training. The second half of the paper analyses the extent to which Malaysia is about to take advantage of e-learning in academic and military training and the kind of education and training approaches that are needed in the future to ensure that Malaysia's defence needs are met. The empirical basis of the second half of this paper is based on a pilot survey of 267 Malaysian Undergraduate Cadets attending the Military Academy of Malaysia (MAM) in October 2004. This academy is scheduled to become National Defence University (NDU) in 2007. The paper addresses the question of what kind of academic and military curriculum and delivery technology could best prepare these students to face the emerging challenges regionally and globally.  [Final page includes conclusion and references from a separate report.] [Paper presented at International Conference on Technology in Teaching and Learning in Higher Education (4th, Beijing, China, July 11-13, 2005)] | [FULL TEXT]

Jin, Seung H. (2005).  Analyzing Student-Student and Student-Instructor Interaction through Multiple Communication Tools in Web-Based Learning.  International Journal of Instructional Media, 32, 1. 

The main focus of this study was to analyze how the patterns of interaction contributed to the construction of shared knowledge in online learning environments by looking closely at a web-based course in a teacher education program. The researcher conducted a case study, examining the characteristics of students who choose a web-based course, their perceptions of online interaction and their knowledge construction process through online interaction. The finding of this study was that students were very satisfied with their learning in the highly interactive learning environment through asynchronous communication tools such as threaded discussion and e-mail, and synchronous means such as chat session. Students were more engaged in online discussion when it was personally relevant to them and when their learning was applied in classroom practice.

Jelfs, Anne; Colbourn, Chris (2002).  Do Students' Approaches to Learning Affect Their Perceptions of Using Computing and Information Technology?  Journal of Educational Media, 27, 1-2. 

Discusses the use of communication and information technology (C&IT) in higher education in the United Kingdom and describes research that examined student perceptions of using C&IT for a virtual seminar series in psychology. Identified student learning approaches within the group and how it affected their adoption or rejection of the electronic medium.

Jelfs, Anne; Nathan, Roberta; Barrett, Clive (2004).  Scaffolding Students: Suggestions on How to Equip Students with the Necessary Study Skills for Studying in a Blended Learning Environment  Journal of Educational Media, 29, 2. 

In this paper we consider the implications of moving from a paper-based delivery of study support materials to electronic delivery. The paper is based on telephone interviews with 60 students who had received a range of study support materials from a series of 'student toolkits', which are printed resource booklets for students of the UK Open University. McLoughlin (2002) sees the integration of electronic delivery at the primary, secondary and tertiary education levels as requiring an extension to current concepts of scaffolding. The extension we propose in this paper is the need to establish study skills plus the ways and means to seek support in a resource-based environment. However, there is a delicate balance between increased provision and overloaded provision in resource-based learning.

Javeri, Manisha; Persichitte, Kay (2004).  Use of an Innovation Component Configuration Map to Measure Technology Integration Practices of Higher Education Faculty  [Association for Educational Communications and Technology] 

This presentation will focus on the use of a custom developed Innovation Component Configuration Map (ICCM) to measure technology integration practices of faculty in Schools, Colleges, and Departments of Education (SCDEs). This study investigated the relationship between the level of technology integration fidelity (high, moderate or low) by SCDE faculty and a) access to adequate support from technological infrastructure, b) access to adequate support from human infrastructure, and c) personal attitude toward computer use. | [FULL TEXT]

Julius, Matthew L.; Schoenfuss, Heiko L. (2006).  Phylogenetic Reconstruction as a Broadly Applicable Teaching Tool in the Biology Classroom: The Value of Data in Estimating Likely Answers  Journal of College Science Teaching, 35, 7. 

This laboratory exercise introduces students to a fundamental tool in evolutionary biology--phylogenetic inference. Students are required to create a data set via observation and through mining preexisting data sets. These student data sets are then used to develop and compare competing hypotheses of vertebrate phylogeny. The exercise uses readily available resources and is flexible enough to be implemented for accomplishing a variety of educational objectives. In addition, this exercise requires students to critically evaluate hypotheses and to engage in decision-making processes using developing data sets.

Jafari, Ali; McGee, Patricia; Carmean, Colleen (2006).  Managing Courses Defining Learning: What Faculty, Students, and Administrators Want  EDUCAUSE Review, 41 n4 p50-52, 54. 

The use of Learning/Course Management Systems (L/CMSs) has exploded in higher education. Recently, these authors served as editors for a book, "Course Management Systems for Learning," which explored current L/CMS design and usage by documenting best practices, research, standards, and implementations. Although the final section of the book addressed future designs, for these authors this project raised additional questions not only about the next L/CMS design but also about the next generation of e-learning environments--that is, the complete set of technology tools that students and faculty members will need for support of their day-to-day learning, teaching, and research, whether in face-to-face, online, or hybrid courses. In order to answer these questions, the authors undertook a research study that involved interviews with faculty, scientists, librarians, students, and administrators, who were asked to list the top three advantages and the top three shortcomings of L/CMS, as well as the top three features that they felt would be most useful in the next generation of e-learning environments. The views of faculty, students, and administrators regarding the advantages and shortcomings of current L/CMSs fell into three key areas: compatibility and interoperability, usability, and smartness/dumbness. In envisioning a future e-learning environment, the stakeholders talked about desired features in the areas of smart systems, environment, archives and storage, multimodal/multimedia communication channels, collaboration tools, and mobile computing.

Jaffee, David (2003).  Virtual Transformation: Web-Based Technology and Pedagogical Change.  Teaching Sociology, 31, 2. 

Focuses on the mode of instructional technology rapidly growing and the potential to make a dramatic transformative impact on teaching and learning, the virtual classroom. Discusses how Web-based instructional technologies affect the traditional university role and impact faculty roles, skills, and identity in higher education.

Jaffee, Lynn L. (2001).  Adult Literacy Programs and the Use of Technology.  Adult Basic Education, 11, 2. 

Adult literacy learners face uses of funding, access and lack of expertise and time related to technology use. Issues for literacy programs include funding, access, staff development, assessment, and maintenance. Technology can individualize literacy learning, allow privacy and asynchronous participation, and provide immediate feedback.

Jochems, Wim; Kreijns, Karel (2006).  Measuring Social Aspects of Distributed Learning Groups  European Educational Research Journal, 5, 2. 

Computer-supported group-based learning requires that interaction has to be structured within the group; otherwise it will not happen. Also, it is important to pay attention to social aspects of a distributed learning group (i.e. group dynamics); otherwise a good working team will not emerge. This article proposes a process-oriented framework that considers five critical elements for enhancing interaction in the cognitive dimension. Enhancing social interaction for achieving a sound social space requires a sociable computer-supported collaborative learning environment (CSCL) in which social presence of the group members exists. Such sound social space is considered by many, if not most, educational researchers to be a necessary prerequisite for epistemic interaction. In order to allow designers and teachers to develop sociable CSCL environments, this article proposes three scales to measure social aspects. Although the validation of these scales is somewhat limited, the scales are a first step for making certain characteristics of distributed interaction visible. To provide a more firm base for the scales, this article also calls for more research on this issue.

Ju, J. -m. (2005).  The Effect of Multimedia Stories about American Deaf Celebrities on Taiwanese Hearing Students' Attitudes toward Job Opportunities for the Deaf  American Annals of the Deaf, 150, 5. 

In Taiwan, hearing people generally think deaf individuals can only do jobs requiring minimal communication. The present study was planned to help change hearing people's attitudes toward deaf people's job competence. Multimedia stories of deaf celebrities, e.g., physicians, lawyers, university presidents, professors, senior government officials, and movie stars, were developed. A multimedia computer reading program was developed in which graphic organizers, picture clues, video, and voice were integrated to make reading more exciting and pleasant. Materials were developed to be suitable for dissemination on CD. Regarding attitude change, all differences between pretests and posttests were statistically significant: Hearing students' attitudes toward deaf and hard of hearing people changed positively and significantly. It is recommended that the CD featuring American deaf celebrities be distributed to make hearing people understand deaf people's potential, and to contribute to an environment conducive to their employment in Taiwan.

Jickling, Bob (2005).  Sustainable Development in a Globalizing World: A Few Cautions  Policy Futures in Education, 3, 3. 

This article takes the view that in a globalizing context the concept of "sustainable development" should not be assumed uncritically. Further, tensions arise when education is constructed as an instrument for the implementation of this concept, as manifest in the term "education for sustainable development". With critical concern about sustainable development and the tensions arising out of an agenda of educational determinism, this article presents a series of cautions about education for sustainable development. While much good work is being done by educators who work under the label "sustainable development", I argue in the end that education should provide the capacity to transcend this particular conception--to reach outside and beyond sustainable development.

Jaillet, Alain (2004).  What Is Happening with Portable Computers in Schools?  Journal of Science Education and Technology, 13, 1. 

This study was an exploratory of the Landes initiative to supply all pupils and teachers with portable computers and Internet at school. These surveys involved 817 pupils and parents and produced a response rate of 98% for pupils from the first survey at the beginning of the year and 798 pupils at the end of the year. The approach, which consists of identifying any variances in individual perceptions of technology, was tested in an initial In-Tele research programme in which we were involved. The questionnaire-based survey reveals low usage of information technology in terms of teaching, with no difference between the "portable" and test groups. Moving on from the first level study, characterizing the sites and studying their viewing frequency produces the surprising outcome that the very high number of sites viewed actually conceals a much more pessimistic reality about pedagogical uses.

Jordan, Darla (2001).  The 4-1-1 on Telephones in the Classroom.  School Planning & Management, 40, 10. 

Discusses whether telephones in the classroom are a productive tool in an educational environment. Presents case studies of classroom telecommunications implementation projects.

Jordan, Gillian; Jameson, Jill (2001).  Unlocking Key Barriers for Staff on the Path to an e-University. 

This case study identifies key barriers for staff on the path to an e-University and suggests ways to unlock them. The focus of the evidence-based research is an e-University pilot development in virtual learning in progress at the University of Greenwich (England). Documentary evidence for the study included feedback from 12 sub-projects in the overall development designed to test fitness for purpose in delivering and e-commerce degree program. Written commentary from staff on the steering group and from professional external facilitators on business modeling provided evidence of the following key barriers and suggestions on ways to overcome them: institutional distractions; confused perceptions of leadership and decision-making; skills and staff development issues; e-critics, communications, and overload problems; and quality problems. The authors took as their guiding principle a main focus on delivering excellence in learning for students. To recommend successful methods of unlocking the main barriers for staff on the path to an institutional implementation of e-learning, the e-University Key Barrier Matrix was developed.   | [FULL TEXT]

Jordan, LuAnn; Smith, Sean; Dillon, Ann S.; Algozzine, Bob; Beattie, John; Spooner, Fred; Fisher, Ashlee L. (2004).  Improving Content and Technology Skills in ADD/ADHD via a Web Enhanced Course  Teacher Education and Special Education, 27, 3. 

Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (ADD/ADHD) create concerns in public education and in teacher education programs. Because of continuous advances in technology, distance learning is a viable option for delivering coursework to preservice and inservice teacher education students challenged by geography, time constraints, professional responsibilities, family considerations, and similar obstacles. This study presents results of using Internet-based applications to enhance teacher preparation to better serve students with ADD/ADHD. Surveys addressing ADD/ADHD concepts and technology skills were administered to graduate students in a web-enhanced course. The focus of the course to the prepare general and special education teachers to learn to use higher-end technology while gaining important understanding in the growing area of ADD/ADHD. The data indicated that the online course was effective in helping students to feel more knowledgeable of ADD/ADHD concepts and skills; in addition, the students increased their efficacy in certain areas of technology. | [FULL TEXT]

Jordanov, Wendy L. (2001).  An Examination of the Relationship between Learning Style and Technology Use. 

The relationship between students' learning styles and Internet use was studied in a college course in which technology was infused. The setting was a large multisection undergraduate education course on lifespan human development. The course was a traditional on-campus course in which technology was infused through an interactive course Web site, online substantive course material, and the use of online discussion rooms. All students were trained in the use of campus technology resources. The sample was approximately 300 undergraduate students, but only 139 students completed all 3 surveys over the course of the semester. Learning style was assessed through the Learning Style Inventory (D. Kolb, 1999), and measures of exposure to the Internet and computers and "Internet-focused style" were also administered. The study demonstrated that students preferred different styles when using the Internet than when learning in general. Regardless of their general learning style preferences, students moved toward more active dimension and mode styles when using the Internet. Previous research has suggested that a preference for an active learning style has a positive relationship with attitudes toward and performance on computer tasks. The results of the current study complement those findings. | [FULL TEXT]

Jory, Brian, Ed. (2000).  Campbell Monograph Series on Education and Human Services, Volume 1. 

This collection of papers describes the development of the Charter School of Education and Human Services at Berry College. Four articles serve as a case study in how one school of education proactively approached change in its teacher education program. Faculty in the school wrote scholarly manuscripts describing the transition to a charter school and exploring the implications of their work for improving the quality of teacher education elsewhere. The papers are: "Editor's Commentary: Transforming Teacher Education" (Brian Jory); "A Charter School of Education and Human Services" (Jacqueline M. McDowell); "Do I Want To Be a Teacher? Goals and Reflections of a New Orientation to Education Courses" (Mary C. Clement); "The Evangelist and the Conscientious Objector: Using Research in Consumer Behavior to Maximize the Effectiveness of Faculty Professional Development in Technology" (Lawrence Baines and D. Lynnwood Belvin); and "Multicultural Teacher Education in the Charter School of Education and Human Sciences: Turning Good Students Into Better Teachers" (Wade A. Carpenter and Steven Bell). (Papers contain references.) | [FULL TEXT]

Justice, Madeline, Ed. (2001).  Diversity and International. [SITE 2001 Section]. 

This document contains the following papers on diversity and international issues from the SITE (Society for Information Technology & Teacher Education) 2001 conference: "Using Technology To Support Teaching for Social Justice in a Preservice Program" (Barbara Beyerbach); "Integrating Technology into a Teacher Education Diversity Course" (Ramona Maile Cutri); "Is Anybody Listening? Inherent but Typically Ignored Problems in Distance Learning" (Paula Furr and Ron McBride); "Integrating Human Impact into a Web-Based Multicultural Course for Teacher Education" (Viola Garcia and Linlin Irene Chen); "Developing Intercultural Understanding via the Internet: Canadian Student Teachers and English Students in China Study World Literature Together" (Jim Greenlaw); "Using Internet Technology To Facilitate Anonymous Communication in World Wide Web Delivered Multiculturalism in Education Courseware" (James G. Izat and others); "Diversity through Co-Operation: Creating and Delivering Content in In-Service Teacher Education" (Monica Johannesen and Leikny Ogrim); "'WorldGate': An Attempt To Close the Digital Divide" (Richard Knecht); "Technology and Social Change: Perceptions of Culturally Diverse University Students" (Shane P. Martin and Edmundo F. Litton); "Identifying School Conditions and Teacher Practices that Have Proven Effective in Increasing Mathematics and Reading Achievement for African American Students and Students in Schools with Substantial Minority Student Populations" (Michael McFraizier and M. Danita Bailey); "Using Technology in Early Childhood Environments To Strengthen Cultural Connections" (Mikki Meadows); "Where is the 'Any Key,' Sir? Experiences of an African Teacher-To-Be" (Guillaume Nel and Liezel Wilkinson); "The Digital Divide in Schools: We Can Make a Difference" (Tamara Pearson and Colleen Swain); "Technology Empowers a Diverse Population of Students: Results from a Technology Professional Development School" (Carrie Thornthwaite); and "Linking up through Solar Energy: The Story of the Gelukwaarts Farm School" (Fred Wilkinson and Annette Wilkinson). Most papers contain references. | [FULL TEXT]

Justice, Madeline, Ed. (2002).  Diversity/Equity. [SITE 2002 Section]. 

This document contains the following papers on diversity/equity from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Modeling and Developing Technology Integration with Pre-Service Indigenous Teachers" (Shadow W. J. Armfield and Marilyn Durocher); (2) "Integrating Diversity in Children's Literature into the Elementary School Curriculum Utilizing Internet Technology" (Joyce C. Armstrong and Martha M. Hanlon); (3) "Web Accessibility for Diverse Learners" (Laurie Ayre and Marian W. Boscia); (4) "Bridging the Digital Divide in South Florida" (Tom W. Frederick and Mary Kay Bacallao); (5) "Integrating Technology in the Pre-Service College Classroom and Beyond by Developing Exit 'E-Portfolios'" (Mary Kay Bacallao and William Halverson); (6)"Community Mapping: Learning and Teaching in Context" (Gina Barclay-McLaughlin); (7) "School District Websites: An Accessibility Study" (Marty Bray and Claudia Flowers); (8) "Distance Learning: Eliminating the Digital Divide" (Sheryl Burgstahler); (9) "A Window of Opportunity: Computer-Mediated Communication and Multicultural Education" (Lucretia O. Carter); (10) "Field-Based Technology and Critical Friends Principles in Teacher Preparation" (Viola Garcia and Irene Chen); (11) "Gender Bias in Software: Issues, Implications, and Considerations" (Jennifer Groendal-Cobbs and Jennifer Patterson); (12) "Critical Race Theory and the Digital Divide: Beyond the Rhetoric" (Patricia Randolph Leigh); (13) "Bridging the Digital Divide: A School's Success Story" (Edmundo F. Litton); (14) "Equity Lenses: Diversity-Responsive Use of Advanced Technologies for Math and Science Education" (J. David Ramirez, Kim Williams, and Kevin Rocap); (15) "'Facelessness' and Its Impact on Democracy and Diversity in Virtual Communities" (Carol Reid); (16) "CLMER Telementoring: Diversity-Responsive Teaching and Learning with Technology" (Kevin Rocap, Yolanda Ronquillo, and Joe-Feria-Galicia); (17) "Self, Visual Representation, Voice and Online Social Identity" (Sharon Tettegah); (18) "Bridging the Differences on the Web through Effective Communication and Collaboration" (C.Y. Janey Wang); (19) "Together We Form a New Culture; Students' Perspectives on the Influence of Diversity in a Web-Based Collaborative Learning Community" (C.Y. Janey Want); and (20) "Teaching and Learning in Intergenerational and Intercultural Classrooms: Report on a Classroom-Based Research Project." Several brief summaries of conference presentations are also included. Most papers contain references. | [FULL TEXT]

Jobson, Lisa, Ed. (2001).  Connecting Cultures...A Teacher's Guide to a Global Classroom. 

The International Education and Resource Network (iEARN) enables young people (ages 5-19) to use the Internet and other new technologies to engage in collaborative online educational projects that both enhance learning and address issues of global importance. More than 400,000 students in over 95 countries are working together in iEARN to make a positive impact on the world. This document highlights project examples that profile a variety of age levels, curricula, and areas in which iEARN has an impact. In "Building Bridges," a headmistress from Pakistan describes her school's experience of learning with partners from 92 countries in the "Laws of Life Project." Ideas for "globalizing" the classroom are offered. The next section, "Improving Education," describes the "Write To Care Framework: Writing and Reading Integrating Technology into Education To Make a Difference in Our World." The purpose of this framework is to encourage children's literacy skill development while participating in meaningful local to global telecommunications projects that make positive differences in their school, community, region, state, country, and around the world. In the next section, "Making a Difference," students worldwide share their environmental projects through the YouthCAN environmental conference. Also included are: sample activity for generating project ideas; suggestions for successful project work; iEARN professional development opportunities; and a list of additional resources. | [FULL TEXT]

Jay, M. Ellen; Jay, Hilda L. (2003).  Teaching with Computers: Strategies That Work in Grades K-6. 

This book focuses on designing instruction that integrates the use of computer assisted resources. There are 19 chapters in four parts. Part 1, "Strategies for Teaching with Standard Utility Software Programs," includes (1) "Paint Programs"; (2) "Graphic Organizers"; (3) "Graphing Programs"; (4) "Timelines"; (5) "Word Processing"; (6) "Databases"; and (7) "Spreadsheets." Part 2, "Strategies for Teaching with Curricular-Related Software Programs," includes (8) "Postcards"; (9) "Community Exploration"; (10) "Changes Around Us"; (11) "Animals in Their World"; (12) "Tenth Planet: Special Relationships"; (13) "Tenth Planet: Creating Patterns from Shapes"; (14) "Table Top Jr."; and (15) "Science Sleuths." Part 3, "Strategies for Teaching with Electronic or Online Resources," includes (16) "Automated Library Catalog Programs"; (17) "General Encyclopedias"; and (18) "Magazine and Newspaper Index Programs." Part 4, "Strategies for Teaching with Presentation Software," includes (19) "Presentation Programs."

Joffe, Linda S. (2000).  Getting Connected: Online Learning for the EFL [English as a Foreign Language] Professional. 

Distance learning is not a new phenomenon; online learning is, however, a new, exciting form of distance education. As with all novel ideas, online learning has vehement opponents and supporters, but it is an inevitable step in university instruction. Many online degree and certificate programs are currently available. Adversaries of online learning suggest that the loss of physical interaction will lead to less learning taking place. Another fear is an increased dropout rate due to the lack of self-motivation and time-management skills. An additional concern is that inadequate computer/Internet access renders programs useless. Instructors in traditional universities wish education to continue to be traditional. For the English as a foreign language (EFL) professional, however, an online MA TESOL program negates the arguments discussed and offers additional benefits not found in a traditional university. Time and distance are no longer obstacles to learning. Ideas, questions, and individual discoveries are not restricted to a fixed contact time. Online learning gives students these two educations: in the particular subject matter and in computer skills. Online learning allows for a virtual classroom of students from around the globe who can offer relevant insights into myriad cultures. Unfortunately, for the EFL professional (one of the most relevant candidates for this type of education mode) no such online degree exists. | [FULL TEXT]

Jurdak, Murad (2000).  Technology and Problem Solving in Mathematics: Myths and Reality. 

The paper will examine the role of technological tools, especially computers, as facilitators and non-facilitators in problem-solving in mathematics education. Examples of problem tasks will be given in each case. The paper will focus on over-generalizations made regarding the power of technology in mathematical problem solving. These over generalizations (which I shall label as myths) will be illustrated by problem tasks and results of the studies that were conducted at the American University of Beirut on mathematical problem solving in schools and out-of school by students and practitioners. The possible long-term effects of technology on problem solving in non-academic contexts are identified and discussed. | [FULL TEXT]

Jha, Vikram; Widdowson, Shelley; Duffy, Sean (2002).  Development and Evaluation of an Interactive Computer-Assisted Learning Program--A Novel Approach to Teaching Gynaecological Surgery.  British Journal of Educational Technology, 33, 3. 

Discusses computer-assisted learning (CAL) in medical education and describes the development of an interactive CAL program on CD-ROM, combining video, illustrations, and three-dimensional images, to enhance understanding of vaginal hysterectomy in terms of the anatomy and steps of the surgical procedure.

Joia, Luiz Antonio (2001).  Evaluation of a Hybrid Socio-Constructivist Model for Teacher Training.  Journal of Technology and Teacher Education, 9, 4. 

Evaluates a socio-constructivist hybrid model for training K-12 teachers in Brazil in the use of informatics in education. Highlights include a combination of face-to-face exchanges and a Web-based distance approach; comparisons between this model and traditional models; a cost effectiveness analysis; and recommendations for future research.

Joiner, Lottie L. (2001).  Saluting Success: Case Studies in Harnessing Energy to Enhance Education.  American School Board Journal, 188, 1. 

Profiles three exemplary school districts that reformed and enriched education through technology. Township High School District 214 (Arlington Heights, Illinois), Washington County Schools (Plymouth, North Carolina), and Clarksville-Montgomery County Schools (Clarksville, Tennessee) demonstrated commitment to student learning and staff development, community support, and technology integration.

Jih, Huecyhing Janice; Lin, Yenjen; Wu, Szuchien Sofia (2001).  Bridging Individual Experiences to Organizational Knowledge: The Remodeling of a National Learning Resources Center. 

The K-12 Gas Station is a national World Wide Web site in Taiwan that serves as the educational portal that provides teachers, parents, pupils, and public communities with rich content for all subject matters in grades K-12. The K-12 Gas Station plays a critical role in the efforts to build up a technology-based learning environment to help students gain a robust and in-depth learning of knowledge, skills, and attitude within multiple disciplines. Based on results of an action evaluation, a series of suggestions on the revision of the Web site were made. In order to transform the bulletin board-oriented Web site into a learning community-oriented virtual center, the remodeling builds up new community support features such as resources and information sharing mechanisms, challenge activity platforms, and database servers. All Web users could build learning and teaching resources on the K-12 Gas Station learning community through constructing content that is contributed out of the user's own teaching experience. Remodeling rationale, structure, and functions of the new Web site form the focus of this paper. The paper also offers further suggestions for implementation strategies. | [FULL TEXT]