Educational Technology | U

Ural, Ozana (2007).  Attitudes of Graduate Students Toward Distance Education, Educational Technologies and Independent Learning  [Online Submission] 

Distance education systems are being used in along with the traditional education systems in order to respond to the demand for higher education. Technological advancements, interactive learning possibilities are forcing the traditional universities to make more use of the distance education systems and technologies. Most of the traditional universities to create the opportunity for their students to be independent learners and learners who can organize their learning processes by using distance education systems and technologies. It is thought that students who can learn on their own and who can organize their learning processes will be more likely to use lifelong learning opportunities. In Turkey where there is a great demand for higher education, the use of distance education systems and technologies in traditional universities is not common. These traditional universities can make use of the distance education systems and technologies in certain lectures and cope with the pressure of the increasing number of students. Successful implementation of the distance education applications in traditional universities will affect the mega Turkish education system in a positive way. In this study, the views of the doctoral students at traditional universities on the use of distance education systems and technologies and independent learning are determined. Findings indicate that doctoral students do not have a positive attitude towards the use of distance education systems and technologies, and they do not agree with the idea that distance education systems can support independent learning. | [FULL TEXT]

Urata, Toshiyuki (2004).  Step-by-Step Visual Manuals: Design and Development  TechTrends: Linking Research & Practice to Improve Learning, 48, 3. 

The types of handouts and manuals that are used in technology training vary. Some describe procedures in a narrative way without graphics; some employ step-by-step instructions with screen captures. According to Thirlway (1994), a training manual should be like a tutor that permits a student to learn at his own pace and gives him confidence for further learning. Such a manual should consist of a series of lessons so that learners can build knowledge and skill lesson by lesson. Therefore, step-by-step instruction is recommended, and information overload is cautioned against. When such a manual is used in training along with hands-on activities and an individual learning approach to each student, participants will tend not only to learn knowledge and skill but also to gain confidence in technology use. In this case study, the essential elements for a step-by-step manual for training in Microsoft PowerPoint 2000 were incorporated into such a manual for tryout. The contents were organized as a series of lessons, ranging from creating a simple text-only slide to adding visual material and functions, such as presentation effects, to a slide. Instruction in the manual was written in a step-by-step manner and the text was modularized. Step-by-step screen captures accompanied the instruction, reflecting the constantly changing computer screen as the learner interacted with the computer. Twenty-six adult learners participated in two days of training that consisted of a three-hour session each morning and each afternoon. The majority of learners were public school teachers and school administrative staff. All possessed basic computer knowledge and word processing skills but none had used PowerPoint before. Progress was monitored and assessed using pre-and post-tests, pre-and post-questionnaires, unit quizzes and journals in the electronic portfolio.These qualitative data demonstrate that a step-by-step visual manual as well as a hands-on individual approach in training can support learners in gaining confidence for technology use.

Unal, Hasan; Jakubowski, Elizabeth (2007).  Middle and Secondary Preservice Mathematics Teachers' Comparative Analysis of TIMSS Videotape Lesson Study  [Online Submission] 

International comparative studies revealed that US students' mathematics performance is not at the level of expectation of mathematics education community. The latest of such study is, Third international Mathematics Science Study-Repeat (TIMSS-R, 1999) continued show poor performance of US students in international arena. Total of 38 countries had participated in TIMSS-R and focus was the mathematics achievement of 8th graders. In TIMSS video study only 6 counties participated along with the US. Five participated in TIMSS 1999 video study outperformed the US in mathematics achievement. Since the teachers and their decisions on teaching plays significant role in students learning, future US mathematics teachers can learn from accomplished practices in international arena. The purpose of this study is to investigate preservice teachers' analyses of such practices. The study is qualitative in nature. Data collection included students' written analyses on videotaped lessons and follow up interviews.  | [FULL TEXT]

Uzunboylu, Huseyin (2005).  The Tools of the Web Assisted Foreign Language Instruction  [Online Submission] 

The purpose of this study was to review the asynchronous and synchronous tools of the Web assisted foreign language instruction. This study was conducted on the base of literature survey, so the findings was interpreted and evaluated for the purpose of the study. In the study, firstly, we were preferred to give a brief description of the each Web tools than explained the related research finding and some applications, which were to deals with the web assisted foreign language instruction. The web assisted foreign language instruction tools were divided in two main options. The main asynchronous option tools are e-mail, listserv, online forms/threaded discussions/notes files, on-line quizzes/test and electronic journals. The main synchronous option tools are Internet Relay Chat (IRC), Web radio, Web-based videoconferencing and MOOs. The end of this research researcher recommended that there are needs to new researches on the Web assisted foreign language instruction. | [FULL TEXT]

Uzunboylu, Huseyin (2006).  A Review of Two Mainline E-Learning Projects in the European Union  Educational Technology Research and Development, 54, 2. 

This was a survey of the literature regarding the use of e-learning in two mainline e-learning projects in the European Union: (a) the e-Learning Action Plan and (b) the e-Learning Program. The author found evidence that the European Commission (EC) has positively affected European countries that have participated in these projects by (a) providing necessary infrastructures and equipment, (b) implementing teacher training, (c) delivering useful content and services, (d) encouraging cooperation and networking; (e) promoting digital literacy, (f) launching European virtual campuses, and (g) supporting the use of the World Wide Web (WWW) for "e-Twinning" primary and secondary schools.

Uzunboylu, Huseyin (2006).  A Descriptive Review of Mainline E-Learning Projects in the European Union: E-Learning Action Plan and E-Learning Program  [Online Submission, Cypriot Journal of Educational Sciences] 

This study's purpose was to survey the literature on European Union (EU) e-learning strategies specifically related to two mainline e-learning projects: the learning Action Plan and the E-Learning Program. Results of the evaluation and interpretation of the literature show that the European Commission has positively impacted European Union countries that participated in the projects through multiple and transversal actions and interactions, including: (a) providing necessary infrastructures and equipment; (b) implementing teacher training; (c) delivering quality content and services; (d) encouraging cooperation and networking; (e) promoting digital literacy; and (f) launching European virtual campuses and twinning schools (primary and secondary) via the Internet. The European Commission should continue to fund this critical research as a means of furthering Europe's move toward a knowledge-based society. | [FULL TEXT]

Uzunboylu, Huseyin (2007).  Teacher Attitudes toward Online Education Following an Online Inservice Program  International Journal on E-Learning, 6, 2. 

This study sought to determine attitudes toward online education of English language teachers employed in state secondary schools in North Cyprus following an inservice program on distance education. Seventy-four teachers (male = 37, female = 37) attended a 6-hour inservice training program organized by the Ministry of Education and Culture. Data were collected from the Attitudes towards Online Learning Scale. Following the program, significant differences in attitude toward online education were found based upon teaching experience, school location, and use of e-mail. The use of computers and internet technologies has not yet been used extensively in North Cyprus. Improved teacher attitudes will likely improve to the extent that teachers in this county become more familiar with web-based technologies.

Uzunboylu, Huseyin; Ozdamli, Fezile; Ozcinar, Zehra (2006).  An Evaluation of Open Source Learning Management Systems According to Learners Tools  [Online Submission] 

Learning Management System (LMS) is the main element of internet-based education. In parallel to this, studies in this area are increasing. The aim of this research is to evaluate the current existing Open Source Learning Management Systems in the market. For this, seventy-two Open Source Learning Management Systems have been subjected to a general evaluation. After that, among them, the eight most demanded software were chosen: Atutor, Bazaar, Bodington, Claroline, Coursemanager, ILIAS, Moodle and Sakai. Those software chosen were investigated in detail according to features of the Communication Tools, Productivity Tools, Student Involvement Tools, respectively. Software have been evaluated by being members of websites, using demo programs and in accordance to the features of given at the internet website. [This document was published in: "Current Developments in Technology-Assisted Education. Volume 1." FORMATEX: Badajoz, Spain. p8-11.] | [FULL TEXT]

Underdahl, Jennifer (2002).  IMMEX Problem-Solving Software: Integrating Curriculum into Technology.  Educational Technology, 42, 5. 

Explains the history of IMMEX (Interactive Multi-Media Exercises) and its evolution into a Web-delivered, interactive software program, which assesses student understanding of curriculum in K-16 classrooms by tracking its application in real-world, problem-solving scenarios. Discusses performance feedback for teachers and students, and offers suggestions for teaching with technology.

Underhill, Anthony Francis (2006).  Theories of Learning and Their Implications for On-Line Assessment  [Online Submission] 

The pedagogy underlying online learning and teaching is being reconceptualised to incorporate the opportunities being offered by the development of online educational settings. The pedagogy of constructivism and in particular socio-constructivism is underpinning much of the online learning and teaching developments currently being developed. The developments in online learning and teaching however are not being matched by developments in computer based assessment. The scope of computers to offer varied, adaptive and unique assessment is still underdeveloped according to Brown, Race and Bull (1999). This paper briefly reviews the theories of learning and their relationship with traditional forms of assessment and seeks to argue for the need to further develop online assessment tools to further facilitate the growth in process based learning activities such as collaborative and cooperative group work consistent with a socio-constructivist pedagogy. | [FULL TEXT]

Underwood, Jean; Szabo, Attila (2003).  Academic Offences and E-Learning: Individual Propensities in Cheating.  British Journal of Educational Technology, 34, 4. 

Investigated the attitudes to, and extent of, self-reported involvement in Internet-supported dishonest academic practices such as plagiarism among United Kingdom undergraduates. Discusses Internet experience, acceptability of cheating, assessment of risk, gender, frequency of Internet use, and maturity of students, and outlines responses that should be considered by faculty to address this problem.

Underwood, Jody S.; Hoadley, Chris; DiGiano, Chris; Stohl, Hollylynne; Hollebrands, Karen (2003).  Design Principles of the ESCOT Math Environments. 

This paper describes the Educational Software Components of Tomorrow (ESCOT) project. The focus of the project was on principles that support problem-solving and learner-centered design issues, and the purpose was to garner lessons from a large educational software development project to share with the learning sciences and other interested communities who develop learner-centered software. The Identifying Design Principles in Educational Applets (IDEA) project, background of ESCOT, the Math Forum's Problems of the Week (PoWs), data mining for design principles, and design principles are presented. | [FULL TEXT]

Underwood, Jody S.; Hoadley, Christopher; Lee, Hollylynne Stohl; Hollebrands, Karen; DiGiano, Chris; Renninger, K. Ann (2005).  IDEA: Identifying Design Principles in Educational Applets  Educational Technology Research and Development, 53, 2. 

The Internet is increasingly being used as a medium for educational software in the form of miniature applications (e.g., applets) to explore concepts in a domain. One such effort in mathematics education, the Educational Software Components of Tomorrow (ESCOT) project, created 42 miniature applications each consisting of a context, a set of questions, and one or more interactive applets to help students explore a mathematical concept. They were designed by experts in interface design, educational technology, and classroom teaching. However, some applications were more successful for fostering student problem-solving than others. This article describes the method used to mine a subset (25) of these applets for design principles that describe successful learner-centered design by drawing on such data as videos of students using the software and summaries of written student work. Twenty-one design principles were identified, falling into the categories of motivation, presentation, and support for problem solving. The main purpose of this article is to operationalize a method for post hoc extraction of design principles from an existing library of educational software, although readers may also find the design principles themselves to be useful.

Underwood, Joshua; Smith, Hilary; Luckin, Rosemary; Fitzpatrick, Geraldine (2008).  E-Science in the Classroom--Towards Viability  Computers & Education, 50, 2. 

E-Science has the potential to transform school science by enabling learners, teachers and research scientists to engage together in authentic scientific enquiry, collaboration and learning. However, if we are to reap the benefits of this potential as part of everyday teaching and learning, we need to explicitly think about and support the work required to set up and run e-Science experiences within any particular educational context. In this paper, we present a framework for identifying and describing the resources, tools and services necessary to move e-Science into the classroom together with examples of these. This framework is derived from previous experiences conducting educational e-Science projects and systematic analysis of the categories of "hidden work" needed to run these projects. The articulation of resources, tools and services based on these categories provides a starting point for more methodical design and deployment of future educational e-Science projects, reflection on which can also help further develop the framework. It also points to the technological infrastructure from which such tools and services could be built. As such it provides an agenda of work to develop both processes and technologies that would make it practical for teachers to deliver active, and collaborative e-Science learning experiences on a larger scale within and across schools. Routine school e-Science will only be possible if such support is specified, implemented and made available to teachers within their work contexts in an appropriate and usable form.

Underwood, Linda (2007).  Alphabet Soup: School Library Media Education in the United States  School Library Media Activities Monthly, 23, 6. 

Universities offering school library media programs seek accreditation from various regional and national organizations. This accreditation makes the programs valid and marketable. School media programs within a college of education seek accreditation from specialized accrediting bodies. The National Council for Accreditation of Teacher Education (NCATE) is one agency that offers specialized accreditation to library media programs. This article takes a closer look at several accrediting organizations such the Higher Learning Commission (HLC) which is part of the North Central Association of Colleges and Schools (NCA), the Middle States Commission on Higher Education (MSC), the Southern Association of colleges and Schools (SACS), the Western Association of Schools and Colleges (WASC), the New England Association of Schools & Colleges, Inc. (NEASC), and Northwest Commission on Colleges and Universities

Unusan, Nurhan; Aiba, Naomi; Yoshiike, Nobuo (2007).  Distance Delivery of Nutrition Education as a Method for Providing Continuing Education  [Online Submission] 

Distance learning applications in nutrition education have evolved together with communication technology. Distance delivery is transforming the culture of professional health education by expanding access to learners, introducing novel teaching and learning methods, as well as shifting the paradigm of how instructors and students interact. The aim of the paper is to prepare a participant centred, active learning model. The model proposed in this article is based on the literature review. This model resembles active delivery models that have been highly successful in increasing learning and problem solving abilities in other courses. The model focuses on constructs that distance delivery courses should address during design and assessment. For a model to be succeeded the required prerequisites should involve the establishment of a centre for educational technology, to take a model in forming the infrastructure for web based distance delivery, to update the technology required, and to train supporting staff to help in the design of web material/documentation. [This paper was presented at the International Open Distance Conference (2nd, Eskisehir, Turkey).] | [FULL TEXT]

Usun, Salih (2004).  Factors Affecting the Application of Information and Communication Technologies (ICT) in Distance Education  [Online Submission] 

The aim of this study is to determine the factors and problems associated with the growth of Information and Communication Technologies (ICT) in developing countries and examine the Turkish distance Education System from the point of the factors such as cultural; political; economic; technological. The study, firstly, introduces some applications and problems of instructional technology and distance education in some developed countries and Turkey as a developing country; than examines Turkish distance education system, Open Education Faculty (OEF), from the points of factors such as cultural, political, economic and technological. | [FULL TEXT]

Usun, Salih (2004).  Learner Support Services in Distance Education System (A Case Study of Turkey)  [Online Submission] 

The aim of this paper is to review learner support services in Turkish distance education system, the Open Education Faculty (OEF) of Anadolu University. The paper examines the Turkish distance education system according to four types of support systems; (1) learner support and learner needs; (2) learner support and content; (3) learner support and the institutional context; and (4) learner support and technology. A number of suggestions are presented in this paper on enhancing learner support in Turkish distance education system and Open Education Faculty | [FULL TEXT]

Usun, Salih (2006).  The Role of the Socio-Cultural Context in Designing Appropriate Support Services and Enhancing Interaction in Distance Education in Turkey  [Online Submission] 

Understanding the socio-cultural context is the key to developing appropriate support systems for distance learners. The socio-cultural context in Turkey is a critical ingredient in the development of Turkish distance education programmes, in which two elements of Turkish culture--patronage and an oral tradition--seem to play a significant role. The main aim of this study is to determine the role of the socio-cultural context in designing appropriate support services and enhancing interaction in the Turkish Distance Education System, namely, the Open Education Faculty (OEF). The study firstly introduces the technologies and socio-cultural context of the OEF then presents for consideration the influence of that context in designing appropriate support services and enhancing interaction; and finally provides a number of suggestions to enhance learner support and interaction according to the prevailing socio-cultural context.  | [FULL TEXT]

Usun, Salih (2006).  Applications and Problems of Computer Assisted Education in Turkey  [Online Submission] 

This paper focuses on the Computer Assisted Education (CAE) in Turkey; reviews of the related literature; examines the projects, applications and problems on the Computer Assisted Education (CAE) in Turkey compares with the World; exposes the positive and negative aspects of the projects; a number of the suggestion presents on the effective use of CAE in Turkey. | [FULL TEXT]

Usun, Salih (2007).  Teacher Training Programs for Computer Education and Computer Assisted Education in Turkey  [Online Submission] 

The aim of this descriptive study is to review the applications and problems on the teacher training programs for computer education and computer assisted education (CAE) in Turkey. The study, firstly, introduces some applications and major problems on using instructional media and computers in developing countries and instructional technology programs and computer assisted education in Turkey; Secondly, comparatively with developed countries, determines and discusses the applications and problems on the teacher training for computer education and computer assisted education (CAE) in Turkey; Then, presents number of suggestions on the teacher training for computer education and CAE in Turkey. | [FULL TEXT]

Ugras, Tuba; Bayrak, Beyza Karadeniz; Kert, Serhat B. (2007).  A Demographic Research on Having a Personal Web Site of High School Students   [Online Submission] 

In this study, having a personal web site of high school students in Turkey has been researched. The survey has been executed on the students from different types of high schools in Besiktas, Istanbul, Turkey. As the data collecting tool in the research, a questionnaire, that consists of some questions about whether they have a personal web site or not, whether they wish to have a personal web site or not, and whether they take any courses about web site design at school or not, has been used. The answers of the students to the questions are examined and evaluated by using quantitative data analysis methods. At the end of the evaluation session, valuable data about the use of technology and the skills of following technology of demographically different high school students have been gained; the importance of designing high school course contents by taking the developments in technology into consideration has been noticed.  | [FULL TEXT]

Usta, Ertugrul; Ozdemir, Soner Mehmet (2007).  An Analysis of Students' Opinions about Blended Learning Environment  [Online Submission] 

This study examines views of students related to Blended Learning Environment (BLE). The sample group of the study consisted of 36 students enrolled in social science teacher education programme at Ahi Evran University, Education Faculty during the 2006/07 Fall Semester. This approach has been carried out both online and face to face (F2F) settings in the course "Instructional technologies and material development". The results of the study showed that the students had quite positive opinions about three subscales of the questionnaire (student-student, student-instructor interactions and course structure and learning environment). In the study, there was no significant difference between views of students related to above three subscales in respect of gender.  | [FULL TEXT]

Unwin, Adam (2007).  The Professionalism of the Higher Education Teacher: What's ICT Got to Do with It?  Teaching in Higher Education, 12, 3. 

Higher education (HE) professionals generally work in an information and communication technologies (ICT) rich environment. There are expectations that the existence of ICT benefits them, their students, and the overall learning environment. This paper investigates and debates the complex interplay between two aspects of HE that have witnessed rapid change: the HE teacher's professional role and the use of ICTs for teaching and learning. This paper reviews writings, research and theory in these areas, and draws out key themes. A Masters course run at the Institute of Education, University of London, is used as a practical context to evaluate aspects of this debate and assess their contemporary relevance. It establishes the importance of professional learning communities that include ICT "enthusiasts", and an integrated pedagogic approach to ICTs. The paper suggests that these factors can be key in enhancing the capacity of the HE teacher to engage positively, collaboratively and critically with the growth of learning technologies.

Utecht, Jeff (2007).  Blogs Aren't the Enemy; How Blogs Enhance Learning. Voices from Techlearning.com  Technology & Learning, 27, 9. 

There is a problem with blogs in the classroom--a problem that has many educators looking at blogging and not understanding why one would want to blog, how it benefits students, or how it engages them in the learning process. In this article, the author discusses how blogs enhance learning. Blogs are not about writing, they are about a conversation. The power of blogging comes from the conversation threads that can be carried on among teachers and students. Few teachers, though, give their students time to read, reflect, or to leave comments during class--or even as homework on other's blogs. Yet those comments, either made by classmates or by others, can deepen learning and understanding. When blogs are viewed as vehicles for dialogue, they bring a completely new meaning to the term blogging. They are no longer journal assignments; they are thoughtful discussions that extend well after a lesson ends.

Upton, Dominic; Cooper, Carol (2006).  Developing an On-Line Interactive Health Psychology Module  Innovations in Education & Teaching International, 43, 3. 

On-line teaching material in health psychology was developed which ensured a range of students could access appropriate material for their course and level of study. This material has been developed around the concept of smaller "content chunks" which can be combined into whole units of learning (topics), and ultimately, a module. On the basis of the underlying philosophy that the medium is part of the message, we considered interactivity to be a key element in engaging the student with the material. Consequently, the key aim of this development was to stimulate and engage students, promoting better involvement with the academic material, and hence better learning. It was hoped that this was achieved through the development of material including linked programmes and supporting material, small Java Scripts and basic email, forms and HTML additions. This material is outlined as some of the interactive activities introduced, and the preliminary student and tutor experience described.

Uekawa, Kazuaki; Borman, Kathryn; Lee, Reginald (2007).  Student Engagement in U.S. Urban High School Mathematics and Science Classrooms: Findings on Social Organization, Race, and Ethnicity  Urban Review: Issues and Ideas in Public Education, 39, 1. 

This paper reports results of intensive field work in urban high school mathematics and science classrooms based on research with students attending eight high schools located in large, disparate urban sites across the U.S. During the course of our observations and interviews we recorded students' activities as well as their impressions of classroom processes over the course of a week in each classroom using the Experience Sampling Method (ESM). ESM allows students to record information about their classroom experiences at intervals during daily mathematics and science classroom lessons. We measured levels of student engagement and examined relationships between student engagement and an array of predictors. We take a social organizational approach to interpreting classroom processes, examining the extent to which classroom activities influence student perception of class and communication among students and how these intervening factors affect student engagement during on-going classroom activities. Results suggest that there is variation between group members' reactions to classroom activities. Specifically, as an example, Latino Students in Chicago, Miami and El Paso were far more engaged and responsive to classroom lessons during the time they spent in small problem-solving groups during class. Student Engagement in High School Mathematics and Science.

Ulusoy, Mustafa (2006).  The Role of Computers in Writing Process  [Online Submission] 

In this paper, the role of computers in writing process was investigated. Last 25 years of journals were searched to find related articles. Articles and books were classified under prewriting, composing, and revising and editing headings. The review results showed that computers can make writers' job easy in the writing process. In addition, literature results revealed that teachers, peers, instructional strategies, and computer software all together have some important roles to develop students' writing ability. Simplifying the revising process is the biggest expectation from computers. | [FULL TEXT]

(2007).  Using Assistive Technologies to Ameliorate Reading Difficulties  Reading Research Quarterly, 42, 1. 

Digital technologies have created new forms of reading and writing and have altered our conceptions of literacy. However, digital technologies also offer new ways of assisting readers who have various difficulties reading and comprehending conventional texts. Use of the capabilities of digital technologies specifically to broaden access to textual information among such readers has come to be known as "assistive technologies," the topic of this installment of "RRQ's" New Directions in Research. Research and development in this area have been ongoing since the early days of instructional computing. During the previous decade, however, interest in this aspect of the digital revolution has expanded considerably, due in part to the increasing availability of sophisticated digital technologies. Interest in assistive technologies has also expanded in response to U.S. federal laws requiring publishers to make the content of textbooks accessible to students with a variety of disabilities. Currently, there is also a federally funded center aimed at researching how digital technologies can provide textual supports aimed at increasing comprehension and learning among readers with disabilities. Thus, we believe that considering the topic of assistive technologies is particularly timely and important. The contributors, whose individual pieces follow, have diverse backgrounds, orientations, and experiences that position them well to identify the issues that define the current and needed research agenda related to assistive technologies.

_____. (2000).  Using Data on Enacted Curriculum in Mathematics and Science: Sample Results from a Study of Classroom Practices and Subject Content. Summary Report from Survey of Enacted Curriculum Project. 

Schools and teachers in 11 states participated in a study of enacted curriculum in mathematics and science classrooms. Over 600 teachers across the United States completed self-report surveys that covered the subject content they taught and the instructional practices they used in their classrooms. This summary report provides an overview of some of the findings from the study and presents examples of how the data on enacted curriculum can be reported and used. It is intended to help educators and decision makers identify the kinds of information that would be available from the surveys of enacted curriculum and to suggest ideas and strategies for more expanded use of these kinds of surveys and data by educators at the school, district, and state levels. The study of enacted curriculum was a collaborative effort involving state education leaders in science and mathematics education, researchers from the Wisconsin Center for Education Research (WCER), and project managers from the Council of Chief State School Officers (CCSSO). Educators and researchers worked together to develop survey instruments that would gather reliable data from teachers and students, as well as formats for reporting survey results that would communicate key findings to educators. The 11 states supported and participated in the study through the CCSSO and State Collaboration on Assessment and Student Standards surveys of Enacted Curriculum. | [FULL TEXT]

_____. (2000).  Using Technology for Learning. Symposium 1. [Concurrent Symposium Session at AHRD Annual Conference, 2000.] 

This document contains three papers from a symposium on using technology for learning that was conducted as part of a conference on human resource development (HRD). "Openness to Technology in Virtual Teams: Implications for International Human Resource Development" (Mary R. Watson, Leigh Anne Liu) reports on a study that examined the attitudes of 520 subjects in 6 countries toward technology and the use of technology in global virtual teams. "Towards a Framework for Teaching and Learning in an Online Environment: A Review of the Literature" (Sandra Wall Williams) addresses the lack of theory specifically related to teaching and learning in an online environment, presents two significant teaching and learning paradigms, and concludes that the integration of both approaches will allow for the emergence of new theories focusing on teaching and learning in online environments. "Learning Human Resource Development through Electronic Discussion" (Barbara J. Daley) reports on a study that examined the use of electronic discussion as a teaching and learning strategy for graduate students within an HRD graduate program. The study further indicated that learning progressed to a high analytical level during electronic discussion and that group process development also facilitated learning. The first and third papers contain substantial bibliographies. | [FULL TEXT]

_____. (2000).  Using Technology To Learn and Learning To Use Technology. Hearing before the Committee on Education and the Workforce. House of Representatives, One Hundred Sixth Congress, Second Session. 

This hearing on educational technology includes statements by the following individuals: Vice-Chairman Thomas E. Petri, Committee on Education and the Workforce; Dr. James B. Thomas, Dean, School of Information Sciences and Technology, Pennsylvania State University; Eva Cronin, teacher, Hayes Elementary School (Georgia); Janet Guge, art and French teacher, Franklin Public Schools (Nebraska); Rhett Dawson, President, Information Technology Industry Council (District of Columbia); Claudia Mansfield Sutton, Senior Vice President, Compass Learning (California); and Michael Kaufman, CEO and Chairman, Tequity (California). The appendices contain written statements by these individuals, as well as Ranking Democrat Member William Clay, Committee on Education and the Workforce. Also appended is the ITI (Information Technology Industry Council) High-Tech Education Report. | [FULL TEXT]

_____. (2001).  Using Information Technology To Transform the Way We Learn. Report to the President. 

This is one in a series of reports to the President and Congress developed by the President's Information Technology Advisory Committee (PITAC) on key contemporary issues in information technology. This report highlights findings and recommendations on how the Federal government can provide the leadership needed to solve key information technology challenges and to improve the quality of, and public access to, distant, knowledge-intensive, and otherwise unaffordable educational and training experiences. The overarching recommendation is that the Federal government set as a national priority the effective integration of information technology with education and training. This must be at the core of any far-reaching education initiative. Four subordinate recommendations urge that the Federal government: establish and coordinate a major research initiative for information technology in education and training, including learning technologies and sciences, information technologies for education and training, and requirements for learning and teaching information technology fluency; establish focused government-industry-foundation partnerships to aggressively pursue the information technology research program; develop programs that enable educators and related professionals to use information technology effectively; and work with industry and academic to develop technical standards for extendable component-based technologies and infrastructures that can be widely used in online education and training. A list of workshop participants is appended. | [FULL TEXT]

_____. (2002).  Using Technology To Improve Instruction and Raise Student Achievement. Outstanding Practices. High Schools That Work. 

The 2000 "High Schools That Work" (HSTW) Assessment showed a definite payoff among career-oriented students who used technology. In their 2000 annual reports to the Southern Regional Education Board, many HSTW sites listed technology-related accomplishments: getting students to use the Internet to gather information; teaching students to use computers, printers, scanners and digital cameras in completing challenging projects; and earning awards for student accomplishments in technology use. National studies have revealed that students who have access to computer-assisted instruction and other technology-related experiences show achievements gains on various tests. This Outstanding Practices publication contains 21 examples of how educators are using technology to improve instruction and raise student achievement in academic and career/technical courses. These are just some of the exemplary practices from the more than 1,100 HSTW sites in 26 states. The reports from schools are divided into three sections: "Academic Courses,""Career/Technical Programs," and "Integrated Academic and Career/Technical Studies." | [FULL TEXT]

_____. (2003).  Using Data: Innovative Ways To Improve Results for Students with Disabilities.  [Research Connections in Special Education] 

This issue presents two articles on the use of data to improve results for students with disabilities. The first paper examines how researchers supported by the Office of Special Education Programs are discovering innovative uses of scientifically derived information in instructional and administrative decision making as well as strategies for enhancing the usability of such data. Major sections address how data can inform schoolwide positive behavior support programs; using large scale assessment data for school improvement; and curriculum-based measurement (CBM). The second paper is on using data from participatory action research to support change and innovation. Sections consider generating data-based strategies; promoting inclusive schooling practices; conducting family research; and studying social inclusion at work sites. Insets in both papers briefly describe relevant resources on teaching students with disabilities to use data for decision making, how technology use streamlines data collection and analysis, digital texts with embedded and individualized reading strategy and decoding supports, computer administered and scored CBM resources, and use of focus groups to yield useful data. | [FULL TEXT]

This document presents highlights from the U.S. Intel Teach to the Future Essentials 2006 End of School Year Survey, which was administered via the web in April of 2006 to Master and Participant Teachers identified in the database as having completed the training between October 2004 and September 2005. This survey included the International Impact Survey questions, which are asked of teachers all over the world who have participated in the Intel Teach to the Future Essentials Course. The purpose of the International Impact Survey is to help program staff understand whether teachers who have participated in the Essentials Course follow up on their training, and learn more about the kind of technology access and support that are available to program participants in their schools. The U.S. Intel Teach to the Future Essentials 2006 End of School Year Survey also contains demographic questions that do not appear in the International Impact Survey. In total 1,178 people responded to the survey, for a response rate of 24%. Key findings from this survey include: (1) The demographic data showed some small changes in the profiles of participants this year compared to previous years, and demonstrated that the Intel Teach Essentials Course is reaching teachers in schools that tend to be less affluent than the national average; (2) 2006 respondents' experiences integrating technology into classroom teaching are very similar to those of respondents to the 2005 End of School Year Survey; (3) While teachers responding to the 2006 survey were slightly less familiar with the teaching strategies presented in the training, they were just as likely to say that these teaching strategies were relevant to their teaching; and (4) Most teachers have some access to classroom computers, and almost all report having access to the Internet both in their classrooms and in their schools' computer labs. While almost all teachers have access to computer labs, over half reported that it was difficult to schedule time in them.  | [FULL TEXT]

Ukpo, Eugenia Onwu (2006).  Support for Distance Learners in a Nigerian Distance Education Programme  Open Learning, 21, 3. 

This paper reports on a research study that draws on the perceptions of students, tutors, field centre coordinators and central management to evaluate the support services provided to students in the National Teachers' Institute's distance teacher training programme. Within a conceptual framework that built upon models of teaching and learning at-a-distance, both quantitative and qualitative approaches were used for data collection and analysis. Although the major forms of support provided were found to be relevant to students, the study highlights the need to improve the current level of student satisfaction by strategies that will improve the supply of course materials and tutorial support, enhance students networking and exploit the use of multimedia.

Utsi, Steven; Canters, Raf; Lowyck, Joost (2001).  Embedding Conceptual Innovation in Distance Education Platforms: Bottlenecks and Critical Success Factors.  Educational Media International, 38, 4. 

Discussion of the need for distance education programs for children of occupational travelers who don't regularly attend elementary school focuses on FLEX (Flexible Learning Environment Experiment) used in Belgium, Britain and the Netherlands. Highlights include information and communication technology; and instructional design of a generic open and distance learning concept.

Utsumi, Takeshi (2005).  Globally Collaborative Experiential Learning  [Online Submission] 

The Global University System (GUS) [Utsumi, et al, 2003] is a worldwide initiative to create advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries for global peace. GUS aims to create a worldwide consortium of universities to provide the underdeveloped world with access to 21st Century education via broadband Internet technologies. The aim is to achieve "education and healthcare for all," anywhere, anytime and at any pace. The GUS works in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology. Globally Collaborative Environmental Peace Gaming (GCEPG) project [Utsumi, 2003] with a globally distributed computer simulation system, focusing on the issue of environment and sustainable development in developing countries, is to train would-be decision-makers in crisis management, conflict resolution, and negotiation techniques basing on "facts and figures." The GUS will supply game players from around the world. Keywords: The Global University System (GUS), Globally Collaborative Environmental Peace Gaming (GCEPG), Neural Computer Network. | [FULL TEXT]

Ukaegbu, Chikwendu Christian (2005).  Lessons from Biafra: The Structuration of Socially Relevant Science in the Research and Production Directorate  Social Forces, 83, 4. 

Africa's dismal economic performance is directly attributable to its weakness in the production and use of modern technology. Even Nigeria, a country with immense human and material resources, coupled with significant scientific infrastructure, has not yet been able to manage the all-important technological leap forward. The situation was different in Biafra (1967?70), when indigenous scientists and engineers performed socially relevant science without the preconditions conventionally perceived as necessary for technological development. Anchored in structuration theory, this article explores the sociology of scientific and technological practice in Biafra, outlines the achievements of Biafran scientists and engineers, and offers explanations of why the Biafran technological success has not been replicable in post-civil war Nigeria. Discussion concludes with a suggestion for development-driven geopolitical restructuring.

Upcraft, M. Lee, Ed.; Gardner, John N., Ed.; Barefoot, Betsy O., Ed. (2004).  Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College  [Jossey-Bass, An Imprint of Wiley] 

An authoritative, comprehensive guide to the first year of college, this book includes the most current information about the policies, strategies, programs, and services designed to help first-year students make a successful transition to college and fulfill their educational and personal goals. Following the introduction, "The First Year of College Revisited," written by the editors, this book divides into six parts and 29 chapters. Part One, What We Know about Today's First-Year Students and Institutional Efforts to Help Them Succeed, contains: (1) Today's First-Year Students (Jennifer L. Crissman Ishler); (2) The Keys to First-Year Student Persistence (Jennifer L. Crissman Ishler and M. Lee Upcraft); and (3) Current Institutional Practice in the First College Year (Betsy O. Barefoot). Part Two, Recruiting and Challenging First-Year Students, contains: (4) The Enrollment Management Process (Don Hossler and Douglas K. Anderson); (5) Student Engagement in the First Year of College (George D. Kuh); and (6) Expectations and Performance (Karen Maitland Schilling and Karl L. Schilling). Part Three, Creating Campus Cultures for First-Year Student Success, contains: (7) Fostering First-Year Success of Underrepresented Minorities (Freeman A. Hrabowski, III); (8) The Realities of Diversity and the Campus Climate for First-Year Students (W. Terrell Jones); (9) Building the Foundation for First-Year Student Success in Public, Urban Universities: A Case Study (Diana S. Natalicio and Maggy Smith); (10) Inviting First-Year Student Success: A President's Perspective (Betty L. Siegel); (11) Advocating for First-Year Students (Jay Chaskes and Ralph G. Anttonen); (12) Collaborative Partnerships between Academic and Student Affairs (Charles C. Schroeder); and (13) Technology and Today's First-Year Students (Reynol Junco). Part Four, Challenging And Supporting First-Year Students In The Classroom, contains: (14) Inside the First-Year Classroom: Challenges and Constraints (Bette LaSere Erickson and Diane W. Strommer); (15) Faculty Development and the First Year (Scott E. Evenbeck and Barbara Jackson); (16) First-Year Seminars (Mary Stuart Hunter and Carrie W. Linder); (17) Developmental Education (Jeanne L. Higbee); (18) Supplemental Instruction (Deanna C. Martin and Maureen Hurley); (19) Academic Advising (Margaret C. King and Thomas J. Kerr); (20) The Place of the Library versus the Library as Place (Margit Misangyi Watts); (21) Service-Learning and the First-Year Student (Edward Zlotkowski); and (22) Learning Communities (Jodi Levine Laufgraben). Part Five, Challenging and Supporting First-Year Students outside the Classroom, contains: (23) Designing Orientation Programs (Richard H. Mullendore and Leslie A. Banahan); (24) First-Year Student Living Environments (William J. Zeller); (25) Student Support Services (John H. Schuh); and (26) The First-Year Experience and Alcohol Use (Philip W. Meilman and Cheryl A. Presley). Part Six, Assessing the First College Year, contains: (27) Assessing the First Year of College (M. Lee Upcraft); (28) A Beginner's Guide for Assessing the First College Year (M. Lee Upcraft, Jennifer L. Crissman Ishler, and Randy L. Swing); and (29) Choosing and Using Assessment Instruments (Randy L. Swing and M. Lee Upcraft). The book also contains a preface; list of references; name and subject indexes; and a conclusion: "Principles of Good Practice for the First College Year and Summary of Recommendations" (John N. Gardner, M. Lee Upcraft, and Betsy O. Barefoot).

Unsworth, Len (2004).  Comparing School Science Explanations in Books and Computer-Based Formats: The Role of Images, Image/Text Relations and Hyperlinks  International Journal of Instructional Media, 31, 3. 

The affordances of computer-based texts, such as hypertext, windows, articulation of audio with text and image, and the inclusion of dynamic images, have fundamentally transformed many of the literacy practices derived from interaction with conventional texts. This means people need to reconceptualize the ways in which text form relates to text comprehension and composition. However, although there is no doubt that multimedia, electronic, information sources are quickly taking up the communication of much information previously presented solely in traditional text formats, this has not meant the extinction of conventional literacies. Rather, they are maintaining a complementary role as well as being both co-opted and adapted in the evolution of their textual habitat. To understand the contrasts, continuities and complementarities of literacy practices entailed in using texts in conventional and digital electronic formats, research is needed on the nature of the relationships among the rhetorics of electronic and conventional, texts and the comprehending strategies readers need to use. A first step is to investigate how the rhetorical organization of conventional texts relates to their rhetorical organization in digital electronic form. Three key parameters of such an investigation are the organizational structuring of the written texts, the nature and role of images, and the rhetorical use of hypertext within digital electronic formats. This paper focuses on the latter two parameters.

Uske, J.; Barat, R. (2004).  Estimation of Laminar Burning Velocities by Direct Digital Photography  Journal of Chemical Education, 81, 3. 

The Bunsen burner flame, which is the most common flame in the laboratory, can be easily studied for its dynamics because of modern, economical digital technology available to student laboratories. Direct digital photography of Bunsen flames is used to obtain laminar burning velocities of selected gaseous hydrocarbon/air flames.

Uys, Philip M.; Nleya, Paul; Molelu, G. B. (2004).  Technological Innovation and Management Strategies for Higher Education in Africa: Harmonizing Reality and Idealism  Educational Media International, 41, 1. 

This paper analyses and suggests possible technological innovation strategies in higher educational institutions in Africa. The paper describes management issues in the implementation of eLearning with particular reference to its usage in higher education abroad and in Africa, and also suggests appropriate approaches for technological innovation of higher education in Africa. The major findings of the paper, which are based on three case studies, suggest that eLearning needs to be implemented within a strategically developed framework based on a clear and unified vision and a central educational rationale. The findings further highlight the importance of using a combination of strategies--top-down, bottom-up and inside-out--during the diffusion process to attain coherence, collegiality and ownership. The process of technological transformation is not a smooth translation process but one of dislocations, dilemmas and uncertainties and it is an art to effect change and sustainable technological transformation since people are central to this transformation process.

Uy, Chin (2005).  Critical Trial Use of TIMS as an Alternative Instructional Delivery Tool  Asia Pacific Education Review, 6, 1. 

This quantitative-qualitative study seeks to determine the effectiveness of TIMS (Thomasian Interactive Multimedia Software) in teaching the introductory topics in Trigonometry. The acceptability of the software to the student respondents was established using the content, design, interface, and effectiveness of the media used as the evaluation criteria. The critical trial use of the software involving a small group of students was employed to elicit the needed information. It aims to provide meaningful report which includes the strengths and weaknesses of the software, the recurring problems, and constraints during its implementation, and a critique of the software as to how it should be improved for future use. | [FULL TEXT]

_____. (2002).  2002 Update to the Long-Range Plan for Technology, 1996-2010. A Report to the 78th Texas Legislature from the Texas Education Agency. 

This document reports on the Long-Range Plan for Technology, 1996-2010 for the state of Texas. At the beginning of the report is the "Vision of Technology in Education, 2002." The first section of the report addresses the need to update the long-range plan in the following areas: state legislation; federal legislation; developments in technology; business and industry expectations; climate of Texas schools; higher education; community needs; and lessons learned since 1988. The second section presents an update to the plan, containing requests to the Texas Legislature, actions, and recommendations in four areas: (1) teaching and learning; (2) educator preparation and development; (3) administration and support services; and (4) infrastructure for technology. The third section reports on the current status of the plan in the same four areas. The fourth section summarizes the related services and activities of each of the state's 20 Education Service Centers. The "Texas STaR Chart: A Tool for Planning and Assessing School Technology and Readiness Aligned with the Long-Range Plan for Technology, 1996-2010" is appended. Contains a glossary. | [FULL TEXT]

_____. (2000).  Use of Interactive Video Technology To Teach Middle School Mathematics in Chicago Schools, September-November, 2000. Final Evaluation Report. 

This paper presents the evaluation of a program on the use of interactive video technology to teach mathematics in middle schools. The implementation of the Adventures of Jasper Woodbury mathematics program involved 17 math teachers from eight schools in the Chicago area from September through November, 2000. The teachers were trained at Northeastern Illinois University. The training team included four professionals: the program director, two trainers (mathematics educators), and an evaluator (a measurement and evaluation professional). Program activities were organized in four main phases: pre-training planning, training of teachers, the teaching phase, and follow-up meetings. The training team worked together to plan, implement, and evaluate the program. Indications are that although pre and post data did not show highly significant group increases in knowledge, skills, and attitudes, some individual improvements were rather remarkable among teachers and students after learning mathematics with Jasper. | [FULL TEXT]

_____. (2002).  Users' Views on e-Learning: CEDEFOP Online Surveys. CEDEFOP Reference Series. 

The views of users of e-learning in Europe and elsewhere were examined through seven online surveys that were posted on the interactive World Wide Web site called The European Training Village. The surveys examined e-learning users' views regarding the following topics: technology-supported learning; e-mail in e-learning; trainers' skills for e-learning; the economics of e-learning; e-learning and adult basic skills; e-learning for people with disabilities; and training of trainers and teachers. The surveys attracted approximately 3,213 respondents, 19% of whom were trainers or teachers in schools and universities and 14% of whom were training managers or trainers in companies or the private sector. The following were among the key findings: (1) 42% of respondents said that 0-25% of their learning was currently supported by technology; (2) uses of e-mail in e-learning included sending instructions and assignments, surveying learner views, providing advice, and generating discussion; (3) costs of developing or purchasing e-learning products and services elicited the greatest concern in the survey on the economics of e-learning; (4) respondents were optimistic regarding e-learning's potential contribution to teaching adults in need of basic skills instruction and disabled individuals; and (5) most respondents anticipated spending more time on e-learning professional development in the future. (Questionnaires are included. Contains 48 figures.) | [FULL TEXT]

_____. (2002).  Uses of Technology in Adult ESL Education. 

Adult English-as-a-Second-Language (ESL) professionals have long used technology to enrich instructional activities. Currently, they are integrating multimedia packages and PowerPoint presentations into instruction. Technology can be used in many different contexts (in the classroom, at distance learning sites, and for extended or self-study). New technologies present opportunities to accomplish multiple instructional goals and may be responsive to different learning styles. Challenges to technology use in adult ESL include financial constraints (funding for adult ESL instruction is usually limited), the digital divide, and matching technology applications to the program's instructional needs and goals. Efforts to use technology effectively in adult ESL instruction include the following: addressing the need for sufficient funding; including technology objectives in state-level adult education planning; choosing technology that supports and complements the approaches, needs, and goals of instruction; developing instructional models that integrate technology applications; creating and using hybrid models; developing software programs and Web sites that are appropriate for and usable by English learners; providing practitioners with appropriate training; researching and documenting the benefits and challenges of various uses of technology in education; and using technology to expand or individualize inside and outside the classroom. Additional resources are listed. (Adjunct ERIC Clearinghouse for ESL Literacy Education) | [FULL TEXT]

Uyeung, Lai Hung A; Ha, Tak Shing; Au, Grace (2003).  The Experience of New WBI-Adopters in Hong Kong  Journal of Educational Technology Systems, 31, 4. 

The innovative use of information and communication technology is becoming increasingly popular among higher education institutions in Hong Kong. The motivation for adoption is expedited by great promotive efforts within the academic communities that accompany the current high level of financial, hardware, and software resources deployed in all education sectors. Web-based course management tools are also available campus-wide. Novice Web-adopters are likely to rely on these tools to develop on-line instruction because of the relative ease to get started. Since not much is known about local Web users, this study aims to explore how university instructors in Hong Kong adapt to this new mode of instruction and make use of the Web-based learning tools in teaching. Seventeen instructors from a university in Hong Kong who are novice Web-adopters were interviewed. Their perceptions toward Web-based instruction, reasons of adoption, degree to which their expectations were met at the end of the semester, and their evaluations of the Web-based course delivery system were examined. Some instructors tended to look at technology and innovation from a "performance enhancement" perspective. However, the present findings suggested that it is also necessary to be aware of the potential limitations resulting from using technology to implement learning activities. Finally, the support needs for instructors are discussed based on the research findings.

Uribe, Daniel; Klein, James D.; Sullivan, Howard (2003).  The Effect of Computer-Mediated Collaborative Learning on Solving Ill-Defined Problems.  Educational Technology Research and Development, 51, 1. 

Discusses problem solving, problem-based learning, and collaborative learning, and describes a university study that investigated the effects of individual Web-based learning versus computer-mediated collaborative Web-based learning and ability grouping on learner performance in solving ill-defined problems. Considers time on task, participant attitudes, and further research.

Uijtdehaage, Sebastian H. J.; Contini, Janice; Candler, Chris S.; Dennis, Sharon E. (2003).  Sharing Digital Teaching Resources: Breaking down Barriers by Addressing the Concerns of Faculty Members.  Academic Medicine, 78, 3. 

Sought to identify barriers that block the free exchange of medical education multimedia and incentives that could be created to overcome educators' concerns. Participants strongly supported multimedia databases. Obstacles for contributing materials included the lack of institutional recognition for educational innovation, confusing intellectual property policies, the hassle involved in sharing materials, and the perceived commercial potential of the materials.

Ushiogi, Morikazu; Tanaka, Shinichira; O'Gara, Chloe; Sprague, David (2001).  Arab Republic of Egypt: Review of Early Childhood Education and Human Capital Formation. 

This report submitted to the World Bank analyzes the early childhood development (ECD) policies, strategies, and programs in Egypt in 2001. Information was gathered from documents, observations in kindergartens and nurseries, interviews with more than 50 teachers and parents, and a survey of policymakers and program managers in Cairo, Egypt. The report is presented in eight parts. Following introductory remarks, Part 2 presents general background information on factors influencing ECD policy development, including population and demography, nutrition and health, literacy, and economy. Part 3 presents the ECD policy framework, detailing the responsibilities of the National Council for Childhood and Motherhood and the Ministries of Education, Insurance and Social Affairs, and Health and Population. Part 4 describes center-based care and education programs, noting that there has been steady, although modest, growth in private sector kindergartens and rapid growth in preschools. Government commitment has contributed to improved class sizes, educational technology, and teacher qualifications. Part 5 presents information on the quality, standards, and norms for care and education of young children in Egypt. Part 6 discusses parent expectations for early childhood development and education related to safety, values education, school readiness, and second language education. Part 7 focuses on ECD financing, providing information on public expenditures for education in general and kindergarten in particular, public expenditures for nurseries, cost-sharing and private cost of ECD, household expenditures on children and education, and implications to improve current public ECD financing. The report concludes by asserting that Egypt has adopted appropriate policies and programs to optimize the development of its young children. | [FULL TEXT]

Ursini, Sonia; Orendain, Monica; Sanchez, Gabriel; Butto, Cristianne (2001).  Using Technology in the Mathematics Classroom and Its Impact on Girls and Boys: Teacher's View. 

Since 1997 the Ministry of Education in Mexico has been sponsoring a national project in which technology (computers and TI-92 calculators) is used to support the teaching of mathematics at secondary school level (children aged 12 to 15 years old). One of our concerns during this project was to investigate if its implementation affects some of the aspects of girls' and boys' behavior in the classroom. A first approach consisted in investigating teachers' views concerning nine behavioral aspects (participation, capability to analyze a problem, capability to interpret the creativity, and preference for working in teams or individually). The results show that teachers consider that to use technology in mathematics classroom impacts the majority of these aspects and this impact is different for girls and boys. We found as well that male and female teachers have different perceptions of the observed behavioral changes. | [FULL TEXT]

Ulewicz, Monica, Ed.; Beatty, Alexandra, Ed. (2001).  The Power of Video Technology in International Comparative Research in Education. 

The Board on International Comparative Studies in Education (BICSE) was established in 1988. Under its initial mandate, the board monitored U.S. participation in large-scale international comparative studies. The Third International Mathematics and Science Study (TIMSS) has been the focus of much of BICSE's agenda in the 1990s. The TIMSS Videotape Classroom Study represented one of the dimensions of TIMSS's design, and the technical advances resulting from it have increased general interest in international video studies among education researchers and policy makers. The BICSE hosted a one-day workshop in November 1999 to explore three issues: the potential that video technology appears to offer as a tool to enhance and expand international comparative research; the role of international video in informing educational research and professional development in the U.S.; and the methodological questions raised by the use of this research tool. In light of the potential benefits and recognizing the unresolved issues, the BICSE offers four recommendations to researchers, funding agencies, and policy makers. The international comparative education research community should: pursue projects that appropriately use video technology as a research tool; support not only large-scale studies that make use of video technology, such as the TIMSS, but also other kinds of video-based research; undertake initiatives, such as the support of a working group, to help clarify and develop solutions to the privacy and confidentiality issues in using video technology in such research; and undertake initiatives, such as the support of a working group, to explore the creation of a video archive or archives for international comparative research in education. An overview of the historical context of video in international comparative research is provided, and selected works from international perspectives are highlighted. The next section of the report describes the primary benefits of-and caveats associated with-using video technology in international comparative studies in education. The remaining sections of the report discuss: integrating qualitative and quantitative analysis; sample size; what video can and cannot capture; privacy and confidentiality; professional development; and links between achievement and teaching practices. The workshop agenda and list of participants are appended.

Uden, Lorna; Brandt, D. Scott (2000).  Knowledge Analysis of Tasks for Instructional Design.  Educational Technology, 41, 5. 

Discusses task analysis as a step in instructional development and presents an alternative method for instructional applications called Knowledge Analysis of Tasks (KAT). Results of KAT are used to produce a model of tasks in terms of Task Knowledge Structures (TKS), which represent the knowledge people possess about tasks they perform.